GRADE 1 to 12 School LANAO SCHOOL OF SCIENCE AND Grade Level 8
TECHNOLOGY INC.
DAILY LESSON Teacher ARLENE L. SERRANO Learning Area ENGLISH
LOG Teaching Dates and Time NOVEMBER 18-22 ,2024 Quarter 1st Quarter
Grade8 Maharlika (9:00-10:00 AM)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learner demonstrates communicative competence through his/ her understanding of Afro- Asian Literature and other texts types for a
deeper appreciation of Philippine Culture and those of other countries.
B. Performance Standard The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual, sensory, and
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.
C. Learning
Competency/Objective
s
Explain how the
elements of literature
Analyze the tone, mood,
and theme of a particular
Describe how imagery
and mood are used in
Explain the moral
lessons or values
CATCH UP
Write the LC code for each. contribute to the theme
of a particular Afro-
Afro-Asian selection.
(EN8LT-Ie-2.2.3)
Haikus to convey
meaning. (EN8LT-Ie-2.2)
reflected in a
selection from Indian
FRIDAY
Asian selection. Use context clues to Write a creative piece literature. (EN8LT-Ie-
(EN8LT-Ie-2.2) unlock the meaning of following the structure 2.2)
Determine the tone, unfamiliar words in the of a Haiku. (EN8WC- Identify and analyze
mood, and technique text. (EN8V-Ie-4) Ie-6) the elements of a
used by the author in Explain how the Use context clues to infer literary text
Afro-Asian literary elements of a literary the meaning of words (characters, setting,
pieces. (EN8LT-Ie- selection contribute to its related to Japanese and plot) and how
2.2.3) overall theme. culture. (EN8V-Ie-4) they relate to the
Use context clues to theme. (EN8LT-Ie-
unlock unfamiliar 2.2.1)
words in a text. (EN8V- Use graphic
Ie-4) organizers to arrange
ideas and summarize
the main points of the
text. (EN8WC-Ie-6.1)
II. CONTENT
1
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Afro-Asian Literature: African Literature Japanese Literature Indian Literature (The
Understanding Cultural (Haiku) Ramayana)
Identity
[Link]
RESOURCES
A. References
1. Teacher’s Guide Pages 10-15 Pages 17-22 Pages 24-27 Pages 29-33
pages
2. Learner’s
Materials pages Pages 3-5 Pages 4-8 9-10 9-10
3. Textbook pages English Communication
Arts and Skills Through
Afro-Asian Literature
4. Additional [Link]
Materials from
Learning Resource
(LR)portal
B. Other Learning Vocabulary Mapping
Resource Worksheet, Videos on
Afro-Asian cultures.
IV-PROCEDURES
A. Reviewing Show students a Recap Monday’s Review the elements of Recap key
previous map of Africa and discussion on Afro- tone, mood, and theme in points from
lesson or Asia, highlighting Asian literature and its literature. Haikus and
presenting the countries known for elements. Present Japanese the use of
new lesson their rich literary Introduce African Haikus as an art form that mood and tone
history. literature as a reflection uses imagery to convey in literature.
Ask: "What do you of identity and history. emotions. Introduce
know about “The
literature from Ramayana” as
Africa and Asia? a cornerstone
How is it connected of Indian
to culture?" literature.
B. Establishing a Discuss the Discuss how Discuss the Discuss the
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purpose for importance of literature reflects the importance of epics in importance of
the lesson understanding Afro- struggles and preserving cultural epics in
Asian literature in triumphs of African values and moral preserving
appreciating cultural nations. cultural values
teachings.
diversity. and moral
Present the learning teachings.
objectives for the
day.
C. Presenting Read an excerpt Read an excerpt Share examples of Read an
examples/Inst from “The from “A Grain of Haikus by famous excerpt from
ances of the Ramayana” Wheat” and poets like Matsuo “The
new lesson (Indian epic). discuss its Bashō.
Ramayana,”
Discuss its historical and Analyze how
themes and cultural mood and imagery focusing on
moral values. background. create meaning in the story of
a Haiku. Rama and
Share a Haiku Sita.
example and
analyze its
mood and
imagery.
D. Discussing Discuss the elements Group activity: Activity: Group Discuss the key
new concepts of Afro-Asian Identify the tone, students to create themes of loyalty,
and practicing literature: mood, and theme their own Haikus duty, and justice in
new skills # 1 Tone and Mood: How in the text. focusing on the epic.
emotions and attitudes nature, emotions, Vocabulary
are conveyed. or daily life. mapping: Define key
Theme: Core message terms (e.g., dharma,
of the work. karma, exile).
Vocabulary activity:
Use context clues to
define words from the
excerpts (e.g., karma,
samurai).
E. Discussing Group Work: Vocabulary Peer review: Activity:
new concepts Activity: Define Groups share their Create a
3
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and practicing key terms (e.g., Haikus and graphic
new skills # 2 Group 1: Identify the colonialism, explain the organizer
theme in “The oppression, imagery and mood showing how
Ramayana” excerpt. freedom) using used. the elements
context clues. (characters,
Group 2: Analyze the setting, plot)
mood in a Haiku. contribute to
the theme.
Group 3: Determine the
tone in an excerpt from
“A Grain of Wheat.”
F. Developing Let students Discussion: Discuss: "How Discussion:
mastery create a one- "How does can writing "How do the
(leads to Formative paragraph understanding Haikus enhance values in ‘The
Assessment 3) response African literature our ability to Ramayana’
explaining how help us express emotions relate to our
an element understand the concisely?" own cultural
(theme, tone, or effects of history traditions?"
mood) on culture?"
contributes to
the story’s
message.
G. Finding Discuss: "How Short quiz on Haiku Writing Short essay:
practical can vocabulary and Contest: Best Reflect on a
application of understanding identifying tone Haiku based on lesson or
concepts and the themes of and mood. creativity and value from
skills in daily Afro-Asian adherence to “The
living literature help us structure (5-7-5 Ramayana”
appreciate other syllables). and how it
cultures?" applies to life
today.
H. Making Facilitate a Students will Facilitate a discussion Students will
generalization discussion summarize the where students explain identify the lessons
s and where students discussion by how Haikus use imagery from the story of
abstractions summarize the identifying the and mood to Rama and Sita and
about the significance of key themes, tone, communicate meaning. relate them to their
lesson tone, mood, and and mood of Ask: "How does the personal lives.
4
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theme in Afro- African simplicity of Haikus Ask: "What values
Asian literary literature. reflect Japanese culture from ‘The Ramayana’
works. Ask: “What and values?" can we apply to our
common values modern lives?"
and struggles are
reflected in
African literary
works?"
I. Evaluating Quiz: Multiple- Short Quiz: Haiku Writing Short Essay:
learning choice and 1. Identify the tone Contest: Reflect on a
short-answer and mood of the Assess students’ Haikus specific value or
questions on the excerpt from A based on the following moral lesson from
elements of Grain of Wheat. criteria: The Ramayana.
Afro-Asian 2. Explain the Correct structure (5-7-5 Write how this
literature (tone, theme of the syllables). lesson applies to
mood, theme). story in one Creativity and originality. your life or
sentence. Effective use of imagery community.
and mood.
J. Additional Homework: Homework: Homework: Write Create a
activities for Write a Research one two Haikus graphic
application or reflective African literary inspired by nature organizer
remediation paragraph on work and write a summarizing
or daily life. Share
how a specific short paragraph the main
Afro-Asian summarizing its them with the characters,
literary piece theme and class the next day. plot, and
relates to relevance to theme of the
modern life. African culture. excerpt from
The
Ramayana.
IV. REMARKS
V. REFLECTION
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