English Grade 8 Q2 PDF

DETAILED
LESSON
PLAN IN
ENGLISH 8
(Second Quarter)
i
Region V/Daily Lesson Plan/2019-2020
DAILY LESSON PLAN DEVELOPMENT TEAM
WRITERS PROCESS OBSERVERS

RUEL C. FERNANDEZ LORAINE T. CHIONG
CATHERINE A. LOPEZ JOSE ROY S. AGUILAR
AXEL JAMES O. TOMES ANNABEL B. TENDENILLA
AILEEN T. BAJARO MILAGROS V. LIM
DAVE S. TOLENTINO MARIA ROSARIO VILLAFLOR
LORAINE TAULE SONIA V. PRENSADER
JUVY Z. ARACOSTA RAMON T. TEMPLONUEVO
JEFFERSON S. ARCILLA ROSARIO B. SOSITO
DAISY ROSE TABINAS GINA B. PANTINO
SLAJ A. SUMALDE JOSALIE T. TONIO
DEMONSTRATION TEACHERS DEMONSTRATION TEACHERS
MARICEL B. PADILLA JOSEPHINE C. DOMINGUEZ
SHERLYN A. BARBA CYRIL MAE D. PANTALEON
ROSIE T. SANCHEZ JESSICA T. SARMIENTO
LINA S. CAMACHO LOUIE T. SICIO
JENNIFER L. BORRE MELISSA MAE V. VALEZA
MICHAELA R. CHAVEZ AIMEE O. SOQUERATA
JOHN REY B. CHAVEZ SARAH MAE D. ALMASOL
ANNABEL B. TENDENILLA MARIA CECILIA T. TIMBAL
KRISTINE CARLA T. ROJAS MARIA LINDA T. TIMBAL
MELODY T. TEMONES CHENNIE ANN O. OGALESCO
MA. TERESA T. GRIBIALDE MICHELLE T. ESTAVILLO
FLOR S. TATING MICHELE B. TEMPORADA
ROSIE T. OSIDA MISCHELLE S. ICARANOM
MARICEL T. USERO SHEENA MAE TRESMANIO
ANA A. BARDON MARIA HOBELLE P. TABLIGAN
RENEROSE A. SONEJA JOANNE T. TANAEL
FATIMA CARLA D. CAJUDAY JOSEPITO TUBO
GINALYN M. GUERRERO LUCY B. BERNAL
RENEROSE A. SONEJA JENICA A. QUINTAL
MARY GRACE D. QUINTAL CHRISTINE MAE PETAJEN
LUCY B. BERNAL JENICA A. QUINTAL
ANA A. BARDON JOSEPITO TUBO
RENEROSE A. SONEJA
ii
TABLE OF CONTENTS
SECOND QUARTER ENGLISH 8 DETAILED LESSON PLANS
CONTENT PAGE
Week 1
Day 1……………………………………………………………………1
Day 2……………………………………………………………………14
Day 3……………………………………………………………………25
Day 4……………………………………………………………………33
Day 5……………………………………………………………………45
Week 2
Day 1……………………………………………………………………58
Day 2……………………………………………………………………74
Day 3……………………………………………………………………85
Day 4……………………………………………………………………94
Day 5……………………………………………………………………105
Week 3
Day 1……………………………………………………………………117
Day 2……………………………………………………………………126
Day 3……………………………………………………………………135
Day 4……………………………………………………………………145
Day 5……………………………………………………………………153
Week 4
Day 1……………………………………………………………………162
Day 2……………………………………………………………………185
Day 3……………………………………………………………………199
iii
Day 4……………………………………………………………….………215
Day 5……………………………………………………………….………230
Week 5
Day 1………………………………………………………….……………244
Day 2…………………………………………………………….…………261
Day 3………………………….……………………………………………276
Day 4……………………………………………………………………….288
Day 5…………………………………………………………………….…303
Week 6
Day 1………………………………………………………………………314
Day 2……………………………………………………………………….321
Day 3……………………………………………………………………….331
Day 4……………………………………………………………………….340
Day 5……………………………………………………………………….348
Week 7
Day 1……………………………………………………………………….358
Day 2………………………………………………………………….……383
Day 3……………………………………………………………….………391
Day 4…………………………………………………………….…………400
Day 5…………………………………………………………….…………407
Week 8
Day 1………………………………………………………..……………..413
Day 2……………………………………………………………………....426
Day 3………………………………………………………………………443
Day 4………………………………………………………………………445
Day 5………………………………………………………………………463
iv
Week 9
Day 1………………………………………………………………………468
Day 2……………………………………………………………………....484
Day 3………………………………………………………………………501
Day 4………………………………………………………………………516
Day 5……………………………………………………………………...531
v
DETAILED LESSON PLAN IN ENGLISH
Grade 8
Quarter 2, Week 1, Day 1
I. OBJECTIVES
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
A. Content Standard
listening to long descriptive and narrative 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
B. Performance featuring a variety of effective paragraphs, appropriate
Standard grammatical signals or expressions in topic
development, and appropriate prosodic features, stance,
and behaviour.
C. Learning EN8LC-IIa-7: Employ appropriate listening skills and
Competency/ strategies suited to long descriptive and narrative texts
Objectives EN8LC-IIa-7.2:
(Write the LC code for Employ projective listening strategies with longer stories
each.)
LISTENING STRATEGIES FOR LONG NARRATIVE
II. CONTENT
TEXTS
III. LEARNING
RESOURCES
A. References
1. Teacher‟s
Guide pages
2. Learner‟s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
https://www.youtube.com/watch?v=k39pj6SCQV8
https://www.youtube.com/watch?v=pL5uetOy3ZA
https://www.youtube.com/watch?v=lMeA_UJRAEQ
https://www.youtube.com/watch?v=B8EJVcRJSXo
B. Other Learning https://www.britishcouncil.org/voices-magazine/five-
Resources essential-listening-skills-english-learners
https://www.behance.net/gallery/63942429/A-Japan-
Travelogue
https://www.youtube.com/watch?v=9fg2Z-ECAT4
1
IV. PROCEDURES ADVANCED LEARNERS AVERAGE LEARNERS
o The teacher gives an

overview of the scope of
literary discussion in
Quarter 2, i.e. East Asian
Literature
TASK 1: MAPPING
o The teacher will let the
students identify the
countries represented by
the music that will be
played.
(https://www.youtube.co
m/watch?v=k39pj6SCQV
8) o The teacher presents
(NOTE: This is a video. It an overview of
should not be shown for Quarter 2: Embracing
students to view. This is One‘s Heritage
a motivational listening (Literature Focus:
activity. The teacher can East Asian Literature
immediately solicit for – Japan, China and
answers even while the Korea)
music is played. Cut on TASK 1: MAPPING
the VIETNAM part o The teacher lets the
A. Reviewing
because it is not students identify the
previous
included.) countries
lesson or
represented by the
presenting the
(CHINA, JAPAN, music that will be
new lesson
KOREA) played.
(https://www.youtube.
o The teacher leads com/watch?v=k39pj6
students to the idea that SCQV8)
Quarter 2 will dwell on
the literature of East (CHINA, JAPAN,
Asian countries. Week 1 KOREA)
of Quarter 2 will dwell on
the literature of Japan
(Play the video entitled
JAPAN Where Tradition
Meets the Future
https://www.youtube.com
/watch?v=pL5uetOy3ZA
The teacher can present
amazing facts about
Japan while the video is
being played.
o The teacher introduces

the theme of the whole
quarter (Embracing
One‘s Heritage).
2
o The teacher sets up
students for the listening
activities ahead.
TASK 2: TUNING UP
o The teacher checks on
the attention of the
students. He/She can
strategize on attention- TASK 2: TUNING UP
getting prompts to set up Set up students using
the mood of the students attention-getting
in the listening activity. prompts.
(Example: When the
teacher asks, “Are you o Have the students
ready to listen?”, the listen to an audio
students say “Japan”. entitled ―Preparing
When the teacher asks, Sushi Is More
“Are the sure?”, the Involved Than
students say, “Japan, People
Japan”. Think‖https://www.yo
o Have the students listen utube.com/watch?v=l
to an audio entitled MeA_UJRAEQ‖ .
―Preparing Sushi Is More o Have the students
Involved Than People answer the following
Think‖https://www.youtub Process Questions:
e.com/watch?v=lMeA_U 1. What details about
JRAEQ‖. preparing sushi did
B. Establishing a
(NOTE: Do not show the you get?
purpose for the
video. Have the students 2. What Japanese
lesson
listen to the audio practice in
ONLY.) preparing food is
o Have the students reflected in the
answer the following audio listened to?
Process Questions: 2. What strategies did
1. What details about you use to have a
preparing sushi did mental note of
you get? those details and
2. What Japanese ideas?
practice in preparing
food is reflected in the In this short video, it
audio listened to? is important that you
3. How did you find the come up with good
activity of getting all and effective listening
details in the text? strategies so as to
(Expected answer: grasp details and fully
DIFFICULT TO TAKE understand the
NOTE ALL DETAILS) meaning and intent of
In this short video, it is the material.
important that you come
up with good and
effective listening
strategies so as to grasp
details and fully
understand the meaning
and intent of the material.
3
o The teacher presents
the same transition.
o The teacher poses the
When you listen to a
questions: When you
long narrative
listen to a long narrative
text,how can you
text, how can you
possibly cope with
possibly cope with the
the demands of
demands of listening
listening longer
longer minutes without
minutes without
losing grip of the details
losing grip of the
in the text?
details in the text?
(The students give varied
C. Presenting (The students give
answers.)
examples/ varied answers.)
Instances of the Be it short or long
Be it short or long text,
new lesson text, the basic
the basic listening
listening strategies
strategies never get
never get old-
outdated Let us start
fashioned. Let us
from them.
start from them.
o The teacher shows the
The teacher shows the
video ―How to Improve
video ―How to Improve
Listening Skills‖
Listening Skills‖
/watch?v=B8EJVcRJSXo
/watch?v=B8EJVcRJSXo
o The teacher discusses

the Five Essential
Listening Skills for
English learners. (SEE
ATTACHED FILE A of
the same title)
Listening to long
narrative texts is one of
D. Discussing new
theimportant and critical
concepts and The teacher presents the
activities that requires
practicing new same discussion.
skills and strategies
skills # 1
toward getting details
and understanding the
whole text and even the
intent of the speaker. The
basic listening strategies
presented if executed
consistently can sustain
the demands of paying
attention to a longer text.
Here are strategies that
will help you get through
E. Discussing new the long process of
concepts and listening: The teacher presents the
skills # 2 1. Jot down the main
ideas for each
significant juncture of
4
the text. Transcode
them in a graphic
organizer: mind map or
concept map
2. Provide details for
each main idea.
3. Create connection
between significant
ideas in the text.
4. Create questions for
details that are
confusing or
inadequate. List words
which are hard to
understand. Be sure to
catch up for them the
moment the text is
played again.
5. Create a thesis
statement or a
summary of the entire
text.
6. Deduce the author‟s
intent/purpose and the
theme of the text.
7. Listen well. Digest
ideas well. Do not stop
catching up for details
until the whole picture
is viewed clearly.
Listening to long narrative

texts requires much
attention, one should
possess active listening
skills characterized by focus,
decoding skills and
comprehension.
The teacher presents the
TASK 3: STRAT-EARS-GY
same text. Tell them to
(BY GROUP)
use the listening
strategies discussed
o The teacher invites
above.
students to listen to a
Let them answer the
travelogue. The teacher
following questions:
F. Developing reads it in front of the
1. Give at least three (3)
Mastery class TWICE. (SEE
imageries presented in
(leads to Formative ATTACHED FILE B:
Assessment) the first two sentences.
TRAVELOGUE)
2. What is said about the
o The teacher requests
merging of new culture to
students to retell the
the traditional Japanese
essential details
culture?
presented in the text
3. Describe the whole
through a one-minute
experience of the
spontaneous oral report.
narrator.
5
TASK 4: WHAT-Ifs
TASK 4: WHAT-Ifs
o The teacher asks
o The teacher asks
students to react to
students to react to
following situations in
following situations in
terms of what
terms of what listening
listening strategies to
strategies to use:
use:
a. You are a student
a. You are a student
working on a case study of
working on a case study
the discrimination that
of the discrimination that
indigenous people in your
G. Finding practical indigenous peoples in
community suffer from. You
application of your community suffer
will come up with a
concepts and from. You will come up
manuscript of your cases
skills in daily with a manuscript of
study
living your cases study
QUESTION:
QUESTION:
1. What strategies are you
1. What strategies are
going to use to come up
you going to use to
with the manuscript which is
come up with the
accurate and truthful?
manuscript which is
accurate and truthful?
CHALLENGE: NO
USING OF VOICE
CHALLENGE: NO
RECORDER
USING OF VOICE
RECORDER
Can you recall the Can you recall the
strategies in listening to strategies in listening
longer texts? to longer texts?
There are no take-all There are no take-all

strategies that will ensure strategies that will
full understanding of any ensure full
text/material, be it short or understanding of any
long. Listening will always text/material, be it short
be an elusive skill for or long. Listening will
mastery if the listener always be an elusive
H. Making himself does not prepare skill for mastery if the
generalizations himself for the task. listener himself does not
and abstractions Moreover, listening will be a prepare himself for the
about the lesson failure if the skills relating to task. Moreover, listening
vocabulary, summarizing, will be a failure if the
getting details, and even skills relating to
note taking are still vocabulary,
underdeveloped. summarizing, getting
Therefore,we should details, and even note
therefore work hard in taking are still
enhancing each language underdeveloped. We
skill because it affects and should therefore work
effects the entire process of hard in enhancing each
achieving competency in language skill because it
listening. affects and effects the
6
o The teacher can entire process of
formulate in- achieving competency in
between questions listening.
for students to o The teacher can
answer as he/she formulate in-
presents the ideas between
above. questions for
students to
answer as
he/she presents
the ideas above.
o Let students
watch Loren
o Let students watch Legarda‘s Dayaw
Loren Legarda‘s documentary
Dayaw documentary https://www.youtu
https://www.youtube. be.com/watch?v=
com/watch?v=9fg2Z- 9fg2Z-ECAT4
ECAT4 Let them Let them employ
employ the strategies the strategies in
in listening so as to listening so as to
answer the given answer the given
questions. questions.
1. How many mini- 1. How many

stories (segments) mini-stories
are presented in (segments) are
the video? presented in
2. What is the the video?
featured story for 2. What is the
each segment of featured story
I. Evaluating the documentary? for each
Learning 3. In the first mini- segment of the
story, how is the documentary?
family legacy 3. In the first mini-
transmitted to story, how is
Marcelina the family
Vergara? legacy
4. What is Rosa transmitted to
Sula‘s contribution Marcelina
to the local Vergara?
heritage of the 4. What is Rosa
T‘boli people? Sula‘s
5. What are the contribution to
features of the local
Kalinga‘s Kayasig heritage of the
Dance? T‘boli people?
5. What are the
(The teacher gives the features of
questions before the Kalinga‘s
listening proper.) Kayasig
Dance?
7
ASSIGNMENT: Listen to a
news report and answer
the following questions:
1. What is the news story

about?
2. Who are the people
involved in the story?
What is each other‟s
J. Additional role in building the arc
activities for of the story?
application or 3. In what conflict/problem
remediation are the people in the
story involved?
4. What Filipino psyche,
value or tradition is
revealed in the story?
5. What is the ending of
the story? Is the
conflict solved? What is
your suggestion or
recommendation?
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% in the
evaluation
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
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
8
FILE A: Five essential listening skills for English
learners
By Raphael Ahmed
18 June 2015 - 16:08
https://www.britishcouncil.org/voices-magazine/five-essential-listening-skills-english-
learners
Why listening is important
It should not be difficult to realise the importance of listening when we consider that
it occupies about 45 per cent of the time adults spend in communication. This is
significantly more than speaking, which accounts for 30 per cent, and reading and
writing, which make up 16 per cent and nine per cent respectively.
Yet, for all its importance, students (and even teachers) often fail to give listening the
attention it needs. This is all the more remarkable as learners often say that listening
is the most challenging of all the skills in English.
Listening challenges for English language learners
There are many difficulties an individual may face in understanding a talk, lecture or
conversation in a second language (and sometimes even in their first language). The
speaker, the situation and the listener can all be the cause of these difficulties.
Contributing factors include the speaker talking quickly, background noise, a lack of
visual clues (such as on the telephone), the listener‘s limited vocabulary, a lack of
knowledge of the topic, and an inability to distinguish individual sounds.
While the challenges posed by the speaker or the situation may be out of the
listener‘s hands, there are a few skills or 'strategies' that English learners can use to
help them along.
1. Predicting content (for pre-listening)
Imagine you've just turned on your TV. You see a man in a suit standing in front of a
large map with the symbols of a sun, clouds and thunder. What do you imagine he is
about to tell you? Most likely, this is going to be a weather forecast. You can expect
to hear words like 'sunny', 'windy' and 'overcast'. You'll probably hear the use of the
future tense: 'It'll be a cold start to the day'; 'there'll be showers in the afternoon', etc.
Depending on the context – a news report, a university lecture, an exchange in a

supermarket – you can often predict the kind of words and style of language the
speaker will use. Our knowledge of the world helps us anticipate the kind of
information we are likely to hear. Moreover, when we predict the topic of a talk or a
conversation, all the related vocabulary stored in our brains is 'activated' to help us
better understand what we're listening to.
9
Practise predicting content:
Watch or listen to a recorded TV programme or clip from YouTube. Pause after every
few sentences. Try to predict what is going to happen or what the speaker might say
next.
Tip:
If you are taking a listening test, skim through the questions first and try to predict
what kind of information you need to listen out for. A question beginning 'How
many..?', for example, will probably require you to listen for a specific number or
quantity of something.
2. Listening for gist
Imagine you are a superhero flying in the sky. From that height, it is possible to see
what the entire area is like, how densely populated it is, the kind of houses in each
area.
When listening, it is also possible to get the ‗whole picture‘ but with one crucial
difference: information comes in a sequence. And in that sequence of information,
there are content words (the nouns, adjectives and verbs) that can help you
form that picture. We often call this listening for gist.
For example, the words 'food', 'friends', 'fun', 'park' and 'sunny day' have their own
meanings, but when you hear the words in sequence, they help form the context of a
picnic.
Practise listening for gist:
Find a short video with subtitles on a topic that interests you. Use the title to help you
predict the content and then listen out for the content words. Go back, and listen
again with the subtitles. How much did you understand the first time? Return to the
video a week later and try again.
Tip:
When you learn new words, try to group them with other words used in a
similar context. Mind maps are good for this.
3. Detecting signposts
Just like the traffic lights on roads, there are signposts in language that help us follow
what we're listening to. These words, which link ideas, help us to understand what
the speaker is talking about and where they are taking us. They're
particularly important in presentations and lectures.
10
For example, if a university lecturer says: 'I am going to talk about three factors
affecting global warming…' then later on you might hear the phrases 'first of all',
'moving on to' and 'in summary' to indicate the next part of the talk. Other words and
phrases can function in a similar way. For instance, to clarify ('in other words', 'to put
it another way'); to give examples ('to illustrate this', 'for example'), and so on. Take a
look at this list of phrases for more examples.
Practise detecting signpost language:
Most course books for learners of English come with a CD and audio script. Find an
example of a business presentation or lecture and see how many signpost phrases
you can identify (listen more than once, if necessary). Then check your notes with the
audio script.
Tip:
In your notebook, group signpost phrases according to their functions, and continue
to add new expressions as you come across them.
4. Listening for details
Imagine you are a detective taking a closer look at those buildings you saw earlier on
as a superhero. This time, rather than taking in the big picture, you're looking for
something specific and rejecting anything that does not match what's on your list.
Similarly, when listening for details, you are interested in a specific kind of
information – perhaps a number, name or object. You can ignore anything that does
not sound relevant. In this way, you are able to narrow down your search and get the
detail you need.
In a listening test, if you are asked to write down the age of a person, listen for the
words related to age ('old', 'young', 'years', 'date of birth', etc.) or a number that could
represent that person's age. If it is a conversation, you might wait to hear someone
beginning a question with 'How old…?'
Practise listening for details:
Decide on a type of detailed information you want to practise listening for and watch
programmes where you would expect to get that information. For example, you could
listen to a weather report to get details about the weather, or you could follow the
sports news to find out the latest results.
Tip:
If you are taking a test, as soon as you get the question paper, skim through the
questions, underline the important words and decide what kind of detail you need
to identify in the listening text.
11
5. Inferring meaning
Imagine you are a tourist in a country whose language you do not speak. In a
restaurant, you hand over a credit card to pay for the bill, but the server seems to say
something apologetic in response. Even though you don't understand his words,
you can probably conclude that the restaurant doesn't take credit cards, and
you need to pay with cash instead.
This is the technique of inferring meaning: using clues and prior knowledge about a
situation to work out the meaning of what we hear.
Similarly, we can infer the relationship between people from the words they use,
without having to find out directly. Take the following conversation:
A: Tom, did you do your homework?

B: I did, sir, but the dog ate it.
A: That's a terrible excuse. You'll never pass your exams if you don't work harder.
We can infer from the use of the words 'homework' and 'exams' that this is a
conversation between a student and his teacher. By using contextual clues and our
knowledge of the world, we can work out what's being said, who is speaking and
what's taking place.
Practise inferring meaning:
Find a YouTube clip from a popular television show, for example Friends. Now,
rather than watch it, just listen to the dialogue. How much can you infer about what is
taking place, who is talking and what their relationship is? Now listen to the clip a
second time but watch it too. Were your conclusions correct?
Tip:
The next time you hear a word you don't understand, try to guess its meaning using
the context or situation to help you. But don't worry if you don't get it the first time. As
with everything in life, the more you practise, the better you will get.
Summing up
These strategies are not stand-alone. While prediction is mostly a pre-listening skill,
others need to be used simultaneously to get the best result when listening.
NOTE to the teacher: Please prune the discussion in this material. Just provide the
essentials.
12
FILE B: TRAVELOGUE
A Japan Travelogue by Nicole Alfonso
https://www.behance.net/gallery/63942429/A-Japan-Travelogue
Chilly winds, and scattered rains. Crowded temples, and narrow pathways in
between bamboo forests. Warm ramen, and much warmer sake. noisy pubs, and
quiet streets. Japan is a country for the senses that much I can't deny. A month is
hardly enough, we've barely scratched the surface of the country and culture--from
traditions to contemporary particularities, the growing complexities that is rooted in
the past as much as it is influenced by the present.
We were thrust into a curious world built of amalgamations, of the traditional

and the modern, taking it all in one day at a time, one train station at a time. We
chose the destinations but not the circumstances, whatever and however they came
to be. And Japan came in such a wide variety of circumstances, a whole spectrum. A
month that left us with strained backs, dry skin, sore feet, and tired but wide smiles.
13
GRADE 8
I. OBJECTIVES
A. Content in both literary and expository texts; strategies in
Standard listening to long descriptive and narrative texts; value of
and behavior.
C. Learning ENG8OL-IIa-5: Use appropriate prosodic features when
Competency/ delivering an entertainment speech
Objectives
 Analyze prosodic features of speech
(Write the LC code for
each.)
employed in an entertainment speech
PROSODIC FEATURES FOR ENTERTAINMENT
II. CONTENT
SPEECH
III. LEARNING
RESOURCES
A. References
1. Teacher‟s
Guide pages
2. Learner‟s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
https://www.youtube.com/watch?v=CAkIaNHSVJc
https://saylordotorg.github.io/text_stand-up-speak-out-
the-practice-and-ethics-of-public-speaking/s21-01-
understanding-entertaining-spe.html
B. Other Learning https://www.youtube.com/watch?v=dLaRUMUhEUE
Resources https://www.youtube.com/watch?v=Rm0m0SREt6M
https://www.youtube.com/watch?v=-taEc2havwA
https://www.youtube.com/watch?v=HUmX6CiMoFk
https://www.youtube.com/watch?v=edNsP1nntMg
14
o REVIEW: What are

o REVIEW: What listening
the different listening
A. Reviewing previous are the different listening
strategies that will
lesson or strategies that will help
help you cope in
presenting the new you cope in listening to
listening to longer
lesson longer narrative text
narrative text
TASK 1: FACES & FUN
How about a good laugh

today? Can you stillrecall
the historic winning of Pia
Wurtzbach as Miss
Universe 2015 after she
was announced 1st RU by
the host Steve Harvey? In
2016, the said pageant was
held in Pia‟s home country,
the Philippines, and Steve
Harvey poked fun at his
mistake during the opening
of the show. Here‟s the
video: (Play video from start
until 1:19, then play again at
10:27 until 10:50)
https://www.youtube.com/w
atch?v=CAkIaNHSVJc
B. Establishing a (NOTE: The teacher can
purpose for the look for another video with .
lesson only the part of the MU
event that shows Steve
Harvey‘s funny speech.)
1. What is the video

about?
2. What funny remarks
did the host Steve
Harvey say?
3. What is the mood
prevalent in the
video? Why do you
say so?
The mood is revealed by

the type of material one is
watching, reading or
listening to. We should be
aware in catching up signals
that lead to understanding
any material better.
15
Today we will learn about
signals that help establish
mood in any speech. Let
us first unlock these
words
Today we will learn about
signals that help
TASK 2: KEYS AROUND
establish mood in any
o The teacher lets students
speech. Let us first
arrange the jumbled
unlock these words.
letters to come up with a
words.
TASK 2: KEYS
AROUND
1. RSTESS – STRESS
o The teacher lets
2. TNIOATNONI –
students arrange the
INTONATION
jumbled letters to
3. UCNUERJT –
come up with a word.
JUNCTURE
C. Presenting 4. SNIRAHGP -
The topic today will
examples/ PHRASING
revolve around
Instances of the 5. NIACPG – PACING
these words. We will
new lesson 6. VMUOLE – VOLUME
talk about the
8. NTERTMEIETNAN-
prosodic features of
ENTERTAINMENT
speech – stress,
9. EHESPC – SPEECH
intonation, juncture,
pacing and volume –
The topic today will
which are
revolve around these
appropriate for an
words. We will talk
entertainment
about the prosodic
speech.
features of speech –
stress, intonation,
The teacher can have a
juncture, phrasing,
rundown of definitions of
pacing and volume –
these terms for review.
which are appropriate
for an entertainment
speech.
o The teacher can have a
rundown of definitions of
these terms for review.
Entertaining speech is a
speech designed to
captivate an audience‟s
attention and regale or
amuse them while delivering
a message. Remember,
D. Discussing new
when we use the word
“entertain,” we are referring
not just to humor but also to
skills # 1
drama. The goal of an
entertaining speech is to stir
an audience‟s emotions.
(SEE ATTACHED FILE A:
Understanding Entertaining
Speeches)
16
The teacher will give the
definition of informal
speech
Entertaining speech is
different from any other
speeches because it is fun
or dramatic. A speaker in
this unique genre has to
possess a special skill in
composing witty and funny
remarks and in delivering
lines that make a good laugh
or sad tea.
The mood created by what

the speaker says are
established by the prosodic
features in speech, aside of
course from the
content/message of the
speech itself. I have here
questions that will help you
understand the effect of
prosodic features of speech
in creating and intensifying
meaning of an entertainment
speech. (SEE ATTACHED
FILE: Breaking Jokes… by
MamiRuch Fernandez)
Please consider the

following guide questions in
understanding the
appropriateness of prosodic
features in entertainment
speech.
1. How are the words

spoken?
2. Can you note the rising,
falling or rising-falling
intonation in the lines?
3. Can you llustrate the
phrasing in the lines?
(one bar sign-very
short pause; two bar
signs-short pause)
4. Can you observe gliding
manner of speech
between syllables?
How is the transition
from one word to
another made? Are
there liaisons?
17
5. What is the volume of the
speaker‘s voice? Low,
medium or high?
6. What is the pacing when
speaking? slow,
moderate, fast or very
fast?
7. How does these prosodic
features of speech help in
establishing the mood and
intent of the speaker?
The teacher invites students

to watch the video entitled
―Japanese Thizz Party
(Stand Up
Comedy)https://www.youtub
e.com/watch?v=dLaRUMUh
EUE
The teacher invites

students to watch the
video entitled ―Japanese
Thizz Party (Stand Up
Comedy)https://www.you
tube.com/watch?v=dLaR
UMUhEUE
DISCLAIMER: Stand up
comedies are a little bit tricky
E. Discussing new when used for instruction.
concepts and For the purpose of
practicing new connecting to an audience,
skills # 2 comedians tend to use
colloquial and harsh
language that they
sometimes sound racist,
sarcastic, intimidating or
discriminating. Such
presentations are offensive
but funny. They reflect The teacher presents the
psyches and attitudes. They same disclaimer and
are real. For values reason, questions
please disregard the words
“crap” and “bastard”. Literally
they mean negative. But the
speaker fashioned the words
in her speech very well that
they appeared non-violent
and less savage. Moreover,
the material may sound
offensive on Japanese
because their traditional
18
values were somewhat
insulted and they were
portrayed as opportunists.
Don‟t bother. Anyway, we
are Filipinos. Just for laughs!
Let the students answer the

1. What traditional Japanese

value of respect was
mentioned in the video?
2. What staple food of
Asians was mentioned in
the text. How was it
connected to her surname
―Tanaka‖? How did the
speaker make that part
entertaining?
3. Mention other funny parts
of the speech. Analyze
the lines thrown and the
way the speaker
delivering them.
TASK 3: COPYCAT
Have representative from

each group to deliver the
funny lines in each video.
1.
https://www.youtube.com/
watch?v=Rm0m0SREt6M
2.
watch?v=-taEc2havwA
3.. TASK 3: COPYCAT: The
F. Developing https://www.youtube.com/ teacher will give students
mastery watch?v=HUmX6CiMoFk lines from movies/films
(leads to Formative
Assessment) that students will have to
o The teacher will remind deliver.
students to just pick
some line from the video
to be delivered. For
VIDEO 1, deliver the
English subtitles. Be able
to decode the lines from
the two other videos
using effective listening
strategies.
o The teacher will give
students the three
videos. They will have to
19
choose a video of their
choice. (Duplication of
chosen video is
possible.)
GROUP ACTIVITY
o Tell students to come up
with a very brief
entertainment speech (4-
5 sentences) on any
Filipino popular culture
which is worthy
commending or
G. Finding practical criticizing. (Example: the GROUP ACITVITY
application of ironic high RANKS of ML The teacher will tell
concepts and players and their LOW students to write a meme
skills in daily grades) on any Filipino pop
living o Choose one or two culture.
members to present the
speech.
o Pattern your speech on
the way Steve Harvey
and Aiko Tanaka present
their thoughts to amuse
or entertain an audience.
o What are the appropriate

prosodic features suited
for an entertainment
speech?
o Why do we have to
possess good skill in o What are the
understanding prosodic appropriate prosodic
features in an features suited for an
entertainment speech? entertainment
(to avoid misunderstanding. speech?
You do not know someone In entertainment
is joking or just trying to be
amusing, yet you become
speech, exaggeration is
H. Making irritated or pissed off. That also a thing. You can be
generalizations would lead to further ironic or sarcastic,
and abstractions conflicts/problems) dramatic or emotional,
about the lesson o In entertainment speech, extremely happy or sad
exaggeration is also a – all of these moods can
thing. You can be ironic be made meaningful by
or sarcastic, dramatic or either making your voice
emotional, extremely bigger or thinner, taking
happy or sad – all of fast or very slow,
these moods can be emphasizing syllables or
made meaningful by words, and others.
either making your voice
bigger or thinner, taking
fast or very slow,
emphasizing syllables or
words, and others.
20
NOTE: Since this
competency is highly
developmental, students
are not expected to
deliver an entertainment
speech one by one. The
said application of skill will
be done at the end of the
quarter as target
performance standard. In
the activity above,
students are already given
the task to use prosodic https://www.youtube.com
I. Evaluating features of speech as they /watch?v=edNsP1nntMg.
learning emulate funny lines from SEE ATTACHED FILE:
speeches. In that case our QUIZ
competency in OL has
already been targeted.
For our evaluation (which
is pen and paper), they
will be made to watch a
video and to answer
questions as to the
application of prosodic
features of speech.
watch?v=edNsP1nntMg.
SEE ATTACHED FILE:
QUIZ
Tell students to write a
Tell students to write a
short monologue
J. Additional short monologue about
about the funny side of
activities for the funny side of Filipinos
Filipinos – a
application or – a characteristic most
characteristic most
remediation remarkable despite the
remarkable despite
bites of life.
the bites of life.
VIII. REMARKS
IX. REFLECTION
X. OTHERS
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation
who scored
below 80%
21
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?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
22
FILE A: Understanding Entertaining Speeches
https://saylordotorg.github.io/text_stand-up-speak-out-the-practice-and-ethics-of-
public-speaking/s21-01-understanding-entertaining-spe.html
Entertaining speech is a speech designed to captivate an audience‟s attention and

regale or amuse them while delivering a message. Remember, when we use the
word “entertain,” we are referring not just to humor but also to drama. The goal of an
entertaining speech is to stir an audience‟s emotions.
Entertaining speeches are often delivered on special occasions (e.g., a toast at a

wedding, an acceptance speech at an awards banquet, a motivational speech at a
conference), which is why they are sometimes referred to as special-occasion
speeches.
Entertaining speeches should include four key considerations: preparation,

adaptation to the occasion, adaptation to the audience, and mindfulness of the time.
As with all speeches, speakers need to prepare the speech. Second, speakers need
to think about the specific occasion. Third, speakers need to adapt their speeches to
the specific audience. Lastly, speakers need to think about how long they should
speak.
FILE B: BREAKING JOKES: GETTING THROUGH THE

MECHANICS OF ENTERTAINMENT SPEECH
Entertaining speech is different from any other speeches because it is fun or
dramatic. A speaker in this unique genre has to possess a special skill in composing
witty and funny remarks and in delivering lines that make a good laugh or sad tear.
The mood created by what the speaker says are established by the prosodic features
in speech, aside of course from the content/message of the speech itself. I have here
questions that will help you understand the effect of prosodic features of speech in
creating and intensifying meaning of an entertainment speech
Consider the following questions:
1. How are the words spoken? (STRESS)
2. Can you note the rising, falling or rising-falling intonation in the lines?
(INTONATION)
3. Illustrate the phrasing in the lines. (PHRASING – the cut between meaningful units
of words or phrases)
4. Can you observe gliding manner of speech between syllables? How is the
transition from one word to another made? Are there liaisons? (JUNCTURE)
23
5. What is the volume of the speaker‘s voice? Low, medium or high? (PITCH and
VOLUME)
6. What is the pacing when speaking? slow, moderate, fast or very fast? (PACING)
7. How does these prosodic features of speech help in establishing the mood and
intent of the speaker?
-MamiRuch Fernandez
FILE C: QUIZ:
Did you guys know that parents tell lies?
1. What intonation is applicable in the line above? (RISING INTONATION)
How gullible you think I am?
2. What syllable is stressed in the word gullible? (FIRST)
Whenever my Mom is eating something that looks delicious, and I ask for a bite,
it always happens to be spicy.
3. What words are emphasized in the sentence to add humor to the line?
(DELICIOUS, BITE, SPICY)
4. Put bar lines (one-very short pause, two-short pause) in the line above to
illustrate the phrasing and to signal for pacing as line is spoken.
Whenever my Mom is eating something I that looks delicious II and I ask for a
bite II it always happens to be spicy.
Come on, Mom, when has anyone ever heard of spicy Girl Scout cookies?
5. Contrast the volume of the speaker‘s voice when the above line is spoken with that
of the preceding line. (The line is spoken a little louder that the preceding line.)
NOTE: Give questions before playing the video. Read questions first for everybody to
guide them which lines need to be paid attention.
24
Grade 8
I. OBJECTIVES
and behavior.
EN8LT-IIa-9.1: Describe the notable literary genres
contributed by East Asian writers (poems).
EN8LT-IIa-9.2: Identify the distinguishing features of
C. Learning notable East Asian poems, folktales, and short
Competency/ stories
Objectives EN8VC-IIa-1.3: Predict the gist of the material viewed
(Write the LC code for based on the title, pictures, and excerpts
each.)
EN8VC-IIa-17: Discern positive and negative messages
conveyed in a material viewed
II. CONTENT
III. LEARNING
RESOURCES
References
1. Teacher‟s Guide
pages
2. Learner‟s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
https://www.youtube.com/watch?v=4qCbiCxBd2M&list=
PLjnqZ3D1bDhif5ia036q0Lrz54t6SGj7W
http://www.bu.edu/missiology/missionary-biography/i-
5. Other Learning
k/kagawa-toyohiko-1888-1960/
Resources
https://www.poetrysoup.com/poems/best/japanese
25
REVIEW:
o The teacher asks
REVIEW: students on the
o The teacher asks students previous topic:
on the previous topic: PROSODIC
PROSODIC FEATURES FEATURES
APPROPRIATE FOR APPPOPRIATE FOR
ENTERTAINMENT ENTERTAINMENT
SPEECH SPEECH
The lesson for today
The lesson for today will
will put us in a
put us in a hammock of
hammock of swaying
swaying queries and
queries and wonders
wonders as we discover
as we discover lights
lights around our
around our existence,
existence, as we witness
as we witness how big
how big our hands and
our hands and hearts
hearts are to be able to do
are to be able to do
unimaginable acts and to
unimaginable acts and
understand immeasurable
to understand
depths.
immeasurable depths.
TASK 1: TANGLED
TASK 1: TANGLED
(Unlocking of
(Unlocking of
A. Reviewing previous Difficulties)
Difficulties)
lesson or
What is the word that can
presenting the new What is the word that can be
be associated with the
lesson associated with the given
given pictures? (SEE
pictures? (SEE ATTACHED
ATTACHED FILE:
FILE A: DISCOVERY)
DISCOVERY)
Answer: DISCOVERY
Answer: DISCOVERY
TASK 2: DISCOVERING
TASK 2: DISCOVERING
Given the word
Given the word
DISCOVERY, what can you
DISCOVERY, what can
predict as to the gist (main
you predict as to the gist
point) of a video that you are
(main point) of a video
going to watch? The title of
that you are going to
the Japanese short film is
watch? The title of the
―Out of Sight‖.
Japanese short film is
―Out of Sight‖.
https://www.youtube.com/wa
tch?v=4qCbiCxBd2M&list=P https://www.youtube.com
LjnqZ3D1bDhif5ia036q0Lrz5 /watch?v=4qCbiCxBd2M
4t6SGj7W &list=PLjnqZ3D1bDhif5ia
(The teacher can give clue 036q0Lrz54t6SGj7W
by playing up on what is (The teacher can give
still out of sight that is yet clue by playing up on
to be discovered.) what is still out of sight
that is yet to be
discovered.)
26
TASK 3: LIT-erature
TASK 3: LIT-erature
What is the short film
What is the short film
about?
about?
What positive and
What positive and
negative messages can
negative messages
be drawn from the
can be drawn from the
actions/behaviors of the
actions/behaviors of
characters?
the characters?
MOTIVATION QUESTION:
MOTIVATION: Have you
B. Establishing a Have you experienced
experienced being
purpose for the being lost in search for
lost in search for
lesson yourself, your worth and
yourself, your worth
the meaning of your
and the meaning of
existence? (The students
your existence?
share their personal
MOTIVE QUESTION:
experiences.)
What did the persona
MOTIVE QUESTION:
in the poem discover
What did the persona in
as he/she searches
the poem discover as
within
he/she searches within
himself/herself?
himself/herself?
o Today, you are going
o Today, you are going to
to read a poem
read a poem entitled
entitled DISCOVERY
DISCOVERY by Toyohiko
by Toyohiko Kagawa
Kagawa
Japanese Evangelist
and Social Movement
Japanese Evangelist and
Leader
Social Movement Leader
C. Presenting Toyohiko Kagawa was a
Toyohiko Kagawa was a
examples/Instanc prolific writer. His
prolific writer. His theological
es of the new theological focus was on
focus was on the redemptive
lesson the redemptive love of
love of God, manifest in the
God, manifest in the life
life of Jesus Christ, to whom
of Jesus Christ, to whom
people can commit
people can commit
themselves through a
themselves through a
mystical experience of faith
mystical experience of
and intellectual creativity.
faith and intellectual
Kagawa was known more as
creativity. Kagawa was
a Christian social reformer
known more as a
than as a religious leader
Christian social reformer
both in and out of Japan.
than as a religious leader
-
both in and out of Japan.
http://www.bu.edu/missiolog
http://www.bu.edu/missio
y/missionary-biography/i-
logy/missionary-
k/kagawa-toyohiko-1888-
biography/i-k/kagawa-
1960/
toyohiko-1888-1960/
27
TASK 4: BIG HANDS
TASK 4: BIG HANDS
The teacher leads
o The teacher leads
students to the reading
students to the reading
activity. He/She reads
activity. He/She reads first
first the whole selection.
the whole selection.
He/She then models the
D. Discussing new He/She then models the
reading of the poem (by
concepts and reading of the poem (by
part) followed by the
practicing new part) followed by the
whole class. (The poem
skills # 1 whole class. (The poem is
is chunked into 4 parts:
chunked into 4 parts: lines
lines 1-11, lines 12-15,
1-11, lines 12-15, lines 16-
lines 16-22, and lines 23-
22, and lines 23-27.) The
27.) The whole class
whole class reads the
reads the entire poem,
entire poem, then by
then by group, and then
group, and then individual.
individual.
TASK 5: BIG OR
TASK 5: BIG OR SMALL SMALL
HAND HAND
o The teacher gives each o The teacher

group miniatures of a big explains the
and a small hand. During
mechanics in
the Comprehension
Check, the group which facilitating the
knows the answer will Q&A portion of
raise the BIG HAND. If the the lesson.
answer is INCORRECT,
other groups have the
chance to steal. In doing
so, they have to raise the
SMALL HAND. In giving
points, the teacher has to
E. Discussing new pin ribbons (red, yellow,
concepts and green and blue) that
practicing new correspond to 5, 3, 2 and
skills # 2 1 point, respectively. He
decides on what point/s to
give the group based on
the correctness and
completeness of its
answer. Points will be o The teacher let
totalled after all questions students answer the
are answered. The group given questions:
which has the highest 1. What did the
points will be proclaimed persona in the poem
the winner and will be discover as he/she
tagged as the ―NEW searches within
DISCOVERY‖. himself/herself? (1
point)
o The teacher lets students 2. What images were
answer the given mentioned in the
questions: poem to show the
illusion that
28
1. What did the persona in something magical
the poem discover as is happening? (2
he/she searches within points)
himself/herself? (1 3. What lines from the
point) poem say that the
2. What images were speaker is just an
mentioned in the poem ordinary person,
to show the illusion that that he does not
something magical is trust his
happening? (2 points) capabilities? (2
3. What lines from the points)
poem say that the 4. What great thought
speaker is just an came to the
ordinary person, that he persona‘s mind?
does not trust his Why must we not
capabilities? (2 points) feel inferior about
4. What great thought our abilities? (5
came to the persona‘s points)
mind? Why must we 5. What does the
not feel inferior about poem mean by his
our abilities? (5 points) hands becoming
5. What does the poem big? (3 points)
mean by his hands 6. Do you think the
becoming big? (3 poem applies to an
points) ordinary boy or girl
6. Do you think the poem like you? Why? (3
applies to an ordinary points)
boy or girl like you? 7. If you were persona
Why? (3 points) in the poem, how
7. If you were the persona would you exemplify
in the poem, how would your big dreams
you exemplify your big and your huge
dreams and your desire to achieve
intense desire to them? (5 points)
achieve them? (5 8. What attitude of
points) Japanese is
8. What attitude of revealed in the
Japanese is revealed in poem? What
the poem? What impression does it
impression does it say say about Asians?
about Asians? (5 (5 points)
points)
TASK 6: IN MY HANDS
TASK 6: IN MY HANDS
The students will have to
The students will have to
draw a hand. Each finger will
F. Developing draw a hand. Each finger
represent the things that
mastery will represent the things
they discovered in
(leads to Formative that they discovered in
themselves – the things
Assessment) themselves – the things
which they know can help
which they know can
them be better in future
help them be better in
endeavors. During the
future endeavors.
presentation, the group will
29
start with a short chant
especially capitalizing on
their HANDS (clapping)
while delivering lines about
the POWER OF ONE‘S
HANDS TO MAKE A
CHANGE.
G. Finding practical What can you contribute to What can you contribute
application of your home, school and to your home, school and
concepts and community so as to make community so as to
skills in daily them a better place to stay make them a better place
living or live? to stay or live?
What does the poem say
What does the poem say
H. Making about Asians? Do you
about Asians? Do you think
generalizations think they are effective in
they are effective in
and abstractions communicating the
communicating the psyche
about the lesson psyche of Asians? Why
of Asians? Why or Why not?
or Why not?
I have here another
I have here another Japanese poem that
Japanese poem that reflects reflects the values and
the values and traditions of traditions of Japan. I
Japan. I hope this leads hope this leads us
Japanese to discovering Japanese to discovering
I. Evaluating more of themselves as more of themselves as
learning gateway to improving its gateway to improving its
country for the better. country for the better.
Read the poem carefully, Read the poem carefully,
then answer the questions then answer the
that follow. (SEE questions that follow.
ATTACHED FILE B: QUIZ) (SEE ATTACHED FILE:
QUIZ)
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION

earned 80% in the
evaluation

require additional
activities for
remediation who
scored below 80%
30
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why did
these work?
encounter which my
can help me solve?
use/discover which I
wish to share with
other teachers?
31
FILE A: DISCOVERY
https://www.google.com/search?sa=G&hl=en-PH&q=close-
up&tbm=isch&tbs=simg:CAQSkwEJjjxlHQerY9UahwELEKjU2AQaAAwLELCMpwga
YgpgCAMSKN0Z6RGdHe8R5BHUD-IP2g_1eGaMPnD6XNpU2mDbNNs8-
kyTdP_1M23j8aMN2ttMma-ArO3eZlIgv4keTGZ4LqqxXot-
NwTzqla8rx3L44fujOKkdb8f-3khExbCAEDAsQjq7-
CBoKCggIARIEBkqeBww&ved=0ahUKEwjc1POb99HjAhXUa94KHYW7CxoQwg4IL
CgA&biw=1334&bih=648
https://www.google.com/url?sa=i&source=images&cd=&cad=rja&uact=8&ved=2ahU
KEwiWoYKM-dHjAhXn-
GEKHTH4A8UQjRx6BAgBEAU&url=%2Furl%3Fsa%3Di%26source%3Dimages%26
cd%3D%26ved%3D%26url%3Dhttp%253A%252F%252Fwww.mrstemplepsychic.co
m%252F%26psig%3DAOvVaw0yinHRTwN2hnREIiVwYz0d%26ust%3D1564208495
387224&psig=AOvVaw0yinHRTwN2hnREIiVwYz0d&ust=1564208495387224
https://lh3.googleusercontent.com/wYw1de0M-
lmyrPv379Az5E5JWwl22507twf8RbEYYFNHiPRMP2Z0LWq2g9D5OFFjP_SE=s107
https://lh3.googleusercontent.com/dA4i7_jzRoSGUeVHnjZz4saTtRIiTeNeOKA2bu_76BJ
LHKTRzZ3qhFy3rcLqd3JPIdEC=s85
Read each item carefully, then answer all questions that follow.
1. The following items show traditional Japanese culture EXCEPT?
a. sushi b. origami c. samurai d. transformers
2. Writing in English is compared to _____________.

FILE B: QUIZ a. folding the origami c. making the susi
b. singing at the karaoke d. inventing robots
Slowly Turning Japanese 3. What old tradition of Japan relaxes one‘s soul amidst the city life?
a. karaoke c. neon inception
I think in Japanese, b. meditation d. robotics
write down my thoughts in English,
then twist it all back into sushi: 4. What contrasting ideas are presented in the poem EXCEPT?
a tasty bite to eat. a. meditation, city lights c. Bumblebee, Samurai Prime
b. big city, sake sunset d. robotic, neon inception
My minds is origami 5. What does the title suggest?
folding thoughts into meditation; a. Japan is slowly progressing.
meditation unfolds b. Japan believes in its old traditions.
into a crisp sheet of city lights. c. Japan is turned into a high-tech metropolitan.
d. Japan is firm to stay in its old self despite being changed by
Big city, sake sunset; modernity.
a karaoke moon rises
over a robotic, neon inception. ANSWER KEY:
1. d 2. c. 3. b 4. d 5. d
Transformers, Transformers:
autobotic-neurotic Bumblebee
comes to the aid of Samurai Prime.
―Autobots, transform!‖
https://www.poetrysoup.com/poems/best/japanese
32
Grade 8
I. OBJECTIVES
and behavior.
EN8RC-IIa-2.22: Evaluate the personal significance of a

literary text.
C. Learning
Competency/ EN8RC-IIa-2.18: Relate content or theme to previous
Objectives experiences and background knowledge.
each.) EN8V-IIa-2.1: Distinguish between and among verbal,
situational and dramatic types of irony and
give examples of each.
II. CONTENT The Tale of Tanabata and Verbal Irony

III. LEARNING
RESOURCES
A. References
1. Teacher‟s
Guide pages
2. Learner‟s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
https://www.youtube.com/watch?v=TQQXstNh45g
https://www.tripsavvy.com/japanese-tanabata-festival-
1550123
B. Other Learning
http://www.lovekatano.com/?page_id=86
Resources
https://japanese.stackexchange.com/questions/4154/will
-verbal-irony-and-sarcasm-be-understood-and-or-
appreciated?noredirect=1&lq=1
33
Life is full of ironies. We

sometimes do things not
Life is full of ironies. We because we want to do
sometimes do things not them but because it is
because we want to do them what the situation
but because it is what the
dictates us to show in
situation dictates us to show front of people. In this
in front of people. In this lesson you will learn that
lesson you will learn that there are contrasting
there are contrasting realities realities in this existence.
in this existence. But before
But before we go on with
we go on with that, let‟s first that, let‟s first unlock
unlock some words which some words which you
you will be encountering in will be encountering in
A. Reviewing previous the story. the story.
lesson or
presenting the new TASK1: SEVENTH HEAVEN
TASK1: SEVENTH
lesson (Unlocking the Difficulties)
HEAVEN (Unlocking
the Difficulties)
The Sky contains seven
magic words that will help The Sky contains
students understand the seven magic words that
story. The students have to
will help students
match them with their understand the story.
corresponding meanings. The students have to
(SEE ATTACHED FILE A: match them with their
TASK 1: SEVENTH corresponding meanings.
HEAVEN)
(SEE ATTACHED FILE:
TASK 1: SEVENTH
HEAVEN)
TASK 2: SANA-OIL TASK 2: SANA-OIL
Motivation: Motivation:
The teacher will show the The teacher will show the
video of ‗Rang-tan the story video of ‗Rang-tan the
of dirty palm oil‘ story of dirty palm oil‘
https://www.youtube.com/wa https://www.youtube.com
tch?v=TQQXstNh45g /watch?v=TQQXstNh45g
B. Establishing a o What did the orangutan o What did the

purpose for the feel when the situation orangutan feel when
lesson pushed him to leave his the situation pushed
home? him to leave his
o Was there a point in home?
your life when you were o Was there a point in
also pushed to do your life when you
something against your were also pushed to
will? do something against
your will?
34
Motive Question Motive Question
What did Orihime feel What did Orihime feel

when his father prohibited when his father
her from seeing Hikobishi? prohibited her from
o The teacher presents the seeing Hikobishi?
motive question before
presenting the reading o The teacher presents
selection. the motive question
before presenting the
reading selection.
o Before reading the
story, let discover a
o Before reading the story,
backgrounder of the
let discover a
tale to be read.
backgrounder of the tale
o The teacher presents
to be read.
a picture of Star
o The teacher presents a
Festival in Japan.
picture of Star Festival in
Japan.
Tanabata, or the Star
Festival, involves a
Tanabata, or the Star
Japanese tradition in
Festival, involves a
which people write their
Japanese tradition in which
wishes on small, colorful
people write their wishes on
strips of paper (tanzaku)
small, colorful strips of
and hang them on the
paper (tanzaku) and hang
branches of a small
them on the branches of a
decorative bamboo tree.
C. Presenting small decorative bamboo
It‘s widely celebrated all
examples/ tree. It‘s widely celebrated
over Japan, typically on
Instances of the all over Japan, typically on
the seventh day of the
new lesson the seventh day of the
seventh month (July 7).
seventh month (July 7). But
But do you know why
do you know why this ―star
this ―star festival‖ is
festival‖ is celebrated and
celebrated and why
why Japanese people write
Japanese people write
on colorful pieces of paper?
on colourful pieces of
The origin of this summer
paper? The origin of this
tradition can be traced back
summer tradition can be
to the story of two (literally)
traced back to the story
star-crossed lovers.
of two (literally) star-
https://www.tripsavvy.com/ja
crossed lovers.
panese-tanabata-festival-
https://www.tripsavvy.co
1550123
m/japanese-tanabata-
festival-1550123
Let us know more about the
Let us know more about
story…
the story…
35
o The teacher instructs o The teacher instructs
students to read silently the students to read silently
short tale. (SEE the short tale.
ATTACHED FILE B: The
Tale of Tanabata) TASK 3: STARRY-ead
JULY
TASK 3: STARRY-ead
JULY Have the students read
the story. Afterwards,
Have the students read the answer the questions
story. Afterwards, answer that follow.
the questions that follow.
Comprehension
Comprehension Check Check
(The teacher has to 1. What was the

strategize in facilitating King‘s idea when
the throwing of questions he saw his
and the giving of credit daughter working
points.) herself too much in
weaving?
(The students here are
already seated by group. 2. Why did the King
Each group is given a choose a cattleman
STAR and a MOON for his daughter
D. Discussing new
fashioned in a stick. In Orihimi?
concepts and
practicing new answering the questions,
the group which knows 3. What has been the
skills # 1
the answer raises the consequence of
STAR. If the answer is Orihimi and
INCORRECT, other Hikoboshi‘s love for
groups have the chance each other in the
to steal by raising the dieties and the
MOON. Each question cattles?
has corresponding point/s.
The teacher decides on 4. What was the
how many points to give a solution of the King
group based on the when he saw the
correctness and lovers depriving
completeness of its their work already
answer. because of
Points will be totalled after prioritizing their love
all questions are too much?
answered. The group
which has the highest 5. If you were the
points will be proclaimed King, would you do
the winner and will be the same?
tagged as the
―CHAMPION OF THE 6. If you were
SKY‖. Hikobishi, would
you have done
1. What did Orihime feel something to be
reunited to the one
when his father
you love? Why or
36
prohibited her from why not?
seeing Hikobishi?
8. What is the essence
2. What was the King‘s of the 7th of July in
idea when he saw his the story in the
daughter working culture of Japan
herself too much in today?
weaving? (2 points)
3. Why did the King

choose a cattleman for
his daughter Orihimi?
(2 points) GROUP TASK
4. What has been the o The teacher orients

consequence of Orihimi students on the
and Hikoboshi‘s love traditional culture of
for each other in the Japan which is
dieties and the cattles? origami.
(2 points)
The students will do
5. What was the solution ‗paper folding‘ (related to
of the King when he Japan‘s origami). Each
saw the lovers group will think of an
depriving their work object that would
already because of represent the love of
prioritizing their love Orihimi and Hikoboshi.
too much? (2 points)
6. If you were the King,

would you do the
same? Explain. (5
points)
7. If you were Hikobishi,

would you do
something to be
reunited to the one you
love? Why or why not?
(5 points)
8. What is the essence of

the 7th of July in the
story in the culture of
Japan today? (3 points)
TASK 4
GROUP ACTIVITY AND
PRESENTATION
The teacher divides the

class into three groups and
have them perform the
following tasks.
37
Group 1
The students will present a
song that jives to the
theme of the story.
Group 2
The students will do ‗paper
folding‘ (related to
Japan‘s origami) that
would represent the love
of Orihimi and Hikoboshi.
Group 3
The students will write a
short poem focusing on the
decision of the father of just
allowing Orihimi and
Hikoboshi see each other
once a year.
(The teacher can also group

the students according to
their choice of activity as
dictated by their interests.)
Criteria:
Content – 50%
Presentation – 40%
Audience Impact – 10%
TOTAL – 100%
Take a look at this sentence

lifted from the story.
One day, Sky King

found Orihime did not have a
chance to dress herself
up since she always worked
hard for weaving.
Let us try putting a dialogue

E. Discussing new in the given situation.
practicing new One day, Sky King talked to his daughter same discussion.
Orihime. The worried king said, ―You
skills # 2 have been working so hard weaving
clothes for others, yet you cannot dress
yourself well.‖
The young lady was dazed and looking at

herself said, ―You are being dramatic.
Anyway, it‘s a nice compliment.‖
What contrasting ideas are

presented in the dialogue?
Is the lady really happy of
what the father said? Why?
38
o The teacher abstracts the
lesson on verbal irony.
o The teacher leads
students toward creating
their own definition of
VERBAL IRONY.
Irony is the contrast

between what is expected or
what appears to be and what
actually is.
Verbal Irony
The contrast between what
is said and what is actually
meant.
Ex.
1. In response to a
foolish idea, we say,
―What a great idea!‖
2. A character steps out
into a hurricane and
says, ―What a nice
weather we‘re
having!‖
Why do we have to be
critical in understanding
ironical expressions? In real
life, what might be its
disadvantages if we
misinterpret ironies?
TASK 5: HOW IRONIC TASK 5: HOW IRONIC
Here are some negative Here are some negative
personal experiences that a personal experiences
student like you may that a student like you
encounter in your day-to-day may encounter in your
living. Try creating positive day-to-day living. Try
responses to counterattack creating positive
the depressing situations. responses to
F. Developing 1. You were drenched by the counterattack the
mastery rain as you were going to depressing situations.
(leads to Formative school. (Choose ONE situation.)
Assessment) 2. Your laptop logged off
suddenly as you were 1. You were drenched by
about to present your the rain as you were
report in class. going to school.
2. Your laptop logged off
o Tell students to pattern the suddenly as you were
answers to the responses about to present your
exemplified in the report in class.
discussion.
39
TASK 6: MY LIFE, MY TASK 6: MY LIFE, MY
IRONY IRONY
1. Was there a time when 1. Was there a time

you said something that is when you said
G. Finding practical
opposite of what you feel something that is
application of
or think? Spill the details opposite of what you
concepts and
of the situation. feel or think? Spill the
skills in daily
2. What has been its details of the situation.
living
consequence? 2. What has been its
3. What have you learned in consequence?
that situation? 3. What have you
learned in that
situation?
TASK 6: IRON MINDS
TASK 6: IRON MINDS
1. What lesson/s about life
can be drawn from the 1. What lesson/s about
H. Making
story ―The Tale of life can be drawn from
generalizations
Tanabata‖? the story ―The Tale of
and abstractions
2. How does verbal irony Tanabata‖?
about the lesson
work in a discourse? 2. How does verbal irony
3. What irony about your life work in a discourse?
can you relate to the ideas
deduced from the story?
o The teacher tells students o The teacher tells
to read the short anecdote students to read the
(SEE ATTACHED FILE C: short anecdote (SEE
QUIZ) ATTACHED FILE:
o Have them answer the QUIZ)
following questions: o Have them answer the
1. What Asian value/s is following questions:
reflected in the
anecdote? 1. What Asian value/s
2. What verbal irony is is reflected in the
evident from the anecdote?
I. Evaluating
anecdote? Explain the 2. What verbal irony is
learning
logic behind the verbal evident from the
irony? anecdote? Explain
3. What personal the logic behind the
experience can you verbal irony?
relate to the anecdote? .3. What personal
What did you learn? experience can you
relate to the
anecdote? What did
you learn?
40
ASSIGNMENT: Give five
examples of verbal irony.
J. Additional ASSIGNMENT: Give
activities for three examples of verbal
application or irony.
remediation
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% in the
evaluation
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
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
41
FILE A:
The Tale of Tanabata

http://www.lovekatano.com/?page_id=86
Long, long time ago.
Sky King (Tentei), who was Kami (deity) of the air, dwelled near the Milky Way. He had a
daughter, whose name was Orihime. She was very good at weaving. Her weaving clothes
were beautiful and used as Kimonos for other deities.
One day, Sky King found Orihime did not have a chance to dress herself up since she always
worked hard for weaving. He felt sorry and decided to bring a fiance for her.
A cattleman named Hikoboshi was near the Milky Way. Hikoboshi worked hard, and Sky
King thought he must be the best partner of Orihime.
As soon as Orihime met Hikoboshi, they immediately fell in love.
They deeply loved each other and lived in happiness.
However, they gradually bumped off their works due to the fact that they prioritised their love.
Consequently, Deities‘ clothes became worn and battered, and cattle felt sick. Deities
complained about such situations and demanded resolution of the problems to Sky King.
Sky King was very upset and determined to ban Orihime from meeting Hikoboshi.
Hikoboshi and Orihime returned to their normal lives but both of them were overwhelmed by
grief.
Sky King, who felt sorry for Orihime, allowed to meet Hikoboshi at the Milky Way once a year.
The day was July 7th.
Since then, Hikoboshi and Orihime worked harder and harder than before in order to meet up
at the Milky Way in July 7th and deepen their love.
42
FILE B
TASK 1: SEVENTH HEAVEN
upset
weave grief overwhelmed
battered banned dwelled
a. affected f. form clothe

b. worried g. prohibited
c. lived
d. sadness
e. damaged
As used in sentences: (Present these sentences as each word is revealed during the activity.
1. When he met an accident, his shirt and pants were battered.

2. Smoking is banned in the school premises.
3. She has long dwelled in that stingy squatters‘ area where the picture of poverty does not
surprise anyone at all.
4. Her grandparents weave banig made of local grasses.
5. The boy was filled with grief upon the death of his girlfriend.
6. The heartbreaking news overwhelmed his emotions so much.
7. Nobody gets upset during good days.
ANSWER KEY: 1. e 2. g 3. c 4. f 5. d
6. a 7. b
43
FILE C: QUIZ (Evaluating Learning)
Read the anecdote carefully, then answer the questions that follow.
Recently I was with my friend who is much better at Japanese than me. So much
so that I won't try in this story to emulate the Japanese he used, because I'd just
mess it up.
It was a cold day and we were in a liquor store to buy some ice. We couldn't find
as much as we needed, so we asked if there was more in back. The older woman
running the shop asked if we were buying the ice "for drinks". My friend replied,
"no, I just don't think it's going to be cold enough tonight, so we're going to go up
to the roof and throw the ice off."
The older woman replied, "oh, then you'll need more ice."
Not just a successfully executed instance of sarcasm, but also a well-received

deadpan return on the part of the woman. I laughed. We all knew it was all done
in good fun.
https://japanese.stackexchange.com/questions/4154/will-verbal-irony-and-sarcasm-
be-understood-and-or-appreciated?noredirect=1&lq=1
Questions:
1. What Asian value/s is reflected in the anecdote?

2. What verbal irony is evident from the anecdote? Explain the logic behind the
verbal irony?
3. What personal experience can you relate to the anecdote? What did you learn?
44
Grade 8
I. OBJECTIVES
and behavior.
EN8G-IIa-9: Use appropriate grammatical signals or

C. Learning expressions suitable to each pattern of idea
Competency/ development: general to particular
Objectives
(Write the LC code for EN8WC-IIa-2.8: Compose effective paragraphs
each.)
EN8WC-IIa-2.8.7: Limit a topic
GRAMMATICALS FOR DEVELOPING AN IDEA

II. CONTENT (SPECIFIC TO GENERAL and LIMITING A TOPIC,
COMPOSING EFFECTIVE PARAGRAPHS
III. LEARNING
RESOURCES
A. References
1. Teacher‟s
Guide pages
2. Learner‟s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
https://www.bartleby.com/essay/Japanese-Tea-
Ceremony-Japanese-Culture-And-Tradition-
PK7Y9QKPVD5
B. Other Learning https://www.thoughtco.com/general-to-specific-order-
Resources composition-1690812
https://www.uts.edu.au/sites/default/files/Writing_effecti
ve_paragraph_27March.pdf
http://aeo.sllf.qmul.ac.uk/Files/Paragraphing/Paragraphi
45
ng.html
http://www.tamug.edu/writing/no%20show/Selecting%2
0and%20Limiting%20your%20Topic.html
https://www.southgatech.edu/library/il/1topic/1choosing
atopic9.html
https://www.ukessays.com/essays/history/a-reflection-
of- japanese-culture-history-essay.php
https://www.bartleby.com/essay/The-Discipline-Of-
Japanese- Culture-F3M5XDTK6YKW
A. Reviewing previous REVIEW: REVIEW:

lesson or
presenting the new What is verbal irony. Give What is verbal irony. Give
lesson examples. examples.
There is so much to There is so much to

learn in Japan that a learn in Japan that a
tourist in this amazing tourist in this amazing
country might just have country might just have
taken his laptop and taken his laptop and
write a travelogue about write a travelogue about
his fantastic experience his fantastic experience
plunging into the depths plunging into the depths
of its culture. of its culture.
TASK 1: DRINK WITH ME TASK 1: DRINK WITH ME
Take a look at the Take a look at the

picture. What traditional picture. What traditional
Japanese culture is Japanese culture is
shown? (TEA shown? (TEA
B. Establishing a CEREMONY) CEREMONY)
purpose for the
lesson
What Japanese values What Japanese values

and attitudes might be and attitudes might be
reflected in the tea reflected in the tea
ceremony? ceremony?
(Students can give (Hang the question.
answers but they will be Students can also give
parked so as to allow to answers but they will be
the next segment of the parked so as to allow to
lesson. The answers the next segment of the
are published on the lesson. The answers are
board.) published on the
You will find out board.))
46
something deeper about You will find out something
the traditional tea deeper about the traditional
ceremony of the tea ceremony of the
Japanese people in the Japanese people in the
text that you will read. text that you will read.
TASK 2: TEA-s BE WITH

YOU
Here is an excerpt from a
short essay about
Japanese Tea Ceremony.
(SEE ATTACHED FILE
A: TEA CEREMONY)
Let the students answer

the following questions:
1. What Japanese culture

C. Presenting TASK 2: TEA-s BE WITH
and tradition is being
examples/Instanc YOU
indicated in a tea
es of the new Same task will be given to
ceremony?
lesson average learners.
2. Why is serving tea an
art?
ABSTRACTION
3. What is the main idea
in the paragraph? Is the
main idea indicated in
the topic sentence?
4. Are there details that
support the main idea?
How are they
developed in the
paragraph?
o The teacher presents Same strategy for
the topic on developing abstraction will be applied
a paragraph: general- by the teacher.
specific.
The teacher lets students
discover that the main idea
(topic sentence) becomes
the general idea and the
supporting details make up
D. Discussing new the specific ideas. (SEE
concepts and ATTACHED FILE B:
practicing new General-to-Specific Order
skills # 1 in Technical Writing
o The teacher highlights
the grammatical signals The teacher gives the
that will help develop a same discussion.
paragraph using the
general-specific
strategy.
Transitional signals are
very helpful in spilling
details of a general idea.
47
Transitions use in adding
information/giving details,
giving examples and even
comparing and contrast
can be used.
Depending on the
purpose of the The teacher gives the
paragraph, a wide array of same discussion.
transitions can be used to
develop a paragraph from
general to specific. This
may range from
coordinating conjunctions
and or but to subordinating
conjunctions such as
moreover, furthermore,
likewise, nevertheless and
although to name a few.
Transitional devices
between sentences to
signal time or process may
also be used (during..., in
the course of…, over time,
along with, next, with, to
name few). (Caution the
students that these
transitional signals can be
used for variety of
purposes, and they should
not be confused on their
uses. For this particular
lesson, the focus is the
grammatical signs used to
achieve a general-specific
strategy in writing an
effective paragraphs.
These signs should be
analysed if they are really The teacher gives the
used for that purpose and same discussion.
context.)
You can also employ

repetition technique as in
repeating referents or
substituting them with
pronouns.
(These transitions were
discussed in the previous
quarter.)
o The teacher leads the
students to the
paragraph (Teac
Ceremony) and look for
these grammatical signs.
48
In writing effective
paragraphs, the basic
composites of unity,
coherence and cohesion
should be taken into
consideration. Also,
mechanics in writing
(grammar, spelling,
punctuation and
capitalization) are never
indispensable. (SEE
ATTACHED FILE C: for
E. Discussing new additional inputs on this
concepts and topic)
The teacher gives the
practicing new
same discussion.
skills # 2 One critical task in writing
is the pre-writing stage
where you have to spend
hours or even days
squeezing your head up
for a topic to write. You
might be lucky getting to
stumble upon one, but the
ability to limit it is another
side of the story.(SEE
ATTACHED FILE D for
additional inputs on this
topic)
TASK 3: SIFT FOR TASK 3: SIFT FOR
DETAILS DETAILS
o Let students identify the Let students identify the
topic sentence (general topic sentence (general
F. Developing idea) in the paragraph. idea) in the paragraph.
mastery Enumerate the Enumerate the supporting
(leads to Formative supporting ideas or the ideas or the specific
Assessment) specific details. (SEE details. (SEE ATTACHED
ATTACHED FILE E: FILE: TASK 3: SIFT FOR
TASK 3: SIFT FOR DETAILS) (The teacher
DETAILS) can have the students fill ii
blanks in an outline)
GROUP ACTIVITY:
TASK 4: DETAILS OF MY
OWN
The teacher thinks of a
The teacher gives
G. Finding practical historical site in their
students general
application of locality. Let students write
statements about the local
concepts and general and specific details
heritage of Philippines.
skills in daily about the topic at hand.
Ask them to provide three
living Have them provide for an
(3) sentences that will give
interesting title.
details to the general idea.
(Just itemize the details.
No grammatical signs yet)
(SEE ATACHED FILE F)
49
o Compose a general o Compose a general
H. Making
statement of what you statement of what you
generalizations
learned from the lesson. learned from the lesson.
and abstractions
o Give at least two (2) Give at least two (2)
about the lesson
specific details. specific details.
o Let students answer the
o Let students answer the
given exam. (SEE
given exam. (SEE
ATTACHED FILE G::
ATTACHED FILE: QUIZ)
QUIZ)
o Have them do the
o Have them do the
following:
following:
1. Provide for a limited
1. Provide for a limited
topic of the subject
topic of the subject
being discussed in
being discussed in
the paragraph.
the paragraph.
2. Identify the general
2. Identify the general
and the specific
and the specific
details by filling in the
details by filling in the
outline.
outline.
3. Write down the
3. Write down the
grammatical signs
grammatical signs
I. Evaluating used by the author in
used by the author in
learning the paragraph,
the paragraph,
4. Write a 3-sentence
4. Write a 3-sentence
paragraph about your
paragraph about your
thoughts/views about
thoughts/views about
the paragraph. Start
the paragraph. Start
with a general idea,
with a general idea,
then give the details
then give the details
in the 2nd and 3rd
in the 2nd and 3rd
sentences.
sentences.
Grammatical signs in
Grammatical signs in
developing a
developing a
paragraph (general-
paragraph (general-
specific) should be
specific) should be
evident. (The
evident. (The
students can still add
students can still add
more sentences.)
more sentences.)
Think of an interesting
Think of an interesting topic
topic of your interest. Write
J. Additional of your interest. Write
general and specific ideas
activities for general and specific ideas
about the chosen topic.
application or about the chosen topic.
Make grammatical signs
remediation Make grammatical signs
(general-specific) evident.
(general-specific) evident.
V. REMARKS
VI. REFLECTION
VII. OTHERS
50
A. No. of learners
who earned
80% in the
evaluation
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
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
51
FILE A: DRINK WITH ME
The Japanese tea ceremony is indicative of Japanese culture and
tradition. It‘s intricate movements and symbols are a key part in understanding the
nuanced, sophisticated nature of Japanese perspective. The ceremony is seemingly
simple, however the preparation, laser like focus on the activity of hospitality, the
grace, precision, and subtly with which is performed, speak not only to the years of
practice needed to perfect it, but is a lesson on Japanese culture as well. Each
movement, step, and sound is carefully choreographed to illustrate the Japanese
esthetics of harmony, subtlety, balance, and politeness (Suzuki, 2016).
https://www.bartleby.com/essay/Japanese-Tea-
Ceremony-Japanese-Culture-And-Tradition-
https://www.google.com/search?sa=G&hl=en-
PH&q=traditional+japanese+tea+ceremony+tokyo&tbm=isch&tbs=simg:CAQSlQEJfo1lR-
PK7Y9QKPVD5
w6eA0aiQELEKjU2AQaAgg9DAsQsIynCBpiCmAIAxIo_1RGMHKIdvRCPHLQboR2kHf4RjRy6MJk7vSXY
L7U7zy-VMI4wpTC4JRow-5b1kKoXQQZZCrlAMkh3sWGUGbKJ7D4CqaQykHh8d-
Xe6k4xRVDYI1GSewtJcfFbIAQMCxCOrv4IGgoKCAgBEgQ8Ri3rDA&ved=0ahUKEwjv17Gt_tHjAhUX62
EKHbsJDvwQwg4ILCgA
FILE B: General-to-Specific Order in Technical Writing

Richard Nordquist Updated May 09, 2019
https://www.thoughtco.com/general-to-specific-order-composition-1690812
- "General to a specific or deductive logical order . . . is the most common logical

organisation used in technical communication. This logical pattern involves the
process of moving from a general statement, premise, principle, or law to specific
details. Technical writers and speakers find this logical sequence quite helpful in
organising short informative talks and presentations, technical descriptions of objects
and processes, classificatory information, and so on. . . .
"General to specific organisation follows a direct approach. It leaves very little to the
imagination of readers or listeners because the writer/speaker makes everything
clear in the beginning itself. Generalisations help readers/listeners to understand the
details, examples, and illustrations quickly."
(M. Ashraf Rizvi, Effective Technical Communication. Tata McGraw-Hill, 2005)
In composition, general-to-specific order is a method of developing a paragraph, essay,

or speech by moving from a broad observation about a topic to specific details in
support of that topic.
Also known as the deductive method of organization, general-to-specific order is more

commonly used than the reverse method, specific-to-general order
(the inductive method).
Examples and Observations
 Steps for General-to-Specific Order in Body Paragraphs

This strategy is effective in cause/effect, comparison/contrast, classification,
and argumentation essays. . . .
52
1. The topic sentence should identify a general statement about the subject.
2. The writer should choose details that make specific points about the
general statement.
3. The writer should make sure the reader can understand and relate to the
specific examples.
(Roberta L. Sejnost and Sharon Thiese, Reading and Writing Across Content
Areas, 2nd ed. Corwin Press, 2007)
NOTE: Prune the discussion so as to present a concise discussion of the details in
writing a paragraph with general-specific order.
FILE C: WRITING EFFECTIVE PARAGRAPHS

What should an effective paragraph consist of?
1. Structure • topic sentence, explanation of ideas, support to theories,
elaboration or comment on ideas, a concluding sentence ( at times)
2. Unity and coherence • how ideas link together, transition and linking words
3. Cohesion • reference back to topic and to previous paragraphs
https://www.uts.edu.au/sites/default/files/Writing_effective_paragraph_27March.pdf
Writing effective paragraphs
Paragraphs are usually made up of several sentences based upon a single theme.
Most paragraphs begin with a topic sentence, a sentence which tells the reader what
the paragraph is about. Topic sentences are usually followed by a supporting
sentence which adds further information, helping to build your argument and develop
your ideas.
Paragraphing is fundamental to successful writing. Splitting text up into sections, in a
logical, ordered manner not only helps to add a coherent thread to an argument, but
also allows a writer to build and develop their ideas. In addition, good paragraphing
helps the reader follow the writer's train of thought. Paragraphs can fulfil different
functions, dependent on the objective the writer is trying to reach. For example,
paragraphs can be persuasive or factual. They can cover one main point or they can
list several. However, primary functions are: adding information, giving explanations
and offering examples.
http://aeo.sllf.qmul.ac.uk/Files/Paragraphing/Paragraphing.html
53
FILE D: Selecting and Limiting Your Topic
Effective writing depends on the writer‘s ability to limit the scope of a subject. We are
never able to write everything that could be said about a topic; most writing assignments
include specified length limits. College writing in all disciplines requires students to
decide what is really important about a subject. Writing situations after graduation impose
similar limits. Business reports, scientific articles, research grants, and dissertations have
limits, and readers have limits; they have limited time and massive amounts of
information to absorb. Our task is to provide important information in the space we are
given.
Limiting your subject begins with answering certain questions:
Your Interests as a Writer

Which aspects of your subject are most interesting to you? Often, we write with more
enthusiasm when we feel strongly about a topic. View your topic from a variety of
perspectives and find the angle that interests you most. Readers respond positively to
sincere interest conveyed in words.
Your Reader‘s Knowledge of the Subject

Knowing your audience can help you develop a clear sense of purpose and direction.
What do you want to tell them? What do you want to share with them that they may not
know? Will you need to supply background knowledge for the audience or do you share a
common knowledge base? Answering these questions defines the focus of your writing
Information on Your Subject

Most writing requires the use of accurate information from reliable sources. Although we
begin with our own experiences and understanding, development of the topic depends on
research. Locate information. Are there journal articles on the topic? Are there online
resources? Are the sources credible? Will your reader accept information from those
sources? Select a topic for which there is ample information. Consult your instructor or
research librarian to refine your search skills.
http://www.tamug.edu/writing/no%20show/Selecting%20and%20Limiting%20your%2
0Topic.html
54
LIMITING/NARROWING TOPICS
BROAD TOPIC: Women's Health
NARROWED TOPIC: Women and Cancer
FOCUSED TOPIC: Women Smokers and Breast Cancer
BROAD TOPIC: Computer Games
NARROWED TOPIC: Computer Game Violence
FOCUSED TOPIC: Computer Game Violence and Children
1. TERRORISM – this topic is too broad. Make it narrower:
A. Terrorism and the Arab-Israeli Conflict
B. Threat of Bioterrorism in the U.S.
2. CLIMATE CHANGE – This topic is too broad
A. HOW DO GASOLINE-POWERED CARS IN LAS VEGAS AFFECT

AVERAGE SUMMER TEMPATURES IN NEVADA? – This topic is too
narrow. You won't find anything on this topic.
B. HOW DO GASOLINE-POWERED CARS CONTRIBUTE TO CLIMATE

CHANGE? – This topic is just right. It will give you a manageable amount
of information.
3. TREES – This topic is too broad
A. WHAT ARE THE HEALING PROPERTIES OF TREE BARK? - This

topic is better.
B. SHOULD THE LUMBER INDUSTRY BE MORE HEAVILY

REGULATED? – This topic is better.
Source: https://www.southgatech.edu/library/il/1topic/1choosingatopic9.html
55
FILE E: TASK 3: SIFT THE DETAILS
The art of woodblock printing first appeared as early as the 1600s within the cities of
Kyoto and Osaka. These early forms of woodblock printing were a very simplistic
process utilizing black ink and colored chalk. Typically during this initial time period,
the art form was considered a lower class of art, therefore it was not sought after the by
the higher class.
Over time the woodblock printing process became more complex with the introduction of
various colors by the artist. For this reason, the art form became a group effort of
artists, woodblock carvers and publishers. The fame of the townsmen woodblock printing
began to take root over the centuries as it migrated from the smaller villages to the city
of Endo during the nineteenth century. Indeed, the popularity of woodblock printing
in Japan has stretched from the olden times to the modern, merging styles artistry
that is truly Japanese in identity.
https://www.ukessays.com/essays/history/a-reflection-of-japanese-culture-history-
essay.php
ANSWER KEY:
General idea: The popularity of woodblock printing in Japan has stretched from
the olden times to the modern, merging styles artistry that is truly
Japanese in identity.
Specific ideas: (all the rest of the sentences in the paragraphs)
GRAMMATICAL SIGNS: (Please refer to the highlighted words.)
FILE F
TASK 4: DETAILS OF MY OWN
Provide for three specific details for each of the given general ideas about
Philippine heritage.
1. A vivid past has left its mark all over the Philippines archipelago in many
different forms.
2. Catanduanes has its pride in offering its visitors native delicacies which speak
so much about the taste, resourcefulness, diligence and artistry of its
people.
3. The local historical sites of Catanduanes are living proofs of the Spanish
influence to Catandunganon civilization.
56
FILE G: QUIZ
Self- discipline matters a lot in the Japanese culture, and Japanese adhere to
acceptable codes of behavior both online and offline public places. During
meetings, Japanese will try to take notes to show seriousness, finish rice while
leave a little content of other meals and drinks to show satisfaction. Holding
hands or walking too close with an opposite sex is immoral and so is
maintaining eye contact, especially with seniors.
https://www.bartleby.com/essay/The-Discipline-Of-Japanese-Culture-
F3M5XDTK6YKW
Do the following:
1. Provide for a limited topic of the subject being discussed in the paragraph.
2. Identify the general and the specific details by filling in the details in the blank.
Title: _______________________________
General Idea/Topic Sentence:________________________
Specific Details:
1. ________________
2. ________________
3. ________________
4. ________________
3. Write down the grammatical signs used by the author in the paragraph.
4. Write a 3-sentence paragraph about your thoughts/views about the paragraph.

Start with a general idea, then give the details in the 2nd and 3rd sentences. (The
students can still add more sentences.)
57
Grade 8
I. OBJECTIVES
and behavior.
EN8LC-IIb-7: Employ appropriate listening skills and
C. Learning strategies suited to long descriptive and narrative texts
Competency/ EN8LC-IIb-6.2: Infer dominant thoughts and feelings
Objectives expressed in the text listened to
(Write the LC code for OL-1A: Use the appropriate prosodic features of
each.)
speech.
Prosodic Features of Speech (Stress)
Listening strategies
II. CONTENT
Video Clip of a Japanese Folktale, The Tree of
Blossoms
III. LEARNING
RESOURCES
A. References
1. Teacher‟s
Guide pages
2. Learner‟s English 8 LM pp. 10,
Materials pages English 8 LM pp. 214-215 (Quarter 2 Module)
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
https://www.youtube.com/watch?v=SjXQGrVfXmA
https://www.englishclub.com/pronunciation/sentence-
B. Other Learning stress.htm
Resources https://www.thesummitexpress.com/2019/06/buwan-ng-
wika-2019-theme-official-memo-poster-sample-slogan.html
58
Pre-Listening Activity Pre-Listening Activity
Task 1. Unlocking of Task 1. Unlocking of

Difficulties Difficulties
Ask the students to form
Give the meaning of the four groups. Each group
underlined words using a will be asked to pick one
vocabulary map below. The word inside the bowl.
teacher can give this as a
contest to students. Directions: Give the
 The couple, though meaning of the
lived a peaceful life underlined words using a
were filled with (1) vocabulary map below.
sorrow for they had This can be given as a
no child. contest.
 When the old man  The couple,
returned from his though lived a
A. Reviewing previous work in the field, he peaceful life were
lesson or and his wife shared a filled with (1)
presenting the new (2)frugal meal. sorrow for they
lesson  After their meal, they had no child.
spent their time in the  When the old
small (3) veranda of man returned
their (4) cottage. from his work in
the field, he and
his wife shared a
(2)frugal meal.
Definition Synonym  After their meal,
they spent their
time in the small
sorrow
(3) veranda of
their (4) cottage.
Sentence Definition:
Picture
Sorrow
Synonym Antonym
What are the characteristics What are the
of your neighbor? characteristics of your
neighbor?
Motive question:
What is the characteristic of Motive question:
the old couple‘s neighbor? What is the
B. Establishing a
characteristic of the old
purpose for the
The teacher may post the couple‘s neighbor?
lesson
process questions before
the listening activity to guide The teacher may post
the students on what to take the process questions
note of. before the listening
activity to guide the
students on what to take
note of.
59
During Listening Activity During Listening
Activity
Task 2: Listen and Learn.
 Ask the class to listen Task 2: Listen and
to a sound of a Learn.
Japanese Folktale,  Ask the class to
The Tree of listen to a sound
Blossoms. clip of a Japanese
https://www.youtube.com/wa Folktale, The Tree
tch?v=SjXQGrVfXmA of Blossoms.
Note: Do not show the video. /watch?v=SjXQGrVfXmA
This is a listening activity.
Note: Do not show the
 Ask the class to take video. This is a listening
down important activity.
details they have
noted in the listening  Ask the class to
text. take down
important details
they have noted in
Post Listening Activity: the listening text.
Ask the students to pair off Post Listening Activity:

and answer the questions:
C. Presenting 1. Who are the Ask the students to pair
examples/ characters in the off and answer the
Instances of the story? Describe questions:
new lesson them.
2. What are the 1.Who are the characters
characteristics of the in the story? Describe
old couple‘s them.
neighbor? 2.What are the
3. What is the story characteristics of the old
about? Give its gist in couple‘s neighbor?
one sentence. 3.What is the story
4. What is the trait of about? Give its gist in
the Japanese that is one sentence.
similar to Filipinos? 4.What is the trait of the
5. What is the dominant Japanese that is similar
feeling expressed in to Filipinos?
the text? 5.Does the tale increase
6. Does the tale your knowledge about
increase your the values and traditions
knowledge about the of the Japanese?
values and traditions Explain.
of the Japanese? 6.How does the stress,
Explain. intonation and juncture or
7. How does the stress, pause affect the
intonation and narration of the tale?
juncture or pause
affect the narration of  This time, the
the tale? teacher asks the
students to go to the
60
 This time, the teacher board and write the
asks the students to go words, phrases and
to the board and write sentences they have
the words, phrases and noteed from the clip.
sentences they have
noted from the clip.  Then, the teacher
 Then, the teacher asks asks them to listen
them to listen as she as she reads those
reads those which are which are listed on
listed on the board. the board.
 After the activity, the  After the activity, the

teacher asks the teacher asks the
following questions: following questions:
1. Did you hear any 1.Did you hear any

variation in the way variation in the way your
your teacher read the teacher read the
sentences? sentences?
2. Did your teacher put 2.Did your teacher put
emphasis to all words emphasis to all words in
in the sentence? the sentence?
3. What are the words 3.What are the words
given emphasis in given emphasis in each
each sentence? sentence? What do we
What do we call call these words?
these words? 4.What words in the
4. What words in the sentences are not
sentences are not stressed? What do we
stressed? What do call these words?
we call these words? 5.What do we call the
5. What do we call the emphasis we give to a
emphasis we give to syllable or word in the
a syllable or word in sentence?
the sentence?
Task: Remember me! Task: Remember me!
 This time, the teacher  This time, the

leads the class in the teacher leads the
discussion of the class in the
prosodic feature of discussion of the
speech which focuses prosodic feature of
D. Discussing new on stress. speech which
concepts and focuses on stress.
practicing new Based on the activity a while
skills # 1 ago, how do you define Based on the activity a
stress? while ago, how do you
define stress?
Things to remember:
 Stress refers to the Things to remember:
prominence given to  Stress refers to
a syllable or word the prominence
which makes the given to a syllable
61
word or syllable or word which
stand out above the makes the word
adjacent syllable or or syllable stand
word. out above the
adjacent syllable
or word.
What is sentence stress?
(see attached file A: What is sentence stress?

Sentence Stress)
(see attached file A:
https://www.englishclub.com/ Sentence Stress)
pronunciation/sentence-
stress.htm https://www.englishclub.c
om/pronunciation/senten
ce-stress.htm
Task 5: Mapping makes Task 5: Mapping makes

sense. sense.
After the discussion about After the discussion
stress, the teacher asks the about stress, the teacher
students to organize their asks the students to
notes through a graphic organize their notes
organizer. The students may through a graphic
be grouped into two. organizer. The students
may be grouped into two.
Ask each group to present
the output to the class. Ask each group to
present the output to the
Process Questions: class.
1. What graphic organizer
did you use in Process Questions:
organizing your notes? 1.What graphic organizer
E. Discussing new 2. What considerations did did you use in organizing
concepts and you make in coming up your notes?
practicing new with that particular 2.What considerations
skills # 2 organizer? did you make in coming
3. Are graphic organizers up with that particular
important? Why? organizer?
4. Can you give other 3. Are graphic organizers
graphic organizers that important? Why?
you know?
Then, the teacher leads
Then, the teacher leads the the class in reviewing the
class in reviewing the concept and mind
concept and mind mapping mapping to the class as
to the class as a strategy in a strategy in organizing
organizing ideas from the ideas from the texts
texts listened to. listened to.
 Concept Maps- are  Concept Maps-
graphical tools for are graphical
organizing and tools for
representing organizing and
62
knowledge. They representing
include concepts, knowledge. They
usually enclosed in include concepts,
circles or boxes of usually enclosed
some type, and in circles or boxes
relationships of some type, and
between concepts relationships
indicated by a between
connecting line concepts
linking two concepts. indicated by a
Words on the line, connecting line
referred to as linking linking two
words or linking concepts. Words
phrases, specify the on the line,
relationship between referred to as
the two concepts. We linking words or
define concepts as a linking phrases,
perceived regularity specify the
in events or objects, relationship
or records of events between the two
or objects, concepts. We
designated by a define concepts
label. as a perceived
-English 8 LM pp. regularity in
214-215 events or objects,
or records of
Example: events or objects,
(See attached file B:Concept designated by a
Map and Mind Map) label.
-English 8 LM pp.
 Mind maps- are 214-215
expression of radiant
thinking and is
therefore a natural Example:
function of the human (See attached file B:
mind. It is a powerful Concept Map and Mind
graphic technique Map)
which provides a
universal key to  Mind maps- are
unlocking the expression of
potential of the brain. radiant thinking
The mind map can and is therefore a
be applied to every natural function of
aspect of life where the human mind.
improved learning It is a powerful
and clearer thinking graphic technique
will enhance human which provides a
performance. The universal key to
mind map has four unlocking the
characteristics: potential of the
1. The subject of brain. The mind
attention is map can be
crystallized in applied to every
a central aspect of life
image. where improved
63
2. The main learning and
themes of the clearer thinking
subject will enhance
radiate from human
the central performance. The
image on mind map has
branches. four
3. Branches characteristics:
hold a key 1. The
image/word subject of
printed on the attention
associated is
line-details crystallize
radiate out. d in a
4. The branches central
form a nodal image.
structure. 2. The main
-English 8 LM pp. themes of
214-215 the
subject
Example: radiate
(See attached file B: from the
Concept Map and Mind central
Map) image on
branches.
3. Branches
hold a key
image/wor
d printed
on the
associate
d line-
details
radiate
out.
4. The
branches
form a
nodal
structure.
-English 8 LM pp.
214-215
Example:
(See attached file B:
Concept Map and Mind
Map)
Task 6. Repeat after me. Task 6. Repeat after

F. Developing Go back to the words, me.
mastery phrases and sentences Go back to the words,
(leads to Formative listed by the students. phrases and sentences
Assessment) listed by the students.
The teacher asks them to
64
classify the words as one- The teacher asks them to
word syllable, two-word, classify the words as
three-word syllable or more. one-word syllable, two-
Then he/she asks them to word, three-word syllable
listen and repeat after or more. Then he/she
him/her as he/she reads the asks them to listen and
words and sentences. repeat after him/her as
he/she reads the words
After the activity, ask the and sentences.
class to identify the content
and function words in the After the activity, ask the
sentences. class to identify the
content and function
With the same group, ask words in the sentences.
the students to make use of
concept map and mind map With the same group,
in organizing their notes ask the students to make
again. use of concept map and
mind map in organizing
their notes again.
Task 6: Going back. Task 6: Going back.

Was there a time when you Was there a time when
G. Finding practical communicated a wrong you communicated a
application of message just because you wrong message just
concepts and did not pronounce the words because you did not
skills in daily correctly? Share your pronounce the words
living experience to the class. correctly? Share your
experience to the class.
Task 7: A Special Task 7: A Special

reminder. reminder.
H. Making
generalizations What tips can you give your What tips can you give
and abstractions fellow non-native speaker of your fellow non-native
about the lesson English in speaking the speaker of English in
language? speaking the language?
Task 8. Say what you Task 8. Say what you

mean. mean.
A. Underline the word to be A.Underline the syllable
given emphasis in each that will receive the
sentence. Listen as the correct emphasis. Listen
teacher reads the as the teacher reads the
sentence. word.
I. Evaluating
1. I have the honor to 1.Announcement
learning
present to you the 2.Prospect
guest speaker for 3.Instruct
tonight‘s affair. 4.Attendance
2. One way to organize 5.Country
ideas is through B.Underline the word to
concept mapping. be given emphasis in
3. You are the most each sentence. Listen
65
important person in again, as the teacher
my life. reads the sentence.
B. Listen and take down 1.I have the honor to
important details as the present to you the guest
teacher reads an article. speaker for tonight‘s
Make use of either a affair.
concept or mind map in 2.Come here.
organizing the ideas. 3.I need to talk to you
right now!
(see attached file C:
Buwan ng Wika…)
https://www.thesummitexp
ress.com/2019/06/buwan-
ng-wika-2019-theme-
official-memo-poster-
sample-slogan.html
Listen to a news report and Listen to a news report
organize the ideas using and organize the ideas
either a concept or a mind using either a concept or
map. Take note of how the a mind map. Take note
broadcaster pronounce the of how the broadcaster
J. Additional
words. Was he or she able pronounce the words.
activities for
to put a stress on the words Was he or she able to
application or
correctly? Did he/she put put a stress on the words
remediation
emphasis on the content correctly? Did he/she put
words? emphasis on the content
Share your output to the words?
class. Share your output to the
class.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% in the
evaluation
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
66
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
67
File A: Sentence Stress
Sentence Stress
Sentence stress is the music of spoken English. Like word stress, sentence stress
can help you to understand spoken English, even rapid spoken English.
Sentence stress is what gives English its rhythm or "beat". You remember that word
stress is accent on one syllable within a word. Sentence stress is accent on certain
words within a sentence.
Most sentences have two basic types of word:
 content words
Content words are the key words of a sentence. They are the important words
that carry the meaning or sense—the real content.
 structure words
Structure words are not very important words. They are small, simple words
that make the sentence correct grammatically. They give the sentence its
correct form—its structure.
If you remove the structure words from a sentence, you will probably still understand
the sentence.
If you remove the content words from a sentence, you will not understand the
sentence. The sentence has no sense or meaning.
Imagine that you receive this telegram message:
This sentence is not complete. It is not a "grammatically correct" sentence. But you
probably understand it. These 4 words communicate very well. Somebody wants you
to sell their car for them because they have gone to France. We can add a few
words:
The new words do not really add any more information. But they make the message
more correct grammatically. We can add even more words to make one complete,
grammatically correct sentence. But the information is basically the same:
68
In our sentence, the 4 key words (sell, car, gone, France) are accentuated
or stressed.
Why is this important for pronunciation? It is important because it adds "music" to the
language. It is the rhythm of the English language. It changes the speed at which we
speak (and listen to) the language. The time between each stressed word is the
same.
In our sentence, there is 1 syllable between SELL and CAR and 3 syllablesbetween
CAR and GONE. But the time (t) between SELL and CAR and between CAR and
GONE is the same. We maintain a constant beat on the stressed words. To do this,
we say "my" more slowly, and "because I've" more quickly. We change the speed
of the small structure words so that the rhythm of the key content words stays the
same.
I am a proFESsional phoTOgrapher whose MAIN INterest is to TAKE SPEcial,

BLACK and WHITE PHOtographs that exHIBit ABstract MEANings in their
photoGRAPHic STRUCture.
https://www.englishclub.com/pronunciation/sentence-stress.htm
69
File B: Concept Map and mind map
https://www.lucidchart.com/pages/templates/concept-map
https://www.mindmeister.com/blog/why-mind-mapping/
File C: Buwan ng Wika
Buwan ng Wika 2019 theme, official memo, poster and slogan
70
MANILA, Philippines – The Department of Education (DepEd) through the Komisyon
sa Wikang Filipino (KWF) released on Monday, June 24 a memorandum for the
special celebration of National Language month or 'Buwan ng Wikang
Pambansa' 2019. View also on this page the calendar of activities and sample
slogans.
KWF leads the celebration with the theme "Wikang Katutubo: Tungo sa Isang
Bansang Filipino" in accordance with Resolution No. 19-03 and in the celebration of
International Year of the Indigenous Languages (IYIL) or Pandaigdigang Taon ng
mga Katutubong Wika as declared by UNESCO.
KWF said that preparation for this year's Buwan ng Wika started in 2013. Long term
plans for 2013-2016 and 2016-2020 were rolled out to preserve Philippine
languages.
Republic Act 7104 states that KWF shall ―[f]ormulate policies, plans, and programs to
ensure the further development, enrichment, propagation, and preservation of
Filipino and other Philippine languages.‖
The 'Buwan ng Wika' celebration will also highlight cultural activities all over the
country.
The month-long event will kick-off through a flag-raising activity in the first week of
August 2019.
The annual 'Buwan ng Wika' is pursuant to Proclamation 1041, signed by former
71
President Fidel V. Ramos, which declares the national celebration of the National
Language Month every August. Additionally, former President Manuel Quezon,
considered the Father of the National Language, was born on August 19, 1878.
The objectives of 'Buwan ng Wika' celebration are the following:
The theme for the month is divided into four sub-themes which will serve as a guide
in the weekly activities during the month of August:
 August 5-9, 2019: Ako at ang Katutubong Wika Ko

 August 12-16, 2019: Pagbasa at Paglaya: Pagpapalusog ng mga Katutubong
Panitikan at Kaalamang-bayan
 August 19-23, 2019: Sarikultura: Multilingguwalismo at Paguugnayan para sa Isang
Bansang Filipino
 August 26-30, 2019: Pangangalaga sa mga Katutubong Wika, Pangangalaga sa
Bansang Filipino
Here's DepEd Memorandum No. 079 for Buwan ng Wikang Pambansa 2019:
DM_s2019_079 Buwan Ng Wika
Sample Slogans for Buwan ng Wika 2019: ―Wikang Katutubo: Tungo sa Isang
Bansang Filipino‖:
72
1. "Bayang nililok, pinagyaman ng wika, Tulay sa kamalaya't tagumpay ng madla." -
JEM
2. "Wikang Filipino'y palaganapin, ito'y karunungan at kalinangan natin." - Nida

Villaruel Samarita
3. "Wikang kinagisnan nilinang sa bayang sinilangan, Gabay sa pagbuklod at

kaakibat ng mamamayan." - JEM
4. "Katutubong wika'y 'wag balewalain, sa halip ito'y nararapat pagyamanin." - JEM
5. Put your slogan here - name (contribute)
We're encouraging our readers to contribute their own slogan by leaving a comment
below.
— The Summit Express
https://www.thesummitexpress.com/2019/06/buwan-ng-wika-2019-theme-official-
memo-poster-sample-slogan.html
73
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
EN8LT-IIb-9.1: Describe the notable literary genres
contributed by East Asian writers
EN8LT-IIb-9.2: Identify the distinguishing features of
notable East Asian poems, folktales, and short stories
C. Learning EN8RC-IIb-2.22: Evaluate the personal significance of a
Competency/ literary text
Objectives EN8RC-IIb-2.18: Relate content or theme to previous
(Write the LC code for experiences and background knowledge
each.)
EN8V-IIb-24.1: Distinguish between and among verbal,
situational, and dramatic types of irony and give
examples of each
Identifying distinguishing features of East Asian

Folktales and short stories
II. CONTENT Distinguishing situational Irony
The Story of the Aged Mother
III. LEARNING
RESOURCES
A. References
1. Teacher‟s
Guide pages
2. Learner‟s
English 8 Learner‘s Material pp. 43-46
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning https://www.newworldencyclopedia.org/entry/Matsuo_Ba
Resources sho
74
https://www.youtube.com/watch?v=jZsiFgALLmU
https://www.youtube.com/watch?v=tqg6RO8c_W0
https://examples.yourdictionary.com/examples-of-
situational-irony.html
Advanced Learners Average Learners

IV. PROCEDURES
Pre-reading:
Task 1. Word watch.
The students need to form five groups. Each group will
pick one word inside a bowl. This can be given as a
contest. The first group to finish the activity earns five (5)
points.
Directions: In the middle of each word chart are words
found in the selection, The Story of the Aged Mother.
Give the definition of the word in focus. Then, give
examples of words with similar meanings (synonyms)
and words that have opposite meaning (antonyms).
Finally use the word in a sentence.
Definition
A. Reviewing previous
lesson or Despotic
presenting the new
lesson Synonyms
Antonyms
Sentence
Words in focus:
1. Despotic
2. Mandate
3. Summit
4. Wisdom
5. Aged
How will you describe How will you describe
your own mother or someone your own mother or
B. Establishing a you consider as a mother? someone you consider as
purpose for the a mother?
lesson The teacher elicits
responses from the students. The teacher elicits
responses from the
students.
C. Presenting Motive Question: Motive Question:
examples/Instanc How will you describe the How will you describe
es of the new mother of the poor farmer? the mother of the poor
lesson farmer?
75
The teacher poses this The teacher poses
question before reading the this question before
text and tells them that this reading the text and tells
needs to be answered during them that this needs to
the post-reading activity. be answered during the
post-reading activity.
During Reading: During Reading:
Task 2. Let‘s Read. Task 2. Let‘s Read.
The teacher leads the class The teacher leads the
in reading a short biography class in reading a short
of Matsuo Basho. biography of Matsuo
Biography of Matsuo Basho Basho.
Biography of Matsuo
Basho
Matsuo Bashō (松尾芭

蕉 1644 – November 28,
1694) was the most famous Matsuo Bashō (松尾芭
poet of the Edo 蕉 1644 – November 28,
D. Discussing new period in Japan. He is today 1694) was the most
concepts and regarded as the master of famous poet of the Edo
practicing new the haiku, and one of the period in Japan. He is
skills # 1 greatest poets in the history today regarded as the
of Japanese literature. In his master of the haiku, and
own times, Basho was one of the greatest poets
particularly famous for in the history
his renga, collaborative of Japanese literature. In
poems in which a group of his own times, Basho
poets would take turns was particularly famous
writing linked stanzas; today, for his renga,
however, Basho is known collaborative poems in
worldwide for his clear, which a group of poets
piercing haikus. would take turns writing
linked stanzas; today,
https://www.newworldencyclo however, Basho is
pedia.org/entry/Matsuo_Basho known worldwide for his
clear, piercing haikus.
The teacher asks the class
to read the selection, The https://www.newworldenc
Story of the Aged Mother. yclopedia.org/entry/Matsu
o_Basho
Note: The text may be The teacher asks the

previously assigned as a class to read the
reading task to students. selection, The Story of
76
the Aged Mother.
Note: The text may be

previously assigned as a
reading task to students.
Post Reading: Post Reading:
The teacher asks the class The teacher asks the
to form four groups. class to form four groups.
Process Questions: Process Questions:

1.Who are the characters in 1.Who are the
the story? characters in the story?
Use the character map in Use the character map
answering the question: in answering the
Descriptions Actions
question:
1. 1.
2. 2. Descriptions Actions
1. 1.
2. 2.
Character
Character
Attitude
Attitude
2. Fill in the story chart

below. 2. Fill in the story chart
E. Discussing new Title: below.
concepts and Characters: Title:
practicing new Conflict: Characters:
skills # 2 Solution: Conflict:
Solution:
3.List down at least two
subjects and their theme in 3.List down at least two
the story. subjects and their theme
in the story.
Subject Subject
Subject Subject
Theme Theme
Theme Theme
4. Plot the events in the story

using the story map below. 4. Plot the events in the
1. Where did the aged story using the story map
mother and her son live? below.
What kind of life did they 1. Where did the aged
have? mother and her son live?
2. Who is the governor of What kind of life did they
their place? What kind of have?
proclamation did he issue? 2. Who is the governor of
3. Where did the son take their place? What kind of
his mother? Describe their proclamation did he
journey. issue?
77
4. What made the governor 3. Where did the son
decide in acknowledging the take his mother?
wisdom of aged people? Describe their journey.
4. What made the
Start governor decide in
acknowledging the
Finish wisdom of aged people?
Start
5.Directions: In the chart
below, identify the values
and traditions of the Finish
Japanese people that you
can infer from the reading 5.Directions: In the chart
selection, The Story of the below, identify the values
Aged Mother. Cite the and traditions of the
supporting details in the Japanese people that
story to prove your claim. you can infer from the
Then, answer the process reading selection, The
questions that follow. Story of the Aged
Mother. Cite the
The Story of the Aged supporting details in the
Mother story to prove your claim.
Then, answer the
Japanese Supporting process questions that
Values/ Details in the follow.
Traditions Story
The Story of the Aged
Mother
Japanese Supporting
Values/ Details in
Traditions the Story
Process students‘ answers.
The teacher briefly

discusses the elements of a
folktale through a video
presentation, The Elements
Of Folktales.
https://www.youtube.com/wat
ch?v=jZsiFgALLmU Process students‘
answers.
Task 3. Featuring irony.
Last week, we have The teacher briefly
discussed about verbal discusses the elements
irony. Today, we will discuss of a folktale through a
another type of irony. But video presentation, The
before that let us review Elements
what an irony is. Of Folktales.
78
/watch?v=jZsiFgALLmU
The teacher elicits
responses from the students. Task 3. Featuring irony.
Last week, we have
Irony is a literary technique discussed about verbal
in which what is written or irony. Today, we will
stated is different from or the discuss another type of
opposite of what is expected. irony. But before that let
us review what an irony
Now, read the sentences is.
below. (Note: These are
situations taken from the The teacher elicits
text. The writer made a twist responses from the
to the situations to suit the students.
competency.
Irony is a literary
1.The governor who loves technique in which what
his mother so much and is is written or stated is
branded as a mama‘s boy by different from or the
his subjects, issued an order opposite of what is
of putting to death all aged expected.
people.
2.The young, energetic, Now, read the sentences
athletic young farmer easily below. (Note: These are
gets weary as he carried his situations taken from the
aged mother. text. The writer made a
twist to the situations to
Process questions: suit the competency.
1. What contradicting
ideas are presented 1.The governor who
in each sentence? loves his mother so
2. What type of irony is much and is branded as
presented? a mama‘s boy by his
subjects, issued an order
Discuss the following of putting to death all
important points with the aged people.
class. 2.The young, energetic,
athletic young farmer
There are three types of easily gets weary as he
irony: verbal, situational and carried his aged mother.
dramatic.
Process questions:
Situational irony occurs 3. What
when the actual result of a contradicting
situation is totally different ideas are
from what you‘d expect the presented in each
result to be. Sitcoms often sentence?
use situational irony. For 4. What type of
example, a family spends a irony is
lot of time and money presented?
planning an elaborate
surprise birthday party for Discuss the following
their mother to show her how important points with the
much they care. But it turns class.
out, her birthday
79
is next month, and none of There are three types of
them knew the correct date. irony: verbal, situational
She ends up fuming that no and dramatic.
one cares enough to
remember her birthday. Situational irony occurs
when the actual result of
Examples of situational a situation is totally
irony: different from what
1.A fire station burns down. you‘d expect the result to
This is unexpected because be. Sitcoms often use
one would assume the fire situational irony. For
chief would keep his own example, a family spends
building safe. a lot of time and money
2.A marriage counselor files planning an elaborate
for divorce. surprise birthday party
This is ironic because the for their mother to show
expectation is that a her how much they care.
professional who coaches But it turns out, her
couples through rough birthday is next month,
patches would herself have and none of them knew
a strong marriage. the correct date. She
https://examples.yourdictionar ends up fuming that no
y.com/examples-of-situational- one cares enough to
irony.html remember her birthday.
The teacher shows a video
clip that discusses situational Examples of situational
irony. irony:
Click: 1.A fire station burns
https://www.youtube.com/wa down.
tch?v=tqg6RO8c_W0 This is unexpected
because one would
assume the fire chief
would keep his own
building safe.
2.A marriage counselor
files for divorce.
This is ironic because the
expectation is that a
professional who
coaches couples through
rough patches would
herself have a strong
marriage.
https://examples.yourdicti
onary.com/examples-of-
situational-irony.html
The teacher shows a
video clip that discusses
situational irony.
Click:
/watch?v=tqg6RO8c_W0
80
After the discussion, ask the After the discussion, ask
class to form four groups. the class to form four
groups.
Task 4. All for One.
Task 4. All for One.
The teacher gives
differentiated activities to The teacher gives
students. Be guided by the differentiated activities to
rubrics below. students.
(see attached file A: Rubrics) (see attached file A:
Rubrics)
Group 1. Dear Mama.
Write a heartfelt letter to your Group 1. Dear Mama.
mother expressing how Write a heartfelt letter to
grateful you are having her your mother expressing
as your mom. how grateful you are
having her as your mom.
Group 2. Minasan,
kon‘nichiwa (Hello Friend) Group 2. Minasan,
You need to organize a talk kon‘nichiwa (Hello
show entitled, Minasan, Friend)
Kon‘nichiwa featuring the You need to organize a
aged mother, the son and talk show entitled,
the despotic leader of Minasan, Kon‘nichiwa
Shinano. The theme is about featuring the aged
valuing the wisdom of the mother, the son and the
F. Developing old. despotic leader of
mastery Group 3. Compare and Shinano. The theme is
(leads to Formative
Assessment) Contrast about valuing the wisdom
Using a venn diagram, of the old.
compare and contrast the
characterictics of the Filipino Group 3. Compare and
youth of today to that of the Contrast
son in the story. Using a venn diagram,
compare and contrast
the characterictics of the
Filipino Son Filipino youth of today to
that of the son in the
youth of (Japanes story.
today e)
Filipino Son
youth of (Japane
Group 4. Is it not ironic?
today se)
Write your own ending of
The story of the aged mother
with a strange twist. Make
use of situational irony in Group 4. Is it not
presenting the twist. ironic?
Write your own ending of
The story of the aged
mother with a strange
twist. Make use of
situational irony in
presenting the twist.
81
Task 5. Reality Check. Task 5. Reality Check.
What are the things What are the things
sacrificed by your mother for sacrificed by your mother
your sake? for your sake?
application of
How do you show your How do you show your
concepts and
appreciation for these appreciation for these
skills in daily
things? things?
living
What are the things you are What are the things you
willing to sacrifice for the are willing to sacrifice for
sake of your mother? the sake of your mother?
Task 6. Let‘s Sum it up! Task 6. Let‘s Sum it
H. Making What are the insights you up!
generalizations have gained from the story? What are the insights you
and abstractions Share your idea to the class. have gained from the
about the lesson story? Share your idea to
the class.
Task 7. What am I? Task 7. What am I?
Identify the elements of the Identify the elements of
story in each item. the story in each item.
1. Long ago, there lived Choose your answer
at the foot of the from the choices below.
mountain a poor
farmer and his aged Conflict Theme
mother. Character Mood
2. A cruel proclamation Setting
of putting to death all
aged people was 1. Long ago, there
issued out of lived at the foot of
cowardly of the the mountain a
governor of anything poor farmer and
that suggests failing his aged mother.
health and strength. 2. A cruel
3. The poor farmer proclamation of
loved and respected putting to death
his mother so he all aged people
I. Evaluating
disobeyed the order was issued out of
learning
issued by the cowardly of the
governor. governor of
4. The wisdom of our anything that
elders must be suggests failing
valued for we are health and
nothing without them. strength.
5. Which of the 3. The poor farmer
following shows loved and
situational irony? respected his
a. The poor farmer and mother so he
his mother leads an disobeyed the
extravagant life. order issued by
b. The poor farmer the governor.
works laboriously to 4. The wisdom of
provide for their daily our elders must
needs. be valued for we
c. The despotic leader are nothing
issued a cruel without them.
proclamation.
82
The teacher will let the The teacher will let the
students find a copy of a students find a copy of
J. Additional Philippine folktale that a Philippine folktale that
activities for presents irony and let the presents irony and let the
application or students identify the students Identify the
remediation elements of a Philippine elements of a Philippine
folktale and the kind of irony folktale and the kind of
in the text. irony in the text
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
in the evaluation
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 strategies
worked well? Why
did these work?
did I encounter
which my principal
or supervisor can
help me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
83
Rubrics:
https://study.com/academy/lesson/social-studies-presentation-rubric-examples.html
84
Grade 8
I. OBJECTIVES
and behavior.
C. Learning EN8VC-IIb-1.3: Predict the gist of the material viewed
Competency/ based on the title, pictures, and excerpts
Objectives EN8VC-IIb-17: Discern positive and negative messages
(Write the LC code for conveyed in a material
each.)
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher‟s
Guide pages
2. Learner‟s
English 8 LM pp. 48-49
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning
Resources
IV. PROCEDURES Advanced Learners Average Learners

Task 1. Unlocking of Task 1. Unlocking of
Difficulties. Difficulties.
A. Reviewing previous Study the jumbled letters Study the jumbled letters
lesson or below. Opposite these words below. Opposite these
presenting the new are their meaning. Arrange words are their meaning.
lesson these letters to form the Arrange these letters to
correct word for each item. form the correct word for
each item.
85
1.STCOUM (an action or 1.STCOUM (an action
way of behaving in a or way of behaving in a
particular way) particular way)
2.OARDTNII (Practice, 2.OARDTNII (Practice,
habit or belief) habit or belief)
3.OMKOIN (Japanese 3.OMKOIN (Japanese
Garment) Garment)
4.CTROSAEN (Distant 4.CTROSAEN (Distant
relation somebody is relation somebody is
descended from) descended from)
Are there set of rules to Are there set of rules to
B. Establishing a follow in order to be happy? follow in order to be
purpose for the If you will be asked, how happy? If you will be
lesson many rules will you set to asked, how many rules
achieve happiness? will you set to achieve
happiness?
examples/Instanc Based on the clip, How Based on the clip, How
es of the new many rules are set by many rules are set by
lesson Japanese for happiness? Japanese for happiness?
Task 2. Seven Rules.
Before showing the video clip to the class, ask the
students about what the content is about based on the
picture of Japanese women.
(See attached file A: picture of Japanese women)
The teacher shows the video clip on the Seven Rules
for Happiness to the class.
https://www.youtube.com/watch?v=HpF9UlzkQ1c
Ask the students to list down important details while

watching the clip.
After watching the video clip, List down the seven (7)
rules for happiness Japanese style using the template
below. Have a self-assessment on these rules by placing
D. Discussing new a checkmark in the appropriate column to indicate how
concepts and important each rule is to you as a Filipino/Asian.
practicing new
skills # 1 Rules for Importance to you as a Filipino
happiness
(Japanese
style)
Very Important Important Least Important
1
2
3
4
5
6
7
(Justify the importance to your life as a Filipino)
86
Task 3. Think, Pair, Share Task 3. Think, Pair,
The teacher asks the class Share
to do the ―Think, Pair, Share‖ The teacher asks the
strategy in answering the class to do the ―Think,
questions Pair, Share‖ strategy in
answering the questions
Think about your answer to
each question. As soon as Think about your answer
you‘ve written your answer to each question. As
on your paper, Pair up with soon as you‘ve written
your seatmate and discuss your answer on your
your answers. Agree on the paper, Pair up with your
common answer to each seatmate and discuss
question and Share your your answers. Agree on
answer to the class the common answer to
1. How many of the each question and Share
rules for happiness your answer to the class
mentioned in the 1.How many of the rules
video clip have you for happiness mentioned
checked as very in the video clip have you
important? Why do checked as very
you consider them important? Why do you
very important? consider them very
2. How many of the important?
rules for happiness 2.How many of the rules
have you checked as for happiness have you
E. Discussing new
least important? Why checked as least
concepts and
do you consider them important? Why do you
practicing new
least important? consider them least
skills # 2
3. What have you important?
realized about your 3.What have you realized
own values as a about your own values
Filipino based on as a Filipino based on
your answers to the your answers to the
activity? activity?
4. As you listened to 4.As you listened to and
and watched the watched thevideo clip on
video clip on the the Seven Rules for
Seven Rules for Happiness Japanese
Happiness Japanese Style, what did you
Style, what did you notice about how the
notice about how the Japanese woman
Japanese woman expressed her feelings?
expressed her 5.As non-native English
feelings? speakers, How similar to
5. As non-native or different are we from
English speakers, the Japanese in term of
How similar to or using the English
different are we from language?
the Japanese in term
of using the English
language?
87
Task 4. Seven out of Seven
What negative message is conveyed in the video? What
do you think will happen if Japanese broke the rules?
What are the consequences they might face if these
rules were not followed?
F. Developing
mastery Rules for happiness Negative Message
(leads to Formative
Assessment)
Task 5. Compare and Task 5. Compare and

contrast contrast
As non-native English As non-native English
application of
speakers, How similar to or speakers, How similar to
concepts and
different are we from the or different are we from
skills in daily
Japanese in terms of using the Japanese in terms of
living
the English language? using the English
language?
Task 6. Summing up Task 6. Summing up
H. Making
How do pictures help you in How do pictures help you
generalizations
predicting the gist of the in predicting the gist of
and abstractions
text? the text?
about the lesson
Task 7. Can you tell what I Task 7. Can you tell
am? what I am?
Directions: Tell the Directions: Put an X
message conveyed in the mark on the picture if it
pictures below. What is the conveys a negative
I. Evaluating
picture about? Is the message.
learning
message conveyed positive
or negative? What is it? (See attached file B:
(See attached file B: Pictures that show
Pictures that show negative message)
negative message)
Cut out a picture from a Cut out a picture from a
J. Additional
newspaper that shows a newspaper that shows a
activities for
negative message. Tell what negative message.
application or
message is conveyed in the
remediation
picture.
V. REMARKS
VI .REFLECTION
A. No. of learners
who earned
80% in the
evaluation
88
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
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
89
File A: Pictures of Japanese Women
https://amazingwomenrock.com/7-rules-for-happiness-japanese-style
https://iamaileen.com/meet-geisha-furumachi-geigi-niigata-hanamachi-chaya-saitou-
villa/
90
File B: Pictures that show negative message
Directions: Tell the message conveyed in the pictures below. What is the picture
about? Is the message conveyed positive or negative? What is it?
1.
https://www.bworldonline.com/108-local-government-heads-ordered-to-explain-
absence-of-waste-management-plan/
2.
https://www.brookings.edu/testimonies/the-human-rights-consequences-of-the-war-
on-drugs-in-the-philippines/
91
3.
https://www.cnbc.com/2015/09/01/unemployment-in-philippines-an-issue-despite-
rapid-economic-growth.html
4.
https://www.cbsnews.com/news/philippines-landslide-naga-scores-buried-dead-
typhoon-mangkhut-itogon-miners/
92
5.
https://www.ourawesomeplanet.com/awesome/2017/04/lets-talk-cleaner-energy.html
93
Grade 8
I. OBJECTIVES
and behavior.
EN8G-IIb-9: Use appropriate grammatical signals or
expressions suitable to each pattern of idea
development:
C. Learning general to particular
Competency/
Objectives -solution
(Write the LC code for -effect
each.)
EN8WC-IIb2.8.8: Use a variety of techniques to

introduce a topic.
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher‟s
Guide pages
2. Learner‟s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
Sources:
http://english120.pbworks.com/w/page/19006987/narrati
ve%20paragraphs
B. Other Learning
https://www.careeraddict.com/aviation-jobs
Resources
https://www.slideshare.net/jmpalero/english-8-pattern-of-
idea-development-general-to-particular
https://www.cpp.edu/~ramp/program-
94
materials/recognizing-transitions.shtml
https://www.thoughtco.com/general-to-specific-order-
composition-1690812
https://writingcommons.org/open-text/writing-
processes/organize/organize-structure/123-general-to-
specific-deductive

Task 1. Let us Recall. Task 1. Let us Recall.
A. Reviewing previous The teacher reviews the The teacher reviews the
lesson or lesson about grammatical lesson about
presenting the new signals to the class. grammatical signals to
lesson the class.
Task 2. Learning the Task 2. Learning the

bascis is fun. bascis is fun.
The teacher asks the class to The teacher asks the
form three groups. The class to form three
teacher gives meta cards to groups. The teacher
students with sentences gives meta cards to
written on each. The teacher students with sentences
omits the grammatical written on each. The
signals to serve the purpose teacher omits the
of the activity. The students grammatical signals to
will understand the serve the purpose of the
importance of using activity. The students will
B. Establishing a transitional signals in the understand the
purpose for the later part of the lesson. The importance of using
lesson paragraph will be used again transitional signals in the
in the later activity where later part of the lesson.
they need to use their The paragraph will be
knowledge in using used again in the later
grammatical signals in activity where they need
connecting one idea to to use their knowledge in
another. using grammatical
signals in connecting one
(see attached file A:Peddling idea to another.
on My Own)
http://english120.pbworks.co (see attached file
m/w/page/19006987/narrativ A:Peddling on My Own)
e%20paragraphs
to answer the questions with class to answer the
a partner after the activity: questions after the
1. Which part of the activity:
C. Presenting
paragraph comes 1.Which part of the
examples/Instanc
first? Second? Third? paragraph comes first?
es of the new
Last? Second? Third? Fourth?
lesson
2. How were you able to Last?
come up with that 2.How were you able to
particular come up with that
arrangement? particular arrangement?
95
3. What are the 3.What are the
considerations you considerations you need
need to bear in mind to bear in mind in
in organizing ideas? organizing ideas?
The teacher validates the
The teacher validates the answers of the students.
answers of the students.
Task 3. Send me a signal
Retrieved from:
https://www.careeraddict.co
m/aviation-jobs
1. What is the man

doing?
2. To whom is the
signal for?
3. Why is the man
D. Discussing new giving such signal?
concepts and 4. In writing, is
practicing new grammatical signal
skills # 1 important? Why?
The teacher leads the class

in understanding the
grammatical signals suitable
for general to specific
approach in writing.
GENERAL TO
PARTICULAR
(EXPRESSIONS)
https://www.slideshare.net/j
mpalero/english-8-pattern-of-
idea-development-general-
to-particular
Transitional words (First,

second, third, next, etc.)
Specification words (As an

example, in addition to, For
example, etc.)
96
The teacher discusses the
important points about
patterns for presenting
information. This is also in
preparation of the writing
activity in the next lesson.
(See attached file B:

Understanding General to
Specific Pattern)
https://www.thoughtco.com/g
eneral-to-specific-order-
composition-1690812
(See attached file C:

General to Specific )
E. Discussing new https://writingcommons.org/o
concepts and pen-text/writing-
practicing new
processes/organize/organize-
skills # 2
structure/123-general-to-
specific-deductive
Then, the teacher leads the

discussion about the variety
of ways in introducing a
topic.
(see attached file D:

How to Introduce a
topic in Classroom by
Erica Loop)
https://classroom.synonym.co
m/introduce-topic-classroom-
7857072.html
Task 4. Guided Practice. Task 4. Guided

This is intended as a board Practice.
work. This is intended as a
board work.
The teacher presents the
same paragraph (Peddling The teacher presents the
on my Own) and asks the same paragraph
students to use the (Peddling on my Own)
F. Developing appropriate grammatical and asks the students to
mastery signals to connect one idea use the appropriate
(leads to Formative
Assessment) to another. Then, he/she grammatical signals to
asks them to identify the connect one idea to
topic sentence, the another. Then, he/she
supporting details and the leads the class in
concluding sentence from identifying the topic
the paragraph. sentence and the
supporting details from
the paragraph.
97
Task 5. Making Connection Task 5. Making
Group Activity Connection
Write a short paragraph In what particular
about your experience instance in your life as a
during your first day of student is using
school as a grade 8 student. transitional words
Use the appropriate applicable? Cite an
grammatical signal in example.
connecting one idea to
application of
another. Be guided by the
concepts and
rubrics below.
skills in daily
living
Introduce your topic using:
Group 1- Advertising the
topic
Group 2-Telling a tale
Group 3-Starting a Seed
discussion
(see attached file D:
Rubrics)
Task 6. You complete me. Task 6. You complete
The teacher asks the class me.
to complete the following The teacher asks the
lines: class to complete the
1. I learned following lines:
that_______. 1. I learned
2. Writing a paragraph that_______.
from general to 2. Writing a
specific opens an paragraph from
H. Making idea general to
generalizations with__________. specific opens an
and abstractions 3. The grammatical idea
about the lesson signals are important with__________.
because______. 3. The grammatical
4. Examples of these signals are
grammatical signals important
are______. because______.
4. Examples of
these
grammatical
signals
are______.
Task 7. Fill it up. Task 7. Fill it up.
Directions: Directions:
Use appropriate Use appropriate
grammatical signals to grammatical signals to
connect one idea to connect one idea to
another. Then, identify the another.
I. Evaluating
topic sentence, supporting
learning
details and concluding (see attached file G:
sentence in the paragraph. How to catch River
Crabs by Mary Zeigler)
(see attached file G: How
to catch River Crabs by
Mary Zeigler)
98
Cut out an article from a Cut out an article from a
magazine and paste it on a magazine and paste it on
long coupon bond. Examine a long coupon bond.
J. Additional how the paragraph is written. Examine how the
activities for Is it from general to paragraph is written. Is it
application or particular? Identify the topic from general to
remediation sentence, the supporting particular? Underline the
details and the concluding grammatical signals
sentence. What are the used.
grammatical signals used?
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
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
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
encounter which my
principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
99
File A: Peddling on my Own
Activity 1. Divide the paragraph into five parts. Each is written on a different colored
paper. Place them inside an envelope which is to be distributed to the groups.
Peddling On My Own
Learning how to ride a bike for the first time was a nerve racking independent
moment. I was about five years old when my sister informed me that I was too old to
still be riding a bike with training wheels. That was the time I decided not to depend
on them anymore. Even though I had some doubt, my sister and I went outside and
started to take the little wheels off my bike. After my bike went through the
transformation, I was now ready for the big moment. With butterflies in my stomach, I
slowly got on the bike, and with my shaky hands, I gripped the handles tightly.
Meanwhile my sister was holding on to me to help keep my balance. I was so afraid
the she would let go, yet I was determined to ride this bike on my own. Next with a
little push from her, I started to peddle. The faster my bike went the faster my heart
raced. Finally I looked back nervously and noticed that my sister let go of my bike a
long time ago. I was so excited that I accomplished freedom on my bike that I forgot
to peddle. The next step I remember, I was lying on the ground, yet I did not care
because of the adrenaline rush. I will never forget the exhilarating moment and
growing up stage of riding a bike without training wheels.
~© Fallon Fauque 2005~
Peddling On My Own
Learning how to ride a bike for the first time was a nerve racking independent
moment. I was about five years old when my sister informed me that I was too old to
still be riding a bike with training wheels. That was the time I decided not to depend
on them anymore. Even though I had some doubt, my sister and I went outside and
started to take the little wheels off my bike. After my bike went through the
transformation, I was now ready for the big moment. With butterflies in my stomach, I
slowly got on the bike, and with my shaky hands, I gripped the handles tightly.
Meanwhile my sister was holding on to me to help keep my balance. I was so afraid
the she would let go, yet I was determined to ride this bike on my own. Next with a
little push from her, I started to peddle. The faster my bike went the faster my heart
raced. Finally I looked back nervously and noticed that my sister let go of my bike a
long time ago. I was so excited that I accomplished freedom on my bike that I forgot
to peddle. The next step I remember, I was lying on the ground, yet I did not care
because of the adrenaline rush. I will never forget the exhilarating moment and
growing up stage of riding a bike without training wheels.
~© Fallon Fauque 2005~
http://english120.pbworks.com/w/page/19006987/narrative%20paragraphs
100
File B: Understanding General-to-Specific Order in
Composition
In composition, general-to-specific order is a method

of developing a paragraph, essay, or speech by moving from a broad observation
about a topic to specific detailsin support of that topic.
Also known as the deductive method of organization, general-to-specific order is

more commonly used than the reverse method, specific-to-general order
(the inductivemethod).
Examples and Observations
 Steps for General-to-Specific Order in Body Paragraphs

This strategy is effective in cause/effect, comparison/contrast, classification,
and argumentation essays. . . .
1. The topic sentence should identify a general statement about the subject.
2. The writer should choose details that make specific points about the
general statement.
3. The writer should make sure the reader can understand and relate to the
specific examples.
(Roberta L. Sejnost and Sharon Thiese, Reading and Writing Across Content
Areas, 2nd ed. Corwin Press, 2007
File C: General to Specific (Deductive)
Written by Joe Moxley
Category: Organizing
Published: 01 November 2009
Last Updated: 11 January 2018
Hits: 34623
Provide thesis and forecasting statements in the introduction to help busy

readers focus.
Approximately 100,000 books and millions of journal articles are published each year
in the United States (see Bowker Annual). Digital Archivists estimate the size of the
Deep Web at over 7.5 billion documents. The Internet Archive has archived 10 billion
pages of the Open Web--over 100 terabytes of information. Now that the Internet has
made it possible for just about anyone to publish and potentially reach millions of
readers, we are truly overwhelmed by information.
101
Hook Your Readers - Get to the Point!
Accordingly, writers are under increasing pressure to get to the point, to grab the
prospective reader's attention and deliver the goods. In many writing contexts, across
genres, readers expect writers to define the purpose, organization, and significance
of a document in a thesis statement that is provided in the introduction. As a result,
most documents follow a deductive organization in which the authors make a general
statement and then support it with specific examples. In other words, writers
summarize their thesis and often forecast how they've organized a document. Here,
for example, is a headline from today's newspaper:
"Self-Amputation. Frustrated Man Plans to Cut Off His Legs Online" by Paul Eng
(ABCNEWS.COM)
This headline is designed to hook readers, enticing them to read the essay. Now, in
the past--that is, long ago (read after the Ice Age but before the Internet)--readers
may have given writers several pages to get to the point. Nowadays, you've got
seconds. Literally seconds. The time it takes to click onto something more
informative or entertaining.
Here, for example, is an abstract of "Cybersex and Infidelity Online: Implications for
Evaluation and Treatment" prepared by Kimberly S. Young, James O'Mara, and
Jennifer Buchanan for the 107th annual meeting of the American Psychological
Association:
Prior research has examined how marital relationships can result in separation and
divorce due to Internet addiction. This paper examines how the ability to form
romantic and sexual relationships over the Internet can result in marital separation
and possible divorce. The ACE Model (Anonymity, Convenience, Escape) of
Cybersexual Addiction provides a workable framework to help explain the underlying
cyber-cultural issues increasing the risk of virtual adultery. Finally, the paper outlines
specific interventions that focus on strategies for rebuilding trust after a cyberaffair,
ways to improve marital communication, and finally how to educate couples on ways
to continue commitment.
Here's another example of an introduction that gets right to the point, extracted from
"Blinded by Junk Food":
Over indulging in fat-filled snack foods may heighten the risk of developing advanced
age-related muscular degeneration, the leading cause of blindness and vision
impairment in the United States for those over 55, researchers at the Massachusetts
Eye and Ear Infirmary said in a new study.
By the way, you should know that readers expect you to provide deductive
summaries throughout a document, particularly in lengthy documents. Each time you
begin a new section, consider:
1. Providing a quick, perhaps one-sentence review of what you've discussed.

2. Explaining ways the new topic relates to what has been discussed.
3. Explaining how one section relates to another section.
102
File D: How to Introduce a Topic in the Classroom
By Erica Loop
Your topic introduction sets the tone for the rest of the lesson. Grabbing
your students' attention with a creative kick -off can perk up a dull day. From
imaginative approaches that preview material to more straight -forward
strategies that tap into students' prior knowledge, introducing new material
should engage the senses and minds.
Advertising the Topic
Take a tip from the movie marketers and introduce what's to come with an
advertisement-style preview. Play up the new material with a commercial
that you create. Film a brief video preview that you play for the class or
make a print ad to hand out. Keep in mind that this is an atten tion-grabbing
advertisement. Like marketers, you're trying to sell what you have to say.
For example, instead of handing out a blank outline, prepare a page that
looks like a magazine ad. Use a bold, colorful font and add pictures.
Advertise a "special promotion" such as, "Memorize these 10 vocabulary
words and get five extra credit points!"
Starting a Seed Discussion
Introducing a new topic is a growing process. Start this pro cess with a
seed. Not a real one, but the discussion variety. This strategy calls for your
students to preview the new material and look for concepts that they
already know or can relate to, explains teacher Cathy Allen Simon, who
wrote about the strategy for the International Reading Association and
National Council of Teachers of English's website. Give your students some
time to read or discuss new content as you introduce it. Ask the students to
list what they already know about the content. This may in clude vocabulary
words, places, people or ideas. You can use the items on the list as seeds
to start a discussion on the topic. End the discussion by asking the students
what they have learned and what else they want to learn about the content.
103
Telling a Tale
Relating the new class content to a real-life situation can bring the material
into focus for your students and help them make meaning of it. You can tell
a story that comforts the students, relates to the content or highlights the
value of the content. Use a story from your own life or someone else's.
Another option is to read a true tale from a notable person's biography. For
example, suppose you're introducing a unit on public speaking. Some of the
students seem nervous about speaking in front of others or get tongue -tied
easily. Tell them the story of Albert Einstein and how he was a slow
speaker as a young child. This story comforts the students and helps them
to understand that they aren't alone.
Using the Arts
Just because you're introducing math material doesn't mean that you can't
go outside of the content area. The same goes for othe r aspects of your
curriculum. For example, you can start a geometry lesson by looking at
shape-based artwork by the sculptor Tony Smith or painter Piet Mondrian.
Hang reproductions of the art around the room and ask the students what
each picture has in common. You can use this strategy for other areas such
as social studies, science and language arts. Show artworks from other
cultures for a social studies introduction and landscapes for an
environmental activity, or ask your students to create their own st ories from
a painting for a languages lesson.
104
Grade 8
I. OBJECTIVES
A. Content
Standard

featuring a variety of effective paragraphs, appropriate
B. Performance
grammatical signals or expressions in topic
Standard
and behavior.
C. Learning EN8WC-IIb-2.8: Compose effective paragraphs

Competency/ WC-1: Write an entertainment speech.
Objectives EN8OL-IIb-5: Use the appropriate prosodic features of
(Write the LC code for speech when delivering an entertainment speech
each.)
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher‟s
Guide pages
2. Learner‟s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
https://www.youtube.com/watch?v=yY6JSMtPDpU
https://answershark.com/writing/informal-presentations-
and-speeches/how-to-write-entertaining-
B. Other Learning presentation.html
Resources https://awc.ashford.edu/pdfhandouts/how to write good
paragraph_final.pdf
105
Task 1. Time to recall Task 1. Time to recall
A. Reviewing previous The teacher reviews the The teacher reviews the
lesson or class on the lesson about class on the lesson about
presenting the new transitional words and tips transitional words and
lesson on introducing a topic. tips on introducing a
topic.
Task 2. Be Entertained Task 2. Be Entertained
The teacher shows a video The teacher shows a
of an entertainment speech. video of an entertainment
speech.
tch?v=yY6JSMtPDpU https://www.youtube.com
B. Establishing a
/watch?v=yY6JSMtPDpU
purpose for the
Note: The teacher may invite
lesson
a SHS student who Note: The teacher may
undergoes oral invite a SHS student who
communication to deliver an undergoes oral
entertainment speech in communication to deliver
front of the class. an entertainment speech
in front of the class.
Task 3: Answer me. Task 3: Answer me.
Process Questions: Process Questions:
1. What is the speech 4. What is the
about? speech about?
C. Presenting 2. What is unique about 5. What is unique
examples/Instances the speech? Is it about the
of the new lesson similar to speeches speech? Is it
you have listened to? similar to
3. What is it called? speeches you
have listened to?
6. What is it called?
Task 4. Remember me. Task 4. Remember me.
The teacher discusses some The teacher discusses
pointers in writing and some pointers in writing
delivering an entertainment and delivering an
speech. entertainment speech.
Things to remember: Things to remember:

How to Write an How to Write an
D. Discussing new Entertaining Speech Entertaining Speech
concepts and https://answershark.com/writi https://answershark.com/
practicing new ng/informal-presentations- writing/informal-
skills # 1 and-speeches/how-to-write- presentations-and-
entertaining- speeches/how-to-write-
presentation.html entertaining-
(see attached file A: How to presentation.html
write an entertaining speech) (see attached file A: How
to write an entertaining
speech)
106
The teacher discusses the The teacher discusses
important points about the important points
composing effective about composing
paragraphs. effective paragraphs.
He/She reviews about the He/She reviews about
ways to write an introduction, the ways to write an
the prosodic features of introduction, the prosodic
speech and the grammatical features of speech and
signal suited for general to the grammatical signal
E. Discussing new
particular pattern of suited for general to
concepts and
development of ideas. particular pattern of
practicing new
development of ideas.
skills # 2
How to Write a Good How to Write a Good
Paragraph: A Step-by-Step Paragraph: A Step-by-
Guide Step Guide
https://awc.ashford.edu/pdfh https://awc.ashford.edu/p
andouts/how to write good dfhandouts/how to write
paragraph_final.pdf good paragraph_final.pdf
(see attached file B: How to (see attached file B: How
write a good paragraph) to write a good
paragraph)
Task 5. Guide me: Task 5. Guide me
Group the students into two The teacher leads the
and let them brainstorm on class in brainstorming on
the topic assigned to them. the ideas they can
Ask the students to make an include in writing a
outline of the ideas they paragraph about:
have shared. (Note:
Outlining was discussed My Unforgettable
during the first quarter). Experience in one of our
Summer Vacations
1. The Filipino Youth of
today Then, he/she leads the
2. Playing Mobile class in making an
legend or Preparing outline of the ideas they
the assignment? have shared.
F. Developing
mastery The teacher may ask the
(leads to Formative class about the possible
Assessment) topic sentence and writes
the sentences shared by
the students. The
students have to choose
one topic sentence.
Then, he/she asks them
about the supporting
details they can include
and lists these sentences
on the board.
Example:
Topic sentence: Last
May was the most
unforgettable vacation I
had.
107
Ask the students for
reasons why that month
was unforgettable.
Students can include
funny, embarrassing and
awkward moments they
experienced. The
teacher lists these
reasons as the
supporting details.
Note: The teacher may

localize the topic.
Task 6. Step-by-step. Task 6. Step-by-step.
Ask the students to form Give a step by step guide
three groups. Give one topic in washing your hands
to each group. Each group properly. Make a funny
needs to make a step by presentation of the guide.
step guide in the given
topics. The presentation of
G. Finding practical the output should be in an
application of entertaining manner. Be
concepts and guided by the rubrics. (see
skills in daily attached file D:Rubrics)
living
Group 1.
Guide in washing hands
properly
Group 2.
How to cook chicken adobo
Group 3.
Steps in weeding a garden
Task 7. Don‘t forget me. Task 7. Don‘t forget
What are the important me.
H. Making reminders to introduce a What are the important
generalizations topic? reminders to introduce a
and abstractions topic?
about the lesson How can you compose
effective paragraphs? How can you compose
effective paragraphs?
Task 8. Impress me. Task 8. Impress me.
Choose one topic from the Write a short
list below. Consider the ways entertainment speech
in introducing a topic, about the best vacation
grammatical signals in you had. Provide your
organizing ideas and own title for the
I. Evaluating organizing an entertainment paragraph. Consider the
learning speech. Be ready to write outline drafted on the
your own entertainment board in writing your
speech. Be guided by the paragraph.
rubrics below. (Note: The
teacher may give other
topics to students.)
108
1. The Filipino Youth of
today
2. Playing Mobile
legend or Preparing
the assignment?
Make a final draft of your Make a final draft of your

speech. Be ready to deliver speech. Be ready to
J. Additional
the speech next meeting. deliver the speech next
activities for
meeting.
application or
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 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
strategies worked
well? Why did
these work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
109
File A: How to Write an Entertaining Speech for Any
Occasion
When we hear the word ―entertainment,‖ the first association that comes to mind is
laughing and smiling. Jokes, comedies, stand-up — we consider these genres to be
entertaining.
However, entertainment isn‘t only about fun and laughter. Horror stories, tragic plays,
and sad movies are also aimed at entertaining the audience. Therefore,
entertainment is about holding the attention of your audience and triggering strong
emotions.
Giving entertaining speeches requires confidence, well-developed public speaking

skills, and, of course, charisma. You can improve all these skills and abilities and
deliver great speeches on any occasion. We hope that our guide on how to write an
entertaining speech will be helpful.
Read our instructions, tips, and example and entertain your audience like a
professional!
How to Write an Entertaining Speech Step by Step

As we‘ve mentioned, entertaining speeches aren‘t necessarily funny. You may give
an entertaining speech at a wedding, birthday party, or Christmas party — these
speeches are called special-occasion speeches.
But this kind of speech is very specific — every company and group of friends needs
an individual approach. That‘s why we‘ll give you recommendations on how to write
an entertaining speech for an unknown audience, for example, for a contest.
1. Pick the topic

If the topic isn‘t specified, you may pick it by yourself. We recommend you to choose
a theme that is related somehow to your experience and worldview. In such a
manner, you‘ll sound more persuasive and confident.
2. Generate and select the best ideas

Brainstorming works well even if you don‘t have a team, but work on your own. Think
about all the associations related to your topic. Read a few articles, or watch
inspirational movies. Write down all your ideas (even the weirdest) and then choose
the best ones.
3. Make an outline
Your entertaining speech, like an essay, should be well structured. Compose an
outline and think about smooth transitions between different parts of your entertaining
speech.
4. Think of examples
Examples make any speech more understandable and exciting. Think about real-life
stories or episodes from popular movies/books that may help to illustrate your
speech.
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5. Write jokes and test them
Entertainment isn‘t only about laughter; entertaining speeches are mostly aimed at
amusing your audience. And jokes are an effective way to make someone smile.
Before giving a speech, we recommend you to test your jokes and make sure that
they are fun not only for you.
6. Practice and note the time

Public speeches have time limits — you can‘t talk forever. Read your speech out loud
and write down the time. Make sure that you don‘t go beyond the specified limits.
7. Mind your gestures and body language

Your speech might be brilliant, but you won‘t be able to make a good impression if
you don‘t control your body and gestures. Practice in front of the mirror and mind
your gestures.
8. Use various intonations

Your voice is your main tool. Slow down, make emphasis on concrete phrases, or
talk quietly — every change in your intonation will attract the attention of your
listeners.
9. Compose a motivating and memorable ending

Your audience will get a general impression from your speech, but the only thing that
they probably will remember is the ending. You have to do your best while
composing your final sentences.
10. Give a test speech

Even professionals rehearse before going on stage. Practice at home, with your
friends, and in front of the mirror to make sure that you‘re ready for a bigger
challenge.
How to Write an Entertaining Speech: Quick-Fire Tips

A good plan isn‘t enough to write an impressive entertaining speech. You need some
tips to make it smooth and memorable. Below, you‘ll find tips both about the writing
process and public speaking:
 Start with a greeting
An unusual greeting will grab the attention of your audience and make them
interested. Instead of a standard ―Hello everyone,‖ you can say something
unexpected or ask a question to make contact with your listeners.
 Keep in mind your audience
Although you don‘t know everyone in your audience personally, you are probably
aware of some basic characteristics — average age, interests, level of education,
etc. You should understand that entertaining speeches for college students,
adolescents, and grown-ups are totally different. Students won‘t understand jokes
about raising kids, while adults won‘t get your superhero movies quotations.
 Smile
This tip is basic, but amateur speakers frequently find it challenging. Smiling is an
indispensable part of your charisma. Remember that even though your listeners don‘t
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know you as a person, they can still see the difference between a sincere smile and
a forced facial contortion. So, forget about your worries and give your audience your
best smile!
 Visual aids
Pictures are much easier to memorize than words. If you want to entertain your
audience but also teach them something at the same time, prepare a presentation for
your speech.
 Be confident
Being confident is key to a successful speech. You should worry about how you
speak, look, and move before your performance. As soon as you walk on the stage
— forget about your anxiety. Be 100% confident about your words, clothes, and
gestures. And you‘ll rock it!
 Engage with the audience
Engaging with the audience is crucial for an entertaining speech. There are three
basic methods to build a connection with your listeners. The first and most classy
technique is eye contact. You can‘t look at all the faces simultaneously, but you
should never look at the ceiling or floor. Imagine that you‘re serving champagne to
your listeners:focus on one guest, then move to the next.
The second standard way to interact with your audience is to ask questions —
rhetorical or real. The third technique is to make your listeners do something, for
example, raise hands or clap. That will keep them awake!
 Forget about complex sentences
You‘re not at an exam! Forget about complexity. Use simple words, expressions, and
sentences. Don‘t make your audience google every single word you say.
 Adopt your speeches
When you‘re giving a speech, you always need a back-up plan. If your audience
seems bored — add some humor. If your audience is eager for communication —
don‘t be afraid of asking some extra questions.
 Keep an eye on time
Inspiration and adrenaline may take you far, but don‘t forget that you have time limits.
If you‘re bad at sensing the time, then you should take care of it before the
presentation. You may wear a watch or ask an assistant to give you a sign.
 Enjoy your speech
Sincerity is the key to the heart of your audience. Your entertaining speech is your
opportunity to share your emotions and worldview with the general public. It might be
scary, but you‘ll enjoy it – we promise!
How to Write an Entertaining Speech: Example With Comments

The best way to explain something is to give a good example. Below, you‘ll find an
entertaining speech provided by one of our writers. We‘ve also added comments so
that you can learn more about the proper structure of entertaining speeches.
Click the images to see their full size.
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Now, you know how to write an entertaining speech and amuse your audience! We
hope that our guide, tips, and example are enough to inspire you for writing your own
speech. Remember that entertaining speeches require as much hard work and
preparation as a speech at a conference or wedding.
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File C: How to Write a Good Paragraph: A Step-by-
Step Guide
Writing well composed academic paragraphs can be tricky. The following is a
guide on how to draft, expand, refine, and explain your ideas so that you write clear,
well-developed paragraphs and discussion posts:
Step 1: Decide the Topic of Your Paragraph Before you can begin writing, you
need to know what you are writing about. First, look at the writing prompt or
assignment topic. As you look at the prompt, note any key terms or repeated phrases
because you will want to use those words in your response. Then ask yourself: • On
what topic am I supposed to be writing? • What do I know about this topic already? •
If I don‘t know how to respond to this assignment, where can I go to find some
answers? • What does this assignment mean to me? How do I relate to it? After
looking at the prompt and doing some additional reading and research, you should
better understand your topic and what you need to discuss.
Step 2: Develop a Topic Sentence Before writing a paragraph, it is important

to think first about the topic and then what you want to say about the topic. Most
often, the topic is easy, but the question then turns to what you want to say about the
topic. This concept is sometimes called the controlling idea. Strong paragraphs are
typically about one main idea or topic, which is often explicitly stated in a topic
sentence. Good topic sentences should always contain both (1) a topic and (2) a
controlling idea. The topic – The main subject matter or idea covered in the
paragraph. The controlling idea – This idea focuses the topic by providing direction to
the composition. Read the following topic sentences. They all contain a topic (in
orange) and a controlling idea (in purple). When your paragraphs contain a clearly
stated topic sentence such as one of the following, your reader will know what to
expect and, therefore, understand your ideas better. Examples of topic sentences: •
People can avoid plagiarizing by taking certain precautions. • There are several
advantages to online education. • Effective leadership requires specific qualities that
anyone can develop.
Step 3: Demonstrate Your Point After stating your topic sentence, you need to
provide information to prove, illustrate, clarify, and/or exemplify your point. Ask
yourself: • What examples can I use to support my point? • What information can I
provide to help clarify my thoughts? • How can I support my point with specific data,
experiences, or other factual material? • What information does the reader need to
know in order to see my point? Here is a list of the kinds of information you can add
to your paragraph: Proprietary Information of Ashford University, Created by
Academics, CR 215140 • Facts, details, reasons, examples • Information from the
readings or class discussions • Paraphrases or short quotations • Statistics, polls,
percentages, data from research studies • Personal experience, stories, anecdotes,
examples from your life Sometimes, adding transitional or introductory phrases like:
for example, for instance, first, second, or last can help guide the reader. Also, make
sure you are citing your sources appropriately.
115
Step 4: Give Your Paragraph Meaning After you have given the reader
enough information to see and understand your point, you need to explain why this
information is relevant, meaningful, or interesting. Ask yourself: • What does the
provided information mean? • How does it relate to your overall point, argument, or
thesis? • Why is this information important/significant/meaningful? • How does this
information relate to the assignment or course I am taking?
Step 5: Conclude After illustrating your point with relevant information, add a
concluding sentence. Concluding sentences link one paragraph to the next and
provide another device for helping you ensure your paragraph is unified. While not all
paragraphs include a concluding sentence, you should always consider whether one
is appropriate. Concluding sentences have two crucial roles in paragraph writing:
First, they draw together the information you have presented to elaborate your
controlling idea by: • Summarizing the point(s) you have made. • Repeating words or
phrases from the topic sentence. • Using linking words that indicate that conclusions
are being drawn (e.g., therefore, thus, resulting). Second, they often link the current
paragraph to the following paragraph. They may anticipate the topic sentence of the
next paragraph by: • Introducing a word/phrase or new concept which will then be
picked up in the topic sentence of the next paragraph. • Using words or phrases that
point ahead (e.g., the following, another, other).
Step 6: Look Over and Proofread The last step in good paragraph writing is
proofreading and revision. Before you submit your writing, look over your work at
least one more time. Try reading your paragraph out loud to make sure it makes
sense. Also, ask yourself these questions: • Does my paragraph answer the prompt
and support my thesis? • Does it make sense? Does it use the appropriate academic
voice?
File D: Rubrics
Criteria Excellent Good Needs
10 8 Improvement
5
Content
Organization
Delivery
116
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
EN8OL-IIc-3.11: Produce the sounds of English
correctly and effectively when delivering an
C. Learning entertainment speech
Competency/ EN8LC-IIc-7: Employ appropriate listening skills and
Objectives strategies suited to long descriptive and narrative
(Write the LC code for texts
each.)
EN8LC-IIc-2.13: Determine the tone and mood of the
speaker or characters in the narrative listened to
SOUNDS OF ENGLISH (/b/-/v/ and /f/-/p/)
II. CONTENT TONE and MOOD
MOMOTARO: A Japanese Fairytale
III. LEARNING
RESOURCES
A. References
1. Teacher‟s
Guide pages
2. Learner‟s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning
Resources
A. Reviewing previous TASK 1: JAPAN-ishing! TASK 1: JAPAN-ishing!
lesson or MOTIVATION MOTIVATION
presenting the new  What can you do if  What can you do
lesson you have an if you have an
117
extraordinary extraordinary
strength and ability? strength and
ability?
The teacher tells the class
that they are about to listen The teacher tells the
to a narrative story from class that they are about
Japan about the brave to listen to a narrative
Momotaro. (Do not show the story from Japan about
video.) the brave Momotaro. (Do
not show the video.)
Momotaro: A Japanese
Fairytale Momotaro: A Japanese
Source: Fairytale
https://www.youtube.com/wa Source:
tch?v=8SOq40VclaU https://www.youtube.com
Questions: /watch?v=8SOq40VclaU
1. What extraordinary Questions:
strength/ability does 1. What
Momotaro possess? extraordinary
2. How did he use his strength/ability
ability/strength? does Momotaro
Explain your answer. possess?
2. How did he use
his
ability/strength?
Explain your
answer.
TASK 2: Tongue Twister TASK 2: Tongue

Relay Challenge Twister Relay
The teacher divides the Challenge
class into four (with equal The teacher divides the
number of participants). class into four (with equal
Each group will be given a number of participants).
tongue twister. The group Each group will be given
will form a line. The first a tongue twister. The
member of each group will group will form a line.
pick from a bowl and The first member of each
B. Establishing a memorize the message. group will pick from a
purpose for the When the teacher says bowl and memorize the
lesson begin, the member will start message. When the
relaying up to the last teacher says begin, the
member. The last member member will start
will be the one to write the relaying up to the last
message on the board. The member. The last
group which has the correct member will be the one
answer wins. to write the message on
Group 1 – Peter poked a the board. The group
poker at the piper, so the which has the correct
piper poked pepper at Peter. answer wins.
Group 2 – There was a Group 1 – Peter poked a
118
fisherman named Fisher who poker at the piper, so the
fished for some fish in a piper poked pepper at
fissure. Peter.
Group 3 –The billboard Group 2 – There was a
bored Bill so Bill sold the fisherman named Fisher
billboard to pay for the board who fished for some fish
bill. in a fissure.
Group 4 –Vivacious Vivian Group 3 –The billboard
loved to voice vigorous bored Bill so Bill sold the
verses vociferously. billboard to pay for the
The teacher asks each board bill.
group: Group 4 –Vivacious
 What sound is Vivian loved to voice
prominent in your vigorous verses
tongue twister? vociferously.
The teacher asks each
group:
 What sound is
prominent in your
tongue twister?
TASK 3: WORD-LING! TASK 3: WORD-LING!
The teacher presents words The teacher presents
lifted from the material words lifted from the
listened to. Let students read material listened to. Let
the words in chorus. students read the words.
 Ship  Ship
 Japan  Japan
 Weapon  Weapon
 Peck  Peck
 Float  Float
C. Presenting  Follow  Follow
examples/Instanc
 Pheasant  Pheasant
es of the new
lesson  Fortunate  Fortunate
 Very  Very
 Waves  Waves
 Over  Over
 Give  Give
 Boy  Boy
 Boat  Boat
 Brought  Brought
 Best  Best
119
TASK 4: SAY IT! TASK 4: SAY IT!

minimal pairs. the minimal pairs.
/b/ has the same mouth /b/ has the same mouth
position as /p/, but using position as /p/, but using
your voice. Try saying /p/ your voice. Try saying /p/
and then holding your neck and then holding your
to make sure that your voice neck to make sure that
is being used when you say your voice is being used
/b/. There should be a when you say /b/. There
sudden release of air as you should be a sudden
say the sound, meaning that release of air as you say
it is impossible to extend it. the sound, meaning that
it is impossible to extend
/v/ has the same mouth it.
shape as /f/, but using your
voice. Put your top teeth on /v/ has the same mouth
your bottom lip. It is possible shape as /f/, but using
to extend this sound for as your voice. Put your top
long as you like. teeth on your bottom lip.
If you are practicing on your It is possible to extend
own, try saying both words this sound for as long as
and making sure your you like.
D. Discussing new pronunciation of each is If you are practicing on
concepts and different, for example by your own, try saying both
practicing new looking at your mouth shape words and making sure
skills # 1 in the mirror. your pronunciation of
each is different, for
Both of these sounds are example by looking at
produced with just air and no your mouth shape in the
voice, but the way they are mirror.
pronounced is very different.
 base-vase Both of these sounds are
 bye-vie produced with just air
 boat-vote and no voice, but the
 berry-very way they are pronounced
 best-vest is very different.
 bet-vet  base-vase
 ban-van  bye-vie
/p/ is producing by building  boat-vote
up the air and pressure  berry-very
behind lips that are  best-vest
squeezed together and then  bet-vet
releasing it, similar to making  ban-van
a popping sound. This
means that your mouth /p/ is producing by
moves during the production building up the air and
of the sound and that it is pressure behind lips that
impossible to extend the are squeezed together
sound after your mouth is and then releasing it,
open and the air has been similar to making a
released. popping sound. This
120
/f/ is pronounced with your means that your mouth
top teeth touching your moves during the
bottom lip, and the sound production of the sound
can be extended for as long and that it is impossible
as you like without moving to extend the sound after
your mouth just by your mouth is open and
continuing to blow through the air has been
the gap between those two released.
parts of your mouth. /f/ is pronounced with
/f/ and /p/ your top teeth touching
 fry-pry your bottom lip, and the
 feel-peel sound can be extended
 fan-pan for as long as you like
without moving your
 fair-pair
mouth just by continuing
 fetch-peach
to blow through the gap
 pheasant-peasant between those two parts
 phase-pace of your mouth.
 flight-plight /f/ and /p/
 phrase-praise  fry-pry
 laugh-lap  feel-peel
 tough-top
 fan-pan
Note: The teacher may add
more minimal pairs. The  fair-pair
teacher may also play a  fetch-peach
video presentation on these  pheasant-peasant
minimal pairs for more  phase-pace
comprehensive discussion.  flight-plight
 phrase-praise
 laugh-lap
 tough-top

add more minimal pairs.
The teacher may also
Source: play a video presentation
https://www.youtube.com/wa on these minimal pairs
tch?v=4rc7w0KhSqE for more comprehensive
discussion.
Source:
/watch?v=4rc7w0KhSqE
121
TASK 5: TONE VS MOOD TASK 5: TONE VS
The teacher briefly MOOD
discusses the difference The teacher briefly
between the tone and mood. discusses the difference
between the tone and
mood.
E. Discussing new
concepts and
practicing new
Source:https://www.goog
skills # 2
le.com/search?source=h
Source:https://www.google.c p&ei=VyVqXKWaIcSFyA
om/search?source=hp&ei=V PxwYPYAQ&q=tone+an
yVqXKWaIcSFyAPxwYPYA d+mood&oq=tone+and+
Q&q=tone+and+mood&oq=t mood&gs_l=mobile-gws-
one+and+mood&gs_l=mobil wiz-
e-gws-wiz- hp.3..35i39j0l4.16707.20
hp.3..35i39j0l4.16707.20411. 411..27127...4.0..3.685.5
.27127...4.0..3.685.5723.2- 723.2-
4j3j2j5......0....1.......5..46j46i 4j3j2j5......0....1.......5..46j
131j0i131j0i22i30j0i10.MDR 46i131j0i131j0i22i30j0i10
C2q_dopU#imgrc=qlymulvyz .MDRC2q_dopU#imgrc=
vCY5M: qlymulvyzvCY5M:
TASK 6: DELIVERY at its TASK 6: DELIVERY at
BEST! its BEST!
The teacher tells students to The teacher tells

retain the groupings. The students to retain the
teacher instructs students to groupings. The teacher
read the entertainment instructs students to read
speech producing the the entertainment speech
sounds of English correctly producing the sounds of
F. Developing and effectively. English correctly and
mastery effectively.
(leads to Formative
Assessment) SEE ATTACHED FILE A
SEE ATTACHED FILE A
The teacher may divide the
text for each group. The teacher may divide
the text for each group.
select another passage if he Note: The teacher may
thinks that the text is too select another passage if
long. he thinks that the text is
too long.
G. Finding practical The teacher asks students The teacher asks
application of the following questions: students the following
concepts and 1. Why is it important to questions:
skills in daily recognize tone and 1. Why is it
living mood of the important to
122
speaker? recognize tone
2. How do these help and mood of the
you in your daily speaker?
conversation? 2. How do these
help you in your
daily
conversation?
The teacher instructs The teacher instructs

students to expand the students to expand the
following statements. following statements.
H. Making 1. The insights I gained 1. The insights I gained

generalizations about tone and mood are about tone and mood
and abstractions __________ are __________
about the lesson
2. I realized that pronouncing 2. I realized that
the sounds of English will pronouncing the sounds
___________ of English ___________
The teacher will let students The teacher will let

listen to a narrative text and students listen to a
let them identify the narrative text and let
speaker‘s tone and mood. them identify the
The teacher may read text or speaker‘s tone and
record it beforehand. mood. The teacher may
Directions: Employ the read text or record it
listening strategies you beforehand.
learned from the previous Directions: Employ the
lessons. Determine the tone listening strategies you
and mood of the speaker or learned from the
I. Evaluating characters of the narrative previous lessons.
learning text (Momotaro). Provide to Determine the tone and
justify your answer. mood of the speaker or
Rubric: characters of the
Content – 10pts narrative text
Organization – 5pts (Momotaro). Provide to
Total – 15pts justify your answer.
Rubric:
Content – 10pts
Organization – 5pts
Total – 15pts
The teacher assigns The teacher assigns

students to read the passage students to read the
J. Additional
and to determine its tone passage and to
activities for
and mode. determine its tone and
application or
SEE ATTACHED FILE B mode.
remediation
SEE ATTACHED FILE B
V. REMARKS
123
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% in the
evaluation
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
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
124
FILE A
Do you know that, in near future, most children will tell that their parents met online?
A social survey has shown that sixty five percent of adults use social network sites.
Facebook has 870 million users and 60 percent list themselves as being in a
relationship. Thirty seven percent list themselves as single, 31 percent married, 24
percent ―in a relationship,‖ 5 percent engaged and 3 percent claim ―it‘s complicated.‖
Many people say that social networking has changed dating for the worse. Social
networking causes people in relationships to over-analyze their partner‘s online
activity. Couples get into quarrels over everything; from one party reconnecting with
an ex, to one not mentioning the relationship at all.
As to the positive effect of social networking, married couples who met online had a
courtship period of 18.5 months, while couples who met offline had this period for 42
months.
While many have credited social networking for finding new relationships, others
have forever cursed it for changing dating for the worse.
A while back, breaking up with someone via the phone, or email, was considered
brutal. But, now, changing one‘s relationship status on the social network has
become a common way to end a relationship. In a survey of Facebook users, 25
percent of respondents found news about changes in relationships by seeing it on
social networking first.
Top five ways that social networking causes relationship stress: over-analyzing your
partner‘s online activities; getting a friend request from your ex; your current friend
gets even friendlier; there‘s revealing message on your partner‘s wall; and the photo
factor.
For example, my friend and his wife met on chat. They had conversations online and
decided to meet. From that time they have been together. But the problems they
encountered, early in their relationship, were difficult because of social networking.
Jealousy of friends of the other sex and dissatisfaction with the behavior on social
network sites, led to constant quarrels. For the most part, quarrels took place at
online chat instead of meeting face to face. They even broke up several times. But,
as time passed, they grew mentally and solved the problems that made them mad at
each other. I‘m glad that, eventually, they became a happy family and that their
feelings grew into something bigger.
So, I think that the biggest problem of social networking is that a little dissatisfaction
with each other can grow into a grave problem and it is usually discussed online,
instead of real talk offline. I‘ve never allowed social networking to ruin my
relationships, but I‘ve seen it put an end to some serious relationships. It is never
worth it. So, love and be loved; and don‘t let social networking ruin your relationships.
Take care of each other and just be happy.
Reference: Rafiq Ahmed, Award winning public speaker
125
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
C. Learning EN8VC-IIc-17: Discern positive and negative
Competency/ messages conveyed in a material viewed
Objectives EN7V-IIc-24.1: Distinguish between and among
(Write the LC code for verbal, situational, and dramatic types of irony and
each.) give examples of each
II. CONTENT SITUATIONAL IRONY
III. LEARNING
RESOURCES
A. References
1. Teacher‟s
Guide pages
2. Learner‟s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning
Resources
MOTIVATION MOTIVATION
 Do you clean your  Do you clean at
A. Reviewing previous house? How do you your house? How
lesson or practice segregation do you practice
presenting the new at home/school? segregation at
lesson home/school?
126
TASK 1: G-T-K JAPAN TASK 1: G-T-K JAPAN
The teacher lets students The teacher lets students
watch a video clip about watch a video clip about
Japan and asks students to Japan and asks students
determine the positive
to determine the positive
message it conveys. message it conveys.
Japan‘s Town with No Japan‘s Town with No
Waste Waste
Source: Source:
tch?v=OS9uhASKyjA /watch?v=OS9uhASKyjA
B. Establishing a  How do Japanese people  How do Japanese
purpose for the
segregate their trash? people segregate
lesson
 What are you going to do their trash?
if you see someone near  What are you going
the garbage bin throws to do if you see
trash on the floor? someone near the
garbage bin throws
trash on the floor?
that is not what is expected
from a person near the bin. The teacher tells the
class that is not what is
expected from a person
near the bin.
127
TASK 2: SO IRONIC TASK 2: SO IRONIC
The teacher asks the The teacher asks the
students to look and analyze students to look and
the pictures posted on the analyze the pictures
board. posted on the board.
 What are these  What are these
pictures trying to pictures trying to
say? What is your say? What is your
reaction to these? reaction to these?
(1st Pic) Source: (1st Pic) Source:
penlighten.com penlighten.com
(2nd Pic) Source: (2nd Pic) Source:
pinterest.com pinterest.com
(3rd Pic) Source: (3rd Pic) Source:
sites.google.com sites.google.com
C. Presenting
examples/Instanc
es of the new
lesson
The teacher solicits answers The teacher solicits

form the class (e.g. The answers form the class
picture shows the opposite (e.g. The picture shows
of what is expected). the opposite of what is
Through these pictures, the expected). Through
teacher tells the class that these pictures, the
these are examples of teacher tells the class
Situational Irony and lets that these are examples
students define it. of Situational Irony and
 What is Situational lets students define it.
Irony? (Answers may  What is
vary) Situational Irony?
(Answers may
vary)
128
The teacher discusses The teacher discusses
situational irony. The teacher situational irony. The
lets students decipher the teacher lets students
D. Discussing new irony in each sentence decipher the irony in
concepts and before the teacher reveals each sentence before the
practicing new the answer. teacher reveals the
skills # 1 answer.
SEE ATTACHED FILE A
SEE ATTACHED FILE A
The teacher plays the video The teacher plays the
again. video again.
1. What are the positive

1. What are the
messages that you positive
get from the video? messages that
E. Discussing new 2. What message can you get from the
concepts and video?
you get from the clip?
practicing new 2. What message
3. What did you
skills # 2
learn/feel can you get from
after
watching the
the clip?
presentation? 3. What did you
learn/feel after
watching the
presentation?
TASK 3: LET‘S DO SOME TASK 3: LET‘S DO
IRONY SOME IRONY
The teacher divides the The teacher divides the

class into 5. The teacher lets class into 5. The teacher
students arrange the words lets students arrange the
to form situational irony words to form situational
sentences. Each correct irony sentences. Each
sentence is equivalent to 2 correct sentence is
points. equivalent to 2 points.
1. FIRE/DOWN/BURNS 1. FIRE/DOWN/BU
/A/STATION RNS/A/STATION
F. Developing (A fire station burns down.) (A fire station burns
mastery 2. DIVORCE/COUNSE down.)
(leads to Formative LOR/ 2. DIVORCE/COUN
Assessment) MARRIAGE/FILES/F SELOR/
OR/A MARRIAGE/FILE
(A marriage counselor files S/FOR/A
for divorce.) (A marriage counselor
3. FEAR/PILOT/A/HAS/ files for divorce.)
OF/HEIGHTS 3. FEAR/PILOT/A/H
(A pilot has fear of heights.) AS/OF/HEIGHTS
4. LEATHER/WEARS/ (A pilot has fear of
SHOES/A/MEMBER/ heights.)
A/PAW/OF
(A member of PAWS wears
a leather shoes.)
129
5. SHOES/NO/CHILDR 4. LEATHER/WEA
EN/HAVE/THE/SHO RS/SHOES/A/ME
EMAKER‘S MBER/A/PAW/O
(The shoemaker‟s children F
have no shoes.) (A member of PAWS
wears a leather shoes.)
Note: The teacher may use 5. SHOES/NO/CHIL
an alternate strategy e.g. DREN/HAVE/TH
Print/write the words into E/SHOEMAKER‘
paper strips and let student S
organize them. (The shoemaker‟s
children have no shoes.)

use an alternate strategy
e.g. Print/write the words
into paper strips and let
student organize them.
to think of a situation when class to think of a
situational irony can be situation when situational
observed. The teacher may irony can be observed.
give one example if the The teacher may give
students are not able to one example if the
G. Finding practical answer. students are not able to
application of answer.
concepts and Possible answers:
skills in daily 1. A student eating near Possible answers:
living the bin throws the 1. A student eating
garbage on the floor. near the bin
2. A student cuts throws the
classes. garbage on the
floor.
2. A student cuts
classes.
complete the statement on complete the statement
their notebook. on their notebook.
1. It is important to 1. It is important to
know the different know the different
types of irony types of irony
especially situational especially
H. Making irony because situational irony
generalizations ___________ because
and abstractions 2. It is good to note the ___________
about the lesson positive message of 2. It is good to note
a particular material the positive
so that message of a
______________ particular material
so that
______________
130
Directions: Read and Directions: Read and
analyze the sentences analyze the sentences
carefully. Write S if the carefully. Write S if the
statement depicts a statement depicts a
situational irony and NS if situational irony and NS
not. if not.
1. Taking money from 1. Taking money
the poor and giving it from the poor and
to the rich._____ giving it to the
2. You work at a fire rich._____
extinguisher factory, 2. You work at a fire
when you get home extinguisher
your house is on fire factory, when you
and you don't have get home your
one._____ house is on fire
3. A patient is at the and you don't
dentist and just as have one._____
the dentist is about to 3. A patient is at the
give him a shot in the dentist and just
mouth to numb him, as the dentist is
the patient says, about to give him
"Wow, this is going to a shot in the
be fun!" ______ mouth to numb
4. Ralph wakes up late him, the patient
and thinks he is says, "Wow, this
I. Evaluating going to be late to is going to be
learning school. After rushing fun!" ______
around to get 4. Ralph wakes up
dressed, he realizes late and thinks he
it is Saturday. is going to be late
______ to school. After
5. The local fire station rushing around to
burns down. ______ get dressed, he
6. A man who owns a realizes it is
lawn maintenance Saturday. ______
business cannot get 5. The local fire
grass to grow in his station burns
own backyard. down. ______
______ 6. A man who owns
7. Girl in a horror film a lawn
hides in a closet maintenance
where the killer just business cannot
went (the audience get grass to grow
knows the killer is in his own
there, but she does backyard. ______
not). ______ 7. Girl in a horror
8. A man stepping out film hides in a
into a hurricane and closet where the
saying, ―What nice killer just went
weather we‘re (the audience
having!‖ ______ knows the killer is
131
9. After a terrible blind there, but she
date, a woman calls does not).
her friend and says, ______
"He was as friendly 8. A man stepping
as a rattlesnake." out into a
______ hurricane and
10. After a terrible blind saying, ―What
date, a woman calls nice weather
her friend and says, we‘re having!‖
"He was as friendly ______
as a rattlesnake." 9. After a terrible
______ blind date, a
woman calls her
Answers:
friend and says,
1. S
"He was as
2. S
friendly as a
3. NS
rattlesnake."
4. S
______
5. S
10. After a terrible
6. S
blind date, a
7. NS
woman calls her
8. NS
friend and says,
9. NS
"He was as
10. S
friendly as a
rattlesnake."
______
Answers:
1. S
2. S
3. NS
4. S
5. S
6. S
7. NS
8. NS
9. NS
10. S
11.
The teacher assigns the The teacher assigns the

class to compose 5 class to compose 5
J. Additional
sentences using situational sentences using
activities for
irony. situational irony.
application or
remediation
V. REMARKS
VI. REFLECTION
132
A. No. of learners
who earned
80% in the
evaluation
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
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
133
FILE A
SITUATIONAL IRONY
Situational irony is a literary device that you can easily identify in literary works.
Simply, it occurs when incongruity appears between expectations of something to
happen, and what actually happens instead. Thus, something entirely different
happens from what audience may be expecting, or the final outcome is opposite to
what the audience is expecting. Situational irony generally includes sharp contrasts
and contradictions. The purpose of ironic situations is to allow the readers to make a
distinction between appearances and realities, and eventually associate them to the
theme of a story.
Reference: https://literarydevices.net/situational-irony/
Examples:
1. An anti-technology group sets up a website to recruit new club members.

People who dislike technology aren't likely to be looking for clubs on the internet, so
using technology to recruit is unexpected.
2. Two people want a divorce, but during the proceedings they discover they still
love each other and get back together.
This is the opposite outcome of what happens in a typical divorce, which makes the
situation ironic.
3. A child runs away from someone throwing a water balloon at him and falls
into the pool.
This is ironic because the child ends up wetter than he would have been, thwarting
his expectations of what would happen when he ran away from the water balloon.
4. The cobbler's children have no shoes.
A cobbler is a professional shoemaker, so the expectation is that her own children
would have many shoes, not zero.
5. The President is wounded when a bullet ricochets off his bulletproof car and
into his arm.
This outcome was definitely not what the Secret Service had in mind when they
ordered a secure vehicle.
6. A man leaps out of the road to avoid being hit by a car, only to have a tree
branch fall on his head.
This is not the outcome the man expected because he thought he would escape
being hurt.
Reference: https://examples.yourdictionary.com/examples-of-situational-irony.html
134
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
C. Learning EN8LT-IIc-2.2: Explain how the elements specific to
Competency/ a genre contribute to the theme of a particular literary
Objectives selection
(Write the LC code for EN8RC-IIc-2.22: Evaluate the personal significance
each.) of a literary text
Elements of Folktale
II. CONTENT
TEXT: The Tale Bamboo Woodcutter (Folktale)
III. LEARNING
RESOURCES
A. References
1. Teacher‟s
Guide pages
2. Learner‟s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning
Resources
IV. PROCEDURE Advanced Learners Average Learners
PRE-READING ACTIVITY PRE-READING
TASK 1: That‘s Sketchy ACTIVITY
A. Reviewing previous The teacher divides the TASK 1: UNSCRAMBLE
lesson or class into 4 teams. One ME!
presenting the new student from each team The teacher divides the
lesson comes to the front of the class into 5. Allow
class, chooses a word from students to unscramble
the basket, and draws a the words on their
135
picture representation of the answer boards. Each
word without writing any correct answer is
letters. Whichever team yells equivalent to 1 point.
out the correct word first Additional 2 points will be
earns a point. Whichever given to the group with a
team has the most points will perfect score.
be declared as champions. Directions: Arrange the
The teacher may also give jumbled letters to form
some clue (like giving the the correct word. The
first and last letters of the colored letter is the first
word or using the word in a letter of the word.
sentence). The teacher may 1. REDE
decide if he/she will show (Reed) – is a tall,
the definition of the word. thin grass that
1. REED – is a tall, thin grows in wet
grass that grows in areas
wet areas 2. SATUTER
2. STATURE – a (Stature) – a
person‘s height person‘s height
3. DEPARTED - gone 3. DPERAETD
4. GLIMPSE – to look (Departed) -
at a very short time gone
5. PLEAD – to ask for 4. GILPMES
something in a (Glimpse) – to
serious and look at a very
emotional way short time
5. PELDA
6. DESCEND – to go
(Plead) – to ask
down
for something in a
7. COFFER – a box for
serious and
holding money or emotional way
valuable things 6. DSEECND
8. FORBIDDEN – not (Descend) – to
permitted or allowed go down
7. CFOFRE
(Coffer) – a box
for holding money
or valuable things
8. FRODIBDNE
(Forbidden) –
not permitted or
allowed
 What will you do if  What will you do
someone who is very if someone who is
B. Establishing a dear to you will soon very dear to you
purpose for the depart? will soon depart?
lesson
The teacher tells the class The teacher tells the
that they are about to read a class that they are about
Folktale from Japan. to read a Folktale from
Japan.
136
MOTIVE QUESTION MOTIVE QUESTION
The teacher distributes a The teacher distributes a
copy of the reading text. copy of the reading text.
Before reading, the teacher Before reading, the
reminds the class to find the teacher reminds the
answer to the question: class to find the answer
 What did the old man to the question:
do when he found out  What did the old
C. Presenting that his daughter will man do when he
examples/Instanc depart? found out that his
es of the new daughter will
lesson READING ACTIVITY depart?
decide on the reading READING ACTIVITY
strategies (choral reading, Note: The teacher may
silent reading, etc). decide on the reading
SEE ATTACHED FILE A strategies (choral
reading, silent reading,
etc).
SEE ATTACHED FILE A
POST READING ACTIVITY POST READING
ACTIVITY
Comprehension Check: Comprehension Check:
1. What did the old man 1. What did the old
do when he found out man do when he
that his daughter will found out that his
depart? daughter will
2. Who came out when depart?
the old man cut the 2. Who came out
reed? when the old man
3. What happened after cut the reed?
the cutter and his 3. What happened
wife raised the girl? after the cutter and
4. What happened his wife raised the
D. Discussing new when Lady Kaguya‘s girl?
concepts and beauty spread 4. What happened
practicing new throughout the land? when Lady
skills # 1 5. Why did Lady Kaguya‘s beauty
Kaguya reject the five spread throughout
noblemen? the land?
6. Do you think Lady 5. Why did Lady
Kaguya know that Kaguya reject the
she will soon leave five noblemen?
the earth? 6. Do you think Lady
7. If you were Lady Kaguya know that
Kaguya, would you she will soon leave
also leave the people the earth?
who cared and raised 7. If you were Lady
you? Why or why Kaguya, would you
not? also leave the
people who cared
and raised you?
Why or why not?
137
E. Discussing new elements of folktale. the elements of folktale.
concepts and SEE ATTACHED FILE B SEE ATTACHED FILE B
practicing new Note: The teacher may still Note: The teacher may
skills # 2 look for additional still look for additional
references. references.
class into 4. class into 4.
GROUP ACTIVITY GROUP ACTIVITY
CHARACTERS – Identify CHARACTERS –

the main characters (Lady Identify the main
Kaguya, Bamboocutter and characters (Lady
Mikado) in the story by Kaguya, Bamboocutter
portraying them. and Mikado) in the story
by portraying them.
SETTING – Sketch the place
where the story happened. SETTING – Sketch the
place where the story
F. Developing PLOT – Arrange the events happened.
mastery that happened in the story.
(leads to Formative
Assessment)
PLOT – Arrange the
TONE – Identify the tone of events that happened in
the selection. the story.
CRITERIA: TONE – Identify the tone

of the selection.
Content – 30%
Presentation – 20% CRITERIA:
TOTAL – 50%
Content – 30%
Note: The teacher may use Presentation – 20%
alternative rubric. TOTAL – 50%

use alternative rubric.
The teacher asks students to The teacher asks
answer the question: students to answer the
question:
 What important
values did you get  What important
G. Finding practical from the story? values did you
application of  Can you relate a part get from the
concepts and of the story to your story?
skills in daily life?  Can you relate a
living  Do you think stories part of the story
like this are still to your life?
significant today?  Do you think story
Why? Why not? like this are still
significant today?
Why? Why not?
138
The teacher asks students The teacher asks
about the significance of the students about the
text that they have read. significance of the text
Students state their that they have read.
realization. Students state their
realization.
H. Making 1. What makes a
1. What makes a
generalizations folktale different from
folktale different
and abstractions other literary genres
about the lesson from other literary
(e.g. poem)?
genres (e.g.
2. Why is it important to
poem)?
preserve folktales?
2. Why is it
important to
preserve
folktales?
Directions: Identify the Directions: Identify the
underlying theme of the underlying theme of the
selection based on the selection based on the
elements present in it. elements present in it.
I. Evaluating
learning
Criteria Criteria
Content – 10pts Content – 10pts
Organization – 5pts Organization – 5pts
Total – 15pts Total – 15pts
PAIR-SHARE PAIR-SHARE
J. Additional
activities for
students to read ―Si Malakas students to read ―Si
application or
at si Maganda‖ and identify Malakas at si Maganda‖
remediation
its elements. and identify its elements.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% in the
evaluation
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
139
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
140
FILE A
The Tale of the Bamboo Cutter
Author: Japanese Folk Tale
Category: Fairy Tale
Website: http://motsach.info
Date: 29-October-2012
Once upon a time, there lived a poor bamboo cutter who was one day cutting
bamboo in his fields when he beheld a wondrous light, bending down to have a
closer look he saw a beautiful creature in the heart of the reed, the girl was only four
inches tall. The bamboo cutter picked the small girl up and took her home to his wife,
and together they raised her in a small basket.
As the days went by, every time the cutter returned to his fields to do his cutting work
he found gold, and soon the cutter and his wife became very rich. After a period of
only three months the girl grew from her small stature to a fully grown maid, the most
beautiful maid in the whole land. When the bamboo cutter decided to name his
daughter, he held a feast and named her Lady Kaguya or (Precious Slender Bamboo
of the Field of Autumn). As the story of Lady Kaguya‘s beauty spread throughout the
land, many suitors showed up at the bamboo cutter‘s house attempting to win her
love. After a long period of time, all but five of the men went home and finally the
remaining five men (all Noblemen) asked the bamboo cutter to bestow his daughter
to one of them, to which, he replied that since Lady Kaguya really wasn‘t his real
daughter she wasn‘t required to follow his wishes. Even though the five men
eventually went home, they still kept asking the bamboo cutter for his daughter‘s
hand in marriage.
The bamboo cutter soon became bothered by the men‘s demands for his daughter‘s
hand and he went to her and said it would be fitting for such a handsome and fair
maid to marry one of the noblemen, to which, she replied that I‘m not so fair to be
able to trust myself to choose marriage to an untested heart. So, it was soon
arranged that all five noblemen were summoned before Lady Kaguya and each
nobleman was be given a difficult task to complete, and the one that succeeded
would marry Lady Kaguya.
The first nobleman, Prince Ishizukuri, was told to travel to northern India and bring
back the stone beggar bowl that the Buddha himself had used. The second
nobleman, Prince Kuramochi, was told to travel to a mountain named Horai where a
tree grows that has silver roots, a golden trunk, and bears fruit of pure white jade and
bring back a branch. The third nobleman, Sadaijin Dainagon, was told to find and
have fashioned a robe made of the pelts of flame proof rats for Lady Kaguya. The
fourth nobleman, Chiunagon, was told to bring back the rainbow hued jewel that‘s
hidden inside a dragon‘s head. The fifth and final nobleman, Lord Iso, was told to find
and return with the cowry-shell that the swallow carries over the sea plain.
The noblemen departed to complete their tasks, and over the course of several years
either tried to fake, steal, or just plain failed to complete their assigned tasks and
Lady Kaguya rejected all five of the noblemen. Soon the news of Lady Kaguya‘s
141
beauty eventually reached the Mikado (Emperor of Japan) so he sent one of his
palace ladies to meet with, and report back to him everything about Lady Kaguya, but
Lady Kaguya refused to meet with her. The Mikado soon sends for the bamboo
cutter and his daughter to report to the palace with the reward of a noble title to be
awarded to the bamboo cutter. After talking with his daughter, Lady Kaguya tells her
father that if she‘s forced to his house she‘ll die, so the price of his nobility will be his
daughter‘s life. The bamboo cutter travels to the palace and tells the Mikado of his
daughter decision, and the Mikado is so interested in seeing Lady Kaguya that he
arranges a royal hunt so he can stop by for a visit the bamboo cutter‘s house.
When the Mikado enters the bamboo cutter‘s house he sees a wondrous light and
finds its source is Lady Kaguya, as he gets a glimpse of her face she disappears.
Knowing that Lady Kaguya is no mortal woman he begs for her to return, and she
does. The Mikado pleads his love for Lady Kaguya, but Lady Kaguya tells him that
she must remain at this house, so the Mikado departs in sadness. In the seventh
month of the third year after the royal visit, Lady Kaguya looks upon the full moon
with sadness and pain, and Lady Kaguya tells her father that the sight of the moon
causes her to reflect on the sadness of the world. The next month, Lady Kaguya tells
her maids that she‘s no mortal woman but was born in the palace of the moon
kingdom, and will soon leave this world and depart for her birthplace. When the
bamboo cutter finds out that his daughter would soon depart he becomes angry and
informs the Mikado, who sends a whole company to prevent her departure.
On the night of the next full moon, a great cloud descends from the moon bringing
with it a great host of moon-folk, and a glorious carriage. The troop of soldiers tries to
prevent the moonfolk from landing but all their arrows miss the mark, and the leader
of the moon-folk orders the bamboo cutter to bring forth Lady Kaguya, the power of
his command opens all the locked doors, and Lady Kaguya comes forth. The
commander tells Lady Kaguya that it‘s time to leave this sorry world, and just as
she‘s about to depart she hands the bamboo cutter a scroll which says that she‘s
sorry for causing him pain and that if she was born to this world she would have not
caused her father pain. Lady Kaguya also says that because her father loved her so
well, she‘ll leave behind her silken mantle as a memorial so he can gaze upon it
when the moon shines and he can remember his daughter.
Then the moon-folk bring forward a coffer that contains a Celestial Robe of Feathers
and a small portion of the Elixir of Life, and after Lady Kaguya drinks some of the
Elixir of life the moonfolk attempt to place the Robe of Feathers over her back but
she stops them. She tells the moon-folk that she still has something to do; Lady
Kaguya proceeds to write a message to the Mikado, and she gives the scroll and the
remaining Elixir of Life to the troop commander. Once Lady Kaguya places the Robe
of Feathers over her back all her memories of the mortal world are erased and she
departs with the moon-folk to return to the moon.
The message to the Mikado says that while he desired to be with her, it was not
permitted to be, and that basically she wanted to be with him but she was forbidden
to do so, and that caused great pain to her heart, so she‘s sorry.
142
After the Mikado read the letter his heart was so overcome with sadness that he
ordered his commander to take the scroll along with the Elixir of life to the top of the
highest mountain in Suruga and burn them. His loyal commander, following the
Mikado‘s orders, climbed to the summit of the tallest mountain and carried out the
Mikado‘s orders. From that time forward men would look upon that mountain and say
that the smoke rising from its peak mingles with the clouds of heaven, and that
mountain is now called Fuji-yama, the never dying.
This is a wonderful tale that showcases how the Japanese love of nature is linked
with the divine.
FILE B
Folk Tale - description of story elements and quality characteristics
Traditional folk tales were the oral tradition of adults. Stories about peoples' lives and
imaginations as they struggled with their fears and anxieties by telling tales. Probably
helped them to better be able to struggle with them in real life. While many of these
tales weren't told specifically for children it is almost certain that they too would listen
and enjoy as well as develop respect for certain elements described in the stories.
Story Elements
Characters
 Characters are flat.

 Usually very good or very bad with most characteristics exaggerated.
 The hero and heroine are usually young.
 The heroine is usually fair, kind, charitable, and caring.
 The hero is usually honorable, courageous, unselfish, and caring.
 Both usually have special abilities or powers.
Setting
 Place is described easily and briefly (humble cottage, magic kingdom) that fits
the typical geography of the culture or it is not mentioned but assumed.
 Time is in the past (usually long-ago) imbedded within the history of the
culture.
 Time is fantasy time (Once upon a time sets the stage and They lived happily
ever after closes the tale.) any time or any place, timeless or placeless, or
long long ago.
Plot
 Very simple, though interesting.

 Thought provoking to didactic.
 Is full of action and follows specific and simple patterns. The plot starts right
out with fast moving action that grabs the listeners interest and keeps it.
Conflicts are usually resolved with great deeds or acts of human kindness
related to good and bad/evil.
143
Theme
 Usually universal truths, lessons, and values related to people, their actions,
and/or material goods that is valued by the group that creates the folktale.
 Often the tales tell what happens to those who do not obey the groups
traditions.
 Problems of young adults
 Security
 Fear of leaving home
 Fear of not having children
 Fear of not being loved or giving love
 Reflect basic values and concerns of different cultures
 Good and evil
 Right and wrong
 Justice and injustice
 Happiness, kindness, friendship, loyalty
 Good triumphant over evil
 Love and loyalty
 Love and loyalty can transform ...
 Discuss basic values of people
Tone
 Good versus bad/evil

 Reflection of human strengths, frailities, weaknesses, or imperfections.
 Reader is lead to new insights and/or understandings.
Point of View
 Often third person narrative. Could be first.

Reference:
http://www.homeofbob.com/literature/genre/fiction/folktales/elements.html
144
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
EN8RC-IIc-2.1.7: React to assertions made by the
C. Learning author in the text
Competency/ EN8G-IIc-9: Use appropriate grammatical signals or
Objectives expressions suitable to each pattern of idea
(Write the LC code for development through claim and counterclaim
each.)
approach
CLAIM and COUNTERCLAIM
II. CONTENT GRAMMATICAL SIGNALS
TEXT: DISCOVERY by TOYOHIKO KAGAWA
III. LEARNING
RESOURCES
A. References
1. Teacher‘s
Guide pages
2. Learner‘s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning
Resources
IV. PROCEDURE Advanced Learners Average Learners
The teacher posts the The teacher posts the
question. question
Filipino subjects are about Filipino subjects are
lesson or
to be removed in college and about to be removed in
presenting the new
universities. What is your college and universities.
lesson
reaction to this? What is your reaction to
this?
145
The teacher asks the The teacher asks the
B. Establishing a students. students.
purpose for the  Was there a time in Why is it important to
lesson your life when you recognize your
doubt your own potentials?
potential and ability?
The teacher displays a The teacher displays a
picture of a Japanese writer picture of a Japanese
and its piece. writer and its piece.
Source: Source:
https://www.google.com/sear https://www.google.com/
ch?q=toyohiko+kagawa&sou search?q=toyohiko+kaga
rce=lnms&tbm=isch&sa=X&v wa&source=lnms&tbm=is
ed=0ahUKEwjGlsTHh8DjAh ch&sa=X&ved=0ahUKE
XDfd4KHUWLDE8Q_AUIES wjGlsTHh8DjAhXDfd4KH
gB&biw=1366&bih=657#img UWLDE8Q_AUIESgB&bi
rc=E34Knaw3QOr0PM: w=1366&bih=657#imgrc
A nominee of the Nobel =E34Knaw3QOr0PM:
Peace Prize in 1995, A nominee of the Nobel
Toyohiko Kagawa was also Peace Prize in 1995,
C. Presenting awarded the second-high Toyohiko Kagawa was
examples/ honor of Japan, induction in also awarded the
Instances of the the Order of the Sacred second-high honor of
new lesson Treasure. Toyohiko wrote Japan, induction in the
the novels Crossing the Order of the Sacred
Deathline and Shooting at Treasure. Toyohiko
the Sun to the Japanese wrote the novels
literature. Crossing the Deathline
Note: The teacher may add and Shooting at the Sun
some more descriptions to the Japanese
about the author. literature.
The teacher distributes a Note: The teacher may
copy of the poem titled add some more
DISCOVERY by Toyohiko descriptions about the
Kagawa read the selection author.
silently. The teacher distributes a
SEE ATTACHED FILE A copy of the poem titled
Note: Additional Reference: DISCOVERY by
https://www.rafu.com/2015/0 Toyohiko Kagawa read
8/wla-umc-to-screen- the selection silently.
toyohiko-kagawa-film/ SEE ATTACHED FILE A
Note: Additional
Reference:
https://www.rafu.com/201
5/08/wla-umc-to-screen-
toyohiko-kagawa-film/
146
The teacher asks questionsThe teacher asks
through a ball game. The questions through a ball
students will pass around the
game. The students will
ball. When the teacher says
pass around the ball.
―stop‖, the student holding
When the teacher says
―stop‖,
the ball will be the one to the student
answer the question. The holding the ball will be
student may seek help withthe one to answer the
his classmates. question. The student
may seek help with his
Note: The teacher can add classmates.
follow-up questions.
Note: The teacher can
Comprehension Check: add follow-up questions.
1. What does the Comprehension Check:

speaker admit that he
D. Discussing new
can‘t do? 1. What does the
concepts and
2. Does he regret this speaker admit
practicing new
―weakness‖? Prove that he can‘t do?
skills # 1
your answer. 2. Does he regret
3. What does he this ―weakness‖?
realize? Quote the Prove your
line which will prove answer.
this realization. 3. What does he
4. What might be the realize? Quote
secret plan hidden in the line which will
his hand? prove this
5. Why does he say that realization.
his hand is big 4. What might be
because of this plan? the secret plan
hidden in his
hand?
5. Why does he say
that his hand is
big because of
this plan?
The teacher will present a The teacher will present
passage let students give a passage let students
their opinions. give their opinions.
―I think in most relationships ―I think in most
that have problems, there‘s relationships that have
fault on both sides. And in problems, there‘s fault on
order for it to work, there has both sides. And in order
E. Discussing new to be some common ground for it to work, there has to
concepts and that‘s shared. And it‘s not be some common
practicing new just one person making ground that‘s shared.
skills # 2 amends.‖ And it‘s not just one
- Steve Carell person making amends.‖
The teacher briefly - Steve Carell
discusses Claim and The teacher briefly
Counterclaim and discusses Claim and
Grammatical Signals that Counterclaim and
can be used. Grammatical Signals that
can be used.
147
CLAIM CLAIM
- is an opinion based - is an opinion based
position you take on an position you take on an
arguable viewpoint. arguable viewpoint.
COUNTERCLAIM COUNTERCLAIM
-is an argument opposed to -is an argument opposed
your thesis, or part of your to your thesis, or part of
thesis. It expresses the view your thesis. It expresses
of a person who disagrees the view of a person who
with your position. disagrees with your
SEE ATTACHED FILE B for position.
the grammatical SEE ATTACHED FILE B
signals/expressions for the grammatical
signals/expressions
Group Activity: WE-CAN- The teacher divides the
DO-IT class into four. The
teacher lets students
The teacher divides the provide and complete the
class into four by letting statements on the issue:
students say ―WE_CAN-DO-
IT‖. Each group will provide Technology Innovations:
and complete the following Good or Bad?
statements on the issue
assigned to them. 1. It seems to me
Presentation follows. that …
2. I am not
‗WE‘ GROUP sure/certain, but
Technology Innovations: …
Good or Bad? 3. Personally, I think
…
‗CAN‘ GROUP 4. My personal view
Philippines on imposing is that …
death penalty 5. It may be good
F. Developing but on the other
mastery ‗DO‘ GROUP hand…
(leads to Formative
Assessment) LGBT on International
Pageants Note: The teacher may
select other issues. If the
‗IT‘ GROUP teacher thinks that the
Drug screening tests to students can do the
schoolchildren starting in the activity for the advanced
fourth grade learners, he/she may opt
to have the same activity.
1. It seems to me that
… CRITERIA:
2. I am not sure/certain,
but … Content – 10pts
3. Personally, I think … Organization – 5pts
4. My personal view is Presentation – 5pts
that … TOTAL – 20pts
5. It may be good but
on the other hand…
148
CRITERIA:
Content – 10pts
Organization – 5pts
Presentation – 5pts
TOTAL – 20pts
G. Finding practical think of a situation when they think of a situation when
application of can use claim and they can use claim and
concepts and counterclaim counterclaim
skills in daily signals/expressions. (e.g. signals/expressions. (e.g.
living debate, argument with debate)
parents/classmates)
LET‘S WRAP IT UP LET‘S WRAP IT UP
students to answer the students to answer the
following: following:
H. Making 1. What is claim? 1. What is claim?
generalizations 2. What is 2. What is
and abstractions counterclaim? counterclaim?
about the lesson 3. How do grammatical 3. How do grammatical
signals/expressions signals/expressions
help you in taking a help you in taking a
stand in a particular stand in a particular
issue? issue?
The teacher provides topics The teacher provides
to be discussed. topics to be discussed.
LET‘S APPLY WHAT WE LET‘S APPLY WHAT
LEARN WE LEARN
Directions:Write a five – Directions: Write a five-
sentence paragraph on your sentence paragraph on
stand on the given issue. your stand on the given
Underline grammatical issue.Underline
signals and expressions you grammatical signals and
used in your argument. expressions you used in
your argument.
Issue: Issue:
The ―Build, Build, Build‖ The ―Build, Build, Build‖
I. Evaluating program is the Duterte program is the Duterte
learning administration‘s medium- administration‘s medium-
term goal to increase term goal to increase
infrastructure in the country. infrastructure in the
It means that the country. It means that the
government allotted funds government allotted
for the development of funds for the
expressways and bridges. development of
What is your stand on this expressways and
issue? bridges. What is your
CRITERIA: stand on this issue?
Content – 10pts CRITERIA:
Organization – 5pts Content – 10pts
TOTAL – 15pts Organization – 5pts
TOTAL – 15pts
149
students to look for a short students to look for a
J. Additional
argument paragraph and short argument
activities for
underline the grammatical paragraph and underline
application or
signals/expression used. the grammatical
remediation
signals/expression used.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% in the
evaluation
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
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
150
FILE # 1
'DISCOVERY'
(Toyohiko Kagawa)
I cannot invent
New things
Like the airships
Which Sail
On silver wings;
But today
A wonderful thought
In the down was given
And the stripes on my robe,
Shining from wear,
were suddenly fair,
Bright with a light
Falling from heaven -
Gold, and silver, and bronze
Lights from the windows of Heaven.
And the thought
Was this:
That a secret plan
Is hid my hand;
That my hand is big,
Big,
Because of this plan.
Reference: Bermudez, Virginia F. et.al. (2007).English Expressways II – Textbook

for Second Year. SD Publications, Inc. Quezon City: Araneta Avenue
151
FILE # 2
Grammatical Signals for Claim and Counterclaim
Stating your Opinion
It seems to me that …
In my opinion, …
I am of the opinion that …/ I take the view that ..
My personal view is that …
In my experience …
As far as I understand / can see, …
As I see it, … / From my point of view …
As far as I know … / From what I know …
I might be wrong but …
If I am not mistaken …
I believe one can (safely) say …
It is claimed that …
I must admit that …
I cannot deny that …
I can imagine that …
I think/believe/suppose …
Personally, I think …
That is why I think …
I am sure/certain/convinced that …
I am not sure/certain, but …
I am not sure, because I don't know the situation exactly.
I am not convinced that …
I have read that …
I am of mixed opinions (about / on) …
I am of mixed opinions about / on this.
I have no opinion in this matter.
Reference: https://www.ego4u.com/en/business-english/communication/opinion
152
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
EN8WC-IIc-2.8: Compose effective paragraphs
C. Learning EN8WC-IIc-2.2.1: Develop related support
Competency/ sentences
Objectives EN8LT-IIc-2.2.1: Express appreciation for sensory
(Write the LC code for images used
each.) EN8VC-IIc-1.3: Predict the gist of the material
viewed based on the title, pictures, and excerpts
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher‟s
Guide pages
2. Learner‟s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning
Resources
IV. PROCEDURES
ADVANCED LEARNERS AVERAGE LEARNERS
Cite a specific household Cite a specific household
lesson or
chores that you can do chores that you can do
presenting the new
independently. independently.
lesson
153
watch a video excerpt. Let watch a video excerpt.
them answer the question: Let them answer the
 What are the things question:
that Japanese  What are the
children do on their things that
own? Japanese
children do on
Note: Play video „til 5:10. their own?
Japan‘s Independent
B. Establishing a Children Note: Play video „til 5:10.
purpose for the Source: Japan‘s Independent
lesson https://www.youtube.com/wa Children
tch?v=P7YrN8Q2PDU Source:
 Given that scenario, https://www.youtube.com
what do you think will /watch?v=P7YrN8Q2PD
happen to Japan in U
the future?  Given that
scenario, what do
you think will
happen to Japan
in the future?
The teacher will ask the The teacher will the

students the following students the following
questions: questions:
1. What is the 1. What is the
underlying idea in the underlying idea in
C. Presenting video? the video?
examples/Instanc 2. How were you able to 2. How were you
es of the new give such message? able to give such
lesson message?
that in order for the idea to The teacher tells the
be developed there has to class that in order for the
be supporting ideas. idea to be developed
there has to be
supporting ideas.
The teacher discusses how The teacher discusses
to develop supporting how to develop
sentences. supporting sentences.
Note: The teacher may opt Note: The teacher may

to look for a passage with opt to look for a passage
D. Discussing new topic sentence and with topic sentence and
concepts and supporting sentences before supporting sentences
practicing new the discussion. before the discussion.
skills # 1
What are Supporting What are Supporting
Sentences? Sentences?
The supporting sentences of The supporting

a paragraph develop the sentences of a
main idea you presented in paragraph develop the
154
the topic sentence. When main idea you presented
writing supporting sentences in the topic sentence.
you should be givingWhen writing supporting
examples, reasons, orsentences you should be
descriptions to support your giving examples,
topic sentence. reasons, or descriptions
to support your topic
Supporting sentences should sentence.
focus on the following:
Supporting sentences
- They should provide the should focus on the
main supporting points for following:
the paragraph's main idea
(topic sentence) - They should provide the
- There are usually 2 - 4 main supporting points
supporting sentences in a for the paragraph's main
paragraph. idea (topic sentence)
- They should be arranged in - There are usually 2 - 4
a logical order. supporting sentences in
- They should NOT begin a a paragraph.
new topic or introduce a new - They should be
idea. arranged in a logical
order.
Source: - They should NOT begin
http://www.siue.edu/~tkohler/ a new topic or introduce
Supporting%20Sentences.ht a new idea.
ml
Source:
http://www.siue.edu/~tko
hler/Supporting%20Sent
ences.html
The teacher presents the The teacher presents the

following sentences and following sentences and
asks the class about the asks the class about the
highlighted words. highlighted words.
1. Japan has a lot of 1. Japan has a lot of
delicious foods. delicious foods.
2. Japanese children 2. Japanese
arrive home with children arrive
warm hugs from home with warm
E. Discussing new parents. hugs from
concepts and 3. Japanese people parents.
practicing new wear beautiful 3. Japanese people
skills # 2 traditional dresses. wear beautiful
4. They have relaxing traditional
music. dresses.
5. They have variety of 4. They have
fragrant flowers. relaxing music.
5. They have variety
 What can you say of fragrant
about the highlighted flowers.
words?
155
The teacher briefly  What can you say
discusses the sensory about the
images. highlighted
SEE ATTACHED FILE A words?
The teacher briefly
discusses the sensory
images.
SEE ATTACHED FILE A
class into 5. Each group will class into 5. Each group
write 3 sentences in the will arrange
imagery assigned to them. phrases/words to form a
sentence with sensory
Group 1 – Visual images (2 points for
Group 2 – Auditory every correct order of
Group 3 – Gustatory phrase/words). After they
Group 4 – Olfactory arranged the phrases,
Group 5 – Tactile they will tell and justify
what imagery is used or
CRITERIA present in the passage.
Content – 50% Note: The phrases/words

Presentation – 40% may be written into strips
Overall Impact – 10% of paper.
TOTAL – 100%
1. The night was
black as ever,/
Alternative Activity: The but bright stars/ lit
teacher divides the class into up the sky in
F. Developing 5. Each group will write 3 beautiful and/
mastery lines from the song “What A varied
(leads to Formative Wonderful World” by Louis constellations/
Assessment) Armstrong focusing on the which were
imagery assigned to them sprinkled /across
(same assignment for each the astronomical
group). landscape.
2. Silence was
broken/ by the
peal/ of piano
keys/ as Shannon
began/ practicing/
her concerto.
3. She smelled/ the
scent of sweet
hibiscus/ its
tropical smell/ is a
reminder/ that
she was on
vacation/ in a
beautiful place.
4. The candy
melted/ in her
mouth/ and swirls
of bittersweet
156
chocolate/ and
slightly sweet but
salty caramel/
blended together/
on her tongue.
5. After the long run,
/ he collapsed/ in
the grass with
tired and burning
muscles. / The
grass tickled his
skin/ and sweat
cooled/ on his
brow.
G. Finding practical The teacher asks students to The teacher asks
application of cite instances/scenarios in students to cite
concepts and life where imagery is instances/scenarios in
skills in daily observable. life where imagery is
living observable.
The teacher reviews the The teacher reviews the
concepts on sensory images concepts on sensory
and supporting sentences images and supporting
through a game ―CABBAGE sentences through a
BALL‖. game ―CABBAGE BALL‖.
(The cabbage ball is (The cabbage ball is
passed on to students in the passed on to students in
class. When the music the class. When the
H. Making stops, the one holding the music stops, the one
generalizations ball will peel the outer layer holding the ball will peel
and abstractions of the cabbage which the outer layer of the
about the lesson contains a question. The cabbage which contains
process continues until the a question. The process
last question is revealed in continues until the last
the innermost layer. ) question is revealed in
SEE ATTACHED FILE B the innermost layer. )
SEE ATTACHED FILE B
The teacher may add more
items if needed. The teacher may add
more items if needed.
Directions: Compose a Directions: Compose a
paragraph about the given paragraph about the
topic sentence. Give at least given topic sentence.
5 supporting sentences Give at least 5
using imagery. supporting sentences
I. Evaluating Sinigang is the best using imagery.
learning Filipino cuisine. Sinigang is the best
Criteria: Filipino cuisine.
Content – 10pts Criteria:
Organization – 5pts Content – 10pts
TOTAL – 15pts Organization – 5pts
TOTAL – 15pts
157
The teacher assigns the The teacher assigns the
class to look for a passage in class to look for a
J. Additional
any reading material and passage in any reading
activities for
encircle the topic sentence material and encircle the
application or
and underline the supporting topic sentence and
remediation
sentences. underline the supporting
sentences.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% in the
evaluation
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
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
158
FILE A
IMAGERY - is language used by poets, novelists and other writers to create images
in the mind of the reader.
a. Visual Imagery
Visual imagery describes what we see: comic book images, paintings, or images
directly experienced through the narrator‘s eyes. Visual imagery may include:
 Color, such as: burnt red, bright orange, dull yellow, verdant green, and
Robin‘s egg blue.
 Shapes, such as: square, circular, tubular, rectangular, and conical.
 Size, such as: miniscule, tiny, small, medium-sized, large, and gigantic.
 Pattern, such as: polka-dotted, striped, zig-zagged, jagged, and straight.
b. Auditory Imagery
Auditory imagery describes what we hear, from music to noise to pure silence.
Auditory imagery may include:
 Enjoyable sounds, such as: beautiful music, birdsong, and the voices of a
chorus.
 Noises, such as: the bang of a gun, the sound of a broom moving across the
floor, and the sound of broken glass shattering on the hard floor.
 The lack of noise, describing a peaceful calm or eerie silence.
c. Olfactory Imagery
Olfactory imagery describes what we smell. Olfactory imagery may include:
 Fragrances, such as perfumes, enticing food and drink, and blooming flowers.
 Odors, such as rotting trash, body odors, or a stinky wet dog.
159
d. Gustatory Imagery
Gustatory imagery describes what we taste. Gustatory imagery can include:
 Sweetness, such as candies, cookies, and desserts.

 Sourness, bitterness, and tartness, such as lemons and limes.
 Saltiness, such as pretzels, French fries, and pepperonis.
 Spiciness, such as salsas and curries.
 Savoriness, such as a steak dinner or thick soup.
e. Tactile Imagery
Lastly, tactile imagery describes what we feel or touch. Tactile imagery includes:
 Temperature, such as bitter cold, humidity, mildness, and stifling heat.

 Texture, such as rough, ragged, seamless, and smooth.
 Touch, such as hand-holding, one‘s in the grass, or the feeling of starched
fabric on one‘s skin.
 Movement, such as burning muscles from exertion, swimming in cold water,
or kicking a soccer ball.
Source: https://literaryterms.net/imagery/
160
FILE B
1. TRUE/FALSE - The supporting sentences of a paragraph develop the main
idea you presented in the topic sentence.
2. ____________ imagery describes what we taste.
3. What imagery is present?
his brown skin hung in strips
like ancient wallpaper,
and its pattern of darker brown
was like wallpaper
4. What is tactile imagery?
5. Fragrances, such as perfumes, enticing food and drink, and blooming flowers
are for what type of imagery?
6. Polka-dotted, small, sour, rectangular. Which does not belong to the group?
7. Define imagery.
161
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
EN8LC-IId-2.13: Determine the tone and mood of the
speaker or characters in the narrative listened to.
C. Learning EN8RC-IId-2.22: Evaluate the personal significance of a
Competency/ literary text.
Objectives EN8VC-IId-1.3: Predict the gist of the material viewed
(Write the LC code for based on the title, pictures, and excerpts.
each.)
EN8LC-IId-7: Employ appropriate listening skills and
strategies suited to long descriptive and narrative texts.
Determining Tone and Mood
II. CONTENT
Literary Text: The Kind Heart by Lim Sian-Tek
III. LEARNING
RESOURCES
A. References
1. Teacher‟s Guide
pages
2. Learner‟s Materials
pages
Proficiency in English Work text in English 8 pp. 78-80
3. Textbook pages
Skill Builders for Efficient Reading pp 166
4. Additional
Materials from
Learning Resource
(LR)portal
https://study.com/academy/lesson/understanding-tone-
and-mood-in-a-reading-passage.html
http://www.differencebetween.net/miscellaneous/differen
B. Other Learning ce-between-mood-and-tone/
Resources https://conroeisd.instructure.com/courses/106813/files/9
56226/download%3Fverifier%3D84fcbuanmVFNt5vglHB
ngftsvLiAV3oOwNhPLYl5%26wrap%3D1+&cd=1&hl=en
&ct=clnk&gl=ph
162
Pre-Listening Activities Pre-Listening Activities
Task 1: Unlocking of Task 1: Unlocking of

Difficulties. Difficulties
Directions: Match the words Directions: Choose the

in Column A with their synonym of the
synonyms in Column B. underlined word.
A B 1. My friend Ana is a
1. benevolent a. happy benevolent student as
2. sovereign b. heir she always gives charity
3. overjoyed c. simple to those who are in need.
4. summoned d. kind a. uncompassionate
5. successor e. sick b. kindhearted
6. yearned f. called c. vicious
7. ailing g. supreme d. cruel
8. plain h. desire
2. In ancient China, the
ANSWERS: people consider the
1. D emperor as their
2. G sovereign ruler.
3. A a. supreme
4. F b. least
A. Reviewing previous 5. B c. common
lesson or 6. H d. inferior
presenting the new 7. E
lesson 8. C 3. He was overjoyed
upon knowing that he
won the first prize in the
raffle.
a. ill-fated
b. unfortunate
c. very happy
d. star-crossed
4. The general was

summoned to the
palace to give a report of
his merits and
achievements.
a. kept
b. called
c. conserved
d. stopped
5. The crown prince is

expected to be the
successor of the throne
after the king abdicated
his position.
163
a. follower
b. leader
c. master
d. heir
6. He yearned for lost

love he felt during his
childhood.
a. desired
b. disliked
c. averse
d. disapproved
The teacher will elicit
The teacher will elicit responses from the
responses from the students students based on the
based on the given given questions below.
questions below.
Motivation:
Motivation: 1. Did you experience
1. Did you experience being a leader?
being a leader? 2. Why do you think
2. Why do you think you you were assigned
were assigned as the as the leader?
leader? 3. What do you think
3. What do you think are are the qualities an
the qualities an ideal ideal leader should
leader should possess? possess?
Before reading the selection, *The teacher will ask the
the teacher will let the students the gist of the
students predict the gist of material based on the
the story based on the title title.
by asking the question:
B. Establishing a Guide Question:
purpose for the What do you think is the What do you think is the
lesson story about based on the story about based on the
title, “The Kind Heart?” title, “The Kind Heart?”
The teacher will write on the The teacher will write on

board some of the answers the board some of the
of the students. After the answers of the students.
students gave their answers, After the students gave
the teacher will say: their answers, the
“Okay, let us find out which teacher will say:
answer is correct after
reading the selection.” “Let us find out which
answer is correct after
The teacher will give the reading the selection.”
reading the selection. The teacher will give the
Motive Question: reading the selection.
What are the qualities of an
ideal ruler? Motive Question:
What are the qualities of
an ideal ruler?
164
Listening Activity
The teacher let the

students listen to the
literary text : ―The Kind
Heart‖ by Lim Sian-Tek
(see attached file A: The

Listening Activity Kind Heart by Lim Sian-
Tek)
The teacher let the students
listen to the literary text: “The Post-Listening:
Kind heart” by Lim Sian-Tek.
After listening to the
(see attached file A: The audio, the teacher will
Kind Heart by Lim Sian-Tek) lead the students in
answering the following
Post-Listening: process questions:
(Note: The questions
After listening to the audio, should be posted on the
the teacher will lead the board)
students in answering the
following process questions. Task 2: Answering the
(Note: the questions should Process Questions
be posted on the board)
I. What are the qualities
C. Presenting
Task 2: Answering the of an ideal ruler?
examples/
Process Questions
Instances of the
II. Choose the word or
new lesson
1. What are the qualities of phrase that best
an ideal ruler? completes the sentence.
2. What was the most
pressing problem of the 1. The most pressing
ailing emperor? problem of the ailing
3. Why did the king choose emperor was_______.
his youngest son as his heir? a. choosing his
4. Was the king right in his successor
choice? b. getting the best doctor
5. If you were the king, c. having enough rest
whom would you choose as
your heir? Why? 2. The old minister
6. What is the gist of the thought that the eldest
text? Was your prediction prince would probably be
correct? a ___.
a. wise emperor
b. powerful sovereign
c. cruel ruler
3. The youngest prince

learned that even
animals and birds had
the right to ____.
a. choose
b. be happy
c. live
165
4. Rulers are loved by
their subjects because
they are____.
a. powerful
b. kindhearted
c. ambitious
5. The eagle and the

hawk are feared by other
birds because they ____
a. are big
b. look fierce and cruel
c. kill birds for food
Note: Teacher will ask

the students whether
their prediction about the
gist of the text is correct.
Discussion of the mood Discussion of the
mood
The teacher will let the
students listen again to the The teacher will let the
text and instruct them that students listen again to
while listening they should the text and instruct them
take note words/phrases that that while listening they
appeal to their feelings. After
should take note of the
listening, the teacher let thewords/phrase that appeal
students answer theto their feeling. After
following questions: listening, the teacher let
the students answer the
(Note: Questions should be following questions:
posted on the board)
1. What words /phrases did (Note: The questions
D. Discussing new you hear from the text that should be posted on the
concepts and help you create a certain board)
practicing new feeling? 1. What words/phrases
skills # 1 did you hear from the
(Note: The teacher highlights text that help you create
the answer of the students a certain feeling?
by writing them on the
board.) (Note: The teacher
2. What feelings do these highlights the answers of
words/phrases evoke? the students by writing
on the board.)
3. What feelings did you 2. What feelings do these
have while listening to the words /phrases evoke?
story? 3. What feelings did you
have while listening to
*The teacher will connect the the story?
students‟ answers to the *The teacher will connect
discussion of the mood. the students‟ answers to
the discussion of mood.
166
Discussion of the tone Discussion of the tone
The teacher will ask details *The teacher will ask

from the text that suggest details from the text that
the author‘s attitude towards suggest the author‘s
the subject. attitude towards the
subject.
*This will lead to the
discussion of tone. *This will lead to the
discussion of tone.
(see attached file B:
Difference between Tone (see attached file B:
and Mood) Difference between Tone
and Mood)
For the students to
determine the tone and For the students to
mood of the selection determine the tone and
effectively, the teacher will mood of the selection
E. Discussing new discuss the following effectively, the teacher
concepts and pointers: will discuss the following
practicing new pointers:
skills # 2 (Note: The pointers should
be posted on the board.) (Note: the pointers
should be posted on the
1. Look for words that board.)
describe feelings.
2. Decide whether anything 1. Look for words that
in the setting creates or adds describe feelings.
to the mood or tone. 2. Decide whether
3. Decide whether any of the anything in the setting
characters, particularly the creates or adds to the
hero, suggests a mood or mood or tone.
tone. 3. Decide whether any of
4. Decide whether any event the characters,
in the plot suggests a mood particularly the hero,
or tone. suggests a mood or tone.
4. Decide whether any
event in the plot
suggests a mood or tone.
*The teacher will emphasize *The teacher will

the difference between tone emphasize the difference
and mood by giving the between tone and mood
activity below. by giving the activity
below.
Task 4: Tone vs. Mood
F. Developing Task 4: Tone vs. Mood
mastery The students will identify the
(leads to Formative
Assessment) tone and mood in the Take note of the
following passages. difference between tone
and mood by analysing
They will take note of the the given passage.
difference between tone and
mood by analysing the given
passage.
167
He approached the task with He approached the task
sheer determination. He had with sheer
studied his plans carefully, determination. He had
spent hours preparing and studied his plans
was sure of his approach. carefully, spent hours
The hours he spent preparing and was sure
practicing were gruelling and of his approach. The
exhausting but he was hours he spent
ready. This was the year he practicing were
would win the pie eating gruelling and
contest at school. exhausting but he was
ready. This was the year
According to the author‘s he would win the pie
descriptions, what is the eating contest at
tone? _______________ school.
According to the setting, According to the author‘s

what is the mood? descriptions, what is the
_______________ tone?
Serious, Intense, Formal,
The students will underline Focused
the details from the passage
that helped them in According to the setting,
determining the tone and what is the mood?
mood. Playful, informal, silly,
exciting
*The teacher will give more
passages and let the The teacher will give
students identify the author‘s more passages and let
tone or the reader‘s mood. the students identify the
author‘s tone or the
*The students must be able reader‘s mood.
to explain how they were
able to give their answer. The students must be
able to explain how they
(see attached file C: were able to give their
Determining Tone and answer.
Mood) (see attached file C:
Determining Tone and
Mood)
To connect the lesson to real To connect the lesson to
life situations, the teacher real life situations, the
will ask the following teacher will ask the
questions. following questions.
G. Finding practical Cite a situation/instance your Cite a situation/instance

application of actions were affected by your actions were
concepts and your mood. Elaborate your affected by your mood.
skills in daily answer. Elaborate your answer.
living What are the factors that
What are the factors that affect your mood
affect your mood
How will you relate the text How will you relate the
to your personal experience? text to your personal
experience?
168
students complete the students complete the
succeeding statements: following statements:
H. Making 1. I realized that tone 1. I realized that

generalizations is…. tone is….
and abstractions 2. I realized that mood 2. I realized that
about the lesson is…. mood is….
3. The significance of 3. The significance
the story in my of the story in my
personal life is… personal life is…
Determining Tone and Determining Tone and

Mood Mood
Directions: Listen to the Directions: Listen to the

poem that will be read by the poem that will be read by
teacher then answer the the teacher then answer
following questions. the following questions.
The Morning Glory The Morning Glory

by Confucius by Confucius
(tr. by Helen Waddell) (tr. by Helen Waddell)
The morning glory climbs The morning glory climbs

above my head, above my head,
Pale flowers of white and Pale flowers of white and
purple, blue and red. purple, blue and red.
I am disquieted. I am disquieted.
Down in the withered Down in the withered

grasses something stirred; grasses something
I thought it was his footfall stirred;
I. Evaluating
that I heard. I thought it was his
learning
Then a grasshopper chirred. footfall that I heard.
Then a grasshopper
I climbed the hill just as the chirred.
new moon showed,
I saw him coming on the I climbed the hill just as
southern road. the new moon showed,
My heart lays down its load. I saw him coming on the
southern road.
1. How does the speaker of My heart lays down its
the poem feel at the sight of load.
the morning glory?
a. sad and worried 1. How does the speaker
b. delighted of the poem feel at the
c. happy sight of the morning
d. triumphant glory?
a. sad and worried
2. What description of white b. delighted
and purple, blue and red c. happy
flowers justified the d. triumphant
speaker‘s feeling?
169
a. velvety 2. What description of
b. pale white and purple, blue
c. gray and red flowers justified
d. yellow the speaker‘s feeling?
a. velvety
3. What disturbed the b. pale
speaker‘s thought and c. gray
feeling? d. yellow
a. footfall
b. stirred grass 3. What disturbed the
c. grasshopper‘s chirp speaker‘s thought and
d. moonlight feeling?
a. footfall
4. The moon was visualized b. stirred grass
by the speaker as _____. c. grasshopper‘s chirp
a. in its new cycle d. moonlight
b. a full moon
c. a half moon 4. The moon was
d. a first quarter moon visualized by the speaker
as _____.
5. What is the meaning of a. in its new cycle
the last line? b. a full moon
a. She is happy. c. a half moon
b. She is no longer worried. d. a first quarter moon
c. She is still disquieted.
d. Her heart is heavy. 5. What is the meaning
of the last line?
6. Why did the speaker‘s a. She is happy.
feelings change? b. She is no longer
a. It‘s night. worried.
b. The grasshopper chirped. c. She is still disquieted.
c. She heard a football. d. Her heart is heavy.
d. She saw him coming.
6. Why did the speaker‘s
7. Around what central feelings change?
theme does the poem a. It‘s night.
revolve? b. The grasshopper
a. The anxieties of waiting. chirped.
b. The joy of waiting. c. She heard a football.
c. The heavy heart of one d. She saw him coming.
sitting down.
d. The dull moment when 7. Around what central
one is alone. theme does the poem
revolve?
a. The anxieties of
waiting.
b. The joy of waiting.
c. The heavy heart of
one sitting down.
d. The dull moment when
one is alone.
170
Enrichment Activities: Enrichment Activities:
More on Determining Tone More on Determining
and Mood Tone and Mood
Directions: Write the letter of Directions: Write the

the mood or atmosphere in letter of the mood or
the following passages. atmosphere in the
following passages.
a. horror or fear
b. scorn or anger a. horror or fear
c. depression or sadness b. scorn or anger
d. serenity or peace c. depression or sadness
e. gaiety or happiness d. serenity or peace
f. sombreness or gloom e. gaiety or happiness
g. exultation f. somberness or gloom
g. exultation
1. The church bells on the
belfry slowly tolled the 1. The church bells on
Angelus. The cool air shed a the belfry slowly tolled
new stillness over the fading the Angelus. The cool air
day. The sun set and the shed a new stillness over
wind died down to a whisper. the fading day. The sun
set and the wind died
2. Furiously I slam crimson down to a whisper.
With a loud-sounding whack!
Whirling lines, and crooked 2. Furiously I slam
J. Additional activities arrows. crimson
for application or Jagged scarlet flames With With a loud-sounding
remediation orange, purple, black whack! Whirling lines,
and crooked arrows.
3. "My heart is like a singing Jagged scarlet flames
bird With orange, purple,
Whose nest is in a watered black
shoot; My heart is like an
apple tree 3. "My heart is like a
Whose boughs are bent with singing bird
thick-set fruits." Whose nest is in a
watered shoot; My heart
4. Afoot and lighthearted I is like an apple tree
take to the open road, Whose boughs are bent
Healthy, free, the world with thick-set fruits."
before me The long brown
path before me leading 4. Afoot and lighthearted
wherever I choose. I take to the open road,
Healthy, free, the world
5. There was a terrible hush. before me The long
The remaining mats were brown path before me
unfolded in silence. The leading wherever I
names which were in infinite choose.
slowness revealed, seemed
strange and stranger still; the 5. There was a terrible
colors not bright but deathly hush. The remaining
dull; the separate letter mats were unfolded in
spelling out the names of the silence. The names
dead among them did not which were in infinite
171
seem to glow or shine with a slowness revealed,
festive sheen as did the seemed strange and
other, living names. stranger still; the colors
not bright but deathly
II. Directions: Determine the dull; the separate letter
tone in the given passages. spelling out the names of
the dead among them
1. What a place! did not seem to glow or
Cockroaches everywhere, shine with a festive
cobwebs and dust thick sheen as did the other,
enough to plant potatoes in!" living names.
The tone expressed is___.
II. Directions: Determine
a. Bitterness the tone in the given
b. Disgust passages.
c. Pride
d. Admiration 1. What a place!
Cockroaches
2. The room was damp and everywhere, cobwebs
dark. Faded curtains and dust thick enough to
covered the narrow windows plant potatoes in!"
and black covers shrouded The tone expressed
the furniture. A single black- is___.
framed photograph hung on
the wall, catching a sliver of a. Bitterness
light through a tiny slash in b. Disgust
the curtain. c. Pride
The tone expressed is one d. Admiration
of_____
2. The room was damp
a. Cheer and dark. Faded curtains
b. Gloom covered the narrow
c. Dismay windows and black
d. Sarcasm covers shrouded the
furniture. A single black-
3. For the man who should framed photograph hung
loose me is dead, Fighting on the wall, catching a
with the Duke in Flanders In sliver of light through a
a pattern called war, Christ! tiny slash in the curtain.
What are patterns for? The tone expressed is
a. accusation one of_____
b. bitterness
c. condemnation a. Cheer
d. disgust b. Gloom
c. Dismay
4. "You should be ashamed d. Sarcasm
of yourself, robbing that poor
peddler of the happiness of 3. For the man who
making a sale! One peso should loose me is dead,
more would not have hurt Fighting with the Duke in
your pocket but it would Flanders In a pattern
have bought a small banana called war, Christ! What
for his supper." are patterns for?
The writer's attitude towards
his subject is___
172
a. Mocking a. accusation
b. Condescending b. bitterness
c. Apologetic c. condemnation
d. Bitter d. disgust
5. ''Why should we live with 4. "You should be

such hurry and waste life? ashamed of yourself,
We are determined to be robbing that poor peddler
starved before we are of the happiness of
hungry. Men say that a stitch making a sale! One peso
in time saves nine, and so more would not have hurt
they make a thousand your pocket but it would
stitches today to save nine have bought a small
tomorrow." banana for his supper."
The writer's attitude toward The writer's attitude
his subject is____. towards his subject is___
a. Apologetic a. Mocking
b. Mocking b. Condescending
c. Sarcastic c. Apologetic
d. Bitter d. Bitter
5. ''Why should we live

with such hurry and
waste life? We are
determined to be starved
before we are hungry.
Men say that a stitch in
time saves nine, and so
they make a thousand
stitches today to save
nine tomorrow."
The writer's attitude
toward his subject
is____.
a. Apologetic
b. Mocking
c. Sarcastic
d. Bitter
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation who
scored below
80%
173
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?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
174
The Kind Heart
Lim Sian-Tek
In a certain land in the Orient a long, long time ago, there rued a good and
wise emperor beloved by his people. He had three sons, all heirs to the throne.
One day, the emperor decided to go on a hunting trip and asked his sons to
accompany him. The youngest prince was overjoyed that he was given the chance to
go into the forest with his father. He ran to his old teacher to ask his permission.
Pulling the little prince to his side, the old man said, ―Yes, you may go; but
listen to my words. You must not kill one living thing, and when your father, the
Emperor, asks why, just say—it is spring and it is cruel to take away the mother
animals from their young.‖
The little prince promised not to forget his advice.
When the hunt was over, the three princes went to their father and proudly
showed their bags. The two bags were heavy with birds, but the third bag was empty.
―And why have you nothing in your bag?‖ asked the Emperor.
The youngest prince replied, ―Because it is spring, and it is cruel to take away
the mother animals from their young.‖
He Emperor looked long at his son and murmured to himself, ―There‘s a kind
heart. This boy will make a good and benevolent sovereign someday.‖
Many years later, the good Emperor became very ill. He knew his days on
earth were numbered. He wanted to know which of the three princes would be the
ideal successor.
He, therefore, asked his old minister to think of a plan by which to make his
choice.
One day, the first prince was summoned before the Emperor, and his father
asked him, ―Son, if you were to be changed into a bird, what kind of a bird would you
like to be?‖
The boy replied, ―Father, I would like to be hawk—a bird brave and strong, a bird of
war.‖
The next day, the Emperor called the second prince and asked, ―Son, if you were to
be changed into a bird, what bird would you like to be?‖
The boy replied, ―Father, I would like to be an eagle, king of the birds and
feared by all birds.‖
Then, the Emperor called the youngest prince, and asked, ―Son, if you were
to be changed into a bird, what kind of bird would you like to be?‖
The prince answered, ―Father, I would like to be a starling—a plain and

common bird but kind and good. It is a bird that does not seek to harm others. It does
not make others tremble with fear when they see it.‖
175
The old minister bent down and whispered into the Emperor‘s ears, ―There is
your answer, Your Majesty. He is the ideal heir to the throne, a ruler that would know
how to be kind and just to the people, a sovereign who will inspire love among his
subjects, and not fear. The two other princes yearn only for power and the ambition
to rule.‖
Not long afterwards, the youngest prince was chosen by the Emperor as his
heir. Like his father, he was loved by his people because he rued wisely and well.
Difference Between Mood and Tone

Tone and Mood are literary elements integrated in literary works. Identifying
the tone and mood in literatures is an important clue to discover the literary‘s theme.
Considering how the author creates a tone and mood helps the reader understand
and appreciate the author‘s style.
Tone is a manner, a feeling or atmosphere the author has meant to set in the story,
or towards a subject. It can also be considered as the attitude or feeling of the writer
towards a subject. The tone can be revealed by the author‘s choice of words and
details. The author may use a negative or positive tone for his work. Some possible
adjectives to describe a tone, are seriousness, bitterness, joyful, humorous, amusing,
angry, ironic, suspicious, and many more.
The following are some examples of „tone‟ in sentences:
a. I‘d rather stay here and wait, than go into that dark room.
The sentence above imposes that the person is scared.
b. The sun is shining brightly in the meadow, let‘s go out and play!
The sentence above imposes that the person is happy or excited.
c. I called my friend at their house, her brother said she‘s not home, but I heard
her voice come on the line.
The sentence imposes that the person is suspicious.
Mood is the feeling or atmosphere perceived by the reader. It is the emotions you
feel while reading. The mood indicates a prevailing feeling, or frame of mind,
especially at the start of the story. It creates a sense of expectation to readers of
what is to follow. All the choices for setting, images, objects and details contribute in
creating a mood.
The following are some examples of „mood‟ in sentences:
a. The night was dark and stormy.

The sentence gives you a scary ‗mood‘.
b. The man kicked and threw the poor cat out of his house.
The sentence gives you a feeling of anger, or pity towards the cat.
c. There was plenty of food, and the music was playing. Everybody was having a
good time.
The sentence gives you a mood of happiness and fun.
176
Summary:
Tone simply refers to how the author feels towards the subject, or towards
something. You will know what the author‘s tone is implying by the words he uses.
While ‗mood‘, refers to the feeling of the atmosphere the author is describing. It is
what the author makes you feel when you read his writings. You can read a
sentence, and feel sad, happy or angry.
Source: http://www.differencebetween.net/miscellaneous/difference-between-mood-
and-tone/
Ian F. "Difference Between Mood and Tone." DifferenceBetween.net. January 13,

2010 < http://www.differencebetween.net/miscellaneous/difference-between-mood-
and-tone/ >
DETERMINING TONE AND MOOD
A.
My annoying brother likes to drive me crazy.
There is no other who is that lazy.
He whines to Mom and Dad night and day
Until he eventually gets his way.
What is a sister to do
When he screams 'til he's blue?
There is no way to win,
For he gets under your skin.
He does his best to kill all joy.
Oh, how my brother does annoy!
The TONE of the passage is _________

The author‟s ______________ relays the tone.
B.
There is no one
That can be better
Because you are brilliant.
There is nothing
That you cannot you do
Because you are unbeatable.
There is no place
That you cannot go
Because you are always welcomed.
There is no person
That can hold you back
Because you are unstoppable
The TONE of the passage is _____________

The author‟s _______________ relays the tone.
177
C. The door swings open to reveal all of my family members standing around the
Christmas tree. The lights are twinkling and the fireplace is roaring with a warm fire.
Everyone is singing Christmas carols as the snow falls quietly outside the window.
The MOOD of the passage is ______________

The ______________ relays the MOOD.
D. The door swings open to reveal a Christmas tree, alone in the middle of the room,
sparkling with hundreds of lights. Silence greets me as I glance around the room.
The fireplace is empty and the snow storm howls outside the window. My family has
gone and I am left alone with my thoughts.

E. We‘re contacting you today to let you know about the Special Olympics annual
fund drive. You have been kind enough to support us generously in the past, and
we‘d like to ask for your help again, as we send our athletes with special needs to
compete at the national level. Please fill out the form below and return it in the
enclosed envelope with your donation. It will make a child‘s day if you do.
The TONE of the passage is ____________
The author‟s _____________ relay the tone.
F. The gym of the high school was brightly decorated. The red and white streamers
covered the walls and heart shapes were scattered all over the floor. Red glitter was
thrown on all the tables and love songs were playing in the background. The
Valentine‘s dance was about to begin.
The MOOD of the passage is ____________

The ____________ relays the MOOD.
G. We received your request for a refund for your recent purchase of a telescope for
your son. Please accept our sincere apologies that the product did not function as
advertised. We will process the refund in as timely a manner as possible. In the
meantime, if we can help you in any other way, please ask.
The TONE of the passage is ____________

The author‟s _____________ relay the tone.
H. The night it happened was one we will never forget. The wind was screeching
outside as rain pounded against the window. We had lost electricity hours ago and
had nothing but candles to light the house. The battery powered radio we had was
broadcasting a warning to lock your doors and stay inside; there was a killer on the
loose.

I. Lola sat on the old, lumpy couch crying. She could let it all out here, alone in her
mother‘s small, quiet apartment in Galesburg, Illinois. The familiar walls were
covered in rose pink wallpaper. Goldie, her mother‘s eleventh fish, seemed to stare
sympathetically at Lola through the fishbowl sitting on the counter. The smell of her
mother‘s vanilla candles comforted her aching heart.
178
The TONE of the passage is ______________
The author‟s _______________ relay the tone.
J. Lola sat on the old, lumpy couch crying. She could let it all out here, alone in her
The MOOD of the passage is ______________.

The ______________ relays the mood.
ANSWERS:
A. My annoying brother likes to drive me crazy.

There is no other who is that lazy.
He whines to Mom and Dad night and day
Until he eventually gets his way.
What is a sister to do
When he screams 'til he's blue?
There is no way to win,
For he gets under your skin.
He does his best to kill all joy.
Oh, how my brother does annoy!
The TONE of the passage is FRUSTRATED

The author‟s DESCRIPTIONS relay the tone.
B. There is no one
That can be better
Because you are brilliant.
There is nothing
That you cannot do
Because you are unbeatable.
There is no place
That you cannot go
Because you are always welcomed.
There is no person
That can hold you back
Because you are unstoppable
The TONE of the passage is INSPIRING

C. The door swings open to reveal all of my family members standing around the
Christmas tree. The lights are twinkling and the fireplace is roaring with a warm
fire. Everyone is singing Christmas carols as the snow falls quietly outside the
window.
The MOOD of the passage is COZY/FAMILIAR

The ATMOSPHERE relays the tone.
179
D. The door swings open to reveal a Christmas tree, alone in the middle of the
room, sparkling with hundreds of lights. Silence greets me as I glance around the
room. The fireplace is empty and the snow storm howls outside the window.
My family has gone and I am left alone with my thoughts.
The MOOD of the passage is GLOOMY/LONELY

The ATMOSPHERE relays the MOOD.
E. We‘re contacting you today to let you know about the Special Olympics annual
fund drive. You‘ve been kind enough to support us generously in the past, and
we‘d like to ask for your help again, as we send our athletes with special needs to
compete at the national level. Please fill out the form below and return it in the
enclosed envelope with your donation. It will make a child‘s day if you do.
The TONE of the passage is FORMAL/POLITE.

F. The gym of the high school was brightly decorated. The red and white
streamers covered the walls and heart shapes were scattered all over the floor.
Red glitter was thrown on all the tables and love songs were playing in the
background. The Valentine’s dance was about to begin.
The MOOD of the passage is ROMANTIC

The SETTING relays the MOOD.
G. We received your request for a refund for your recent purchase of a telescope
for your son. Please accept our sincere apologies that the product did not function
as advertised. We will process the refund in as timely a manner as possible. In the
meantime, if we can help you in any other way, please ask.
The TONE of the passage is APOLOGETIC/PROFESSIONAL

H. The night it happened was one we will never forget. The wind was screeching
outside as rain pounded against the window. We had lost electricity hours ago
and had nothing but candles to light the house. The battery powered radio we
had was broadcasting a warning to lock your doors and stay inside; there was a
killer on the loose.
The MOOD of the passage is SCARY/SUSPENSEFUL

The ATMOSPHERE/SETTING relays the MOOD.
I. Lola sat on the old, lumpy couch crying. She could let it all out here, alone in her
The TONE of the passage is SAD/HEART BROKEN

J. Lola sat on the old, lumpy couch crying. She could let it all out here, alone in her
mother’s small, quiet apartment in Galesburg, Illinois. The familiar walls were
covered in rose pink wallpaper. Goldie, her mother‘s eleventh fish, seemed to
180
stare sympathetically at Lola through the fishbowl sitting on the counter. The smell
of her mother’s vanilla candles comforted her aching heart.
The MOOD of the passage is COMFORTING.

The SETTING relays the mood.
Source:
https://conroeisd.instructure.com/courses/106813/files/956226/download%3Fverifier
%3D84fcbuanmVFNt5vglHBngftsvLiAV3oOwNhPLYl5%26wrap%3D1+&cd=1&hl=en
&ct=clnk&gl=ph
Enrichment Activities
DETERMINING TONE OR MOOD

A. Determining Mood or Atmosphere
On the blank before each number, write the letter of the mood or atmosphere in the
following passages.
a. horror or fear
b. scorn or anger
c. depression or sadness
d. serenity or peace
e. gaiety or happiness
f. somberness or gloom
g. exultation
1. The world was like a Christmas card,

The snow lay on the ground;
It hung in white plumes from the pines,
And formed a drifted mound. The scenes we live with every day
Were changed to magic places The snowflakes from the cold grey sky
Like feathers touched our faces.
2. I came to the top to breathe and dived again. I studied the mouth of a submerged
cave. Two small snakes five feet long came out of the cave and swam off through the
reeds. Then the large, terrible-looking head of an adult anaconda appeared. I shot to
the surface and scrambled up on the shore of the lake.
3. The church bells on the belfry slowly tolled the Angelus. The cool air shed a new
stillness over the fading day. The sun set and the wind died down to a whisper.
4. He was reared in the shadows of this grim fortress, moulded into being by its stolid
indifferences and unyielding sternness . . . The chilly breath of its dim corridors was
his life, the monotonous metallic clang of the sentries' iron-shod feet on the
pavement was music to his ears.
5. The vacant lot on which our shack was to stand looked desolate and tall grass
grew all around. I wondered why other families that had no land of their own had not
thought of putting in their shacks in this part of the city. It was perhaps because the
place was far from the public tap or maybe because we were the only poor family left
in the city. I" was a desolate thing to feel that you were the only one of your kind in
the world.
181
6. Furiously I slam crimson
With a loud-sounding whack! Whirling lines, and crooked arrows.
Jagged scarlet flames With orange, purple, black
7. "My heart is like a singing bird

Whose nest is in a watered shoot; My heart is like an apple tree
Whose boughs are bent with thick-set fruits."
8. Everybody in the village was apprehensive as darkness fell. A leopard had been
there the night before. I know my jungle hut would not keep a leopard out.
I was reading after supper when I heard a scratching noise on the roof. My heart
began thumping. I started to shake. Then I heard something drop to the floor from the
window behind my chair.
9. There was a terrible hush. The remaining mats were unfolded in silence. The
names which were in infinite slowness revealed, seemed strange and stranger still;
the colors not bright but deathly dull; the separate letter spelling out the names of the
dead among them did not seem to glow or shine with a festive sheen as did the
other, living names.
10. The curfew tolls the knell of parting day

The lowing herd winds slowly o'er the lea, The plowman homeward plods his
weary way.
And leaves the world to darkness and to me. Now fades the glimmering
landscape on the sight,
And all the air a solemn stillness holds.
11. The band paraded along the crowded street and the sky rockets filled the evening
with golden showers. The air was filled with excitement and the church bells
proclaimed to the rest of the world that the dreary little town is alive with laughter,
music and friendly chatter.
12. Afoot and lighthearted I take to the open road,

Healthy, free, the world before me The long brown path before me leading wherever I
choose.
B Determining Tone
Encircle letter of the tone of the following passages.
1. What a place! Cockroaches everywhere, cobwebs and dust thick enough to plant
potatoes in!"
The tone expressed is______
182
a. bitterness c. pride
b. disgust d. admiration
2. The room was damp and dark. Faded curtains covered the narrow windows and black
covers shrouded the furniture. A single black-framed photograph hung on the wall, catching
a sliver of light through a tiny slash in the curtain.
The tone expressed is one of_____________
a. cheer c. gloom
b. dismay d. sarcasm
3. The Tatars came through the world like a horde of wild beasts. They left not one thing
alive nor one green blade of wheat standing. Brave they were as lions, courageous they
were as dogs, but they had hearts of stone and knew not mercy, nor pity, nor tenderness,
nor God.
The writer's attitude towards his subject is___________
a. admiration c. scorn
b. condemnation d. contempt
4. Under the smoke, dust all over his mouth, laughing with white teeth, Under the terrible
burden of destiny laughing as a young man laughs. Laughing even as an ignorant fighter
laughs who has never lost a battle Bragging and laughing that under his wrist is the pulse,
and under his ribs the heart of the people.
The writer's attitude towards the subject is one of_____________
a. amusement b. pride
c. admiration d. sarcasm
5. For the man who should loose me is dead, Fighting with the Duke in Flanders In a pattern
called war, Christ! What are patterns for?
The tone expressed is one of______________
a. accusation c. condemnation
b. bitterness d. disgust
6. "You should be ashamed of yourself, robbing that poor peddler of the happiness of
making a sale! One peso more would not have hurt your pocket but it would have bought a
small banana for his supper."
The writer's attitude towards his subject is_____________
a. mocking c. apologetic
b. condescending d. bitter
7. The hand laid kindly upon his shoulder awoke the unfortunate Judah, and, Looking up, he
saw a face he never forgot - the face of a boy about his own age, shaded by locks of
yellowish bright chestnut hair; a face lighted by dark-blue eyes, at the time so soft, so
appealing, so full of love and holy purpose that they had all the power of command and will.
The tone expressed is one of__________
a. bitterness c. compassion
b. scorn
d. curiosity
183
8. Her wings lagged. In order to avoid falling into the lake, she alighted on the lotus
brimming over with the most exquisite honey. The sweetness of it made her forget the
oncoming night. . . and she drank and drank of the honey . . . Honey-eating, honey
breathing, and honey mad, she could not feel, nor see that the death-white petals of the
flower were closing on her . . . The last white petal moved and shut off the last breath of air,
The writer's attitude towards his subject is one of______________
a. disgust c. scorn
b. condemnation d. contempt
9. ''Why should we live with such hurry and waste life? We are determined to be starved
before we are hungry. Men say that a stitch in time saves nine, and so they make a
thousand stitches today to save nine tomorrow."
The writer's attitude toward his subject is ____________
a. apologetic c. sarcastic
b. mocking d. bitter
10. The gift, to be true, must be the flowing of the given unto me, corresponding to my
flowing unto him. When the waters are at level, then my goods pass to him and his to me.
All his are mine, all mine his.
The tone expressed is_________
a. realistic
b. condescending
c. philosophic
d. demanding
184
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
EN8VC-IId-1.3: Predict the gist of the material viewed
C. Learning based on the title, pictures, and excerpts.
Competency/
Objectives EN8V-IId-24.1: Distinguish between and among verbal,
(Write the LC code for situational, and dramatic types of irony and give
each.)
examples of each.
Dramatic Irony
II. CONTENT
Predicting the gist of the material based on the title
III. LEARNING
RESOURCES
A. References
1. Teacher‘s
Guide pages
2. Learner‘s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
Movie Clip: Mrs. Doubtfire‘s Cake Face (1993)
https://www.youtube.com/watch?v=7m8_QLnRBFo
B. Other Learning
http://www.typesofirony.com
Resources
http://www.softschools.com/examples/grammar/dramatic
_irony_examples/462/
185
Pre-Viewing/Listening Pre-Viewing/Listening
Activities: Activities:
To start the lesson, the As a review of the types

teacher will review the two of irony, the teacher will
types of irony previously provide metacards with
discussed: verbal and different situations.
situational. These metacards will be
posted by the students
on their appropriate type
of irony.
Verbal Situatio
nal
Sample situations:
a. Someone buys a
A. Reviewing previous gun to protect
lesson or himself, but the
presenting the new same gun is used
lesson by another
individual to injure
him.
b. Taking money
from the poor and
giving it to the
rich.
c. Someone
referring to
someone's son-
in-law as their
'favorite', when in
fact that is far
from the truth.
d. The local re
station burns
down.
(see attached file for

more examples)
186
MOTIVATION: MOTIVATION:
The teacher will ask the The teacher will ask the
Question as the motivation. question as the
motivation.
Was there a time in your life
where you disguised Was there a time in your
yourself? In what way? For life where you disguised
what reason? yourself? In what way?
For what reason?
After the students answered
, the teacher will present the After the students
title of the video and let the answered , the teacher
students predict its gist will present the title of the
based on the title by asking video and let the
the question: students predict its gist
based on the title by
What do you think is the asking the question:
video all about based on its
title? What do you think is the
video all about based on
(Note: The teacher will write its title?
the answers on the board
and tell the students to find (Note: The teacher will
B. Establishing a out whether their answers write the answers on the
purpose for the are correct after watching board and tell the
lesson the video.) students to find out
whether their answers
The teacher presents the are correct after watching
motive question: the video.)
MOTIVE QUESTION: The teacher present the

How did the actor disguise motive question
himself?
MOTIVE QUESTION:
VIEWING/LISTENING How did the actor
ACTIVITY: disguise himself
The students will tune in the
video clip which will be VIEWING/LISTENING
played through a projector ACTIVITY:
The students will tune in
Video: Mrs. Doubtfire (3_5) the video clip which will
Movie CLIP - Mrs. be played through a
Doubtfire's Cake Face projector
(1993) HD ( 720 X 1280 )
Source: Video: Mrs. Doubtfire
https://www.youtube.com/wa (3_5) Movie CLIP - Mrs.
tch?v=7m8_QLnRBFo Doubtfire's Cake Face
(see attached video file#1) (1993) HD ( 720 X 1280 )
187
Source:
/watch?v=7m8_QLnRBF
o
(see attached video

file#1)
Post-Viewing/Listening Post-Viewing/Listening
Activity: Activity:
The teacher will facilitate the The teacher will facilitate

class in the discussion of the the class in the
following process questions: discussion of the
following questions :
a. How did the actor
disguise himself? a. How did the actor
b. Was the disguise disguise himself?
effective? What can b. Was the disguise
C. Presenting you say about the effective? What
examples/Instanc actions done by the can you say
es of the new actor? about the actions
lesson c. What are the things done by the
that you knew as the actor?
audience but are c. What are the
hidden from the things that you
actor/actress? knew as the
d. Were your audience but are
predictions earlier hidden from the
about the gist of the actor/actress?
video correct? d. Were your
predictions earlier
about the gist of
the video correct?
students identify situation students identify situation
that they think is ironical. that they think is ironical.
(Note: Teacher will highlight (Note: Teacher will

the answers of the students.) highlight the answers of
D. Discussing new the students.)
concepts and Then, the teacher will
practicing new discuss dramatic irony based Then, the teacher will
skills # 1 from the answers of the discuss dramatic irony
students and how it differs based from the answers
from verbal and situation of the students and how
irony. it differs from verbal and
(see attached file A: situation irony.
Dramatic Irony) (see attached file A:
Dramatic Irony)
188
As an additional information,
As an additional
the teacher will discuss the
information, the teacher
components of irony. She will discuss the
will then ask the students components of irony.
E. Discussing new whether the components are She will then ask the
concepts and present in the video watched
students whether the
practicing new previously. components are present
skills # 2 in the video watched
(Note: please see attached previously.
file)
(Note: Please see
attached file.)
Task 4: Too Dramatic! Task 4: Too Dramatic!
Directions: Explain why the Directions: Explain why

following situations are the following situations
considered as examples of are considered as
dramatic irony. examples of dramatic
irony.
1. You are watching a
horror movie. You know 1. Cinderella attended
that the bad guy is the ball and danced
waiting for the main with the Prince.
character in the closet, When the clock
but the character struck at twelve
doesn‘t know and midnight, she
unknowingly opens the immediately left the
closet door. ballroom even
leaving one of her
F. Developing Explanation: You, as the glass slippers. The
mastery audience, know that the bad Prince tried
(leads to Formative
Assessment) guy is in the closet but the searching for the
main character does not owner of the glass
know; hence, he still opened slipper by fitting it to
the closet. every maiden in
town.
2. When watching a talk
show, the audience Explanation:
knows why a person has ____________________
been brought on the
show. However, the 2. Snow White ate
person in the chair does the apple given
not know that they are by the old
going to be reunited with woman.
a long lost friend.
Explanation:  
Explanation:  The audience ____________________
know already the purpose of (see attached file for
bringing the person in the more examples)
189
show which is to reunite the
main character to his long
lost friend.
(see attached file for more

examples)
Task 5: Too Ironic! Task 5: Too Ironic!
The teacher will divide the Directions: Role play a

class into three. Each group situation where you can
representative will pick one show:
situation from the box that
they are going to role play. Group 1: Verbal irony
Group 2: Situational irony
Group 3: Dramatic Irony
Directions: Role play a
dramatic irony based on the CRITERIA
situation assigned to your
group. Content 50%
Delivery 30%
(Note: The students can Audience Impact 20%
change or modify these Total 100%
examples to suit to their
story. They should also (Note: If the students
provide their own title.) cannot think of a topic,
application of
the teacher may give
concepts and
Group 1 sample situations.)
skills in daily
Jack is accused of a crime
living
he did not commit. He fakes
his death and assumes
another identity in order to
find out who tried to frame
him. The readers have
known all along that Jack‘s
best friend Bob is actually
his worst enemy.
Group 2
Jill is writing in her diary.
She has a crush on Jack but
thinks Jack likes someone
else. She writes down some
of the conversations she has
had with Jack and tells how
Jack has helped her with her
homework and has given her
lifts to her after school job.
190
[From Jack‘s words and
these favors, the readers
can tell that Jack likes Jill,
but Jill does not realize it.]
Group 3
Jack is telling a lie and the
readers/audience know it is
a lie, but Frank believes it.
CRITERIA
Content 40%
Delivery 40%
Mechanics 20%
Total 100%
*The teacher will let the *The teacher will let the
students give a students give a
generalization of the lesson generalization of the
discussion by completing the lesson discussion by
following statements. completing the following
statements.
Something that is ironic is so
because it is contrary to Something that is ironic
what is being ___________ is so because it is
Answer: expected contrary to what is being
___________
• If the type of irony is Answer: expected
unexpected by a character,
it is ________. • If the type of irony is
Answer: dramatic unexpected by a
H. Making
character, it is dramatic.
generalizations
• If the type of irony is
and abstractions
unexpected by everyone, it • If the type of irony is
about the lesson
is ________. unexpected by everyone,
Answer: situational it is situational.
• If it is sarcasm, it is______. • If it is sarcasm, it is

Answer: verbal verbal.

statement below: statement below:
1. The insights I gained in 1. The insights I gained

this lesson are… in this lesson are…
191
Task 6: I Saw The Signs Task 6: What‘s Ironic?
Directions: Distinguish Directions: Choose the

between and among verbal, letter of the best answer.
situational, and dramatic
types of irony. List down 1. As an author, which
details/evidence that prove type of irony would
the irony in the given you use when writing
passages. Be able to explain a dialogue?
your answer. a. Verbal irony
b. Situational irony
1. Romeo and Juliet are
c. Dramatic irony
secretly married, but Juliet‘s
d. Sarcastic irony
parents insist that she
should marry Paris. Juliet 2. A dog escaped from
tries to fake her death in the pound and while
order to run off with Romeo, running away was
but, being a typical teenager, caught again because
neglects to tell Romeo about he got knocked
her plan. She becomes unconscious by
unconscious after drinking a running into the dog
sleeping potion given to her catcher's truck.
by the apothecary Friar a. Verbal irony
Lawrence. When Romeo b. Situational irony
I. Evaluating discovers Juliet, he thinks
learning c. Dramatic irony
that she is dead, not
d. Sarcastic irony
knowing that she is merely
unconscious. He consumes 3. When characters are
poison and kills himself sarcastic in your
writing, what type of
2. A psychology student in irony are you using?
New York rented out her a. Verbal irony
spare room to a carpenter in b. Situational irony
order to nag him constantly c. Dramatic irony
and study his reactions. d. Sarcastic irony
After weeks of needling, he 4. The audience knows
snapped and beat her the Titanic is going to
repeatedly with an axe, sink but the actors
leaving her mentally
get on the ship
retarded.
anyway.
3. Dwight is seated at his a. Verbal irony
desk working diligently when b. Situational irony
Jim sneaks up behind him c. Dramatic irony
silently. Jim, a great d. Sarcastic irony
prankster, is dressed as a 5. When asked a
bear. Dwight is known to question, for the
practice karate in case of seventh time, the
bear attacks, and he takes teacher said, "Sure, I
192
bear attacks quite seriously, don't think I've
but Jim does not know this. answered that one
Everyone in the office sees enough times yet".
Jim about to ―scare‖ Dwight a. Verbal irony
out of his wits, but says b. Situational irony
nothing. c. Dramatic irony
d. Not an irony
4. The average cost of
rehabilitating a seal after the
Exxon Valdez oil spill in
Alaska was $80,000. At a
special ceremony, two of the
most expensively saved
animals were released back
into the wild amid cheers
and applause from
onlookers. A minute later
they were both eaten by a
killer whale.
Enrichment Activities: Enrichment Activities:
Situational vs. Dramatic Situational vs. Dramatic

Irony Irony
Directions: Below are two Directions: Below are two

scenarios that have ironic scenarios that have
twists. One features ironic twists. One
situational irony; the other features situational irony;
displays dramatic irony. the other displays
Read each passage dramatic irony. Read
carefully. Write a paragraph each passage carefully.
for each passage, identifying Write a paragraph for
J. Additional activities the type of irony used and each passage, identifying
for application or why it would be called that the type of irony used
remediation type of irony. and why it would be
called that type of irony.
A. William wanted to try for
the basketball team. His A. William wanted to try
parents would not allow him for the basketball team.
to until he had a B average His parents would not
in all of his classes. Despite allow him to until he had
his best efforts, William a B average in all of his
could not get higher than a C classes. Despite his best
in biology. Tryouts were efforts, William could not
scheduled for Friday, and get higher than a C in
the quarter grades had not biology. Tryouts were
been posted yet. On scheduled for Friday, and
Wednesday William talked to the quarter grades had
193
his biology teacher, Mrs. not been posted yet. On
Simpson, and pleaded with Wednesday William
her to give him a B. She talked to his biology
promised she would think teacher, Mrs. Simpson,
about it and let him know. and pleaded with her to
On Thursday morning Mrs. give him a B. She
Simpson emailed William‘s promised she would think
mother and explained she about it and let him
could not give William a B; know. On Thursday
he must earn it. William‘s morning Mrs. Simpson
mother read the email and emailed William‘s mother
called William‘s father. That and explained she could
afternoon Mrs. Simpson tells not give William a B; he
William he‘ll be getting a C. must earn it. William‘s
John decided that he would mother read the email
tell his parents he‘s getting a and called William‘s
B and go to the tryouts. He‘ll father. That afternoon
know if he has made the Mrs. Simpson tells
team by the time the official William he‘ll be getting a
grades come out. If he‘s C. John decided that he
made the team, perhaps he would tell his parents
can convince his parents to he‘s getting a B and go
let him continue on the to the tryouts. He‘ll know
basketball team. At dinner if he has made the team
Thursday night William tells by the time the official
his parents he‘s made a B in grades come out. If he‘s
biology. He‘s quite surprised made the team, perhaps
when his announcement is he can convince his
met by stunned silence. parents to let him
continue on the
Possible Answers: basketball team. At
Actual students‟ paragraphs dinner Thursday night
may vary, but should include William tells his parents
a reference to: he‘s made a B in biology.
Dramatic irony: William had He‘s quite surprised
no idea that his parents have when his announcement
been told by his teacher that is met by stunned
he was making a C. They silence.
knew he was lying when he
said that he had made a B. Possible Answers:
The reader is told that the Actual students‟
parents were notified. paragraphs may vary,
but should include a
B. Louisa had just had her reference to:
hair done for the prom. As Dramatic irony: William
she arrives home, it begins had no idea that his
to rain. She covers her head parents have been told
with her raincoat. She can‘t by his teacher that he
see anything, but she knows was making a C. They
194
her way around her own knew he was lying when
home! As she enters the he said that he had made
backyard to go into the back a B. The reader is told
door, she trips over the lawn that the parents were
furniture and falls into the notified.
swimming pool.
B. Louisa had just had
Possible Answer: her hair done for the
Situational Irony: In order to prom. As she arrives
save her hairstyle, she home, it begins to rain.
blinded herself to the She covers her head with
obstacles in her way. She her raincoat. She can‘t
ended up destroying her see anything, but she
hairstyle. knows her way around
her own home! As she
Copyright © 2014 enters the backyard to go
K12reader.com into the back door, she
trips over the lawn
furniture and falls into the
swimming pool.
Possible Answer:
Situational Irony: In order
to save her hairstyle, she
blinded herself to the
obstacles in her way.
She ended up destroying
her hairstyle.
Copyright © 2014
K12reader.com
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation
who scored
below 80%
195
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?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
196
(Attached file A: Dramatic Irony)
Irony is defined as the difference between what is said and what is meant or the
difference between what appears to happen and what actually happens.
Dramatic Irony
A plot device to create situations where the reader knows much more about the episodes
and the resolutions before the chief character or characters.
This type of irony is popular in works of art such as movies, books, poems and plays.
It occurs when the audience is aware of something that the characters in the story are not
aware of.
An example of dramatic irony is in a movie where a detective does not know that the
criminal responsible for the crimes in the city is his partner. The audience however is already
aware of this fact and waits anxiously to know what will happen once the character finds out
what they already know.
There are three stages of dramatic irony:
1. Installation – audience is informed of something the character does not know about
2. Exploitation – using this information to develop curiosity among the audience
3. Resolution – what happens when the character finally finds out what is going on?
A special category of dramatic irony is tragic irony.
Tragic irony occurs when a character in a play does or says something that communicates a
meaning unknown to her but recognized by the audience.
An example of tragic irony is when a character orders poisoned food that is supposed to kill
him or her and the audience already knows that the character is destined to die from food
poisoning.
Tragic irony was common in plays that depicted the lives of legends in ancient Greece.
The audience already knew the fate of the characters before they watched the play.
Dramatic Irony occurs when the audience (of a movie, play, etc.) understands something
about a character's actions or an event but the characters do not.
197
Examples of Dramatic Irony:
1. Girl in a horror film hides in a closet where the killer just went (the audience knows the
killer is there, but she does not).
2. In Romeo and Juliet, the audience knows that Juliet is only asleep-not dead-but Romeo
does not, and he kills himself.
3. In Macbeth, King Duncan says that he trusts Macbeth ("he was a gentleman on whom I
built an absolute trust), but the audience knows that Macbeth is plotting to kill Duncan.
4. The Greek myth of Oedipus, as told in Sophocles' play Oedipus Rex, is full of dramatic
irony. King Oedipus wants to expose the killer of the former king, Laius. The audience
knows that Oedipus is the killer, but Oedipus does not realize that he killed the king.
5. In Snow White and the Seven Dwarves, we know that the old woman bringing the apple is
the wicked queen who wants to kill Snow White, but she does not. She purchases the apple,
takes a bite, and falls.
6. Another Disney movie, Beauty and the Beast, has examples of dramatic irony. The
audience knows from the beginning of the movie that the beast is a prince, but Belle does
not.
Components of Irony
 Sarcasm: saying the opposite of what is meant for humorous or cruel intent
 Ambiguity: having the property of being able to be understood in more than one way
 Subtlety: the quality of being difficult to understand or perceive
 Contradiction: a situation where circumstances are inconsistent or contrary to each
other
Source: http://www.softschools.com/examples/grammar/dramatic_irony_examples/462/
typesofirony.com/the-3-types-of-irony
198
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
EN8RC-IId-2.22: Evaluate the personal significance of a
literary text.
C. Learning EN8VC-IId-17: Discern positive and negative messages
Competency/ conveyed in a material viewed.
Objectives EN8LT-IId-2.2: Explain how the elements specific to a
(Write the LC code for genre contribute to the theme of a particular literary
each.) selection.
EN8LT-IId2.2.2: Explain the literary devices used.
*Subtask: Figures of speech and Sensory Images
Literary Devices: Figures of Speech and Imagery
II. CONTENT
Poetry: “I Wanted to Come Home” by Wen I-to translated
by Kai Yu Hsu.
III. LEARNING
RESOURCES
A. References
1. Teacher‘s
Guide pages
2. Learner‘s
Materials pages
3. Textbook pages Skill Builders for Efficient Reading 8
4. Additional
Materials from
Learning
Resource
(LR)portal
199
https://quizizz.com/admin/quiz/58496a012db1e29c380c3
fe3/sensory-and-imagery-test
www.homeofbob.com/literature/genre/poetry/elements.ht
B. Other Learning ml
Resources
https://learn.lexiconic.net/elementsofpoetry.htm
www.stress-relief-tools.com/types-of-imagery.html
Pre-Reading Activity: Pre-Reading Activity:
The teacher will let the Let the students remove

students identify the the word/s having
synonym of the underlined different meaning from
word from the box. the word given in the
center of the wheel.
Task 1: Unlocking of
Difficulties Task 1: WHEEL-Taken
(Group Activity)
 Sparkle
 Steal Group 1: gleam
 Satiny Group 2: snatch
 Rhythm Group 3: spirited
 Haze Group 4: blur
Group 5: gust
Directions: Identify the
lesson or
synonym of the underlined (see attached file A:
presenting the new word by choosing your Wheel-Taken)
lesson
answer form the box.
1. Kyla who is a
fashionista likes to
clothe herself in
silken garments and
wear jewelleries
made of gold.
2. As he was watching
his love one, the
gleam in his gaze
grew brighter.
3. Men and women
alike enjoy the
natural cadence in
the dance of
200
romance that may
begin with flowers, a
candlelit dinner, slow
dancing to something
smooth and jazzy
followed by an
evening of cuddling,
kissing and more.
4. Catching her
boyfriend cheating
with her bestfriend,
tears made her vision
blur.
5. The thief snatched
the purse containing
her salary.
*Note: The teacher will let

the students use the words
in sentences. She will also
remind the students to
remember the words and
their meaning as they will be
helpful in understanding the
message of the poem.
Was there a time in your life Was there a time in your

when you have wanted to life when you have
come home so much? When wanted to come home so
was it? And why? much? When was it?
And why?
After answering the
questions in the motivation, After answering the
the teacher will present to questions in the
B. Establishing a
the students the motive motivation, the teacher
purpose for the
question which they will will present to the
lesson
answer after reading the students the motive
poem. question which they will
answer after reading the
Motive Question: poem.
When should the speaker Motive Question:

come home?
When should the
speaker should come
home?
201
Reading Activity: Reading Activity:
The teacher will model the The teacher will model

reading of the poem with the reading of the poem
correct pronunciation, with correct
projection, stress, volume pronunciation, projection,
and junctures. stress, volume, and
junctures.
C. Presenting
Afterwards, the students will
examples/
read the poem orally. Afterwards, the students
Instances of the
will read the poem orally
new lesson
(see attached file B: I
Wanted to Come Home) see attached file B: I
Wanted to Come Home)
(Note: The teacher may
employ other reading (Note: The teacher may
strategies in reading the employ other reading
poem orally) strategies in reading the
poem orally.)
Post-Reading Activity: Post-Reading Activity:
After reading, the teacher After reading , the

will let the students answer teacher will let the
the following questions: students answers the
Task 2: Process Questions
Task 2: Process
1. Who do you think is Questions
speaking in the
poem? 1. Who do you think
2. To whom is the poem is speaking in the
addressed? poem?
D. Discussing new 3. What stage of life is 2. To whom is the
concepts and being referred to the poem addressed?
practicing new first stanza? Cite 3. What stage of life
skills # 1 line/s from the poem is being referred
that justify your to the first
answer. stanza? Cite
4. What situation is line/s from the
referred to the poem that justify
second stanza? Cite your answer.
line/s from the poem 4. What situation is
to justify your referred to the
answer. second stanza?
5. What situation is Cite line/s from
being described in the poem to
the third stanza? Cite justify your
line/s to justify your answer.
answer. 5. What situation is
202
6. What do you think is being described
the reason why the in the third
speaker was not able stanza? Cite
to come home for the line/s to justify
different stages of the your answer.
child‘s life? 6. When should the
7. When should the speaker come
speaker come home? home?
8. What do you think is 7. What do you think
the message and/or is the reason why
theme of the poem? the speaker was
9. Are there not able to come
positive/negative home?
messages in the 8. What do you think
poem? What are is the message
these? /theme of the
poem?
9. Are there
positive/negative
Note: The teacher may messages in the
review the elements of poem? What are
poetry and include them in these?
the discussion of the poem.
(see attached file C: review the elements of
Elements of Poetry) poetry and include them
in the discussion of the
poem.
(see attached file C:

Elements of Poetry)
Task 4: Literary Devices Task 4: Literary
Devices
(Discussion of figurative
language and sensory (Discussion of figurative
images as two of the literary language and sensory
devices used in discussing images as two of the
the poem.) literary devices used in
E. Discussing new discussing the poem.)
concepts and (see attached file D:
practicing new Figurative Language) (see attached file D:
skills # 2 Figurative Language)
Teacher will present the
following lines taken from the Teacher will present the
poem with meaning. following lines taken from
the poem with meaning.
Lines taken from the poem:
Lines taken from the
1.While your little fists were poem:
203
like orchids yet to open
Meaning: the child is still a 1.While your little fists
baby were like orchids yet to
2.While your hair still soft open
and silken Meaning: the child is
Meaning: Not yet old still a baby
3.The feet danced with the 2.While your hair still soft
wind and silken
Meaning: The owner of the Meaning: Not yet old
feet is happy 3.The feet danced with
the wind
Meaning: The owner of
The teacher will ask the the feet is happy
1. Are the literal The teacher will ask the

meaning and the following questions:
intended meaning the
same? 1. Are the literal
2. What do you call this meaning and the
kind of language? intended meaning
3. What are again the the same?
different figures of 2. What do you call
speech? this kind of
4. In the lines above, language?
identify the figure of 3. What are again
speech used. the different
5. Why is it good to use figures of
figures of speech in speech?
the poem? 4. In the lines
above, identify
The teacher will highlight the the figure of
figures of speech used in speech used.
poem. 5. Why is it good to
use figures of
The teacher will discuss speech in the
other figures of speech as a poem?
literary device, aside from
those mentioned in the given The teacher will highlight
examples. the figures of speech
used in poem.
Using the examples above,
the teacher will ask the The teacher will discuss
students the following other figures of speech
questions: as a literary device, aside
from those mentioned in
1. To what sense does the given examples.
each of the figures of
speech appeal? Using the examples
204
2. Why is it necessary above, the teacher will
to write lines that ask the students the
appeal to the following questions:
senses?
1. To what sense
The teacher will discuss does each of the
sensory images as one of line appeal?
the literary devices used in 2. Why is it
writing literary selection such necessary to
as poem. write figures of
speech that
appeal to the
senses?
The teacher will discuss

sensory images as one
of the literary devices
used in writing literary
selection such as poem.
Task 5: Sensing the Task 5: Sensing the

Speech Speech
Directions: Identify the figure Directions: Identify the

of speech used in the given figure of speech used in
statements. Then, identify the given statements.
the sense to which the Then, identify the sense
statement appeals. to which the statement
appeals.
1. The silence was
broken by the 1. The silence was
screech of the tires broken by the
F. Developing and the scraping of screech of the
mastery metals. tires and the
(leads to Formative 2. When I bit into the scraping of
Assessment) lemon, its citrus metals.
flavour shocked my 2. When I bit into
tongue. the lemon, its
3. ―A host of golden citrus flavour
daffodils; Beside the shocked my
lake, beneath the tongue.
trees, fluttering and 3. ―A host of golden
dancing in the daffodils; Beside
breeze.‖ the lake, beneath
4. The sun‘s beams the trees,
shimmered and fluttering and
danced on the dancing in the
ocean‘s gentle breeze.‖
205
waves. 4. The sun‘s beams
5. Although they could shimmered and
not see outside the danced on the
cabin, they could ocean‘s gentle
hear the eerie waves.
tapping, tapping, 5. Although they
tapping, of his knife could not see
upon their door. outside the cabin,
they could hear
the eerie tapping,
tapping, tapping,
of his knife upon
their door.
Task 6: Compose Me Task 6: Compose Me

Let the students compose a Let the students
poem addressed to their compose a poem
father telling their father to addressed to their father
be with him/her in his/her telling their father to be
G. Finding practical special day. The poem with him/her in his/her
application of should use figures of speech special day. The poem
concepts and that appeal to the senses. should use figures of
skills in daily speech that appeal to the
living CRITERIA senses.
Content……………….50% CRITERIA
Mechanics……………25% Content……………50%
Use of Literary Mechanics………...25%
Devices……………….25% Use of Literary
Total………………….100% Devices……………25%
Total……………….100%
The teacher will instruct the The teacher will instruct
students to expand the the students to expand
following statements. the following statements.
1. The insights I gained 1. The insights I
in this lesson are… gained in this
H. Making
2. I realized that figures lesson are…
generalizations
of speech and 2. I realized that
and abstractions
sensory images are figures of speech
about the lesson
… and sensory
3. The significance of images are …
the poem in my 3. The significance
personal life is… of the poem in my
personal life is…
Task 7: More on Devices Task 7: More on
I. Directions: Identify the Devices
I. Evaluating literary device used in the I. Directions: Identify the
learning given lines/statements. literary device used in
the given
lines/statements.
206
1. The moon is faithful,
although blind. 1. The moon is
2. Time is a green faithful, although
orchard. blind.
3. All that I hear / Is the 2. Time is a green
slishity-slosh of the orchard.
rain. 3. All that I hear / Is
4. Pretty women the slishity-slosh
wonder where my of the rain.
secret lies. 4. Pretty women
5. The sunshine threw wonder where my
his hat away. secret lies.
6. As the bird chirps the 5. The sunshine
/ frog croaks. threw his hat
7. I‘m so hungry I could away.
eat a horse.
8. There was a II. Directions: Identify
deafening silence in the sense to which the
the crowd. statement appeals.
9. Jake waddled like a
duck as he walked 1. The familiar tang
onto the field. of his
10. Six silly sisters all grandmother‘s
saw the swan.
cranberry sauce
II. Directions: Identify the
sense to which the reminded him of
statement appeals. his youth.
2. Their legs take
11. The familiar tang of cold showers of
his grandmother‘s morning dew on
cranberry sauce the weeds.
3. Butterflies brush
reminded him of his
their powder-
youth. covered wings
12. Their legs take cold against the
showers of morning children‘s sweat-
dew on the weeds. dripping faces.
13. Butterflies brush their 4. The concert was
powder-covered so loud that her
wings against the ears rang for
children‘s sweat- days afterward.
dripping faces. 5. After eating the
14. The concert was so curry, his breath
loud that her ears reeked of garlic.
rang for days
afterward.
15. After eating the curry,
his breath reeked of
garlic.
207
Enrichment Activity Enrichment Activity
Directions: Choose the letter Directions: Choose the

of the best answer. letter of the best answer.
"The Monkey Paw" by W. W. "The Monkey Paw" by W.

Jacobs W. Jacobs
Neither spoke, but lay Neither spoke, but lay

silently listening to the ticking silently listening to the
of the clock. A stair creaked, ticking of the clock. A
and a squeaky mouse stair creaked, and a
scurried noisily through the squeaky mouse scurried
wall. The darkness was noisily through the wall.
oppressive, and after lying The darkness was
for some time gathering up oppressive, and after
courage, he took the box of lying for some time
matches, and striking one, gathering up courage, he
went downstairs for a took the box of matches,
candle. At the foot of the and striking one, went
stairs the match went out, downstairs for a candle.
and he paused to strike At the foot of the stairs
another; and at the same the match went out, and
J. Additional activities moment a knock so quiet he paused to strike
for application or and stealthy as to be another; and at the same
remediation scarcely audible, sounded moment a knock so quiet
on the front door. The and stealthy as to be
matches fell from his hand. scarcely audible,
He stood motionless, his sounded on the front
breath suspended....... door. The matches fell
from his hand. He stood
1. Choose the phrase motionless, his breath
from the passage suspended.......
that appeals to your
sense of sight. 1. Choose the
a. "squeaky mouse phrase from the
scurried noisily" passage that
b. "At the foot of the appeals to your
stairs, the match sense of sight.
went out," a. "squeaky mouse
c. "clicking of the clock" scurried noisily"
d. "striking one" b. "At the foot of the
stairs, the match
2. Choose the phrase went out,"
from the passage c. "clicking of the
that appeals to your clock"
sense of sound. d. "striking one"
208
a. "he took the box of 2. Choose the
matches" phrase from the
b. "the darkness was passage that
oppressive, and after appeals to your
lying for some time sense of sound.
gathering up a. "he took the box
courage..." of matches"
c. "he stood motionless" b. "the darkness
d. "at the same moment was oppressive,
a knock so quiet and and after lying for
stealthy as to be some time
scarcely audible‖ gathering up
3. Cite line/s from the courage..."
passage which use/s c. "he stood
figurative language motionless"
then identify the kind d. "at the same
of figurative language moment a knock
used. so quiet and
stealthy as to be
Source:
scarcely audible‖
https://quizizz.com/admin/qui
3. Cite line/s from
z/58496a012db1e29c380c3f
e3/sensory-and-imagery-test the passage
which use/s
figurative
language then
identify the kind
of figurative
language used.
Source:
https://quizizz.com/admin
/quiz/58496a012db1e29c
380c3fe3/sensory-and-
imagery-test
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% in the
evaluation
209
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
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
210
(Attached file A: Wheel-Taken)
Task 1: Wheel-Taken (Group Activity)
(Attached file B: I Wanted to Come Home)
I WANTED TO COME HOME

Wen Yi-Tuo translated by Kai Yu Hsu
I wanted to come home

While your little fists were like the orchids yet to open;
While your hair still remained soft and silken;
While your eyes shone with that spirited gleam;
I wanted to come home.
I did not come home

While your footsteps were keeping cadence in the wind;
While your heart was beating like a fly against the windowpane;
While your laughter carried that silver bell's ring;
I did not come home.
I should have come home

While a spell of blur covered your eyes;
While a gust of chilly wind put out a fading light;
While a cold hand snatched you away like a kite;
I should have come home.
211
(Attached file C: Elements of Poetry)
Elements of Poetry
POETRY- has an overall central theme or idea within each poem
Images - the mental pictures the poet creates through language
Diction - the selection of specific words
Form - the arrangement of words, lines, verses, rhymes, and other features.
Cadence - A rhythmic change in the inflection of sounds from words being spoken.
Sometimes referred to the flow of words.
Couplet - two lines of verse that rhyme at the end and are thought as one unit
Meter - A rhythm that continuously repeats a single basic pattern.
Rhyme - Words that end with similar sounds. Usually at the end of a line of the poem.
Rhyming - Two lines of a poem together with the same rhythm
Rhythm - A pattern created with sounds: hard - soft, long - short, bouncy, quiet - loud, weak
- strong .
Stanza - A part of a poem with similar rhythm and rhyme that will usually repeat later in the
poem.
Verse - A line of a poem, or a group of lines within a long poem.
Quality Characteristics
 Imaginative
 Creative
 Descriptive and vivid language that often has an economical or condensed use of
words chosen for their sound and meaning
 Meaning is enhanced by recalling memories of related experiences in the reader or
listener
 Provokes thought
 Causes an emotional response: laughter, happy, sad …
 Uses figurative language (personification, similes, metaphors...)
 Imagery where the reader/listener creates vivid mental images
 Often has rhythm and rhyme
 Often includes words and phrases that have a pattern made with rhythm and rhyme.
 Story in verse
 Can have physical and grammatical arrangement of words usually enhance the
reader's overall experience
Source: www.homeofbob.com/literature/genre/poetry/elements.html
212
(Attached file D: Figurative Language)
FIGURATIVE/CONNOTATIVE DEVICES
1. Simile is the rhetorical term used to designate the most elementary form of resemblances:
most similes are introduced by "like" or "as." These comparisons are usually between
dissimilar situations or objects that have something in common, such as "My love is like a
red, red rose."
2. A metaphor leaves out "like" or "as" and implies a direct comparison between objects or
situations. "All flesh is grass." For more on metaphor, click here.
3. Synecdoche is a form of metaphor, which in mentioning an important (and attached) part

signifies the whole (e.g. "hands" for labour).
4. Metonymy is similar to synecdoche; it's a form of metaphor allowing an object closely

associated (but unattached) with a object or situation to stand for the thing itself (e.g. the
crown or throne for a king or the bench for the judicial system).
5. A symbol is like a simile or metaphor with the first term left out. "My love is like a red, red
rose" is a simile. If, through persistent identification of the rose with the beloved woman, we
may come to associate the rose with her and her particular virtues. At this point, the rose
would become a symbol.
6. Allegory can be defined as a one to one correspondence between a series of abstract

ideas and a series of images or pictures presented in the form of a story or a narrative. For
example, George Orwell's Animal Farm is an extended allegory that represents the Russian
Revolution through a fable of a farm and its rebellious animals.
7. Personification occurs when you treat abstractions or inanimate objects as human, that is,
giving them human attributes, powers, or feelings (e.g., "nature wept" or "the wind
whispered many truths to me").
8. Irony takes many forms. Most basically, irony is a figure of speech in which actual intent is
expressed through words that carry the opposite meaning.
 Paradox: usually a literal contradiction of terms or situations

 Situational Irony: an unmailed letter
 Dramatic Irony: audience has more information or greater perspective than the
characters
 Verbal Irony: saying one thing but meaning another
 Overstatement (hyperbole)
 Understatement (meiosis)
 Sarcasm
213
Irony may be a positive or negative force. It is most valuable as a mode of perception that
assists the poet to see around and behind opposed attitudes, and to see the often conflicting
interpretations that come from our examination of life.
Source: https://learn.lexiconic.net/elementsofpoetry.htm
5 Types of Imagery
Different types of imagery correspond to different senses. Are you evoking all of
them with these words? When we hear the word imagery, we usually associate it with some
form of visual representation in our minds. We think about pictures and images. But, that's
not all there is to imagery. Imagery is more complex.
Essentially, there are five types of imagery, each corresponding to one of our
senses: visual, auditory, kinesthetic olfactory (smell), and gustatory(taste).
1. Visual
To evoke visual imagery, visualize the following: A shape: circle, triangle, square An
oak tree A rose A sailing boat A button A computer
2. Auditory
To evoke auditory imagery, imagine the following: The wind blowing through the
trees The ring on your telephone The sound of your computer keyboard Scales played on a
guitar Water lapping on a lake shore
3. Olfactory
To evoke olfactory imagery, conjure up the following smells: Petrol fumes Newly
baked bread Chlorine New mown grass Freshly brewed coffee
4. Gustatory (taste)
To evoke gustatory imagery, imagine the taste of: Sugar Bananas Salt
5. Kinesthetic
Kinesthetic imagery can be further divided into: sense of touch, temperature,
movement, and feelings.
 Touch - imagine the feelings of: Standing barefoot on a sandy beach Running
your fingertips on satin fabric Holding a smooth pebble
 Temperature: Sunlight falling over your arm Holding an ice cube Stepping
into a warm bath
 Movement - feel yourself engaged in an activity: Swimming Running on grass
Throwing a ball
 Feelings - what does it feel like in your body to be: Peaceful Angry Sad Calm
Happy
These are the main five types of imagery. Engage as many senses as you can when
you are doing visualization or guided imagery.
Source: www.stress-relief-tools.com/types-of-imagery.html
214
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
EN8WC-IId-2.8: Compose effective paragraphs.
C. Learning EN8WC-IId2.8.9: Use a variety of techniques to
Competency/ formulate a conclusion.
Objectives EN8G-IId-9: Use appropriate grammatical signals or
(Write the LC code for expressions suitable to each pattern of idea
each.)
development through claim and counterclaim
Formulating/drawing a conclusion
II. CONTENT Composing paragraphs using claim and counterclaim as
a pattern of idea development
III. LEARNING
RESOURCES
References
1. Teacher‘s Guide
pages
2. Learner‘s Materials
pages
3. Textbook pages Skill Builders for Efficient Reading 8
4. Additional Materials
from Learning
Resource (LR)portal
Silence of Love:
https://www.youtube.com/watch?v=qZMX6H6YY1M
5. Other Learning https://education.seattlepi.com/draw-conclusions-
Resources reading-1545.html
http://www.laflemm.com/reso/conclusions.html
215
Activity: Activity:
MOTIVATION: MOTIVATION:
Do you love your parents? Do you love your
What are your actions that parents? What are your
show your love to your actions that show your
parents? love to your parents?
Do you think your parents Do you think your
love you as well? What are parents love you as well?
their actions that show their What are their actions
love to you? that show their love to
(Note;teacher should be fair you?
in procession students‘ (Note: Teacher should be
answer.) fair in processing
*The teacher will show a students‟ answer)
video about a father and
daughter. Before watching *The teacher will show a
the video, the teacher will video about a father and
ask the students to predict daughter. Before
the gist of the material basedwatching the video, the
on the title. teacher will ask the
students to predict the
Guide Question: gist of the material based
lesson or
What do you think is the on the title.
presenting the new
video about based on the
lesson
title, Silence of Love? Guide Question:
What do you think is the
* The teacher will write on video about based on the
the board some of the title, Silence of Love?
answers of the students.
The teacher will write on
After the students gave their the board some of the
answers, the teacher will answers of the students
say:
After the students gave
“Okay, let us find out which their answers, the
answer is correct after teacher will say:
reading the selection.”
“Okay, let us find out
*Before the students watch which answer is correct
the video, the teacher will after reading the
present the motive question. selection.”
*Before the students

watch the video, the
teacher will present the
motive question.
216
MOTIVE QUESTION: MOTIVE QUESTION:
What are the actions of the What are the actions of

father that show his love to the father that show his
daughter? love to daughter?
Viewing/Listening Activity: Viewing/Listening

Activity:
The students will tune in the
video clip which will be The students will tune in
played through a projector. the video clip which will
be played through a
Video Clip: Silence of Love _ projector.
Thai Life Insurance
Commercial (deaf mute) ( Video Clip: Silence of
480p ) Love _ Thai Life
Insurance Commercial
Source: (deaf mute) ( 480p )
tch?v=qZMX6H6YY1M Source:
Post-Viewing/Listening: /watch?v=qZMX6H6YY1
M
The students will answer the
following questions. Post-
B. Establishing a Viewing/Listening:
purpose for the Process questions:
lesson a. What are the actions The students will answer
of the father that the following questions.
show his love to his
daughter? Process questions:
b. Do you think the love a. What are the
of the father is actions of the
reciprocated by his father that show
daughter? his love to his
c. What do the actions daughter?
of the daughter b. Do you think the
towards his father love of the father
show? is reciprocated by
d. Do you agree with his daughter?
how the daughter c. What do the
treated her father? actions of the
Why? daughter towards
e. What do you think his father show?
will happen to the d. Do you agree
father? Or daughter? with how the
Provide daughter treated
217
details/evidence that her father? Why?
will support your e. What do you think
claim. will happen to the
f. If you were to give an father? Or
ending to the video, daughter?
how would you do it? Provide
g. What did you feel details/evidence
after watching the that will support
video? your claim.
f. If you were to
give an ending to
the video, how
would you do it?
g. What did you feel
after watching the
video?
*The discussion of the *The discussion of the
process question will lead to process question will
the concept of formulating lead to the concept of
conclusions based on the formulating conclusions
evidence shown in the video. based on the evidence
shown in the video.
*The teacher will ask the
students the strategies that *The teacher will ask the
they have used to arrive to students the strategies
their conclusion. that they have used to
C. Presenting arrive to their conclusion.
examples/Instanc *After generating ideas from
es of the new the students, the teacher will *After generating ideas
lesson discuss some from the students, the
pointers/strategies that the teacher will discuss
students can use in some pointers/strategies
formulating conclusions that the students can use
effectively. in formulating
conclusions effectively.
(see attached file A:
Strategies and/or (see attached file A:
Techniques in Drawing Strategies and/or
Conclusions) Techniques in Drawing
Conclusions)
218
*To ensure that the students *To ensure that the
understood the process of students understood the
formulating conclusions, the process of formulating
teacher will give an activity. conclusions, the teacher
will give an activity.
The teacher will facilitate the
students in doing the activity. The teacher will facilitate
the students in doing the
Task 1: What‘s Your activity.
Conclusion?
Task 1: What‘s Your
Directions: Read the given Conclusion?
passage then answer the
following questions. Directions: Read the
given passage then
Walking is considered as answer the following
one of the best exercise to questions.
lose weight, far better than
calisthenics, because Walking is considered as
walking moves the entire one of the best exercise
body over a distance rather to lose weight, far better
than a single limb in a small than calisthenics,
circle. It is in moving the because walking moves
D. Discussing new
most weight in long the entire body over a
concepts and
distances for a period of time distance rather than a
practicing new
that you burn more calories. single limb in a small
skills # 1
Walk an extra yard and take circle. It is in moving the
stairs instead of elevators most weight in long
and feel good. distances for a period of
time that you burn more
1. What is likely the calories. Walk an extra
result of walking yard and take stairs
regularly? instead of elevators and
feel good.
2. Why is walking
considered as the 1. What is likely the
best exercise? result of walking
regularly?
3. What conclusion can a. a slimmer
be drawn from the body
selection? b. an active
mind
c. tired muscles
d. shortness of
breath
2. Why is walking
considered as the
best exercise?
219
a. It is easier to
perform.
b. It makes the
whole body
move.
c. It doesn‘t
require a lot
of effort.
d. It takes much
less time to
accomplish.
3. What conclusion
can be drawn
from the
selection?
a. Walking a
mile everyday
is good for the
heart.
b. Walking is
best during
fair weather
conditions.
c. Taking a walk
is better than
doing
stationary
exercise.
d. Weight-
conscious
people should
walk instead
of taking
rides.
*As the students provide *As the students provide
their basis for giving such their basis for giving such
conclusion, the teacher will conclusion, the teacher
take note of their answers will take note of their
(argument/side) on the answers (argument/side)
E. Discussing new
board. on the board.
concepts and
practicing new
*The teacher will give a *The teacher will give a
skills # 2
review about claim and review about claim and
counterclaim as discussed in counterclaim as
the previous lesson. discussed in the previous
lesson.
220
*Afterwards, the teacher will *Afterwards, the teacher
present the sentence will present the sentence
starters which the students starters which the
can use to give their students can use to give
counterclaims. their counterclaims.
*The teacher will let the *The teacher will let the
students improve the students improve the
answers by using the answers by using the
sentence starters for sentence starters for
counterclaims. counterclaims.
Sentence starters for Sentence starters for

counterclaims counterclaims
Some people disagree Some people

saying… disagree saying…
I challenge this. I don‘t I challenge this. I
think… don‘t think…
Critics argue that… Critics argue that…
While it might be true While it might be
that… still all in all… true that… still all
Others may say that… in all…
but I argue… Others may say
Some people may that… but I
say… however… argue…
A common argument Some people may
against this position say… however…
is… but… A common
It‘s easy to think… but argument against
when you look at the this position is…
facts… but…
It‘s easy to think…
*Remind the students that but when you
whenever they support a look at the facts…
claim/counterclaim, they
need to provide enough *Remind the students
reasons and evidence for it that whenever they
to be considered valid and support a
right. claim/counterclaim, they
need to provide enough
reasons and evidence for
it to be considered valid
and right.
Task 2: Believe Me, I‘m Task 2: Believe Me, I‘m
F. Developing Right Right
mastery
(leads to Formative
Assessment) The students will be divided The students will be
into two groups. First group divided into two groups.
221
will give the pros/advantages First group will give the
of the given topic. The pros/advantages of the
second group will give the given topic. The second
cons/disadvantages. group will give the
cons/disadvantages.
The students will write their
answer in paragraph form The students will write
while taking note of the their answer in
different sentence starters paragraph form while
discussed earlier. taking note of the
different sentence
Although the students are starters discussed
divided are divided into two earlier.
groups, the written output
will be done individually. Although the students
are divided are divided
Topic: Are gadgets in the into two groups, the
classroom helping or written output will be
harming the educational done individually.
process?
Topic: Are gadgets in the
classroom helping or
harming the educational
process?
Task 3: Debate Task 3: Debate
Brainstorming: Based on the Brainstorming: Based on

paragraph written by the the paragraph written by
students, they are going to the students, they are
consolidate the main points going to consolidate the
given. main points given.
Afterwards, they are going to Afterwards, they are

conduct a debate in such a going to conduct a
G. Finding practical way that one side will give a debate in such a way
application of point (pros) which will be that one side will give a
concepts and refuted by the opposing side point (pros) which will be
skills in daily and vice versa. refuted by the opposing
living side and vice versa.
For every claim, the students
must use the sentence For every claim, the
starters used in students must use the
claims/counterclaims. sentence starters used in
claims/counterclaims.
The teacher will facilitate the
debate and serve as the The teacher will facilitate
arbiter. the debate and serve as
the arbiter.
After the debate, the teacher
222
will ask the students what After the debate, the
conclusion they can draw teacher will ask the
based on the students what conclusion
claims/arguments of the two they can draw based on
opposing sides: Are gadgets the claims/arguments of
in the classroom helping or the two opposing sides:
harming the educational Are gadgets in the
process? classroom helping or
harming the educational
process?
Self-Assessment Self-Assessment
Did you feel that your tasks Did you feel that your
are successful? Why or why tasks are successful?
H. Making
not? List your reasons. Why or why not? List
generalizations
1. your reasons.
and abstractions
2. 1.
about the lesson
3. 2.
4. 3.
5. 4.
5.
Task 4: Are you Sure? Task 4: Are you Sure?
Directions: Choose the best Directions: Choose the

conclusion that you can best conclusion that you
formulate from the given can formulate from the
situations. Afterwards, given situations.
explain your answer by Afterwards, explain your
giving details and/or answer by giving
evidence from the text. details/evidence from
the text.
A. Dad was asking mother
some perfectly innocent A. Dad was asking
questions about the new boy mother some perfectly
I. Evaluating at school when he noticed innocent questions about
learning that my sister‘s face had the new boy at school
suddenly become flushed. when he noticed that my
She had stopped eating and sister‘s face had
appeared to be strangely suddenly become
interested in the spoon that flushed. She had
she holds in her hand. stopped eating and
appeared to be strangely
1. What conclusion can be interested in the spoon
drawn from the selection? that she holds in her
a. She was interested hand.
in the design on her spoon.
b. She was very 1. What conclusion can
angry with the boy. be drawn from the
c. She felt selection?
223
embarrassed when a. She was interested in
questions were asked about the design on her spoon.
the boy. b. She was very angry
d. She felt rather with the boy.
strongly attracted to the boy. c. She felt embarrassed
when questions were
B. Whenever Aunt Bella asked about the boy.
came to stay for a few days, d. She felt rather strongly
our dull and dreary lives attracted to the boy.
were suddenly transformed,
as if by magic, into happy B. Whenever Aunt Bella
chatter and gay laughter. came to stay for a few
days, our dull and dreary
2. What conclusion can you lives were suddenly
draw about Aunt Bella‘s transformed, as if by
character? magic, into happy chatter
a. She loves to perform and gay laughter.
magic.
b. She is a very talkative 2. What conclusion can
person. you draw about Aunt
c She is a jolly person. Bella‘s character?
d. She is a thoughtful lady. a. She loves to
perform magic.
3. Why did you arrive to that b. She is a very
conclusion? talkative person.
a. Everything felt happy and c She is a jolly
gay in her presence. person.
b. She always brings a d. She is a
package of gifts for the thoughtful lady.
family.
c. She performed many 3. Why did you arrive to
tricks. that conclusion?
d. She told interesting stories a. Everything felt
to the children. happy and gay in her
presence.
C. Have you ever seen a b. She always
plant with its leaves brings a package of gifts
curled up? Have you for the family.
watered it and watched c. She performed
its leaves spread out many tricks.
again? Like a plant, a d. She told
child responds to a interesting stories to the
teacher who knows how children.
to nourish him or her.
D. Have you ever seen
4. What do you think will a plant with its leaves
happen to a child whose curled up? Have you
mind was not nourished well watered it and
by a teacher? watched its leaves
224
a. He will become a juvenile spread out again?
delinquent and will be threat Like a plant, a child
to society. responds to a
b. He will grow up with teacher who knows
inadequate knowledge of the how to nourish him or
world around him. her.
c. He is likely to solve things
by himself and be very 4. What do you think will
independent. happen to a child whose
d. He is likely to grow up mind was not nourished
mentally retarded. well by a teacher?
a. He will become a
5. What major conclusion juvenile delinquent and
can you draw from the will be threat to society.
selection? b. He will grow up with
a. If a child is not educated, inadequate knowledge of
he will not survive. the world around him.
b. If a plant is not watered, it c. He is likely to solve
will wither and die. things by himself and be
c. A plant and a child need very independent.
an equal amount of loving d. He is likely to grow up
care. mentally retarded.
d. A good teacher nourishes
a child‘s yearning for 5. What major conclusion
knowledge. can you draw from the
selection?
a. If a child is not
educated, he will not
survive.
b. If a plant is not
watered, it will wither and
die.
c. A plant and a child
need an equal amount of
loving care.
d. A good teacher
nourishes a child‘s
yearning for knowledge.
Enrichment Activity Enrichment Activity
Directions: Formulate the Directions: Formulate

conclusion by matching the conclusion by
J. Additional activities each of the following pieces matching each of the
for application or of evidence with one of the following pieces of
remediation conclusions in Column B. If evidence with one of the
more than one conclusion conclusions in Column
fits the evidence, choose B. If more than one
the best one. Write only the conclusion fits the
letter of the correct answer. evidence, choose the
225
best one. Write only the
(see attached file B: Drawing letter of the correct
Conclusions) answer.
(see attached file B:

Drawing Conclusions)
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
localized materials did
I use/discover which I
wish to share with
other teachers?
226
(Attached file A: Strategies and/or Techniques in Drawing Conclusions)
How to Draw Conclusions in Reading
Whether you‘re reading a novel, short story, flash fiction piece, newspaper article or
anything other work of literature, the most efficient and reliable way to draw conclusions
while reading is to justify your claims with evidence from the text. The better you‘re able to
back up your conclusions with concrete evidence from the text, the stronger and more valid
your conclusions will be. The best way to prepare to draw insightful conclusions while
reading is to understand what the best forms of evidence are.
Context
Knowledge of the cultural and historical context of the piece you‘re reading is important.
Even though Arthur Miller‘s play "The Crucible" was a glimpse into the Salem witch trials of
1692, it was and is also a striking and relevant commentary on America‘s fear of
Communism during the early 1950‘s. Without knowing the historical context -- when the play
was written -- you might read "The Crucible" and only conclude that it was a statement about
the Salem witch trials. With historical knowledge and context, any conclusions about the
play‘s relevance to post World War II America will be justified and warranted.
Themes
Even though most fiction writers will not directly state the themes they are going to cover in
their works, being able to identify underlying themes in a piece of writing is a skill that can
help you draw developed conclusions. Search for topics, ideas and subjects that are
covered at length in a particular piece of writing. The writer is focusing on these ideas for a
reason. Identifying and understanding why the writer is doing so will help you form intelligent
and poignant conclusions concerning why the writer has constructed the work, what they‘re
trying to say, and why it‘s significant that the piece of writing exists.
Character Motivations
Authors are careful when they create their characters. Plot points and actions that are
described in great detail happen for a reason, and many of those reasons can be traced
back to one character and a series of motivations. Ultimately it is important to ask why a
specific character is a certain way. If character A kills character B, a developed conclusion
you can make is that the murder occurred because character A was jealous of character B‘s
love life, which may be supported by the way character A acts violently toward character B‘s
lovers.
Plot
Finally, in order to begin making insightful conclusions about a story, you have to make sure
that you have a developed understanding of what is happening in the work. If you‘re trying to
come to a conclusion about the true nature of a particular character, you aren‘t going to get
very far if you confuse plot points and are unclear about where the story went and why.
Once you have a concrete understanding of the plot, it will be much easier to draw
conclusions about certain characters, themes, outcomes and motivations.
227
Steps in Drawing Conclusions
To draw a conclusion about implied main ideas in paragraphs, you need to do the following:
1. Consider what each sentence says about the common topic.
2. Ask yourself what general thought or idea emerges when you put all of those individual
pieces of information together. Here it helps to ask yourself what common thread the
individual sentences seem to share. In the case of the sample paragraph, the sentences all
help build the contrast between Bligh's actual behavior and his movie image.
3. Think of the idea that emerges as the author's implied main idea and the purpose of the
passage.
Source: https://education.seattlepi.com/draw-conclusions-reading-1545.html
http://www.laflemm.com/reso/conclusions.html
228
(Attached file B: Drawing Conclusions)
DRAWING CONCLUSIONS
Directions: Match each of the following pieces of evidence with one of the
conclusions in Column B. If more than one conclusion fits the evidence, choose the best
one. Write only the letter of the correct answer.
COLUMN A COLUMN B
1. Michelle has so many swimming trophies on
her bookshelves, she needs a new bookcase to a. She gets pleasure from
hold her book. reading.
b. She enjoys the bird-
2. Coney goes to the library everyday after watching trip.
school to read. c. They lost the game.
3. Ronnie always drives very fast, even in d. She will not be able to
residential areas. He has been stopped by the go to movies.
police a number of times, and some of his friends e. He is cheating.
have pointed out how dangerous his behavior is. f. She is a very forgetful
4. Rosie spends two hours everyday after school person.
working in her garden. She works the soil, adds g. She is a very
fertilizer, and waters the plants. She goes inside competitive person.
the house only when it is getting dark. h. She loves her pets.
i. He is a boastful and
5. Abigail owns three cats, two dogs, and a pair
reckless driver.
of love birds.
j. She is an industrious
6. Rachel loves to walk in the woods and look for girl who loves
birds with unusual habits. gardening.
7. Lita looks in her pockets and only finds twenty k. She is very proud and
cents. is looking forward to
going home.
8. Chito is taking a test. He repeatedly looks at
the inside of his wrist. He is not wearing a watch.
9. The team is silent in the bus. The coach will
not look at them. Ted, the equipment manager,
tosses a basketball; finally, he say, ―You know
what I think we did wrong?‖ The coach tells him
to be quiet.
229
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
C. Learning EN8OL-IId-3.11: Produce the sounds of English correctly
Competency/ and effectively when delivering an entertainment speech.
Objectives
(Write the LC code
for each.)
II. CONTENT Deliver an entertainment speech
III. LEARNING
RESOURCES
A. References
1. Teacher‟s
Guide pages
2. Learner‟s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
https://www.youtube.com/watch?v=abKIKVFYY08
B. Other Learning https://www.youtube.com/watch?v=5oGyBXv6_eg

Resources
http://www.speaktosucceed.in/a-bit-short-toastmasters-
humorous-speech-sample/
230
*The teacher will tell a joke, *The teacher will let the
funny story or an anecdote students watch an
that will catch the attention of animated short film. Then
the students and motivate let them answer the
them to listen to the process questions that
discussion. follow.
Sample: (can be modified to Video Clip:

suit the situation) The_Counting_Sheep-
_Funny_Animated_Short
(see attached file A: _CGI_Film_2017(1080p)
Entertaining Speech)
Source:
*The teacher will let the /watch?v=5oGyBXv6_eg
students analyze the story
by asking the following (see attached video clip
questions: #1)
a. Did the story make you Process Questions:
lesson or
laugh? a. Were you able to
presenting the new
b. What makes the story understand the
lesson
funny/entertaining? video even if it
c. If you were going to write has no spoken
your own story, what are the language? What
strategies that you can use helped you
to make it entertaining? understand it?
b. What was the
*The teacher can ask the video about?
students to tell a funny story c. Did you find it
of their own. entertaining? In
what way?
*The teacher will process

the students‘ answers
and give feedback.
*The teacher can ask the

students to tell a funny
story of their own.
*The teacher will show a *The teacher will show a

sample video of an sample video of an
B. Establishing a
entertaining speech. entertaining speech.
purpose for the
lesson
*Let the students take note *Let the students take
of the strategies the speaker note of the strategies the
231
had used to make his speaker had used to
speech entertaining. make his speech
entertaining.
Video clip: Funniest
Graduation Speech of All Video clip: Funniest
Time Graduation Speech of
All Time
Source: Source:
tch?v=abKIKVFYY08 /watch?v=abKIKVFYY08
(see attached video clip

(see attached video clip) #2)
*The teacher will process the *The teacher will process

answers of the students the answers of the
while leading the discussion students while leading
to the concept of delivering the discussion to the
an entertainment speech. concept of delivering an
entertainment speech.
*The teacher will discuss
*The teacher will discuss the the strategies that the
strategies that the students students can use in
C. Presenting
can use in writing an writing an entertainment
examples/Instanc
entertainment speech. speech.
es of the new
lesson
(see attached file B: Writing (see attached file B:
a Good, Funny Speech) Writing a Good, Funny
Speech)
*The teacher will let the *The teacher will provide
students come up with their sample punch lines then
own entertaining/ funny story ask for volunteer
that they can share with the students to deliver them.
class.
*While a student gives a
*The goal is to make their punch line, let the other
classmates laugh. students take note how
D. Discussing new the speaker delivered it.
concepts and *The teacher will remind the
practicing new students to incorporate the *Give comments and
skills # 1 strategies discussed earlier. suggestions for
improvement.
Sample punch lines/pick-

up lines:
(Sen Miriam Defensor
Santiago pick-up lines
regarding the pork barrel
scam)
232
 Anong tawag 'pag
nagtapon ka ng
basura sa dagat?
Sagot: Pollution
 Ano naman ang
tawag kapag tinapon
mo sa dagat ang
mga pulitikong
kurakot? Sagot:
Solution.
 (What do you call

throwing trash at
sea? Answer:
Pollution.
 What do you call

throwing corrupt
politicians at sea?
Answer: Solution.)
 When you lie to a

congressman or
senator, you will be
charged with perjury
with a jail term. When
a congressman or
senator lies to you,
they are just doing
their job and will even
have a new term.
 How to tell if a
politician is telling the
truth: Whenever he‘s
crossing his arms, he
may be telling the
truth.
Whenever he‘s
stoking his chin, he
might be telling the
truth.
Whenever he looks
at you straight in the
eyes, he might be
telling the truth.
But when he opens
his mouth, he is lying.
233
 They say the favorite
sport of entry-level
government
employees is
basketball. For lower
management
position, it‘s bowling.
For upper
management, their
favorite is tennis. The
favorite sport of high-
level government
officials is golf. The
study then made this
conclusion, the
higher your position
in government, the
smaller your balls
get.
*The teacher may give

other examples.
Task: What‘s Funny? Task: What‘s Funny?
(Group Activity) (Group Activity)
*The teacher will write short *The teacher will write

funny stories/jokes on slips short funny stories/jokes
of paper. Then s/he will put on slips of paper. Then
them in a box where the s/he will put them in a
students can pick one. box where the students
can pick one.
*The students will narrate
the story in front of the class. *The students will narrate
the story in front of the
E. Discussing new
*The goal is to make their class.
concepts and
classmates laugh while
practicing new
listening to their story. *The goal is to make
skills # 2
their classmates laugh
(see attached file#4) while listening to their
story.
CRITERIA (see attached file#4)
Delivery………………….50%
Humor…………………...30% CRITERIA
Audience impact……….20% Delivery……………..50%
Total……………………100% Humor………………30%
Audience impact…...20%
Total……………….100%
234
Task: Tell with a Laugh
Divide the class into five

Task: Don‘t You Know groups. Let them do the
following activities.
Directions: Let your
classmates get to know you Group 1: Entertainment
better by sharing stories show
about yourself or your past Present an entertaining
experiences. show of your chosen
topic.
Choose an experience which Group 2: Broadcasting
F. Developing is entertaining and/or Broadcast an
mastery humorous. unbelievable yet
(leads to Formative entertaining real life
Assessment) Deliver your speech in front news.
of the class. Group 3: Dramatic Role
Play
CRITERIA Do a funny role play
about the life of students.
Mastery & Delivery…….60% Group 4: Dialogue
Body Language………...30% Conversation
Audience Rapport……...20% Write a funny dialogue
Total……………………100% conversation then
present it to the class.
Presentations will be
rated using a rubric.
Task: L.O.L. Task: L.O.L.
Choose one topic then write Choose one topic then

an entertainment speech write an entertainment
about it. (the students‟ are speech about it. (the
not limited to the topics given students‟ are not limited
below and can opt to think a to the topics given below
topic of their own) and can opt to think a
G. Finding practical topic of their own)
application of a. Which came first: the
concepts and chicken or the egg? a. Which came first:
skills in daily b. Grown-ups are weird the chicken or the
living species egg?
c. In order to become b. Grown-ups are
old and wise, you weird species
must first be young c. In order to
and stupid. become old and
d. Sometimes when you wise, you must
need expert advice first be young and
you should just have stupid.
a chat with yourself. d. Sometimes when
235
e. We don‘t mean to you need expert
interrupt people‘s advice you should
conversations, it‘s just have a chat
just that we with yourself.
remember random e. We don‘t mean to
things and get really interrupt people‘s
excited. conversations, it‘s
just that we
remember
random things
and get really
excited.
REFLECTION REFLECTION

following statements. following statements.
H. Making
generalizations 1. The insights I gained 1. The insights I
and abstractions in this lesson are… gained in this
about the lesson 2. I realized that lesson are…
delivering an 2. I realized that
entertaining speech delivering an
is… entertaining
3. I learned… speech is…
3. I learned…
Task: Make Me Laugh Task: Make Me Laugh
The students will deliver the The students will deliver

speech that they have the speech that they
written earlier. have written earlier.
I. Evaluating
learning CRITERIA CRITERIA
Content………………….30% Content……………..30%
Delivery…………………30% Delivery…….……….30%
Mastery………………….20% Mastery……………..20%
Audience rapport……….20% Audience rapport…..20%
Total……………………100% Total……………….100%
Enrichment Activity: Enrichment Activity:
Directions: Deliver the Directions: Deliver the

sample entertainment sample entertainment
J. Additional activities speech in front of the class. speech in front of the
for application or Produce the sounds of class.
remediation English correctly. Produce the sounds of
Use proper volume, English correctly.
projection and volume. Use proper volume,
projection and volume.
236
Speech: Bit Short by Puneet Speech: Bit Short by
Wadhwa Puneet Wadhwa
Source: Source:
http://www.speaktosucceed.i http://www.speaktosucce
n/a-bit-short-toastmasters- ed.in/a-bit-short-
humorous-speech-sample/ toastmasters-humorous-
speech-sample/
CRITERIA
Mastery & Delivery…….60% CRITERIA
Body Language………...30% Mastery & Delivery..60%
Audience Rapport……...20% Body Language……30%
Total…………………100% Audience Rapport…20%
Total……………….100%
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% in the
evaluation
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
strategies
worked well?
Why did these
work?
237
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
238
(Attached file A: Entertaining Speech)
Entertaining Speech
―Dear Friends! I would not call you ladies and gentlemen since I know you for so long
already. Wise people say that a great speech has to have an enthralling beginning,
spectacular ending, and not much in between; so that, I would like to start with saying thank
you for giving me the chance to perform this speech and I suppose you must have chosen
the wrong guy. I would also like to thank you all for being a significant part of my life, even
though I have never asked for such a pleasure. It is time for us to recall that we are all
united by the same goal to make this world a better place both for our own and for our
children‘ sake. Nonetheless, it is essential for me to greet you all here tonight at the annual
celebration of the Earth Day.
The previous year has been challenging for each of us since our company has encountered
crucial problems that required all of us to tighten our belts. Nonetheless, we have made it
out alive and tonight I proud to say that we have become stronger than ever. The
government seems to abandon us and I am highly concerned with this fact, especially since
our company is responsible for the maintenance of the ecology on the territory of the entire
region. However, I would suggest you disregard this issue since the negotiations with the
private sponsors gave positive results and I assure you that your payment will be increased
so you will not suffer starvation.
What is more, this speech is meant to support you since there are a lot of challenges we are
only about to face and, honestly to say, I am so afraid of these challenge people sitting near
to me are virtually able to smell the fear. However, I am certain that we are able to deal with
that as well as we have dealt before, especially since we have got sponsorship from the
partners we might rely on.
In order to sum the speech up, it would be essential to admit that our planet is being hurt by
the activity of the mankind and tonight I want all of you to recognize our responsibility for
taking care of our planet since it is the only home we have. There are millions of reasons
why we should assemble our efforts in order to save the world just like Bruce Willis once did
yet we are not going to drill and blow up the Asteroid, we are going to save the planet from
ourselves instead.
Thank you for your attention and let us get the party started!‖
Blog.ThePensters.com
17 January, 2017 , by Lily Wilson
https://blog.thepensters.com/funny-speech-examples/ 2/5
239
(Attached file B: Writing a Good, Funny Speech)
Writing a Good, Funny Speech

Writing speeches isn't too hard when you break them down. They have an introduction,
body, and ending. But what really makes them funny? Here are a few tips to get your friends
laughing.
 Use funny stories.

 Start off with a joke or add jokes throughout.
 Make your examples outrageous (like the fire station because you got stuck on
the slide).
 Use illustrative details.
 Use figurative language.
 Write about a funny topic (like your most embarrassing moment).
 Be excited when you read your speech.
 Remember to pause at the funny parts when you read it.
Source: https://kids.lovetoknow.com/child-education/funny-speech-examples-kids ©
2006-2019 LoveToKnow, Corp
5 Keys to Writing & Delivering Great Funny Speeches

1. Understanding the principal purpose of your speech
Is the primary goal of your speech to be funny or is it to impart knowledge with humor?
Unless you are a stand-up comedian, the main purpose of your speech is probably to give
your message in an entertaining way, which will include humor.
This implies that you will use humor as a tool to help you communicate, to carry your
message to the audience. It is not the main focus of your speech but an enjoyable addition.
The more integrated it is, the more effective it will be.
Getting clear on your primary goal will help you decide how you plan, write and deliver your
speech.
2. Understanding humor
Humor comes in many shapes and sizes from small smirks to full blown belly laughs. To use
it effectively it helps to have an understanding of its varieties. This enables you to choose
what will suit your audience, your speech topic, and the occasion.
240
3. Integrating humor
What works, what doesn't, and why?
We know adding humor to our presentations makes them more effective and more
memorable but sometimes the more we try, the worse it gets. The jokes fall excruciatingly
flat.
You can avoid that pain by reading how to use humor effectively.
Those great funny speeches you admire bring more than a knowledge of the basic "ha-ha,
hee-hee" building blocks together.
4. Storytelling & characterization
 story telling in speeches - choosing & shaping a story

 story telling set-ups Having a great funny story to tell is good. Having a great
introduction or set-up to it, is even better. Find out how do that well.
 characterization techniques enable you to become the characters in your story. Your
stories are richer for it.
5. Rehearsal/practice = great funny speeches
Having prepared your speech, you're ready for rehearsal.
Practice, and then more practice, will hone and refine your speech. You'll find out what
works, what doesn't, where you need to edit and why.
Source: https://www.write-out-loud.com/great-funny-speeches.html copyright2016
241
Enrichment Activity
Sample Entertainment Speech
Bit Short
Puneet Wadhwa
Many years back, I had a huge crush on a girl from my school. She was smart. I was dumb.
She was tall. I was short. She was beautiful – I was not. But since opposites attract, at
least I thought we were a match made in heaven.
Every time I saw her I could hear music play in the background. Every time she smiled at
me, my heart stopped beating. Every time she spoke something, I could hear nothing else. I
was truly madly deeply in love. But there was only one problem – I didn‘t have the guts to
tell her that.
After two years of being constantly taunted and jeered at by my friends, I gathered some
courage to meet her on Valentine‘s Day. I kneeled down with a rose, looked into her eyes
and said – ―will you be friends with me?‖ She said, ―Puneet even though I loved you too, but
I hate you for taking so long… I just got engaged two days ago.‖ OUCH! I fell a bit short.
Contest Chair, fellow Toastmasters, and guests have you ever fallen short?
Speaking of falling short, a few months ago, I was visiting a doctor‘s clinic near my house
with my wife. As I parked the car outside the doctor‘s clinic and stepped outside I saw a little
stray dog come towards me. There was something weird though – that dog looked like an
astronaut from outer space. When I saw closely, the dog‘s head was trapped in a big plastic
jar and he was constantly bumping himself against something or another. I was running very
late for the appointment and since the doctor was about to leave, I went inside. After thirty or
so minutes, I came out of the clinic to find that dog still sitting there.
I asked a security guard who was standing nearby, about what had happened. He
mentioned that some naughty kids had enticed him to eat something in the jar and after he
got trapped – they left him there after their share of laughs was over. The dog had been like
that for two days and he was fatigued, dehydrated and almost out of breath. I decided I was
going to help him. I went closer to him and tried to pull the jar out. The dog cooperated
initially but when I pulled too hard, the jar got stuck in his neck even tighter. I had
inadvertently completely blocked the minor source of oxygen from which he was breathing.
The dog started gasping for breath and his eyes started turning red.
I ran to my car to find a sharp object but I only found a plastic fork. I tried to make a hole in
the plastic jar but the fork broke. I was desperately racing against time. But, after applying a
lot of pressure on the hard jar using the handle of the broken fork, I was able to make a
small hole. The dog started breathing again and ran away. I was so relieved that *I* was not
going to be the man who killed the dog.
But then, I as I sat in my car, I recollected the numerous incidents in my life when I had
given up at the last minute. Even though I had punctured the jar, I probably gave the dog
just one more day to live before he would die of dehydration and hunger.
I ran behind that dog who was hiding under a car, pulled him out and pinned him down with
help from my wife. I asked one of the people watching the show by now to bring some
242
cooking oil and a pair of scissors. I thought I would first try to lubricate his neck and try to
wriggle his head out. But this creative trick also failed since the jar was too tight.
I somehow delicately squeezed in one blade of the scissor under the rim of the jar and
pressed hard. But the rim didn‘t break. I and my wife pressed the scissor handles with all our
might but the scissor slipped narrowly missing his ear. But the jar still didn‘t break open. I
was running out of options when finally I saw some sand on the roadside. I still don‘t know
how the bulb lit up in my head, but I sprinkled some sand on the scissor blades and pressed
as hard as I could – one more time. Suddenly, I heard a loud sound… ―cuttack…‖ and the
rim of the plastic jar broke open. The dog broke free and ran away like a bullet from a gun.
That day since I decided that I was *not* going to fall short, I ended up saving a life.
Ladies and Gentlemen, Thomas Edison failed more than 1000 times before he invented the
light bulb. Had he stopped at the 1000th attempt, you and I would still be sitting in dark.
Henry Ford failed and went broke five times before he invented the first affordable car. Had
he stopped at the 4th attempt, we would all be riding horses. Elon Musk failed three times
before launching the massively successful Falcon rocket. Because of his persistent efforts,
we may one day commute to and fro from Mars.
So, friends – when you try – try all the way – and if you feel like giving up next time, I urge
you to walk one extra mile, work one extra day, stretch one extra hour and you will be
amazed at what happens when you don‘t fall short.
Source: http://www.speaktosucceed.in/a-bit-short-toastmasters-humorous-speech-sample
243
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
EN8LT-IIe-0-9: Appreciate literature (narrative text) as

an art form inspired and influenced by nature.
C. Learning 1. Explain the concept of love as a natural force that
Competency/ could make a difference in people‘s lives.
Objectives 2. Write a short reflective essay on how true love
(Write the LC code for make sacrifices and withstand pain.
each.)
EN8V-IIe-24: Discriminate between literal and figurative
language
II. CONTENT Black Arts: A Chinese Fairytale

III. LEARNING
RESOURCES
A. References
1. Teacher‘s
Guide pages
2. Learner‘s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
244
https://www.fairytalez.com
https://www.pinterest.com/pin/350154939774002422/
https://www.freepik.com/free-photos-vectors/koi
https://www.snapdeal.com/product/laughing-buddha-with-
ingot-and/635173220722
https://www.thespruce.com/feng-shui-use-of-the-bagua-mirror-
1275043
https://www.alibaba.com/product-detail/Crystal-Glass-Globe-
B. Other Learning
Earth-World-Wedding_60510515508.html
Resources
https://www.indiamart.com/proddetail/golden-sheep-statue-
19330077333.html
https://www.amazon.com/T2C-Chinese-Figurine-powerful-
Success/dp/B01H4NLW2U
https://www.crosswalk.com/faith/10-things-every-christian-
should-know-about-the-cross.html?amp=1
https://news.abs-cbn.com/news/10/16/17/army-says-battle-for-
marawi-to-end-soon-1000-dead
Unlocking of Difficulties Unlocking of

Difficulties
The teacher tells the
students that the class will The teacher tells the
continue rediscovering students that the class
China as a neighboring will continue
country rich in colorful rediscovering China as
stories and traditions. a neighboring country
rich in colorful stories
A. Reviewing previous The teacher will share with and traditions.
lesson or the class that for centuries,
presenting the new most of the Chinese have The teacher will share
lesson believed in the concept of with the class that for
the supernatural, sorcery, centuries, most of the
and enchantment that Chinese have believed
somehow contradict the in the concept of the
principles of modern supernatural, sorcery,
science. and enchantment that
somehow contradict
the principles of
modern science.
245
TASK 1: Finding Luck TASK 1: Finding Luck
The teacher will play the The teacher will play the
role of a Feng Shui expert role of a Feng Shui
who is willing to give a expert who is willing to
magical reward to the class give a magical reward to
in exchange of helping the class in exchange of
him/her retrieve the powers helping him/her retrieve
of his lucky items. the powers of his lucky
items.
The teacher will say: My
lucky items suddenly lost The teacher will say: My
their charm because of a lucky items suddenly
dark sorcerer from South- lost their charm because
Western China; and today of a dark sorcerer from
you are going to help me South-Western China;
restore their powers of and today you are going
bringing good fortune to to help me restore their
people. As a reward for powers of bringing good
your kindness, I will cast a fortune to people. As a
spell that will make your reward for your
grades high this quarter. kindness, I will cast a
spell that will make your
(The activity on vocabulary grades high this quarter.
calls for students to match the
lucky items to their respective (The activity on
effects) vocabulary calls for
(See attached FILE A: students to match the
FINDING LUCK) lucky items to their
respective effects)
(See attached FILE A:
FINDING LUCK)
Motivation: Do you know Motivation:
relatives/neighbors or Do you know
anybody who have just relatives/neighbors or
gotten married? Based on anybody who have just
your observation, what could gotten married? Based
be the possible problems on your observation,
faced by these newly-wed what could be the
couples? possible problems faced
B. Establishing a
by these newly-wed
purpose for the
couples?
lesson
Today, we are going to read
a story about the challenging Today, we are going to
life of a newly-wed Chinese read a story about the
couple in South-West China. challenging life of a
newly-wed Chinese
couple in South-West
China.
246
What is the problem faced What is the problem

by the husband and wife in faced by the husband
the story? and wife in the story?
The story is considered as The story is considered
one of the most famous as one of the most
Chinese fairytales. It forms famous Chinese
part of the The Chinese fairytales. It forms part of
Fairy Book by R. Wilhelm, the The Chinese Fairy
Norman Hinsdale Pitman Book by R. Wilhelm, an
and Andrew Lang, avid avid scholar of China
scholars of China who who exhibit dedication in
C. Presenting
exhibit dedication in collecting Chinese
examples/
collecting Chinese stories stories that shine light on
Instances of the
that shine light on the the traditions and culture
new lesson
traditions and culture of of China throughout all of
China throughout all of its its years
years
(see attached FILE B:
(see attached FILE B: Black Arts)
Black Arts) The teacher invites the
The teacher invites the students to read the
students to read the story. story.
Task 2. Discuss the Fuss Task 2. Discuss the
Fuss
1. What is the problem 1. What is the

faced by the husband problem faced by
and wife in the story? the husband and
wife in the story?
2. What did the parents
in-law do to eliminate 2. What did the
the husband?
D. Discussing new parents in-law do
concepts and to eliminate the
3. How did the husband
practicing new husband?
overcome the threats
skills # 1
and dangers in his life
posed by his in-law? 3. How did the
husband overcome
4. What do you think is the threats and
the biggest mistake
dangers in his life
committed by the
husband in the story? posed by his in-
law?
5. What does the wife
mean when she told 4. What do you think
her husband that is the biggest
247
―Because of my love for mistake committed
you I will now have to by the husband in
disobey the holiest of the story?
laws!‖?
6. If you were the wife, 5. What does the wife

would you also fight for mean when she
your husband and turn told her husband
against your evil that ―Because of my
parents? Why or why love for you I will
not? now have to
disobey the holiest
7. Upon understanding of laws!‖?
the story, what
inference can you 6. If you were the wife,
make about the olden would you also fight
Chinese and their for your husband
culture? and turn against
your evil parents?
8. In the story, the Why or why not?
characters were able to
use magic and spells 7. Upon understanding
either to do good or the story, what
inflict harm. Do you inference can you
really believe in the make about the
supernatural? How can olden Chinese and
you relate it to your their culture?
local folklores and
beliefs? .8. In the story, the
characters were
9. Love is a powerful able to use magic
force in the story. It is and spells either to
an innate and natural do good or inflict
tendency for humans to harm. Do you really
love and be loved. believe in the
What are the things supernatural? How
that you can selflessly can you relate it to
do for the ones you your local folklores
love? and beliefs?
9. Love is a powerful
force in the story. It
is an innate and
natural tendency for
humans to love and
be loved. What are
the things that you
can selflessly do for
the ones you love?
248
The teacher will present The teacher will present
sentences below: sentences below:
1. The husband‘s heart 1. The husband‘s heart

nearly exploded after nearly exploded after
seeing the dragon. seeing the dragon.
2. The in-laws are the 2. The in-laws are the

great walls that the great walls that the
husband should husband should patiently
patiently climb. climb.
What do these sentences What do these sentences

mean? mean?
Do we need to interpret them Do we need to interpret
in their most basic sense? them in their most basic
sense?
The teacher will lead the
students in discovering the The teacher will lead the
difference between figurative students in discovering
and literal meaning. It is also the difference between
important for the teacher to figurative and literal
refresh students on the meaning. It is also
E. Discussing new
concepts of figures of important for the teacher
concepts and
speech and idiomatic to refresh students on
practicing new
expressions as examples of the concepts of figures of
skills # 2
figurative language. speech and idiomatic
expressions as examples
Literal language means figurative language.
exactly what it says, while
figurative Literal language means
language uses similes, exactly what it says,
metaphors, hyperbole, and while figurative
personification to describe language uses similes,
something often through metaphors, hyperbole,
comparison with something and personification to
different. describe something often
through comparison with
Task 3. Literal vs. something different.
Figurative
Task 3. Literal vs.
Which statements express Figurative
literal and figurative
meanings? Explain. Which statements
express literal and
1. China‘s Qing Dynasty figurative meanings?
was a strong and Explain.
mighty dragon in the
18th Century.
249
1. China‘s Qing Dynasty
2. Of all the Chinese was a strong and mighty
dynasties, the Qing dragon in the 18th
was the strongest Century.
and most glorious.
2. Of all the Chinese
3. The dynasty became dynasties, the Qing was
successful because the strongest and most
of extraordinary glorious.
emperors who ruled 3. The dynasty became
the land. successful because of
extraordinary emperors
4. One of them was the who ruled the land.
Kangxi Emperor who
was enthroned with 4. One of them was the
drops of milk still Kangxi Emperor who
wetting his lips. was enthroned with
drops of milk still wetting
5. At the age of 13, the his lips.
Kangxi Emperor
managed his 5. At the age of 13, the
administration with Kangxi Emperor
kindness unlike his managed his
predecessors who administration with
ruled with an iron kindness unlike his
hand. predecessors who ruled
with an iron hand.
In our next activity try to add
variety in the presentation of In our next activity try to
your outputs by using add variety in the
statements with literal and presentation of your
figurative meaning. outputs by using
statements with literal
and figurative meaning.
TASK 4: Living Life to
TASK 4: Living Life to Love
Love
The students will be
The students will be divided divided into 3 groups to
into 3 groups to accomplish accomplish activities.
F. Developing activities.
mastery NAMOOTalkers.
(leads to Formative
Assessment)
NAMOOTalkers. Stage a talkshow with
Stage a talkshow with story‘s Chinese couple
story‘s Chinese couple as as your guest. Let the
your guest. Let the guests guests share some
share some insights on insights on how the
how the power of love power of love could
could conquer evil. conquer evil.
250
LOVE-VOICE KIDS. LOVE-VOICE KIDS
Perform a jingle/rap that Perform a jingle/rap that
will encourage people to will encourage people to
do away with hatred and do away with hatred and
instead spread love and instead spread love and
acceptance in their lives . acceptance in their lives .
LA-Peace Officers LA-Peace Officers

In your canvass, draw the In your canvass, draw
effects of lies and the effects of lies and
deception among family deception among family
and community members. and community
During the presentation, members. During the
explain to the class how presentation, explain to
love could fix these the class how love could
problems. promote peace and fix
these problems.
Criteria Criteria
Content & Relevance 40 % Content & Relevance 40 %
Aesthetics & Appeal 30 % Aesthetics & Appeal 30 %
Delivery/Presentation 20 % Delivery/Presentation 20 %
Uniqueness/Style 10 % Uniqueness/Style 10 %
Total 100% Total 100%
TASK 5: In a Global Scale TASK 5: In a Global
Scale
Communication is
important in any Communication is
relationship; but the important in any
husband and his in-laws relationship; but the
did not talk about the husband and his in-
problem in the story. laws did not talk
Should they only talk about the problem in
about the matter, the the story. Should they
tragedy might have been only talk about the
application of
avoided. matter, the tragedy
concepts and
might have been
skills in daily
Same thing should also avoided.
living
be considered in real life
situations. For example Same thing should
situation in the family or also be considered in
community real life situations.
For example situation
in the family or
community
251
 How would you
H. Making  How would you
promote love,
generalizations promote love and
tolerance and
and abstractions harmony to the
harmony in the
about the lesson society?
society?
Task 6: Reflect, Write and Task 6: Reflect, Write
Rekindle and Rekindle
Show the pictures of Christ Show the pictures of
crucified on the cross and a Christ crucified on the
soldier in a battlefield as cross and a soldier in a
visual prompts. battlefield as visual
prompts.
I. Evaluating
learning
Letter Writing:
Write a letter to your local Letter Writing:
leaders. Encourage them to Write a letter to your
promote harmony in the local leaders. Encourage
society by stressing how true them to promote
love can make sacrifices and harmony in the society
withstand pain for others. by stressing how true
love can make sacrifices
and withstand pain for
others.
Criteria for scoring Criteria for scoring

Content and relevance…..25% Content &relevance -25%
Organization…………....25% Organization………25%
Mechanics………………25% Mechanics………...25%
Style……………………..25% Style……………….25%
Total……………...……100% Total……………….100%
252
China and Philippines
have a long history of
China and Philippines have
friendship that dates
a long history of friendship
back to the Pre-hispanic
that dates back to the Pre-
era, even before the
hispanic era, even before the
European colonizers
European colonizers came
came to our country.
to our country. Black Arts,
Black Arts, the story we
the story we talked about
talked about highlights
highlights several Chinese
J. Additional activities several Chinese
traditions and culture,
for application or traditions. , including
including food preparation.
remediation food preparation
As your assignment, bring

As your assignment,
pictures of your favorite food
bring pictures of your
of Chinese origin that have
favorite food of Chinese
long blended with and
origin that have long
become a part of Filipino
blended with and
cuisine.
become a part of Filipino
cuisine.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% in the
evaluation
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
253
E. Which of my
teaching
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
254
FILE A : FINDING LUCK
255
KEY TO CORRECTION: Finding Luck
Lucky Items Effect to the Unfamiliar Meaning

Owner Words
Golden Turtle Longevity FATHOM SIX FEET
Laughing Buddha Happiness PRECIPICE CLIFF
A pair of Koi Love and Fidelity JUT EXTEND OUT
Crystal Globe Wisdom REPROACH SCOLD
Golden Dragon Courage SPARING THRIFTY
Bronze Sheep Good Health SQUIRMING TWISTING
Maneki - Neko Good Business FLUNG THREW
256
File B: Black Arts
BLACK ARTS
The wild people who dwell in the South-West are masters of many black arts. They
often lure men of the Middle Kingdom to their country by promising them their daughters in
marriage, but their promises are not to be trusted. Once there was the son of a poor family,
who agreed to labor for three years for one of the wild men in order to become his son-in-
law. At the end of that time the wedding was celebrated, and the couple were given a little
house for a home. But no sooner had they entered it than the wife warned her husband to
be on his guard, since her parents did not like him, and would seek to do him harm. In
accordance with the custom she entered the house first with a lighted lantern, but when the
bridegroom followed her she had disappeared.
And thus it went, day by day. During the daytime she was there, but when evening
came she disappeared. And one day, not long after they had been married, his wife said to
him: ―To-morrow morning my mother celebrates her birthday, and you must go to
congratulate her. They will offer you tea and food. The tea you may drink, but be sure not to
touch any of the food. Keep this in mind!‖
So the following day the wife and husband went to her mother‘s home and offered
their congratulations. Her parents seemed highly pleased, and served them with tea and
sweets. The son-in-law drank, but ate nothing, though his wife‘s parents, with kind words
and friendly gestures, kept urging him to help himself. At last the son-in-law did not know
what to do, and thought that surely they could mean him no ill. And seeing the fresh caught
eels and crabs on the plate before him, he ate a little of them. His wife gave him a
reproachful glance, and he offered some excuse for taking his leave.
But his mother-in-law said: ―This is my birthday. You simply must taste my birthday
noodles!‖
With that she placed a great dish before him, filled with noodles that looked like
threads of silver, mingled with fat meat, and spiced with fragrant mushrooms. During all the
time he had been living in the country the son-in- law had never yet seen such an appetizing
dish. Its pleasant odor rose temptingly to his nostrils, and he could not resist raising his
chop-sticks. His wife glanced over at him, but he pretended that he did not see her.
She coughed significantly, but he acted as though he did not hear. Finally she trod
on his foot under the table; and then he regained control of himself. He had not as yet eaten
half of the food and said: ―My hunger is satisfied.‖
Then he took leave, and went off with his wife.
―This is a serious matter,‖ said the latter. ―You would not listen to my words, and now
you will surely have to die!‖
But still he did not believe her, until he suddenly felt terrible pains, which soon grew
unbearable, so that he fell to the ground unconscious. His wife at once hung him up by the
feet from the beam of the roof, and put a panful of glowing charcoal under his body, and a
great jar of water, into which she had poured sesame oil, in front of the fire, directly below
257
his mouth. And when the fire had heated him thoroughly, he suddenly opened his mouth—
and can you imagine what came out of it? A squirming, crawling mass of poisonous worms,
centipedes, toads and tadpoles, who all fell into the jar of water. Then his wife untied him,
carried him to bed, and gave him wine mingled with realgar to drink. Then he recovered.
―What you ate in the belief that they were eels and crabs,‖ said his wife, ―were
nothing but toads and tadpoles, and the birthday noodles were poisonous worms and
centipedes. But you must continue to be careful. My parents know that you have not died,
and they will think up other evil plans.‖
A few days later his father-in-law said to him: ―There is a large tree growing on the
precipice which juts over the cave. In it is the nest of the phoenix. You are still young and
able to climb, so go there quickly and fetch me the eggs!‖
His son-in-law went home and told his wife.
―Take long bamboo poles,‖ said she, ―and tie them together, and fasten a curved
sword at the top. And take these nine loaves of bread and these hens‘ eggs, there are
seven times seven of them. Carry them along with you in a basket. When you come to the
spot you will see a large nest up in the branches. Do not climb the tree, but chop it down
with the curved sword. Then throw away your poles, and run for dear life. Should a monster
appear and follow you, throw him the loaves of bread, three loaves at a time, and finally
throw down the eggs on the ground and make for home as quickly as you can. In this way
you may escape the danger which threatens you.‖
The man noted all she said exactly and went. And sure enough he saw the bird‘s
nest—it was as large as a round pavilion. Then he tied his curved sword to the poles,
chopped at the tree with all his strength, laid down his poles on the ground and never looked
around but ran for dear life. Suddenly he heard the roaring of a thunderstorm rising above
him. When he looked up he saw a great dragon, many fathoms long and some ten feet
across. His eyes gleamed like two lamps and he was spitting fire and flame from his maw.
He had stretched out two feelers and was feeling along the ground. Then the man
swiftly flung the loaves into the air. The dragon caught them, and it took a little time before
he had devoured them. But no sooner had the man gained a few steps than the dragon
once more came flying after him. Then he flung him more loaves andwhen the loaves came
to an end, he turned over his basket so that the eggs rolled over the ground. The dragon
had not yet satisfied his hunger and opened his greedy jaws wide. When he suddenly
caught sight of the eggs, he descended from the air, and since the eggs were scattered
round about, it took some time before he had sucked them all. In the meantime the man
succeeded in escaping to his home.
When he entered the door and saw his wife, he said to her, amid sobs: ―It was all I
could do to escape, and I am lucky not to be in the dragon‘s stomach! If this sort of thing
keeps up much longer I am bound to die!‖
With these words he kneeled and begged his wife pitifully to save his life.
―Where is your home?‖ asked his wife.
258
―My home is about a hundred miles away from here, in the Middle Kingdom, and my
old mother is still living. The only thing that worries me is that we are so poor.‖
His wife said: ―I will flee with you, and we will find your mother. And waste no regrets
on your poverty.‖
With that she gathered up all the house held in the way of pearls and precious
stones, put them in a bag and had her husband tie it around his waist. Then she also gave
him an umbrella, and in the middle of the night they climbed the wall with the aid of a ladder,
and stole away.
His wife had also said to him: ―Take the umbrella on your back and run as fast as ever you
can! Do not open it, and do not look around! I will follow you in secret.‖
So he turned North and ran with all his might and main. He had been running for a
day and a night, had covered nearly a hundred miles, and passed the boundaries of the wild
people‘s country, when his legs gave out and he grew hungry. Before him lay a mountain
village. He stopped at the village gate to rest, drew some food from his pocket and began to
eat. And he looked around without being able to see his wife.
Said he to himself: ―Perhaps she has deceived me after all, and is not coming with
me!‖
After he had finished eating, he took a drink from a spring, and painfully dragged
himself further. When the heat of the day was greatest a violent mountain rain suddenly
began to fall. In his haste he forgot what his wife had told him and opened his umbrella. And
out fell his wife upon the ground.
She reproached him: ―Once more you have not listened to my advice. Now the
damage has been done!‖
Quickly she told him to go to the village, and there to buy a white cock, seven black
tea-cups, and half a length of red nettlecloth.
―Do not be sparing of the silver pieces in your pocket!‖ she cried after him as he went
off.
He went to the village, attended to everything, and came back. The woman tore the
cloth apart, made a coat of it and put it on. No sooner had they walked a few miles before
they could see a red cloud rising up in the South, like a flying bird.
―That is my mother,‖ said the woman.
In a moment the cloud was overhead. Then the woman took the black tea-cups and
threw them at it. Seven she threw and seven fell to earth again. And then they could hear
the mother in the cloud weeping and scolding, and thereupon the cloud disappeared.
They went on for about four hours. Then they heard a sound like the noise of silk
being torn, and could see a cloud as black as ink, which was rushing up against the wind.
―Alas, that is my father!‖ said the woman. ―This is a matter of life and death, for he
will not let us be! Because of my love for you I will now have to disobey the holiest of laws!‖
259
With these words she quickly seized the white cock, separated its head from its
body, and flung the head into the air. At once the black cloud dissolved, and her father‘s
body, the head severed from the trunk, fell down by the edge of the road. Then the woman
wept bitterly, and when she had wept her fill they buried the corpse.
Thereupon they went together to her husband‘s home, where they found his old
mother still living. They then undid the bag of pearls and jewels, bought a piece of good
ground, built a fine house, and became wealthy and respected members of the community.
Source: https://www.fairytalez.com
260
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
EN8VC-IIe-1.3: Predict the gist of the material viewed
based on the title, pictures, and excerpts
EN8VC-IIe-17: Discern positive and negative messages

C. Learning conveyed in a material viewed
Competency/
Objectives EN8SS-IIe-1.2: Explain visual-verbal relationships
(Write the LC code for illustrated in tables, graphs, and information maps found
each.)
in expository texts
EN8RC-IIe-11: Transcode information from linear to

non-linear texts and vice-versa
II. CONTENT Bao, A Short Film by Domee She
III. LEARNING
RESOURCES
A. References
1. Teacher‘s
Guide pages
2. Learner‘s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
261
https://www.youtube.com/watch?v=YNzYhYKGoB8
https://www.youthrights.org/blog/three-types-of-youth-
liberation/
https://www.telegraph.co.uk/news/health/news/9381449/
B. Other Learning Stay-at-home-mothers-more-unhappy-than-those-who-
Resources work.html
https://news.abs-cbn.com/focus/01/23/19/list-age-of-
criminal-liability-in-some-asian-countries
https://www.istockphoto.com/illustrations/steamed-pork-
buns
lesson or The teacher will process the The teacher will
presenting the new students‟ answers to their process the students‟
lesson homework which required answers to their
them to bring a picture of a homework which
Chinese food that they like required them to bring
best. a picture of a Chinese
food that they like best.
Today we are going to
watch a very interesting Today we are going to
Chinese short film featuring watch a very interesting
an original Chinese Chinese short film
delicacy that has featuring an original
eventually become a Chinese delicacy that
Filipino favorite during has eventually become
snack time. a Filipino favorite
during snack time.
TASK 1. MATHEMA-PICS
The teacher will show three TASK 1. MATHEMA-
pictures snipped from the PICS
video that will be presented The teacher will show
later on. three pictures snipped
from the video that will
Predict the gist of the video be presented later on.
that we are going to watch
by filling in the blanks. Predict the gist of the
video that we are going
to watch by filling in the
blanks.
262
Motivation: I know that
Motivation: I know that your your mothers are the
mothers are the best best mothers in the
mothers in the world. But world. But humans as
humans as they are, your they are, your moms also
moms also shed tears when shed tears when
everything seems everything seems
unbearable. So class, what unbearable. So class,
makes your mother sad what makes your
B. Establishing a and upset? mother sad and upset?
purpose for the
lesson In the video that we will view, In the video that we will
let us all rediscover the joys view, let us all rediscover
and sorrows that come along the joys and sorrows that
with motherhood. come along with
motherhood.
Motive Question
What makes the Chinese Motive Question
mother sad and upset in the What makes the Chinese
story? mother sad and upset in
the story?
The film won the Oscar
The film won the Oscar for for the Best computer-
the Best computer-animated animated short film at the
short film at the 91st 91st academy awards.
academy awards.
The teacher will show the
The teacher will show the short film“Bao” by
short film “Bao” by Domee Domee She to the
She to the students. students.
C. Presenting
examples/Instanc
es of the new
lesson
tch?v=YNzYhYKGoB8 /watch?v=YNzYhYKGoB
8
263
TASK 2. TASK 2.
UNDERS-DUMPLING THE UNDERS-DUMPLING
FILM THE FILM

1.What makes the Chinese 1. What makes the
mother sad and depressed Chinese mother
in the story? sad and depressed
in the story?
2.How did the mother take
care of the dumpling that 2. How did the
magically springs to life?
mother take care
3.In your opinion, why did of the dumpling
the mother choose to eat the that magically
dumpling that she loved and springs to life?
took care of for a period of
time? 3. In your opinion,
why did the mother
4.What are the social and
choose to eat the
cultural issues reflected in
the movie? dumpling that she
loved and took
D. Discussing new care of for a period
5.Bao screened in ,theaters
concepts and
alongside the feature film of time?
practicing new
―Incredibles 2‖, which is
skills # 1
another animated film about 4. What are the
a family of heroes. What do social and cultural
you think is purpose of the
issues reflected in
writer-director of the Bao in
creating the film? the movie?
6.When you become parents 5. How is Bao

someday, what are the most different from other
important lessons and family-oriented
principles that you want your animated films like
children to learn and live by? ―Incredibles‖ and
the ―Coco‖?
TASK 3. STUFF THE BUNS
After assuring that the
material viewed is fully 6. When you become
understood by the class, parents someday,
the teacher will let the what are the most
students share with the important lessons
class the positive
and principles that
messages they got from
“Bao” by accomplishing you want your
the graphic organizer children to learn
below. and live by?
264
TASK 3. STUFF THE
Directions: Stuff the BUNS
steamed buns or ―bao‖
with the positive After assuring that the
messages you find in the material viewed is fully
short film. understood by the
class, the teacher will
let the students share
with the class the
positive messages
they got from “Bao” by
accomplishing the
graphic organizer
below.
Directions: Stuff the

steamed buns or ―bao‖
with the positive
messages you find in
the short film.
The mother in the short film The mother in the short

was actually suffering from film was actually
―empty nest syndrome,‖ a suffering from ―empty
condition wherein a parent nest syndrome,‖ a
feels grief and loneliness condition wherein a
when their children leave parent feels grief and
home for the first time. loneliness when their
Being a full-time Mom is not children leave home for
as easy as it seems. For you the first time. Being a
E. Discussing new to understand what I am full-time Mom is not as
concepts and saying, try to analyze the easy as it seems. For
practicing new expository text that will be you to understand what I
skills # 2 presented to you. am saying, try to analyze
the expository text that
Task 4: STRESS TAB will be presented to you.
The teacher will divide the Task 4: STRESS TAB

students into four and
instruct them to have a The teacher will divide
focused group discussion the students into four and
about the news article titled instruct them to have a
“Stay at home mothers focused group discussion
265
„more unhappy than those about the news article
who work.‟” (see attached titled “Stay at home
File A: STRESS TAB) mothers „more unhappy
than those who work.‟”
1. Do you agree to the (see attached File A:
premise of the text? STRESS TAB)
Why or why not?
2. Does the table help 1. Do you agree
shine light to the to the premise
news? How? of the text?
3. What conclusions
Why or why
can you draw from
the information not?
presented in the 2. Does the
passage? table help
shine light to
Each group will choose a the news?
representative to sum up in a How?
minute the answers to the
questions above. The 3. What
teacher will process the conclusions
answers while stressing the can you draw
importance of tables/tabular from the
data as a visual support to information
expository passages. presented in
the passage?
For average learners.

The teachers will just
pose the questions to
initiate healthy
discussions.
Meanwhile, the rebellious Meanwhile, the rebellious
actions of the dumpling in actions of the dumpling
the film could be interpreted in the film could be
as signs of juvenile interpreted as signs of
delinquency. If our children juvenile delinquency. If
will not be guided properly our children will not be
they might end up in guided properly they
F. Developing rehabilitation facilities or might end up in
mastery much worse, in jail. This can rehabilitation facilities or
(leads to Formative
Assessment) be possible since the age of much worse, in jail. This
criminal liability in our can be possible since the
country might be lowered age of criminal liability in
from 15 years old to 12. our country might be
lowered from 15 years
Here is another table. Let us old to 12.
take a look at how some of
our Asian neighbors fare in Here is another table. Let
266
terms of setting the minimum us take a look at how
age of holding their juvenile some of our Asian
offenders accountable for neighbors fare in terms
committed crimes. of setting the minimum
age of holding their
juvenile offenders
accountable for
committed crimes.
What information can be

found in the table?
What information can be
What interpretations can you found in the table?
make after analyzing the
information? How are we What interpretations can
going to present it in textual you make after analyzing
form? the information? How are
we going to present it in
The teacherpresent the textual form?
considerations and steps in
changing linear to non-linear The teacher present the
text and vice versa. considerations and steps
in changing linear to non-
Discussion linear text and vice
versa.
The key difference
between linear and nonlinear Discussion
text is their reading path. In a
linear text, a reader can The key difference
make sense of the text by between linear and
reading sequentially, from nonlinear text is their
beginning to the end. reading path. In a linear
However, in a nonlinear text, text, a reader can make
the reading path is nonlinear sense of the text by
and non-sequential; thus, the reading sequentially,
reader can choose his own from beginning to the
reading path. end. However, in a
nonlinear text, the
A reading path is the reading path is nonlinear
path or the way the reader‘s and non-sequential; thus,
take through a text. There the reader can choose
are two paths as linear and his own reading path.
nonlinear texts depending on
this reading path. A reading path is the
path or the way the
267
Transferring Information reader‘s take through a
From Linear To Non-Linear text. There are two paths
Texts as linear and nonlinear
texts depending on this
A number of visual forms or reading path.
non-linear texts could be
encountered in textbooks Transferring
and other reading materials. Information From
Non-linear texts are used to Linear To Non-Linear
present data in an orderly Texts
way and also to enable the
readers to see large A number of visual forms
quantities of information at a or non-linear texts could
glance. be encountered in
textbooks and other
Non-linear texts are used to: reading materials. Non-
 summarize figures linear texts are used to
 show trends present data in an
 show comparisons orderly way and also to
 show relationships enable the readers to
 clarify difficult see large quantities of
concepts information at a glance.
Examples of non-linear texts Non-linear texts are

are: used to:
 graphs  summarize
 tables figures
 charts  show trends
 diagrams  show
 maps comparisons
 photographs  show
relationships
When extracting information  clarify difficult
from a written text to transfer concepts
to a non-linear text such as a
table or an organizational Examples of non-linear
chart, the steps below texts are:
should be considered:  graphs
 tables
Step 1 : Read the  charts
passage to get a general  diagrams
idea of the subject matter.  maps
Step 2 : Look at the  photographs
visual to identify what
information is needed to When extracting
complete the chart. information from a written
Step 3 : Locate the text to transfer to a non-
relevant information in the linear text such as a
passage and transfer it to table or an organizational
268
the most appropriate type of chart, the steps below
chart. Use only key words or should be considered:
phrases – not whole
sentences. Step 1 : Read
Step 4 : If necessary, the passage to get a
classify information into general idea of the
categories and come up subject matter.
with proper headings. Step 2 : Look at
the visual to identify what
information is needed to
Transferring Information complete the chart.
From Non Linear To Linear Step 3 : Locate
Texts the relevant information
in the passage and
To transferr information from transfer it to the most
non- linear to linear texts, appropriate type of chart.
here are the basic steps that Use only key words or
one should follow: phrases – not whole
1. Read the title and subtitles sentences.
to get the general idea of Step 4 : If
what the information is all necessary, classify
about and what the purpose information into
of the illustration is. categories and come up
2. Scan for information that with proper headings.
will help you identify main
and supporting ideas of the
3. Employ the simple formula Transferring
below for writing the Information From Non
interpretation of the Linear To Linear Texts
illustration in paragraph
form: To transfer information
1. Title from non- linear to linear
2. Overview (first texts, here are the basic
paragraph) steps that one should
3. Controlling ideas and follow:
key features (Body 1. Read the title and
paragraphs) subtitles to get the
4. Conclusion, general idea of what the
prediction or proposal information is all about
(last paragraph) and what the purpose of
the illustration is.
TASK 4. IT‘S YOUTH TURN 2. Scan for information
that will help you identify
Using the same groupings, main and supporting
the students will work on ideas of the
another activity to reinforce 3. Employ the simple
their learnings in the two formula below for writing
types of reading paths. the interpretation of the
illustration in paragraph
269
form:
1. Title
Groups 1 and 2 2. Overview (first
Interpret the table below. paragraph)
3. Controlling ideas
and key features
(Body
paragraphs)
4. Conclusion,
prediction or
Groups 3 and 4 proposal (last
Make a table, a concept map paragraph)
or any non-linear text that
will be appropriate to easily TASK 4. IT‘S YOUTH
convey the message of the TURN
passage below.
Using the same
There are lots of groupings, the students
different ways to approach will work on another
Youth Liberation. However, I activity to reinforce their
think three particular learnings in the two types
philosophies (flavors if you of reading paths.
will) are bound to manifest
within the movement: youth
equality, youth power, and Groups 1 and 2
youth culture. I‟ll Interpret the table below.
characterize them briefly.
“Youth equality”
activists tend to explain
adultism in terms of
stereotypes and
discrimination. Adults harm
youth because they have
bad ideas about them; adults Groups 3 and 4
fail to see shared humanity. Make a table, a concept
Solutions may involve map or any non-linear
questioning double- text that will be
standards, or trying to be appropriate to easily
“age-blind”, living without convey the message of
assumptions. the passage below.
Next, “Youth power”
activists tend to explain There are lots of
adultism in terms of the different ways to
history of youth being treated approach Youth
like human property. Adults Liberation. However, I
unjustly claim the right to think three particular
command young people‟s philosophies (flavors if
obedience. Liberation you will) are bound to
270
projects might include taking
manifest within the
away adults‟ right to spank,
movement: youth
changing the power structure
equality, youth power,
and youth culture. I‟ll
in schools, winning the vote.
Lastly, “Youth culture”
characterize them briefly.
(or “youthcentrist”) activists “Youth equality”
tend to think about adultism
activists tend to explain
in terms of adult repression
adultism in terms of
of youth culture. Young stereotypes and
people have their own ways discrimination. Adults
of being: e.g. playful, dyed
harm youth because they
hair, music choices,
have bad ideas about
swearing, etc. Liberation them; adults fail to see
involves embracing youth shared humanity.
culture and creating
Solutions may involve
alternative spaces where itquestioning double-
can flourish, like free-schools
standards, or trying to be
and recreation centers. “age-blind”, living without
assumptions.
(The students will present Next, “Youth
their outputs before the power” activists tend to
class.) explain adultism in terms
of the history of youth
being treated like human
property. Adults unjustly
claim the right to
command young
people‟s obedience.
Liberation projects might
include taking away
adults‟ right to spank,
changing the power
structure in schools,
winning the vote.
Lastly, “Youth
culture” (or
“youthcentrist”) activists
tend to think about
adultism in terms of adult
repression of youth
culture. Young people
have their own ways of
being: e.g. playful, dyed
hair, music choices,
swearing, etc. Liberation
involves embracing youth
culture and creating
alternative spaces where
it can flourish, like free-
271
schools and recreation
centers.
(The students will

present their outputs
before the class.)
TASK 5. THINK TO THANK
It is said that a mother‘s

heart is a deep abyss, at the
bottom of which you will
always find forgiveness. It is
G. Finding practical better to give your mothers In which particular
application of warmest thanks and situations at home or
concepts and appreciation while they can inside the classroom can
skills in daily still appreciate it. you use the skill in
living transcoding linear and
How can you use the skill in non-linear texts and vice-
transcoding linear and non- versa?
linear texts and vice-versa in
giving thanks to your
mother?
How important are

How important are
embedded tables
embedded tables and
and other non-linear
other non-linear texts in
texts in expository
H. Making expository articles?
articles?
generalizations
and abstractions How are we going to
How are we going to
about the lesson transcode non-linear to
transcode non-linear
linear text and vice
to linear text and
versa?
vice versa?
TASK 6: MILKY TASK 5: MILKY

MOVEMENT MOVEMENT
I. Evaluating
Interpret the graphical Interpret the graphical
learning
information below by information below by
transcoding the tables below transcoding the table
to linear text. below to linear text.
272
Look for an informative
Look for an informative
article about the
article about the percentage
percentage of woman
J. Additional activities of woman empowerment in
empowerment in Asia.
for application or Asia. Create a graphic
Create a graphic
remediation presentation of the data
presentation of the data
using other types of non-
using other types of non-
linear text.
linear text.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
work? No. of learners
who have caught up with
the lesson
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
to share with other
teachers?
273
File A : Expository Text
Stay at home mothers ‗more unhappy than those who work

by Telegraph Reporters
https://www.telegraph.co.uk/news/health/news/9381449/Stay-at-home-mothers-more-unhappy-than-
those-who-work.html
Stay at home mothers are more likely to be unhappy than those who go out to work,
according to research.
Women who believe in "intensive parenting" are at risk of a range of mental illnesses
including depression.
They think women are better parents than men, that mothering should be child-
centred and that children should be considered sacred and fulfilling.
This may put them in danger of suffering the 'parenthood paradox' where their
ideology increases feelings of stress and guilt.
Psychologist Kathryn Rizzo, whose findings are published online in Springer's

Journal of Child and Family Studies, said: "If intensive mothering is related to so many
negative mental health outcomes, why do women do it?
"They may think that it makes them better mothers, so they are willing to sacrifice
their own mental health to enhance their children's cognitive, social and emotional
outcomes."
She said parenting is a big task and requires a variety of skills and expertise. Many
women rate the challenge as one of the most fulfilling experiences in life.
But some previous research has suggested it may be detrimental to mental health,
with women reporting taking care of their children as more stressful than being at work.
274
Most Stressful Things About Parenthood According to Mothers
Stressful Activities Percentage RANK
Keeping the house tidy 21% 1
Getting the children ready for school 18% 2
Morning routine after school holidays 15% 3
Getting children to their homework 11% 4
The bed time routine 12% 5
Getting children to eat certain foods 9% 6
Getting children to clean their teeth 8% 7
Making sure children behaved in public 3% 8
Getting the kids back into the school 2% 9
Getting children out of the bed in the morning 1% 10
*2,000 mothers participated in this survey as respondents.
275
Detailed Lesson Plan in English
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
C. Learning EN8LC-IIe-7:
Competency/ Employ appropriate listening skills and strategies suited
Objectives to long descriptive and narrative texts
each.) EN8LC-IIe-2.17.3:
Infer the theme of the text listened to
II. CONTENT Mulan‘s Story
III. LEARNING
RESOURCES
A. References
1. Teacher‘s
Guide pages
2. Learner‘s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
https://www.fairytalez.com
B. Other Learning
https://girlsbuildingbridges.wordpress.com/2011/12/18/th
Resources
e-story-of-chang-e-and-hou-yi/
https://princess.disney.com/mulans-story
276
https://www.viewofchina.com/ancient-chinese-maps/
https://www.vectorstock.com/royalty-free-vector/chinese-
warrior-vector-1089282
Process the students‟ Process the students‟

preparation about woman preparation about
empowerment in Asia and woman empowerment in
tell them that the lesson of Asia and tell them that
the day will give them more the lesson of the day will
insights about this significant give them more insights
issue. about this significant
issue.
Unlocking of Difficulties
Unlocking of
The teacher tells the Difficulties
students that in ancient The teacher tells the
China, the Chinese students that in ancient
Emperor was so powerful China, the Chinese
that he could mobilize Emperor was so
millions of foot soldiers in powerful that he could
one single call, especially mobilize millions of foot
in times of war and soldiers in one single
invasion. call, especially in times
lesson or of war and invasion.
TASK 1: Soldier On
presenting the new
lesson TASK 1: Soldier On
Help the Chinese soldier Help the Chinese soldier
reach the battlefield as he reach the battlefield as
traverses the dangerous he traverses the
terrain to China‘s northern dangerous terrain to
region. Defeat the violent China‘s northern region.
nomadic people along the Defeat the violent
way by arranging the nomadic people along
jumbled letters to form a the way by arranging the
meaningful word. jumbled letters to form a
meaningful word.
(See attached File A: (See attached File A:
SOLDIER ON) SOLDIER ON)
Answer Key
Answer Key 1. uphold – maintain
1. uphold – maintain 2. ancestor – forefather
2. ancestor – forefather
3. heed – follow 3. heed – follow
4. furious – angry 4. furious – angry
5. banish - expel 5. banish - expel
277
Chinese soldiers were
Chinese soldiers were very very good in following
good in following orders orders because they
because they listen listen attentively to their
attentively to their commanders. And today
commanders. And today you you are going to listen to
are going to listen to a story a story and I want you to
and I want you to get the get the best insights that
B. Establishing a best insights that you could you could gain from the
purpose for the gain from the literary piece. literary piece.
lesson
The teacher will review the The teacher will review
students on the appropriate the students on the
listening skills and strategies appropriate listening
that could be helpful to get skills and strategies that
information from long could be helpful to get
descriptive and narrative information from long
texts. descriptive and narrative
texts.
Have you ever experienced Have you ever
discovering a secret by experienced discovering
accident? What was that a secret by accident?
secret? How did you feel What was that secret?
about it? How did you feel about
it?
Today, you are going to
listen to a story of a beautiful Today, you are going to
Chinese maiden who made listen to a story of a
a very big decision to uphold beautiful Chinese maiden
her family‘s honor. who made a very big
C. Presenting decision to uphold her
examples/ Motive Question family‘s honor.
Instances of the
new lesson What is the secret of Mulan Motive Question
discovered by the Imperial
army? What is the secret of
Mulan discovered by the
The teacher will play an Imperial army?
audio recording of Mulan‟s
story twice. The teacher will play an
audio recording of
The teacher encourages the Mulan‟s story twice.
students to listen attentively
to the legendary story. The teacher encourages
the students to listen
attentively to the
legendary story.
278
https://princess.disney.com/
mulans-story https://princess.disney.co
m/mulans-story
During the second time
During the second time to to listen, the students will
listen, the students will employ strategies they
employ the strategies they have learned like
have learned like reflecting, reflecting, taking notes
taking notes and creating and creating simple
simple graphic organizers. graphic organizers.
Task 2. Discuss the Fuss Task 2. Discuss the
Fuss
1.What is the secret of 1. What is the secret

Mulan that was accidentally of Mulan that was
discovered by the imperial accidentally
army? discovered by the
imperial army?
2.Why did the Emperor
demand military services 2. Why did the
from one man in every Emperor demand
family? military services
from one man in
3.What are the things that every family?
D. Discussing new Mulan do to prove herself as
concepts and a worthy soldier of the 3. What are the
practicing new imperial army? things that Mulan
skills # 1 do to prove herself
4.If you were Mulan, would as a worthy soldier
you still stop the Huns in of the imperial
invading the city even army?
though nobody trusted and
believed in you anymore? 4. If you were Mulan,
Why? would you still stop
the Huns in
5.In your opinion, was it a invading the city
big deal when everybody even though
bowed to Mulan in the plaza nobody trusted
after saving the emperor? and believed in
Why? you anymore?
6.If you were the emperor, Why?
what actions would you
undertake to provide equal 5. In your opinion,
279
opportunities to Chinese was it a big deal
women in honor of Mulan‘s when everybody
heroism? bowed to Mulan in
the plaza after
7.Who are the modern-day saving the
Mulans whom you know? emperor? Why?
Elaborate your answer?
6. If you were the
8.Does prejudice or bias emperor, what
against women still exist in actions would you
our society today? Prove undertake to
your point. provide equal
opportunities to
Chinese women in
honor of Mulan‘s
heroism?
7. Who are the

modern-day
Mulans whom you
know? Elaborate
your answer?
8. Are women today

still experiencing
inequality?
Class what are the universal Class what are the
ideas touched in the Story of universal ideas touched
Mulan? Do they affect your in the Story of Mulan? Do
listening experience? In what they affect your listening
way? experience? In what
way?
Those central and universal
ideas that you recognized Those central and
are actually the underlying universal ideas that you
themes of the story. recognized are actually
E. Discussing new
the underlying themes of
concepts and
The teacher will discuss the the story.
practicing new
significance of the theme as
skills # 2
one of the elements of a The teacher will discuss
narrative prose. the significance of the
theme as one of the
elements of a narrative
Task 3: Au-THEME-matic prose.
Task 3: Au-THEME-
The teacher will read a matic
narrative passage. The
students will be told to infer The teacher will read a
the theme.. The students will narrative passage. The
280
raise their Individual answer students will be told to
boards to express and justify infer the theme. The
their answers. students will raise their
Individual answer boards
The students who will to express and justify
volunteer and superbly their answers.
justify their answers will
automatically receive The students who will
additional points for the volunteer and superbly
day‟s evaluation. justify their answers will
automatically receive
The teacher may aslo use additional points for the
other short narratives that day‟s evaluation.
highlight Chinese culture or
woman empowerment in this The teacher may aslo
activity. use other short
narratives that highlight
Chinese culture or
(See attached File B: woman empowerment in
Au-THEME-matic) this activity
(See Attached File B:

Au-THEME-matic)
TASK 4: More of Mulan TASK 4: More of Mulan
Students will be divided into Students will be divided

4 groups into 4 groups
GROUP GABRIELA GROUP GABRIELA
What are the What are the

characteristics of Mulan characteristics of
that the girls in your class Mulan that the girls in
should possess? Explain. your class should
F. Developing Mulan‘s possess?
Characteristics
mastery That the girls in Reasons
(leads to Formative Mulan‘s Characteristics
our class should
Assessment) possess
1. 1.
2. 2.
3. 3.
4. 4.
TIME TRAVELERS‘ TIME TRAVELERS‘

TEAM TEAM
Create a graphic timeline Create a graphic
of the seven most timeline of the seven
important events in the most important events
281
narrative. What would be in the narrative.
the outcome if these Present your timeline
events did not happen in to the class
the story? Present your
answer to the class.
THE VENN-DORS THE VENN-DORS

Make a creative Venn Make a simple Venn
Diagram to compare and Diagram to compare and
contrast Li Shang and contrast Li Shang and
Mulan. Point out their Mulan. Sell to the class
differences and the idea that men and
similarities. Sell to the women have their own
class the idea that men strengths and
and women have their weaknesses.
own strengths and
weaknesses. THE SKETCHERS
Draw simple face
THE SKETCHERS sketches of
Draw simple face people/animals that
sketches of made Mulan a
people/animals that made legendary Chinese
Mulan a legendary heroine. Compare
Chinese heroine. them to real people in
Compare them to real your lives who also
people in your lives who made you stronger as
also made you stronger an individual.
as an individual.
Criteria Criteria
Content & Relevance 40 % Content & Relevance 40 %
Aesthetics & Appeal 30 % Aesthetics & Appeal 30 %
Delivery/Presentation 20 % Delivery/Presentation 20 %
Teamwork 10 % Teamwork 10 %
Total 100% Total 100%
In our country, the national In our country, the

alliance of women dubbed national alliance of
GABRIELA promotes women dubbed
women empowerment GABRIELA promotes
especially in the women empowerment
marginalized sector in the especially in the
application of
society. marginalized sector in
concepts and
the society.
skills in daily
The organization helps
living
educate these women to The organization helps
fight for their rights and educate these women to
interests through collective fight for their rights and
action. interests through
collective action.
282
If you were to propose If you were to propose
projects to be funded by projects to be funded by
Gabriela for the welfare and Gabriela for the welfare
betterment of the women in and betterment of the
your barangay, what would it women in your barangay,
be? How would your what would it be? How
proposed projects contribute would your projects
to community development contribute to community
as a whole? development as a
whole?
The next time you listen
The next time you listen to
to stories, what are the
stories, what are the things
H. Making things that you need to
that you need to remember?
generalizations remember?
and abstractions
How does the theme of that
about the lesson How does the theme of
story contribute to its literary
that story contribute to its
beauty?
literary beauty?
TASK 5. Tell-tale
Theme
The teacher will play
TASK 5. Tell-tale Theme another recorded
The teacher will play another feministic Chinese tale
recorded feministic Chinese titled the Story of Chang-
tale titled the Story of e
Chang-e.
(See attached FILE ).
(See attached FILE C) Answer the following
Write a slogan that will questions in a paragraph
reflect the theme of the or two.
story. Expound your slogan
I. Evaluating in a paragraph by citing 1. What is the theme of
learning important events/ideas in the the story? Explain
narrative that will support
your answer. 2. What lessons did you
get from the story?
Criteria for scoring
Content &relevance ….25% Criteria for scoring
Organization…………...25% Content & relevance..25%
Mechanics……………..25% Organization………..25%
Style…………………….25% Mechanics………….25%
Total…………………..100% Style………………...25%
Total……………….100%
283
List down five problems
List down five problems that
J. Additional activities that you are experiencing
you are experiencing right
for application or right now and provide
now and provide possible
remediation possible solutions to your
solutions to your problem
problem
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
strategies worked
well? Why did these
work?
encounter which my
principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to share
with other teachers?
284
FILE A : SOLDIER ON
285
FILE B: Au-THEME-matic
Passage:
THE FIREGOD
Long before the time of Fu Hi, Dschu Yung, the Magic Welder, was the ruler of men.
He discovered the use of fire, and succeeding generations learned from him to cook their
food. Hence his descendants were intrusted with the preservation of fire, while he himself
was made the Fire-God. He is a personification of the Red Lord, who showed himself at the
beginning of the world as one of the Five Ancients. The Fire-God is worshiped as the Lord of
the Holy Southern Mountain. In the skies the Fiery Star, the southern quarter of the heavens
and the Red Bird belong to his domain. When there is danger of fire the Fiery Star glows
with a peculiar radiance.When countless numbers of fire-crows fly into a house, a fire is sure
to break out in it.
In the land of the four rivers there dwelt a man who was very rich. One day he got
into his wagon and set out on a long journey. And he met a girl, dressed in red, who begged
him to take her with him. He allowed her to get into the wagon, and drove along for half-a-
day without even looking in her direction. Then the girl got out again and said in farewell:
―You are truly a good and honest man, and for that reason I must tell you the truth. I am the
Fire-God. To-morrow a fire will break out in your house. Hurry home at once to arrange your
affairs and save what you can!‖ Frightened, the man faced his horses about and drove
home as fast as he could. All that he possessed in the way of treasures, clothes and jewels,
he removed from the house. And, when he was about to lie down to sleep, a fire broke out
on the hearth which could not be quenched until the whole building had collapsed in dust
and ashes. Yet, thanks to the Fire-God, the man had saved all his movable belongings.
286
FILE C :Tell-tale Theme
THE STORY OF CHANG E AND HOU YI

Posted by mellamojenny in Uncategorized
There once was a man named Hou Yi, who was very good at archery. He married
the beautiful Chang E. They both wanted to live forever.
Back then there were ten suns. The suns made the Earth really hot. All the lakes and
rivers dried up, the flowers wilted and the crops died. The Yellow Emperor (皇帝) asked Hou
Yi to save the people from this heat.
So Hou Yi took his magic bow and arrow and very carefully, shot down one, two,
three, four, five, six, seven, eight, nine suns. Now there was only one sun left in the sky.
Then, all the rivers started flowing again, plants started growing and all the people were
happy.
For his reward, the emperor gave Hou Yi a magic pill that let him live forever. But
before he could eat the pill, he had to pray and fast for one year. Hou Yi was so excited! He
finally got his wish of living forever.
Hou Yi went home and told his wife Chang E the good news. He put the pill in a little
box under his bed for safekeeping. But when Chang E heard the story, she was very
jealous, because she wanted to live forever too.
The next day, when Hou Yi went away, Chang E searched for the pill. She found the
box, opened the lid, and ate the pill! That moment, Chang E started floating up, up, up in the
air. Hou Yi was back and saw his wife floating! He knew she had taken the pill. Scared that
Hou Yi was going to be angry, Chang E started floating toward the moon. Hou Yi, who could
fly, started chasing after her in the air. The two of them were racing across the heavens.
Then, the moon‘s gravity pulled Chang E on the moon, where she escaped Hou Yi.
On the moon, the dusk made her cough, and she coughed a little bit of the pill. That little bit
of the pill then became the Jade Rabbit, who began to make another pill for immortality.
Chang E became goddess of the moon, but was turned into a frog as her punishment. She
realized how selfish she was and really missed her husband.
Hou Yi also began missing his wife. He built a palace on the sun and became the
god of the sun. But once a month, Hou Yi and Chang E are allowed to visit each other,
where Chang E is transformed into a beautiful princess. On that day, the moon shines extra
brightly, because of their love.
Adapted from Moonbeams, Dumplings & Dragon Boats by Nina Simonds, Leslie
Swartz and the Children’s Museum, Boston
https://girlsbuildingbridges.wordpress.com/2011/12/18/the-story-of-chang-e-and-hou-yi/
287
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
EN8G-IIe-9: Use appropriate grammatical signals or
C. Learning development: problem-solution
Competency/
Objectives EN8WC-IIe-2.2: Develop paragraphs that illustrate each
(Write the LC code for text type (narrative in literature, expository, explanatory,
each.)
factual and personal recount, persuasive)
 Grammatical signals or expressions suitable to

II. CONTENT pattern of problem-solution development
 Paragraphs that illustrate narrative in literature
III. LEARNING
RESOURCES
A. References
1. Teacher‘s
Guide pages
2. Learner‘s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
288
https://www.facebook.com/parasuratbikolnonpage/
http://www.bicolstandard.com/2018/01/arts-and-culture-
kabulig-writers-prize.html
B. Other Learning http://www.visiontimes.com/2018/09/24/legends-of-the-
Resources mid-autumn- festival.html
https://movieweb.com/mulan-disney-remake-new-
release-date-2019-live-action/
https://www.wikihow.com/Write-a-Narrative-Paragraph
The teacher will process the The teacher will

students‟ preparation about the process the students‟
problems they are facing right preparation about the
now and provide solution to the
problems they are
address the problem. The
teacher will also share some facing right now and
pieces of advice on how they provide solution to
could solve these dilemmas as address the problem.
he/she offers optimistic insights. The teacher will also
share some pieces of
Problems are part of our advice on how they
lives but we have to think could solve these
of ways on how we could dilemmas as he/she
overcome them. This time offers optimistic
we will read a passage on insights.
how we can solve a long-
time problem that can Problems are part of our
result to social injustice lives but we have to think
and gender inequality. of ways on how we could
overcome them. This
lesson or But before that, let us time let us read a
presenting the new solve first the mystery of passage on how we can
lesson these empty boxes! solve a long-time
problem that can result to
Task 1: BEATING THE social injustice and
BOX gender inequality.
Directions: Race against But before that, let us
time to fill in the boxes with solve first the mystery of
correct letters to determine these empty boxes!
the meaning of the unfamiliar
words. The students who will
get all five correct answers in
3 minutes will be declared as Task 1: BEATING THE
the ―BEST BOX-BEATERS‖ BOX
of the class.
Directions: Race against
time to fill in the boxes
with correct letters to
determine the meaning
289
of the unfamiliar words.
The students who will get
all five correct answers in
3 minutes will be
declared as the ―BEST
mechanism BOX-BEATERS‖ of the
class.
bias mechanism
ideology bias
disparity ideology
suppression disparity
Key to Correction: suppression

1. system
2. unfairness
3. concept Key to Correction:
4. difference 1. system
5. restraint 2. unfairness
3. concept
4. difference
5. restraint
Now that you let the Now that you let the
meaning of those words out meaning of those words
of the box, we are ready this out of the box, we are
time to read a passage that ready this time to read a
will give you a clearer view passage that will give
that we should also get out you a clearer view that
of the box when it comes to we should also get out of
our traditional views on the box when it comes to
women. our traditional views on
B. Establishing a
women.
purpose for the
A paragraph about Asian
lesson
women will be presented to A paragraph about Asian
the class. women will be presented
to the class.
Problem – Solution Passage
Problem – Solution
Just like Mulan, Passage
Asian women of today still
face a lot of challenges Just like Mulan,
caused by racial and cultural Asian women of today
290
biases. One of these is the still face a lot of
community‘s long-time challenges caused by
subscription to the dominant racial and cultural biases.
ideology of patriarchy which One of these is the
has led to the suppression of community‘s long-time
women‘s productive subscription to the
capacities. Although serious dominant ideology of
concerns have arisen as a patriarchy which has led
result of gender disparity, to the suppression of
there will always be women‘s productive
solutions. Government capacities. Although
should establish serious concerns have
mechanisms to accelerate arisen as a result of
woman participation and gender disparity, there
leadership in nation-building will always be solutions.
through education. Second, Government should
communities should invest in establish mechanisms to
women-run business and accelerate woman
boost their entrepreneurial participation and
skills. Lastly, everybody leadership in nation-
should support and stand building through
with solidarity with woman in education. Second,
their struggle for human communities should
dignity. invest in women-run
business and boost their
Processing Questions: entrepreneurial skills.
Lastly, everybody should
o What is the support and stand with
paragraph all about? solidarity with woman in
o What is the problem their struggle for human
stated in the dignity.
passage?
o What solutions are
offered in the text?
o What are the words
or expressions used Processing Questions:
to develop the
paragraph? o What is the
paragraph all about?
o What is the
problem stated in the
passage?
o What solutions
are offered in the text?
o What are the
words or expressions
used to develop the
paragraph?
291
to the class the
The teacher will discuss to grammatical signals or
the class the grammatical expressions suitable to
signals or expressions develop the pattern of
suitable to develop the ideas in a problem-
pattern of ideas in a solution text.
problem-solution text.
Some of the grammatical
Some of the grammatical signals and expressions
signals and expressions are: are:
o The problem is… o The problem is…

o The dilemma is… o The dilemma is…
o The Puzzle is… o The Puzzle is…
o Solve, Question, o Solve, Question,
Answer Answer
o Because Since This o Because Since
led to This led to
o The main difficulty o The main
o One possible solution difficulty
is o One possible
o One Challenge… solution is
C. Presenting Therefore, o One Challenge…
examples/ o This led to, so that… Therefore,
Instances of the o If… then, thus… o This led to, so
new lesson o Consequently… that…
o As a solution…
o If… then, thus…
TASK 2. PAIR AND o Consequently…
SHARE o As a solution…
The teacher will show two

more passages featuring TASK 2. PAIR AND
problems and solutions. SHARE
The students will analyze
the texts by pairs and The teacher will show
complete the table below. two more passages
Several pairs will be featuring problems
requested to share their and solutions. The
work with the class. (See students will analyze
Attached File A) the texts by pairs and
complete the table
below. Several pairs
will be requested to
share their work with
the class. (See
Attached File A)
292
The teacher will process
The teacher will process the
the students‟ outputs in
students‟ outputs in Pair and
Pair and Share task,
Share task, pointing out how
pointing out how the
the problem-solution
problem-solution
paragraphs were developed
paragraphs were
and cohered.
developed and cohered.
TASK 3. BEATING THE
TASK 3. BEATING THE
BOWL
BOWL
student-pairs pick paper
student-pairs pick paper
strips of topic-problems from
strips of topic-problems
D. Discussing new a bowl. The topic-problems
from a bowl. The topic-
concepts and will center on the challenges
problems will center on
practicing new faced by immediate
the challenges faced by
skills # 1 communities/barangays (e.g.
immediate
unemployment in Brgy.
communities/barangays
Rawis, poor waste
(e.g. unemployment in
management in Sitio
Brgy. Rawis, poor waste
Subsuban or accidents
management in Sitio
caused by stray dogs in St.
Subsuban or accidents
John Village). The pair will
caused by stray dogs in
compose paragraphs stating
St. John Village). The
possible solutions to the
pair will compose
problem using grammatical
paragraphs stating
signals and expression.
possible solutions to the
Presentation of outputs will
problem using
follow.
grammatical signals and
expression. Presentation
of outputs will follow.
(Average learners may

use topics about
problems in classroom or
at home instead of social
issues )
293
What are the problems of What are the problems of
these female characters in these female characters
the stories that we in the stories that we
discussed? discussed?
E. Discussing new
concepts and
practicing new
skills # 2
` Class, problems, no
Class, problems, no matter matter how challenging
how challenging they are, they are, make life worth
make life worth living. living. Likewise, In the
Likewise, In the field of field of literature, fiction
literature, fiction writers writers adamantly
adamantly subscribe to such subscribe to such similar
similar idea. They believe idea. They believe that
that problems, shown problems, shown through
through ―conflicts‖, also ―conflicts‖, also make
make stories a worthy read. stories a worthy read.
These past few days, you These past few days,
had a glimpse of China you had a glimpse of
through its stories. This only China through its stories.
proves that literature is an This only proves that
effective way to experience literature is an effective
other people‘s way of living. way to experience other
294
Since good stories reflect a people‘s way of living.
locale‘s culture and tradition, Since good stories reflect
everybody loves listening to a locale‘s culture and
them; and knowing how to tradition, everybody
tell and write stories loves listening to them;
effectively is a necessary and knowing how to tell
skill one should possess to and write stories
keep the cultural values alive effectively is a necessary
and prospering—passing on skill one should possess
the heritage from one to keep the cultural
generation to another. values alive and
prospering—passing on
Actually, stories are the heritage from one
examples of narrative texts generation to another.
and Grade 8 students could
write a good one by Actually, stories are
considering subscribing to examples of narrative
some important tips. texts and Grade 8
students could write a
The teacher will present tips good one by considering
on how to write narrative subscribing to some
paragraphs as an integral important tips.
part in crafting stories:
The teacher will present
A narrative paragraph tells a tips on how to write
chronological story, either narrative paragraphs as
real or fictional. A good an integral part in
narrative paragraph begins crafting stories:
with a topic sentence that
introduces the tale you‘re A narrative paragraph
going to tell. It‘s followed by tells a chronological
the telling of the story and story, either real or
then a brief conclusion to fictional. A good narrative
reflect on what happened. paragraph begins with a
topic sentence that
1.Plan to tell your narrative introduces the tale you‘re
from the first or third going to tell. It‘s followed
person perspective. Use by the telling of the story
"I," "he," "she," "it," or "they" and then a brief
as the subject to tell your conclusion to reflect on
story what happened.
2. Create an engaging 1.Plan to tell your

topic sentence. Draw the narrative from the first
reader into your narrative or third person
paragraph by creating perspective. Use "I,"
excitement or suspense with "he," "she," "it," or "they"
your opening sentence as the subject to tell your
story
295
3. Present any major
characters involved in the 2. Create an engaging
story. Introduce any people topic sentence. Draw
who will play an important the reader into your
role in the story so the narrative paragraph by
reader understands who is a creating excitement or
part of the narrative suspense with your
opening sentence
4. Set the scene of the
story. Provide a setting for 3. Present any major
your story and orient your characters involved in
reader to the time your story the story. Introduce any
happens. people who will play an
important role in the story
5. Plan to write a narrative so the reader
paragraph of at least 9 understands who is a
sentences. Write 1 topic part of the narrative
sentence, 1-4 sentences of
background information, 2-4 4. Set the scene of the
sentences to start the story, story. Provide a setting
3-5 sentences to present the for your story and orient
conflict, 1-3 sentences to your reader to the time
resolve the conflict, and 1-2 your story happens.
sentences to provide a
conclusion. 5. Plan to write a
narrative paragraph of
6. Present the story at least 9 sentences.
chronologically from its Write 1 topic sentence,
beginning. Start the story by 1-4 sentences of
describing the problem or background information,
idea that kicks off the action. 2-4 sentences to start the
story, 3-5 sentences to
7. Relate the central present the conflict, 1-3
conflict of the story. Add sentences to resolve the
narrative detail to explain conflict, and 1-2
what happens next in the sentences to provide a
story. Over conclusion.
1. 8.Provide resolution to the 6. Present the story

story. Detail for the reader chronologically from
how the story ends. In a its beginning. Start the
good story, often this ending story by describing the
will be a surprise twist or problem or idea that
simply a happy moment. kicks off the action.
2.
7. Relate the central
3. 9.End the story with a
conflict of the story.
conclusion that reflects on
Add narrative detail to
the event. Use your
explain what happens
conclusion to give an opinion
296
regarding the story. next in the story. Over
4.
10.Proofread your 8.Provide resolution to
paragraph for spelling and the story. Detail for the
grammar issues. Look over reader how the story
your paragraph to make sure ends. In a good story,
it is readable and doesn‘t often this ending will be a
have typos or grammar surprise twist or simply a
mistakes. happy moment.
11.Reread your paragraph

to make sure the story
stands on its own. Give
9.End the story with a
your paragraph a final read
conclusion that reflects
to make sure the story
on the event. Use your
makes sense.
conclusion to give an
opinion regarding the
Source:
story.
https://www.google.com/amp/
5.
s/m.wikihow.com/Write-a-
10.Proofread your
Narrative-Paragraph%3famp=1 paragraph for spelling
and grammar issues.
Look over your
paragraph to make sure
it is readable and doesn‘t
have typos or grammar
mistakes.
11.Reread your
paragraph to make
sure the story stands
on its own. Give your
paragraph a final read to
make sure the story
makes sense.
Source:
https://www.google.com/
amp/s/m.wikihow.com/W
rite-a-Narrative-
Paragraph%3famp=1
TASK 4. Sequel TASK 4. Sequel

Showdown Showdown
F. Developing
mastery Students will be divided into Students will be divided
(leads to Formative
Assessment)
four groups. into four groups.
297
Let us say that you were to Let us say that you were
write the ―Part 2‖ or to write the ―Part 2‖ or
continuation of one of the continuation of one of the
stories you encountered this stories you encountered
week (Black Arts, Bao and this week (Black Arts,
Mulan). Using the given tips Bao and Mulan). Using
on developing narrative the given tips on
paragraphs, brainstorm and developing narrative
write your generated sequel paragraphs, brainstorm
on a manila paper. Include and write your generated
problem-solution sequel on a manila
grammatical signals and paper. Include problem-
expressions if possible solution grammatical
Present it to the class for signals and expressions
critiquing. if possible Present it to
the class for critiquing.
The teacher will show

logotypes of different guild of
literary writers in Bicol such
as Parasurat Bikolnon,
Kabulig Bicol Writers Inc.
and SurTe.
When can you use your

skills in using
grammatical signals and
G. Finding practical expression for discussing
application of problems and solutions?
concepts and
skills in daily
living Will writing narrative
paragraphs be helpful in
your target workplace in
the future? How?
298
One of the challenges that
these groups are facing right
now is to encourage the
tech-savvy millennial to
preserve their culture and
promote one‘s identity
through writing narratives
and stories and other literary
works of native colors.
The teacher will cite some

stories in the locality that the
youth of today seems to
forget and undervalue (e.g.
Epic of Ibalon, Lgend of
Kurakog or Golden Ship of
Sto Domingo River) because
of colonial mentality.
How will you help these

groups in their noble
advocacy? What solutions
can you suggest to bring the
preoccupied and busy youth
closer to these local literary
movements?
3. What
1. What grammatical
grammatical
signals or
signals or
expressions could
expressions
help in developing
could help in
problem-solution
developing
H. Making text?
problem-solution
generalizations
text?
and abstractions 2. What are the things
about the lesson to be considered in
4. What are the
writing a narrative
things to be
text?
considered in
writing a narrative
text?
TASK 5. POWER FLAUNT TASK 5. POWER

GIRLS FLAUNT GIRLS
I. Evaluating Write a composition about Write a composition

learning the adventures of your about the adventures of
favorite heroine and flaunt your favorite heroine and
their best heroic flaunt their best heroic
accomplishments. Make accomplishments. Make
299
sure to develop paragraphs sure to develop
that illustrate good narration. paragraphs that illustrate
Highlight the conflicts that good narration. Highlight
gave excitement to the story. the conflicts that gave
Discuss also how your excitement to the story.
heroine solve them by using Discuss also how your
appropriate grammatical heroine solve them by
signals or expressions. using appropriate
grammatical signals or
Criteria for Scoring expressions.
Content - 25% Criteria for Scoring

Organization - 25%
Mechanics - 25% Content - 25%
Style - 25% Organization - 25%
Total - 100% Mechanics - 25%
Style - 25%
Total - 100%
J. Additional activities Review the nature of Review the nature of

for application or entertainment speech for entertainment speech for
remediation tomorrow‘s discussion. tomorrow‘s discussion.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% in the
evaluation
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
300
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
301
FILE A: PAIR AND SHARE
Passage 1
People who live in apartments in big cities often face an annoying hardship: the walls
and ceilings are very thin. That means you can hear your neighbors but also they can hear
your neighbors but also they can hear you! This can lead to disputes and conflicts with
neighbors. Some people are concerned that living in this manner is to actually live in a
continual state of invasion of privacy. Although the source of the noise cannot be eliminated,
the difficulty can be relieved with some rather simple DIY remedies. The internet, or stores
like Ace or Home Depot, are good places to begin looking for some possible solutions.
Passage 2
The enormous growth in the use of the internet over the last decade has led to
radical changes to the way that people consume and share information. Although serious
concerns have arisen as a result of this, there are solutions. One way to cope with the issue
is to pressure the government to pass laws and controls that will prevent young people from
accessing dangerous sites. Parents too need to respond by closely monitoring the activities
of their children and restrict certain sites. In addition, companies must also improve their
onsite IT security systems to make fraud and hacking much more difficult. These are just a
few of the challenges we are facing which can be overcome.
302
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
C. Learning
Competency/ EN8OL-IIe-2.6: Use appropriate non-verbal cues when
Objectives delivering lines in an entertainment speech
each.)
Non-verbal cues in delivering lines in for entertainment
II. CONTENT
speech
III. LEARNING
RESOURCES
A. References
1. Teacher‟s
Guide pages
2. Learner‟s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning https://www.youtube.com/watch?v=7h5Lp6Z9S6k

Resources https://www.youtube.com/watch?v=ZMXCvLJkZwo
303
The class will revisit the

nature of an entertainment
speech as they gear up for The class will revisit the
nature of an
their performance at the end
entertainment speech as
of the quarter.
they gear up for their
performance at the end
What is an entertainment
speech? How is it different of the quarter.
form other type of
speeches? What is an entertainment
speech? How is it
Motivation: different form other type
of speeches?
Class in our past lesson,
we unanimously agreed
that the social development
Motivation:
of a person begins in
Class in our past
childhood. But a child,
lesson, we
though very inquisitive and
unanimously agreed
energetic, has lots of
that the social
doubts and fears that might
development of a
lead to feelings of distrust
person begins in
A. Reviewing previous and inferiority.
childhood. But a child,
lesson or
though very inquisitive
presenting the new Class, what were you
scared of when you were and energetic, has lots
lesson
of doubts and fears that
still a child?
Motive Question: might lead to feelings
of distrust and
What was the speaker
inferiority.
scared of when she was
still a child?
Class what were you
scared of when you
The teacher will show a
were still a child?
three-minute clip of a
female contestant in a
Motive Question:
toastmaster‘s competition
What was the speaker
delivering part of her
speech. scared of when she
was still a child?
The teacher will show a

three-minute clip of a
female contestant in a
toastmaster‘s
competition delivering
part of her speech.
https://www.youtube.com/w
atch?v=JKVTzuvjEpg
304
/watch?v=JKVTzuvjEpg
Processing Questions
Processing Questions: 1. What was the speaker
1.What was the speaker afraid of when she was
afraid of when she was still a still a child?
child?
(The teacher should
(The teacher should stress stress the strong
the strong personality of the personality of the
speaker as she faced life‟s speaker as she faced
challenges.) life‟s challenges.)
2. What do you think is the 2.What do you think is

real purpose of the speech? the real purpose of the
B. Establishing a
speech?
purpose for the
3. How did the speaker
lesson
communicate the message 3.How did the speaker
she wanted to convey using communicate the
physical actions? message she wanted to
convey using physical
These questions will lead to actions?
the students‟ discovery of
non-verbal cues as an These questions will lead
important factor in delivering to the students‟ discovery
speeches especially an of non-verbal cues as an
entertaining one. important factor in
delivering speeches
especially an entertaining
one.
The teacher will show to the

C. Presenting The teacher will show to
class a picture of three
examples of the the class a picture of
students talking to one
new lesson three students talking to
another. The teacher will
one another. The teacher
ask:
will ask:
305
Who is the most active in Who is the most active
the conversation? Prove in the conversation?
your point. Prove your point.
The teacher will emphasize The teacher will

that competent emphasize that
communicators are good at competent
monitoring their nonverbal communicators are good
messages and messages at monitoring their
from others. They develop a nonverbal messages and
wide range of nonverbal messages from others.
behaviors to use in different They develop a wide
situations. range of nonverbal
behaviors to use in
different situations.
Task 1: FriendLINES Task 1: FriendLINES
The students will be grouped The students will be

into four. grouped into four.
The teacher will play a video The teacher will play a

of another Asian speaker video of another Asian
delivering an entertainment speaker delivering an
speech about friendship. Tell entertainment speech
students that they will fish about friendship. Tell
out powerful lines from the students that they will
D. Discussing new video. fish out powerful lines
concepts and from the video.
practicing new
skills # 1
https://m.youtube.com/watch https://m.youtube.com/w
?v=kjhizmdWuXo&t=6s atch?v=kjhizmdWuXo&t=
6s
306
List powerful or effective Processing Questions:
lines in the speech. Describe
the movements of speaker What are the powerful or
upon saying the lines. What effective lines in the
will be the possible effects of speech of Josephine Lee
these movements to the
audience or listeners? What were Josephine‘s
body movements as she
delivered her lines? Are
they effective? Why or
why not?
After which, the teacher

will discuss body
language (kinesics) as
The groups are expected to
the speaker‟s way of
report their outputs.
communicating without
the use of spoken words.
After which, the teacher will
The teacher will focus on
discuss body language
body motions such as:
(kinesics) as the speaker‟s
1. Eye Contact
way of communicating
2. Facial
without the use of spoken
Expressions
words. The teacher will focus
3. Head movement
on body motions such as:
4. Hand gestures
1. Eye Contact
5. Body Posture
2. Facial Expressions
3. Head movement
The teacher should also
4. Hand gestures
stress the importance of
5. Body Posture
spatial usage, which is a
nonverbal
The teacher should also
communication through
stress the importance of
the use of the space and
spatial usage, which is a
objects around the
nonverbal communication
speaker.
through the use of the space
and objects around the
speaker.
TASK 2: RULE OF TASK 2: RULE OF
THUMBS THUMBS
The teacher will require the The teacher will require

E. Discussing new groups to choose the groups to choose
concepts and representatives who will try representatives who will
practicing new to deliver the powerful lines try to deliver the powerful
skills # 2 they listed during the lines they listed during
previous activity. the previous activity.
Using sign boards provided Using sign boards

by the teacher, the students provided by the teacher,
307
in the class will raise and the students in the class
brandish a “thumbs up” if the will raise and brandish
lines are effectively uttered “thumbs up” if the lines
and “thumbs down” if not. are effectively uttered
and “thumb down” if not.
Process Questions:
Process Questions:
How did the presenters use How did the presenters
their voices to make their use their voices to make
utterance effective? their utterance effective?
Why does a speaker need to Why does a speaker

be mindful of what is need to be mindful of
happening to his voice when what is happening to his
delivering a speech? voice when delivering a
speech?
paralanguage as an The teacher will discuss
effective way of paralanguage as an
communication through effective way of
nonverbal sounds which can communication through
complement or contradict nonverbal sounds which
meaning. The teacher will can complement or
deliver a comprehensive contradict meaning. The
discussion on the Five Vocal teacher will deliver a
Characteristics: comprehensive
discussion on the Five
1. Pitch - the highness or Vocal Characteristics:
lowness of a person‘s vocal
tone. 1. Pitch - the highness or
2. Volume - the loudness or lowness of a person‘s
softness of a person‘s vocal vocal tone.
tone. 2. Volume - the loudness
3. Rate - he speed at which or softness of a person‘s
a person speaks. vocal tone.
4. Quality- the sound of a 3. Rate - he speed at
person‘s voice. which a person speaks.
5. Intonation – the variety, 4. Quality- the sound of a
melody, or inflection of a person‘s voice.
person‘s voice. 5. Intonation – the
variety, melody, or
The groups will exchange inflection of a person‘s
lines and will try to utter voice.
them again taking into The groups will
account the appropriate use exchange lines and will
of paralanguage. try to utter them again
taking into account the
appropriate use of
paralanguage.
308
TASK 3. TELL IT TO
WIN IT
TASK 3. TELL IT TO WIN IT PAIR WORK

With the help of a
PAIR WORK partner, think of a local
With the help of a partner, funny story (It is much
think of a local funny story (It better if unexpected
is much better if unexpected jokes are embedded in
jokes are embedded in the the stories) and tell it to
stories) and tell it to the class the class in a minute.
in a minute.
Observe appropriate
Observe appropriate Body Body Language,
Language, Paralanguage, Paralanguage, and
and Spatial Usage during Spatial Usage during the
the delivery to move the delivery to move the
audience. audience.
F. Developing
mastery The class will be encouraged The class will be
(leads to Formative to give their reactions by encouraged to give their
Assessment) raising their sign boards. reactions by raising their
sign boards.
Criteria for judging:
Criteria for judging:
Content –15%
Paralanguage – 25% Content –15%
Body Language –25% Paralanguage – 25%
Spatial Usage –20% Body Language –25%
Audience Impact –15% Spatial Usage –20%
Total -- 100% Audience Impact –15%
Total -- 100%
The best male and female
speakers will be crowned as The best male and
the LAD LAUGH and LADY female speakers will be
LAUGH of the year. crowned as the LAD
LAUGH and LADY
LAUGH of the year.
The teacher will play a The teacher will play a

G. Finding practical recorded sound of a man recorded sound of a man
application of whistling in wonder upon whistling in wonder upon
concepts and seeing a beautiful girl. seeing a beautiful girl
skills in daily
living o What does this o What does this
whistling mean? whistling mean?
o Girls, what would you o Girls, what would
309
feel if a boy would you feel if a boy
whistle like that while would whistle like
staring at you? that while staring
at you?
It is doubtless that non-
verbal cues play a significant It is doubtless that non-
role in the communication verbal cues play a
process. However, some of significant role in the
these cues are considered communication process.
unethical to our culture. However, some of these
cues are considered
In April 2019, President unethical to our culture.
Rodrigo Duterte signed the
Republic Act 11313 In April 2019, President
otherwise known as Bawal Rodrigo Duterte signed
Bastos Law or the Safe the Republic Act 11313
Spaces Act. otherwise known as
Bawal Bastos Law or the
It aims to punish gender- Safe Spaces Act.
based harassment in public
spaces and online like wolf- It aims to punish gender-
whistling, catcalling, sexist based harassment in
slurs, unwanted invitations, public spaces and online
statement of sexual like wolf-whistling,
comments and suggestions, catcalling, sexist slurs,
public masturbation or unwanted invitations,
flashing of private parts or statement of sexual
any unwanted advances. comments and
suggestions, public
Even cursing, intrusive masturbation or flashing
gazing, cyber stalking and of private parts or any
uploading/sharing of photos unwanted advances.
and videos without
authorized consent will be Even cursing, intrusive
deemed sexual harassment gazing, cyber stalking
under the law. and uploading/sharing of
photos and videos
o Do you agree to the without authorized
provisions of the law? consent will be deemed
sexual harassment under
o What other non- the law.
verbal cues could
cause o Do you agree to the
misunderstandings
provisons of the
among people?
law?
o On the other hand,
what non-verbal cues o What other non-
should students verbal cues could
310
practice to exhibit cause
courtesy and misunderstandings
geniality whenever among people?
they communicate
o On the other hand,
with others especially
with women and what non-verbal
elderly ? cues should
students practice to
Give specific situations. exhibit courtesy and
geniality whenever
they communicate
with others
especially with
women and
elderly?
Give specific situations.
Why are non-verbal
Why are non-verbal cues
cues important when
important when delivering a
H. Making delivering a speech?
speech?
generalizations
and abstractions Differentiate
Differentiate Paralanguage,
about the lesson Paralanguage, Body
Body Language and Spatial
Language and Spatial
Usage.
Usage.
TASK 4: CUE-MASTERS TASK 4: CUE-
Record a video of yourself MASTERS
saying the statements below Record a video of
using appropriate non-verbal yourself saying the
cues when delivering lines in statements below using
an entertainment speech. E- appropriate non-verbal
mail the video to your cues when delivering
teacher afterward. lines in an entertainment
speech. E-mail the video
1. ―It‘s better late than to your teacher
absent. Students afterward.
I. Evaluating should put this in mind 1. ―It‘s better late than
learning should they want to absent. Students should
graduate.‖ put this in mind should
they want to graduate.‖
2. ―Trying to get a perfect
in our Mathematics 2.‖Trying to get a perfect
exam is just a stroll in in out Mathematics exam
the park...Jurassic is just a stroll in the
Park!‖ park...Jurassic Park!‖
3. ―We should not eat too 3. ―We should not eat too
much salt...because it‘s much salt...because it‘s
―asin‖. ―asin‖.
311
Criteria for Scoring
4. ―My friend Pedro
always comes to Body language – 40%
school late because he Paralanguage -- 40%
keeps on following Appeal -- 20%
what the street sign TOTAL -- 100%
says:‖Slow down
children crossing‖.
5. ―When I see lovers‘

names carved in a tree,
I don‘t think its sweet. I
just think it‘s surprising
how many people bring
knife on a date.
6. ―I dreamed I was forced

to eat a giant
marshmallow, when I
woke up, my pillow was
gone.‖
Criteria for Scoring
Body language – 40%

Paralanguage -- 40%
Appeal -- 20%
TOTAL -- 100%
Visit Youtube.com and
Visit Youtube.com and watch
watch motivational
motivational speaker Joel
speaker Joel Osteen as
Osteen as he delivers his
J. Additional activities he delivers his speech.
speech. Take note of self-
for application or Take note of self-
presentation cues that have
remediation presentation cues that
something to do with
have something to do
physical appearance and
with physical appearance
time.
and time.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
312
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
313
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
EN8LC-IIf-7: Employ appropriate listening skills and
Competency/ EN8LC-IIf-2.5: Formulate predictions about the contents
Objectives of the listening text.
(Write the LC code for EN8OL-IIf-2.6: Use appropriate non-verbal cues when
each.)
delivering lines in an entertainment speech
II. CONTENT
III. LEARNING
RESOURCES
A. References Module 2, Lesson 1 page 13
1. Teacher‟s Quarter 2, page 129
Guide pages
2. Learner‟s
Materials pages
3. Textbook pages
4. Additional archaeology-travel.com (picture of the great wall of
Materials from China)
Learning https://m.youtube.com/watch?v=l4aSoW0fcRM (video of
Resource ―The Story of the Great Wall of China‖)
(LR)portal
B. Other Learning
Resources
314
Pre-listening Activities Pre-listening Activities
(5 minutes) (5 minutes)
GREAT! GREAT!
Show a picture of Great Wall Show a picture of Great
of China. Wall of China.
lesson or
presenting the new
lesson
Let the students describe

Let the students describe the the Great Wall of China.
Great Wall of China.
Based on the
Based on the descriptions descriptions given by the
given by the students about students about the Great
the Great Wall, the teacher Wall, the teacher may
may ask, ―What descriptions ask, ―What descriptions
of the Great Wall can you of the Great Wall can you
relate to yourself? Why? relate to yourself? Why?
B. Establishing a
purpose for the
How long is the Great Wall How long is the Great
lesson
of China? Wall of China?
Discussion: Discussion:
One way of getting One way of getting

information and knowledge information and
is through listening. knowledge is through
Listening is receiving listening.
C. Presenting language through the ears. It Listening is receiving
examples/Instanc involves identifying the language through the
es of the new sounds of speech and ears. It involves
lesson processing them into words identifying the sounds of
and sentences. When we speech and processing
listen, we use our ears to them into words and
receive individual sounds sentences. When we
(letters, stress, rhythm and listen, we use our ears to
pauses), and we use our receive individual sounds
brain to convert these into (letters, stress, rhythm
315
messages that we find and pauses), and we use
meaning in. our brain to convert
Listening in any language these into messages that
requires focus and attention. we find meaning in.
It is a skill that some people Listening in any
need to work on harder than language requires focus
others. People who have and attention. It is a skill
difficulty concentrating are that some people need to
typically poor listeners. work on harder than
Listening in a second others. People who have
language requires even difficulty concentrating
greater focus. are typically poor
listeners. Listening in a
Before listening, take note second language
of the following guidelines requires even greater
when listening: focus.
Listen to get the general
ideas of the text. Before listening, take
Take down notes to help note of the following
you recall important ideas. guidelines when
listening:
Listen to get the
general ideas of the text.
Take down notes to
help you recall important
ideas.
During Listening During Listening
Based from the given Based from the given

picture, ask the students the picture, ask the students
possible topic on what they of the possible topic on
will listen. Let them predict what they will to listen.
on the information that they Let them predict on the
will get in the listening text. information that they will
get in the listening text.
D. Discussing new
concepts and The_Story_of_the_Great_Wall_of_China(360p).mp4
practicing new https://m.youtube.com/watch The_Story_of_the_Great_Wall_of_China(360p).mp4
skills # 1 ?v=l4aSoW0fcRM https://m.youtube.com/w

atch?v=l4aSoW0fcRM
Let the students listen to the
listening text twice. Let the students listen to
the listening text twice.
(Note: Do not show the video
yet. This is a listening text.) (Note: Do not show the
video yet. This is a
listening text.)
316
Post-listening Activity Post-listening Activity

1. How many years did 1. How many years
it take for the did it take for the
Chinese to build the Chinese to build
Great Wall of China? the Great Wall of
2. What is the main China?
purpose of building 2. What is the main
E. Discussing new
the wall? purpose of
concepts and
3. Give at least 3 building the wall?
practicing new
descriptions that you 3. Give at least 3
skills # 2
heard on the Great descriptions that
Wall of China. you heard on the
4. Were the Chinese Great Wall of
successful in building China.
the wall for their 4. Were the Chinese
protection? Why? successful in
building the wall
for their
protection? Why?
HELP PWL (PREDICT, HELP PWL (PREDICT,
WATCH, AND LISTEN) WATCH, AND LISTEN)
While watching the video, While watching the

the students will identify the video, the students will
non-verbal cues used by the identify the non-verbal
speaker. Use listening cues used by the
strategies while watching the speaker. Use listening
video in taking down notes strategies while watching
about the Great Wall of the video in taking down
China. notes about the Great
F. Developing
Wall of China.
mastery
(leads to Formative The_Story_of_the_Great_Wall_of_China(360p).mp4
Assessment) The_Story_of_the_Great_Wall_of_China(360p).mp4
https://m.youtube.com/watch
?v=l4aSoW0fcRM https://m.youtube.com/w
atch?v=l4aSoW0fcRM
Let the students watch the
video twice. Let the students watch
the video twice.
Ask the students on the non-
verbal cues used by the Ask the students on the
speaker. non-verbal cues used by
Let the students give their the speaker.
meanings and usages. Discuss their meanings
and usages.
317
Have you ever built walls for Have you ever distant
yourself so that others will yourself from others so
not harm you? that they will not harm
application of
How can non-verbal cues you?
concepts and
help in predicting the How can non-verbal cues
skills in daily
feelings or emotions of help in predicting the
living
people? feelings or emotions of
people?
 How can taking down  How can taking
notes help in down notes help
understanding a in understanding
listening text? a listening text?
 How can pictures,  How can pictures,
physical attributes of physical attributes
the speaker or titles of the speaker or
of long narrative or titles of long
H. Making descriptive texts help narrative or
generalizations in predicting the descriptive texts
and abstractions contents of a help in predicting
about the lesson narrative text? the contents of a
 Why do we have to narrative text?
consider non-verbal  Why do we have
cues in delivering to consider non-
long narrative or verbal cues in
descriptive texts? delivering long
narrative or
descriptive texts?
Group Activity Group Activity

Predict Me if I‘m Wrong Predict Me if I‘m Wrong
Group 1: Make a movie Group 1: Make a movie

poster and let the students poster and let the
predict on the possible students predict on the
theme of the movie. possible theme of the
Group 2. Make a tableau of movie.
I. Evaluating
a latest and hottest Group 2. Make a tableau
learning
teleserye. The students will of a latest and hottest
predict its title. teleserye. The students
Group 3: One student from will predict its title.
the group will deliver a short Group 3: One student
descriptive text about China from the group will
which the whole group deliver a short
prepared. They will help in descriptive text about
the non-verbal cues to be China which the whole
used in the performance of group prepared. They will
their groupmate. help in the non-verbal
318
Group 4: Write a descriptive cues to be used in the
essay about a scenic spot in performance of their
the locality. groupmate.
Group 4: Write a
Criteria: descriptive essay
Performance/Delivery/Prese about a scenic spot in
ntation- 35% the locality.
Content/Message- 35%
Creativity- 30%
Criteria:
Total: 100%
Performance/Delivery/Pr
esentation- 35%
Content/Message- 35%
Creativity- 30%
Total: 100%
Let the students read the Let the students read the
story, ―The Soul of the Great story, ―The Soul of the
J. Additional activities Bell‖ by Lafcadio Hearn on Great Bell‖ by Lafcadio
for application or Grade 8 Learner‘s Material Hearn on Grade 8
remediation page 40. Learner‘s Material page
40.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
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
319
E. Which of my
teaching
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
320
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
EN8LT-IIg-2.2: Explain how the elements specific to a
C. Learning genre contribute to the theme of a particular literary
Competency/ selection
Objectives EN8LT-IIg-2.2.3: Determine tone, mood, technique, and
(Write the LC code for purpose of the author
each.)
II. CONTENT
III. LEARNING
RESOURCES
A. References Quarter 1, Page 49-54
1. Teacher‘s Quarter 1, page 40-44
Guide pages
2. Learner‘s
Materials pages
3. Textbook pages
4. Additional https://bookunitsteacher.com
Materials from https://www.pinterest.ph/pin/662310688934590948/
Learning
Resource
(LR)portal
B. Other Learning
Resources
321
Pre-Reading Activities Pre-Reading Activities
UNLOCKING OF UNLOCKING OF
DIFFICULTIES DIFFICULTIES
Directions: Go over the Directions: Go over the

following terms or following terms or
expressions taken from the expressions taken from
Soul of the Great Bell. Read the Soul of the Great
them silently and figure out Bell. Read them silently
the meaning of each and figure out the
italicized word using context meaning of each
clues. italicized word using
context clues.
VOCABULARY
OVERLOAD VOCABULARY
OVERLOAD
In the tower of the Great
Bell: now the (1) mallet is In the tower of the Great
lifted to (2) smite the lips of Bell: now the (1) mallet
the metal monster – the vast is lifted to (2) smite the
lips inscribed with Buddhist lips of the metal monster
texts. – the vast lips inscribed
lesson or
1.A mallet is _______ a. a with Buddhist texts.
presenting the new
hammer b. an axe c. a saw 1.A mallet is _______
lesson
2. To smite is to _______ a. a. a hammer b. an axe
hit b. touch c. caress c. a saw
3. All the little dragons on the 2. To smite is to _______
high-tilted eaves of the green a. hit b. touch c. caress
roofs (3) shiver to the tips 3. All the little dragons on
of their gilded tails under that the high-tilted eaves of
deep wave of sound. the green roofs (3)
Shiver means to _______ shiver to the tips
a. fall on one‘s knees of their gilded tails under
b. tremble at the loud that deep wave of sound.
sound Shiver means to
c. be destroyed by the _______
gilded tails a. fall on one‘s
All the green-and-gold tiles knees
of the temple are vibrating; b. tremble at the
the wooden goldfish above loud sound
them are (4) writhing c. be destroyed by
against the sky. the gilded tails
writhing means ________ a. All the green-and-gold
twisting b. pointing c. tiles of the temple are
leading vibrating; the wooden
Therefore, the worthy goldfish above
322
mandarin Kouan-Yu them are (4) writhing
assembled the master- against the sky.
molders and the renowned writhing means
bell smiths of the empire, ________ a. twisting b.
and all men of great repute pointing c. leading
and (5) cunning in (6) Therefore, the worthy
cunning means _______ mandarin Kouan-Yu
a. innocent b. expert c. assembled the master-
skillful molders and the
foundry means _______ renowned bell smiths of
a. act, process, art of making the empire, and all men
plastic of great repute and (5)
b. act, process, art of cunning in (6) cunning
casting metals means _______ a.
c. act, process, art of innocent b. expert c.
painting metals skillful
Therefore, the molds had to foundry means _______
be once more prepared, and a. act, process, art of
the fires (7) rekindled, and making plastic
rekindled means _____ b. act, process, art of
a. lighted again b. set on casting metals
fire again c. stopped the fire c. act, process, art of
toilsomely means _____ painting metals
a. with difficulty b. lightly c. Therefore, the molds had
unmindfully to be once more
(9) Gold and brass will never prepared, and the fires
meet in wedlock, silver and (7) rekindled, and
iron never will embrace, rekindled means _____
until the flesh of a maiden be a. lighted again b. set
melted in the crucible; until on fire again c. stopped
the blood of a virgin be the fire
What does this mean? toilsomely means _____
a. Gold, brass, silver and a. with difficulty b.
iron will never be fused lightly c. unmindfully
together by a virgin maiden (9) Gold and brass will
b. The blood of a virgin never meet in wedlock,
maiden mixed with gold, silver and iron never will
brass, silver and iron embrace,
c. Gold, brass, silver and until the flesh of a
iron will fuse together maiden be melted in the
when mixed with the blood crucible; until the blood
of a virgin maiden of a virgin be
What does this mean?
And even as she cried, she a.Gold, brass, silver and
(10) leaped into the white iron will never be fused
flood of metal. together by a virgin
Leaped means to _____ maiden
a. squat b. jump c. run b. The blood of a virgin
Learning Module for English maiden mixed with gold,
323
- (11) And still, between brass, silver and iron
each mighty stroke there is a c. Gold, brass, silver
long low moaning heard; and and iron will fuse
ever the moaning ends with together when mixed
a sound of sobbing and of with the blood of a
complaining, as though a virgin maiden
weeping woman should
murmur, ―Hiai!‖ And even as she cried,
she (10) leaped into the
There are words with similar white flood of metal.
meaning in the given Leaped means to _____
statement. What are they? a. squat b. jump c. run
a.Between, low, end, stroke, Learning Module for
ever English - (11) And still,
b. Moaning, sobbing, between each mighty
complaining, weeping, stroke there is a long low
murmuring moaning heard; and
c.Stroke, long, low, murmur, ever the moaning ends
sound with a sound of sobbing
and of complaining, as
though a weeping
woman should murmur,
―Hiai!‖
There are words with

similar meaning in the
given statement. What
are they?
a.Between, low, end,
stroke, ever
b. Moaning, sobbing,
complaining, weeping,
murmuring
c. Stroke, long, low,
murmur, sound
Motivation ( 5 minutes) Motivation (5 minutes)
What are the things that you What are the things that
B. Establishing a
would sacrifice for your loved you would sacrifice for
purpose for the
ones? your loved ones?
lesson
The students will answer the The students will answer
given questions. the given questions.

examples/Instanc
es of the new What did Ko-Ngai sacrifice What did Ko-Ngai
lesson for her dear father? sacrifice for her dear
father?
324
During Reading Activity During Reading
Activity
(5 minutes)
(5 minutes)
―The Soul of the
Great Bell‖, is the folktale ―The Soul of the
from China retold in English Great Bell‖, is the folktale
by Lafcadio Hearn (1850- from China retold in
1904). Hearn was an English by Lafcadio
American journalist whose Hearn (1850-1904).
parents were Irish and Hearn was an American
Greek. He spent the latter journalist whose parents
part of his life in Japan later were Irish and Greek. He
D. Discussing new marrying a spent the latter part of his
concepts and Japanese girl. His interest in life in Japan later
practicing new the Oriental culture inspired marrying a
skills # 1 him to write the English Japanese girl. His
version of well-loved interest in the Oriental
Chinese and Japanese culture inspired him to
folktales. write the English version
of well-loved Chinese
and Japanese folktales.
Let the students read silently
the Chinese folktale, ―The Let the students read
Soul of the Great Bell‖ on silently the Chinese
their Learner‘s Material, folktale, ―The Soul of the
page 41. Great Bell‖ on their
Learner‘s Material, page
41.
Post Reading Activity Post Reading Activity
Comprehension Check Comprehension Check
1. What did ko-Ngai 1. What did Ko-Ngai

E. Discussing new sacrifice for her sacrifice for her
concepts and father? father?
practicing new
skills # 2 2. Who are the 2. Who are the
characters in the characters in the
story? story?
3. Where is its setting? 3. Where is its
4. What is the point of setting?
view of the story? 4. What is the point
5. Why was it entitled of view of the
325
the Soul of the Great story?
Bell? 5. Why was it
6. What other Chinese entitled the Soul
traditions involve of the Great Bell?
bells? Compare and 6. What other
contrast these Chinese traditions
traditions with Filipino involve bells?
traditions. Compare and
7. Do Filipinos and contrast these
Chinese have similar traditions with
values? What makes Filipino traditions.
you think so? 7. Do Filipinos and
8. Has the story helped Chinese have
you understand your similar values?
identity as a Filipino What makes you
and as an Asian? think so?
9. Has the elements 8. Has the elements
mentioned in the mentioned in the
story help you to get story help you to
the theme of the get the theme of
story? the story?
10. What is the tone and 9. What is the tone
mood of the author and mood of the
as depicted by the author as shown
elements of the by the elements
story? of the story?
Discussion Discussion
My Tone and Mood My Tone and Mood
Based on the illustration Based on the illustration

below, ask the students on below, ask the students
the meaning and difference on the meaning and
of tone and mood. difference of tone and
mood.
Possible Answers:
Tone is how the author feels

about what he is talking
about. A tone can be
326
serious, sarcastic, wicked,
proud, sympathetic,
lighthearted, or hostile.
Mood is the feeling the

reader gets when reading a
passage. Mood is the
atmosphere the author
creates using descriptive
language. To determine the
mood think about the setting,
actions of the characters,
and language. Possible Answers:
Tone is how the author

feels about what he is
talking about. A tone can
be serious, sarcastic,
wicked, proud,
sympathetic,
lighthearted, or hostile.
Mood is the feeling the

reader gets when
reading a passage. Mood
is the atmosphere the
author creates using
descriptive language. To
determine the mood think
about the setting, actions
of the characters, and
language.
MAKE A DIFFERENCE MAKE A DIFFERENCE
Group the students into five Group the students into
groups. five groups.
Group 1 – for the Visual Group 1 – for the Visual
F. Developing artists: They will draw a artists: They will draw a
mastery scene/an object/ a character scene/an object/ a
(leads to Formative from the story that character from the story
Assessment)
has the most impact on the that
group. Give a short has the most impact on
explanation on the the group. Give a short
connection of the explanation on the
drawing/illustration they’ve connection of the
created to your life. drawing/illustration
they’ve created to your
327
Group 2 – for the Singers: life.
They will choose a song that Group 2 – for the
best interprets the message Singers: They will
of the story and sing it to the choose a song that best
class. Their performance interprets the message of
should be accompanied by a the story and sing it to
dance number. Before they the class. Their
perform, give the class a performance should be
short background of their accompanied by a dance
chosen song and how it is number. Before they
connected with the traditions perform, give the class a
and values they have short background of their
learned about the Chinese. chosen song and how it
Group 3 – for the is
Actors/Actresses: They will connected with the
role play the scene that they traditions and values
like best in the story. They they have learned about
should be able to use the the Chinese.
words they have learned Group 3 – for the
from the story. They will Actors/Actresses: They
use some background music will role play the scene
from the collection of ancient that they like best in the
Chinese songs. Here are story. They should be
some suggested scenes but able to use the words
they may come up with other they have learned from
scenes in the story: the story. They will
workers who labored hard use some background
to make the bell, music from the collection
when Kouan Yu received of ancient
the lemon colored envelope Chinese songs. Here are
from the Mighty Emperor some suggested scenes
when KoNgai leaped to the but they may come up
lava of melted iron with other
Group 4 – for the Writers: scenes in the story:
They will write their own workers who labored
ending of the story. They hard to make the bell,
should include the tradition when Kouan Yu
and values of the Chinese received the lemon
shown in the story. colored envelope from
Group 5 – for the IT‟s: the Mighty Emperor
Create a 5 slide power point when KoNgai leaped to
presentation highlighting the the lava of melted iron
traditions Group 4 – for the
and values of both the Writers: They will write
Filipinos and the Chinese. their own ending of the
They may research on other story. They should
Chinese include the tradition and
traditions and values related values of the Chinese
to Filipino values which are shown in the story.
328
not mentioned in the story. Group 5 – for the IT‟s:
Create a 5 slide power
Refer to LM page 41 for the point presentation
rubrics highlighting the traditions
and values of both the
Filipinos and the
Chinese. They may
research on other
Chinese
traditions and values
related to Filipino values
which are not mentioned
in the story.
Refer to LM page 41 for

the rubrics
Let the students answer the Let the students answer
question, ―How can you the question, ―Why is it
application of
show sensitivity to the tone important that you are
concepts and
and mood of the person you aware of the tone and
skills in daily
are talking to? mood of the person you
living
are talking to?
HOLD-UP HOLD-UP
H. Making
The students will be asked to The students will be
generalizations
give what he /she had asked to give what
and abstractions
learned from the lesson? he/she had learned from
about the lesson
the lesson?
Once Upon a Story Time Once Upon a Story

Time
Create a mind map
differentiating the mood and Create a mind map
I. Evaluating
tone of the story, differentiating the mood
learning
―The Story of the Great Bell‖. and tone of the story,
―The Story of the Great
Bell‖.
Read a story and identify its Read a story and identify

theme, mood and tone. its theme, mood and
J. Additional activities tone.
for application or
remediation
V. REMARKS
VI. REFLECTION
329
A. No. of learners
who earned
80% in the
evaluation
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
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
330
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
EN8VC-IIf-1.3: Predict the gist of the material viewed
C. Learning based on the title, pictures, and excerpts
Competency/ EN8VC-IIg-17: Discern positive and negative messages
Objectives conveyed in a material viewed
(Write the LC code for EN8V-IIg-10.1.4: Identify figures of speech that show
each.)
emphasis (hyperbole and litotes)
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher‟s
Guide pages
2. Learner‟s
Materials pages
3. Textbook pages
http://youtube.com/watch?v=36oE0EBeESM
https://www.nbss.ie/sites/default/files/publications/get_t
4. Additional he_gist_comprehension_strategy_0.pdf
Materials from https://literarydevices.net/hyperbole/
Learning https://www.educationquizzes.com/us/middle-school-
Resource 6th-7th-and-8th-grade/english-language-arts/hyperbole/
(LR)portal http://youtube.com/watch?v=abeiEjV3P04
https://www.youtube.com/watch?v=TcMBFSGVi1c
B. Other Learning
Resources
331
Review Review
1. How do the elements of 1. How do the

a short story help in the elements of a short
development of the story help in the
lesson or
theme? development of the
presenting the new
2. What is the difference theme?
lesson
between the tone and 2. What is the
mood of a short story? difference between
the tone and mood
of a short story?
Motivation (5 minutes) Motivation (5 minutes)
TRAILer TRAILer
Let the students watch the Let the students watch

trailer of the video, ―The Lion the trailer of the video,
King‖ at ―The Lion King‖ at
http://youtube.com/watch?v= http://youtube.com/watch
36oE0EBeESM ?v=36oE0EBeESM
B. Establishing a
purpose for the Play the video twice. Play the video twice.
lesson
Let the students get lines Let the students get lines
from the trailer. from the trailer.
C. Presenting
examples/
Ask them whether the lines Ask them whether the
Instances of the
are positive or negative. Let lines are positive or
new lesson
them give their reasons. negative. Let them give
their reasons.
Get the Gist - Summarizing Get the Gist -
Purpose of the ‗Get the Gist‘ Summarizing Purpose of
strategy: ‗Get the Gist‘ the ‗Get the Gist‘
D. Discussing new
(Cunningham, 1982) is an strategy: ‗Get the Gist‘
concepts and
acronym for Generating (Cunningham, 1982) is
practicing new
Interactions between an acronym for
skills # 1
Schemata and Texts. It is Generating Interactions
summarizing strategy. between Schemata and
Effective summarizing leads Texts. It is summarizing
332
to an increase in learning. strategy. Effective
Summarizing requires a summarizing leads to an
focus on the main ideas of a increase in learning.
text and to decide what is Summarizing requires a
important without omitting focus on the main ideas
key ideas. The ability to of a text and to decide
summarize has significant what is important without
benefits for comprehending omitting key ideas. The
and ultimately retaining and ability to summarize has
recalling information. significant benefits for
Summarizing strategies,comprehending and
helps to synthesize ultimately retaining and
information, a higher order recalling information.
thinking skill which includes Summarizing strategies,
analyzing information and helps to synthesize
identifying key concepts. information, a higher
order thinking skill which
How to get the gist includes analyzing
Step 1 Scan the text pulling information and
out any key ideas from the identifying key concepts.
text features. Read the text. How to get the gist
(Pick a textbook piece that
contains some trivia, as well Step 1 Scan the text
as several ideas). Put the pulling out any key ideas
text on the overhead or from the text features.
board. Read it aloud putting Read the text. (Pick a
a line through the textbook piece that
unnecessary text. contains some trivia, as
well as several ideas).
Step 2 Continue reading and Put the text on the
demonstrate picking out the overhead or board. Read
who, what, when, where, it aloud putting a line
why of the paragraph and through the unnecessary
related important text.
information.
Step 2 Continue reading
Step 3 Demonstrate pulling and demonstrate picking
together the above out the who, what, when,
information into a 10/20- where, why of the
word ‗gist‘ or summary. paragraph and related
important information.
Step 3 Demonstrate
pulling together the
above information into a
10/20-word ‗gist‘ or
summary.
333
Let the students get the Let the students get
gist of the movie. the gist of the movie.
The teacher will ask: The teacher will ask:
1. How did you get the 1. How did you get
gist of the trailer? the gist of the
2. Do you have a trailer?
background 2. Do you have a
knowledge of the background
story? knowledge of the
3. Do you think the story?
message of the 3. Do you think the
movie negative or message of the
positive? What are movie negative or
your considerations positive? What
in determining are your
whether the message considerations in
is positive or determining
negative? whether the
4. Are the elements or message is
information needed positive or
complete? negative?
4. Are the elements
E. Discussing new 5. Is it a 10/20-word or information
concepts and gist? needed
practicing new complete?
skills # 2 While watching the trailer,
had you encountered 5. Is it a 10/20-word
overstatements or more than gist?
possible statements?
While watching the
It is called hyperbole. trailer, had you
encountered
Hyperbole, derived from a overstatements or more
Greek word meaning ―over- than possible
casting,‖ is a figure of statements?
speech that involves
an exaggeration of ideas for It is called hyperbole.
the sake of emphasis.
Hyperbole, derived from
It is a device that we employ a Greek word meaning
in our day-to-day speech. ―over-casting,‖ is a figure
For instance, when you meet of speech that involves
a friend after a long time, an exaggeration of ideas
you say, ―It‘s been ages for the sake of emphasis.
since I last saw you.‖ You
may not have met him for It is a device that we
three or four hours, or a day, employ in our day-to-day
but the use of the word speech. For instance,
―ages‖ exaggerates this when you meet a friend
334
statement to add emphasis after a long time, you
to your wait. Therefore, a say, ―It‘s been ages since
hyperbole is an unreal I last saw you.‖ You may
exaggeration to emphasize not have met him for
the real situation. Some three or four hours, or a
other common Hyperbole day, but the use of the
examples are given below. word ―ages‖ exaggerates
this statement to add
Common Examples of emphasis to your wait.
Hyperbole Therefore, a hyperbole is
an unreal exaggeration
 My grandmother is as to emphasize the real
old as the hills. situation. Some other
 Your suitcase weighs common Hyperbole
a ton! examples are given
 She is as heavy as below.
an elephant!
 I am dying of shame. Common Examples of
 I am trying to solve a Hyperbole
million issues these
days.  My grandmother
is as old as the
It is important not to confuse hills.
hyperbole  Your suitcase
with simile and metaphor. It weighs a ton!
does make a comparison,  She is as heavy
like simile and metaphor. as an elephant!
Rather, hyperbole has a  I am dying of
humorous effect created by shame.
an overstatement. Let us see  I am trying to
some examples from solve a million
Classical English literature in issues these
which hyperbole was used days.
successfully.
It is important not to
confuse hyperbole
with simile and metaphor
. It does make
a comparison, like simile
and metaphor. Rather,
hyperbole has a
humorous effect created
by an overstatement. Let
us see some examples
from Classical English
literature in which
hyperbole was used
successfully.
335
Choose Me. For each of the Choose Me. For each of
sentences listed below, the sentences listed
determine which answer is below, determine which
the meaning of the answer is the meaning of
underlined hyperbole and the underlined hyperbole
which shows the image the and which shows the
writer is trying to relay. image the writer is trying
to relay.
1. His cell phone is an
ancient relic. 1. His cell phone is an
a. from a different time ancient relic.
period a. from a different time
b. from a museum period
c. very old b. from a museum
d. unusable c. very old
2. The fish he caught was d. unusable
so huge it could 2. The fish he caught
have swallowed the was so huge it could
boat he was in. have swallowed the
a. it could have completely boat he was in.
consumed the boat a. it could have
b. it could have taken a good completely
chunk out of the boat consumed the boat
F. Developing c. it could have capsized the b. it could have taken a
mastery boat good chunk out of the
(leads to Formative d. it could have sunk the boat
Assessment) boat c. it could have capsized
3. I am so hungry I the boat
could eat a horse. d. it could have sunk the
a. go horseback riding boat
b. eat very little 3. I am so hungry I
c. eat a really big meal could eat a horse.
d. eat an animal a. go horseback riding
4. After eating that meal b. eat very little
Mario will weigh a ton. c. eat a really big meal
a. will be the weight of an d. eat an animal
elephant 4. After eating that
b. will weigh a lot more meal Mario will weigh a
c. will weigh less ton.
d. will weigh a little bit more a. will be the weight of an
5. When Jeffrey turns elephant
sideways he completely b. will weigh a lot more
disappears. c. will weigh less
a. he becomes invisible d. will weigh a little bit
b. he evaporates into thin air more
c. it's magical 5. When Jeffrey turns
d. he is so skinny it's almost sideways he
hard to see him completely disappears.
6. He learned to a. he becomes invisible
drive when dinosaurs were b. he evaporates into thin
336
roaming the planet. air
a. before cars were invented c. it's magical
b. a very, very long time ago d. he is so skinny it's
c. before man was on the almost hard to see him
planet 6. He learned to
d. before ancient creatures drive when dinosaurs
were extinct were roaming the
7. Betsy was so angry with planet.
him she could have thrown a. before cars were
him all the way to kingdom invented
come! b. a very, very long time
a. hurled him through time ago
b. sent him on his way c. before man was on the
c. done a lot of damage to planet
him d. before ancient
d. had the strength to really creatures were extinct
send him sailing through the 7. Betsy was so angry
air with him she could
8. She lost so much weight have thrown him all the
she must be as light as a way to kingdom come!
feather. a. hurled him through
a. hardly weigh anything time
b. be as light as air b. sent him on his way
c. be the weight of a bird c. done a lot of damage
d. eat like a bird to him
9. I have a million things to d. had the strength to
do that I don‘t know where really send him sailing
to start. through the air
a. literally a million things to 8. She lost so much
do weight she must be as
b. overwhelming tasks light as a feather.
c. a large number of tasks to a. hardly weigh anything
take care of b. be as light as air
d. very little to do c. be the weight of a bird
10. His head was bursting d. eat like a bird
with new ideas! 9. I have a million
a. was exploding with new things to do that I don‘t
ideas know where to start.
b. was filling up with many a. literally a million things
new ideas to do
c. was getting bigger with b. overwhelming tasks
new ideas c. a large number of
d. was splitting apart with tasks to take care of
new ideas d. very little to do
10. His head
was bursting with new
ideas!
a. was exploding with
new ideas
337
b. was filling up with
many new ideas
c. was getting bigger with
new ideas
d. was splitting apart with
new ideas
Why is it important to know Why is it important to

the negative message of a know the negative
application of
story? message of a story?
concepts and
Can using hyperbole have a Can using hyperbole
skills in daily
negative impact to the have a negative impact
living
listener? to the listener?
Give Me Ten! Give Me Ten!
H. Making
generalizations In a form of a ten-word gist, In a form of a ten-word
and abstractions give everything that you gist, give everything that
about the lesson have learned in the lesson. you have learned in the
lesson.
Let the students watch the Let the students watch
trailer of , ―Avengers: End the trailer of , ―Avengers:
Game‖ at End Game‖ at
https://www.youtube.com/wat https://www.youtube.com
ch?v=TcMBFSGVi1c /watch?v=TcMBFSGVi1c
Play the movie trailer twice. Play the movie trailer

twice.
Group the students into

three: Group the students into
Group 1. Get the gist of the three:
I. Evaluating story Group 1. Get the gist of
learning Group 2. Get the negative the story
message of the story. Group 2. Get the
Group 3. Let the students negative message of the
make 5 hyperbole out of the story.
movie trailer. Group 3. Identify 5
hyperbole used in the
Criteria: movie trailer.
Appropriateness- 35%
Content/Message- 35% Criteria:
Creativity- 30% Appropriateness - 35%
Total: 100% Content/Message- 35%
Creativity- 30%
Total: 100%
338
Let the students survey as to Let the students survey
the number of their as to the number of their
classmates who: classmates who:
a. Live in each barangay a. Live in each barangay
b. Favorite subject b. Favorite subject
J. Additional activities c, Social Media platforms c, Social Media platforms
for application or used used
remediation d. Daily expenses from d. Daily expenses from
Monday to Friday Monday to Friday
e. Average of students in e. Average of students in
English from first to fourth English from first to
quarter in Grade 7 fourth quarter in Grade 7
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
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
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
encounter which my
principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
339
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
C. Learning EN8SS-IIg-1.2: Explain visual-verbal relationships
Competency/Object illustrated in tables, graphs, and information maps found
ives in expository texts
(Write the LC code EN8RC-IIg-11: Transcode information from linear to
for each.) non-linear texts and vice-versa
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher‟s
Guide pages
2. Learner‟s
Materials pages
3. Textbook pages
https://www.scribd.com/document/167161276/Transferri
ng-Information-From-Linear-to-Non-linear-Texts
http://www.chinadaily.com.cn/china/2017-
4. Additional
04/19/content_28987065.htm
Materials from
http://beaconlearningcenter.com/WebLessons/Kindsofgr
Learning
aphs/default.htm
Resource
https://tradingeconomics.com/philippines/population
(LR)portal
https://catanduanes.gov.ph/abaca-rehab-program-now-
94-8-completeopag-eyes-to-finish-cwi-distribution-by-
may/
B. Other Learning
Resources
340
A. Reviewing previous Memory Bank Memory Bank

lesson or Review on the kinds of non- Review on the kinds of
presenting the new linear texts. non-linear texts.
lesson
My EX-plain and Why My EX-plain and Why
Let the students study the Let the students study

linear text below. After that, the linear text below.
the teacher will call a student After that, the teacher will
who shall interpret it. call a student who shall
interpret it
B. Establishing a
purpose for the
lesson
Guide Questions: Guide Questions:
1. What is the 1. What is the

illustration or non- illustration or non-
linear text all about? linear text all
2. What are the data about?
C. Presenting
presented in the text? 2. What are the data
examples/Instanc
3. Can you write an presented in the
es of the new
interpretation of the text?
lesson
graph without reading 3. Can you write an
its article or written interpretation of
report? the graph without
reading its article
or written report?
341
TRANSFERRING TRANSFERRING
INFORMATION FROM INFORMATION FROM
LINEAR TO NON-LINEAR LINEAR TO NON-
TEXTS LINEAR TEXTS
Non-linear texts Non-linear texts

are used to present data in are used to present data
an orderly way and also to in an orderly way and
enable you to see large also to enable you to see
quantities of information at a large quantities of
glance. Non-linear texts are information at a glance.
used to: Non-linear texts are used
figures to:
trends figures
comparisons trends
relationships comparisons
difficult concepts. relationships
difficult
Some non-linear texts you concepts.
are likely to encounter are:
Some non-linear texts
you are likely to
encounter are:
D. Discussing new
concepts and
practicing new
skills # 1
When extracting information
from a written text to transfer
to a non-linear text such as a
table or an organizational When extracting
chart, here are some steps information from a written
you could follow: text to transfer to a non-
Step 1: Read the linear text such as a
passage to get table or an organizational
a general idea of the chart, here are some
subject matter. Step steps you could follow:
2: Look at the visual to Step 1: Read the
identify what information passage to get
is needed to complete a general idea of the
the chart. subject matter. Step
Step 3: Locate the 2: Look at the visual
relevant information to identify
in the passage and what information
transfer it to the chart. is needed to complete
Use only key words the chart.
or phrases – not whole Step 3: Locate the
sentences. relevant information
Step 4: You may in the passage and
342
be required to classify transfer it to the chart.
information into Use only key words
categories under Heading or phrases – not whole
s. You may have to come up sentences.
with your headings. Step 4: You may
be required to
classify information
into
categories under Head
ings. You may have to
come up with your
headings.
Graph-ity Graph-ity
Show an example of a graph Show an example of a

graph
What type of linear text is
this? What type of linear text is
What type of graph is this? this?
What type of graph is
this?
Different Types of Graphs
Show to the students the Different Types of

E. Discussing new illustration of each type of Graphs
concepts and graph. Let them identify each
practicing new type and its usage. Show to the students the
skills # 2 A. illustration of each type
of graph. Let them
identify each type and its
usage.
A.
A circle graph is shaped like

a circle. It is divided into
fractions that look like pieces
of pie, so sometimes a circle
graph is called a pie graph. A circle graph is shaped
Many times the fractional like a circle. It is divided
parts are different colors and into fractions that look
a key explains the colors. like pieces of pie, so
B. sometimes a circle graph
343
is called a pie graph.
Many times the fractional
parts are different colors
and a key explains the
colors.
B.
A bar graph uses bars to

show data. The bars can be
vertical (up and down), or
horizontal (across). The data
can be in words or numbers.
C.
A bar graph uses bars to
show data. The bars can
be vertical (up and
down), or horizontal
(across). The data can
be in words or numbers.
C.
A picture graph uses
pictures or symbols to show
data. One picture often
stands for more than one
vote so a key is necessary to
understand the symbols.
D.
A picture graph uses
pictures or symbols to
show data. One picture
often stands for more
than one vote so a key is
necessary to understand
the symbols.
D.
A histogram is a special kind
of bar graph. The data must
be shown as numbers in
order.
E.
A histogram is a special
kind of bar graph. The
data must be shown as
344
numbers in order.
E.
A line graph shows points

plotted on a graph. The
points are then connected to A line graph shows
form a line. points plotted on a graph.
The points are then
connected to form a line.
Change is Coming Change is Coming
Make a one-paragraph Make a bar graph out of

interpretation of the graph the illustration below.
below.
F. Developing
mastery
(leads to Formative
Assessment)
Infographic: The long

Infographic: The long shadow of school
shadow of school bullying bullying
G. Finding practical Where can we see linear Where can we see linear
application of texts in the community? texts in the community?
concepts and Is it important to know how Is it important to know
skills in daily to interpret them? how to interpret them?
living
Make a bar graph of your Make a bar graph of your
knowledge before the lesson knowledge before the
H. Making
and after the lesson. Be able lesson and after the
generalizations
to show the increase of lesson. Be able to show
and abstractions
knowledge you gained after the increase of
about the lesson
the lesson. knowledge you gained
after the lesson.
Divided We Stand Divided We Stand
I. Evaluating
Divide the class into five. Divide the class into five.
learning
Using the data assigned Using the data assigned
yesterday, let them do the yesterday, let them do
345
following tasks: the following tasks:
Group 1: Make a circle graph Group 1: Make a circle

out of the number of graph out of the number
students who live in each of students who live in
barangay. each barangay.
Group 2: Make a bar graph Group 2: Make a bar
out of the number of graph out of the number
students with their favorite of students with their
subjects. favorite subjects.
Group 3: Make a picture Group 3: Make a picture
graph out of the number of graph out of the number
students using different of students using
social media platforms. different social media
Group 4: Make a histogram platforms.
out their expenses from Group 4: Make a
Monday to Friday. histogram out their
Group 5: Make a line graph expenses from Monday
out of the average grades of to Friday.
the students from first to Group 5: Make a line
fourth quarter in English 7. graph out of the average
grades of the students
from first to fourth quarter
in English 7.
Criteria:
Presentation- 35% Criteria:
Content - 35% Presentation- 35%
Creativity - 30% Content - 35%
Total: 100% Creativity - 30%
Total: 100%
J. Additional activities Find a linear text in the Find a linear text in the
for application or community. Be able to community. Be able to
remediation interpret it. interpret it.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation
who scored
below 80%
346
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?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
347
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
C. Learning delivering a brief and creative entertainment speech
Competency/ featuring a variety of effective paragraphs, appropriate
Objectives grammatical signals or expressions in topic
(Write the LC code for development, and appropriate prosodic features, stance,
each.)
and behavior.
EN8WC-IIg-2.2: Develop paragraphs that illustrate each
text type (narrative in literature, expository, explanatory,
II. CONTENT EN8G-IIg-9: Use appropriate grammatical signals or
development:
-effect
III. LEARNING
RESOURCES
A. References
1. Teacher‟s
Guide pages
2. Learner‟s
Materials pages
3. Textbook pages Skill Builders for Efficient Reading c. 1986
4. Additional
Materials from
Learning
Resource
(LR)portal
348
http://www.catanduanestribune.com/article/428A
B. Other Learning
https://www.time4writing.com/articles-about-
Resources
writing/expository-paragraphs/
Motivation Motivation
A-News! A-News!
Show a picture of a Show a picture of a
newspaper. newspaper.
lesson or
presenting the new
lesson
Ask the students of the Ask the students of the
following questions: following questions:
1. Why do your read 1. What kind of
newspapers? reading material
2. What information can can you see in
you get in reading the picture?
such material? 2. Why do your read
newspapers?
3. What information
can you get in
reading such
material?
One way of getting One way of getting

information is through information is through
reading. But different reading reading. But different
materials have different reading materials have
information offered to the different information
B. Establishing a readers. That is why we offered to the readers.
purpose for the have to choose the kind of That is why we have to
lesson material we are going to use choose the kind of
depending on our purpose in material we are going to
reading. use depending on our
purpose in reading.
349
lead of a news story below. lead of a news story
below.
Sanchez seeks solutions
to brownouts, water lack Sanchez seeks
solutions to
Congressman-elect Hector brownouts, water lack
Sanchez buckled down to
work last week, Congressman-elect
spearheading informal Hector Sanchez buckled
meetings with officials of the down to work last week,
First Catanduanes Electric spearheading informal
Cooperative, Inc. (FICELCO) meetings with officials of
and the Virac Water District the First Catanduanes
to discuss persistent power Electric Cooperative, Inc.
interruptions and lack of (FICELCO) and the Virac
potable water in the capital Water District to discuss
town. persistent power
interruptions and lack of
With Acting Governor Shirley potable water in the
C. Presenting Abundo and suspended capital town.
examples/Instanc Governor Joseph Cua also
es of the new in attendance, the incoming With Acting Governor
lesson solon sought the dialogue Shirley Abundo and
with the two firms delivering suspended Governor
vital services to the public Joseph Cua also in
upon arrival from Manila last attendance, the incoming
Friday morning (May 24, solon sought the
2019). dialogue with the two
firms delivering vital
Ask the following questions services to the public
after reading the lead: upon arrival from Manila
1. Why did last Friday morning (May
Congressman 24, 2019).
Sanchez spearhead
the informal meeting? Ask the following
2. Who are involved in questions after reading
the meetings? the lead:
1. What did
Congressman
spearhead the
informal meeting?
2. Who are involved
in the meeting?
350
Discuss to the students that Discuss to the students
what they have just read is that what they have just
an example of an expository read is an example of an
text. expository text.
When you read a textbook, When you read

the news, magazine a textbook, the news,
articles, or any other types magazine articles, or
of publications, you are any other types of
reading expository writing. publications, you are
When you write answers for reading expository
an essay test, you use the writing. When you write
expository form. answers for an essay
test, you use the
In an expository expository form.
paragraph, you give
information. You explain a In an expository
subject, give directions, or paragraph, you give
show how something information. You explain
happens. In expository a subject, give
writing, linking words like directions, or show how
first, second, then, and something happens. In
D. Discussing new finally are usually used to expository writing,
concepts and help readers follow the linking words like first,
practicing new ideas. second, then, and finally
skills # 1 are usually used to help
This paragraph, like any readers follow the ideas.
other, organizes itself
around three parts. A topic This paragraph, like any
sentence allows the reader other, organizes itself
to understand what you are around three parts.
writing about. The middle A topic
part of the paragraph sentence allows the
contains supporting reader to understand
sentences that follow one what you are writing
another in a logical about. The middle part
sequence of steps. of the paragraph
The concluding contains supporting
sentence closes your sentences that follow
subject with an emphasis one another in a logical
on the final product or sequence of steps.
process desired by the The concluding
topic. sentence closes your
subject with an
Remember that all emphasis on the final
paragraphs should contain product or process
a topic sentence. It may be desired by the topic.
even more important in the
expository paragraph Remember that all
351
because this is where the paragraphs should
main idea of the paragraph contain a topic
is expressed. This topic sentence. It may be
sentence lets the reader even more important in
know what the rest of the the expository
paragraph will discuss. paragraph because this
is where the main idea
Example: of the paragraph is
expressed. This topic
Going to college can be sentence lets the reader
expensive. First, college know what the rest of
tuition and room and board the paragraph will
can cost anywhere from discuss.
$2,000 to more than
$10,000 per Example:
semester. Other expenses
make going to college even Going to college can be
more expensive. For expensive. First, college
example, books typically tuition and room and
cost between $100 and board can cost
$500 each term. Second, anywhere from $2,000
materials are also very to more than $10,000
expensive. Paper, per semester. Other
notebooks, writing utensils, expenses make going to
and other supplies required college even more
often cost more at the expensive. For example,
college bookstore than at books typically cost
any local discount between $100 and $500
department store. For each term. Second,
instance, a package of materials are also very
notepaper costing $2 at a expensive. Paper,
discount store might cost $5 notebooks, writing
at a college utensils, and other
bookstore. Finally, there are supplies required often
all kinds of special fees cost more at the college
added onto the bill at bookstore than at any
registration time. A college local discount
student might have to pay a department store. For
$50 insurance fee, a $20 instance, a package of
activity fee, a $15 fee to the notepaper costing $2 at
student government a discount store might
association and anywhere cost $5 at a college
from $500 to $100 for bookstore. Finally, there
parking. There is another are all kinds of special
fee if a student decides to fees added onto the bill
add or drop classes after at registration time. A
registration. The fees college student might
required to attend college have to pay a $50
never seem to end. insurance fee, a $20
352
The topic sentence in the activity fee, a $15 fee to
example lets the reader the student government
know that the paragraph will association and
talk about the expenses of anywhere from $500 to
going to college. $100 for parking. There
Immediately following the is another fee if a
topic sentence is the first student decides to add
supporting sentence or drop classes after
(underlined) and two registration. The fees
detail/example sentences. required to attend
Each support sentence and college never seem to
its two detail/example end.
sentences are shown in
different colors so you can The topic sentence in
see where one ends and the example lets the
the next begins. Finally, the reader know that the
closing sentence neatly ties paragraph will talk about
back to the topic sentence the expenses of going to
by rephrasing it. college. Immediately
following the topic
Notice the use of sentence is the first
transitional words to help supporting sentence
the reader follow the ideas. (underlined) and two
Also, notice the use of third detail/example
person point of view in sentences. Each
this paragraph. The third support sentence and its
person point of view (he, two detail/example
she, one) is most commonly sentences are shown in
used for expository writing, different colors so you
technical writing, and any can see where one ends
other sort of writing that has and the next begins.
a business-minded or Finally, the closing
persuasive intention or sentence neatly ties
purpose. For our purposes back to the topic
in this class, you sentence by rephrasing
will always use third person it.
point of view when writing
expository paragraphs, Notice the use of
unless otherwise directed. transitional words to
This means there should be help the reader follow
no ―I‖ or ―you‖ words the ideas. Also, notice
anywhere in the paragraph. the use of third person
point of view in this
paragraph. The third
person point of view (he,
she, one) is most
commonly used for
expository writing,
technical writing, and
353
any other sort of writing
that has a business-
minded or persuasive
intention or purpose. For
our purposes in this
class, you
will always use third
person point of view
when writing expository
paragraphs, unless
otherwise directed. This
means there should be
no ―I‖ or ―you‖ words
anywhere in the
paragraph.
question again―Why did question again ―What did
Congressman Sanchez Congressman Sanchez
spearhead the informal spearhead the informal
meeting?‖ meeting?‖
Possible Answer: Possible Answer:

spearheaded informal spearheaded informal
meetings to discuss meetings to discuss
persistent power persistent power
interruptions and lack of interruptions and lack of
potable water in the capital potable water in the
town. capital town.
E. Discussing new What happened? What happened?
concepts and
practicing new
spearhead informal meetings spearhead informal
skills # 2
Why did it happen? meetings
to discuss persistent power Why did it happen?

interruptions and lack of to discuss persistent
potable water in the capital power interruptions and
town lack of potable water in
The lead or first paragraph of the capital town
the news story is an example The lead or first
of a cause-effect paragraph of the news
relationship. It describes story is an example of a
something that happens and cause-effect
why it happens. What relationship. It
happens is called the effect. describes something that
Why it happens is called the happens and why it
cause. happens. What happens
354
Ask the students what is the is called the effect. Why
cause and the effect in the it happens is called the
above example. cause.
Ask the students what is
the cause and the effect
in the above example.
YOU COMPLETE ME UNDER_COVER
Underline once the
Divide the class into two. cause and twice for the
The two groups will take effect in the following
turns in completing the sentences.
sentence by either giving the 1. There is water
cause or the effect shortage in the whole
depending on the clause area because of La Niña
given by the other group. or excessive drought.
They are only allowed to 2. When goods are
give an expository clause. either imported or
The group will be given 30 exported without passing
seconds to think of the the Bureau of Customs,
clause to complete the or even if they pass
sentence. A point will be through customs but are
given to the group which misdeclared or
gave the first clause if the undertaxed, economic
opponent could not answer sabotage is committed.
F. Developing within 30 seconds and if 3. Since the economy is
mastery other group had not given an badly in need of foreign
(leads to Formative expository clause. exchange, the trading
Assessment) laws have to be strictly
Example: enforced.
First group: There is water 4. Despite the availability
shortage in the whole area of new money and other
(effect) credit facilities, the
Second Group: because of government monetary
La Niña or excessive and fiscal authorities will
drought. (cause) continue to impose tight
controls on credit and
liquidity.
5. The lure of high
salaries, cheap goods,
and adventure in Hong
Kong has become so
irresistible to many
housewives so they are
forced to leave their
families behind to work in
the British Crown colony
in search of a better life.
355
Why is there a need to read Why is there a need to
G. Finding practical expository texts? read expository texts?
application of Why do we have to know the Why do we have to know
concepts and cause and the effect of every the cause and the effect
skills in daily situation in our relationships of every situation in our
living before jumping to relationships before
conclusions? jumping to conclusions?
Causing Time Causing Time
Let the students complete Let the students
the statement below. complete the statement
H. Making
below.
generalizations
I have learned expository
and abstractions
text and the cause-effect I have learned expository
about the lesson
relationship so text and the cause-effect
____________. relationship so
____________.
Write Me Up Write Me Up
Make an expository Make an expository

I. Evaluating paragraph showing cause- paragraph showing
learning effect relationship in not less cause-effect
than 250 words.
relationship in not less
than 150 words.
Look for situations in the Look for situations in the
school or in your community school or in your
J. Additional activities that have causes and their community that have
for application or effects. Make an expository causes and their effects.
remediation text out of them. Make an expository text
out of them.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial
lessons work?
356
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?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
357
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
EN8SS-IIg-1.2: Explain visual-verbal relationships
illustrated in tables, graphs, and information maps found
in expository texts
C. Learning
Competency/ EN8RC-IIg-11: Transcode information from linear to
Objectives nonlinear texts and vice versa
each.) EN8WC-IIg-2.2: Develop paragraphs that illustrate each
text type (narrative in literature, expository, explanatory,
Explaining visual-verbal relationships illustrated in

tables, graphs, and information maps found in expository
texts
Transcoding information from linear to nonlinear texts

II. CONTENT
and vice versa
Developing paragraphs that illustrate each text type

(narrative in literature, expository, explanatory, factual
and personal recount, persuasive)
III. LEARNING
RESOURCES
A. References
1. Teacher‘s
Guide pages
358
2. Learner‘s
Materials pages
3. Textbook pages None
http://www.nkeconwatch.com/nk-uploads/graph3.png
https://exceljet.net/sites/default/files/styles/
4. Additional
original_with_watermark/public/images/chart/
Materials from
top%20countries%20by%20life%20expectancy.
Learning
png?itok=a14gVIn6
Resource
https://affiahbasalamah.wordpress.
(LR)portal
com/2013/04/13/korean-wave-essay/
B. Other Learning
Resources
PIXPLAIN MATCHING TYPE

The teacher will present 4 The teacher will present
pictures on the board and let 2 columns. The 1st
the students identify what column is for picture of
chart/graph it is. After which, chart and 2nd column is
the teacher will ask the for the type of chart. Let
student to explain the the class identify what
meaning of each graph. chart/graph it is.
Column 1
1. 1.
2. 2.
lesson or
presenting the new
lesson
3.
3.
4.
4.
359
Column 2
a. Pie graph
b.histogram
c. bar graph
d. line graph
The teacher will ask The teacher will ask
Processing Questions, as Processing Questions,
the student answers the as the student answers
questions, the teacher will the questions, the
draw a figure or information teacher will draw a figure
map. or concept map.
1. What kind of charts is 1. What kind of charts is
posted on the board? posted on the board?
2. Did you find it easy to 2. Did you find it easy to
understand the data through understand the data
charts? through charts?
3. What do we call to the 3. What do we call to the
information through text and information through text
paragraph? What about and paragraph? What
B. Establishing a
through charts? about through charts?
purpose for the
lesson
Transcode Information
Transcode Information
linear Non-linear
text lin
e his linear Non-linear
tog
ra
text lin his

ba e tog
pie
r ra
ba
r
pie
The teacher will then ask The teacher will then

the students: ask the students:
1. What do you call the 1. What do you call the
graphic organizer that we graphic organizer that we
C. Presenting have on the board? have on the board?
(Concept map/information map) (Concept map/information
examples/ map)
Instances of the
2. What do we get from the
new lesson 2. What do we get from
concept/information map?
the concept/information
map?
360
3. How does a concept 3. How does a concept
map/information map help map/information map
you to understand the help you to understand
information? the information?
PUZZLE ME NO MORE PUZZLE ME NO MORE
The teacher will ask four The teacher will ask four
volunteer students to help volunteer students to
arrange the JIGSAW puzzle. help arrange the
JIGSAW puzzle.
After, the class will read the
text written in the puzzle After, the class will read
they‘ve formed. the text written in the
puzzle they‘ve formed.
(Attached file A1 and A2:
Korean wave) (Attached file A: Korean
D. Discussing new wave)
concepts and The teacher will then ask the
practicing new questions: The teacher will then ask
skills # 1 1. What is the text all about? the questions:
2. What do you think is the 1. What is the text all
purpose of the text? about?
2. What do you think is
The teacher will give the purpose of the text?
additional input on
explanatory text.
The teacher will give

additional input on
explanatory text.
The teacher will recall ideas The teacher will now

E. Discussing new how to transcode information discuss how to transcode
concepts and from linear to non-linear and information from linear to
practicing new vice versa. non-linear and vice
skills # 2 versa.

The class will be divided into 3 The class will be divided
groups. The teacher will give a into 2 groups. The teacher
text about Korea. Each group will give a text about Korea.
F. Developing will be given a task to perform. Each group will be given a
mastery task to perform.
(leads to Formative Group 1: MIND ME, MINDING
Assessment) YOU: The students will create GROUP 1: COMPLETE MY
an information map about MAP
Korea.
(Attached file B : All about
Korea)
361
Group 2: INTERPLAIN
a. Write an explanatory text (5 Korea
to 10 sentences) about the

chart. Language Religion Culture Tradition
Group 2: INTERPLAIN
a. Write an explanatory text
Group 3: PAINT ME A (1 to 5 sentences) about
PICTURE: the chart.
The students will compose a
chart/graph about the data
given.
Mario wants to have a healthy
and strong body. He decided to
exercise daily and one of his
routine is doing push-ups. On Group 3: PAINT ME A
st
his 1 week, he push-up 4 PICTURE:
times on Monday on Tuesday The students will compose
5, Wednesday 10,Thursday 14, a chart/graph about the
Friday 20 and on Saturday and data given.
Sunday 25. Mario wants to have a
healthy and strong body.
He decided to exercise
daily and one of his routine
is doing push-ups. On his
st
1 week, he push-up 4
times on Monday on
Tuesday 5, Wednesday
10,Thursday 14, Friday 20
and on Saturday and
Sunday 25.
The teacher will give you a The teacher will give you
situation: a situation:
Your sister would like to visit Your sister would like to

Korea. She asks you to help visit Korea. She asks you
application of
her how to budget her to help her how to budget
concepts and
expenses. What graph can her expenses. What
skills in daily
you suggest to help budget graph can you suggest to
living
expenses. Also, for her to help her. Also, for her to
maximize her time create an maximize her time create
information map to make her an information map to
travel easier. make her travel easier.
H. Making At the end of the lesson, let

generalizations the class reflect what they‘ve At the end of the lesson,
and abstractions learned. let the class reflect what
about the lesson they‘ve learned.
362
I learned that information
map___________ I learned that
_______________ information
_______________. map___________
_______________
As a student, I can use linear _______________.
and non-linear
in_____________ As a student, I can use
_______________. linear and non-linear in
my_____________
__________________.
TRANSCODING TIME! TRANSCODING TIME!
The students will answer the The students will answer

given activities. the given activities.
A. Compose an information A. Compose an information

map about the given data. map about the given data.
(Attached file C: 63 facts about (Attached file B: 63 facts about
Philippines) Philippines)
B. 1.Transcode the data to B. 1.Transcode the data to

linear text and explain it. linear text.
I. Evaluating
learning
2. Transcode the data 2. Transcode the data
information to non-linear text. information to non-linear
text.
Ryle has 1000.00 given by his
mother as his weekly budget.
He spends 500.00 for food, Ryle has 1000.00 given by
300.00 for water and electric his mother as his weekly
bill, 100.00 for fare and 100 for budget. He spends 500.00
other expenses. Read the for food, 300.00 for water
paragraph. Carefully analyze and electric bill, 100.00 for
the data presented and fare and 100 for other
interpret it using appropriate expenses. Read the
graphical presentation. paragraph. Carefully
analyze the data presented
and interpret it using
appropriate graphical
presentation.
363
Let the class create a school Let the class create a
organizational chart and school organizational
explain its connection with chart and explain its
J. Additional activities
each other. connection with each
for application or
other.
remediation
Also, research on other
kinds of linear and non-linear Also, research on other
text. kinds of linear and non-
linear text.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
work? No. of learners who
have caught up with the
lesson
continue to require
remediation
Why did these work?
encounter which my
principal or supervisor can
help me solve?
to share with other
teachers?
364
Attached file A1: Korean wave
KOREAN WAVE
The Korean wave refers to the phenomenon of South Korean entertainment and popular
culture rolling over the world with pop music, TV dramas, and movies. Also known as
―Hallyu‖ in Korean, the term was first coined by the Chinese press in the late 1990s to
describe the growing popularity of Korean pop culture in China.
In Indonesia, Drama‘s Korea begins to know since 2000, people were interested with it and
like it. The theme of drama usually romantic and sadness. In 2009 Indonesian begin to know
Korea Pop Music, boy band and girl band. Many concerts of boy band and girl band Korea
are celebrated in Indonesia and every ticket that they sell is sold out. The feature is they use
their own language in drama and music to recognize their culture in the world. So, don‘t be
surprised if you hear Korea‘s fans speak in Korean well. Their fans come from so many
countries in the world like Indonesia, Japan, China, Spanish, America, French, Australia,
Singapore, Malaysia, and etc. That is way it called as Korean Fever or Hallyu. That matter
make Korea is visited by the tourist around the world that make Korea not only knows with
their entertainment but famous with their beauty of nature too.
In my conclusion, although we like it but we must love our culture and our product more
Attached File A2: Korean Wave
365
KOREAN WAVE [essay]
Have you ever thought about Korean Wave? Korean Wave is refers to the increase of the
popularity of South Korean. The phenomenon of Korean Wave spreads all over the world,
and its popularity even has the same level with international artists. Korean Wave also
known as Hallyu, it is based on many different aspects of South Korean culture such as:
Korean Popular Music or K-Pop, Korean Dramas, and Variety Shows.
Korean Popular Music or more widely known as K-Pop refers to musical genre in South
Korea. It comprises a wide variety of musical and visual elements. K-Pop also spread the
Korean culture through language. History of K-Pop began in 1990s, but became famous in
the 2000s. K-Pop is not only known in Korea, but also famous in the East and South East
Asia, America and Europe. According to Mark James Russell from the global politics
magazine Foreign Policy illustrated,‖K-Pop has now spread to the Middle East, Eastern
Europe, and parts of South America. It may not yet turn heads in Los Angeles or London,
but this may soon change as K-pop‘s influence continues to spread.― The reason why k-pop
can be accepted outside Korea is because the k-pop not only include one type of music, but
also has many genres such as Rap and R&B. Michael Hastings Rolling Stone‘s author
writes that K-Pop embraces the genre fusion with both singing and rap, while emphasizing
solid performances and visuals at the same time. It is a mix of genres like pop, rock, hip
hop, R&B and electronic music. Michael also writes that the way these Korean singers
perform their songs with synchronized dance moves and complex gestures has increased
the popularity of K-pop. It now takes a big place in the music market throughout Asia and
the world.
Korean Drama or K-Drama is a leading cause the spread of Hallyu in various countries. This
drama aired on television with a continuous story. K-Drama have several episodes, usually
the number of episode are 16-20 episodes and 50-100 episodes for historical drama.
Nowadays, K-Drama becomes well known in the Asia. This is caused by the strong plot,
variation of genres and the great acting of the cast. In short, K-Drama well liked because of
it has good quality, so it can be acceptable to Asian.
Korean Variety Shows is entertainment programs that aired on TV and contains natural
funny things. It is not only showing funny things, but also presents a moral lesson to the
viewers through Korean culture. In the variety shows also often featured typical Korean food
so viewers will get more information about Korea. Through the variety show, the foreign
viewers can learn Korean language easily and cheaply. Therefore, Korean variety shows
acceptable to the international community easily and rapidly.
To conclude, Korean Wave or Hallyu is increasingly recognized by the international

community. Through the Korean songs or K-Pop, K-Drama, and Korean Variety Shows,
foreign people can learn Korean language and culture easily. In addition, there are a lot of
information about Korea, such as food and famous places there. That causes Hallyu
becomes popular by foreign people.
366
Attached file B: ALL ABOUT SOUTH KOREA
SOUTH KOREA
WRITTEN BY: Woo-ik Yu Bae-ho Hahn Young Ick Lew Hyug-Baeg Im Chan Lee
LAST UPDATED: Jul 18, 2019 See Article History
South Korea
Korea, South
flag of Korea, South
South Korea
OFFICIAL NAME
Taehan Min‘guk (Republic of Korea)
FORM OF GOVERNMENT
unitary multiparty republic with one legislative house (National Assembly [300])
HEAD OF STATE AND GOVERNMENT
President: Moon Jae-In, assisted by Prime Minister: Lee Nak-Yon
CAPITAL
Seoul1
OFFICIAL LANGUAGE
Korean
OFFICIAL RELIGION
none
MONETARY UNIT
(South Korean) won (W)
CURRENCY EXCHANGE RATE POPULATION PROJECTION 2030
367
1 USD equals 1176.263 South Korean won
POPULATION
(2018 est.) 51,635,000
POPULATION RANK
(2018) 29
53,784,000
TOTAL AREA (SQ MI)
37,491
TOTAL AREA (SQ KM)
97,100
DENSITY: PERSONS PER SQ MI
(2018) 1,337.3
DENSITY: PERSONS PER SQ KM
(2018) 531.8
URBAN-RURAL POPULATION
Urban: (2018) 81.5%
Rural: (2018) 18.5%
LIFE EXPECTANCY AT BIRTH
Male: (2017) 79.3 years
Female: (2017) 85.8 years
LITERACY: PERCENTAGE OF POPULATION AGE 15 AND OVER LITERATE
Male: (2013) 99.2%
Female: (2013) 96.6%
GNI (U.S.$ ‘000,000)
(2017) 1,460.4
GNI PER CAPITA (U.S.$)
368
(2017) 28,380
1Some government offices began relocating to Sejong City, a planned special autonomous
city, in July 2012.
DID YOU KNOW?
Male citizens 18-35 years old are required to complete at least 21 months of military service.
Babies are considered one year old at birth in South Korea.
In 2015, South Korea ranked third highest globally in cosmetic procedures per capita.
South Korea had the fastest internet connectivity globally in 2017.
South Korea, country in East Asia. It occupies the southern portion of the Korean peninsula.
The country is bordered by the Democratic People‘s Republic of Korea (North Korea) to the
north, the East Sea (Sea of Japan) to the east, the East China Sea to the south, and the
Yellow Sea to the west; to the southeast it is separated from the Japanese island of
Tsushima by the Korea Strait. South Korea makes up about 45 percent of the peninsula‘s
land area. The capital is Seoul (Sŏul).
South Korea faces North Korea across a demilitarized zone (DMZ) 2.5 miles (4 km) wide
that was established by the terms of the 1953 armistice that ended fighting in the Korean
War (1950–53). The DMZ, which runs for about 150 miles (240 km), constitutes the 1953
military cease-fire line and roughly follows latitude 38° N (the 38th parallel) from the mouth
of the Han River on the west coast of the Korean peninsula to a little south of the North
Korean town of Kosŏng on the east coast.
Relief
Geologically, South Korea consists in large part of Precambrian rocks (i.e., more than about
540 million years old) such as granite and gneiss. The country is largely mountainous, with
small valleys and narrow coastal plains. The T‘aebaek Mountains run in roughly a north-
south direction along the eastern coastline and northward into North Korea, forming the
country‘s drainage divide. From them several mountain ranges branch off with a northeast-
southwest orientation. The most important of these are the Sobaek Mountains, which
undulate in a long S-shape across the peninsula. None of South Korea‘s mountains are very
high: the T‘aebaek Mountains reach an elevation of 5,604 feet (1,708 metres) at Mount
Sŏrak in the northeast, and the Sobaek Mountains reach 6,283 feet (1,915 metres) at Mount
Chiri. The highest peak in South Korea, the extinct volcano Mount Halla on Cheju Island, is
6,398 feet (1,950 metres) above sea level.
South Korea has two volcanic islands—Cheju (Jeju), off the peninsula‘s southern tip, and
Ullŭng, about 85 miles (140 km) east of the mainland in the East Sea—and a small-scale
lava plateau in Kangwŏn province. In addition, South Korea claims and occupies a group of
369
rocky islets—known variously as Liancourt Rocks, Tok (Dok) Islands (Korean), and Take
Islands (Japanese)—some 55 miles (85 km) southeast of Ullŭng Island; these islets also
have been claimed by Japan.
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There are fairly extensive lowlands along the lower parts of the country‘s main rivers. The
eastern coastline is relatively straight, whereas the western and southern have extremely
complicated ria (i.e., creek-indented) coastlines with many islands. The shallow Yellow Sea
and the complex Korean coastline produce one of the most pronounced tidal variations in
the world—about 30 feet (9 metres) maximum at Inch‘ŏn (Incheon), the entry port for Seoul.
Drainage
South Korea‘s three principal rivers, the Han, Kŭm, and Naktong, all have their sources in
the T‘aebaek Mountains, and they flow between the ranges before entering their lowland
plains. Nearly all the country‘s rivers flow westward or southward into either the Yellow Sea
or the East China Sea; only a few short, swift rivers drain eastward from the T‘aebaek
Mountains. The Naktong River, South Korea‘s longest, runs southward for 325 miles (523
km) to the Korea Strait. Streamflow is highly variable, being greatest during the wet summer
months and considerably less in the relatively dry winter.
Taech'ŏng Dam on the Kŭm River, west-central South Korea.
Taech'ŏng Dam on the Kŭm River, west-central South Korea.
Yoo Chung
Soils
Most of South Korea‘s soils derive from granite and gneiss. Sandy and brown-coloured soils
are common, and they are generally well-leached and have little humus content. Podzolic
soils (ash-gray forest soils), resulting from the cold of the long winter season, are found in
the highlands.
Climate
The greatest influence on the climate of the Korean peninsula is its proximity to the main
Asian landmass. This produces the marked summer-winter temperature extremes of a
continental climate while also establishing the northeast Asian monsoons (seasonal winds)
that affect precipitation patterns. The annual range of temperature is greater in the north and
in interior regions of the peninsula than in the south and along the coast, reflecting the
relative decline in continental influences in the latter areas.
370
South Korea‘s climate is characterized by a cold, relatively dry winter and a hot, humid
summer. The coldest average monthly temperatures in winter drop below freezing except
along the southern coast. The average January temperature at Seoul is in the low 20s °F
(about −5 °C), while the corresponding average at Pusan (Busan), on the southeast coast, is
in the mid-30s °F (about 2 °C). By contrast, summer temperatures are relatively uniform
across the country, the average monthly temperature for August (the warmest month) being
in the high 70s °F (about 25 °C).
Annual precipitation ranges from about 35 to 60 inches (900 to 1,500 mm) on the mainland.
Taegu, on the east coast, is the driest area, while the southern coast is the wettest; southern
Cheju Island receives more than 70 inches (1,800 mm) annually. Up to three-fifths of the
annual precipitation is received in June–August, during the summer monsoon, the annual
distribution being more even in the extreme south. Occasionally, late-summer typhoons
(tropical cyclones) cause heavy showers and storms along the southern coast. Precipitation
in winter falls mainly as snow, with the heaviest amounts occurring in the T‘aebaek
Mountains. The frost-free season ranges from 170 days in the northern highlands to more
than 240 days on Cheju Island.
Plant and animal life
The long, hot, humid summer is favourable for the development of extensive and varied
vegetation. Some 4,500 plant species are known. Forests once covered about two-thirds of
the total land area, but, because of fuel needs during the long, cold winter and the country‘s
high population density, the original forest has almost disappeared. Except for evergreen
broad-leaved forests in the narrow subtropical belt along the southern coast and on Cheju
Island, most areas contain deciduous broad-leaved and coniferous trees. Typical evergreen
broad-leaved species include camellias and camphor trees, while deciduous forests include
oaks, maples, alders, zelkovas, and birches. Species of pine are the most representative in
the country; other conifers include spruces, larches, and yews. Among indigenous species
are the Abeliophyllum distichum (white forsythia or Korean abelia), a shrub of the olive
family, and the Korean fir (Abies koreana).
Wild animal life is similar to that of northern and northeastern China. The most numerous
larger mammals are deer. Tigers, leopards, lynx, and bears, formerly abundant, have almost
disappeared, even in remote areas. Some 380 species of birds are found in the country,
most of which are seasonal migrants. Many of South Korea‘s fish, reptile, and amphibian
species are threatened by intensive cultivation and environmental pollution except in the
DMZ between North and South Korea, which has become a de facto nature preserve. Once
farmland, and subsequently a devastated battleground, the DMZ has lain almost untouched
since the end of hostilities and has reverted to nature to a large extent, making it one of the
most pristine undeveloped areas in Asia. It contains many ecosystems including forests,
estuaries, and wetlands frequented by migratory birds. The zone serves as a sanctuary for
hundreds of bird species, among them the endangered white-naped and red-crowned
371
cranes, and is home to dozens of fish species and Asiatic black bears, lynxes, and other
mammals.
People
Ethnic groups
It was long believed that the Korean people originally may have had links with the people of
Central Asia, the Lake Baikal region of Siberia, Mongolia, and the coastal areas of the
Yellow Sea. Tools of Paleolithic type and other artifacts found in Sokch‘ang, near Kongju,
are quite similar to those of the Lake Baikal and Mongolian areas. In 2017, genetic analysis
of bones found in Primorye kray in Far Eastern Russia suggested that Koreans were related
to a population that had inhabited that area for at least 7,700 years. The genes of these
Neolithic humans were expressed alongside those of indigenous agriculturalists from
Southeast Asia to produce the genetic structure of modern Koreans.
South Korea: Ethnic composition
Encyclopædia Britannica, Inc.
The population of South Korea is highly homogeneous; almost the entire population is
ethnically Korean, and there is a small minority of ethnic Chinese permanent residents. The
number of foreigners is growing, especially in the major urban areas; people from Japan, the
United States (including members of the military), and China make up the largest foreign
populations, although they still constitute only small fractions. Many foreign nationals are
employed in business or the diplomatic corps, and tens of thousands of workers come from
China and Southeast Asia.
Languages
All Koreans speak the Korean language, which is often classified as one of the Altaic
languages, has affinities to Japanese, and contains many Chinese loanwords. The Korean
script, known in South Korea as Hangul (Han‘gŭl) and in North Korea as Chosŏn muntcha,
is composed of phonetic symbols for the 10 vowels and 14 consonants. Korean often is
written as a combination of Chinese ideograms and Hangul in South Korea, although the
trend is toward using less Chinese. A large number of English words and phrases have
crept into the language—either intact or modified by local usage—as a result of the
American presence in the country since 1950.
Hangul
Hangul
Hangul, the Korean alphabet, depicted with pronunciation guide.
Encyclopædia Britannica, Inc.
372
Religion
Freedom of religion is constitutionally guaranteed in South Korea, and there is no national

religion. There also is little uniformity of religious belief, a situation that often is confusing to
outside observers. Historically, several religions prevailed successively: shamanism (the
religious belief in gods, demons, and ancestral spirits responsive to a priest, or shaman),
Buddhism, Daoism, and Confucianism. None of these religions was abandoned, however,
when one supplanted another in dominance, and all have had a role in the country‘s
sociocultural development. Thus, the rites of shamanism (which has existed in Korea since
ancient times) are still practiced by many. The principles and social outlook of Confucianism
are still much in evidence in Korean daily life and family relationships, and Buddhism
remains influential—even among people who may be nominally Christian, for example.
Approximately one-fourth of the population professes Christianity, with Protestants
(particularly Presbyterians and Methodists), independent Christians, and Roman Catholics
the largest groups. Less than one-sixth of the population is Buddhist.
Christianity is relatively new in Korea, Roman Catholic missionaries having reached the
peninsula only in the late 18th century, and their Protestant counterparts a century later.
Christianity has had a profound effect on the modernization of Korean society. Buddhism
was first introduced in the 4th century CE and was the official religion of the Koryŏ dynasty,
which began in 918. About one-sixth of the population adheres to so-called new religions.
These include Wŏnbulgyo (Wŏn Buddhism), Taejonggyo (―Great Ancestral Religion‖), and
Ch‘ŏndogyo. Ch‘ŏndogyo (―Teaching of the Heavenly Way‖), originally known as Tonghak
(―Eastern Learning‖), is a blend of Buddhism, Confucianism, Christianity, and even Daoism;
it spread widely in the latter part of the 19th century. Shamanism and traditional geomancy
(p‘ungsu) persist, though their practices usually are limited to certain occasions, such as
funerals. Confucianism was the basis of national ethics during the Chosŏn (Yi) dynasty
(1392–1910); though the number of its official adherents is now small, most Korean families
still follow its principles, including ancestor worship.
373
Attached file C: 63 Interesting Philippines Facts
63 Interesting Philippines Facts

By Jill Bartholomew, Junior Writer
Published January 3, 2017
The Philippines was the first country in Southeast Asia to gain independence after World
War II, in 1945.
The Philippines has the highest rate of discovery of new animal species with 16 new species
of mammals discovered just in the last 10 years.[18]
Human trafficking is a problem in the Philippines. The country has the fourth largest number
of prostituted children in the world. There are estimated to be 375,000 women and girls in
the sex trades, mostly between the ages of 15 and 20, though some are as young as 11.[18]
Current president Benigno Aquino III is the first president of the Philippines to be a bachelor
and he is the son of ex-president Corazon Aquino, making him the second president to be a
child of a former president (his predecessor Gloria Arroyo was the other).[18]
The world‘s biggest pair of shoes was made in Marikina City, Philippines, in 2002. The
wingtips measured about 17.4 feet (5.3 m) in length, 7.9 feet (2.4 m) in width, and almost
6.6 feet (2 m) in height. Their cost was 2 million Philippine pesos.[5]
The Philippines are named after King Philip II of Spain. Explorer Ruy López de Villalobos
named the Eastern Visayas Felipenas first, and the name was later applied to the entire
archipelago. The country‘s official name is the Republic of the Philippines.[7]
Interesting Facts about the Philippines
The Philippines are named after King Philip II of Spain
The world record for most women breastfeeding simultaneously was 3,541, set in Manila,
Philippines, on May 4, 2006.[11]
Of the top 10 largest shopping malls in the world, three are found in the Philippines: SM
Megamall, SM North Edsa, and SM Mall of Asia.[18]
The world‘s largest pearl was discovered by a Filipino diver in the Palawan Sea in 1934.
Known as the ―Pearl of Lao Tzu,‖ or ―Pearl of Allah,‖ the gem weighs 14 pounds (6.35 kg)
and measures 9.5 inches (24 cm) long and 5.5 inches (.4 cm) in diameter. It has a value of
over US$40 million. It is believed to be 600 years old.[2]
The Philippines is the world‘s largest exporter of coconuts and tropical fruits, such as
papaya and mangosteen.[18]
374
Some Filipinos are wary of the number 13 and will avoid having 13 people at a table. Also,
steps to the main entrance of a house should not fall on a number divisible by three.
Superstitious Filipinos will not travel or bathe on Holy Thursday or Good Friday during Holy
Week, the week before Easter.[16]
The only place in the world where skunks are found other than America is Indonesia and the
Philippines, where they are called stink badgers.[14]
President Benigno Aquino III of the Philippines is known as ―Noynoy,‖ and two of his sisters‘
nicknames are ―Pinky‖ and ―Ballsy."[10]
Christian names in the Philippines include Bing, Bong, Bambi, Bogie, Girlie, Peanut, and
Bumbum.[10]
The Philippines is the only majority Christian nation in Asia. Eighty percent of its population
identifies as Roman Catholic.[18]
The Philippines has a population of more than 100 million people, which makes it the 12th
most populous country in the world. Its annual growth rate of around 2% makes it one of the
fastest growing countries in the world.[18]
Mt. Pinatubo on the Philippine island of Luzon erupted on June 15, 1991, and created the
largest mushroom cloud in the world. Its eruption ejected 10 billion metric tons of magma
and 20 million tons of sulphur dioxide into the stratosphere.[18]
The national symbol of the Philippines is the Philippine, or monkey-eating, eagle. It is the
largest of all eagles and was declared the national bird of the Philippines in 1995. It stands
up to 3.3 feet (1 m) in height and has a wingspan of almost 7 feet (2 m). It is critically
endangered; there may only be around 180–500 eagles remaining. Killing one is punishable
by Philippine law by 12 years in jail and a heavy fine.[18]
Interesting Fact about the Philippines
The Philippine, or monkey-eating, eagle is the largest of all eagles and was declared the
national bird of the Philippines in 1985
According to Filipino custom, it is considered rude to open gifts immediately after they are
given.[3]
The Philippines is the only country in the world whose flag is hoisted upside down when the
country is at war.[18]
The Conus gloriamus, the rarest and most expensive seashell in the world, is one of the
12,000 species of seashells found in the Philippines. The first examples of these shells sold
at auction for about US$5,000.[18]
375
The yo-yo had its beginnings as an ancient Filipino studded hunting weapon attached to a
20-foot rope. The modern yo-yo was invented by a Filipino American, and its name yóyo
comes from the Filipino language Ilocano and means ―come back.‖[2]
The Philippines is home to the world‘s longest snake, the Reticulated Python (Python
reticulatus), which also happens to be the world‘s longest reptile. It can grow to 28.5 feet
(8.7 m).[18]
There are between 120 and 175 individual languages spoken in the Philippines, 171 of
which are living while the other four no longer have any known speakers. English and
Filipino, based on Tagalog, are the country‘s two officially recognized languages.[16]
The Philippines is the world‘s largest supplier of nurses, supplying roughly 25% of all
overseas nurses worldwide.[15]
The antibiotic erythromycin was invented by Filipino Dr. Abelardo Aguilar in 1949. He sent a
sample to his employer, the Eli Lilly pharmaceutical company, which promptly patented it.
Erythromycin is used for people who are allergic to penicillin and has saved millions of
lives.[16]
The Puerto Princesa Subterranean River in Palawan, Philippines, is 5 miles (8.2 km) long.
Until the discovery of a 6.2-mile (10-km) underground river in Mexico, the Puerto Princesa
River was known as the longest subterranean waterway in the world.[18]
The Philippines is the second largest archipelago in the world and is made up of 7,107
islands located in the South China Sea, Philippine Sea, Sulu Sea, Celebes Sea, and the
Luzon Strait.[2]
Interesting Philippines Fact
The Philippines is the second largest archipelago in the world
The English words ―boonies‖ and ―boondocks‖ is actually based on the Filipino/Tagalog
word for ―mountain,‖ bundok. The word entered the North American vernacular in the 1940s,
probably brought back by soldiers stationed in the Philippines during World War II.[17]
San Fernando, Philippines, is known as the ―Christmas Capital of the Philippines‖ and is
most famous for its parols (giant Christmas lanterns), which symbolize the star of Bethlehem
and can rise 20 feet (6 m) in the air. Only about 10 giant parols are produced each year to
compete in the Ligligan Parul (Giant Lantern Festival). Each parol costs around US$11,300
to $15,820 to build.[4]
The Taal Volcano on the Philippine island of Luzon is one of the world‘s 17 Decade
Volcanoes, which are volcanoes being specially monitored given their active state and
explosive history. Taal is also located in a lake, which has another lake inside of it, with an
even smaller island inside of that lake.[18]
376
A Filipino named Roberto del Rosario patented the first working karaoke machine in 1975,
calling it the ―Sing Along System.‖ The Japanese later translated its name to ―karaoke,‖
which means ―singing without accompaniment.‖[8]
In the Philippine island province of Camiguin, there are more volcanoes (7) than towns (5).
There hasn‘t been an eruption since the mid-1950s, but the island has the most number of
volcanoes per square kilometer in the world.[2]
The University of Santo Tomas was founded in Manila, Philippines, by Dominican monks in
1611. It is the world‘s largest Catholic university in terms of population. Both it and the
University of San Carlos in Cebu City, founded in 1595, are older than Harvard University,
which was not founded until 1636.[8]
Jellyfish Lake in the Philippines contains more than 13 million jellyfish.[9]
Interesting Jellyfish Lake Fact
Jellyfish Lake is around 12,000 years old
Over 11 million Filipinos work overseas, which constitutes about 11% of the entire
population of the Philippines. Filipinos are the second-largest Asian-American group in the
United States, next to the Chinese.[18]
The Mindanao Trench, which is near the Philippines in the Pacific Ocean, is the second
deepest spot under the world‘s oceans at 6.5 miles, or 34,440 feet (10,497 m). It was first
explored by the German ship Emden in 1927.[18]
Filipinos observe the world‘s longest Christmas season. It begins with the playing of carols
in September and officially ends in January with the Feast of the Three Kings. As part of the
festivities, they celebrate Simbang Gabi, or Night Mass, where Catholics attend nine
services in a row leading up to Christmas Eve. If a person attends all nine masses, it is said
their wish will be granted. Filipinos‘ Christmas feasts are called Noche Buena and compare
to America‘s Thanksgiving.[18]
Filipino-American Eleanor ―Connie‖ Concepcion Mariano was the first Filipino-American,

male or female, to become a rear admiral. She was also the first woman in the military to
become the White House physician.[1]
War journalist Carlos Peňa Rómulo was the first Asian/Filipino to win the American Pulitzer
Prize for Correspondence in 1942. He was also the first Asian to become president of the
United Nations.[16]
The Philippine capital city of Manila was named after the white-flowered mangrove plant, the
Nilad, or Scyphiphora hydrophyllacea. It is a tree with white, star-shaped flowers but yields
dark blue dye, which is why in other countries it is called the Indigo tree.[18]
377
Even though the first elected Filipino president, Ferdinand Marcos, has been dead for
almost two decades, his body has never been properly buried—it remains ―on ice‖ while
officials quibble about whether he should buried in the cemetery reserved for Filipino heroes
and past presidents.[16]
Of the eight known species of giant clams in the world, seven are found in the
Philippines.[13]
Manila, the capital of the Philippines is considered the world‘s most densely populated city in
the world. With a population of 1,660,714 and an area of just 24 square miles (38.55 square
km), it has a population density of 55,446 people per square mile (43,079 people per square
km).[18]
Interesting Manila Fact
Manila is considered to be the world‘s most densely populated city
The Philippines is home to the world‘s smallest hoofed animal, the Philippine mouse-deer.
Locally known as the Pilandok (Tragulus nigricans), this creature stands about 15.8 inches
(40 cm) tall at the shoulder level.[18]
One of the most interesting and traditional Philippine dishes is balut, which is essentially a
boiled, fertilized duck egg with a half-formed chick inside. It is said to be an aphrodisiac.
Other unique dishes include camaro, which are field crickets cooked in soy sauce, vinegar,
and sugar; papaitan, which is a goat or cow innards stew flavored with bile; Soup #5, which
is a soup made out of bull testicles; and asocena, or dog meat.[18]
The Philippines experiences one large-magnitude earthquake (7.75 or higher on the Richter
scale) every 10 years, seven earthquakes of major magnitude (7.0 to 7.4) every 10 years,
and five earthquakes of moderate magnitude (6.0 to 6.9) every year.[18]
The Philippines is the world‘s second biggest geothermal producer after the United States
with 18% of the country‘s electricity needs being met by geothermal power.[18]
The most active typhoon season for the Philippines was 1993, when 19 moved through the
country. A typhoon is a strong tropical cyclone equivalent to a hurricane in North and Central
America. The highest wind velocity for a typhoon that crossed the Philippines was recorded
in Virac on November 30, 2006, when Typhoon Reming had a peak gust of 198 mph (320
kph).[18]
After Philippine president Ferdinand Marcos and his wife Imelda fled the Malacañang
Palace, she famously left behind 15 mink coats, 508 gowns, 1,000 handbags, and 1,060
pairs of shoes—from a collection rumored to contain around 3,000 pairs.[18]
378
Pop singer Bruno Mars is half Filipino and half Puerto Rican. His childhood nickname was
―Little Elvis.‖ His real name is Peter Gene Bayot Hernandez. His stage name was inspired
by the chubby wrestler Bruno Sammartino.[6]
Random Philippines Fact
Bruno Mars' mother emigrated from the Philippines to Hawaii as a child
The anti-lock braking systems (ABS) used in Mercedes-Benz, BMW, and Volvo cars are
made in the Philippines. Ford, Toyota, and Nissan are the most prominent automakers
manufacturing cars in the country.[18]
The jeepney is sometimes referred to as the ―King of the Philippine roads.‖ It is a

descendant of the Jeeps American troops drove in the Philippines during World War II.
Second- and third-generation jeepneys have air conditioning units and closely resemble
minibuses. They can carry up to 16 passengers.[18]
The traditional embroidered Filipino male garment, the barong Tagalog or baro, is woven
from piña, pineapple plant fibers, or jusi, banana tree fibers, and worn on formal
occasions.[18]
In the rural Philippines, most women give birth at home and then have the baby‘s placenta
buried beneath the house, often with an object symbolizing what the parents hope the child
will grow up to be. In the cities, this practice is prohibited by the health authorities.[16]
Santelmo, or Santo Elmo, is a fireball seen by dozens of Filipinos, especially those who live
in the Sierra Madre Mountains. It was scientifically explained as electrical fields that have
diverged from the power lines. However, sightings have been reported since the Spanish
era (16th–19th centuries). There have also been similar sightings in the Alps and
Himalayas.[18]
Cockfighting is a centuries-old blood sport, popular since the times of ancient Persia,
Greece, and Rome. In the Philippines, it is still very popular, and the country has hosted
several ―World Slasher Cups,‖ staged in Manila‘s Araneta Coliseum. The world‘s leading
game fowl breeders gather twice a year for this event.[18]
Manny Pacquiao could currently be regarded as the world‘s best boxer pound per pound.
He has four major titles under his belt: the WBC International Super Featherweight Title, the
RING Featherweight Title, the IBF Super Bantamweight Title, and the WBC Flyweight Title.
Out of 45 fights, ―Pacman,‖ as he is called, has won 40, with 31 by knockout.[16]
Basketball is the most popular sport in the Philippines. The Philippines Basketball
Association (PBS) is the first and oldest league in Asia and the second oldest in the world
after the United States‘ National Basketball Association (NBA).[18]
379
The Philippines is considered the text capital of the world. Every day, 35 million Filipinos
send about 450 million SMS messages. This is more than the total number of daily text
messages sent in the U.S. and Europe combined.[18]
Fun Fact about the Philippines
The Philippines is considered the text capital of the world
Tanduay rum dates back to 1854 and today remains the Philippines‘ spirit of choice. Made
from sugar cane milled on the island of Negros, it‘s frequently cheaper than bottled water.[8]
The Aswang, a mythical female vampire-like figure in Filipino folklore who eats unborn
children, has been the subject of at least one American horror film and was featured in an
episode of the CW television hit Supernatural called ―Fresh Meat."[2]
The Filipino national dish may very well be the adobo, which is a dark stew of chicken
and/or pork cooked in soy sauce, vinegar, crushed garlic, bay leaf, and black peppercorns.
In Spanish, adobo originally meant ―sauce‖ or ―seasoning.‖ The Filipino version is actually
indigenous to the islands, dating back to a dish cooked up long before Magellan‘s arrival.[8]
Important Dates[2][7][12][18]
Date Events
30,000 B.C. Ancestors of the Negritos, the first inhabitants of the Philippines, settle on the
islands.
3,000 Austronesians reach the islands on outrigger canoes.
A.D. 8 to 1377 The Hindu Malay Empire based in Sumatra rules most of the Philippines.
1250 The Datus from Borneo arrive in the Philippines.
1402 The Chinese establish trading posts on Luzon Island.
1450 Muslim missionaries arrive in Sulu.
1521 Portuguese explorer Ferdinand Magellan reaches Cebu Island and lands at Samar.
1543 Ruy López de Villalobos names the Eastern Visayas Felipenas in honor of the future
King Phillip II of Spain, and the name is later applied to the entire archipelago.
1565 Miguel López de Legazpi establishes a Spanish colony on the island of Cebu.
1571 Legazpi founds Manila.
1593 Doctrina Christiana is the first book published in the Philippines.
1595 Manila is declared the official capital city.
380
1611 Dominican friars establish the University of Santo Tomas in Manila.
1762 The British occupy Manila after the Spanish defeat in the Seven Years‘ War in
Europe.
1796 First American trading ships visit the Philippines.
1800 Governor José Basco y Vargas introduces sugarcane and tobacco as cash crops.
1811 Philippines‘ first newspaper, Del Superior Govierno, is published.
1834 Manila is opened to world trade and foreign investment.
1872 Cavite Conspiracy happens; José Rizal, a Filipino National Hero, leads the
Propaganda Movement.
1892 Rizal founds La Liga Filipina. First railroad in Philippines opens.
1896 Rizal is executed.
1898 United States declares war against Spain to end Spanish rule in Cuba and the
Philippines; Spain cedes the Philippines to the U.S. for US$20 million. Emilio Aguinaldo
declares Filipino independence, but the U.S. establishes a military government in Manila.
1899 Emilio Aguinaldo is inaugurated as the first president of the Philippines.
1901 American teachers arrive aboard the U.S. transport ship Thomas. They are called
the Thomasites.
1935 The 10-year Commonwealth Era begins. General Douglas Macarthur arrives as
military advisor to the Philippine army.
1937 Women are granted suffrage and allowed to hold office.
1941 Tagalog is proclaimed as an official language.
1942 Manila falls to the Japanese. General Macarthur retreats to Australia. Captured U.S.
soldiers are forced on the ―Bataan Death March‖ to a concentration camp in Tarlac.
1944 U.S. military forces led by General Macarthur return, and the Philippine
Commonwealth is reestablished.
1946 United States grants the Philippines political independence. Manuel Roxas is
inaugurated as first president of sovereign Philippines.
1965 Ferdinand Marcos is elected president.
1972 Marcos declares martial law.
381
1981 Pope John Paul II makes his first historic visit to Asia and the Philippines.
1985 Marcos calls for snap presidential elections and he is deposed. He and his wife
Imelda flee the country and go into exile in Hawaii. Corazon Aquino assumes the
presidency.
1990 United States grants citizenship to Filipino veterans who served in World War II.
1991 Mt. Pinatubo erupts.
1992 Fidel Ramos is elected president. The last U.S. naval vessel leaves Subic Bay.
Imelda Marcos is convicted of corruption and sentenced to 18 years‘ imprisonment.
2008 Joseph Estrada is elected president.
2000 Gloria Arroyo is elected president.
2001 Protests spark when Joseph Estrada is arrested.
2004 Gloria Arroyo is re-elected.
2007 A state of emergency is announced in response to coup rumors.
2010 General elections are held, and Benigno Aquino III, the son of Corazon Aquino, is
elected president. A hostage crisis in Manila results in eight Hong Kong businessmen being
killed. Typhoon Megi causes widespread damage in Luzon.
2014 In April, the Philippines Supreme Court approves a birth control law. In July, the
Philippines marks milestone as a baby girl born in a Manila hospital becomes the one
hundred millionth Filipino.
382
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
EN8LT-IIg-2.2: Explain how the elements specific to a
genre contribute to the theme of a particular literary
selection
EN8LT-IIg2.2.3: Determine tone, mood, technique, and

C. Learning purpose of the author
Competency/
Objectives EN8VC-IIg-1.3: Predict the gist of the material viewed
(Write the LC code based on the title, pictures, and excerpts
for each.)
EN8VC-IIg-17: Discern positive and negative messages

conveyed in a material viewed
II. CONTENT ―The Korean Cinderella‖

(Shirley Climo)
III. LEARNING
RESOURCES
A. References
1. Teacher‟s
Guide pages
2. Learner‟s
Materials pages
3. Textbook pages
4. Additional https://theenglishbeat.webs.com/
383
Materials from The%20Korean%20Cinderella.pdf
Learning https://video.search.yahoo.com/yhs/
Resource search?fr=yhs-itm-001&hsimp=yhs-
(LR)portal 001&hspart=itm&p=korean +
cinderella#id=1&vid=8e4 1cabd
6eed091b973 daccc6f
1afb26&action=click
B. Other Learning
Resources

A. PRE-VIEWING
ACTIVITIES: A. PRE-VIEWING
UNLOCKING OF ACTIVITIES:
DIFFICULTIES: CONTEXT UNLOCKING OF
CLUES DIFFICULTIES:
LOOKING GOOD
Let the class find the Using puzzle board, Let
meaning of the underlined the student find the
words using contextual words being defined.
clues. T R A M P L
1. Until the peony blooms I P E O N Y M
will be waiting. A T G M R A
a. plants L R H A M G
b. flowers A A N G G I
c. animals N M D I P S
d. fruits Q P E S A T
U L R T D R
2. Rice in the husk is known
I E E E D A
A. Reviewing previous as paddy.
N C T Y T
lesson or a. wet rice
X C E Q H E
presenting the new b. cooked rice V V E W S D
lesson c. brown rice G W T L T M
d. N M E S G B
3. Cut plants are allowed R I P P L E
to wilt, or become flaccid,
before removal from the 1. to cause damage or
field, to prevent injury to the pain by walking or
turgid leaves. stepping heavily on
a. healthy something or someone
b.to grow weak 2.a type of plant that has
c.to grow strong large round red, pink or
d. become beautiful white flowers
4. A ripple of cold energy 3.a conveyance formerly
floated through her head and used for one person that
made her shiver. consists of an enclosed
a. to stop litter borne on the
b. pour shoulders of men by
c.to pass or spread means of poles
d. to roll
384
5. If you're on horseback,
you can make your horse 4.a wet field where rice is
slide and trample bad guys. grown
a. cause damage or pain
b. to pull 5.to move in an unsteady
c. jump way back and forth or
d. turn around from side to side
6. In her clumsy attempt to
catch it, she teetered for a 6.a local official who has
moment before regaining some of the powers of a
her balance. judge
a. stand straight 7.to move or pass or
b. move unsteadily spread through or over
c. feel comfortable
d. at ease 8.to become weak and
tired especially because
7. King Solomon made
of hot weather
himself a palanquin Of the
wood of Lebanon.
a. looser
b. vanquisher
c. non-performer
d. leader
8. They were convened by

the magistrate, who
presided as in the Roman
senate.
a. leader
b. judge
c. messenger
d. secretary
1. MOTIVATION: 4 PICS 1 1. MOTIVATION: 4 PICS
WORD 1 WORD
Teacher will post different Teacher will post
pictures on the different pictures on the
board/screen. Let the class board/screen. Let the
reveal the word in each class reveal the word in
number. The clues to find each number. The clues
B. Establishing a out the words are the 4 to find out the words are
purpose for the pictures in each item. the 4 pictures in each
lesson item.
1. 2. 1. 2.
3. 4. 3. 4.
385
The teacher will ask
questions: The teacher will ask
1. What is the picture all questions:
about? 1. What is the picture all
2. What idea comes into about?
your mind as you look at the 2. What idea comes into
picture? your mind as you look at
3. What are your good the picture?
qualities as a son/daughter? 3. What are your good
qualities as a
son/daughter?

As we read the selection we As we read the selection
will find out the qualities of we will find out the
Pear Blossom that made her qualities of Pear Blossom
an ideal daughter? that made her an ideal
daughter?
C.VIEWING ACTIVITIES:
The Teacher will give a little
background of the author C.VIEWING
SHIRLEY CLIMO who retold ACTIVITIES:
the Korean version of The Teacher will give a
Cinderella. Also, the teacher little background of the
will give the Overview of the author SHIRLEY CLIMO
Korean Cinderella. who retold the Korean
version of Cinderella.
The Teacher will let the class Also, the teacher will give
C. Presenting watch/read the video clip of the Overview of the
examples/Instanc the story: CINDERELLA Korean Cinderella.
es of the new KOREAN VERSION.
lesson The Teacher will let the
D.POST-VIEWING class watch/read the
ACTIVITIES: video clip of the story:
The Student will answer CINDERELLA KOREAN
comprehension questions VERSION.
about the story viewed.
1. What are the qualities of
Cinderella that make her an D.POST-VIEWING
ideal girl/daughter? ACTIVITIES:
2. Who are the characters of The Student will answer
the story? comprehension
3. Where did the story take questions about the story
place? viewed.
4. What qualities made the 1. What are the qualities
stepmother a bad person? of Cinderella that make
5. How did Cinderella her an ideal
survive in the hands on her girl/daughter?
386
stepmother and step sisters? 2. Who are the
6. How did the story reflects characters of the story?
the psyche and 3. Where did the story
temperaments of Korean take place?
People? 4. What qualities made
7. How did the story affect the stepmother a bad
you as a son/daughter? person?
5. How did Cinderella
8. What lesson did you learn survive in the hands on
from the story? her stepmother and step
sisters?
9. What other literary genres 6. How did the story
from Korea do you know? reflects the psyche and
Does it also reflect their way temperaments of Korean
of living? Traditions? People?
7. How did the story
affect you as a
son/daughter?
8. What lesson did you

learn from the story?
9. What other literary

genres from Korea do
you know? Does it also
reflect their way of living?
Traditions?
The teacher will then discuss The teacher will then

the elements of a story. discuss the elements of a
Explicitly explain each story. Explicitly explain
element and give example. each element and give
example.
D. Discussing new
concepts and
practicing new
skills # 1
Note: The teacher may use

graphic organizer to discuss Note: The teacher may
the elements of short story. use graphic organizer to
discuss the elements of
short story.
387
paragraph on the board
paragraph on the board and
and let the student
let the student identify the
E. Discussing new identify the tone, mood
tone, mood and purpose of
concepts and and purpose of the
the author.
practicing new author
skills # 2
The Teacher will discuss the
The Teacher will discuss
different purpose of the
the different purpose of
Author.
the Author.
GROUP ACTIVITY
GROUP ACTIVITY The teacher will divide
The teacher will divide the class into 3 groups.
the class into 3 groups. Each group will be given
Each group will be given a task to perform.
a task to perform.
GROUP 1: THE
GROUP 1: THE BUILDERS. BUILERS. Complete the
Complete the story house story house below by
below by writing the details writing the details about
about the story ――The Korean the story ――The Korean
Cinderella‖ Cinderella‖
F. Developing (Shirley Climo)‖ (Shirley Climo)‖
mastery
(leads to Formative
Assessment) GROUP 2: THE GROUP 2: THE
VIEWERS. What are the VIEWERS. What are
positive and negative the positive and
messages that you can negative messages
get from the video. that you can get from
the video.
GROUP 3: THE
WRITERS: From the GROUP 3: THE
story viewed identify the WRITERS: From the
tone, mood and purpose story viewed identify
of the author. the tone, mood and
purpose of the
author.
G. Finding practical questions: Your cousins
questions: Your cousins will
application of will visit your parents and
visit your parents and will
concepts and will stay for 1 week. How
stay for 1 week. How will you
skills in daily will you treat them to
treat them to make them feel
living make them feel
comfortable in their stay?
comfortable in their stay?
H. Making
generalizations
and abstractions
What have you learned What have you learned
about the lesson
today? today?
388
VIEW IT ALL! VIEW IT ALL!
Let the class watch the Let the class watch the
video. Before they watch the video. Before they watch
video the teacher will post a the video the teacher will
picture of the video and ask post a picture of the
the question: video and ask the
question:
Predict the gist of the
material viewed based on Predict the gist of the
the title, pictures, and material viewed based
excerpts. on the title, pictures, and
(Let the students write their excerpts.
answers on their notebooks) (Let the students write
(Attached file A: Picture of their answer on their
Enchanted Princess) notebooks)
(Attached file A: Picture

of Enchanted Princess)
The teacher will now play

The teacher will now play the the video of Cinderella
I. Evaluating
video of Cinderella Korean Korean Version and
learning
Version and answer the answer the following
following questions: questions:
1. Explain how the elements 1. Explain how the

specific to a genre contribute elements specific to a
to the theme of a particular genre contribute to the
literary selection. theme of a particular
literary selection.
2. Determine tone, mood,
technique, and purpose of 2. Determine tone, mood,
the author in the video technique, and purpose
viewed. of the author in the video
viewed.
3. Discern positive and
negative messages
conveyed in a material 3. Discern positive and
viewed. negative messages
conveyed in a material
viewed.
389
The teacher may give other
The teacher may give
literary pieces from Korea to
other literary pieces from
J. Additional activities get the theme of the
Korea to get the theme of
for application or selection and determine its
the selection and
remediation tone, mood, technique and
determine its tone, mood,
purpose.
technique and purpose.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
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
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
390
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
EN8G-IIg-9: Use appropriate grammatical signals or

C. Learning expressions suitable to each pattern of idea
Competency/ development: general to particular, claim and
Objectives counterclaim, problem solution , cause-effect and
(Write the LC code for others
each.)
EN8LC-IIg-3.12: Listen to paraphrase information/ideas

Grammatical signals or expressions suitable to cause-
II. CONTENT effect pattern for idea development
Paraphrasing information/ideas
III. LEARNING
RESOURCES
A. References
1. Teacher‟s
Guide pages
2. Learner‟s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning
Resources
391
COMPLETE ME COMPLETE ME
The Teacher posts on the The Teacher posts on
board/screen incomplete the board/screen
sentence about the previous incomplete sentence
lesson . To recap the about the previous
previous lesson ,the lesson . To recap the
students will complete the previous lesson the
sentences students will complete
the sentence.
A. Reviewing previous 1. Korea has also its version
lesson or of Cinderella, her name is 1. Korea has also its
presenting the new ____________________. version of Cinderella, her
lesson name is ____________
2. The tone of the story
is_______? 2. The tone of the story
is_______?
3. The mood of the story is
_________? 3. The mood of the story
is _________?
4. The purpose of the author
is _________? 4. The purpose of the
author is _________?
PARALISTEN!
PARALISTEN!
Let the class listen to a
Let the class listen to a
dialogue about climate
dialogue about climate
change.
change.
The teacher will ask the
1. What is the voice clip
all about?
1. What is the voice clip all
about?
2. Is there any idea from
the voice clip that you
B. Establishing a 2. Is there any idea from the
can remember? What is
purpose for the voice clip that you can
it?
lesson remember? What is it?
3. Is that the exact word
3. Is that the exact word or
or thought based from
thought based from the voice
the voice clip? Yes or
clip? Yes or No?
No?
4. What do you call
4. What do you call
formulating someone
formulating someone else‘s
else‘s ideas in your own
ideas in your own word
word without changing
without changing the
the meaning of the
meaning of the original text?
original text?
392
PIXPLAIN
The teacher will divide the WORD-PIC MATCH
class into 4.Then the teacher
will show to the class Let the class match the
different pictures. Each effect on Column A to the
group will be given a picture cause on Column B
and after which the class will
listen as each group
describe to the class what it
is all about. COLUMN A
1.
A
2.
C. Presenting
examples/
Instances of the
new lesson
B
3.
4.
393
COLUMN B
a. global warming
b. floods
c. poverty
d. war
The teacher will now

The teacher will now discuss
discuss to the class what
to the class what is
is paraphrasing and how
D. Discussing new paraphrasing and how to
to paraphrase idea.
concepts and paraphrase idea.
practicing new
(The teacher will show
skills # 1 (The teacher will show slide
slide deck presentation
deck presentation and
and discuss it
discuss it thoroughly.)
thoroughly.)
YOU AND ME YOU AND ME

The class will have a game. The class will have a
The teacher will ask game. The teacher will
volunteer students, 5 boys ask volunteer students, 5
and 5 girls. The boys will boys and 5 girls. The
draw 1 card from the bowl boys will draw 1 card
and hold it respectively. After from the bowl and hold it
that the girls will also draw 1 respectively. After that
card from the other bowl. the girls will also draw 1
She will look for the lines card from the other bowl.
written on it and match it to She will look for the lines
the cards that the boys are written on it and match it
holding. When they find their to the cards that the boys
pair post it on the board to are holding. When they
E. Discussing new form a sentence. find their pair post it on
concepts and the board to form a
practicing new 1. It had begun to rain sentence.
skills # 2 2. Chelsea got an A on her
Science test 1. It had begun to rain
2. Chelsea got an A on
3. Mia got her heart broken her Science test
4. Mike spent all day in the 3. Mia got her heart

kitchen broken
5. As a result of the strong 4. Mike spent all day in

typhoon the kitchen
5. As a result of the
a. because she studied very strong typhoon
hard
394
b. because she saw Ely with a. because she studied
another girl. very hard
b. because she saw Ely

c. so Iris and Basti had to with another girl.
run inside
c. so Iris and Basti had
d. because all of his friends to run inside
wanted him to make dinner
for them d. because all of his
friends wanted him to
e. many houses and trees make dinner for them
lay in complete ruins. Since
e. many houses and
The teacher will now asks trees lay in complete
questions: ruins. Since
1. How did you arrive at your The teacher will now

answer? asks questions:
2. What are the key words 1. How did you arrive at

that you used to match the your answer?
phrases perfectly?
2. What are the key
3. Based from the sentences words that you used to
that you‘ve formed, what is match the phrases
common among them? perfectly?
4. What is cause? Effect? 3. Based from the

sentences that you‘ve
Note: The teacher will give formed, what is common
inputs about cause and among them?
effect and its signal words.
4. What is cause?
Effect?
Note: The teacher will

give inputs about cause
and effect and its signal
words.
Write, Write, Write Write, Write, Write

F. Developing
mastery The class will be divided into The class will be divided
(leads to Formative
Assessment) 4 groups. Each of them will into 4 groups. Each of
create five sentences of them will create 1
their own showing cause and sentence of their own
effect. Underline the signal/ showing cause and
395
key words that you used. effect. Underline the
signal/ key words that
Group 1. Drug Addiction you used.
Group 2. Stress
Group 3. Depression Group 1. Drug Addiction
Group 4. Global warming Group 2. Stress
Group 5. Corruption Group 3. Depression
Group 4. Global warming
Group 5. Corruption
Write the effect on the
Write the effect on the following:
following: 1. Going to school
application of
1. Going to school regularly. regularly.
concepts and
2. Obeying your parent and 2. Obeying your parent
skills in daily
teachers. and teachers.
living
3. Submit project on time 3. Submit project on
time
ADD SOME ADD SOME
The teacher will call one The teacher will call one
student to complete her student to complete her
statement; after he/she statement; after he/she
answers she will call again answers she will call
other student and so on. again other student and
so on.
The things that I learned
H. Making about cause and effect The things that I learned
generalizations are____________________ about cause and effect
and abstractions ___. To show the are_________________
about the lesson relationship it uses ______. To show the
_______________________ relationship it uses
. Some of which are ____________________
____________, ___. Some of which are
__________, ____________,
____________, __________,
__________; ____________,
__________;
Paraphrasing is Paraphrasing is
__________________? __________________?
A. LISTEN AND
PARAPHRASE
The Teacher will play a voice A. LISTEN AND
I. Evaluating clip and will paraphrase PARAPHRASE
learning some important details. The Teacher will play a
(The teacher will highlight voice clip and will
the idea that the students will paraphrase some
paraphrase.) important details.
(The teacher will
396
―With different languages highlight the idea that the
you are different, but I think students will
we all sharing the same paraphrase.)
messages. I think that‘s what
our songs appeal to people ―With different languages
who speak Korean and you are different, but I
people who don‘t speak think we all sharing the
Korean‖. same messages. I think
that‘s what our songs
-BTS Korean Boy Band appeal to people who
speak Korean and
B.MATCH & CONNECT people who don‘t speak
Match the statements in Korean‖.
Column A with those in
column B. Use any of the -BTS Korean Boy Band
above connectors to join
them in two ways: one where
the reason or cause is
mentioned first and another
where it comes last. You will
have two sentences for each
number. The first one is
done for you. B.MATCHING CF
RELATION! Match the
COLUMN A cause on column 1 and
1. Health is wealth. its effect on column 2.
2. Gasoline is highly
inflammable.
3. Loggers cut trees
indiscriminately.
4. Plastic bags are non-
biodegradable.
5. Over exposure to the sun
‗s rays can cause sunburn.
COLUMN B
a. we must dispose it
properly.
b. We must protect
ourselves from the rays of
the sun.
c. Most of the Philippine

forest are denuded.
d. We should not fire a

match near it.
e. We must take care of our
body.
397
So because
For therefore
Thus
consequently
Since as a result
And so as such
Example:
Health is wealth therefore we
must take care of our body.
We must take care of our

body since health is wealth.
Listen to speech and Listen to speech and

paraphrase some lines. paraphrase some lines.
for application or Write causes of failing Write causes of failing
remediation grades and effects of grades and effects of
studying hard. studying hard.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
strategies worked
well? Why did these
work?
398
encounter which my
principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to share
with other teachers?
399
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
C. Learning EN8LC-IIg-7: Employ appropriate listening skills and

Competency/ strategies suited to long descriptive and narrative texts
Objectives
(Write the LC code for EN8V-IIg10.1.4: Identify figures of speech that show
each.) emphasis (hyperbole and litotes)
Listening Skills suited to long descriptive and narrative

II. CONTENT text
Figures of Speech:Litotes
III. LEARNING
RESOURCES
A. References
1. Teacher‘s
Guide pages
2. Learner‘s
Materials pages
3. Textbook pages
https://www.youtube.com/watch?v=UxZ3Noe4dDc-
4. Additional
https://www.youtube.com/watch?v=ezcfyWPmmHI
Materials from
https://www.you
Learning
tube. com/results?search_
Resource
query=bts+inteview+with+ellen
(LR)portal
B. Other Learning
Resources
400
C-F Relation! C-F Relation!
The teacher will flash The teacher will flash

sentences and the student sentences and the
will identify whether they are student will identify
Causes or Effects. whether they are Causes
or Effects.
CAUSE
1. I could not fall asleep CAUSE
1. I could not fall asleep
2. Because I woke up
2. Because I woke up
lesson or
3. I spilled food on my
presenting the new
clothes 3. I spilled food on my
lesson
clothes
EFFECT
1. so my mom had to wash EFFECT
them 1. so my mom had to
wash them
2. I missed the bus
2. I missed the bus
3. so my mom told me to
count sheep. 3. so my mom told me to
count sheep.
LISTEN! LISTEN!
Let the student listen to the Let the student listen to
video from Disney movies. the video from Disney
movies.
Source: Source:
tch?v=UxZ3Noe4dDc- /watch?v=UxZ3Noe4dDc
-
B. Establishing a
purpose for the
lesson

students if there are
describing words in the The teacher will ask the
video. Let the class cite students if there are
some. describing words in the
video. Let the class cite
some.
401
Note: The teacher will write Note: The teacher will
on the board the words cited write on the board the
by the students. words cited by the
students.

about descriptive listening. video about descriptive
Source: listening.
(https://www.youtube.com/ Source:
watch?v=EuHLYDc1eSE (https://www.youtube.
&pbjreload=10 ) com/watch?v=EuHLYDc
1eSE&pbjreload=10)
C. Presenting
examples/
Instances of the
new lesson
some questions about
The teacher will ask some the video.
questions about the video. 1. What is the video all
1. What is the video all about?
about? 2. What are the
2. What are the describing describing words used in
words used in the video? the video?
3. What kind of text is 3. What kind of text is
presented in the video? presented in the video?
The teacher will post lines or The teacher will post

phrases from the Disney lines or phrases and let
movie video and let them them identify the kind of
identify the kind of figurative figurative language used
language used. the teacher will let the
After the activity the teacher student draw 1 card on
then asks questions: the bowl and paste it
D. Discussing new What figurative language is opposite of the lines.
concepts and it?
practicing new 1. I cried a river?
skills # 1 What is litotes? 2. You are my sunshine.
3. She‘s not ugly.
Give other examples of
litotes. After the activity the
teacher then asks
(The teacher will give additional questions:
input about litotes and its Among the examples
examples.) which figurative language
402
is new to you?
What is litotes?
Give other examples of

litotes?
(The teacher will give

additional input about litotes
and its examples.)

The teacher will let the class class watch a video clip
watch a video clip about about descriptive and let
descriptive and give them give additional
additional inputs on how to inputs on how to listen
listen effectively to long effectively to long
descriptive texts. descriptive texts.
Source: Source:
https://www.youtube.com/wat https://www.youtube.com
ch?v=ezcfyWPmmHI /watch?v=ezcfyWPmmHI
E. Discussing new
concepts and
practicing new
skills # 2
(The teacher will

elaborate the details in (The teacher will
the video) elaborate the details
in the video)
pause the video to Note: The teacher may
highlights important pause the video to
details and explain highlights important
explicitly. details and explain
explicitly.
LISTO (LIStening liTOtes) LISTO (LIStening

The class will be divided into liTOtes)
F. Developing 3 groups. Let the class The class will be divided
mastery compose a descriptive text into 3 groups. Let the
(leads to Formative
Assessment) using litotes and record it. class compose a
descriptive text using
1:Favorite K pop Artist/Song litotes and record it.
403
2: 1st time experience to visit 1:Favorite K pop
Manila or other place Artist/Song
2: 1st time experience to
3: Your Favorite person or visit Manila or other
the person you idolized. place
3: Your Favorite person
or the person you
idolized.
Your sister will deliver a self- Your sister will deliver a

composed descriptive text in self-compose descriptive
her class on Monday. How text in her class on
application of
will you help her prepare her Monday. How will you
concepts and
assignment? What help her to prepare her
skills in daily
appropriate skills should do assignment? What
living
she in her delivery? appropriate skills she
should she do in her
delivery?
COMPLETE ME! COMPLETE ME!
Litotes is ___________ Litotes is ___________

___________________. ___________________.
H. Making Some examples of litotes are Some examples of litotes

generalizations ____________________ are
and abstractions __________________. ____________________
about the lesson __________________.
In listening to long
descriptive text you should In listening to long
___________ descriptive text you
____________________. should ___________
____________________
.
A. 1, 2, 3 LISTEN! A. 1, 2, 3 LISTEN!
and the teacher will ask video and the teacher will
questions. ask questions.
Source: https://www.you Source: https://www.you

tube. com/results?search_ tube.
I. Evaluating
query=bts+inteview+with+ell com/results?search_
learning
en query=bts+inteview+with
+ellen
404
B.IT‘S LITOTES
Pick out in the box the B. IT‘S LITOTES
litotes. Write your answer Pick out in the box the
in your notebook. litotes. Write your
answer in your
a. The deafening silence in the room
kills me. notebook.
b. He is so concerned of you that he just a. The deafening silence in the room
left you here standing in the rain. kills me.
c. My husband exploded when he saw

b. He is so concerned of you that he
the bump in our car. just left you here standing in the rain.
d. Your answer is so right as Teacher c. My husband exploded when he saw

Bio did not add it to your score. the bump in our car.
d. Your answer is so right as Teacher

e. Mrs. Barces received a million texts Bio did not add it to your score.
from her daughter.
e. Mrs. Barces received a million texts
f. I eat like 300-pound man. from her daughter.
f. I eat like 300-pound man.

g. Sometimes his jokes are so corny
though I still laugh at them. g. Sometimes his jokes are so corny
though I still laugh at them.
h. A million dollars is no small chunk of
change. h. A million dollars is no small chunk of
change.
i. My car is not the newest car in the
parking lot. i. My car is not the newest car in the
parking lot.
j. Rina is not a bad singer in the

contest.
Let the class write a self- Let the class write a self-
J. Additional activities composed descriptive text composed descriptive
for application or using litotes. text using litotes.
remediation
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
405
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
encounter which my
principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
406
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
C. Learning EN8OL-IIh-3.13: Maintain the interest of the audience by

Competency/ delivering punch lines effectively.
Objectives
(Write the LC code for EN8OL-IIg-3: Deliver a self-composed entertainment
each.) speech using all the needed speech conventions
II. CONTENT
Composing and delivering entertainment speech
III. LEARNING
RESOURCES
A. References
1. Teacher‘s
Guide pages
2. Learner‘s
Materials pages
3. Textbook pages
4. Additional https://www.youtube.com/watch?v=5qOWNcgbRjk
Materials from
Learning
Resource
(LR)portal
B. Other Learning
Resources
407
FAST TALK FAST TALK
questions to the students questions to the students
and all of them should and all of them should
answer in unison in a fastest answer Yes or No in
way. unison in a fastest way.
1. It is an affirmative which 1. Litotes is an

conveyed by negation of the affirmative which
A. Reviewing previous opposite. conveyed by negation of
lesson or (Litotes) the opposite.
presenting the new Yes or No?
lesson 2. She‘s not ugly .It
means_______. 2. She‘s not ugly means
(she‘s beautiful) she‘s beautiful.
Yes or No?
3. Give at least 3 skills or
strategies in listening long 3. To analyze and
descriptive text. comprehend are
strategies in listening
long descriptive text.
Yes or No?
IT’S JOKE TIME! IT’S JOKE TIME!

The teacher will divide the The teacher will divide
class into 4.Each group will the class into 4. Each
choose 1 representative to group will choose 1
deliver the pick-up lines representative to deliver
assigned to them. the pick-up lines
assigned to them.
JOKE 1: Hi! You must be a
thief, ‗coz you stole my JOKE 1: Hi! You must
heart. be a thief, ‗coz you
B. Establishing a
JOKE 2: Sorry, I forgot stole my heart.
purpose for the
your name, can I tell you JOKE 2: Sorry, I forgot
lesson
mine? your name, can I tell
JOKE 3: Life without you you mine?
would be like a broken JOKE 3: Life without
pencil…pointless. you would be like a
JOKE 4: Knock Knock broken
Who's There? pencil…pointless.
Olive JOKE 4: Knock Knock
Olive who? Olive you. Who's There?
Olive
Olive who? Olive you.
408
1. Did you like the jokes? 1. Did you like the jokes?
C. Presenting
examples/ 2. Which group is the best in 2. Which group is the
Instances of the delivering pick-up lines? best in delivering pick-up
new lesson lines?
3. Why do pick-up lines
interest you? 3. Why do pick-up lines
interest you?
WATCH-UP WATCH-UP
Let the class watch the video Let the class watch the
clip about MIRIAM video clip about MIRIAM
DEFENSOR SANTIAGO‘S DEFENSOR
punch lines. SANTIAGO‖s punch
lines.
Source:
https://www.youtube.com/wat Source:
ch?v=5qOWNcgbRjk https://www.youtube.com
/watch?v=5qOWNcgbRjk
D. Discussing new
concepts and
practicing new 1. Did you like the video?
skills # 1 1. Did you like the video?
2. What is the video all
about? 2. What is the video all
about?
3. What was Miriam able to
get the attention of her 3. What was Miriam able
audience? to get the attention of her
adudience?
(The teacher will then
discuss the points to do in (The teacher will then
maintaining the interest of discuss the points to do
the audience in delivering in maintaining the
punch lines.) interest of the audience
in delivering punch lines.)
The teacher recalls some The teacher recalls some

E. Discussing new points in speech conventions points in speech
concepts and to remember in delivering conventions to remember
practicing new entertainment speech. in delivering
skills # 2 entertainment speech.
409
class to get their self- class to get their self –
composed descriptive text composed descriptive
with litotes. Let them revise it text with litotes. Let them
F. Developing by injecting entertainment or revise it by injecting
mastery pick-up lines. Then, let them entertainment or pick-up
(leads to Formative
Assessment) rehearse applying speech lines. After, let them
conventions (gestures, voice rehearse applying
projection, etc.) speech conventions
(gestures, voice
projection, etc.)
G. Finding practical Cite situation where you can Cite situation where you
application of use punch lines. can use punch lines.
concepts and
skills in daily
living
H. Making Teacher asks the question: Teacher asks the
generalizations What did you learn in our question:
and abstractions lesson today? What did you learn in our
about the lesson lesson today?
Deliver of self- composed Deliver of self- composed
I. Evaluating entertainment speech. entertainment speech.
(attached file A: RUBRIC FOR ENTERTAINMENT (attached file A: RUBRIC FOR
learning SPEECH) ENTERTAINMENT SPEECH)
Watch an entertainment Watch an entertainment

speech and take notes some speech and take notes
J. Additional activities points in maintaining the some points in
for application or interest of the audience. maintaining the interest
remediation of the audience.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation
who scored
below 80%
410
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?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
411
Attached file A
RUBRIC FOR ENTERTAINMENT SPEECH
412
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
EN8VC-IIh-1.3: Predict the gist of the material viewed
based on the title, pictures, and excerpts
C. Learning EN8VC-IIh-17: Discern positive and negative messages
Competency/ conveyed in a material viewed
Objectives EN8G-IIh-9: Use appropriate grammatical signals or
(Write the LC code for expressions suitable to each pattern of idea
each.)
development: general to particular, claim and
counterclaim, problem-solution, cause-effect, and others
The Blind Man‘s Daughter Shim Chung
II. CONTENT (A Korean Folktale)
Cause-Effect Grammatical Signal Words
III. LEARNING
RESOURCES
A. References
1. Teacher‟s -
Guide pages
2. Learner‟s -
Materials pages
3. Textbook pages -
-
4. Additional
Materials from
Learning
Resource
(LR)portal
413
https://www.youtube.com/watch?v=RiGwMsWW6Tg
http://koreajoongangdaily.joins.com/news/article/
article.aspx?aid=3017626
https://pixabay.com/images/search/monk/
https://www.dreamstime.com/stock-illustration-asian-
merchant-fresh-fish-fruits-smiling-man-conical-hat-
B. Other Learning carrying-looking-camera-image47918876
Resources
https://www.pixtastock.com/illustration/15604397
https://www.museumswellington.org.nz/web1_0618-f22-
web-hokulea/
https://www.guideposts.org/faith-and-prayer/prayer-
stories/persistent-prayer/praying-until-something-
happens

Activity Activity
Unlocking of Difficulties Unlocking of

Task 1. Word Puzzle Difficulties
Task 1. Word Puzzle
f l
- of or relating to a son
f l a
or daughter - of or relating to a
son or daughter
lesson or
presenting the new k
lesson
- a man who is a
member of a religious
order and lives in a
monastery
m t
- someone who buys
m k
and sells goods
especially in large - a man who is a
amounts member of a
414
religious order
p e and lives in a
monastery
- to make pleased or
less angry by giving
something desired
a e
- a young girl or
woman who is not
married m c h t
v g
- a long journey to a
distant or unknown
place especially over - someone who
water or through buys and sells
outer space goods especially
in large amounts
p t
- devotion to God; the

quality or state or
being pious
The teacher lets the students

use the words in a sentence.
a de
Answers: - a young girl or
woman who is not
1. filial married
2. monk
3. merchant
4. appease
5. maiden
6. voyage
7. piety
415
v y g
- a long journey to
a distant or
unknown place
especially over
water or through
outer space
p e t
- devotion to God;
the quality or
state or being
pious
The teacher provides the

students with sentences
using the words after the
activity.
Answers:
1. filial
2. monk
3. merchant
4. maiden
5. voyage
6. piety
416
Motivation Motivation
The teacher shows to the The teacher shows to the
class a lighted candle and let class a lighted candle
them observe. and let them observe.
1. What happens to the 1. What happens to the

candle while it produces candle while it produces
light? light?
2. Is it possible for a candle 2. Is it possible for a
to produce a light without candle to produce a light
B. Establishing a consuming itself? without consuming itself?
purpose for the Lead the students to the idea Lead the students to the
lesson that a candle sacrifices or idea that a candle
consumes itself to provide a sacrifices or consumes
light, just like how a person itself to provide a light,
sacrifices or gives up just like how a person
something for the one he or sacrifices or gives up
she loves. something for the one he
What are those things that or she loves.
you have given up or What are those things
sacrificed to show your that you have given up
love to your family or or sacrificed to show
loved ones? your love to your family
or loved ones?
What did the character What did the character

sacrifice to show her love sacrifice to show her
to her father? love to her father?
Before playing the video, Before playing the video,
show screenshot images show screenshot images
from one of the scenes in the from one of the scenes in
video. Let the students the video. Let the
predict the gist of the story students predict the gist
C. Presenting based on the pictures. of the story based on the
examples/Instanc pictures.
es of the new
lesson
417
During Viewing/Listening During
Activity Viewing/Listening
Activity
Let the students watch the
short video clip about a Let the students watch
Korean folktale. Tell them to the short video clip about
observe the images used in a Korean folktale. Tell
the video and focus on its them to observe the
message. images used in the video
and focus on its
The teacher plays the video message.
clip ―Shim Chung – A Korean
Folktale The teacher plays the
video clip ―Shim Chung –
A Korean Folktale
Source:
watch?v=RiGwMsWW6Tg Source:
/
watch?v=RiGwMsWW6T
g
Post-Viewing/Listening Post-Viewing/Listening
Activities Activities
Comprehension Comprehension
Questions: Questions:
Task 2A: Critical Thoughts Task 2A: Critical
at Work Thoughts at Work
D. Discussing new
concepts and
practicing new 1. What did the character 1. What did the character
skills # 1 sacrifice to show her love to sacrifice to show her love
her father? to her father?
2. What did the monk ask in 2. What did the monk ask
exchange for his prayer for in exchange for his
Shim‘s sight? prayer for Shim‘s sight?
3. Despite having no bags of 3. How did Shim Chung

rice to offer, why do you and her father reunite?
418
think the father accepted the
proposition of the monk? 4. How would you
describe Shim Chung as
4. How did Shim Chung and a daughter?
her father reunite?
5. If you were Shim
5. How would you describe Chung, would you also
Shim Chung as a daughter? do the same thing as she
did for her father?
6. If you were Shim Chung, Explain your answer.
would you also do the same
thing as she did for her Group Task
father? Explain your answer. Task 2B. Getting the
Gist
Group Task
Task 2B. Getting the Gist Divide the class into four
groups. Have them
Divide the class into four complete the chart below
groups. Have them complete by writing the positive
the chart below by writing and negative messages
the positive and negative conveyed in the story.
messages conveyed in the
story. Let them also include
their explanations and
evidences from the story to
support their answer.
See attached file A:

Getting the Gist

Getting the Gist
The teacher presents the The teacher presents the
following statements to the following statements to
class. the class.
Shim Chung‟s father Shim Chung‟s father

accepted the offer of the accepted the offer of the
E. Discussing new
monk because of the hope monk because of the
concepts and
that he could still see. hope that he could still
practicing new
see.
skills # 2
The king saw the loneliness
in the eyes of Shin Chung; The king saw the
as a result, he made a loneliness in the eyes of
gathering of all blind men. Shin Chung; as a result,
he made a gathering of
Let the students analyze the all blind men.
419
function of the underlined Let the students analyze
words in the sentence and the function of the
have them share their underlined words in the
understanding. sentence and have them
share their
Lead them to the notion of understanding.
using signal words or
expressions in cause-effect Lead them to the notion
sentence. of using signal words or
expressions in cause-
(The teacher discusses effect sentence.
signal words or expressions
in cause-effect sentences (The teacher discusses
and provides examples.) signal words or
expressions in cause-
Cause and Effect Signal effect sentences and
Words provides examples.)
Cause: as, because,
because of, due to, for, for Cause and Effect
the reason that, since, bring Signal Words
about, Cause: as, because,
another cause, for this because of, due to, for,
reason, one cause, a second for the reason that, since,
cause, another cause, a final bring about,
cause another cause, for this
reason, one cause, a
Effect: so, therefore, second cause, another
accordingly, finally, cause, a final
consequently, hence, thus, cause
as a consequence, as a
result, resulting, that resulted Effect: so, therefore,
to accordingly, finally,
consequently, hence,
thus, as a consequence,
as a result, resulting, that
resulted to
Independent Practice Independent Practice
Task 4. Cause or Effect? Task 4. Cause or
Effect?
Decide whether the Decide whether the
highlighted words show highlighted words show
F. Developing cause or effect. cause or effect.
mastery
(leads to Formative
Assessment)
_______1. Because of _______1. Because of
Shim Chung‘s piousness, Shim Chung‘s
the Dragon King sent her piousness, the Dragon
back to the world above. King sent her back to the
world above.
_______2. Since they
420
didn‘t have 300 bags of _______2. Since they
rice, Shim Chung decided to didn‘t have 300 bags of
go with the merchant. rice, Shim Chung
decided to go with the
_______3. The monk saw merchant.
the blind man in the ditch, so
he helped him. _______3. The monk
saw the blind man in the
_______4. As a result of ditch, so he helped him.
Shim Chung‘s decision to
leave, the father became _______4. As a result
very sad. of Shim Chung‘s
decision to leave, the
_______5. The father finally father became very sad.
saw her daughter, this led
to a happier life. _______5. The father
finally saw her daughter,
this led to a happier
life.
Individual Task Individual Task
Task 5. Selfless Acts Task 5. Selfless Acts
G. Finding practical Let the students share their Let the students share
application of acts of sacrifices that they their acts of sacrifices
concepts and made for their parents or that they made for their
skills in daily loved ones. Have them parents or loved ones.
living share the causes and the Have them share the
results of their selfless acts. causes and the results of
their selfless acts.
H. Making What is the use of signal What is the use of signal
generalizations words in writing cause-effect words in writing cause-
and abstractions sentence? effect sentence?
about the lesson
The students will combine The students will
the two sentences using an complete the following
appropriate transition word cause-effect sentences
or phrase. The students shall by providing the correct
not repeat the same signal word.
transition word used in the 1. The man accidentally
previous sentence. fell to the ground
1. The man accidentally fell _________ (so,
I. Evaluating
to the ground. He asked for because) he asked for
learning
help. help.
2. Their family remains 2. The family members

happy despite the problems. help one another,
The family members help _________ (as a result,
one another. for) their family remains
happy despite the
3. Mike is a caring brother. problems.
421
He always gives pieces of 3. Mike is a caring
advice to his siblings. brother, __________
(for, so) he always gives
4. Maria loves helping other pieces of advice to his
people. Her friends always siblings.
emulate her.
4. Maria loves helping
5. The people offered other people,
prayers. They wanted the ___________ (that‘s
god to provide them with why, since) her friends
good fortune. always emulate her.
6. The children are God- 5. The people offered

fearing and selfless. Their prayers ___________
parents raised them so well. (because, that result to)
they wanted the god to
7. The group of provide them with good
professionals created a fortune.
charity. Hundreds of people
were benefited. 6. __________ (since, as
8. Rosy is a proud volunteer a result) their parents
worker. She‘s happy raised them so well, the
whenever she helps other children are God-fearing
people. and selfless.
9. The act of kindness of the 7. The group of

man. The governor gave him professionals created a
a reward. charity, ____________
(therefore, due to)
10. It was her father‘s hundreds of people were
birthday. She gave him a benefited.
present.
8. Rosy is a proud
volunteer worker
_____________
(because, so) she‘s
happy whenever she
helps other people.
9. ___________ (Due to,

As a result) the act of
kindness of the man, the
governor gave him a
reward.
10. It was her father‘s

birthday ___________
(so, since) she gave him
a present.
422
Provide the students with a Provide the students with
copy of the selection ―Tale of a copy of the selection
J. Additional activities Chunhyang‖. Tell them to ―Tale of Chunhyang‖. Tell
for application or read the story in advance in them to read the story in
remediation preparation for the next advance in preparation
lesson. for the next lesson.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
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
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
encounter which my
principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
423
File A: Getting the Gist
The Blind Man‘s Daughter
Shim Chung
Positive Message Evidence from the Negative Message Evidence from the
story story
424
e B: Getting the Gist
The Blind Man‘s Daughter

Shim Chung
Positive Message Negative Message
425
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
EN8LC-IIh-7: Employ appropriate listening skills and
Competency/ EN8LC-IIh-7.2: Employ projective listening strategies
Objectives with longer stories
(Write the LC code for EN8LT-IIh-2.3: Draw similarities and differences of the
each.)
featured selections in relation to the theme
II. CONTENT Tale of Chunhyang (Korean Tale)
III. LEARNING
RESOURCES
A. References
1. Teacher‘s -
Guide pages
2. Learner‘s Grade 8 Learner‘s Materials, pp. 294-298
Materials pages
3. Textbook pages -
4. Additional -
Materials from
Learning
Resource
(LR)portal
https://www.pinterest.ph/pin/565131453215359843/
B. Other Learning https://s-media-cache-

Resources ak0.pinimg.com/564x/b8/0d/e8/b80de8b2922ccfbd66c69
41e46249df5.jpg
426
https://www.brighthubeducation.com/social-studies-
help/121158-korean-customs-and-beliefs/
http://www.bmarchives.org/items/show/79382
https://www.sweetandtastytv.com/blog?offset=13687237
31000
http://www.froginawell.net/korea/2005/11/early-western-
perceptions-part-ii-education-and-the-yangban-class/
Advanced Learners Average Learners
Pre-Listening Activity Pre-Listening Activity
Unlocking of Difficulties Unlocking of Difficulties

Task 1. Link it Up! Task 1. Mix it Up!
Let the students connect Let the students arrange the
Column A to Column B. jumbled letters to arrive at the
correct answer.
Column A
1. magistrate 1. RATTEGISMA
2. hasten - a civil officer or lay judge
who administers the law
3. defiance
especially one who conducts
4. kisaeng a court that deals with minor
5. cangue offenses
6. yangban
IV. PROCEDURES
2. TENSHA
Column B - be quick to do
a. be quick to do something/move or travel
something/move or travel hurriedly
hurriedly
b. open resistance or bold 3. ECNAIFED
disobedience - open resistance or bold
c. a civil officer or lay judge disobedience
who administers the law
especially one who conducts
4. SAENGKI
a court that deals with minor
offenses - officially sanctioned Korean
female entertainers. They are
d. a heavy wooden yoke
artists who work to entertain
borne on the shoulders and
others.
enclosing the neck and
arms, formerly used in
China for punishing petty 5. GUENAC
criminals. - a heavy wooden yoke borne
427
e. part of the traditional on the shoulders and
ruling class or nobles of enclosing the neck and arms,
dynastic Korea during the formerly used in China for
Joseon Dynasty punishing petty criminals.
f. officially sanctioned
Korean female entertainers. 6. NGYABAN
They are artists who work to
- part of the traditional ruling
entertain others.
class or nobles of dynastic
Korea during the Joseon
Answers: Dynasty
1. c
2. a Answers:
3. b 1. MAGISTRATE
4. f 2. HASTEN
5. d 3. DEFIANCE
6. e 4. KISAENG
5. CANGUE
6. YANGBAN

images of kisaeng, cangue,
images of kisaeng, cangue,
and yangban.
and yangban.
Kisaeng
Kisaeng
Cangue
Cangue
428
Yangban Yangban
Motivation
Motivation
Task 1: K-Drama is Life
Task 1: K-Drama is Life
The teacher presents images
The teacher presents of famous couples in Korean
images of famous couples in drama series.
Korean drama series.
My Love from the Star (Kim

Soo Hyun & Jun Ji Hyun)
My Love from the Star (Kim
Soo Hyun & Jun Ji Hyun)
Boys Over Flowers (Lee Min

Ho & Ku Hye Sun)
Boys Over Flowers (Lee Min
Ho & Ku Hye Sun)
Questions:
429
Questions: 1. Are you familiar with these
1. Are you familiar with famous Korean couples in K-
these famous Korean Drama series?
couples in K-Drama series? 2. Did they also meet
2. Did they also meet problems or challenges in
problems or challenges in their relationships?
their relationships? 3. What do you think are the
3. What do you think are the traits or qualities that they
traits or qualities that they possess that helped them
possess that helped them overcome those challenges?
overcome those challenges?
What do you think is the best way to prove your love
best way to prove your to your loved ones?
love to your loved ones?
What did the character do What did the character do

to show her love to her to show her love to her
husband? husband?
During Listening Activity During Listening Activity
The teacher tells the class The teacher tells the class
that they will be listening to that they will be listening to
the story Tale of the story Tale of Chunhyang.
Chunhyang. Before the Before the listening activity,
listening activity, inform the inform the students of their
students of their task to task to listen carefully.
listen carefully.
Remind the students that
Remind the students that while the listening activity,
while engaging in the they will be jotting down notes
listening activity, they will be about Korean culture, beliefs,
jotting down notes about and practices highlighted in
Korean culture, beliefs, and the story.
practices highlighted in the
story. See attached file A:
Listening Text
Listening Text
Post-Listening Activities Post-Listening Activities

Comprehension
Questions Comprehension Questions
Task 2A: Grasping the Task 2: Grasping the Story
Story
430
1. What did the character do
1. What did the character do to prove her love to her
to prove her love to her husband?
husband?
2. What was the agreement of
2. What was the agreement Chunhyang‘s mother and Yi
of Chunhyang‘s mother and Mongyong regarding his
Yi Mongyong regarding his marriage with Chunhyang?
marriage with Chunhyang?
3. Why was Chunhyang put in
3. Why was Chunhyang put prison? What did she do to
in prison? What did she do the new magistrate?
to the new magistrate?
4. How did Yi Mongyong learn
4. How did Yi Mongyong about the situation of
learn about the situation of Chunhyang?
Chunhyang?
5. Why did Yi Mongyong
5. Why did Yi Mongyong pretend as a beggar in
pretend as a beggar in Namwon? What was his
Namwon? What was his purpose?
purpose?
6. How would you describe Yi
6. How would you describe Mongyong as a leader?
Yi Mongyong as a leader?
(Process students‘ answers).
(Process students‘ answers)
Literary Literary
Extender/Differentiated Extender/Differentiated
Activities Activities
Task 2B. Perfect Task 2B. Perfect
Combinations Combinations
Divide the class into four Divide the class into four
groups. Draw lots to groups. Draw lots to
determine the task that they determine the task that they
will perform. will perform.
Group 1 – OST Group 1 – OST

Let the students think of a Let the students think of a
song that may be song that may be considered
considered as the official as the official soundtrack of
soundtrack of the love story the love story between
between Chunhyang and Yi Chunhyang and Yi Mongyong.
Mongyong. Let them Let them perform the song to
perform the song to the the class.
class.
Group 2 – Now Showing
431
Group 2 – Now Showing The students will create a
The students will create a movie poster of the Tale of
movie poster of the Tale of Chunhyang. They will present
Chunhyang. They will it to the class.
present it to the class.
Group 3 – Truly Poetic
Group 3 – Truly Poetic The group will write a poem
The group will write a poem about love and sacrifice. They
about love and sacrifice. will also perform a poetry
They will also perform a reading using the poem they
poetry reading using the wrote.
poem they wrote.
Group 4 – Award Winning
Group 4 – Award Winning The group will choose one
The group will choose one memorable scene from the
memorable scene from the story and they will have a
story and they will have a role-playing performance.
role-playing performance.
Criteria:
Criteria:
Content – 50%
Content – 50% Presentation – 30%
Presentation – 30% Cooperation – 20%
Cooperation – 20% TOTAL – 100%
TOTAL – 100%
Note: The teacher may opt
Note: The teacher may opt not to give the differentiated
not to give the differentiated activities/literary extender and
activities/literary extender proceed to the next activity to
and proceed to the next finish the lesson within the
activity to finish the lesson given time.
within the given time.
Group Task Group Task

Task 3.1 Culture Sheet Task 3.1 Culture Sheet
Divide the students into Divide the students into

groups. Have them recall groups. Have them recall the
the story and enumerate the story and enumerate the
Korean tradition, culture, Korean tradition, culture, and
and practices as highlighted practices as highlighted in the
in the selection. Let the selection. Let the group
group members present the members present the output.
output.
Tale of Chunhyang
1.
2.
3.
4.
432
Tale of Chunhyang 5.
1.
2.
3.
4.
5.
Share to the class a text Share to the class a text

about Korean Family. about Korean Family.
(See attached file B) (See attached file B)
Task 4. Culture Task 4. Culture Connection

Connection Ask the students if the culture
Ask the students if the and practices among Korean
culture and practices among families are different from or
Korean families are different the same with those of
from or the same with those Filipinos. Ask them how these
of Filipinos. Ask them how Filipino cultures and practices
these Filipino cultures and guide their daily living.
practices guide their daily
living.
Did our lesson about the Did our lesson about the Tale
Tale of Chunhyang teach of Chunhyang teach you
you something? What have something? What have you
you realized after listening to realized after listening to the
the love story of Chunhyang love story of Chunhyang and
and Yi Mongyong? Yi Mongyong?
The students will compare The students will compare
and contrast the two reading and contrast the two reading
selections using the chart selections using the chart
below: below:
(See attached file C) (See attached file C)
433
In 3-4 paragraphs, write a In 3-4 paragraphs, write a
personal reflection about the personal reflection about the
love story of Chunhyang and love story of Chunhyang and
Yi Mongyong. Yi Mongyong.
lesson or
presenting the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/Instanc
es of the new
lesson
D. Discussing new
concepts and
practicing new
skills # 1
E. Discussing new
concepts and
practicing new
skills # 2
F. Developing
mastery
(leads to Formative
Assessment)
application of
concepts and
skills in daily
living
H. Making
generalizations
o
and abstractions
about the lesson
I. Evaluating
learning
for application or
remediation
V. REMARKS
434
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
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
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
435
File A: Listening Text
The Tale of Chunhyang

Formerly there lived in the province of Cholla, in the town of Namwon, a magistrate's
son named Yi Mongyong. He had much literary talent, and grew up to be a handsome
young man.
One beautiful morning, Master Yi Mongyong called his servant, Pangja, and asked
him to show him a place where he might see wild flowers. Pangja led him to a summer
pavilion near a bridge called "Ojak-kyo," or the "Magpie Bridge." The view from the bridge
was as beautiful as the summer sky, and thus was named after the tale of the herdboy and
the Weaving Maid.
Looking at the distant mountains, Yi Mongyong caught sight of a young maiden
swinging beneath one of the trees. He asked Pangja about the lovely maiden and her
attendant. He replied that she was Ch'unhyang (Spring Fragrance), a daughter of Wolmae
(Moon Plum), the retired kisaeng entertainer. Pangja related to his young master that this
young girl was not only beautiful but also virtuous. Yi Mongyong insisted that Pangja inform
Ch'unhyang that he wished to meet her. "Don't you know the butterfly must pursue the
flower, and the geese must seek the sea?" retorted Ch'unhyang.
Pangja reported what she had said to Yi Mongyong, who became disconsolate. The
servant suggested that he see the young maid himself. Yi Mongyong approached
Ch'unhyang. She was even more beautiful than he had first thought. The wind blew her
black hair and long ribbon over her rosy face, and she glowed with virtue and happiness.
"This good fortune is offered me today. Why wait until tomorrow? Should I not speak to this
pretty girl now?" Yi Mongyong said to himself. Just then Ch'unhyang, frightened at being
watched, jumped down from her swing and ran toward her house. Stopping under a peach
tree at her garden gate she plucked a blossom and kissed it, her lips and cheeks redder
than the bloom, and was gone.
Pangja urged his master to hasten home so that his father might know nothing of his
adventure, and then punish Pangja for allowing Yi Mongyong to wander so far. The youth
returned home in a trance and went immediately to sit at dinner with his parents. With the
meal finished, Yi Mongyong went to his room, lit a candle, and opened a book. Reading
proved impossible. The words blurred before his eyes and every word and every character
was "Spring" and "Fragrance"- Ch'unhyang, Ch'unhyang, Ch'unhyang. Calling Pangja, he
said, "Tonight I must see Ch'unhyang. Did she not say that the butterfly must pursue the
flower?"
They went to Ch'unhyang's house, stopping under the peach tree in the garden as
they approached. At that moment Ch'unhyang's mother was telling her daughter that she
had had a dream in which a blue dragon coiled itself around Ch'unhyang's body and,
holding her in its mouth, flew up to the sky. Looking up, instead of the dragon in the clouds,
the girl's mother saw a dragon on earth, for Yi Mongyong walked out of darkness and spoke
to her.
On learning the purpose of his visit, she called Ch'unhyang to meet the young
nobleman, and Yi Mongyong asked Ch'unhyang's mother for the hand of her daughter. The
old woman, thinking her dream had come true, gladly consented, and said, "You are a
nobleman's son and Ch'unhyang is the daughter of a kisaeng, so there cannot be a formal
marriage. If you give us a secret marriage contract, writing your pledge not to desert her, we
shall be contented."
436
Yi Mongyong seized a brush and set down the following lines: "The blue sea may
become a mulberry field, and the mulberry fields may become the blue sea, but my heart for
Ch'unhyang shall never change. Heaven and earth and all the gods are witnesses." In their
sleep that night they dreamed of Mandarin ducks swimming together. For several nights he
visited his beloved, until she teased him, saying that he should go home and study hard to
become a great official like his father. Unfortunately, their time together did not last.
Not long after the secret marriage, the servant brought Yi Mongyong a message
saying that his father, newly appointed to the King's cabinet, was being recalled to the
capitol. Yi Mongyong, who was to accompany his father, went that evening to Ch'unhyang
and told her the bad news. The young couple was forced to say a tearful goodbye at the
Magpie Bridge.
"Since there is no way to change our fate, let us embrace and part," said
Ch'unhyang, throwing her arms around her lover. She then gave him a ring. "This is my
token of love for you. Keep it until we meet again. Go in peace, but do not forget me. I shall
remain faithful to you and wait here for you to come and take me away to Seoul." With these
words, they parted.
The new Namwon magistrate arrived soon afterward, and among his first words to
his servant were, "Bring me Ch'unhyang, the pretty girl I have heard of."
"This is difficult sir," replied the retainer, "for she is already married secretly to Yi
Mongyong, the son of the former magistrate."
Angered, the new magistrate ordered Ch'unhyang summoned at once. Too terrified
to disobey an order by the magistrate, Ch'unhyang accompanied the servant. The
magistrate looked at her attentively. "I heard much of you in Seoul, and today I see you are
very beautiful. Will you come to me?"
Choosing her words carefully, Ch'unhyang replied, "I am committed to Yi Mongyong.
That is why I cannot do as you ask. The King has sent you here to take care of the people.
You have a heavy responsibility to the throne. It would be better to fulfill your duties and
apply justice according to the laws of the country."
Ch'unhyang's defiance enraged the magistrate, and he ordered her taken to prison.
"Why put me in prison?" Ch'unhyang protested, "I have done no wrong. A married
woman must be faithful to her husband, just as a magistrate should be faithful to the king."
This merely served to anger the magistrate further, and before long Ch'unhyang
found herself in a prison cell.
Meanwhile, Yi Mongyong had arrived in Seoul, where he studied hard and learned all
the famous Chinese classics. He passed the government examinations with the highest
distinction, thereby qualifying for a position in the king's service. In congratulating him after
the munkwa examinations, the king asked Yi Mongyong. "Do you wish to be a magistrate or
a governor?"
"I should like to be appointed amhaeng osa," replied Yi Mongyong. Yi Mongyong, as
an amhaeng osa, traveled around the country with his attendants, disguised as beggars.
They inquired everywhere after the needs of the people in order to assess the quality of
local districts‘ administrations. Soon he arrived near Namwon and came to a small farming
village where the people were planting rice.
While working, the peasants sadly chanted: "We come out in the scorching heat,
plough our fields, sow our seeds, and make the rice grow. First we must pay tribute to the
king, give a part to the poor, a part to travelers who come knocking at our doors, and save
money for ancestral services. This would be all right if the magistrate did not squeeze us for
even more, leaving us with hardly anything to eat."
437
Much interested, Yi Mongyong approached and said, "I have heard that the
magistrate of Namwon has married Ch'unhyang and that they live together happily."
"How dare you speak like that?" retorted one of farmers. "Ch'unhyang is faithful, true
and pure, and you are a fool to speak thus of her and that tyrant, who is cruel to her. No, her
fate is even worse than that because the son of the former magistrate seduced and
deflowered that poor girl, and then abandoned her, never coming back to see her. He is a
bastard, the son of a dog, the son of a pig!"
The farmer's anger shocked Yi Mongyong. He found that many villagers felt the
same way. The local yangban aristocrats shared the people's wrath. Yi Mongyong
happened on a spot where some yangban were having a picnic, comparing poems and
conversing on a hillside. He listened as a scholar presented a poem railing against the
unjust provincial government. When he was done, another picnicker said, "These are sad
days! I've heard that a young woman called Ch'unhyang is to be executed in two or three
days."
"Oh! This Magistrate is a wretch!" said another. "He is thinking only of overpowering
Ch'unhyang, but she is like the pine and bamboo, which never change. She has remained
faithful and true to her husband."
Another added, "She was married to the son of the old magistrate. What a pig her
husband is! He abandoned the poor girl."
These comments made Yi Mongyong, weary and ashamed, hasten to Namwon.
Meanwhile, Ch'unhyang, in prison all this time, remained faithful to the memory of Yi
Mongyong. She had grown thin, feeble, and sick. One day she had a dream, in which she
saw her house. In her garden, the flowers that she had planted and loved had faded. The
mirror in her room was broken. Her shoes were hanging on the lintel of the door. She called
to a blind man who happened to be passing by her cell window, and asked him the
significance of her dream.
"I shall tell you what it means. These dried flowers shall bear fruit, the noise of the
broken mirror will be heard throughout the world, and the shoes on the door indicate a large
crowd visiting to offer congratulations."
Ch'unhyang thanked the blind man and prayed that his prophecy would come true. In
reality, however, Ch'unhyang's doom was near. That very day the evil magistrate called his
attendants together and said to them, "In three days I shall celebrate a great feast, to which I
wish to invite all the magistrates of the nearby towns, and on that day Ch'unhyang shall be
executed."
Meanwhile, Yi Mongyong arrived in the town and went to Ch'unhyang's house. At
first, her mother did not recognize him. "I do not know who you are," she said. "Your face
reminds me of Yi Mongyong, but your clothes are the clothes of a beggar." "But I am Yi
Mongyong," said he.
"Oh!" she gasped. "Every day we have waited for you, but alas, in two or three days
Ch'unhyang will be dead."
"Listen to me, Mother," replied Yi Mongyong. "Even though I am a miserable beggar,
I still long for Ch'unhyang, and I want to see her."
With Yi Mongyong following, she knocked at the prison window, calling her daughter,
who was asleep. Awakened, Ch'unhyang asked immediately if anyone had seen Yi
Mongyong or heard news of him.
The mother replied that in place of Yi Mongyong, a beggar had come who claimed
he was Yi Mongyong, and was there now to see her. Yi Mongyong appeared at the window,
and Ch'unhyang looked at him. It seemed to make no difference to her that he was badly
438
dressed, and seemed to have failed at life in Seoul. Instead, she reached for him through
the bars and struggled to be as close to him as possible.
"I may be a beggar in dress," replied Yi Mongyong, "but I have no beggar's heart!"
"Dear heart," said Ch'unhyang, "how hard your journey must have been. Go back
with my mother and get some rest. Only please - since I am under a sentence of death and
must die tomorrow after the feast - come to my window again in the morning so I may have
the joy of seeing you once more before I die."
Yi Mongyong went home and slept in Ch'unhyang's room. But the next morning,
when his mother-in-law opened the door, she was surprised to find that he was gone. In
fact, he had gone early to collect his attendants, all disguised as beggars like himself. He
gave them strict orders. Then, as the magistrate received his guests and presided over the
banquet, Yi Mongyong managed to get into the palatial office compound and approach the
host.
"I am a poor man," he said, "and I am hungry. Please, give me something to eat." It
was customary in Korea, during big feasts in the countryside, for a number of beggars
to show up for handouts, but the furious magistrate commanded his servants to kick the
intruder out.
Then Yi Mongyong entered the palace a second time, by climbing on the shoulders
of his servants and going over the wall. The first guest he encountered was the magistrate
of Unbong, named Yong-jang. He said to him, "I am hungry, could you not let me have
something?" Yong-jang, feeling some compassion called one of the kisaengs and asked her
to bring something to the beggar.
Yi Mongyong then addressed Yong-Jang: I am obliged to you for giving me good
food, and I wish to repay you with a little poem." Then he extended a paper on which Yong-
jang read the lines:
This beautiful wine in golden goblets

Is the blood of a thousand people.
This magnificent meat on these jade tables
Is the flesh and marrow of a thousand lives.
Burning in this banquet hall,
The tears of the hungry people
Pour from their sunken eyes.
Even louder than the noisy song of these courtesans
Resound the complaints of the oppressed peasants.
Yong-jang, greatly alarmed, cried, "It is against us," and he passed the paper to the
host, who asked, "Who wrote this poem?"
"It is the young beggar," said Yong-jang, pointing to Yi Mongyong, but he was
frightened, thinking that whoever wrote such a poem must be more than a common beggar.
Rising up, he suddenly pretended to have urgent business elsewhere and fled. The other
officials likewise sprang to their feet and stampeded out of the room, only to be stopped by
Yi Mongyong's men, who were waiting outside with their swords. The officials soon
understood that the beggar-poet was in fact an amhaeng osa. As they cowered together in a
corner of the courtyard, Yi Mongyong revealed his ma-p'ae and ordered the magistrate's
runners to fetch Ch'unhyang from her cell and to say to her, "The King's envoy has sent for
you. He is going to hear your case and pronounce judgement."
In the jail, Ch'unhyang was greatly frightened.
439
"Oh!" she cried. "I am going to die! Please, may I see my mother?" Ch'unhyang's
mother ran to her daughter. "Mother, now is the hour of my death. Where is Yi Mongyong?"
"The King's officer is waiting. Do not stop to chitchat!" snapped the runners, and
before Ch'unhyang's mother could speak, they carried her away to the magistrate's
courtyard. They removed the wooden cangue from around her neck and placed her in the
presence of the Royal Secret Inspector, who, sitting behind a screen, questioned her
sternly: "If you do not love the magistrate, will you love me and come to me, the King's
envoy? If you refuse I shall order my men to strike off your head immediately."
"Alas!" exclaimed Ch'unhyang. "How unhappy are the poor people of this country!
First the injustice of the magistrate, then you, the King's Inspector, who should help and
protect the unhappy people - you think immediately to condemn to death a poor girl whom
you desire. Oh, how sad we common people are, and how pitiful it is to be a woman!"
Yi Mongyong then ordered the courtesans to untie the cords that bound the hands of
Ch'unhyang. "Now raise your head, and look at me," he said to her.
"No," she answered, "I shall not look at you, I shall not listen to you. Cut my body into
pieces if you like, but I shall never go to you."
Yi Mongyong was deeply touched. He took off his ring and ordered a courtesan to
show it to Ch'unhyang. She saw that was the very ring she had given to her husband Yi
Mongyong and, lifting her eyes, recognized her lover.
"Oh," she cried in joy and surprise. "Yesterday my lover was only a beggar and today
he is the King's officer!"
Yi Mongyong ordered a sedan chair to be brought at once and saw that Ch'unhyang
was safely carried home. The people shouted joyfully and cheered for Ch'unhyang and Yi
Mongyong. Then he summoned the magistrate of Namwon and said,
"The King gave you instructions to feed the people well, and instead you fed upon
them. I condemn you in the name of the King to forfeit your position. I banish you to a
faraway island without meat, without wine, and without company. I give you permission to
eat the wild grass till your stomach repents for the way you have fed off the people of
Namwon!"
When all this was done, Yi Mongyong took his bride back to Seoul and wrote out the
story Ch'unhyang as an appendix to his official report. The King read it and was surprised to
find such fidelity in a country girl of low birth. He made her a chung-yol puin, or Duchess,
and declared that her loyalty was proof that she was just as good as any yangban daughter,
even though her mother was a lowly kisaeng, and that her conduct should be a model for all
women. Ch'unhyang was then officially presented to the parents of Yi Mongyong, and they
accepted her as a proper daughter-in-law. In time, Ch'unhyang bore three sons and two
daughters, and they all lived happily for many years come.
Story adapted from Ha Tae Hung, Folk Tales of Old Korea, Korean Cultural Series 6
(Seoul: Yonsei University Press, 1967).
440
File B: Additional Reading Text
A Korean Family
Family is the most important part of Korean society and they lead a family-oriented
life where the father is the head of the family. Families following Confucius and his teachings
firmly believe that the father must take care of the health, shelter, food and marriage of his
family members. Hierarchical structure is evident in a conventional Korean family. The
eldest son will help his father in all the family matters, must obey his father and follow his
decisions. The old school says that womenfolk must not indulge in decision making and only
males must handle the external affairs. However, this thinking pattern is changing with time
as more and more women are emerging as leaders, business executives and teachers.
Individual dreams and needs are secondary and family welfare is the first and foremost goal
of every family member. Confucius and his teachings have a deep impact on Koreans and
that's why they believe in duty, loyalty, honor and sincerity.
441
File C: Evaluation
Shim Chung Tale of Chunhyang
What is the message of

the story?
What are the

lessons/morals I learned
from the story?
What would be my
reaction to the story?
442
Detailed Lesson Plan in English
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
C. Learning EN8SS-IIh-1.2: Explain visual-verbal relationships
Competency/Object illustrated in tables, graphs, and information maps found
ives in expository texts
(Write the LC code EN8RC-IIh-2.15: Organize information in tables, graphs,
for each.) and maps
II. CONTENT Organizing Information in Graphic Organizer
III. LEARNING
RESOURCES
A. References
1. Teacher‟s -
Guide pages
2. Learner‟s -
Materials pages
3. Textbook pages -
4. Additional -
Materials from
Learning
Resource
(LR)portal
http://www.buowl.boun.edu.tr/students/types%
20of%20essays/CAUSE%20AND%20EFFECT
%20ESSAY.pdf
B. Other Learning
http://spot.pcc.edu/~dramirez/262Writing8/Handouts
Resources
/Handbook_ProbSolnEssay.pdf
https://martinroll.com/resources/articles/asia/
korean-wave-hallyu-the-rise-of-koreas-cultural-economy-
443
pop-culture/
https://www.eapfoundation.com/writing/
essays/candc/

Review the previous lesson Review the previous
about the Tale of lesson about the Tale of
Chunhyang. Ask the Chunhyang. Ask the
lesson or
students of their realizations students of their
presenting the new
about the love story of realizations about the
lesson
Chunhyang and Yi love story of Chunhyang
Mongyong. and Yi Mongyong.
Task 1. Girl Power Task 1. Girl Power
Present the Venn diagram to Present the Venn
the class, comparing and diagram to the class,
contrasting Shim Chung and comparing and
Chunhyang, the main contrasting Shim Chung
characters from the two and Chunhyang, the
selections. main characters from the
two selections.
(See attached file A)

B. Establishing a (See attached file A)
purpose for the
lesson 1. What is the graphic
organizer all about? 1. What is the graphic
2. What specific details organizer all about?
helped you to understand 2. What specific details
the graphic organizer? helped you to understand
3. Can we rearrange the the graphic organizer?
information presented in the 3. Can we rearrange the
graphic organizer? information presented in
the graphic organizer?
Lead the students to the idea
that the information used in Lead the students to the
tables, graphs, charts, and idea that the information
other graphic organizers used in tables, graphs,
must be organized for a charts, and other graphic
better understanding of the organizers must be
text. organized for a better
understanding of the text.
444
Discuss the use of visual- Discuss the use of
verbal relationships used in visual-verbal
tables, graphs, and relationships used in
information maps. tables, graphs, and
information maps.
C. Presenting Have a review of the use of
examples/Instanc graphic organizers as an Have a review of the use
es of the new effective tool to organize of graphic organizers as
lesson ideas visually. Graphic an effective tool to
organizers also help readers organize ideas visually.
to classify ideas and Graphic organizers also
communicate effectively. help readers to classify
ideas and communicate
effectively.
Guided Practice Guided Practice
Task 3A. orgaNICE! Task 3A. orgaNICE!
Provide the class with data Provide the class with

about how a student spends data about how a student
time on a 24-hour day. The spends time on a 24-
students will be organizing hour day. The students
the information in a pie chart. will be organizing the
information in a pie chart.
Sleeping – 8 hours
D. Discussing new
Staying at school – 7 Sleeping – 8 hours
concepts and hours Staying at school – 7
practicing new Studying at home - hours
skills # 1 .1hours Studying at home -
Watching TV – 1 hour .1hours
Using android phones – Watching TV – 1 hour
1.hours Using android phones –
Eating – 1 hour 1. hours
Reading - .2 hours Eating – 1 hour
Getting ready for school - Reading - .2 hours
.5 hours Getting ready for school
Working – 3 hours - .5 hours
Working – 3 hours
E. Discussing new
concepts and
practicing new
skills # 2
Group Task Group Task

F. Developing Task 5. Get Organized Task 5. Get Organized
mastery
(leads to Formative Divide the class into three Divide the class into
Assessment) groups. Each group will be three groups. Each group
given an expository text will be given an
445
which they will be used in expository text which
developing a graphic they will be used in
organizer. A representative developing a graphic
from each group will discuss organizer. A
the graphic organizer and its representative from each
visual and verbal relationship group will discuss the
to the text in which they are graphic organizer and its
assigned to. visual and verbal
relationship to the text in
Assigned expository texts which they are assigned
per group: to.
Group 1 – Cause and Effect Assigned expository

(Effects of Watching Too texts per group:
Much TV)
(See attached file B) Group 1 – Cause and
Effect (Effects of
Group 2 – Problem and Watching Too Much TV)
Solution (Don‘t Be a Target) (See attached file B)
(See attached file C)
Group 2 – Problem and
Group 3 – Comparison and Solution (Don‘t Be a
Contrast (Methods of Target)
Communication) (See attached file C)
(See attached file D)
Group 3 – Comparison
After the presentation, let the and Contrast (Methods of
groups analyze their work by Communication)
giving comments or (See attached file D)
suggestions.
After the presentation, let
Criteria: the groups analyze their
work by giving comments
Content: 50% or suggestions.
Presentation: 30%
Cooperation: 20% Criteria:
Total – 100%
Content: 50%
Presentation: 30%
Cooperation: 20%
Total – 100%
How do you ensure that you How does being
get organized in your organized help you in
activities at home and your everyday living?
application of
school?
concepts and
What are those practices
skills in daily
Give examples of situations that you do to make sure
living
where you apply that you get organized in
organizational skills. your activities?
446
1. How did you connect 1. How did you connect
visual-verbal relationship in visual-verbal relationship
expository text and graphic in expository text and
H. Making
organizer? graphic organizer?
generalizations
and abstractions
2. What are the factors that 2. What are the factors
about the lesson
you considered in arranging that you considered in
information in the graphic arranging information in
organizer? the graphic organizer?
text ―Korean Wave (Hallyu) – text ―Korean Wave
The Rise of Korea‘s Cultural (Hallyu) – The Rise of
Economy and Pop Culture‖ Korea‘s Cultural
and create a graphic Economy and Pop
organizer that is suited to the Culture‖ and create a
text. The students must be graphic organizer that is
able to organize the suited to the text. The
information in the graphic students must be able to
I. Evaluating
organizer. organize the information
learning
in the graphic organizer.
(See attached file E)
(See attached file E)
Note: The teacher shall

provide the template of
the information map.
(See attached file F)
Look for examples of Look for examples of

expository texts with graphs, expository texts with
J. Additional activities charts, or maps. Analyze the graphs, charts, or maps.
for application or relationship of the visual- Analyze the relationship
remediation verbal contents. of the visual-verbal
contents.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who require
447
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
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
448
File A: Girl Power
SHIM CHUNG CHUNHYANG
- selfless
daughter to both - faithful wife to
her father characters her husband
remained
- a brave faithful to - sympathetic
woman and made and honest
sacrifices woman
for their
- a woman of
loved ones principle and
righteousness
449
File B: Get Organized!
EFFECTS OF WATCHING TOO MUCH TV

(Cause and Effect)
Discoveries and invention of devices are always welcome till we, humans, find a way
to abuse its benefits and be adversely affected by it. This was the case when Wilhelm
Roentgen discovered x-ray and within five years, the British Army was using a mobile x-ray
unit to locate bullets and shrapnel in wounded soldiers in the Sudan. TV was also invented
with positive thoughts in mind – there would be no national borders, education and
communication would be worldwide, etc. However, we are now trying to overcome its
physiological and psychological adverse effects on human beings.
One of the physiological effects of watching TV in excessive amounts is eye-strain. It
is true that there are specifications for watching TV; TV should be 5 m. away from the eye,
the room should be adequately lit, TV should be placed at the same height with our eyes,
etc. However, these do not prevent our eyes from getting tired if we keep watching TV for a
long time. Another effect is obesity, which is widely observed in people who like watching TV
and eating snacks everyday (there is even a term ―TV snacks‖ to refer to fast food that is
suitable for eating in front of the TV). TV is such a powerful machine that people cannot get
away from it – it is addictive.
Apart from the physiological effects, TV also causes psychological effects. One is a
result of being exposed to violence. After seeing so many violent scenes on TV, people start
considering violent actions normal and they lose their sensitivity to their environment. Partly
connected to this effect, the interpersonal communication among people decreases. Being
insensitive to the suffering of other people causes people to become alienated. Also, after
coming home from work people seek to relax in front of the TV, and generally people prefer
watching TV to talking to each other. This issue is very important since lack of interpersonal
relationships mostly end with divorces.
Shortly, inventions are meant to be beneficial for human beings, if we know how to
benefit from them. TV is one of such inventions that need to be used for the right purpose
only – being educated and entertained for a reasonable (according to age) period of time.
We may, then, be safe from or at least reduce the adverse physiological and psychological
effects of watching too much TV.
450
File C: Get Organized!
DON‘T BE A TARGET
Mayumi Mori
(Problem and Solution)
"This is just like I have got an ATM in my room!" When I used Internet Banking at
first, I was impressed by the usefulness of the Online Banking system. Thanks to the
Internet, rapid information technology advances have led us to a more convenient world.
Now we can manage our own account without going to the bank. Even if you don't have
enough time to go to a bank, you will immediately be able to transfer your money by using
the Internet. However, in this convenient way to access a bank account, your money might
be exposed to serious problems and has the potential to be stolen by someone whom you
don't know. To protect our property from crime, and to use the Internet Banking effectively,
there are several ways in which we should pay more careful attention.
A few years ago, my sister told me that, on her credit history, she had found some
weird withdrawals. According to my sister, one day she was looking at her credit account to
check monthly payments by using the Internet. Actually,she hadn't recognized the fact, until
that day, that a small amount of money had been taken from her account over a few months
(Mori). She wondered what she had paid for, so she soon checked all receipts, which she
had kept just in case. However, she couldn't find any receipts for the payments. Moreover,
she still had no idea about the purchases, so she called to the bank and asked a bank
worker to stop the account. Fortunately, the bank returned the money to her, and the bank
worker said to her she might have been cheated on her credit number and password while
she was shopping online.
If so, how can we protect money from crime? First, the most basic thing is don't
access your bank account from the computers in an Internet cafe or other public places. The
computers in public places have a much greater possibility to be a target of the "Key Logger"
program (Kim). If the program is set up on a computer, the program will memorize every key
operation which you type. Furthermore, the program has an automatic function itself to send
the collected information, such as your password or ID number, to the criminal.
Next, you shouldn't keep the same password for a long time. Even if you only
accessed the bank account from your own computer, it's not enough to prevent your
account being a target. Especially, if you are using the automatic login system, the
possibility to be cheated on your password will increase. Hackers have attempted various
ways to get people's information; furthermore, hacking is not such a difficult thing to do.
Therefore, we have to recognize that our security isn't perfect any time and we should make
a new password frequently.
Another way to protect your account is to avoid using your password for just any
request. Recently, many people have been damaged by ".phishing." The technique to steal
people's account information is simple but intricate. The criminal sends an HTML e-mail
which pretends it comes from the bank (Kim). The form looks just like a real web site, so
customers put their information in the fake window without deep concern. In addition to
these ways, we shouldn't forget to check our own account history regularly. And then, if you
find a strange record, you should immediately call the customer service center of the bank. If
you find it sooner, the bank's response will be better, and your lost money will be recovered.
As online banking becomes popular, many problems can potentially result.
Sometimes we have an unexpected and serious problem. To make good use of the online
451
systems, we have to take appropriate steps and have to protect own property from `high-
tech" crimes. Sometimes, Internet banking is useful for us; however, we might lose financial
security if we‘re not careful.
File D: Get Organized!
METHODS OF COMMUNICATION
(Comparison and Contrast)
Before the advent of computers and modern technology, people communicating over
long distances used traditional means such as letters and the telephone. Nowadays we
have a vast array of communication tools which can complete this task, ranging from email
to instant messaging and video calls. While the present and previous means of
communication are similar in their general form, they differ in regard to their speed and the
range of tools available.
One similarity between current and previous methods of communication relates to

the form of communication. In the past, both written forms such as letters were frequently
used, in addition to oral forms such as telephone calls. Similarly, people nowadays use both
of these forms. Just as in the past, written forms of communication are prevalent, for
example via email and text messaging. In addition, oral forms are still used, including the
telephone, mobile phone, and voice messages via instant messaging services.
However, there are clearly many differences in the way we communicate over long
distances, the most notable of which is speed. This is most evident in relation to written
forms of communication. In the past, letters would take days to arrive at their destination. In
contrast, an email arrives almost instantaneously and can be read seconds after it was sent.
In the past, if it was necessary to send a short message, for example at work, a memo could
be passed around the office, which would take some time to circulate. This is different from
the current situation, in which a text message can be sent immediately.
Another significant difference is the range of communication methods. Fifty years

ago, the tools available for communicating over long distances were primarily the telephone
and the letter. By comparison, there are a vast array of communication methods available
today. These include not only the telephone, letter, email and text messages already
mentioned, but also video conferences via software such as Skype or mobile phone apps
such as Wechat, and social media such as Facebook and Twitter.
In conclusion, methods of communication have greatly advanced over the past fifty
years. While there are some similarities, such as the forms of communication, there are
significant differences, chiefly in relation to the speed of communication and the range of
communication tools available. There is no doubt that technology will continue to progress in
future, and the advanced tools which we use today may one day also become outdated.
452
File E: Evaluation
Korean Wave (Hallyu) – The Rise of Korea‘s Cultural

Economy & Pop Culture
Martin Roll
The Korean Wave (Hallyu) refers to the global popularity of South Korea‘s cultural
economy exporting pop culture, entertainment, music, TV dramas and movies.
Hallyu is a Chinese term which, when translated, literally means ―Korean Wave‖. It is
a collective term used to refer to the phenomenal growth of Korean culture and popular
culture encompassing everything from music, movies, drama to online games and Korean
cuisine just to name a few. During former president Barack Obama‘s state visit to Korea in
March 2012, he made reference to the Korean Wave, which was made the country‘s top
priority by the government.
South Korea is one of the only countries in the world, if not the only one, that has a
dedicated goal to become the world‘s leading exporter of popular culture. It is a way for
Korea to develop its ―soft power‖. Soft power is a popular term coined in 1990 by Harvard
political scientist Joseph Nye. It refers to the intangible power a country wields through its
image, rather than through hard force. Hard force refers to military power or economic
power. An example of soft power in play is how the US enticed the world to buy its Levi‘s
jeans, Apple iPhones, Marlboro cigarettes, Coca-Cola soft drinks and Hollywood movies, by
leveraging on a desirable image. A unique image of cool.
Hallyu first spread to China and Japan, later to Southeast Asia and several countries
worldwide where it continues to have a strong impact. In 2000, a 50-year ban on the
exchange of popular culture between Korea and Japan was partly lifted, which improved the
surge of Korean popular culture among the Japanese. South Korea‘s broadcast authorities
have been sending delegates to promote their TV programs and cultural content in several
countries.
Hallyu has been a blessing for Korea, its businesses, culture and country image.
Since early 1999, Hallyu has become one of the biggest cultural phenomena across Asia.
The Hallyu effect has been tremendous, contributing to 0.2% of Korea‘s GDP in 2004,
amounting to approximately USD 1.87 billion. More recently in 2014, Hallyu had an
estimated USD 11.6 billion boost on the Korean economy.
Over the last two decades, South Korea has become very rich and very futuristic. In
1965, Korea‘s GDP per capita was less than that of Ghana. Today, South Korea is the
world‘s 12th largest economy.
453
File F: Concept Map Template
Korean Wave
(Hallyu)
454
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
C. Learning EN8V-IIh-10.1.4: Identify figures of speech that show
Competency/ emphasis (hyperbole and litotes)
Objectives EN8WC-IIh-2.2: Develop paragraphs that illustrate each
(Write the LC code for text type (narrative in literature, expository, explanatory,
each.) factual and personal recount, persuasive)
Figures of Speech (Hyperbole & Litotes)
II. CONTENT
Factual and Personal Recount Paragraph
III. LEARNING
RESOURCES
A. References
1. Teacher‘s -
Guide pages
2. Learner‘s -
Materials pages
3. Textbook pages -
4. Additional -
Materials from
Learning
Resource
(LR)portal
B. Other Learning https://www.youtube.com/watch?v=jH7H4-2T0V0

Resources
455
Review the previous lesson Review the previous

about organizing information lesson about organizing
in charts, graphs, and maps. information in charts,
graphs, and maps.
lesson or
How do we organize data or
presenting the new
information in graphs, charts, How do we organize data
lesson
and maps found in or information in graphs,
expository texts? charts, and maps found
in expository texts?
Task 1. Between the Lines Task 1. Between the

The teacher will present the Lines
following lines lifted from the The teacher will present
story Tale of Chunhyang. the following lines lifted
from the story Tale of
Chunhyang.
This beautiful wine in golden
goblets
Is the blood of a thousand This beautiful wine in
people. golden goblets
This magnificent meat on Is the blood of a
these jade tables thousand people.
Is the flesh and marrow of a This magnificent meat on
thousand lives. these jade tables
Burning in this banquet hall, Is the flesh and marrow
of a thousand lives.
B. Establishing a The tears of the hungry
people Burning in this banquet
purpose for the
hall,
lesson
The tears of the hungry
The lines were taken from
people
the poem written by the Yi
Mongyong in the story Tale
of Chunhyang. The lines were taken
from the poem written by
the Yi Mongyong in the
Let the students read the
story Tale of Chunhyang.
lines, observe the words
used, and deduce meaning
from it. Let the students read the
lines, observe the words
used, and deduce
Does Yi Mongyong literally
meaning from it.
mean that there are blood of
thousand people, flesh and
marrow of a thousand lives, Does Yi Mongyong
and tears of the hungry literally mean that there
456
people? are blood of thousand
What does he want to say? people, flesh and marrow
of a thousand lives, and
Why did he write such lines
tears of the hungry
in this way?
people?
What does he want to
(Process students‘ answers) say?
Why did he write such
lines in this way?
(Process students‘
answers)
Lead the students to the Lead the students to the
discussion on hyperbole. discussion on hyperbole.
Just like what Yi Mongyong‘s Just like what Yi

intention to emphasize and Mongyong‘s intention to
heighten his message, there emphasize and heighten
is a figure of speech that is his message, there is a
used to show emphasis figure of speech that is
which is called hyperbole. used to show emphasis
which is called
Hyperbole is a massive hyperbole.
exaggeration, where
something is described in a Hyperbole is a massive
way that is so inflated that it exaggeration, where
could not be true. something is described in
a way that is so inflated
C. Presenting Examples: that it could not be true.
examples/
Instances of the "He had the strength of ten Examples:
new lesson men."
"He had the strength of
"That dog was heavier than ten men."
a cow!"
"That dog was heavier
Tell the students that the than a cow!"
counterpart of hyperbole is
litotes, which is an Tell the students that the
understatement to give counterpart of hyperbole
emphasis. is litotes, which is an
understatement to give
Litotes is almost the opposite emphasis.
of hyperbole; it is massive
understatement. Litotes is almost the
opposite of hyperbole; it
Examples: is massive
understatement.
457
"Being given punishment
must have been somewhat
uncomfortable." Examples:
"Rap videos with dancers in " Being given

them are not uncommon." punishment must have
been somewhat
(The teacher further uncomfortable."
discusses hyperbole and
litotes) "Rap videos with dancers
in them are not
uncommon."
(The teacher further

discusses hyperbole and
litotes)

Task 2. Over or Under? Task 2. Over or Under?
Let the students identify Let the students identify

whether the statement is whether the statement is
hyperbole (overstatement) or hyperbole
litotes (understatement). (overstatement) or litotes
(understatement).
_________1. Chunhyang
was so patient that she could _________1. Chunhyang
wait for another century. was so patient that she
could wait for another
_________2. Namwan is not century.
an unpleasant place to visit.
D. Discussing new _________2. Namwan is
concepts and _________3. The not an unpleasant place
practicing new magistrate‘s treatment to visit.
skills # 1 towards the people is no
minor matter. _________3. The
magistrate‘s treatment
_________4. The farmers towards the people is no
were so hungry that they minor matter.
could eat a horse.
_________4. The
_________5. Yi Mongyong‘s farmers were so hungry
can give Chunhyang all the that they could eat a
love in the world. horse.
_________5. Yi
Mongyong‘s can give
Chunhyang all the love in
the world.
458
After the activity, tell the After the activity, tell the
class that hyperbole and class that hyperbole and
litotes may also be used as litotes may also be used
expressions in sharing funny as expressions in sharing
and memorable experiences. funny and memorable
These figures of speech aid experiences. These
the readers to understand figures of speech aid the
the real situation readers to understand
experienced by the writer. the real situation
experienced by the
The teacher provides writer.
examples of funny
hyperboles and litotes. The teacher provides
examples of funny
It was so cold, I saw polar hyperboles and litotes.
bears wearing hats and
jackets. It was so cold, I saw
polar bears wearing hats
When I was young, I had to and jackets.
walk 15 miles to school,
uphill, in the snow. When I was young, I had
to walk 15 miles to
Our great grandfather is school, uphill, in the
E. Discussing new
older than the hills. snow.
concepts and
practicing new
Independent Practice Our great grandfather is
skills # 2
Task 3A. Reminiscing the older than the hills.
Past
Leads students on creating Independent Practice
factual and personal recount Task 3A. Reminiscing
paragraphs the Past
Leads students on
Let the students recall about creating factual and
their funniest and most personal recount
memorable experience in paragraphs
life.
Let the students recall
Task 3B. Watch and Learn about their funniest and
most memorable
Let the students watch a experience in life.
short informative video about
writing factual and personal Task 3B. Watch and
recount paragraph. Learn
(Play the video ―Text Type – Let the students watch a

Factual Recount‖) short informative video
about writing factual and
personal recount
paragraph.
459
(Play the video ―Text
Type – Factual Recount‖)
Source:
watch?v=jH7H4-2T0V0
Source:
Discuss further the steps in https://www.youtube.com
writing a factual and /
personal recount paragraph. watch?v=jH7H4-2T0V0
Discuss further the steps

in writing a factual and
personal recount
paragraph.
Task 3B. Hilarious, Indeed! Task 3B. Hilarious,
Indeed!
Let the students write a
F. Developing factual and personal recount Let the students write a
mastery paragraph about their factual and personal
(leads to Formative
Assessment) funniest and most recount paragraph about
unforgettable experience in their funniest and most
life. unforgettable experience
in life.
Task 4. Worth Pondering Task 4. Worth

Pondering
Pair up and recall some Pair up and recall some
G. Finding practical instances where you used instances where you
application of overstatement or used overstatement or
concepts and understatement in a understatement in a
skills in daily conversation while talking to conversation while
living someone. How did he/she talking to someone. How
react? Do you think it was did he/she react? Do you
effective in expressing your think it was effective in
ideas? expressing your ideas?
What is the difference What is the difference
between hyperbole and between hyperbole and
H. Making
litotes? litotes?
generalizations
How do these figures of How do these figures of
and abstractions
speech help a writer in speech help a writer in
about the lesson
expressing his or her ideas? expressing his or her
ideas?
460
Directions: In 4-6 Directions: In 3-6
paragraphs, write an paragraphs, write an
entertainment speech about entertainment speech
your funniest and most about your funniest and
unforgettable experience in most unforgettable
life. Provide your own title for experience in life.
your speech. Provide your own title for
I. Evaluating
your speech.
learning
Criteria:
Criteria:
Content – 50%
Organization – 25% Content – 50%
Mechanics – 25% Organization – 25%
Mechanics – 25%
for application or
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
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
461
E. Which of my
teaching
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
462
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
C. Learning EN8OL-IIh-3: Deliver a self-composed entertainment
Competency/ speech using all the needed speech conventions
Objectives
each.)
II. CONTENT Entertainment Speech
III. LEARNING
RESOURCES
A. References
1. Teacher‘s -
Guide pages
2. Learner‘s -
Materials pages
3. Textbook pages -
4. Additional -
Materials from
Learning
Resource
(LR)portal
B. Other Learning
Resources https://www.youtube.com/ watch?v=yY6JSMtPDpU
463
Have a recap of the previous Have a recap of the

lesson. previous lesson.
Remind the students of their Remind the students of
lesson or
pre-assigned task on writing their pre-assigned task
presenting the new
an entertainment speech on writing an
lesson
about their most memorable entertainment speech
and funniest experience. about their most
memorable and funniest
experience.
The teacher presents a The teacher presents a
video of an entertainment video of a winning
speech. entertainment speech.
Entertainment Speech Entertainment Speech

Uploaded by Elizabeth Uploaded by Elizabeth
Oberhaus Oberhaus
B. Establishing a Source: Source:

purpose for the https://www.youtube.com/ https://www.youtube.com
lesson watch?v=yY6JSMtPDpU /
watch?v=yY6JSMtPDpU
1. What can you say about
the performance of the 1. What can you say
speaker in the video? about the performance of
2. What do you think is the the speaker in the video?
purpose of her speech? 2. What do you think is
3. How did the speaker the purpose of her
deliver her speech? speech?
3. How did the speaker
deliver her speech?
The teacher elicits answers
from students on the ways
how the entertainment The teacher elicits
speech should be done. answers from students
on the ways how the
entertainment speech
464
Have a review of the should be done.
previous lessons about the
factors to be considered in Have a review of the
delivering an entertainment previous lessons about
speech. the factors to be
- Paralanguage (stress, considered in delivering
intonation, volume, and an entertainment speech.
pitch) - Paralanguage
- Kinesics (body (stress, intonation,
movements, gestures, volume, and pitch)
and facial expressions) - Kinesics (body
- Spatial Usage movements,
(proxemics and use of gestures, and facial
space) expressions)
- Spatial Usage
(proxemics and use
of space)
Task 1. Tips, Anyone? Task 1. Tips, Anyone?
The teacher presents The teacher presents

various tips in delivering a various tips in delivering
speech. Let the students a speech. Let the
agree if the tip is applicable students agree if the tip
for an entertainment speech. is applicable for an
Consider your audience
C. Presenting
Consider your audience
examples/
Instances of the Be confident and smile
new lesson Be confident and smile
Enjoy your speech

Enjoy your speech
Start with a greeting

Start with a greeting
Use non-verbal language

Use non-verbal language
The teacher further explains The teacher further

the importance of the given explains the importance
D. Discussing new tips in delivering an of the given tips in
concepts and entertainment speech. delivering an
practicing new entertainment speech.
skills # 1
465
E. Discussing new The teacher gives the class The teacher gives the
concepts and ten minutes to rehearse their class ten minutes to
practicing new entertainment speech. rehearse their
skills # 2 entertainment speech.
F. Developing
mastery
(leads to Formative
Assessment)
Task 2. Communication Task 2. Communication
Matters Matters
application of
How important is How important is
concepts and
communication skill in your communication skill in
skills in daily
various activities or your various activities or
living
endeavors? endeavors?
What makes entertainment What makes

speech different from other entertainment speech
types of speech? different from other types
H. Making
of speech?
generalizations
What are the important
and abstractions
considerations in delivering What are the tips that we
about the lesson
an entertainment speech? have to remember in
delivering an
entertainment speech?
The students will perform The students will perform
their self-composed their self-composed
entertainment speech. entertainment speech.
Before the speech Before the speech
performance, the teacher will performance, the teacher
give the criteria in evaluating will give the criteria in
the speech delivery. evaluating the speech
delivery.
Speech Criteria:
Speech Criteria:
I. Evaluating Content/Organizational Skills
learning – 30% Content/Organizational
Presentation Skills (Physical) Skills – 30%
– 20% Presentation Skills
Presentation Skills (Vocal) – (Physical) – 20%
20% Presentation Skills
Presentation Skills (Mental) (Vocal) – 20%
– 20% Presentation Skills
General Preparation – 10% (Mental) – 20%
TOTAL – 100% General Preparation –
10%
TOTAL – 100%
466
provide the average
learners with a title of
their entertainment
speech.
Let the students conduct a Let the students conduct
self-assessment of their a self-assessment of
J. Additional activities entertainment speech their entertainment
for application or performance. Have them list speech performance.
remediation down their strong points and Have them list down their
points for improvement. strong points and points
for improvement.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
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
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
467
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
ENG8SS-Iii-1.2:Explain visual-verbal relationships
illustrated in tables, graphs, and information maps
found in expository texts
EN8RC-Iii-2.15 Organize information in tables,
C. Learning graphs, and maps
Competency/ EN8G-Iii-9 Use appropriate grammatical signals or
Objectives expressions suitable to each pattern of idea
(Write the LC code for development:
each.)
-solution
-effect
and others
Explaining visual-verbal relationships illustrated in
tables, graphs, and information maps found in
expository texts
Organizing information in tables, graphs, and maps
Using appropriate grammatical signals or expressions
suitable to each pattern of idea development:
II. CONTENT
-solution
-effect
and others
468
III. LEARNING
RESOURCES
A. References
1. Teacher‟s
None
Guide pages
2. Learner‟s
Materials pages
Harcout Language, pp 511-513
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
Favorite Type of Music Retrieved at
https://www.mathsisfun.com/data/bar-
graphs.html. on July 24, 2019
Tree Heights Retrieved at
https://www.mathsisfun.com/data/histograms.htm
l on July 24, 2019
Sold apples Retrieved at
https://www.mathsisfun.com/data/histograms.htm
l
on July 24, 2019
Social Media Stats Taiwan Retrieved at
http://gs.statcounter.com/social-media-
stats/all/taiwan on July 24, 2019
Hays, Jeffery Religion in Taiwan Retrieved at
http://factsanddetails.com/southeast-
B. Other Learning asia/Taiwan/sub5_1b/entry-3813.html on July 24,
Resources 2019
Compare and Contrast Words Retrieved at
https://www.cpp.edu/~ramp/program-
materials/recognizing-transitions.shtml on July 24,
2019
Weather Average Taipei City Retrieved at
https://en.climate-data.org/asia/republic-of-
china/taipei-city/taipei-city-5817/ on July 24, 2019
Internet Usage in Taiwan by Age Group 1998, 2000
Retrieved at https://www.ielts-
mentor.com/writing-sample/academic-writing-task-
1/134-academic-ielts-writing-task-1-sample-46-the-
graph-shows-internet-usage-in-taiwan-by-age-
group on July 24, 2019
469
As a sort of review, the

teacher will show figures and
ask the students:
lesson or
presenting the new
lesson
SALES OF
THE…
1st Qtr
29%12%
24%
35% 2nd
Qtr
What are the different

graphs presented in the
picture?
470
TASK 1 TASK 1
Graphics Transform SAY SOMETHING
The teacher will divide
The teacher will divide the the group into two and
students into two groups give them article with a
and let them explain what graph. They will observe
the graph tells them. and comment on the
following:
Group # 1 a. Kind of graph

Weather Averages Taipei b. Organization of
City the information
presented in the
graph
Internet Usage in Taiwan

by Age Group 1998,
2000
The
bar
B. Establishing a
purpose for the
lesson graph outlines the
Group # 2 percentage of internet
users in Taiwan based
Internet Usage in Taiwan by on their age groups
Age Group 1998-200 between 1998 and 2000.
As it is presented in the
bar graph, the ratio of
Taiwanese internet users
between 16 and 30 years
old was higher than of
other age internet users
in Taiwan based on their
age groups between
1998 and 2000.
As it is presented in
the bar graph, the ratio of
Taiwanese internet users
between 17 and 30 years
was higher than that of
other age groups and
over time, internet users
ratio from younger and
aged people increased.
According to the given
471
data, in 1998 more than
50 % of the users in
Taiwan were between 16
to 30 years old. People
from 31 to 50 years were
41 % of total internet
users. Very fewer people
over 50 years old or less
than 15 years used the
internet in Taiwan in this
year.
Next year, the
proportion of younger
and aged internet
subscribers increased
into 8 % and internet
users from other two age
decreased slightly. In
2000, the same trend
can be observed and
senior internet users
expanded to 10% while
the percentage of
internet users among 16
to 15 years reduced by
1-2 %.
The teacher will ask THE The teacher will ask THE
CLASS after the activity: CLASS after the activity:
How did you come up with
C. Presenting your explanation? What kind of graph is
examples/ shown?
Instances of the What words did you use in
new lesson order to present your data? What can you say about
the organization of the
data in the graph?
The teacher will discuss The teacher will discuss

about the graphs and tables about the graphs and
( See Attached File A: Graphic tables
Organizer) ( See Attached File A:
D. Discussing new Graphic Organizer)
concepts and
practicing new
skills # 1
472
The teacher will lift
sentences from the text
and let the students
guess the underlined
signalS
The teacher will get
1. According to the
sentences from the answers
given data, in
of the students and tell them
1998 more than
what they noticed about the
50 % of the users
words they have used.
in Taiwan were
The teacher will use the
between 16 to 30
answers of the students to
years old.
discuss the comparison and
2. In 2000, the same
contrast signals
trend can be
observed and
Compare
senior internet
And
users expanded
Contrast Signal
to 10% while the
Words
percentage of
Like
internet users
On the other hand
E. Discussing new among 16 to 15
Likewise
concepts and years reduced by
However
practicing new 1-2 %.
Similarly
skills # 2 3. The ratio of
While
Taiwanese
Equally
internet users
Whereas
between 16 and
In the same way
30 years old was
Although
higher than of
Alike
other age internet
In contrast
users in Taiwan
Just Like
based on their
Different From
age groups
Higher than
between 1998
More than
and 2000.
As well as
In comparison
answers of the students
to discuss comparison
and contrast signals
473
Compare
And
Contrast Signal
Words
Like
On the other
hand
Likewise
However
Similarly
While
Equally
Whereas
In the same way
Although
Alike
In contrast
Just Like
Different From
Higher than
More than
As well as
In comparison
The teacher may give

another example.
1. Like Philippines,
Taiwan is also
one of the richest
countries in terms
of culture.
2. European
countries make
great use of solar
power, on the
other hand, most
Asian Countries
use this method
of power
generation very
little.
Task 2 WORKING GROUP Task 2 WORKING

F. Developing The teacher will divide the GROUP
mastery students into two groups to The teacher will divide
(leads to Formative
Assessment) perform the following tasks. the students into four
The teacher will present the groups to perform the
474
rubrics in rating the students.
following tasks. The
Accuracy- 50 % teacher will present the
Presentation – 20 % rubrics in rating the
Teamwork- 10 % students.
Creativity – 20 % Accuracy- 50 %
GROUP 1 Presentation – 20 %
FILLING CLOZE Teamwork- 10 %
The teacher will give the Creativity – 20 %
students a graph and Group 1 FILLING
describe it by filling out theCLOZE
appropriate compare andThe teacher will give the
contrast signals to complete students a graph and
the cloze paragraph. describe it by filling out
the appropriate compare
(See attached Graph and and contrast signals to
cloze passages ) complete the cloze
paragraph. The students
GROUP 2 DATALINERS will choose the signals
words found in the box.
Arrange the following data to (See Attached File B:
present a bar graph Religion in Taiwan)
Data 1 GROUP 2 DATALINERS

Number of Municipalities in
Catanduanes using energy Arrange the following
year 2017-2019 data to present a bar
DATA 2 graph
Enery Year Data 1

2019 2018 2017 Number of Municipalities
Nuclear 1 1 1 in Catanduanes using
Solar 2 2 1 energy year 2017-2019
Naturl 3 2 2 DATA 2
Gas
Hydro 5 6 7 Eneery Year
Note: The graph is
fictional. The teacher may 2019 2018 2017
change the following data.
Nucle 1 1 1
ar
Solar 2 2 1
Naturl 3 2 2
Gas
Hydro 5 6 7
Note: The graph is

fictional. The teacher
may change the
following data.
475
TASK 3 BRIGHT IDEA TASK 3 BRIGHT IDEA
The teacher will give a
situation: The teacher will give a
Your mother is worried on situation:
how she will budget the daily
expenses of your family. You Your mother is worried
wanted to help so you look on how she will budget
for a graph that will solve her the daily expense of your
worries. family. You wanted to
application of
help so you look for a
concepts and
What do you think is the graph that will solve her
skills in daily
most appropriate graph worries.
living
which you can use to help
your mother? Explain why it The teacher will let the
is more applicable than the student choose from the
others? following graphs and
explain why it is more
applicable than others.
(Show the different
graphs to choose from)
TASK 4 Bridging TASK 4 Bridging
Learnings Learnings
students bridge one idea students bridge one
to another by completing idea to another by
the sentence. completing the
H. Making sentence.
generalizations
After the discussion, I
and abstractions After the discussion, I
about the lesson realized that graphs,
tables and diagrams realized that graphs,
tables and diagrams
are__________________.
are_________________.
Therefore it is important to Therefore it is important
use compare and contrast to use compare and
signals because contrast signals because
____________________. ___________________
476
TASK 5 WISE PICKS
The teacher will provide the
students copy of the quiz
and let them answer on it.
Directions: Write the letter of

I. Evaluating
the correct answer.
learning
1. What data is
presented in the
graph ?
a. The percentage
of social media
users in Taiwan
from June, 2018-
June 2019
b. The percentage
of facebook users
in Taiwan per
month
c. The percentage
of users of
Youtube each
month
d. All the answers
are correct.
2. How would you
compare the
percentage of users
of facebook and
youtube?
477
a. The percentage is
the same.
b. There are more
users of facebook
than those who
are using the
youtube.
c. Like facebook,
youtube also
declines the
percentage of its
users.
d. There is no
correct answer.
3. How would you
describe the users of
Tumblr?
a. The percentage
of the users of
Tumblr grows
from the month of
January,2018.
b. The percentage
of users of
remains the same
throughout the
year compare to
the other social
media sites.
c. The percentage
of users goes
higher each
month
d. Both c and b are
correct.
4. What can you
observe during the
month of January
2019 regarding the
percentage of
facebook and
youtube users?
a. They remain the
same.
b. In comparison,
the percentage of
the users of the
two social media
sites goes up.
478
c. On the month of
January, 2019
facebook users
decline while
youtube users
goes up.
d. All of the answers
are correct.
5. How can you
describe the
percentage of the
users of Twitter and
Pinterest?
a. Unlike Twitter,
Tumblr has
shown less
number of its
users from the
beginning till the
end of June 2019.
b. Just like Twitter,
Tumblr gained
the highest
percentage of
users in all the
social media
sites.
c. Twitter‘s
percentage of
users goes up
from the month of
December 2018-
February 2019,
on the other hand
Tumblr remains
the same
throughout the
month.
d. Both a and c are
correct.
II. MAKE ME
Directions:
II. MAKE ME
Directions:
Given the following data
create a graph about Grade
8 student average grade
from first quarter to fourth
479
quarter in English, Science
and Math
English
1st quarter – 80
2nd quarter -90
3rd quarter-92
4th quarter- 95
Math
1st quarter- 80
2nd quarter- 82
3rd quarter- 86
4th quarter -87
Science
1st quarter- 81
2nd quarter-81
3rd quarter- 85
4th quarter-80
Note: After distributing the

teacher will present the
rubric for test II.
Accuracy- 5 pts
Creativity and Presentation –
5 pts.
TASK 6 GROUFIE MODE TASK 6 GROUFIE
The teacher will give a group MODE
assignment. The teacher will give a
Each group will gather data group assignment.
about the following topics. Each group will gather
Group 1 data about the following
Favorite Snacks of topics. Then the students
Grade 8 Students will make an
Group 2 interpretation about the
J. Additional activities Mode of Transportation graph they have
for application or of Grade 8 Students presented.
remediation Group 1
( The teacher may give her/ Enrollment of Grade 8
his own data to give to the students school year
groups) 2015-2019
The teacher will present the Group 2
rubrics in rating the students. Number of female and
Accuracy- 50 % male students in grade 8
Presentation – 20 % Sy 2018-2019
Teamwork- 10 % ( The teacher may give
Creativity – 20 % her/ his own data to give
480
to the groups)

the rubrics in rating the
students.
Accuracy- 50 %
Presentation – 20 %
Teamwork- 10 %
Creativity – 20 %
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
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
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
481
FILE A- GRAPHIC ORGANIZER
Expository Text
Linear Text
Non-Linear Text
Information
Graphs Tables
informational text that Maps
provides factual information
about a topic using a clear,
non-narrative organizational
structure with a major topic
and supporting information.
Compared Help represent mind maps
Information that data, especially
is measured with numerical data, in
numbers an organized way.
Include topics such as

historical, scientific or concept maps
economic information.
Line Graph Information is
presented in
columns and
rows.
semantic webs
Information is presented with a Bar Graph
clear organizational text
structure which includes but is
not limited to: description,
chronology, comparison,
cause/effect, problem/solution.
Pie Graph
Examples of expository
PictoGraph
text may include: trade
books, articles, reports,
textbooks, interviews,
and essays.
482
FILE B- RELIGION IN TAIWAN
Roman
Catholics, 2.30%
Protestants,
Religion of One
Unity, 6.60%
2.30% Religion in Taiwan
Buddhist,
42.90%
Taoism, 35.60%
Buddhist Taoism Religion of One Unity Protestants Roman Catholics
In the early 2000s, Taiwan‘s 12.7 million temple, church, and mosque members is
subdivided into five religions. Among them, Buddhist worshippers has 42.9 percent.
____1_____ Taoism believers has 35.60 % __2___ adherents of Religion of One Unity has
6.6 percent members. ___3____Roman Catholics has lower percentage of believers which
is 2.3 % ____4____ to the Protestant who has 4.7 percent members .
Taoism ______5___ Buddhism are the dominant religion in Taiwan.
on the other hand, while, Meanwhile, in comparison, as well as, higher than,
483
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
EN8LC-IIi-7: Employ appropriate listening skills and
strategies suited to long descriptive and narrative
texts
C. Learning EN8LC-IIi-7.2:
Competency/ Employ projective listening strategies with longer
Objectives
stories
each.) EN8LT-IIi-3: Explain how a selection may be
influenced by culture, history, environment, or other
factors
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher‟s
Guide pages
2. Learner‟s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning None
Resource
(LR)portal
484
Touching Honda CRV commercial-Taiwan with English
subtitles Retrieved at
https://www.youtube.com/watch?v=8Jqu
Z98EmWY on July 7, 2019
Gem Retrieved at https://www.freepik.com/free-
photos-vectors/gem on July 25, 2019
Concept Web Retrieved at https://www.teach-nology on
July 25, 2019
Hand Map Retrieved at https://www.teach-nology onJuly

25, 2019
Lastikman Retrieved at
https://www.pep.ph/guide/tv/1008/vhong-navarro-
plays-lastikman-in-latest-remake-of-mars-ravelos-
komiks-
on July 25, 2019
Captain Barbel Retrieved at
https://alchetron.com/Captain-Barbell on July 25,
2019
Tsuperhero Retrieved at https://derrick-

monasterio.blogspot.com/2016/11/tsuperhero.html
B. Other Learning on Junly 25, 2019
Resources Victo Magtanggol Retrieved at
http://www.raindeocampo.com/2018/07/30/victor-
magtanggol-why-hammer-man-is-the-only-thing-
thats-silly-in-this-series/ on July 25, 2019
Almario, Manuel F. Jose Rizal and BonifacioRetrieved at

http://philippinereporter.com/2014/06/13/rizal-
planted-seed-of-revolution-bonifacio-watered-it/
on July 25, 2019
The Aboriginal Heroes Retrieved at
https://www.taiwandc.org/folk-abo.htm
on July 25, 2019
Types of Listening Retrieved at
http://changingminds.org/techniques/listening/typ
es_listening.htm on July 7, 2019
Brouillard, Kevin 9 Reasons You Should Visit Taiwan on

Your Next Trip Retrieved at
https://www.oyster.com/articles/9-reasons-you-
should-visit-taiwan-on-your-next-trip/
on July 25, 2019
485
TASK 1 Mission Possible TASK 1 Mission
The teacher will instruct the Possible
students. The teacher will instruct
Your heroes are in search of the students.Your heroes
their lost diamonds. In order are in search of their lost
to find their diamonds they diamonds. In order to
will be needing your help. find their diamonds they
You will be matching the will be needing your help.
word that they have to its You will be matching the
antonym and synonym. The word that they have to its
lost diamonds which contain synonym. The lost
the antonym and the diamonds which contain
synonym of the word are the synonym of the word
inside the treasure table. are inside the treasure
Your hero will be getting the table. Your hero will be
diamonds only if you will getting the diamonds
paste correctly above their only if you will paste
head the synonym and correctly above their
below their feet the antonym. head the synonym. The
A. Reviewing previous The teacher will flash teacher will flash
lesson or sentences to help the sentences to help the
presenting the new students in finding the students in finding the
lesson synonym and antonym of the synonym of the words.
words.
(See Attached File A (See Attached File A
:Mission Possible) :Mission Possible)
1. Ifugaos are aborigine 1. Ifugaos are aborigine

people of the Philippines. people of the Philippines.
2. I felt the humiliation when 2. I felt the humiliation
they call me poor. when they call me poor.
3. What happens to the 3. What happens to the
victims are one of the doings victims are one of the
of barbarians. doings of barbarians.
4. The onslaught between 4. The onslaught
the gangs is really a between the gangs is
traumatic one for me. really a traumatic one for
me.
486
The teacher will show The teacher will show
pictures to the students. pictures to the students.
According to the picture,

B. Establishing a
According to the picture, who who are the heroes of
purpose for the
are the heroes of the the Philippines?
lesson
Philippines?
The teacher will process
The teacher will process the the answers of the
answers of the students by students by asking
asking question. question.
What significant things did What significant things

they do to our country? did they do to our
country?
The teacher will instruct
The teacher will instruct the the students that for
students that for today they today they will be
will be listening to a text listening to a text entitled
entitled ―THE ABORIGINAL ―THE ABORIGINAL
HERO‖, a folktale from HERO‖, folktale from
C. Presenting Taiwan. Taiwan.
examples/
Instances of the Motive question:
new lesson Motive question:
What significant things
What significant things did did the heroes in the
the heroes in the story do for story do for their
their country? country?
.
The teacher will give the The teacher will give the
students the copy of the text students the copy of the
and they will read silently text and they will read
while the teacher is reading silently while the teacher
the text. is reading the text.
D. Discussing new
( See Attached File B: ( See Attached File B:
concepts and
Listening Text) Listening Text) )
practicing new
TASK 2 UNLOCK THE
skills # 1
TASK 2 UNLOCK THE CONCEPT
CONCEPT
The teacher will call
The teacher will call volunteers to answer the
volunteers to answer the questions in the concept
487
questions in the concept web.
web. The teacher will write
The teacher will write the the answers of the
answers of the students students beside the
beside the questions in the questions in the concept
concept map. map.
(See Attached FIle C:
(See Attached FIle C: Concept Web)
Concept Web)
students. students.
How did you come up with How did you come up

your answer? with your answer?
What kind of listening What kind of listening

strategy did you use in order strategy did you use in
answer the questions? order answer the
questions?
E. Discussing new The teacher will write and
concepts and use the answer of the The teacher will write
practicing new students to discuss the and use the answer of
skills # 2 lesson the students to discuss
the lesson.
Note: The teacher should
encourage participation of Note: The teacher should
the students encourage participation
of the students
(See Attached File D:
Types of listening) (See Attached File D:
Types of listening)
The teacher will divide the The teacher will divide

class into three groups and the class into three
assigned them different groups and assigned
kinds of listening strategies. them different kinds of
The teacher will give task listening strategies. The
cards to each group. After teacher will give task
F. Developing assigning the teacher will cards to each group.
mastery present the rubric for their After assigning the
(leads to Formative
Assessment)
group activity. ( See teacher will present the
Attached File E: Rubrics rubric for their group
for group activity) activity. ( See Attached
The teacher will now let the File E: Rubrics for
student watch the video group activity)
(Touching Honda CVR
Commercial) The teacher will now let
488
the student watch the
video
( Touching Honda CVR
Commercial)
TASK 3 SHARED EFFORT
Group # 1 Selective Mode
You will be using selective TASK 3 SHARED

listening. Here are the EFFORT
guide questions:
Group # 1 Selective
Why do you think the child is Mode
very special?
You will be using
How did the father show his selective listening.
love for his child? Here are the guide
questions:
meaning of the song the Why do you think the
child has performed during child is very special?
the music recital?
How did the father show
What is the meaning of his love for his child?
courage according to the
video? What do you think is the
meaning of the song the
Group 2 LEAFY child has performed
JUDGEMENT (Evaluative during the music recital?
Listening) Group 2 LEAFY
JUDGEMENT
Using this graphic, answer
the following question: Using this graphic
organizer, answer the
following question:
What kind of a
person is the
child and What kind of
father? a person is
the child and
father?
489
What value/ s
What value/ s did the video
did the video want us to
want us to practice?
practice?
What do you think

is the connection
What do you think of the automobile
is the connection to the father and
of the automobile child relationship?
to the father and
child relationship?
GROUP # 3
OVERLAPPING IDEAS
Based on the video,
GROUP # 3 OVERLAPPING compare and contrast
IDEAS the culture of Taiwanese
Based on the video, and Filipino in terms of
compare and contrast the the following
culture of Taiwanese and
Filipino. a. Family
relationship
b. Language
c. Dress
TAIWANES FILIPINO
TAIWANES FILIPINO
TASK 4 HIGH FIVE TASK 4 HIGH FIVE

The teacher will show to
The teacher will show to the the class a hand map.
class a hand map.
Each of them will
G. Finding practical Each of them will contribute contribute in completing
application of in completing this statement. this statement. The
concepts and The teacher will be writing teacher will be writing
skills in daily their answers in the hand their answers in the hand
living map map
Listening is important in our Listening is important in

daily lives our daily lives
because__________. because__________.
490
Meanwhile writers are Meanwhile writers are
influence by ___________ in influence by
writing their ideas. ___________ in writing
their ideas.
HAND MAP HAND MAP

Note: The teacher should Note: The teacher
let the students write their should let the students
answers on the hand map write their answers on
the hand map
TASK 5 RELATE MUCH TASK 5 RELATE MUCH

students: The teacher will ask the
H. Making students:
generalizations What is your favorite type of
and abstractions listening? Why? What is your favorite type
about the lesson of listening? Why?
Is culture important in writing Is culture important in

your ideas? Why? writing your ideas? Why?
TASK 6 ALL EARS TASK 6 ALL EARS
The teacher will read to the The teacher will read to
students a narrative text of a the students a narrative
tourist who goes to Taiwan. text of a tourist who goes
Before reading the teacher to Taiwan. Before
will present a graphic reading the teacher will
organizer wherein the present a graphic
student will answer organizer wherein the
individually in a ½ sheet of student will answer
paper. individually in a ½ sheet
(See Attached File F: ALL of paper.
I. Evaluating
EARS) (See Attached File F:
learning
ALL EARS)
The teacher will instruct the The teacher will instruct
students that while they are the students that while
reading , they may jot down they are reading, they
notes to answer the may jot down notes to
questions. answer the questions.
Note: The teacher should Note: The teacher

read the text twice should read the text
twice
491
I once visited Taiwan and I
would love to share this once I once visited Taiwan and
in a lifetime experience. I would love to share this
once in a lifetime
According to history, upon experience.
arrival, Portuguese sailors
dubbed this lush island ―Ihla According to history,
Formosa,‖ which means upon arrival, Portuguese
beautiful island, though sailors dubbed this lush
today, you know it as island ―Ihla Formosa,‖
Taiwan. which means beautiful
island, though today, you
As I explore this place, I know it as Taiwan.
realized that Taiwan has
much more to offer travelers As I explore this place, I
than its awe-inspiring realized that Taiwan has
landscapes. Its urban much more to offer
centers offer a variety of travelers than its awe-
cultural experiences, notably inspiring landscapes. Its
a diverse range of cuisine, urban centers offer a
especially in lively night variety of cultural
markets. Taipei, although experiences, notably a
perhaps a bit shabbier in diverse range of cuisine,
appearance compared to especially in lively night
glitzier Asian capitals, is markets. Taipei, although
home to many worthwhile perhaps a bit shabbier in
monuments, temples, and appearance compared to
museums. The metro service glitzier Asian capitals, is
is easily navigable and home to many
assists travelers with worthwhile monuments,
evading the bustling street temples, and museums.
traffic. Taipei also hosts The metro service is
vibrant events, like the easily navigable and
Taiwan Lantern Festival and assists travelers with
Cherry Blossom Festival. evading the bustling
Not just that I also meet street traffic. Taipei also
friendly Taiwanese which hosts vibrant events, like
makes me feel that I am the Taiwan Lantern
really at home. Festival and Cherry
Blossom Festival.
Finally, I can only say that Not just that I also meet
after this vacation I will friendly Taiwanese which
always love to go back to makes me feel that I am
Taiwan. really at home.
Rubrics Finally, I can only say

Content- 5 pts that after this vacation I
Mechanics-5 ps will always love to go
Total -10 points back to Taiwan.
492
Rubrics
Content- 5 pts
Mechanics-5 pts
Total: 10 points
TASK 7 Partner in Time TASK 7 Partner in

The teacher will let the Time
students look for their pair The teacher will let the
and let them create a students look for their
narration of their most pair and let them create
memorable experience in a narration of their most
for application or
being a tourist. They will memorable experience in
remediation
deliver it in the class.They being a tourist. They will
should be also prepare to deliver it in the class. The
ask their classmates teacher will ask
questions for them to questions for them to
answer. answer afterwards.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
wish to share with other
teachers?
493
File A: MISSION POSSIBLE
HUMILIATION
ABORIGINES
BARBARIAN ONSLAUGHT
494
SYNONYM ANTONYM
NATIVE COMPLIMENT
DEGRADED SURRENDE
R
OFFENSIVE CIVILIZED
NON-INDIGENOUES
SAVAGE
495
FIle B
LISTENING TEXT
The Aboriginal Hero
Most of the TaiYa tribe's aborigines live in the central part of Taiwan near a very beautiful
place called WuShe. These aborigines live a very peaceful, carefree, and friendly life. They
depend on farming, hunting, and fishing for their livelihood. However, about one hundred
years ago these aborigines lived a harsh life under Japanese rule and suffered for thirty
years.
One day, a tribe, Ma He Po She, was having a huge wedding . The chief, Mo Na Dao, went
to the groom's house to help prepare for the ceremony with his son, Little Mo Na Dao.
Suddenly, a man came in and said, 'Oh no! A Japanese policeman is coming." Then, a
police officer who was wearing leather boots and a very smooth, ironed uniformed came in.
He said rudely, "Hey, Mo Na Dao, what are you doing?" Mo Na Dao was afraid that this
policeman was going to ruin the ceremony, so he said, "We are having a wedding. Please
come in for a drink."
The police officer pushed away Mo Na Dao. Mo Na Dao's son immediately pulled the
policeman by the uniform, handed the policeman a glass of wine, and said, "Come, come,
please have some wine."
However, Little Mo's hand was stained with animal's blood. Therefore, when he pulled on
the uniform, he ruined it.
The policeman said angrily, "How dare you ruin my uniform! " The policeman was so furious
that he slapped Little Mo across the face.
Little Mo could not take the humiliation, and thus, he engaged in a fight with the policeman.
Little Mo was a big man, tall and strong. In the ensuing fight Little Mo beat the policeman
severely.
The policeman threatened, "You barbarians! I will ask the commander to send the troops to
punish you all for what you did to me." Thereafter, the policeman angrily left.
That evening, several young men met in Mo Na Dao's house to discuss the incident. They
knew that Japanese policemen would return for revenge.
Little Mo said, "If they dare come, I will fight and kill them."
Mo Na Dao looked at one of the young men in the corner and said, "Teacher Hua Gong, do
you have any suggestions?"
496
Teacher Hua Gong was the only aborigine who had an education. He was a teacher in
public school. and was forced to have a Japanese name.
Hua Gong said, " Our weapons cannot compete with the Japanese's guns and bombs."
Suddenly, everyone was silent. After a long silence, Mo Na Dao said, "We have endured
enough! We have already suffered thirty years of harsh Japanese rule. It's time we stand up
and fight against them. "
Thus, the aborigines planned an attack during the school's athletic meet. They also secretly
solicited other tribes to join in the attack.
On the day of the athletic meet, the school was crowded with people. Everyone who
attended the meeting stood and sang the Japanese national anthem.
Suddenly, one of the aborigines ran up to the podium and cut off one of the Japanese
generals' head. Then, around one hundred of the aborigines rushed in and started fighting
and killing the Japanese.
At the same time, Mo Na Dao lead a group of men and rushed into the police station. Before
the policemen could defend themselves, they were all killed. The aborigines killed and/or
captured all the Japanese in Wu She, also confiscating weapons and ammunitions
belonging to the Japanese.
Following this uprising, the Japanese commander lead a large group of Japanese soldiers
into Wu She. The aborigines were not able to defend against the Japanese army and
retreated into Ma He Po She cave. The Japanese were not familiar with the locality and
therefore were not able to find the aborigines.
The fight went on for many days and nights. Eventually, the Japanese tried to trick the
aborigines into surrendering under the pretense that the Japanese would allow the
aborigines to live.
However, the aborigines did not believe the Japanese and thus continued their resistance.
The commander, realizing that the aborigines would not surrender, decided to use
poisonous gas to force the aborigines to come out of hiding. Many aborigines died from
inhaling the poisonous gas.
During the onslaught of the gas attack, Mo Na Dao painfully said, " The Japanese will come
shortly. I think we, the TaiYa tribe, would rather commit suicide than die in Japanese hands."
In saying so, Mo Na Dao shot himself with a hand gun. The rest of the TaiYa tribe followed
their leader's example and committed suicide as well.
The "WuShe" incident lasted for about fifty days and approximately nine hundred aborigines
died. This event inspired many Taiwanese to fight against Japans occupation.
497
FILE C
Concept Web
What significant What conflict did

things did the
heroes in the story
the hero and the
do for their Japanese have?
country?
How did
Did the
they plan The heroes
to attack ABORIGINAL won the
the HEROES fight?
Japanese Why?
?
Does the story had What do you

the same scenario in think influence
the Philippines the writer in
during the Japanese
writing his
regime? What is it?
ideas?
498
FILE D
TYPES OF Definition
LISTENING
Comprehension  Comprehension listening is also known as
listening content listening, informative listening and full
listening.
 We listen to fully understand the stories
Evaluative listening Evaluative listening is particularly pertinent when the
other person is trying to persuade us, perhaps to
change our behavior and maybe even to change
our beliefs. Within this, we also discriminate between
subtleties of language and comprehend the inner
meaning of what is said.
Selective/Projective Listen to determine specific information
Listening You don‘t listen to everything that is said. You only
listen for the details that you need
When doing selective listening you should remember
Before you Listen

1. Review the guide question
2. Make an outline of the details you need
As you Listen
1. Note down the key ideas that will be helpful to
the needed details.
After you Listen
1. Organize the ideas/details that you have
taken down note of
2. Answer the guide question
3. Give the answers to the guide questions
FILE E
RUBRIC FOR GROUP ACTIVITY
CONTENT - 50 %
ORGANIZATION- 30 %
TEAMWORK- 10 %
PRESENTATION- 10
499
FILE F- ALL EARS
ADVANCED
2. What Taiwan cu lture,

1.Retell the narrative
history, environment is
text
highligted by the writer?
TITLE
3. Provide evidence in Create one statement

question number 2 about Taiwan
AVERAGE
2. What does the writer

1. Describe Taiwan,
highlighted in the
according to the text.
narration?
Give a title
3.Lift pharses/sentences
from the text that will 4. Complete the sentence
support your answer to Taiwan is __________
Question 2.
500
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
C. Learning EN8VC-IIi-1.3: Predict the gist of the material viewed
Competency/ based on the title, pictures, and excerpts
Objectives EN8VC-IIi-17: Discern positive and negative messages
(Write the LC code for conveyed in a material viewed
each.)
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher‟s
Guide pages
2. Learner‟s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning None
Resource
(LR)portal
The Gift- Do your parent embarrass you? Retrieved at
https://www.youtube.com/watch?v=1DUYlHZsZfc
B. Other Learning on July 24, 2019
Resources Out of Sight Retrieved at
https://www.youtube.com/watch?v=XxY-5-d9Uqo
July 24, 2019 NA(Not Available)
501
Sharen Arriola, Sharen,VALUES IN MEDIA
Retrieved at
https://www.slideshare.net/natashaarriola/values-
in-media on July 24, 2019
Glutamax Retrieved at
https://www.preview.ph/beauty/glutamax-ad-asc-
statement-a00193-20190416 on July 24, 2019
Compare and Contrast Chart Retrieved at
https://www.edrawsoft.com/graphic-
organizers.php. on July 11, 2019
Point of View: Comparison Organizer Retrieved at

https://www.teacherspayteachers.com/Product/P
oint-Of-View-Comparison-Organizer-2485728 on
July 24, 2019
BDO Advertisement Retrieved at

https://www.rappler.com/technology/social-
media/112886-bdo-unibnak-insensitive-
advertisement-apology on July 24, 2019
Nesolfat Ad Retrieved at
https://www.backinskinnyjeans.com/2009/02/lesofa
t-the-other-alli.html July 24, 2019 NA(Not Available)
Family Reunion Retrieved at

https://www.kissclipart.com/family-reunion-clip-art-
clipart-family-reunion-cli-kz5lzq/ on July 24, 2019
Depression(picture ) Retrieved at
https://www.crystalball.com on July 24, 2019
Selfless( Picture) Retrieved at
https://www.personalgrowthideas.com on July
24, 2019
Recognition (Picture) Retrieved at
https://www.hrinasia.com on July 24, 2019
Spider Map Retrieved at https://www.pdfiller.com on
July 24, 2019

TASK 1 TASK 1
lesson or
LET‘S GET PUZZLED LET‘S GET PUZZLED
presenting the new
The teacher will present a The teacher will present
lesson
puzzle with letters that will
a puzzle with a picture
serve as clue and opposite
502
to it is the definition of the and a definition. The
word teacher will instruct the
students to answer the
(See Attached File A:
puzzle by referring to the
Let‘s Get Puzzled)
clues.
Note: After answering
(See Attached File
the puzzle the teacher
A: Let‘s Get
will call volunteers to
Puzzled)
use the word in a
sentence.
Note: After
answering the
puzzle the teacher
will give sample
sentences using the
vocabulary words.
B. Establishing a
students. students.
purpose for the
lesson
How do you describe your How do you describe
father? your father?
The teacher will tell the The teacher will tell the
students that today they will students that today they
watch an excerpt about a will watch an excerpt
boy and his father. The title about a boy and his
of the video is ―The GIFT‖. father. The title of the
(Source: video is ―The GIFT‖
https://www.youtube.com/w (Source:
atch?v=1DUYlHZsZfc) https://www.youtube.com/
watch?v=1DUYlHZsZfc)
C. Presenting
examples/
Instances of the
new lesson Note: The teacher may trim Note: The teacher may
the video. trim the video.
The teacher will remind the

students on the rules while The teacher will remind
watching a video the students on the rules
while watching a video
The teacher will post a
question: The teacher will post a
question:
503
How did the child describe How did the child

his father? describe his father?
Sink In MAPPING CHECK

students the following question one by one.
question. The teacher will write the
1. How did the child answers of the students
describe his father? on the given organizer.
2. Why do you think he (See Attachment B-
used those words to Spider Map)
describe his father?
3. What does his father
mean when he said, ―
Being rich is not
about how much you
have but how much
you give and
somehow when you
give you become
happier.‖?
D. Discussing new
4. Does he want to be
concepts and
like his father when
practicing new
he grow up? Why?
skills # 1
Why not?
5. What did he do in
order not to be like
his father?
6. What did he find out
after the death of his
father?
7. If you were the one to
give an ending of the
excerpt, what would it
be?
8. What do you think is
the gist of the excerpt
we had watched
today?
(An appropriate graphic
organizer may be used to
facilitate discussion)
504
MESSAGES DETECTED SIGNIFICANT
The students will be sharing PARTNER
the positive and negative
messages of the video they The teacher will let the
have just watched. students look for a pair.
They will be sharing the
The teacher will ask how positive and negative
they identified the positive messages of the video
and negative messages in they have just watched.
what they have viewed.
The teacher will ask how
Note: The teacher may they identified the
choose at least 2 pairs to positive and negative
share their answer. messages in what they
have viewed.
answers of the students to Note: The teacher may
discuss the lesson. choose at least 2 pairs
to share their answer.
VALUES -Denotes the The teacher will use the

degree of importance of answers of the students
something or action with the to discuss the lesson.
E. Discussing new
aim of determining what
concepts and
actions are best to do or VALUES -Denotes the
practicing new
what way is best to live or degree of importance of
skills # 2
describe the significance of something or action with
different action. the aim of determining
what actions are best to
e.g. Caring for others, for do or what way is best to
example, is a live or describe the
value; so is the freedom to significance of different
express our opinions. action.
Media has the power

to influence our e.g. Caring for others, for
values. example, is a
value; so is the freedom
to express
our opinions.
Media has the

power to
influence our
values
505
VALUES DISTORTED BY
VALUES DISTORTED BY
MEDIA
MEDIA
Traditional Distorted Traditional Distorted

Values Values Values Values
BEING HAVING BEING HAVING
-A Child of God -It’s not what -A Child of -It’s not what
-Who you are you are God you are
but what you -Who you but what you
have are have
NEEDS WANTS NEEDS WANTS

COOP COMPETE- COOPERAT
ION COMPETITION
ERATION TION
PRODUCT PACKAGE PRODUCT PACKAGE
SAVE SPEND
SAVE SPEND
SPIRITUAL MATERIAL
SPIRITUAL MATERIAL
TRUTH VERSIONS of
TRUTH
TRUTH VERSIONS of
TRUTH
MYTH- what we believe is MYTH- what we believe

true is true
MYTHS PROMOTED BY MYTHS PROMOTED
MEDIA BY MEDIA
1. The world is 1. The world is
dangerous, we need dangerous, we
ammunition to protect need ammunition
us. to protect us.
2. The ―Good Life‖

consists of things
which require a lot of 2. The ―Good Life‖
money consists of things
which require a
lot of money
506
3. Happiness and 3. Happiness and
satisfaction, are satisfaction, are
made available by made available
products by products
4. Your physical 4. Your physical

appearance says appearance says
something. something
507
The Bible‘s The Bible‘s
Guidelines for the Guidelines for
Use and Enjoyment the Use and
of Media Enjoyment of
Media
Morally Upright
(Philippians 4:8) Morally Upright
• Inspiring (Philippians 4:8)
(Colossians 3:1-3) • Inspiring
• Christ-Centered (Colossians 3:1-3)
(2 Corinthians 10:5) • Christ-Centered
• Evangelistic (2 Corinthians 10:5)
(Romans 10:17) • Evangelistic
(Romans 10:17)
CODE OF ETHICS
(Association of Accredited CODE OF
Advertising ETHICS
Agencies-Philippines) (Association of
Accredited Advertising
Includes the following Agencies-Philippines)
guidelines:
Includes the following
guidelines:
Presentation/Honesty
Note: The teacher should Presentation/Honesty

encourage students‘
participation.
Note: The teacher
should encourage
students‘ participation.
The teacher will group the The teacher will group
students into three. Each the students into three.
group will be given a picture. Each group will be given
They will be giving their own a picture. They will be
positive and negative giving their own positive
messages which they get and negative messages
from the said material. which they get from the
F. Developing The teacher will present the said material. They will
mastery rubric for the group activity be using the graphic
(leads to Formative (See Attachment C Group # organizer assigned to
Assessment)
1 Magnifying Messages them in presenting their
work.
the rubric for the group
activity
(See Attachment C)
508
TEAMING UP!
Group # 1 Magnifying
Messages
Group # 2
Here Comes the Sign
POSITIVE NEGATIVE
Group # 2 Here Comes

the Sign
Group 3
VIEWPOINTS
(Each group may use the

desired graphic organizer to
present the work)
Group # 3 VIEWPOINTS
replace the pictures.
After the group
presentation the teacher
should give feedback on
the students‘ output
POSITIVE NEGTAIVE
509
replace the pictures.
After the group
presentation the
teacher should give
feedback on the
students‘ output.
students answer this student answer this
G. Finding practical question. question.
application of Why is it important to know Why is it important to
concepts and the positive and negative know the positive and
skills in daily messages of the different negative messages of
living things we see such as in the different things we
movies/ commercials? see such as in movies/
commercials?
CUE NOTES CUE NOTES
H. Making The teacher will call students The teacher will call
generalizations to answer the question. students to answer the
and abstractions question
about the lesson In our lesson today, what
should we remember? In our lesson today, what
should we remember?
PLAYBACK PLAYBACK
students watch a video student watch an
about an animated video animated video from
from Taiwan entitled, ―Out of Taiwan entitled, ―-Out of
Sight‖. Sight‖
(Source: (Source:
https://www.youtube.com/w https://www.youtube.co
atch?v=XxY-5-d9Uqo m/watch?v=XxY-5-d9Uqo)
I. Evaluating
learning
Note: The teacher may trim Note: The teacher may

the video . trim the video.
After watching the student After watching the
will be writing an essay student will be writing an
considering the following essay by answering the
points. guide questions:
510
1. Gist of the video 1. What is the
2. Positive and negative excerpt of the
messages video?
2. What positive and
Note: The teacher will negative
present the rubrics before messages did
answering the questions. you note from the
video?
Mechanics- 20% 3. Why did you
Content-30 % consider the
Organization – 25 % message
Relevance- 15 % negative or
Creativity- 10 % positive?
Total-100% Note: The teacher will
present the rubrics
before answering the
questions.
Mechanics- 20%
Content-30 %
Organization – 25 %
Relevance- 15 %
Creativity- 10 %
Total-100%
MYTH BUSTERS HOMEBOUND
1. Choose one from the 4 Watch your favorite

Myths Promoted by Media. Teleserye today and be
2. Compose a statement able to identify the
which disapproves the myth. positive and negative
3. Create a poster using your messages you have
composed statement as noted .Write at least five
tagline/slogan. and be able to explain
4. Accompany your poster your answers.
with
image/s which complement Mechanics- 20%
for application or
your poster. Content-30 %
remediation
5. You are free to use Organization – 25 %
drawings or Relevance- 15 %
magazine cutouts . Presentation- 10 %
Total-100%
Rubrics
Mechanics- 20%
Content-30 %
Organization – 25 %
Relevance- 15 %
Creativity- 10 %
Total-100%
511
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
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
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
512
FILE A- Let‘s Get Puzzled
Unlocking of Difficulties (Advanced)
1. rr u i n – an act of getting people together after they have

been apart - REUNION
2. d
EPRESSED p e s e d – FEELING SAD- DEPRESSED
S
l l
3. s
- Relating - having or showing great
concern for other people- SELFLESS
4. e
t
r n i
g n
- the act of accepting that something is true or important- RECOGNITION
Unlocking of Difficulties (AVERAGE )

1.
rr u i n
– an act of getting people together after they have been apart
513
2. d p e s e d -FEELING SAD
l l s
S
3. - Relating - having or showing great
concern for other people
4.
r e n
t - the act of
g i n
accepting that something is true or important
514
FILE B- SPIDER MAP
2. Why do you think he used
1. How did the child those words to describe his
describe his father? father?
3. What does his father mean when he said, ― Being rich is 4. Does he want to be like his father
File C
not about how much you have but how much you give and when he grow up? Why? Why not?
somehow when you give you become happier.‖?
RUBRIC
FOR
GROUP
ACTIVITY
THE CONTENT
- 50 %
GIFT
5. What did he do in order not to be like

6. What did he find out after
his father?
the death of his father?
7. If you were the one to give an ending of the 8. What do you think is the gist of
the excerpt we have watched
excerpt, what would it be?
today?
ORGANIZATION- 30 %
TEAMWORK- 10 %
PRESENTATION- 10 %
515
Grade 8
I. OBJECTIVES
A. Content Standard
and behavior.
EN8WC-IIi-2.2: Develop paragraphs that illustrate each
C. Learning text type (narrative in literature, expository, explanatory,
Competency/ factual and personal recount, persuasive)
Objectives (Write the EN8V-IIi-24: Discriminate between literal and figurative
LC code for each.) language
Persuasive Paragraph
II. CONTENT
Literal and Figuarative language
III. LEARNING
RESOURCES
A. References
1. Teacher‘s
Guide pages
2. Learner‘s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
SANDWICH CHART Retrieved at
https://www.englishlinx.com on July 24, 2019
B. Other Learning
Brown, Cara .WHY TAIWAN SHOULD BE AT THE TOP
Resources
OF YOUR TRAVEL LIST Retrieved at
https://www.intrepidtravel.com/adventures/taiwan
516
-travel-list/@gmail.com on July 24, 2019
Persuasive Writing Retrieved at https://www.wtps.org on
July 24, 2019
Sample of Persuasive Essay: High School and Uniform

Retrieved at
https://www.star-writers.com on July 24, 2019

TASK 1 MATCHY –
MATCHY TASK 1
The teacher will let the MATCHY –MATCHY
A. Reviewing previous students match the The teacher will let the
lesson or underlined word in column A students match the
presenting the new to its synonym in Column B underlined word in
lesson column A to its synonym
(See Attached File A: in Column B
Matchy- Matchy) See Attached File A:
Matchy- Matchy)
TASK 2 WEBS ON ME TASK 2 WEBS ON ME
students. The answers will students. The answers
be written around the will be written around the
semantic web. semantic web.
Why should a tourist visit Why should a tourist visit

B. Establishing a Catanduanes? Catanduanes?
purpose for the
lesson
Reasons to Reasons to
visit visit
Catanduane Catanduane
s s
C. Presenting The teacher will instruct the The teacher will instruct
examples/Instanc students that today they will the students that today
es of the new be reading an essay from they will be reading an
lesson Cara Brown entitled,‖ Why essay from Cara Brown
517
Taiwan should be at the top entitled,‖ Why Taiwan
of your Travel list.‖ should be at the top of
But before reading the text, your Travel list.‖
they will be guided by this
question. But before reading the
text, they will be guided
MOTIVE QUESTION: by this question.
MOTIVE QUESTION:
Why should a tourist visit Why should a tourist visit
Taiwan? Taiwan?
Until the end
Until the end The teacher will read the
The teacher will read the first paragraph. After
first paragraph. After reading, the teacher will
reading, the teacher will call call a student to read the
a student to read the next next paragraph until the
paragraph until the last last paragraph.
paragraph. (See Attached File B:
(See Attached File B: WHY WHY TAIWAN SHOULD
TAIWAN SHOULD BE AT BE AT THE TOP OF
THE TOP OF YOUR YOUR TRAVEL LIST)
TRAVEL LIST)
following questions: following questions :
Why should a tourist visit 1. Why should a

Taiwan? tourist visit
Taiwan?
meaning of this line,‖ Eating 2. What do you think
in Taiwan is like lining up at is the meaning of
the world‘s best buffet.‖ this line,‖ Eating
in Taiwan is like
Why do you think Taiwan is lining up at the
D. Discussing new
considered as goldmine? world‘s best
concepts and
buffet.‖
practicing new
If you are a tourist, do you
skills # 1
think you will be convinced 3. If you are a
to visit Taiwan? tourist, do you
think you will be
What kind of text did you convinced to visit
read? Taiwan?
NOTE: The teacher will 4. What kind of text

facilitate in order to get the did you read?
correct answer
NOTE: The teacher will
facilitate in order to get
Answer: Persuasive Text the correct answer
518
The teacher will now discuss Answer: Persuasive
the lesson. Text
 Persuasive writing
is writing that tries to The teacher will now
convince a reader to discuss the lesson.
do something or to  Persuasive
writing is writing
that tries to
convince a
reader to do
something or to
believe what you believe what you
believe about a believe about a
certain topic. certain topic.
 It takes a position for  It takes a position
or against something. for or against
something.
 Persuasive writing
follows a certain
format:
INTRODUCTION with a
―hook‖ and thesis statement
 Persuasive
BODY where the argument writing follows a
is explained certain format:
INTRODUCTION with a
CONCLUSION where main ―hook‖ and thesis
points are summarized and statement
reviewed and the reader is
left with something to think BODY where the
about. argument is explained
 First…Know Your CONCLUSION where

Audience… main points are
 Before you start summarized and
writing, you should reviewed and the reader
know your audience: is left with something to
 Who will read your think about.
writing?Who do you
need to convince?  First…Know Your
 The audience may be Audience…
your friends, your  Before you start
519
teacher, your writing, you
parents, your should know your
principal, the readers audience:
of a newspaper or  Who will read
the President of the your writing?
United States! Who do you need
to convince?
 Should you be casual  The audience
or professional? may be your
 Second… Pick a friends, your
side! teacher, your
The writer must parents, your
clearly state his/her principal, the
position and stay with readers of a
that position. Pick a newspaper or the
side! President of the
Generally, the United States!
position is stated in
the opening  Should you be
paragraph or casual or
introduction. (This is professional?
your opinion  Second… Pick a
sentence) side!
 Three: Do Your The writer must
Research… clearly state
In order to convince his/her position
the reader you need and stay with that
more than just an position. Pick a
opinion; you need side!
facts or examples to Generally, the
back your opinion. position is stated
So, be sure to do the in the opening
research! paragraph or
 Four: MAKE A introduction.
PLAN, then write! (This is your
The 6 Paragraph opinion
Essay: sentence)
1.Introduction/Hook/Thesis  Three: Do Your
2. Argument 1 with support Research…
3. Argument 2 with support In order to
4. Argument 3 with support convince the
5. Show the counter- reader you need
argument and make an more than just an
argument against it opinion; you need
6. Conclusion facts or examples
to back your
opinion. So, be
sure to do the
research!
520
 Four: MAKE A
PLAN, then write!
The 6 Paragraph
Essay:
1.Introduction/Hook/Thes
is
2. Argument 1 with
support
3. Argument 2 with
support
4. Argument 3 with
support
5. Show the counter-
argument and make an
argument against it
6. Conclusion
TASK 3 TASK 3
Digest the Impact Languages Lifted
The teacher will lift
The teacher will let the sentences from the text.
students go through the text The students will
again and let them get comment on the meaning
sentences which have of the following
impact on them. sentences.
1. Eating in Taiwan
The teacher will let the is like lining up at
students explain its meaning the world‘s best
. buffet.
2. Taiwan is a
The teacher will ask. goldmine
From the sentences you 3. Taiwan is the
E. Discussing new
have given, which do you next hot
concepts and
think has a literal and destination for
practicing new
figurative meaning? foodies.
skills # 2
4. Taipei is one of
The teacher will discuss the best cities in
figurative and literal the world for
meaning. street food, and
Literal language is used to night markets
mean exactly what is here are a way of
written. It is simply stating life.
the facts as they are.
For example: The teacher will let the
―It was raining a lot, so I students share their
rode the bus.‖ answer.
In this example of literal
language, the writer means The teacher will recall
to explain exactly what is the different figures of
written: that he or she chose speech by eliciting
521
to ride the bus because of answers from the
the heavy rain. students.
Figurative language is The teacher will reinforce
used to mean something the figures of speech that
other than what is written, are not mention by the
something symbolic, students.
suggested, or implied. It Literal language is
uses words or expressions used to mean exactly
with a meaning that is what is written. It is
different from the literal simply stating the facts
interpretation. as they are.
For example: For example:
It was raining cats and dogs, ―It was raining a lot, so I
so I rode the bus. rode the bus.‖
In this example of figurative In this example of literal
language, there were not language, the writer
actually cats and dogs falling means to explain exactly
from rain clouds, instead, the what is written: that he or
rain felt so heavy and large she chose to ride the bus
that it was almost as if small because of the heavy
animals were falling from the rain.
sky! Figurative language is
The teacher will recall the used to mean
different figures of speech by something other than
eliciting answers from the what is written,
students. something symbolic,
The teacher will reinforce the suggested, or implied.
figures of speech that are It uses words or
not mentioned by the expressions with a
students. meaning that is different
from the literal
interpretation.
For example:
It was raining cats and
dogs, so I rode the bus.
In this example of
figurative language, there
were not actually cats
and dogs falling from rain
clouds, instead, the rain
felt so heavy and large
that it was almost as if
small animals were
falling from the sky!
The teacher will recall

the different figures of
speech by eliciting
522
answers from the
students.
The teacher will reinforce
the figures of speech that
are not mentioned by the
students.
TASK 4 TASK 4
DETECTIVES ON DUTY HANDS ON US
The teacher will tell the The teacher will group

students that today they will the students into three
be detectives. They will be The teacher will give a
use their skill in order to find copy of an essay.
the needed information to The teacher will instruct
answer the following the students in their
questions which will be different tasks
found on the essay that will
be given to them. They will Group # 1 SANDWICH
use their own organizers to CHART
present their work. The teacher will let the
Note: The teacher may use students complete the
another text. chart by following this
1. What kind of guide questions.
introductory Note: The teacher may
paragraph was used use another text.
in the essay?
F. Developing 2. What are the 1. What kind of
mastery supporting introductory
(leads to Formative
Assessment) paragraphs given? paragraph is
3. How did it end? used?
4. What are the different 2. What are the
figurative language supporting
used in the text? paragraphs?
5. What literal language 3. How did the
have you spotted? essay conclude?
6. Is the essay (See Attached
convincing? Explain File C: -Group
your answer. Activity)
GROUP 2 TELL ME
Tell whether the
underlined phrase in
each number used literal
or figurative language.
Write L on the space
before the number if
literal and F if figurative.
_______1.I love to eat
bread and butter.
523
_______2. Maria enjoys
working at the same time
it is her
bread and butter.
_______3. Julia thinks
Mathematics subject is
just a piece of cake.
_______4.Last summer
when we went to
Caramoan, we were in
the same boat.
5.I think I should not go
for shopping it is raining
cats and dogs
ANSWER KEY:
1.literal
2. Figurative
3. Figurative
4. Literal
5. Figurative
GROUP 3 TWO SIDES
Give 5 literal and

figurative language. Use
a graphic organizer to
present your work.
students. students.
Why do we need to convince Why do we need to
application of
people? convince people?
concepts and
skills in daily
Do you think using figurative Do you think using
living
and literal language will help figurative and literal
convince people?Justify language will help
convince people?Justify
GOT IT GOT IT
H. Making
generalizations
students. students.
and abstractions
about the lesson
What lessons did you learn What lessons did you
today? learn today?
HAPPY WRITING HAPPY WRITING
I. Evaluating
students create a 3 The teacher will let the
learning
paragraph essay about students create a 3
convincing a tourist to visit paragraph essay about
524
your place. The students will convincing a tourist to
be asked to use figurative visit their place. They will
and literal languages. After underline the literal
that they will underline the language once and the
figurative language used and figurative language
identify the kind of figure of twice..
speech was used.
(See Attached File E: RUBRICS (See Attached File E:
FOR ESSAY WRITING RUBRICS FOR ESSAY
WRITING
TAKE ME HOME TAKE ME HOME
Using the new things you Using the new things you
have learned about Taiwan, have learned about
you are going to create a 5- Taiwan, you are going to
for application or
paragraph entertainment create a 3- paragraph
remediation
speech about it. entertainment speech
about it.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
work? No. of learners who
have caught up with the
lesson
continue to require
remediation
Why did these work?
encounter which my
principal or supervisor can
help me solve?
to share with other
teachers?
525
FILE A-MATCHY-MATCHY
UNLOCKING OF DIFFICULTIES MATCHY-MATCHY

(AVERAGE)
COLUMN A COLUMN B
1. During fiesta, we always a. very impressive

prepare buffet so that it will be easier to serve our guests.
2. Being early is a quintessential things b. very pretty
we should always remember.
3. Siomai is one example of dumplings. c. a small lump of dough
that is boiled or steamed
4. I love this horizon in our farm, it is really picturesque. d. ideal
5. The performance of the singers is spectacular. e. a meal consisting of several
dishes from which guests serve themselves
UNLOCKING OF DIFFICULTIES MATCHY-MATCHY

(Advanced)
COLUMN A COLUMN B
1. Cold buffet lunch. a. very impressive

2. quintessential order b. very pretty
3. frozen pork dumpling. c. a small lump of dough
4. picturesque view d. ideal
5. spectacular landscapes e. a meal consisting of several dishes from
which guests serve themselves
526
File B
WHY TAIWAN SHOULD BE AT THE TOP OF YOUR TRAVEL

LIST
written by Cara Brown December 1, 2017
With its mystical landscapes, food-loving locals, and award-winning single malt
whiskies, Taiwan is a land of surprises. It has an up-and-coming coffee scene, is the
birthplace of cat cafes and bubble tea (step aside, Japan), and has appeared in Top Ten
Places to Live Abroad lists more than once.
Still not convinced? Here are four reasons Taiwan is a destination worth discovering.
You heard it here first: Taiwan is the next hot destination for foodies. There‘s street
food, night markets, hole-in-the-wall restaurants and even fancy dining establishments run
by Michelin star-awarded chefs. Eating in Taiwan is like lining up at the world‘s best buffet:
incredible food using traditional ingredients, local produce and ancient (and new) techniques
abound.
A typical day starts with a traditional Taiwanese breakfast, which includes an

assortment of soup dumplings, a bowl of hot soymilk (which you drink directly from the
bowl), egg pancakes, fried bread and turnip cake. For lunch, indulge in a bowl of beef
noodles – some say this is Taiwan‘s national dish – made of stewed or braised beef,
steaming hot beef broth, vegetables and noodles, washed down with a Pearl Milk Tea (aka
Bubble Tea).
In the afternoon follow your nose to one of Taiwan‘s most quintessential street foods:
stinky tofu. This can be found on almost every street corner in Taipei, with food-lovers and
tofu-aficionados suggesting ‗the smellier, the better‘. The fermented tofu (which has an
aroma akin to burning rubbish, bad BO and dirty socks) is deep fried and smothered with
pickled cabbage, vinegar, sesame oil and chili and, fortunately, tastes infinitely better that it
smells.
For dinner, visit the original Din Tai Fung for a bowl of xiao long bao (soup dumplings)
followed up with shaved mango ice for dessert. Officially named ‗Super Mango Snowflake
Ice with Panna Cotta‘, the ice is layered with fresh mango, vanilla panna cotta and a sweet
syrup, then served ice cold. Be prepared to wait for it though – it‘s not uncommon to queue
for up to half an hour for this sweet treat.
If you haven‘t done so already, add Taroko National Park and Sun Moon Lake to your
bucket list. Both are worth the flight to Taiwan alone. Taroko Gorge, an 18 kilometre-long
marble-walled gorge, is a section of the Taroko National Park. The national park boasts 27
peaks over 3,000 metres in height, is the most popular walking and hiking destination in the
527
region, and has enough picturesque backdrops to make even the most snap-happy
photographer weak at the knees.
Sun Moon Lake is the largest body of fresh water in Taiwan and is one of the more
spectacular settings in Taiwan, with endless bike and hiking trails, boat rides and picnic
spots.
If you‘re travelling to Taroko, it‘s worth making a detour to visit the dramatic Qingshui
Cliffs. The cliffs span approximately 20 kilometres and plunge dramatically into the sea. It‘s
one of the most outstanding sights on Taiwan‘s Pacific Coast.
Third, Taiwan is a goldmine when it comes to active adventures. As much as the

Taiwanese like to eat, they also love to be out in nature – in national parks, lakes, hot
springs, and open-air galleries. Wuling Sixiu Trail in Shei-Pa National Park, Zhuilu Old Trail
in Taroko National Park and the Yushan Peaks Trail in Yushan National Park are just a few
hiking trails worth tying up your sneakers for; you can find everything from a two-hour stroll
to a five-day hike here. Given that 20% of Taiwan is selected as protected land (in the form
of national parks and reserves), you‘re never far from your next hiking adventure.
Cyclists in the know are arriving in droves to ride the mountainous roads of Taiwan.
One of the more extreme routes, the 968-kilometre Cycle Route No. 1, is a two-wheeled
journey around the island, and typically takes 10-12 days to complete. But there are plenty
of leisurely bike trails to be explored as well, from two-hour rides in bustling Taipei to longer
rides around the city or through national parks. Local tip: Police stations and 7-Eleven
convenience stores double as cyclist pit stops, offering free water (and sometimes bike
maintenance) to riders.
Fourth, Taipei is one of the best cities in the world for street food, and night markets
here are a way of life. The Taiwanese are experts at snack food, and they love a sweet
treat. Most vendors open their stalls at dusk, dishing up soup, dumplings, stinky tofu and
taro balls until after 1 am. Here are three night markets you should definitely visit in Taiwan.
SHILIN NIGHT MARKET, it‘s Taipei‘s largest and most touristy night market, but is still
well worth the visit. Check out the Hot Star Fried Chicken, oyster omelettes, or satisfy your
sweet tooth at one of literally hundreds of dessert shops. One of the market‘s more
controversial delicacies are the penis-shaped waffle eclairs – up to you! Shilin has been
operating since 1909 and is home to more than 500 stores. RAOHE NIGHT MARKET: Older
than Shilin Market, Raohe is set up along a single pedestrian lane which stretches 600
metres. You get the occasional tourists here, but most business comes from locals stopping
by for dinner and meeting up with friends. Be sure to try the beef noodles, grilled squid, and
pork pepper buns (which you‘ll need to queue for).
Hungry for adventure (and some very delicious food)? Join us on our Taiwan Real
Food Expedition as we travel through Taipei, Puli and Yilan.
528
File C- GROUP ACTIVITY
Group 1
Should high-school students follow a dress-code?

Some people claim that a uniform can significantly improve the quality of high-school
experience, while others argue that this attempt to unify all students does them only harm.
Some students are relieved by the necessity to wear a uniform, while others actively protest
it. Although, there are obvious advantages of wearing the clothes of your own preference,
such as comfort and self-expression, a certain dress-code still needs to be followed.
Wearing a uniform to a high-school can greatly benefit teenagers‘ personalities and improve
their learning experience in many ways.
First of all, a uniform makes all students even. It discourages the division into poor and rich.
Although, the wealth of certain students can still be recognizable, because some of them
drive expensive cars or carry around mobile phones of pricey brands, nonetheless it makes
the division less obvious. Such dress-code teaches young minds an invaluable lesson,
which is seeing what is behind the clothes. They learn to value other people for their
personal traits and qualities, rather than for such superficial aspect as dress. Moreover, the
common uniform can help to stop bullying that became a big trouble for high-schools
nowadays.
Nonetheless, the opponents of a high-school dress code claim that it prevents children from
expressing their personalities. In fact, it encourages them to look for more creative and
meaningful ways of self-expression, than just fancy brand clothes. When a teenager cannot
impress their peers with dress, they are compelled to look for other outlets, such as theatre,
arts, music, creative writing, etc. Thus, wearing a school uniform helps students to be more
creative and insightful, and devote their attention to studies instead of judging each other‘s
looks.
In addition, a school uniform it is a fantastic option for families with low income. It is a relief
for parents who cannot afford to buy new fashionable sets of clothes for their sons and
daughters every season. The kids from poor families will be able to feel as equal with their
classmates and no longer be bullied for their looks.
To sum it up, the following of a certain high-school dress code, such a uniform has many
positive aspects to it and can improve the learning experience. Wearing a uniform allows
students to feel equality with their schoolmates and be secure that nobody would bully them
because their clothes are old or out of fashion. Moreover, it compels students to look for
new ways of self-expression and to value other people for their personal qualities instead of
for their dress. The application of school uniform should be encouraged in modern
educational establishments as a tool of improving learning experience.
529
SANDWICH CHART
INTRODUCTORY PARAGRAPH
SUPPORTING PARAGRAPH
CONCLUDING PARAGRAPH
ATTACHMENT D- RUBRICS FOR GROUP ACTIVITY- AVERAGE
CONTENT - 50 % TAMWORK- 10 %
PRESENTATION- 10 % ORGANIZATION- 30 %
Total-100%
FILE E- RUBRICS FOR ESSAY WRITING
Content- 40 %
Organization- 30 %
Mechanics -10 %
Creativity and Originality -10 %
Total: 100%
530
Grade 8
Quarter 2, Wee 9, Day 5
I. OBJECTIVES
A. Content Standard
and behavior.
C. Learning
Competency/ EN8OL-IIi-3: Deliver a self-composed entertainment
Objectives speech using all the needed speech conventions
each.)
II. CONTENT SPEECH DELIVERY
III. LEARNING
RESOURCES
A. References
1. Teacher‘s
Guide pages
2. Learner‘s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
Ten Best Things about Taiwan Retrieved at

B. Other Learning
https://www.youtube.com/watch?v=YphFNAVAdpE. on
Resources
July 24, 2019
531
The teacher will
ask the students
A. Reviewing previous The teacher will ask the if they are ready
lesson or students if they are ready with their
presenting the new with their preparations preparations
lesson (entertainment speech) (entertainment
speech)
 The teacher will  The teacher will

instruct the students instruct the
that they may revise students that they
their prepared may revise their
speeches employing prepared
the significant speeches
pointers (facts about employing the
Taiwan, facial significant
expressions of the pointers (facts
speakers and their about Taiwan,
body languages) that facial expressions
they will get from the of the speakers
video. and their body
 The teacher will show languages) that
to the students an they will get from
example of an the video.
B. Establishing a entertainment  The teacher will
purpose for the speech. show to the
lesson (TEN BEST THINGS students an
ABOUT TAIWAN example of an
Source: entertainment
https://www.youtube.com/wa speech.
tch?v=YphFNAVAdpE ) (TEN BEST THINGS
ABOUT TAIWAN
Source:
/watch?v=YphFNAVAdp
E)
 After watching the

video, the teacher will
ask the students
about the significant
pointers they  After watching the
observed in the video, the teacher
video. will ask the
students about
532
The teacher will present the the significant
rubrics oh how they will be pointers they
graded during their observed in the
performance video.
RUBRIC FOR SPEECH The teacher will present

DELIVERY the rubrics oh how they
ENTERTAINMENT SPEECH will be graded during
RUBRIC their performance
Content/Organizational- 30 %
RUBRIC FOR SPEECH
Facial Expression and Body
Gestures- 40 % DELIVERY
Voice Projection- 30 % ENTERTAINMENT
Total-100% SPEECH RUBRIC
Content/Organizational-30 %
Facial Expression and Body
Gestures- 40 %
Voice Projection- 30 %
Total-100%
WRITESHOP WRITESHOP
C. Presenting
students revise their students revise their
examples/
prepared speeches. prepared speeches.
Instances of the
The teacher is going to give The teacher is going to
new lesson
15 minutes for the revision give 15 minutes for the
and rehearsal of their revision and rehearsal of
speech their speech
D. Discussing new
concepts and
practicing new
skills # 1
E. Discussing new
concepts and
practicing new
skills # 2
F. Developing
mastery
(leads to Formative
Assessment)
application of
concepts and
skills in daily
living
H. Making
generalizations
and abstractions
about the lesson
533
EXPRESS TO IMPRESS EXPRESS TO IMPRESS
I. Evaluating The teacher will give each The teacher will give
learning student 5 minutes to deliver each student 5 minutes
an entertainment speech. to deliver an
SWITCH SPEECHES SWITCH SPEECHES
Find a partner and exchange Find a partner and
speeches with her/him. exchange speeches with
J. Additional activities Deliver it in front of each her/him. Deliver it in front
for application or other and let him/her of each other and let
remediation comment on your him/her comment on
performance. Write your your performance. Write
comments about him/her. your comments about
him/her.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
wish to share with other
teachers?
534

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DETAILED

WRITERS PROCESS OBSERVERS

o The teacher gives an

o The teacher introduces

o The teacher discusses

Listening to long narrative

There are no take-all There are no take-all

1. How many mini- 1. How many

1. What is the news story

Why listening is important

Listening challenges for English language learners

1. Predicting content (for pre-listening)

Depending on the context – a news report, a university lecture, an exchange in a

2. Listening for gist

Practise listening for gist:

Practise detecting signpost language:

4. Listening for details

Practise listening for details:

A: Tom, did you do your homework?

Practise inferring meaning:

We were thrust into a curious world built of amalgamations, of the traditional

o REVIEW: What are

TASK 1: FACES & FUN

How about a good laugh

1. What is the video

The mood is revealed by

The mood created by what

Please consider the

1. How are the words

The teacher invites students

The teacher invites

Let the students answer the

1. What traditional Japanese

Have representative from

o What are the appropriate

Entertaining speech is a speech designed to captivate an audience‟s attention and

Entertaining speeches are often delivered on special occasions (e.g., a toast at a

Entertaining speeches should include four key considerations: preparation,

FILE B: BREAKING JOKES: GETTING THROUGH THE

Consider the following questions:

1. How are the words spoken? (STRESS)

1. What intonation is applicable in the line above? (RISING INTONATION)

How gullible you think I am?

2. What syllable is stressed in the word gullible? (FIRST)

o The teacher gives each o The teacher

A. No. of learners who

B. No. of learners who

2. Writing in English is compared to _____________.

EN8RC-IIa-2.22: Evaluate the personal significance of a

II. CONTENT The Tale of Tanabata and Verbal Irony

Life is full of ironies. We

TASK 2: SANA-OIL TASK 2: SANA-OIL

B. Establishing a o What did the orangutan o What did the

What did Orihime feel What did Orihime feel

(The teacher has to 1. What was the

3. Why did the King

4. What has been the o The teacher orients

6. If you were the King,

7. If you were Hikobishi,

8. What is the essence of

The teacher divides the

(The teacher can also group

Take a look at this sentence