Detailed Lesson Plan in English 8

SCHOOL: STO NIÑO INTEGRATED Grade 8- Rizal

SCHOOL Level:
GRADE 8
DETAILED LESSON
PLAN
TEACHER: JANE D. ALCAZAREN Learning ENGLISH 8
Area:
Teaching Date September 10, 2019 Quarter: SECOND
& Time: 8:30- 9:30 AM
I. OBJECTIVES
A. CONTENT STANDARD The learner demonstrates understanding of: East Asian Literature
as an art from inspired and influenced by nature; relationship of
visual, sensory, ad verbal signals in both literary and expository
texts; strategies in 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.
B. PERFORMANCE STANDARD The learner transfers learning by composing and delivering a brief
and creative entertainment speech featuring a variety of effective
paragraphs , appropriate grammatical signals or expressions in
topic development, and appropriate prosodic feature, stance, and
behavior.
C. LEARNING EN8RC-IId-2.22
COMPETENCIES/OBJECTIVES (WRITE Evaluate the personal significance of a literary text
THE LC CODE FOR EACH) EN8LC-IId-7:
Employ appropriate listening skills and strategies suited to long
descriptive and narrative text
EN8LC-IId-7:
React to assertions made by the author in the text
EN8LC-IIc-2.13:
Determine the tone and mood of the speaker or characters in the
narrative listened to
II. CONTENT “The Parable of the Lost Son”
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher's Guide Page
2.Learner's Material Page
3.Textbook Pages
4.Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources k-12 English Communication Arts and Skills Through Afro-Asian Literature
Textbook
IV. PROCEDURES
a. Preparatory Activities
1. Daily Routine
a. Prayer Let the learners stand up for a prayer.

b. Greetings Good morning class, how are you?

c. Checking of Attendance Let the assigned class secretary checked the attendance.

Give plus points if there’s no absent.

d. Checking of Assignment Let the learners submit their assignment.
2. Priming Start the class by presenting a picture of a family consisting of a father a
mother, brother and sister.
 Let the learners say something about the picture
 Let them react through relating it to their own family.
(After it, the teacher will introduce the topic which is all about “The
Parable of the Lost Son.”)

b. Lesson Proper
a. Activity Present the Bible Verse to the learners: Luke 15:11-32, let the learners
apply the appropriate listening strategies.

“LEARNING THROUGH AN ACTUAL ENGAGEMENT”

Divide the class into three groups:
Group I- (Musical Group) create a short song that absolutely fitted to the
significance of the text read.
Group II- (Verbal/Linguistic) create a short poem that best describes the
tone and the mood of the text being read.
Group III- (Interpersonal) collaborate with your group share ideas and
experience as to how God love us.
( Presentation of the different task will immediately follow)
b. Analysis “LEARNING TO KNOW!”
Raise the following questions for collaboration:
 How was the activity?
 How do feel after the presentation?
 How did you come up with a beautiful idea, what have you done
with your group mates?
 What listening strategies did you used while listening to the verse
presented? How did it help you understand the text?
 How important is the text presented? What are the personal
significance presented in the text?
 How would you describe the tone and the mood of the characters in
the narrative listened to a while ago?

c. Abstraction “LEARNING IS FUN!”

To give generalization on the topic discussed, the teacher will do the
“carousel method” in determining the understanding of the students.
There will be song played while the ball is being passed, once it will be
stopped learners whose holding the ball will be sharing his/her ideas.
Then the teacher will give generalization in the end of the game.

d. Application “LEARNING BY DOING”

 The main tone of the text clearly shows “repentance,” while the
mood created towards the learners is all about “love.”
Together with the same groupings, react through assertions made
by the author in the text through the following:
Group I: (Musical/ Rhythmic) create a rhythmic beat music best suited to
your reaction.
Group II: (Verbal/Linguistic) create an informative speech that is
dedicated to personal significance.
Group III: (Bodily Kinesthetic) create a dance moves that best signifies to
the tone and mood of the characters in the text.

e. Assessment The learners will read the story, “The good Samaritan.”
Answer the following:
1. Determine the personal significance of the text being read?
2. Determine the tone and mood of the characters in the narrative texts.

f. Additional activities for application or Review “The steps in doing the Skimming at home.”
remediation
V- Closure “Forgiveness should be given to everyone.”
VI. REMARKS
VII. 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 lesson work? No. of
learners who have caught up with the lesson
D. No. of learners who to require remediation
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?
G. What innovation or localized materials did
I use/discover which I wish to share with
other teachers?

Prepared by:
Noted by:
JANE D. ALCAZAREN MARIO B. TAMAYO
Secondary School Teacher I T-III/ School Head

Prepared by:

JANE D. ALCAZAREN
Secondary School Teacher I