Republic of the Philippines

Department of Education
Region IV – A CALABARZON
Division of Calamba City
MAJADA IN INTEGRATED SCHOOL
Grade & Section: Date: September 25, 2019
Grade 8 Time: CATTLEYA: 7:30 – 8:30 AM
ENGLISH Grading: FIRST GRADING
I. OBJECTIVES
Content The learner demonstrates understanding of: East Asian literature as an art form inspired and
Standards 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.
Performance The learner transfers learning by composing and delivering a brief and creative entertainment
Standards speech featuring a variety of effective paragraphs, appropriate grammatical signals or
expressions in topic development, and appropriate prosodic features, stance, and behavior.
Learning EN8RC-IIa-2.22: Evaluate the personal significance of a literary text.
Competencies EN8RC-IIa-2.18: Relate content or theme to previous experiences and background knowledge.
(Write the LC code
for each)
Objectives 1. Identify the personal significance of the Korean literary
2. Relate content or theme by citing similar traditions of Filipinos showing the love for their
family
3. Express enjoyment in reading the short selections from Korea by participating actively in the
prepared activities

II. CONTENT
The Tale of the Woodcutter and the Tiger ( Korean Folklore )
III. LEARNING RESOURCES
REFERENCES 1. Teacher’s Guide Pages:
2. Learner’s Materials Pages: Learning Module pp. 318
3. Textbook Pages:
4.Additional Materials: Laptop, TV, Visual Aids, copy of reading text, music of the songs (mp3)
5. Other Learning References: K to 12 Curriculum Guide (May, 2016) p. 177
IV. PROCEDURES
A. Reviewing What are the kinds of sentences according to structure?
previous lessons or Give examples.
presenting new
lessons
B. Establishing a The teacher will play two songs entitled ―Eye of the Tiger and ―Roar.
purpose for the
lesson
C. Presenting Students will discuss the statements below before they proceed to the lesson proper.
examples/
instances of new
lesson
(Presentation)
D. Discussing new Activities: Reading the selection.
concepts and
p00racticing new
skill #1
(Modeling)

E. Discussing new The learners will discuss the details of the story by telling the parts where the elements of the short
concepts and story arise and will be guided by the questions below.
practicing new skill
#2 1. Identify the characters in the story. What roles do the characters play in the tale? What are the
characteristics of these characters that you admire/don’t admire?
(Guided Practice)
2. What particular event or circumstance in the story has contributed to the Tiger‗s way of looking at
things in a different way? How has this new way of looking at things being passed on to the next
generation?
 3. What kind of conflict led the woodcutter to ―fool‖ the tiger? What would be your own way of saving
yourself from danger?

4. What would you do if that sense of duty and shared destiny passed on to you is in conflict with your
own principles and beliefs in life?

5. Could this tale be used as basis for you to have a glimpse of how the Koreans at present are coping with
the challenges of modernity? Explain

F. Developing Group Activity:

mastery (leads to
formative The learners will come up with the comprehensive view of the tale and the elements of the short story by
assessment 3) doing the ― Picture Perfect‖ activity. The leader will prepare a short description of the picture that his/her
members had shown. Their performance will be graded according to the rubric below.

G. Finding practical
application of the
concepts and skills
in daily living
H. Making
generalization and
abstraction about
the lesson
I. Evaluating Express Me through a Picture:
Learning
The learners will show their love for their family who were in heaven already by drawing them on a one-
fourth sheet of paper. Their performance will be graded according to the rubric.
J. Additional
activities for
application and
remediation
V. REMARKS
Items Cattleya
5
4
3
2
1
0

Mean
MPS
VI. REFLECTION
A. No. of learners ___ of Learners who earned 80% above
who earned
80% in the
evaluation.
B. No. of learners ___ of Learners who require additional activities for remediation
who require
additional
activities for
remediation.
C. Did the ___Yes ___No
remedial ____ of Learners who caught up the lesson
lesson work?
No. of learners
who got
 caught up in
the lesson
D. Number of ___ of Learners who continue to require remediation
learners who
continue to
require
remediation.
E. Which of my Strategies used that work well:
teaching ___ Group collaboration
strategy ___ Games
worked well? ___ Power Point Presentation
Why did this ___ Answering preliminary
work? activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
F. What __ Bullying among pupils
difficulties did I __ Pupils’ behavior/attitude
encounter __ Colorful IMs
which my
principal or
supervisor can
help me solve?
G. What Planned Innovations:
innovation or __ Localized Videos
localized __ Making use big books from
materials did I views of the locality
used to __ Recycling of plastics to be used as Instructional Materials
discover which __ local poetical composition
I wish to share
with the
teachers?

Prepared by: Noted by:

ELLAINE REBECCA A. LIMOSINERO CRISTINA F. GRUMAL

Teacher I English Coordinator

Checked by:

DR. HEIDI C. LANTACON

Principal I