DETAILED School SORSOGON Grade Level 8

LESSON NATIONAL HIGH

PLAN SCHOOL
Teacher MAY ANN D. DIO Learning English
Area
Teaching Dates and July 22-23, 2019 Quarter 1
Time

Explicit Teaching Procedure (Focus on Skill/Strategy)

I. OBJECTIVES
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
A. Content
Standards 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

speech based on a specific topic of interest keeping in mind the proper
B. Performance and effective use of parallel structures and cohesive devices and
Standards appropriate prosodic features, stance, and behavior.

EN8LT-Ia-8: Describe the notable literary genres

contributed by African writers
C. Learning
At the end of the lesson, students will be able to:
Competencies/
 make inferences on African beliefs about the Black’s
Objectives
palms
 create a poster about anti-discrimination

II. CONTENT Hands of the Blacks

III. LEARNING RESOURCES

A. References
1. Teacher’s
Curriculum Guide 2015
Guide pages
2. Learner’s
Materials -
pages
3. Textbook pages -
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing 1. Introduction/Presentation
previous
lesson or Motivation
presenting
new lesson
B. Establishing  Consider yourself as a black person having a dark skin
a purpose for color. Now, look at your palms. Do you think your palms
the lesson would have the same color with the rest of your body?
-Ma’am, I think no! Because all of us not just the black
people, our palms were much lighter than the rest of our
bodies.

Ok, very well said! Now, let’s see if black people do really
have palms that were lighter than the rest of their bodies.

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 C. Presenting 2. Modelling/Teaching
examples/ins The teacher introduces “The Hands of the Blacks,” an African
tances of the folktale to the students and give brief background about the
new lesson author, Luis Bernardo Honwana.

1. Unlocking of Difficulties
- The teacher posts the sentences on the
board with matching pictures of the
underlined term in each sentence.

1. His report is a baloney because no one believes

him.

2. The bakers put the cookies in the kilns in order

to bake them.

3. The thief entered the chimney to get the jewels

in the house.

4. The soles of his feet were dirty because he

walked on the mud.

5. The colonizers were calloused about the slavery

of Africans.

- Each sentence has unfamiliar word.

- The students get the meaning of words using context clue.
Then, they will match the meanings posted on the board to the
unfamiliar words.

An oven or furnace that is used

The undersurface of the
for hardening, burning or
foot
drying something
Not feeling or showing any
concern about the Nonsense
problems or sufferings of
other people A part of a building through
which smoke rises into the
outside air
The students read the terms with each meaning.

D. Discussing Guide question:

new concepts
and Why the Black’s Hands are lighter than the rest of their
practicing bodies.
new skills #1
The students will be given a copy of the text “The Hands of the
E. Discussing
Black” and they have to read it silently.
new concepts
and
practicing
new skills #2

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 F. Developing TELL WHO SAYS THE FOLLOWING EXPLANATION WHY
mastery THE HANDS OF THE BLACKS ARE LIGHTER THAN THE
(leads to REST OF THEIR BODIES
Formative
Assessment
3)

G. Finding
practical
applications
of concepts
and skills in
daily living
Comprehension
Questions:

1. Which of the
explanations would
you believe? Why?
2. How would the explanation of the mother affect the belief of
the child about Africans?
3. What concept about Africans does the mother want his child
to embrace?
4. Do you agree with the mother’s idea about the hands of the
blacks? Why or why not?

H. Making
generalizatio 1. What social issue is depicted in the story?
ns and 2. Imagine a world with only one race, one language and
abstractions one culture. Wouldn’t it be boring living a life of
about the normalcy?
lesson
I. Evaluating
learning Students will make a poster about anti-discrimination. They
will also write a short explanation about their work. The
students will be rated according to the rubric below.

CRITERIA EXCELLENT GOOD FAIR Incomple

(5pts.) (4pts.) (3pts.) te (0
pts.)
Use of Use time Use time Use time Did not
Class Time well on well and poorly and work at all
getting usually got or was not
poster done. focused on distracted able to
getting the by others. finish in
poster class.
done.
Visual Poster is Poster is The poster Poster is
Impact exceptionall attractive, is poorly not
y attractive though it designed attractive
in terms of might be a and lacks at all.
color and little bit neatness.
neatness. messy.
Labels All words are Almost all Words are No labels
clearly items are very hard or unclear
written clear to read. ones.
Presentati The The The The
on presenter presenter presenter presenter
spoke spoke spoke did not
clearly and clearly clearly and speak
distinctly most of the distinctly clearly
and time and only some most of
established established of the time the time
eye contact eye contact and/or and
with the with the established establishe
audience. audience. little eye d little eye
contact contact

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 with the with the
audience. audience.

J. Additional
activities for
application
or
remediation
V. REMARKS

A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?

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