Republic of the Philippines

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E-mail: [email protected]
Tel. No. +6332 402-4060 loc 1137

COLLEGE OF EDUCATION

Detailed Lesson Plan (DLP) in ENGLISH 8

DLP No.: Learning Area: Literature Grade Level: 8 Quarter: 2 Duration:

1hr
Learning 1. Appreciate literature as an art form Code:
Competency/ies: inspired and influenced by nature. EN8LT-IIe-0-9
(Taken from the Curriculum 2. Explain how a selection may be EN8LT-IIi-3
Guide)
influenced by culture, history,
environment, or other factors.

Key Concepts / Exploring the cultural and societal

Understandings to implications of generosity within the
be Developed context of Japanese folklore, and its
enduring relevance in shaping moral
virtues and interpersonal
relationships.
Domain Adapted Cognitive Process Dimensions (D.O. No. 1. Objectives
8, s. 2015)
Knowledge Categories: Behavioral Verbs:
The fact or identify, retrieve,
Remembering
condition of recognize, duplicate,
The learner can recall information and retrieve
knowing list, memorize,
relevant knowledge from long-term memory
something with repeat, describe,
familiarity
gained through reproduce
experience or Understanding interpret, exemplify, Discuss the
association The learner can construct meaning from oral, classify, summarize,
infer, compare, explain, distinguishing features of
written and graphic messages
paraphrase, discuss East Asian Literature
through oral recitation.

Skills Applying execute, implement,

The ability and The learner can use information to demonstrate, dramatize,
capacity interpret, solve, use,
acquired undertake a procedure in familiar illustrate, convert, discover
through situations or in a new way
deliberate,
Analyzing differentiate, distinguish,
systematic, and
The learner can distinguish between parts compare, contrast, organize,
sustained effort
to smoothly and and determine how they relate to one outline, attribute, deconstruct
adaptively another, and to the overall structure and
carryout purpose
complex
activities or the Evaluating coordinate, measure, detect,
ability, coming The learner can make judgments and justify defend, judge, argue,
from one's debate, describe, critique,
decisions
knowledge, appraise, evaluate
practice,
Creating generate, hypothesize, plan, Construct an essay
aptitude, etc., to
The learner can put elements together to design, develop, produce,
do something form a functional whole, create a new construct, formulate, about the “Giri” and
product or point of view assemble, devise “Ninjo” of Japanese
beliefs

Attitu Categories: 1. Receiving Phenomena - Awareness, willingness to List of Attitudes:

de hear, selected attention Self-esteem, Self-confidence,
Growth Wellness, Respect, Honesty,
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold,
in Personal discipline, Perseverance,
identify, locate, name, point to, reply, select, sit, Study, use
Sincerity, Patience, Critical thinking,

feelings 2. Responding to Phenomena - Active participation on the part of the Open-mindedness, Interest,
or learners. Attends and reacts to a particular phenomenon. Learning Courteous, Obedience, Hope,
emotio outcomes may emphasize compliance in responding, willingness to Charity, Fortitude, Resiliency,
nal respond, or satisfaction in responding (motivation). Positive vision, Acceptance,
areas. Determined, Independent ,
Behavioral Verbs: aid, answer, assist, comply, conform,
A Gratitude, Tolerant, Cautious,
discuss, greet, help, label, perform, practice, present, read, recite,
settled Decisive, Self-Control, Calmness,
way of report, select, tell, write
Responsibility, Accountability,
thinkin 3. Valuing - Attaches to a particular object, phenomenon, or Share their
Industriousness, Industry,
g or behavior. This ranges from simple acceptance to the more complex
feeling state of commitment. Valuing is based on the internalization of a Cooperation, Optimism, opinions
about set of specified values, while clues to these values are expressed in Satisfaction, Persistent, Cheerful,
the learner's overt behavior and are often identifiable. Reliable, Gentle, Appreciation of concerning
someon
e or Behavioral Verbs: work, complete, demonstrate,
one’s culture, Globalism, the literary
Compassion, Work Ethics,
somethi differentiate, explain, follow, form, initiate, invite, join, justify, Creativity, Entrepreneurial Spirit, work in a
ng,
typicall
propose, read, report, select, share, study Financial Literacy, Global, group
Solidarity, Making a stand for the
y one
good, Voluntariness of human act, discussion.
that is
4. Organization - Organizes values into priorities by contrasting Appreciation of one’s rights,
reflecte
d in a different values, resolving conflicts between them, and creating Inclusiveness, Thoughtful,
person’ a unique value system. The emphasis is on comparing, relating, Seriousness, Generous, Happiness,
and synthesizing values. Modest, Authority, Hardworking,
s
behavio Behavioral Verbs: adhere, alter, arrange, combine, compare, Realistic, Flexible, Considerate,
r complete, defend, explain, formulate, generalize, identify, Sympathetic, Frankness
integrate, modify, order, organize, prepare, relate, synthesize
5. Internalizing values - (Characterization): Has a value system that
controls their behavior. The behavior is pervasive, consistent,
predictable, and most importantly, characteristic of the learner.
Instructional objectives are concerned with the student's general
patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen,
modify, perform, practice, propose, qualify, question, revise,
serve, solve, verify
Value Categories: List of Values:
s 1. Receiving Phenomena - Awareness, willingness to hear, 1. Maka-Diyos
selected attention Love of God, Faith, Trusting,
A
learner' Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Spirituality, Inner Peace, Love
s identify, locate, name, point to, reply, select, sit, Study, use of truth, Kindness, Humble
principl 2. Responding to Phenomena - Active participation on the
es or part of the learners. Attends and reacts to a particular phenomenon.
standar Learning outcomes may emphasize compliance in responding,
ds of willingness to respond, or satisfaction in responding (motivation).
behavio
r; one's Behavioral Verbs: aid, answer, assist, comply, conform,
judgme discuss, greet, help, label, perform, practice, present, read, recite,
nt of report, select, tell, write 2. Maka-tao Explain the
what is 3. Valuing - Attaches to a particular object, phenomenon, or Concern for Others, Respect
importa behavior. This ranges from simple acceptance to the more complex for human rights, Gender themes of
nt in state of commitment. Valuing is based on the internalization of a set equality, Family Solidarity, generosity
life. of specified values, while clues to these values are expressed in the
learner's overt behavior and are often identifiable. Generosity, Helping, Oneness and its
Go Behavioral Verbs: work, complete, demonstrate, importance in
beyond
learner’
differentiate, explain, follow, form, initiate, invite, join, justify, real life.
propose, read, report, select, share, study
s life on
4. Organization - Organizes values into priorities by
earth,
contrasting different values, resolving conflicts between them, and
include
creating a unique value system. The emphasis is on comparing,
more
relating, and synthesizing values.
than
wealth Behavioral Verbs: adhere, alter, arrange, combine, compare,
and complete, defend, explain, formulate, generalize, identify,
fame, integrate, modify, order, organize, prepare, relate, synthesize
and 5. Internalizing values - (Characterization): Has a value
would system that controls their behavior. The behavior is pervasive,
affect consistent, predictable, and most importantly, characteristic of the 3. Makakalikasan
the learner. Instructional objectives are concerned with the student's Care of the environment,
eternal general patterns of adjustment (personal, social, emotional). Disaster Risk Management,
destiny Protection of the
Environment, Responsible
Consumerism,
Cleanliness, Orderliness,
Saving the ecosystem,
Environmental
sustainability
4. Makabansa
Peace and order, Heroism and
Appreciation of Heroes,
National Unity, Civic
Consciousness, Social
responsibility,
Harmony,
Patriotism,
Productivity

of Behavioral Verbs: act, discriminate, display,

millions influence, listen, modify, perform, practice,
propose, qualify, question, revise, serve, solve,
verify
2. Content Generosity in “The Adventures of Little Peachling (Momotaro)”
3. Learning https://www.worldoftales.com/Asian_folktales/Japanese_folktale_25.html
Resources
4. Procedures
4.1 Introductory Activity (____ minutes). This part Warm-up Activity: Draw a Gift
introduces the lesson content. Although at times optional, it is
usually included to serve as a warm-up activity to give the
learners zest for the incoming lesson and an idea about what The teacher divide the class into four. Each
it to follow. One principle in learning is that learning occurs group will ask another group to draw
when it is conducted in a pleasurable and comfortable
something (ex. An apple) that they want.
atmosphere.

(ex. Group 1 wants group 2 to draw an apple).

The pattern are as follows:

G (Group) 1 asks G2.

G2 asks G3.
G3 asks G4.
G4 asks G1.

The requested items are to be drawn on the

illustration board provided for each group. The
ones who requested will grade the outputs on
a scale of 1 to 10. They will be given a
duration of two minutes to complete the
drawing.

4.2 Activity (____ minutes). This is an interactive strategy Activity: Video Watching
to elicit learner’s prior learning experience. It serves as a
springboard for new learning. It illustrates the principle that
The teacher will show a video about the
learning starts where the learners are. Carefully structured nature of generosity.
activities such as individual or group reflective exercises, group
discussion, self-or group assessment, dyadic or triadic
interactions, puzzles, simulations or role-play, cybernetics Link: https://www.youtube.com/watch?
exercise, gallery walk and the like may be created. Clear v=7mhyRBiIp4Q
instructions should be considered in this part of the lesson.

After the video sharing, the teacher will pose a

question the students:

 Based on the video, how would you

describe the generosity people are
capable of doing? Does being
generous gives significant effects in
your community?
4.3 Analysis (____ minutes). Essential questions are Guide Questions:
included to serve as a guide for the teacher in clarifying key
understandings about the topic at hand. Critical points are Here, the teacher will provide some questions
organized to structure the discussions allowing the learners to
maximize interactions and sharing of ideas and opinions about the students should keep in mind for the
expected issues. Affective questions are included to elicit the duration of the class because they will be
feelings of the learners about the activity or the topic. The last
questions or points taken should lead the learners to
asked the questions during the assessment.
understand the new concepts or skills that are to be presented
in the next part of the lesson. 1. How is generosity portrayed in the story
of Momotaro? Can you identify specific
instances where characters
demonstrate generosity towards
others?
2. Reflecting on your own experiences,
how can you apply the lessons learned
from Momotaro's story about generosity
to your own life and interactions with
others?
3. How does the concept of reciprocity or
obligation (giri) relate to the theme of
generosity in Japanese culture, and
how is this reflected in Momotaro's
story?
4. What are the distinctive qualities of
Japanese folklore, particularly in the
story of Momotaro, that set them apart?
4.4 Abstraction (____ minutes). This outlines the key Lesson Proper: The Adventures of Little
concepts, important skills that should be enhanced, and the
proper attitude that should be emphasized. This is organized
Peachling
as a lecturette that summarizes the learning emphasized from
the activity, analysis and new inputs in this part of the lesson.  The teacher and the students will read
together the story using both the
television and some printed copies of
the story for people with bad eyesight.

Link:
https://www.worldoftales.com/Asian
_folktales/Japanese_folktale_25.ht
ml

 Giri:

Obligation: Duty or social responsibility

towards others.

 Ninjo:
 1. Human Emotion: Represents
empathy, compassion, and personal
feelings.

2. Expression of Self: Allows unique

identity expression, even if conflicting
with societal norms.

 Relationship of nature and harmony:

"Momotaro," the nature motif

symbolizes harmony between
humans and nature, reflecting a
prevalent theme in Japanese
literature. Animals are portrayed as
allies, showcasing reverence for
nature's role in human life. This
motif underscores Japan's cultural
respect for nature and traditional
values of coexistence, recurring
across Japanese literature.

4.5 Application (____ minutes). This part is structured Huddle Up!

to ensure the commitment of the learners to do something
The teacher utilizes the previous four groups
to apply their new learning in their own environment.
for a group discussion. There will be a time
limit of 2 minutes for the discussion, and
another minute for each group to present their
thoughts about the story. Each group will be
assigned one question respective to their
group number. The questions will be the guide
questions provided earlier:

1. How is generosity portrayed in the story of

Momotaro? Can you identify specific
instances where characters demonstrate
generosity towards others?
2. Reflecting on your own experiences, how
can you apply the lessons learned from
Momotaro's story about generosity to your
 own life and interactions with others?
3. How does the concept of reciprocity or
obligation (giri) relate to the theme of
generosity in Japanese culture, and how is
this reflected in Momotaro's story?
4. What are the distinctive qualities of
Japanese folklore, particularly in the story
of Momotaro, that set them apart?

4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether learning objectives have
Assess whether learning objectives have been met for a
been met.
specified duration, b) Remediate and/or enrich with
appropriate strategies as needed, and c) Evaluate whether
learning intentions and success criteria have been met.
(Reminder: Formative Assessment
may be given before, during, or after the lesson). Choose any
from the Assessment Methods below:
Assessment Possible Activities Talking to Learners/Conferencing
Method
a) Investigation, Role Play, Oral
Presentation, Dance, Musical
Observation
Performance, Skill Demonstration,
(Formal and
Group Activity (e.g. Choral Reading),
informal
Debate, Motor & Psychomotor Games,
observations of
Simulation Activities, Science
learners’
performance or Experiment
behaviors are
recorded, based on
assessment criteria)
Hands-on Math Activities, Written
b) Talking
Work and Essay, Picture Analysis,
Written Work and Essay.
to Learners /
Comic Strip, Panel Discussion,
Conferencin Interview, Think-Pair-Share, Reading
g In a yellow pad, the teacher will assign the
(Teachers talk to students to write an essay about the following
and question
learners about question:
their learning to
gain insights on
their understanding “Can you give a real life example that Giri and
and to progress Ninjo are present, and how important are them
and clarify their
thinking) to your life?”

The criteria sheet used for the essay is

borrowed from this link:

https://www.readwritethink.org/sites/default/file
s/Essay%20Rubric.pdf
 c) Analysis of Learners’ Worksheets for all subjects, Essay,
Products Concept Maps/Graphic Organizer,
(Teachers judge the quality of products Project, Model, Artwork, Multi-
produced by learners according to media Presentation, Product made in
agreed criteria) technical-vocational subjects

d) Tests Skill Performance Test, Open-Ended

(Teachers set tests or quizzes to Question, Practicum, Pen and Paper
determine learners’ ability to Test, Pre and Post Test, Diagnostic
demonstrate mastery of a skill or Test, Oral Test, Quiz
knowledge of content)

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson The teacher will assign the
students to read in advance the
story of Shakuntala to prepare for
next meeting’s lesson.

4.8 Concluding Activity (____ minutes). The teacher will present a

This is usually a brief but affective closing activity such as a strong quotation, a
short song, an anecdote, parable or a letter that inspires the learners to do
Japanese quote for the students
something to practice their new learning. to read aloud and internalize.
Afterwards, the teacher will ask a
student their understanding of the
quote.

“If the fish is kind to the water, the

water will be kind to the fish.”
-Anonymous
 5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case
of re-teaching or lack of time, transfer of lesson to the following day, in cases of class suspension, etc.

6. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What
works? What else needs to be done to help the students learn? Identify what help your instructional supervisors
can provide for you so when you meet them, you can ask them relevant questions. Indicate below whichever
is/are appropriate.
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 learning
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:

Name: Cirel G. Cabilin School: Cebu Technological University

Position/Designation: Secondary Teacher Division: N/A
Contact Number: 09218616103 Email address: [email protected]