SCHOOL GATIAWIN HIGH Grade Level 8

SCHOOL
ENGLISH
TEACHER Alpine A. Zapata LEARNING AREA
FOURTH
Teaching Date & Time January 21 -25, 2019 QUARTER WEEK: 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content The learner demonstrates understanding of: South and West Asian literature as an expression of philosophical and religious beliefs; information flow in
Standard various text types; reality, fantasy, and opinion in listening and viewing materials; word decoding strategies; and use of information sources,
active/passive constructions, direct/reported speech, perfect tenses, and logical connectors in journalistic writing.

B. Performance
The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and delivering a memorized
Standard
oral speech featuring use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis, and
appropriate prosodic features, stance, and behavior.

Predict what is to follow after a segment of a text.

Use Logical Connectors for emphasis.
Identify notable literary genres contributed by South and West Asian writers EN8LT-IVa-13
C. Learning
Identify the distinguishing features found in religious texts, epics, myths, drama, and short stories contributed by South and West Asian writers
Competencies/
EN8LT-IVa- 13.1
Objectives Identify positions of a topic sentence EN10RC
Use appropriate modifiers. EN10G
Determine the positive and negative traits of the characters based on their words, views and actions. EN8LC-IId-2-13
Analyze the elements that make reality and fantasy based on material viewed. EN8LT-LLi-3-

II. CONTENT UNIT IV:

III. Learning Resources

A. References
 1. Teacher’s Guide
pages
2. Learning
Materials
pages
3. Textbook pages

Powerpoints: Textbook, worksheets, Internet

 www.joelpeckham.com/formal. (www.cds.hawaii.edu/
ppt writingmatters/teachers/Topic-
 www.umsl.edu
Sentences4-8.ppt)z
 http://schoolwires.henry.k12.ga
.us/cms/lib08/GA01000549/Cen
tricity/Domain/2895/5%20MAJ
OR%20GENRES%20OF%20LITER
ATURE.ppt
 http://classroom.jc-
4. Additional schools.net/coleytech/dynamic_
curriculum/Language/Genre.ppt
Materials Videos:
from Learning  https://www.youtube.com/watc
Resource h?v=4_Uen7d0loI&t=534sfjf
 https://www.youtube.com/watc
h?v=_d2ZJxNxFao&t=34s
Others:
 https://en.wikipedia.org/wiki/So
uth_Asian_literature
 https://1000into1night.wordpre
ss.com/ali-baba-and-the-forty-
thieves/
 http://mocomi.com/ramayana-
story-of-diwali/

IV. PROCEDURES
A. Reviewing Task 1: Identity Check! Answer 1. Ask students to name some Present video clips of a certain Review on Modifiers. Give examples
previous lesson the following questions: countries in Asia. Let them speech of a known person. Let them of sentences using modifiers.
or presenting Are you contented with who you also enumerate the to take down notes of important
the new lesson are? If given a Chance would you background information they points of the speaker
 wish to be someone else or know about the countries
something else? Why? they mentioned. Put their
answers in KWL chart under
the Column K (what I know).
Accomplish the second
column by asking them what
they want to know about
Asian countries.
2. Present a video clip featuring
Asian art, culture, and
literature. As they watch the
clip, instruct students to list
down significant details they
learn under the ‘What I
Learn’ column.
Make use of the details they listed
as a starting point to introduce
South and West Asian Literature.
B. Establishing the Provide students a brief Provide at least 5 simple examples of Viewing of “Shakuntala” by Kalidasa
purpose of the introduction to South and West the main points.
lesson Asian Literature.
(Discuss Making Predictions Use a power point presentation Give the different types modifier
Task 1. Analysis of the story.
Using Power point to discuss the key features of through examples and practice
C. Presenting presentation) literature commonly found in board exercises. Draw a map of the places where the important
examples/ South and West Asian stories. events of the story took place chronologically.
Highlight the places by putting a circle on it.
instances on the
new lesson Narrate what happened on each circle.

Prepare the students on the Using a power point

listening activity. Tell them that presentation, introduce some Let them go back to the text and Task 2. Based on story, Determine
D. Discussing new they will listen to a story which is notable literary genres identify the topic sentences that the positive and negative traits of
concepts and cut into 6 paragraphs, and that contributed by South and contain modifiers the characters using PIN. (Positive-
practicing new they are to accomplish the Western Asian writers. Provide a Interesting-Negative). Put it on a
skills #1 information map. brief description of each literary table.
piece and background notes of
the writers.
 Task 2: Listen to the story by 1. Focus on two countries: India Ask them to give their own Task 3. Give your own view and
predict what comes next after (South) and Arab (West) by sentences using modifying words opinion on the beliefs found in the
E. Discussing new listening to each paragraph. Fill providing background notes and expanding it to form paragraph. reading text.
concepts and out the given grid. Show video presentations of the Choose a part of the story that you
practicing new
stories from South Asia liked most. Explain why you liked it.
skills #2
(Ramayana) and West Asia
(Alibaba and the Forty Thieves)..
Powerpoint Presentation 1. After viewing, provide Group Activity: Task 4. Group Activity
Connectors questions to check students’ Identifying the topic sentence in the Identify which events in the story
F. Developing comprehension of the given paragraph. can be considered as real and
mastery (leading stories. Construct topic sentences using the surreal. Give evidences to
to formative Help students identify which given subject and controlling support your answer. Create a
assessment) genre the two stories belong ideas. table and indicate the page and
to. paragraph number where the
statements can be found.
Ask students to extract events When can we make use of the
Task 3: Using the filled out grid that happened in both stories different modifiers? Task 5 Enumerate the effects of the
G. Finding practical
about the listening text, retell which also occurred in their story on oneself, one’s family, one’s
Application of the story using connectors society and one’s country.
actual lives. Let them share to
concepts and the class the value they learned
skills in daily as they overcome the same
living situations faced by the
characters in the story.
H. Making Ask: How does literature help one What is the importance knowing the What lesson/insight have you
Generalizations understand the culture, tradition, main idea of a certain paragraph or gained from the story that you
and abstractions religion, arts and way of living of text? think you can apply in your own
about the lesson people in one country? life? Explain your answer.
Task 4: Add details to the given Answer the worksheet by Group activities will serve as Quiz
situations using connectors. comparing and contrasting the Group activity will serve as evaluation. administration
distinguishing features of evaluation.  Giving of
‘Ramayana’ and ‘Alibaba and instructions
I. Evaluating
the Forty Thieves’ using a
Learning  Quiz proper
Venn diagram. Encourage
 Checking
students to compare and
discuss their answer with a
Recording
partner.
J. Additional
 Activities for
Application or
remediation
V. REMARKS
A. Number 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
lessons
D. No. of learners who
require to continue
remediation
E. Which of my teaching
strategies worked
well?
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: ALPINE A . ZAPATA, SST -I Checked by: JACKELINE P. MERANO, School Head