Lesson Plan in English 8

March 06, 2017

I. Objectives

At the end of the lesson learners are expected to:

A. Infer the story based from the viewed material;

B. Complete expanded meaning of terms through vocabulary map;
C. Interpret and analyze a short story through varied ‘thinking hats’ method;
D. Use the correct/ appropriate pronoun in agreement with the antecedent;
E. Relate reflection on the literary piece with the given social issue;
F. Work on tasks conscientiously and cooperatively.

II. Subject Matter

 Literary Text: The Magic Pear Tree ( A tale from China)

 Grammar Focus: Pronoun-Antecedent Agreement

III. Resources

Material(s):

Visual aids (Traditional/ Multimedia), Video Player, Worksheets

Reference:

Nimfa R. Gabertan, Custodio, M.A., Rabago, S. E. (2009). English hands-on, minds-on, hearts-on Learner’s Material.
Quezon City: St. Jude Thaddeus Publications.

IV. Lesson Proper

Daily routine:

A. Cleaning of the classroom, prayer, greeting, and checking of the attendance

INITIAL TASK

Task 1- Tickled by a Trick

The learners will watch a short magic trick video clip.

Process questions: How was the video clip? Wasn’t it amazing?

Task 2- Inferential Viewing

The learners will infer on what the story is about basing from a picture/illustration viewed.

THE TEXT
Task 3 – MAKING MEANING
Using the VOCABULARY MAP, the learners will complete the expanded meaning (definition/ synonyms/
sentence usage/ illustration) of the given word. For each word, one expanded meaning is missing.

Synonyms/ Related words

Definition

WORD
*Illustration
Sentence usage
*Format:
 1. Pip

hard seed in a fruit

- (noun) a small seed

pip
He planted the pip ???
gently.

2. Monk

priest, reverend
???

monk
A monk is a holy
man.

3. SPROUT

grow, spring up
- (verb) start to ???

sprout
Some green leaves
begin to sprout.

4. NASTY

spiteful way.
behaving in an unpleasant or
cruel, wicked, mean
- (adjective)

nasty

???

Task 4 – READ AND THINK ALOUD

The Magic Pear Tree
(a tale from China)

A. The reading of the story will be given as group activity. (5 minutes)

B. The learners will be interpreting or analyzing the story using different thinking hats.

> Each thinking hat calls for different dimensions of thinking (feelings, facts, values, caution, creativity,
process). For each dimension of thinking, there are cue phrases to use.
> In the discussion of the story, the learners will be given few minutes to talk about their thinking task
(ex. Thinking about facts) based on the hat that they wear. After which, a group representative will share
to the class what they talked about.

Hat color Thinking about…

Feelings

 I/ We feel…

Facts

 I/ We learned…

Values

 The good thing about the story

is…
 The moral of the story is…

Caution

 The weakness of the character

is…
 The risky action of the character
is…
 The difficulty faced by the
character is…
Creativity

 If I/We were to change

something in the story, it would
be…

Process

 This story is mainly about…

DISCOVERY TASK
Task 4 – GRAMMAR POINTS
*Pronoun-Antecedent Agreement

A. The learners will go back to the following lines in the story. They will identify the antecedent of
the underlined pronoun in each line.
1. The people were astounded. In front of their eyes stood a small pear tree. – people
2. The farmer had watched the scene in amazement. He had not been able to believe his eyes.
– the farmer
3. The monk ate the pear with concentration until there was only a pip left. He quickly dug a hole
in the ground. – the monk

 Processing questions:
a. What is an antecedent?
b. Why is it important to know the antecedent of the pronoun?

Task 5 – GRAMMAR DRILL

The learners will give the appropriate pronoun based on the underlined antecedent in the sentence.

1. Both boys and girls are required to wear _____ proper uniform.
2. All victims were assisted by ________ fellowmen.
3. Every man strives to reach for ________ dreams.
4. Some Grade 10 students worked very well on _______ research.
5. Jake told his brother that ______ ought to get out and enjoy the fresh air.

FINAL TASK

Group Reflection
- Integration with Social Issue
The learners will recall experiences where they have shown generosity to others. Further they will
converse about the following questions:

Why did the farmer, who had much, act selfishly? On the other hand, why do most Filipinos manage to
share and practice generosity despite of having less?

TREASURE

Social Media Post

A. Still in your group, draft a post or tweet bout The Filipinos’ generosity despite experiencing
poverty. Use the hashtag #whengenerosityreigns
B. Homework: Post in actual Facebook or Twitter account.

Prepared by:

Raquel M. Sumauang
Teacher-applicant