DAILY LESSON PLAN
Learning
Grade Level GRADE 8 Area ENGLISH
Teaching SEPTEMBER 04, 2023
Date and Quarter FIRST
MANGO 7:45-8:45 AM
Time
ORANGE 11:00-12:00 PM
I. OBJECTIVES
The learner demonstrates understanding of: African literature as a means
A. Content Standard The learner demonstrates understanding of: African literature as a means
of exploring forces that human beings contend with; various reading
styles vis – à-vis purposes of reading; prosodic features that serve as
carriers of meaning; ways by which information may be organized,
related, and delivered orally; and parallel structures and cohesive devices
in presenting information.
The learner transfers learning by composing and delivering an informative
B. Performance Standard The learner transfers learning by composing and delivering an informative
speech based on a specific topic of interest keeping in mind the proper
and effective use of parallel structures and cohesive devices and
appropriate prosodic features, stance, and behavior.
C. Learning Competency EN8LT-Ia-8: Describe the notable literary genres contributed by Asian
writers
EN8LT-Ia-8.1: Identify the distinguishing features of notable Asian
chants, poems, folktales, and short stories
Objectives:
Recognize the history and foundation of Chinese literature.
Note the characteristics of Chinese writing system and Chinese
literature.
II. CONTENT
EXPLORING CHINESE LITERATURE
III. LEARNING RESOURCES
A. References K to 12 Curriculum Guide (May, 2016) p. 175;
Communication Skills Through Afro-Asian Literature
B. Materials Printed hand-outs, modules, and worksheets
C. Strategies Lecture Method, Video Presentation, Across-Teaching Method
IV. PROCEDURES
The teacher will show images of the Great Wall of
A. ACTIVITY China, Jackie Chan, and other things related to
China.
The teacher will ask the learners about the pictures. Their
B. ANALYSIS responses will lead to the discussion about China and
Chinese literature. The learners will also be asked to share
their prior knowledge about China.
Macalpi-ay National High School Bilingual Reading towards
Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
C. ABSTRACTION The teacher will proceed to the discussion of the lesson.
LESSON 1: EXPLORING CHINESE LITERATURE
Chinese literature has a very ancient beginning. It was
first recorded about 5000 years ago.
It is the oldest written language spoken and written by
humans.
Chinese language is monosyllabic—each word has
only one syllable.
Chinese is a tonal language. The same word
changes its meaning when it is said in upward and
downward intonation.
Chinese writing has no alphabet; it consists of about
50,000 characters. Each character does not
represent the spoken word, rather it represents an
idea. Chinese language is therefore made up of
ideographs.
Chinese learners must learn 214 signs instead of 26
letters in English.
Chinese is written from right to left, in columns from
top to bottom.
The Tang Dynasty produced four renowned poets:
Wang Wei, Li-Po, To-Fu, and Po-Chu-l
Drama and fiction developed during the 1200s,
resembling European opera, combining singing,
dancing, and dialogue.
Chinese Literature recognizes five books, called the
Five Classics, which form the foundation of their
cultural, political, and traditional life.
D. APPLICATION The learners will answer a short 5-item oral quiz.
The students will answer a 10-item Post Test to be
V. ASSESSMENT
given through worksheets.
VI. AGREEMENT The learners will have to research about Context Clues.
VII. CPL/REMARKS
Prepared by: Checked:
SHARMAINE A. MALINAO NIDA A. BERTOS
English Teacher School Head
Macalpi-ay National High School Bilingual Reading towards
Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
DAILY LESSON PLAN
Learning
Grade Level GRADE 8 Area ENGLISH
Teaching SEPTEMBER 04, 2023
Date and Quarter FIRST
MANGO 7:45-8:45 AM
Time
ORANGE 11:00-12:00 PM
Macalpi-ay National High School Bilingual Reading towards
Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
I. OBJECTIVES
The learner demonstrates understanding of: African literature as a means
A. Content Standard The learner demonstrates understanding of: African literature as a means
of exploring forces that human beings contend with; various reading
styles vis – à-vis purposes of reading; prosodic features that serve as
carriers of meaning; ways by which information may be organized,
related, and delivered orally; and parallel structures and cohesive devices
in presenting information.
The learner transfers learning by composing and delivering an informative
B. Performance Standard The learner transfers learning by composing and delivering an informative
speech based on a specific topic of interest keeping in mind the proper
and effective use of parallel structures and cohesive devices and
appropriate prosodic features, stance, and behavior.
C. Learning Competency EN8VC-Ia-8: Use context clues from the material read to determine the
meaning of unfamiliar words or expressions
Objectives:
Recognize and identify context clues in sentences and
selection.
Understand the meaning of an unfamiliar word through context
clues.
II. CONTENT
UNDERSTANDING CONTEXT CLUES
III. LEARNING RESOURCES
D. References K to 12 Curriculum Guide (May, 2016) p. 175;
Communication Skills Through Afro-Asian Literature
E. Materials Printed hand-outs, modules, and worksheets
F. Strategies Lecture Method, Video Presentation, Across-Teaching Method
IV. PROCEDURES
The teacher will show images of the Great Wall of
E. ACTIVITY China, Jackie Chan, and other things related to
China.
The teacher will ask the learners about the pictures. Their
F. ANALYSIS responses will lead to the discussion about China and
Chinese literature. The learners will also be asked to share
their prior knowledge about China.
G. ABSTRACTION The teacher will proceed to the discussion of the lesson.
LESSON 2: UNDERSTANDING CONTEXT CLUES
You do not have to check the dictionary for every word you do not
understand. Very often, you can get its meaning from clues in the
sentence where the word is found. You call these hints context
clues.
Context clues indicate which of the possible meanings of a
word is intended by the writer or speaker.
Macalpi-ay National High School Bilingual Reading towards
Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
H. APPLICATION The learners will answer a short 5-item oral quiz.
The students will answer a 10-item Post Test to be
V. ASSESSMENT
given through worksheets.
VI. AGREEMENT The learners will have to research about Context Clues.
VII. CPL/REMARKS
Macalpi-ay National High School Bilingual Reading towards
Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
DAILY LESSON PLAN
Learning
Grade Level GRADE 8 Area ENGLISH
Teaching SHARMAINE [Link]
Date and Quarter FIRST
MANGO 7:45-8:45 AM
Time
ORANGE 11:00-12:00 PM
I. OBJECTIVES
The learner demonstrates understanding of: African literature as a means
A. Content Standard of exploring forces that human beings contend with; various reading style
vis- a vis purposes of reading; prosodic features that serve as carriers of
meaning; ways by which information may be organized, related, and
delivered orally; and parallel structures and cohesive devises in
presenting information.
The learner transfers learning by composing and delivering an informative
B. Performance Standard speech based on a specific topic of interest keeping in mind the proper
and effective use of parallel structures and cohesive devices and
appropriate prosodic features, stance and behavior.
C. Learning Competency EN8LT- Id
Determine tone, mood, technique, and purpose of the author.
Objectives:
1. Identify the characters of the story.
2. Determine the tone, mood, technique, and purpose of the
author by telling different stories of each character.
3. Express appreciation on how God created us human.
HANDS OF THE BLACKS BY LUIS BERNARDO HONWANA
II. CONTENT
III. LEARNING RESOURCES
G. References K to 12 Curriculum Guide (May, 2016) p. 175
H. Materials Printed hand-outs, modules, and worksheets
I. Strategies Lecture Method, Video Presentation, Across-Teaching Method
IV. PROCEDURES
The teacher will ask the students about the stories that
I. ACTIVITY they know as regards the beginning of human beings
or how humans were made.
The learners recall and retell their own version of the story on how
J. ANALYSIS God created Filipinos.
The teacher will tell a story about how God created the Filipinos.
K. ABSTRACTION
The Story of the Different Characters
Macalpi-ay National High School Bilingual Reading towards
Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
They walked around on all fours, like wild animals, so their palms
weren’t exposed to the sun, which made the rest of their bodies
darker and darker.
Father Cristiano
It was like that because they always went about their hands folded
together, praying in secret.
Dona Dores
God made their hands like that so they wouldn’t dirty the food that
they made for their masters, or anything else that they were
ordered to do that had to be kept quite clean.
Senhor Antunes
Long ago, many years ago, God, our Lord Jesus Christ, the Virgin
Mary, St. Peter, many other saints, all the angels were in heaven
then, and some of the people who had died and gone to Heaven-
they all had a meeting
and decided to make blacks. They got hold of some clay and
pressed it into some second- hand moulds. And to bake them of
the creatures, they took them to heavenly kilns. Because they were
in a hurry and there was no room next to the fire, they hung them
in the chimneys. Smoke, smoke, smoke- and there you have them,
black as coals. Their hands stayed white because their hands are
tied.
Senhor Frias
God finished making men and told them to bathe in a lake in
heaven. After bathing, the people were nice and white. The blacks,
well, they were made very early in the morning, and at this hour the
water in the lake was very cold, so they only wet the palms of their
hands and the soles of their feet before dressing and coming into
the world.
Dona Estifania
It’s only because their hands became bleached with all that
washing.
Mother
God made Blacks because they had to be. He thought they really
had to be...Afterwards, He regretted having made them because
other men laughed at them and took them off to their homes and
put them to serve as slaves or not much better. But because He
couldn’t make them all be white, for those who were used to seeing
blacks would complain, He made it so that the palms would exactly
like the palms of other men.
Macalpi-ay National High School Bilingual Reading towards
Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
L. APPLICATION
The students will answer a 20-item Post Test.
V. ASSESSMENT
VI. AGREEMENT None.
VII. CPL/REMARKS
Macalpi-ay National High School Bilingual Reading towards
Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
