School SUNRISE INTEGRATED SCHOOL Grade 8

Teacher KAREEN A. ABASCAL Subject ENGLISH

MATATAG
K to 10 Curriculum Date and Time of
June 16-20, 2025 Quarter 1 WEEK 1
Weekly Lesson Log Teaching
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate their multiliteracies and communicative competence in evaluating Afro-Asian literature (poetry and prose)
A. Content
for clarity of meaning, purpose, and target audience as a foundation for publishing original literary texts that reflect their expanding
Standards
cultural identity.
The learners analyze the style, form, and features of Afro-Asian literature (poetry and prose); evaluate literary texts for clarity of
B. Performance
meaning, purpose, and target audience; and compose and publish an original multimodal literary text (poem or prose) that represents
Standards
their meaning, purpose, and target audience, and reflects their expanding cultural identity.
Learning Competency
 EN8LIT-I-1 Analyze literary texts as expressions of individual or communal values within:
1. Structural context
C. Learning o Character
Competencies
o Characterization
and Objectives
Lesson Objectives:
a. identify the major and minor characters (roles in the plot) of an Afro-Asian short story;
b. discuss the methods of characterization employed in an Afro-Asian short story;
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

II. CONTENT Topic 1: Analyzing the structural context of an Afro-Asian short story
Subtopics: Character and characterization
III. LEARNING RESOURCES Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Lesson Exemplar for English Grade 8
A. References Quarter 1: Lesson 1 of 3 (Week 1)
SY 2024-2025
B. Other Learning
TV, laptop, and PowerPoint Presentation, Videos, Pictures, and etc.
Resources
IV. TEACHING AND LEARNING These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways
PROCEDURES to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
Before/Pre-Lesson Proper
Activating Prior Short Review: •Have a recap on the •Have a recap on the activities Have a recap on the activities  NMP
 Crossword Puzz-Lit activities being tackled being tackled being tackled  NRP
Let us recall some words which •Let the students perform •Let the students perform the •Let the students perform the  Remedial
you have discussed previously the recapitulation and recapitulation and share what recapitulation and share what
when you were in Grade 7. Do share what they have they have learned from the they have learned from the
the crossword puzzle below. learned from the previous discussion previous discussion
previous discussion.

Knowledge

Feedback: Phil-Lit Flashback

Recall what you have learned
about Philippine Literature in
your previous year level.

Lesson (The teacher may show pictures Lesson Objectives: Lesson Objectives: Lesson Objectives:
that represent Afro-Asian culture a. identify the a. identify the major and a. identify the major
Purpose/Intention and traditions and ask questions to major and minor minor characters (roles in the and minor characters (roles
help students activate their
characters (roles in the plot) of an Afro-Asian short in the plot) of an Afro-
knowledge and realize the
importance of studying Afro-Asian
plot) of an Afro-Asian story; Asian short story;
Literature.) short story; b. discuss the methods of b. discuss the methods
b. discuss the characterization employed in of characterization
methods of an Afro-Asian short story. employed in an Afro-Asian
characterization short story.
employed in an Afro-
Asian short story.

Lesson Language Unlocking Content

Practice Vocabulary
(the teacher will give the meaning
 of the following terms)

 Afro-Asian Literature
 Prose
During/Lesson Proper
Reading the Key Explicitation (the teacher will present Discussion on the sub-topics:
Idea/Stem Activity 1: Tell Me What the story about “ The  Characters
Look at this picture. What do Lion Makers” through  Characterizations
you think the people in this PPT and let the students
picture are doing? Explain your read it)
answer. >To help students
understand the short
story, teachers may
unlock unfamiliar words
from the text using
context clues or other
vocabulary building
techniques.
Suggested words:
(Let the students analyze the ● brahman
picture and infer what is ● scholarship
happening. Ask students to ● simpleton
share their ideas about their ● attainment
inferences.)
Developing Guide Questions: Guide Questions:
Understanding of the 1. Who are the characters 1. Define character in a literary
in the story? work.
Key Idea/Stem 2. Where does the story
2. How are characters described
take place?
3. Explain this: or characterized?
“Scholarship is less than
sense.
Therefore, seek
intelligence:
Senseless scholars in
their pride
Made a lion; then they
died.”
Deepening A. Let’s Try 3. Lesson Activity
Understanding of the Fill in the table with the Read the Panchatantra story
characters in The Lion Makers. and fill in the table below.
Key Idea/Stem Cite their actions or lines and The Four Friends and The
describe their character. Hunter Story
(The teacher asks the
following questions to the
 students.)

After/Post-Lesson Proper
Making Generalizations Learners’ Takeaways Reflection on Learning
and Abstractions Summarize how characters are How does character and
described or characterized in a characterization help in
literary text. understanding and analyzing
a short story?
Formative Assessment
Multiple Choice Test
Evaluating Learning True or False
(see pp. 13-14 of the module)
Additional Activities for >Provide additional practice Remediation: Offer Activity: Provide additional Homework (Optional)
Application or texts for students who need additional practice with practice texts for students who Read about the following
extra help. Offer one-on-one text structure analysis need further help. Offer one-on- literary elements:
Remediation (if support or group discussions to through worksheets or one support or group a. Plot
applicable) address any confusion. Assign a one-on-one support. discussions to address common b. Conflict
reading and analysis task for challenge c. Point of View
further reinforcement.
Remarks
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
lessons.
D. No. Learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did this
work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
 G. What innovation or
localized materials
did I used/discover
which I wish to share
with other teachers?

Prepared by: Reviewed by:

KAREEN A. ABASCAL GAUDIOSA L. ALKUINO, HT-II
Teacher School Head