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Lesson Exemplar Quarter

Quarter
Lesson 1
1
1
Lesson

for English 1
Lesson Exemplar for English Grade 8
Quarter 1: Lesson 1 of 3 (Week 1)
SY 2025-2026

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2025-2026. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction,
distribution, modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and
disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain
permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over
them.

Development Team

Writer:
 Rona Ericka Claud
Validator:
 Asst. Prof. Robertgie L. Piañar, ME

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Center

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].
 LESSON EXEMPLAR TEMPLATE

LEARNING AREA/QUARTER/ GRADE LEVEL

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate their multiliteracies and communicative competence in evaluating Afro-Asian literature
Standards (poetry and prose) for clarity of meaning, purpose, and target audience as a foundation for publishing original
literary texts that reflect their expanding cultural identity.

B. Performance The learners analyze the style, form, and features of Afro-Asian literature (poetry and prose); evaluate literary texts
Standards for clarity of meaning, purpose, and target audience; and compose and publish an original multimodal literary text
(poem or prose) that represents their meaning, purpose, and target audience, and reflects their expanding cultural
identity.

C. Learning Evaluating literary texts

Competencies EN8LIT-I-1 Analyze literary texts as expressions of individual or communal values within:
and 1. Structural context
Objectives o character
o characterization
Lesson Objectives:
1. identify the major and minor characters (roles in the plot) of an Afro-Asian short story;
2. discuss the methods of characterization employed in an Afro-Asian short story;

D. Content Topic 1: Analyzing the structural context of an Afro-Asian short story

Subtopics:
Character and characterization

E. Integration SDG 5: Achieve gender equality and empower all women and girls
SDG 10: Reduce inequality within and among countries
SDG 16: Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and
build effective, accountable and inclusive institutions at all levels

II. LEARNING RESOURCES

Afro Asian Cultural Museum. (n.d.). https://afroasian.symbiosis.ac.in/aboutmuseum

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Literary Terms. (2015, June 1). Retrieved November 3, 2015, from https://literaryterms.net/
MasterClass. (2021, September 8). Writing 101: Guide to Direct Characterization and Indirect Characterization.
https://www.masterclass.com/articles/guide-to-direct-characterization-and-indirect-characterization
Merlo, R. (2011, April 18). The Lion Makers. Literature. https://literatureandarts.wordpress.com/2011/04/18/the-lion-makers/
Priyadarshika. (2022, September 3). Four Friends and the Hunter Story for children with Moral. Firstcry Intelli Education.
https://www.firstcry.com/intelli/articles/four-friends-and-the-hunter-story-with-moral-for-kids/
Richmond County School System. (n.d.). Five Elements of Fiction: Plot, Setting, Character, Point of View, Theme.
https://www.rcboe.org/cms/lib010/GA01903614/Centricity/Domain/4395/Elements%20of%20a%20Story.pdf
Tales of Panchatantra: Wisdom of the Ages. (n.d.). Tales of Panchatantra. https://www.talesofpanchatantra.com/

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Day 1 The students will accomplish

Prior this crossword puzzle in which
Knowledge Short Review: Crossword Puzz- the words are about literary
Lit elements and devices.

Let us recall some words which

you have discussed previously
when you were in Grade 7. Do the The short review activity
crossword puzzle below. should be accomplished as a
board work activity as a class.
The teacher may opt to make
Across it more interactive.
2. the struggle or problem
between two opposing forces in a
story Answers:
5. any written work that can be Across
prose or poetry 2. conflict

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 5. literature
Down Down
1. logical sequence of events in a story 1. plot
3. persons, animals, or any figures represented in a literary work 3. characters
4. the time and place of the story 4. setting

Feedback: Phil-Lit Flashback

The students recall concepts
Recall what you have learned about Philippine Literature in your previous year they have learned in Philippine
level. literature in Grade 7. The
teacher may identify a concept
in Philippine Literature in
which students review related
ideas.

This may be done as a class,

with a partner, or individually.
Afterwards, let the students
share their answer in class.

B. Establishing 1. Lesson Purpose

Lesson
Purpose
The teacher may show
pictures that represent Afro-
Asian culture and traditions
and ask questions to help
students activate their
knowledge and realize the
importance of studying Afro-
Asian Literature.

Image from: https://afroasian.symbiosis.ac.in/aboutmuseum

Look at the pictures. Can you identify which countries represent the pictures?

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 What do they represent—culture, tradition, structures, etc.?
Studying the culture and traditions of other countries allows us to understand
humanity. Literature also reflects the culture of a country.
2. Unlocking Content Vocabulary
Afro-Asian Literature is a term fused to describe the spoken or written
literary works, such as short stories and poems, by people from Africa and
Asian.
Prose is a general classification of literature, either oral or written, that
follows the natural flow of speech. It is the most common form of writing
used in both fiction and non-fiction.

C. Developing 1. Explicitation
and Deepening
Understanding Activity 1: Tell Me What

Look at this picture. What do

you think the people in this
picture are doing? Explain your
answer.

Image from:
https://libertyforcaptives.com/wp-content/uploads/2014/03/the_lion_m
akers.jpg
Panchatantra is a compilation of inter-woven series of tales in prose and poetry,
mostly animal fables. It was compiled in Sanskrit (Hindu) and Pali (Buddhist). Scan the QR code to retrieve
The compilation, attributed to Pandit Vishnu Sharma, is considered by most the photo.
scholars to be dated around 3rd century BCE and to be based on older oral
civilization. Through cross-border mutations, adaptations and translations, the
Panchatantra remains the most popular work of literature, especially amongst
storytellers.

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 The Lion Makers
In a certain town were four Brahmans who lived in friendship. Three of them
had reached the far shore of all scholarship but lacked sense. The other found
scholarship distasteful; he had nothing but sense.
One day they met for consultation. “What is the use of attainments,” said they,
“If one does not travel, win the favor of kings, and acquire money? Whatever Let the students analyze the
we do, let us all travel.” picture and infer what is
But when they had gone a little way, the eldest of them said: “One of us, the happening. Ask students to
fourth, is a dullard, having nothing but sense. Now nobody gains the favorable share their ideas about their
attention of kings by simple sense without scholarship. Therefore, we will not inferences.
share our earnings with him. Let him turn back and go home.” Write the students’ answers on
Then the second said: “My intelligent friend, you lack scholarship. Please go the board and go back to them
home.” But the third said: “No, no. This is no way to behave. For we have once they have read the story.
played together since we were little boys. Come along, my noble friend. You
shall have a share of the money we earn.’
With this agreement they continued their journey, and in a forest, they found
the bones of a dead lion. Thereupon one of them said: “A good opportunity to Before the students read the
test the ripeness of our scholarship. Here lies some kind of creature, dead. Let short story, The Lion Makers,
us bring it to life by means of the scholarship we have honestly won.” emphasize that the story to be
read in this lesson is from
Then the first said: “I know how to assemble the skeleton.” The second said: “I Panchatantra and highlight its
can supply skin, flesh, and blood.” The third said: “I can give it life.” So, the first significance to Indian
assembled the skeleton, the second provided skin, flesh, and blood. But while literature.
the third was intent on giving the breath of life, the man of sense advised
against it, remarking: “This is a lion. If you bring him to life, he will kill every
one of us.”
The teacher may employ
“You simpleton!” said the other, “it is not I who will reduce scholarship to a creative reading strategies to
nullity.” “In that case,” came the reply, “wait a moment, while I climb this make the reading experience
convenient tree.” more meaningful, like
dramatic oral interpretation of
When this had been done, the lion was brought to life, rose up, and killed all the story, multimedia
three. But the man of sense, after the lion had gone elsewhere, climbed down storytelling, role play, etc.
and went home.

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And that is why I say:
“Scholarship is less than sense.
Therefore, seek intelligence: To help students understand
Senseless scholars in their pride the short story, teachers may
Made a lion; then they died.” unlock unfamiliar words from
Guide Questions: the text using context clues or
1. Who are the characters in the story? other vocabulary building
2. Where does the story take place? techniques.
3. Explain this: “Scholarship is less than sense.
Therefore, seek intelligence:
Senseless scholars in their pride
Made a lion; then they died.”
Suggested words:
● brahman
DAY 2 ● scholarship
2. Worked Example ● simpleton
A. Read this: ● attainment

Characters and Characterization

A character is a person, animal, being, creature, or thing represented in a story.

Writers use characters to perform the actions and speak dialogue, moving the
story along a plot line. A story may have only one character (protagonist) and
still be a complete story. This character’s conflict may be an inner one (within
him/herself), or a conflict with something natural, such as climbing a mountain.
Most stories have multiple characters interacting, with one of them as the
antagonist, causing a conflict for the protagonist.
Retrieved from https://literaryterms.net/character/

Characters can be ...

o Round - Fully developed personalities that are affected by the story's events;
they can learn, grow, or deteriorate by the end of the story. Characters are
most convincing when they resemble real people by being consistent,
motivated, and life-like.
• Flat – A one-dimensional character
• Dynamic/Developing – A character who goes through change and "grows"
during a story

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• Static – A character who does not go through a change
Retrieved from https://www.rcboe.org/cms/lib010/GA01903614/Centricity/Domain/4395/Elements%20of%20a%20Story.pdf

What is characterization?
● Characterization is the description of a character’s physical traits (how a
character looks), point of view, personality, private thoughts, and
actions.
● Characterization is an essential element in fiction; it helps you
understand the characters, and how each character’s personality and
perspectives can help drive the plot forward.
Retrieved from https://www.masterclass.com/articles/guide-to-direct-characterization-and-indirect-characterization

Methods of Characterization
The characteristics of a character can be revealed through:
• his/her physical appearance
• what he/she says, thinks, feels, dreams and what he/she does or does
not do
• what others say about him/her and how others react to him/her
Retrieved from https://www.rcboe.org/cms/lib010/GA01903614/Centricity/Domain/4395/Elements%20of%20a%20Story.pdf

Guide Questions:
1. Define character in a literary work.
2. How are characters described or characterized?

A. Let’s Try
Fill in the table with the characters in The Lion Makers. Cite their actions or
lines and describe their character.

Characters Actions/ Lines Characterization/ Method of

Portrayal Characterization
Eldest Brahman
Second Brahman The teachers ask the following
Third Brahman questions after the students
Fourth Brahman read or perform the story.

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DAY 3

3. Lesson Activity
Read the Panchatantra story and fill in the table below.

The Four Friends and The Hunter Story

Once upon a time, in a big jungle, lived three friends – a crow, a rat, and a
turtle. They spent most of their time together.

One day, they were talking near a lake when a deer walked up to them. Upon
seeing the deer for the first time in the jungle, the turtle asked, “You seem to
be new here. We have never seen you.”
“Yes”, replied the deer. “I lived in the nearby jungle but have no friends, so I
came to this jungle searching for friends. Will you be my friends?”

“Yes, of course!” jumped the three friends in joy.

The four of them became very good friends within a short period.

After a few days, they saw a hunter coming toward the jungle.

“Oh no!” said the crow. “What do we do now? The hunter is coming towards
us.”

As soon as they saw the hunter approaching them, they fled away to save their
lives. The crow flew high and sat on the highest branch of the nearby tree. The
deer ran very fast and hid in the bushes. The rat slipped into a small hole
nearby.

The poor turtle, however, could not do any of these. He was running slowly, and
the hunter saw him and put him in his sack. Even though the hunter was
disappointed that he could not catch a bigger animal, he was happy that he had
caught something at least.

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As soon as the hunter left with the turtle, all three friends came back from their
hiding spots and met at one place.
“He took away our friend!” said the crow. “We should do something to save The teacher asks the following
him”, he added. questions to the students.

After thinking for a few minutes, the deer shrieked, “I have a plan!”

He shared his plan with his friends, who readily agreed to implement it.

The crow quickly flew to locate the hunter, and the deer followed him. After
some time, he spotted the hunter with the sack in his hand.

The crow signaled the deer, and he quickly overtook the hunter from a different
route. He lay down at a little distance on the path, pretending to be dead.
This activity may be done
When the hunter saw the deer, he thought, he must be dead, and he left the individually, by pair, or by
sack there itself and ran towards the deer to catch it. group. The teacher lets the
students share their answer to
Meanwhile, the rat reached the place where the sack was kept, and he quickly the class.
tore the sack with his teeth and freed the turtle. After the rat and turtle left, the
crow quickly signaled the deer to get up.

As soon as the deer got the signal, he suddenly got up and bolted into the
dense forest. The hunter was taken aback as to what had just happened.

He was very sad about losing the deer and returned to the place where he had
dropped his sack with a heavy heart. After returning, he found the sack empty,
and the turtle was not there anymore.
The teacher processes the text
He realized what had happened and left the forest empty-handed. to the students to help them in
understanding the characters
After the hunter left, the friends breathed a sigh of relief, and the turtle of the story.
thanked all of them for saving him.

Characters Actions/ Lines Characterization/ Method of

Portrayal Characterization

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 D. Making DAY 4 The teacher lets the students
Generalization answer this activity
s 1. Learners’ Takeaways individually and share their
Summarize how characters are described or characterized in a literary text. answers with a partner.

2. Reflection on Learning
How does character and characterization help in understanding and
analyzing a short story?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 4
Learning 1. Formative Assessment
A. This is a multiple-choice test. Write the letter of the correct answer. Answer key:
1. In Indian literature, it is a compilation of inter-woven series of tales in prose and A.
poetry, mostly animal fables. 1. b
a. Panchatanta b. Panchatantra c. Panchata d. Panchamantra 2. d
3. a
2. He is said to be a simpleton among the Brahmans.
4. b
a. Eldest Brahman b. Second Brahman c. Third Brahman d. Fourth Brahman
5. c
3. He is the Brahman who assembled the skeleton of the lion. B.
a. Eldest Brahman b. Second Brahman c. Third Brahman d. Fourth Brahman 1. True
2. False

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 4. He is the Brahman who supplied skin, flesh, and blood to the lion. 3. True
a. Eldest Brahman b. Second Brahman c. Third Brahman d. Fourth Brahman 4. True
5. False
5. He is the Brahman who gave life to the lion.
a. Eldest Brahman b. Second Brahman c. Third Brahman d. Fourth Brahman

B. This is a true-false test. Write TRUE if the statement is correct, otherwise write
FALSE.
1. Characters in a literary text can be a person, animal, creature, or thing.
2. Characters can be described only by what other characters say about them.
3. Flat characters are one-dimensional characters.
4. Characteristics of characters may also be revealed through what they say.
5. Dynamic characters do not go through change.
2. Homework (Optional)
Read about the following literary elements:
a. Plot
b. Conflict
c. Point of View

B. Teacher’s Note observations on any of

Effective Practices Problems Encountered The teacher may take note of
Remarks the following areas: some observations related to
the effective practices and
strategies explored problems encountered after
materials used utilizing the different
strategies, materials used, the
learner engagement/ earner engagement and other
interaction related stuff.

others Teachers may also suggest

ways to improve the different
activities explored.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection ▪ principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may
▪ students
also consider this as an input

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 What roles did my students play in my lesson? for the LAC/Collab sessions.
What did my students learn? How did they learn?
▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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