School WVSU-ILS Grade Level Grade 8

Estocado, Dianne Mae

DETAILED Teacher Learning Area English 8
Gagula, Queenie Grace
LEARNING PLAN
Teaching Date March 24, 2022
Quarter
and Time 3:00 p.m.–4:00 p.m.

TOPIC/LESSON
NAME Yoshiko Uchida's “The Wise Old Man”
Misplaced Modifiers
 ENT8LT-IIIa-1.10: Describe the notable literary genres contributed by
East Asian writers
 EN8LT-IIIa-11.1: Identify the distinguishing features of notable East
Asian folktales
OBJECTIVES  EN8LT- IIIc-2.2: Explain how the elements specific to a genre contrib-
ute to the theme of a particular literary selection
 EN8LT-IIIe- 10: Appreciate literature as a mirror to a shared heritage
of people with diverse backgrounds
 EN8G-IIIb- 3.6: Use appropriate modifiers
At the end of the learning session, students are expected to have:
 constructed meaning and retrieved information from the literary selec-
SPECIFIC
tion read;
LEARNING
 explained how the conflict contributes to the theme of the literary se-
OUTCOMES
lection; and
 revised misplaced modifiers in sentences.
TIME ALLOTMENT 60 minutes
LEARNING
RESOURCES
Materials PowerPoint Presentation
Alganes, M. J. P. & Lebantino, R. L. (2017). Voyagers 8: English for jun-
References
ior high school). Quezon City, PH: C & E Publishing, Inc.
PROCEDURE TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES
Opening Prayer
Greetings

Good afternoon, class! Good afternoon, Ma’am.

It’s nice to finally hold a class with you

again. I hope that you all are ready for our
Routine Activities lesson. But before that, let me take a
(5 minutes) screenshot of your attendance for today.

Recall
Now, who can recall last week’s lesson? Last week, we discussed
about facts and opinions
and the different transi-tion
markers that express facts
and opinions.
 Very good!

Presentation of the Lesson

Today, we are on Lesson 3: Across (Students listen.)
Genera-tions. We hope that by the end of
the lesson you will be able to:
 construct meaning and retrieve
informa-tion from the literary selection
read;
 explain how conflict contributes to the
theme of the literary selection; and
 revise misplaced modifiers in
sentences.
Yesterday, I told you to read in advance a (Students listen.)
folktale titled “The Wise Old Woman”,
which is found on pages 148 to 152 of
your book. I hope that you did read
because we will have a discussion on this
later. Before that, I have here a picture.

Can you see it? Yes, Ma’am.

What do you see? Do you know who is Yes, Ma’am! She is Apo
this? Wang-od, a tattoo artist.

Motivation
(5 minutes)

What comes to your mind when you see

her picture? Can you give me one word
that would best describe Apo Wang-od?
Send your answers in the chat box. (Students start sending their
answers through the chat
box.)
While reading the story, have you noticed
the words that are unfamiliar to you? Yes, Ma’am.
Discussion
Together, let us unfold their meaning.

Vocabulary
Instructions: Carefully read each item and
match the word to its corresponding mean-
ing.

Column A Column B
in a way that shows too
bewilderment much pride in oneself
and scorn for others
forced a person to leave
haughtily
a country or community
a feeling of being per-
commended
plexed and confused
expressed approval or
banished
given praise
an official mandate or
summoned
command
authoritatively or urgent-
decree ly called on someone to
be present

(The teacher reads the instructions.)

Who would like to answer No. 1? (Students raise their hands.)

Yes, __________. haughtily

Correct. Now, No. 2… (Students raise their hands.)

Yes, __________. banished

That’s right. How about No. 3? (Students raise their hands.)

Yes, __________. bewilderment

Correct. No. 4? (Students raise their hands.)

Yes, __________. commended

That’s right. How about No. 5? (Students raise their hands.)

Yes, __________. decree

That’s correct. Who would like to try the

last number? (Students raise their hands.)

Yes, __________. summoned

That’s correct. Well done, Grade 8! Two

weeks ago, we discussed an excerpt from
the short story “The Homecoming”, which
is from China. Now, we will be traveling to
Japan to discover and discuss a folktale
from Yoshiko Uchida titled “The Wise Old
Man”.

Discussion
Before we proceed to our discussion, let
us first get to know the author.

Yoshiko Uchida was born in 1921 in Ala-

meda, California. She was an award-win-
ning writer of children's books, all of which
are based on aspects of Japanese and
Japanese-American history and culture.
She has written many books already in-
cluding: “Journey to Topaz” (1971), which
takes place against the backdrop of the
mass removal of Japanese-Americans
from the West Coast; “Desert Exile”
(1982), an adult memoir centering on her
and her family's wartime incarceration;
“Invisible Thread” (1991), a young adult
version her life story; and “Picture Bride”
(1987), a novel centering on a Japanese-
American family. “The Wise Old Woman”
is one of Yoshiko Uchida’s masterpieces.
Have you read the story? Was it a beau-
tiful story? Yes, Ma’am.
All right! What was the young ruler’s order
to the people in the village? (Answers may vary.)
Do you agree with the decree implement-
ed by the young lord? Why or why not? (Answers may vary.)
Recall the first time that the old woman
showed her wisdom. How did she show it? (Answers may vary.)

Is there any conflict in the story? What do

you think is the conflict that the young
farmer had to deal with? (Answers may vary.)
Conflict is present in the story. It is a liter- (Students listen.)
ary element that refers to the struggle be-
tween opposing forces within a story or a
narrative. In the story, there are two kinds
of conflict: external and internal. External
conflict is the struggle between the main
character and another character or other
opposing forces such as fate, society, or
nature, while internal conflict is the strug-
gle within the main character himself or
herself. Internal conflict is also known as
mental struggle because it involves a
significant choice that the character has to
make.

What are the internal and the external con-

flicts present in the story? (Answers may vary.)

These conflicts allow the theme to unfold.

What have you learned from the story? (Answers may vary.)

Great job, Grade 8! I conclude that you (Students listen.)

have learned a lot from and reflected on
the reading selection that we discussed.
Indeed, it is important that we show
respect to our elders and recognize their
significance in our lives because they, too,
have stories to tell and wisdom to share
with us. Do you get it? Yes, Ma’am.

I bet everything is clear to you now. Let us

move on to our next topic, which is about
misplaced modifiers. Are you familiar with
this term or have you encountered this in
your previous grammar lessons? Not yet, Ma’am.

Do you have any idea what misplaced

modifiers are? None, Ma’am.

Let’s get to know what misplaced modi-

fiers are and how we can spot them in
sentences. A misplaced modifier is a
phrase or a clause that is incorrectly posi-
tioned in a sentence. Why is it important
for us to avoid misplaced modifiers in sen-
tences? Misplaced modifiers should
be avoided to make your
statements clear.

Great insight! Let’s take a look at this

example: Jiroemon Kimura was recog-
nized by Guinness World Records as the
oldest man alive in December 2012. In the
given sentence, can you determine the
misplaced modifier? Yes, Ma’am.

Jiroemon Kimura was recognized by Guin-

ness World Records as the oldest man
alive in December 2012. (misplaced modi-
fier)

Why do you say so? Why is this phrase a

misplaced modifier? The phrase is a misplaced
modifier because it makes
the meaning of the sentence
is quite confusing.

Is the meaning of the sentence clear or

not? It is unclear, Ma’am.

It is vague because the modifier is placed

incorrectly in the sentence. Now, can you
revise the sentence and place the modifier
near the word it modifies? (Answers may vary.)

Very good! The sentence should be: Jiroe-

mon Kimura was recognized in December
2012 by Guinness World Records as the
oldest man alive.

Is the meaning of the sentence clear? Yes, Ma’am.

How about this sentence? In December

2012, Jiroemon Kimura was recognized by
Guinness World Records as the oddest
man alive. Is the meaning of the sentence
clear? Yes, Ma’am.

The answer is yes. There is no a mis- (Students listen.)

placed modifier in this sentence because
the phrase is placed near the word it modi-
fies or describes. This makes the meaning
of the sentence clear. Let us have a sum-
mary of our examples.
 Incorrect
Jiroemon Kimura was recognized by
Guinness World Records as the oldest
man alive in December 2012. (mis-
placed modifier)
Correction 1
Jiroemon Kimura was recognized in De-
cember 2012 by Guinness World Rec-
ords as the oldest man alive.
*The misplaced modifier is moved near
the verb it modifies.
Correction 2
In December 2012, Jiroemon Kimura
was recognized by Guinness World
Records as the oldest man alive.
*The misplaced modifier is placed at the
beginning of the sentence.

Our examples show that misplaced modi-

fiers can be moved near the word it modi-
fies or placed at the beginning of a sen-
tence separated by a comma to make the
meaning of the sentence clear. Do you un-
derstand? Yes, Ma’am.

Here is another example: Fearing for his

mother’s life, the small room was made in-
side the kitchen by the farmer. What is
modified by the underlined phrase? Is it
the small room? Based on the given sen-
tence, it is the small room,
Ma’am.

Why do you say so? It is because the phrase is

placed near the small room.

If the phrase modifies the small room,

does the meaning make sense? It doesn’t make sense,
Ma’am.

Oh, the meaning does not make sense. So

is the underlined phrase a misplaced mo-
difier? Yes, Ma’am.

Very good! Now, who can revise the sen-

tence? (Answers may vary.)

Excellent! Our sentence would be: Fearing

for his mother’s life, the farmer made a
small room inside the kitchen.
In the revised sentence, what does the
phrase modify? It is the farmer, Ma’am.

Very good! It is the farmer who fears for

his mother’s life, not the small room. Does
the sentence make sense now? Yes, Ma’am.

Let’s have a summary of our examples.

Incorrect
Fearing for his mother’s life, the small
room was made inside the kitchen by
the farmer.
*The underlined phrase is a misplaced
modifier.
Correction
Fearing for his mother’s life, the farmer
made a small room inside the kitchen.
*The voice of the verb is changed to ac-
tive so that the modifier is near the word
(the farmer) it modifies.

Do you understand? Yes, Ma’am.

Do you have any clarification? None so far, Ma’am.

Let’s answer this short exercise.

1. The waiter served a dinner roll to the

woman that was well buttered.
2. The teacher said on Monday she will
return our essays.

Who can try No. 1? (Students raise their hands.)

What is our misplaced modifier? It is that was well buttered,

Ma’am.

Very good! Is it clear or logical when we

say “a well buttered woman”? It doesn’t make sense at all,
Ma’am.

Who can modify the sentence? (Answers may vary.)

Very good! To fix the error and clarify the (Students listen.)
meaning, put the adjective well buttered
next to the noun it is supposed to modify,
which is a dinner roll.
Now, our sentence would be: The waiter
served a dinner roll that was well buttered
to the woman.

How about Sentence 2? Who can deter-

mine the misplaced modifier in the sen-
tence? The teacher said on Monday she
will return our essays. (Answers may vary.)

It is on Monday. Very good! Why did you

say so? (Answers may vary.)

Great insight! It is because the meaning of

the sentence is vague. However, this sen-
tence has two possible meanings: Did the
teacher say this on Monday or will she
return the essays on Monday? Now, can
you revise the sentence with the first pos-
sible meaning, which is that the teacher
said this on Monday? (Answers may vary.)

Very good! The misplaced modifier on

Monday is placed at the beginning of the
sentence, which means the teacher said
this on Monday. So our first possible sen-
tence would be: On Monday the teacher
said she will return our essays. How about
the other possible meaning? (Answers may vary.)

Who can revise the sentence to make it

mean that the teacher said she will return
the essays on Monday? (Answers may vary.)

Very good! If you have noticed, the mis- (Students listen.)

placed modifier on Monday is positioned at
the end of the sentence to make it mean
that the teacher will return the essay on
Monday. So the other possible sentence
would be: The teacher said she will return
our essays on Monday. Does the sentence
convey a clear meaning? Yes, Ma’am.

However, you need to be careful in cor- (Students listen.)

recting a misplace modifier. You must not
create a sentence with two possible mean-
ings, or else the sentence will become am-
biguous or unclear. Do you have any
question? No, Ma’am.

Let’s proceed to our activity.

 I have here ten sentences. You need to
look for the misplaced modifier in each
sentence and revise the sentence to make
it convey clear meaning.

1. The waiter presented a steak to the The waiter presented a

guest that was medium rare. steak that was medium rare
to the guest.

2. She arrived home and fell onto the so- Covered in sweat, she ar-
fa covered in sweat. rived home and fell onto the
sofa.

3. Most participants selected a lunch Most participants selected

from the menu that was high in sugar. from the menu a lunch that
was high in sugar.

4. Lydia fed the pigs wearing her rain- Wearing her raincoat, Lydia
coat. fed the pigs.

5. Jamie built a sand castle with her sis- Jamie built a sand castle
Application
ter covered in seashells. covered in seashells with
her sister.

6. Kathy brought a donut to her teacher Kathy brought a donut from

from the cafe. the cafe to her teacher.

7. He threw the ball to the girl made of He threw the ball made of
orange rubber. orange rubber to the girl.

8. The girl said on Wednesday she will On Wednesday the girl said
call us. she will call us./The girl said
she will call us on Wednes-
day.

9. Let’s adopt the dog from the animal Let’s adopt the dog with
shelter with black spots. black spots from the animal
shelter.

10. Mrs. Harris hung the lovely student’s Mrs. Harris hung the stu-
drawing on the wall. dent’s lovely drawing on the
wall.
What have you learned today? (Answers may vary.)

What else? (Answers may vary.)

Generalization
What are misplaced modifiers?

Why is it important for us to avoid mis-

placed modifiers in sentences?
 Great job, Grade 8! It seems that you can
now determine misplaced modifiers in sen-
tences and revise or modify the sentence
to make its meaning clear to the readers
or listeners. Let’s apply what you have
learned through the following activity.
Instructions: Look for the misplaced modi-
fier in a sentence and revise the sentence
to make it convey a clear meaning.

1. Andrea found a gold man’s watch. Andrea found a man’s gold

watch.

2. After eating all their food, we walked We walked the dogs outside
the dogs outside. after they ate all their food.

3. Sleeping soundly, Raymond woke his Before lunch was served,

brother before lunch was served. Raymond woke his brother
who was sleeping soundly.

4. The dealer sold the car to the busi- The dealer sold the car with
nessman with leather seats. leather seats to the busi-
nessman.

5. Left alone in the scary room, strange Left alone in the scary room,
creaking sounds came out of nowhere. I heard strange creaking
sounds came out of no-
Evaluation where.

6. Ms. Samson said on Monday she Ms. Samson said she would
would return our projects. return our projects on Mon-
day.

7. Gerald wore the jacket to a job inter- Gerald wore to a job inter-
view, which had a stain on the sleeve. view the jacket that had a
stain on the sleeve.

8. There were fences behind the house Behind the house were
made of barbed wire. fences made of barbed wire.

9. There are many books about dino- In our library, there are
saurs in our library. many books about dino-
saurs.

10. The children sent a present to their The children sent to their
mother wrapped in silver paper. mother a present wrapped
in silver paper./The children
sent a present wrapped in
silver paper to their mother.
References:
https://encyclopedia.densho.org/Yoshiko_Uchida/
https://www.scibbr.com/language-rules/misplaced-modifier/
https://www.grammarflip.com/curriculum/misplaced-modifiers-phrases/
https://www.grammar.yourdictionary.com/games-puzzles-and-worksheets/misplaced-and-
dangling-modifiers-worksheet.html/