Department of Education
Region III
Schools Division of Olongapo City
REGIONAL SCIENCE HIGH SCHOOL III
East Kalayaan, SBFZ, Olongapo City
A SEMI-DETAILED LESSON PLAN IN ENGLISH GRADE 8
July 3, 2019 (1st Quarter)
I. Objectives
At the end of the 60-minute period 100% of the class will be able to perform the
assigned task with 90% proficiency;
a. Scan rapidly for sequence signals or connectors as basis for determining the rhetorical
organization of texts (Reading Comprehension)
b. Acquire critical thinking skills essential for evaluation, forming judgment, and making
decisions.
c. Develop the value of respecting other’s point of view.
d. Demonstrate a heightened sensitivity to the needs of others for a better understanding
of man (Literary Appreciation)
e. Formulate correct conditional statements (Grammar Structure and Awareness)
f. Express a different opinion without being difficult (Attitude)
II. Subject Matter
a. Lessons: The Soul of the Great Bell by Lafcadio Hearn
b. Competency/Skill:
1. EN8LT-If-7: Appreciate literature as a means of understanding the human
being and the forces he/she needs to contend with
2. EN8VC-Ig-15: Compare and contrast the presentation of the same topic in
different viewing genres
3. EN8WC-Ig-6: Organize notes taken from an expository text
4. EN8WC-Ig-6.2: Arrange notes in one-step word, phrase, and sentence
outline forms
c. Materials: copy of story, manila paper
d. Strategy: Group activity (jigsaw technique)
e. Reference: Learners Material, English 8, Module 1 Lesson 2 pages 29-42
III. Procedure
A. Pre-activity
1. Checking of Attendance
2. Classroom Management
3. Presentation of the new lesson
Department of Education
Region III
Schools Division of Olongapo City
REGIONAL SCIENCE HIGH SCHOOL III
East Kalayaan, SBFZ, Olongapo City
The teacher will present the new lesson by introduction of the author’s
background and by unlocking difficulties (comprehension and vocabulary)
through a video and power point presentation.
B. Activity Proper
The teacher will tell the students to form groups (previously formed) and assign
each member a number (1-6). The members then will proceed to their break-out
groups and read a part of the story that will be given by the teacher.
C. Post-activity
After reading, the students will go back to their mother group and share what
they have read. After which, the group will have the story summarized and
present the summary and story wheel to the rest of the class.
The following rubric will be used:
Rubric
IV. Evaluation
The teacher will ask the students to bring out one whole sheet of paper crosswise to
answer the following questions in 2-3 sentences. The comprehension questions
focus on the story “The Soul of the Great Bell”
1. What message does it express? Is it valuable?
2. Is there a sense of musicality in the selection? How does the writer achieve this?
3. Does the text stimulate imagination? How?
4. 1. Why was it entitled the Soul of the Great Bell?
Department of Education
Region III
Schools Division of Olongapo City
REGIONAL SCIENCE HIGH SCHOOL III
East Kalayaan, SBFZ, Olongapo City
5. What other Chinese traditions involve bells? Compare and contrast these
traditions with Filipino traditions.
6. Do Filipinos and Chinese have similar values? What makes you think so?
7. Has the story helped you understand your identity as a Filipino
V. Assignment
1. Identify the different coordinating conjunctions used in the story?
2. What are the types of coordinating conjunctions?
Prepared by:
Ms. Florian Marie Interino
Teacher I
Checked by:
Ms. Reynita B. Daduya
HT III - English
Department of Education
Region III
Schools Division of Olongapo City
REGIONAL SCIENCE HIGH SCHOOL III
East Kalayaan, SBFZ, Olongapo City
Words to unlock
Fluttering
Lauriat
Illegitimate
Polyglot
Bewildered
Bombarded
Exploit
Mingling
Throbs
The Anatomy of a Filipino by: Prof. Felix Bautista
All: I like to think that I am a Filipino, that I am as Good, a Filipino as Anyone.
Girls: My heart thrills, when, I Hear, the National anthem, being played. Boys: And my Blood
Rises, when, I see our flag, Fluttering in the breeze.
All: And Yet, I find myself asking, How Filipino Am I, Really? Boys: My First Name is American.
Girls: My Last Name Is Chinese.
Boys: When I’ am with Girlfriends or more correctly, when, I’ am with my Friends, who happen
to be girls- I talk to them in English.
Girls: If they are thirsty, I buy them, a Bottle of American coke.
Boys: If they are hungry, I treat them, to an Italian Pizza pie. All: And when I have the money, I
give them a real Chinese Lauriat.
Boy (solo): Considering all these, considering my taste, for many things foreign, what right do I
have, to call myself, a Filipino?
Girls (solo): Should I not call myself, a culture orphan? The illegitimate child of many races?
All: Rightly or wrongly, whether we like it or not, we are the end products of our history.
Fortunately or unfortunately, our history is a co-mingling, of polyglot influences.
Boys: Malayan and Chinese.
Department of Education
Region III
Schools Division of Olongapo City
REGIONAL SCIENCE HIGH SCHOOL III
East Kalayaan, SBFZ, Olongapo City
Girls: Spanish and British.
Boys: American and Japanese.
All: This is historic fact we cannot ignore, a cultural reality we cannot escape, for to believe
otherwise is to indulge in fantasy.
Boy (solo): I must confess, I am an extremely confused, and Bewildered young man. Wherever
I’ am, whatever I may be doing, I am Bombarded, on all sides, by people who want, me to
search for my national identity.
All: Rightly or wrongly, whether we like it or not, we are the end products, of our history
fortunately or unfortunately, our history is a co-mingling, of polyglot influences.
All: Tell me the Language I speak should be replaced by Filipino. They urge me to do away with
things foreign to act and think, and buy Filipino.
Girl (solo): Even in art, I am getting bothered and Bewildered.
All: The Writer should use Filipino, as his medium, the nationalists cry.
Boys: The Painter should use his genius in portraying themes purely Filipino, they demand.
Girls: The Composer should exploit endless Possibilities of the haunting kundiman, they insist.
All: All these sound wonderful. But Rizal used Spanish, when he wrote, Noli and Fili.
Boys: Was he less of a nationalist, because of it? Must the artist, to be truly Filipino, paint with
the juice of the Duhat?
Girls: And must he draw picture of topless Muslim women or Igorot warriors in G-String?
All: And if the composer desert the kundiman, and he writes song faithful to the spirit of the
Youths of today, does he become Unfilipino? We are what we are today, because of our
History.
Boys: In our veins pulses blood with traces of Chinese and Spanish and American, but It does
not stop being Filipino, because of these.
Girls: Our culture is tinged with foreign influences, but it has become rich thereby. All: This
mingling, in fact, could speed us on the road, to national greatness. Look at America, it is a
great country, and yet it is the melting pot of Italian, and German, British, and French, or Irish
and Swedish.
Boy (solo): Filipinism, after all, is in the heart.
Department of Education
Region III
Schools Division of Olongapo City
REGIONAL SCIENCE HIGH SCHOOL III
East Kalayaan, SBFZ, Olongapo City
All: If that heart beats faster, because the Philippines is making progress, if it fills with
compassion because its people are suffering, then it belongs to a true Filipino; and it throbs
with pride in our past, if it pulses with awareness of the present , if it beats with a faith in the
future, then we could ask for nothing more; all other things are Unimportant.
Boys: I have an American First Name.
Girls: And I have, a Chinese Last Name.
All: And I am proud, very, very proud, - because underneath these names beats a Filipino
heart.
