School PINAGLABANAN NATIONAL HIGH SCHOOL Grade Level 8

DAILY Teacher ELJOHN C. TIMBANGAN Learning Area ENGLISH

LESSON PLAN Teaching Dates and Quarter SECOND
Time

A. PROGRAM STANDARD The learner demonstrates communicative competence through (ANNOTATIONS) REMARKS/
his/ her understanding of literature and other texts types for a -PPST INDICATORS/ KRA COMMENTS
deeper appreciation of Philippine Culture and those of other OBJECTIVES/RUBRIC INDICATORS TO BE
countries. OBSERVED DURING THE CLASSROOM
OBSERVATION
(For TI-TII-TIII)
B. Content Standards The learner demonstrates understanding of: pre-colonial Philippine
literature as a means of connecting to the past; various reading styles;
ways of determining word meaning; the sounds of English and the
prosodic features of speech; and correct subject-verb agreement.
C. Performance Standards The learner transfers learning by: showing appreciation for the literature
of the past; comprehending texts using appropriate reading styles;
participating in conversations using appropriate context-dependent
expressions; producing English sounds correctly and using the prosodic
features of speech effectively in various situations; and observing correct
subject-verb agreement.
D. Learning Competencies/ EN7LT-I-h-1: Discover literature as a means of connecting to a significant past At the end of the lesson, the learners are expected
Objectives EN7LT-I-h-2.3: to:
Draw similarities and differences of the featured selections in relation to the
(Write the LC code for each.) theme
a. identify the meaning of words through
context clues;
b. show understanding and appreciation of the
literary text;
c. use graphic organizers to sum up ideas;
d. infer character traits from the reading text,
and
e. point out the elements of the story.
f. perform group differentiated tasks assigned
per group.
II. CONTENT/TOPIC Lesson 1: Makato and the Cowrie Shell Learners reflect and answer the following questions:
Sub-topic: Elements of a Story a. What makes a person a hero?
b. How will you apply in real life the morals
you have learned from the epic heroes?
Provide scenarios.
 Participate and work cooperatively with the group.
Be flexible, and strong in dealing with challenges.

II. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages English 7 Learner’s Material
2. Learner’s Materials pages LM Pages 55-57
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Materials: Slide Deck Presentation, Laptop, TV, DLP, Teacher- KRA 3- (COT-Obj. Uses differentiated,
Made Visual. worksheets, pictures, graphic organizers, concept developmentally appropriate learning experiences to
maps. address learners’ gender, needs, strengths, interests
and experiences.)

MOV---The students will perform differentiated activities

(Independently, by pair and group task) through the use
of video, and selection/ excerpt.)
IV. PROCEDURES
A. Daily Routine
MOL
Greetings (Selected students will lead the MOL) KRA 3- (COT-Obj. 7 Plans, manages and
Checking of Attendance implements developmentally sequenced teaching
and learning processes to meet curriculum
B. Reviewing previous lesson or Are you ready? requirements and varied teaching contexts.)
presenting the new lesson
Show the shawl to the class. MOV---The students assigned for daily routine and
provide activity sheets/the presentations which will be
Ask: What is this? given to the students who are absent.
.
What is Sama? Genesis?

(Show through power point presentation.)

C. Establishing a purpose for the Task 1. Pick and Match KRA 1-(COT: Obj.1- Applies knowledge of
lesson/Motivation/Motive Questions content within and across curriculum teaching
Connect the pictures under Column A with the vocabulary under
Column B and the meaning under Column C, using lines. areas.)

COLUMN A COLUMN B COLUMN C

MOV--- Contextualization, gender-fair, and
integrations across learning areas like APAN and
A plant that has
within learning areas like answering questions are
Mahout large leaves
observable.
that are eaten
especially in
salad

Lettuce A small shell

with fine gloss
is used as
money in some
parts of Asia
and Africa.

A keeper and a
Cowrie driver of an
elephant

A boarder
Frontier between two
countries

One who has

orphan lost both
parents
D. Presenting examples/instances of the Task 2. Activating Knowledge KRA 1-(COT: Obj.1- Applies knowledge of
new lesson content within and across curriculum teaching areas
.)
Mention some people you know
MOV--- Contextualization, localization, and
who attained success through
integrations across learning areas MATH and
diligence and industry. Do you
APAN and within learning areas like answering
admire these people? Why? questions based on the illustrations are observable.

E. Discussing new concepts and Today let’s learn a folktale & a folktale is a story or legend
practicing new skills #1 forming part of an oral tradition. Folktales are generally passed
down from one generation to another and often take on the KRA 1- (COT: Obj.1 Applies knowledge of
characteristics of the time and place in which they are told. content within and across curriculum teaching areas
.)
MOV--- Presenting the topic through the use of
Powerpoint, and laptop. Learners participate in the
game.

The Reading Selection

Task 3. Have the students read the story entitled “Makato and
the Cowrie Shell” retold and translated by Supannee
Khanchanathiti. Let them find out Thai’s tradition and beliefs as
well as its diversity of culture which nurtured them as a Filipino.
F. Discussing new concepts and Task 4. Comprehension Questions KRA 2- COT: Obj. 4 Manages classroom structure
practicing new skills #2 Students discuss the text and answer the following questions: to engage learners, individually or in groups, in
meaningful exploration, discovery, and hands-on
1.Describe Makato. What character traits does he possess? activities within a range of physical learning
2.What could be the reason why Makato left his place? environments.
3.How did Makato get to see the King?
4. What incident during his meeting with the king changed his MOV---Presenting the activity through Powerpoint and
whole life? What were the changes? laptop.
5.Why was the king impressed with Makato’s intelligence and
industry?
6. Do you think Makato deserved to be given the title of Khun
Wang? Why?
7. How did Makato feel for such reward?
8. Which of Makato’s traits are similar to yours?
9. How would you nurture and enhance your positive traits? In
what ways?
10. What lessons in life does the author want to convey to you?
Are these true to all ages and races?
Follow-up questions are expected depending on the answers
of the students.

G. Developing mastery (leads to Task 5. On the Road to the Future

Formative Assessment 3) Directions: Plot the events in the correct order which led to KRA 1- (COT -Obj.1 Applies knowledge of
Makato’s success on the time line. The following key questions content within and across curriculum teaching areas
serve as your guide. .)
1. What kind of life did Makato have at the beginning of
the story? Describe. MOV---Values integration like being flexible, and
2. What persuaded him to leave the place? strong in dealing with challenges are integrated
3. How did the king recognize him? Cite the incident that into the context of the selection given.
showed it.
4. What did he do with the cowrie shell?
5. What was his reward from the king? KRA 2- (COT: Obj. 4 Manages classroom
structure to engage learners, individually or in
 groups, in meaningful exploration, discovery, and
hands-on activities within a range of physical
learning environments.)

H. Finding practical applications of Task 6. Differentiated Small Group Work

concepts and skills in daily living KRA 2- (COT: Obj. 5 Manages learner behavior
House Rules/Standards/Guidelines: constructively by applying positive and non-violent
(Follow the mnemonic/memory device.) discipline to ensure learning-focused environment.)
G- Give thoughtful feedback
R- Respect others & their thoughts MOV---To minimize and prevent misbehavior,
O- On task all the time house rules/ standards/guidelines are set before
U- Use soft voices doing the activity.
P- Participate actively
S- Stay with your group KRA 2- (COT: Obj. 4 Manages classroom
structure to engage learners, individually or in
Rubrics in Participation/Group Activities: groups, in meaningful exploration, discovery, and
POINTS INDICATORS hands-on activities within a range of physical
10 -Shows eagerness and cooperation to do the task, learning environments.)
participate actively, do great help
to the group
9 -Shows eagerness and cooperation to do MOV---Learners are given time to do the activity
the task, good followers only and let them have a group presentation afterward
8 -Participated but late, with teacher’s and they gain insight on the following: Solidarity –
Supervision n. agreement in aims or interests; total unity.
7 -Activity was done but does not show
eagerness to participate or cooperate
6 -No interest in participating in the activities

Group 1. A Lamp
Directions: Students will make a poster for someone who
inspired them to attain success through diligence and hardwork.
Relate him/ her to an object

Group 2. Music
 Directions: Students will sing a thematic song related to the
story.

Group 3. The Character Web

Directions: Describe Makato’s character traits. Write your
answer in the character web below using the guide questions
inside the parenthesis. Be able to explain each trait.

I. Making generalizations and Task 7. Climb Up the Mountain

abstractions about the lesson Have the students plot the events in the story by writing them in KRA 1- (COT: Obj 3 Applies a range of
the space provided. teaching strategies to develop critical and
creative thinking, as well as other higher-order
thinking skills.)

MOV---Learners are given Higher-order thinking

Skills (HOTS) questions about the lesson.

J. Evaluating learning

KRA 3- (COT-Obj. 9 Designs, selects, organizes,

and uses diagnostic, formative and summative
assessment strategies consistent with curriculum
requirements.)
K. Additional activities for application or Assignment:
remediation Try to recall the experiences of Makato in the story. What lesson
in life you have learned from his experiences?
Write a 5-7 sentence paragraph. Provide your own title

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did 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?
Prepared by: Checked and Observed by:

ELJOHN C. TIMBANGAN JOEL O. ARTILLAGA

Secondary Teacher I Head Teacher II