ENGLISH 8

Day: Thursday Date: February 13, 2020

FOURTH QUARTER
The learner demonstrates communicative competence through his/ her
GRADE LEVEL understanding of Philippine Literature and other texts types for a deeper
STANDARD appreciation of Philippine Culture.
CONTENT
The learner demonstrates understanding of: South and West Asian literature as
an expression of philosophical and religious beliefs; information flow in various
CONTENT text types; reality, fantasy, and opinion in listening and viewing materials; word
STANDARD decoding strategies; and use of information sources, active/passive constructions,
direct/reported speech, perfect tenses, and logical connectors in journalistic
writing.
The learner transfers learning by composing a variety of journalistic texts, the
contents of which may be used in composing and delivering a memorized oral
PERFORMANCE
speech featuring use of properly acknowledged information sources, grammatical
STANDARD
signals for opinion-making, persuasion, and emphasis, and appropriate prosodic
features, stance, and behavior.
LEARNING
EN8LT-IVg-2.2.5: Determine key ideas, tone, and purposes of the author
COMPETENCY

I. Objectives:
At the end of the sixty minute period, the students should be able to;
A. define unfamiliar words found in the poem through context clues;
B. determine key ideas, tone and purpose of the author in the poem;
C. create a slogan related to the meaning of the poem;and
D. participate actively in classroom discussion and activities.
II. Subject Matter:
Topic
: Key ideas, tone and purpose of the author
Poem
Telephone Conversation by Wole Soyinka
References:
https://www.youtube.com/watch?v=YFRHZL3OIeM
http://www.literarydevices.com/tone/
Materials:
Audio-Visual Material, Copy of the poem and Visual Aids
III.Procedure
Daily Routine
 Greetings
 Opening Prayer
 Classroom Management
 Checking of Attendance
 Checking of Assignment

A. Priming
The teacher will post a picture on the board. They will then describe the picture. In this activity, the students will informed about tone in
literature.

What does the picture portray?

Vocabulary Development:

The teacher will post sentences using unfamiliar words taken from the poem, The Telephone Conversation. The
students will choose their answer from the word box.

bad good

dark satisfy

ringed rubbing
 1. The food is having an unpleasant smell or rancid odor.

2. Brunette people, such as Africans are fond of playing basketball.

3. The bell clanged because it was hit by a metal

4. The subdivision is an indifferent place because many people live there.

5. The friction of sandpaper on wood produces a strange noise.

B. Activity
“It’s a Phone Call.”
The students will watch the video of the poem entitled “The Telephone Conversation” by Wole Soyinka. They
will also be provided a copy of the poem.

What does the activity want to show?

C. Analysis
“Let’s analyze the poem!”
1. Who do you think is the persona speaking in the poem?
2. What do you think is the attitude of the landlady towards the speaker in the poem?
3. How did the speaker react on this?
4. What would be the tone of the poem?
. 5. What do you think the speaker wanted to say in these lines?
6. Why does the author create this poem
D. Abstraction
“Think about these!”
 The teacher will tell the students that they will be reading a poem entitled “The Telephone
Conversation” by Wole Soyinka. They will be also informed something about the author.
In literature, tone is the attitude or approach that the author takes toward the work’s central theme or subject.
Works of literature can have many different types of tone, such as humorous, solemn, distant, intimate, ironic,
arrogant, condescending, sentimental, and so on. Any emotion that humans can feel can be an example of tone in
literature.
Tone is the author’s attitude towards the subject.
Example of Tone in Literature

Having thus lost his understanding, he unluckily stumbled upon the oddest fancy that ever entered into a madman’s
brain; for now he thought it convenient and necessary, as well for the increase of his own honor, as the service of the
public, to turn knight-errant.

Don Quixote by Miguel de Cervantes: Ironic

Common example of tone:
“I’m so glad that jerk was fired; now I won’t have to deal with him anymore.” Vs. “It’s terrible that Tony was let go; he was
such a great colleague!”

1. If you were the landlady, would you do the same?

2. Generally, what does the lesson teach you?

E. Application
“Make a Difference!”
The class will be grouped into two. Each group will make a poster related to the meaning of the poem. The
materials for this activity will be provided by teacher. The students are guided with the criteria.

Criteria
Content 5
Relevance 5
Creativity 3
Cooperation 2
15pts.

Assignment

Study your lesson

 REFLECTION

A. No. of learners who earned 80% in the evaluation Learners who earned 80% above:
Phoenix ____ Kingfisher ____ Pigeon _____
Skylark _____ Sparrow _______
B. No. of learners who require additional activities for Learners require additional activities for remediation:
remediation who scored 80% Phoenix ____ Kingfisher ____ Pigeon _____
Skylark _____ Sparrow _______
C. Did the remedial lessons work? No. of learners who have ____ Yes ____ No
caught up with the lesson ____ of learners who caught up with the lesson
D. No. of learners who continue to require remediation ____ of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did Strategies used that work well:
these work? ____ Group presentation
____ Games
____ Powerpoint presentation
____ Answering preliminary activities/exercises
____ Discussion
____ Case method
____ Think-pair-share (TPS)
____ Rereading of paragraphs/poems/stories
____ Differentiated instruction
____ Lecture method
Why?
____ Complete IMs
____ Availability of materials
____ Pupils’ eagerness to learn
____ Group members’ cooperation in doing their tasks
F. What difficulties did I encounter which my principal or ____ Bullying among pupils
supervisor can help me solve? ____ Pupils’ behavior/attitude
____ Colorful IMs
____ Unavailable technology
Equipment (AVR/LCD)
____ Science/Computer/Internet Lab
____ Additional Clerical works
____ Reading readiness
____ Lack of interest of pupils
G. What innovation or localized materials did I use/discover Planned Innovations:
which I wish to share with other teachers? ____ Localized videos
____ Making use big books from views of the locality
____ Recycling of plastics to be used as Instructional Materials
____ Local poetical composition
____ Flashcards
____ Pictures
____ Real Objects
Item Analysis
Item PHOENIX PIGEON SKYLARK KINGFISHER SPARROW
10
9
8
7
6
5
4
3
2
1
0
PERCENT