Republic of the Philippines

Department of Education
Region VII, Central Visayas
Schools Division of Cebu City, South District 1
Don Vicente Rama Memorial National High School

English 8 Lesson Plan

Date: November 28, 2023

Time: 6:15-7:15
Section: Grade 8 Beta

I. General Objective: KRA’s Objectives

Understand the cultural diversity of other Afro- Asian countries through their Annotations
literary texts that shaped and moulded you as a Filipino.
Integrations

A. Learning  Use a range of verbs, adjectives, and adverbs to

Competencies convey emotional response or reaction to an
issue.

 Formulate responses to questions. (Speaking-

Oral Language and Fluency)

B. Learning Objectives
1. Express emotional responses to situations using
adjectives
2. Narrate a story to peers.
3. Reflect on the value of maintaining joy in the family
even in crisis.

II. Learning Content

Reading Literature: The Two Brothers
An Egyptian Folktale
Grammar: Adjectives

III. Learning Resources

A. References Learning Manual for Grade 8 Learners pages 148-151 9. Selected,

SLM Quarter 1 Module 5 pages 12-16 developed, organized
and used appropriate
B. Other Learning https://www.coursehero.com/file/74778960/ The-two- teaching and learning
Resources brothersdocx/ resources, including
https://www.slideshare.net/
ICT, to address
learning goals.
C. Instructional
Materials Picture
 Handouts of the story
Meta Cards

D. Teaching Strategies Personal-Response Approach Personal- Response

Moral- Philosophical Approach Approach- Learners
Hands-on Activities respond to the author’s
Games intentions and meaning
rooted in the text.

Moral- Philosophical
Approach- believes that
literature such as story
should instruct morality.

IV. Learning Procedures

A. Reviewing Previous Preliminaries: HOTS

Lesson An assigned student will lead the class in the conduct of (Multicultural)
the following: Students’ responses can
Prayer tackle a number of
Energizer aspects to the idea about
Recapitulation a family.

Activity: Picture Analysis

The students are to describe the picture of a family. Math Integration:
They are to use single-word, phrasal and clausal Getting the ratio and
adjectives. percentage of the
The students need to point out the adjective in the students in class who live
sentence they will give. in an extended family.

Hook Question: 2. Used a range of

Who among you here are extended family? teaching strategies that
Who among you live here as one whole family? enhance learner
achievement in literacy
and numeracy skills.
(PPST 1.4.2)

B. Establishing a Looking at the picture the students answer the following HOTS
Purpose for the Lesson questions: (Relational)Students’
1. What can you say about the relationship of the people responses are related to
in the picture? real-life situation.
2. How can harmony and joy be maintained within the
family?
3. Upon looking at the title of the story, what are your
expectations?

C. Presenting Unlocking of Difficult Words:

Examples/Instances of The students are to unscramble the given letters to
1. Applied knowledge
the new Lesson form the unfamiliar word based on the given meaning.
 of content within and
Reading Carousel across curriculum
The students are divided into four groups and silently
teaching areas. (PPST
read a part of the story.
1.1.2)
Carousel 2
The students are assigned to another group. The
students narrate the events of the part of the story they
have read. The student who has read the first part
should narrate first and followed by the others until the
last part completes the story.

D. Discussing new Sharing and Reflection

Concepts and Practicing The students share about their reaction about the
new Skill activity and answer the following questions:
1. How does it feel to be listened to when narrating a
story?
2. How are your experience of being able to narrate a
story?
3. How did your peers react when you speak to them?
4. What is the proper way to express your emotional
response?

E. Developing Mastery Face React!

The students are given statements from the story.
They are to show their reaction through their face as
happy face, sad, angry and others. 3. Applied a range of
teaching strategies to
Activity B. develop critical and
Students write their emotional reaction to the given creative thinking, as well
statement. as other higher-order
thinking skills. (PPST
1.5.2)
F. Practical Application Life Reflection:
Students share personal experience on responding to
situations.

Digging Deeper:
Students answer questions based on the story:
1. Describe the relationship between Anpu and Bata at
the beginning of the story.
2. What destroyed their good relationship?
3. What were the reactions of Bata towards his brother
knowing that his brother did not listen to him?

G. Making
Generalization Students share their take-away from the story by Values Integration:
completing the prompt: Everyone must take equal
share to maintain joy and
1. If I were Bata, knowing that my brother didn’t harmony even if
listen to my explanations, I will feel ________________ problems and trials arise
 because in the family.
_____________________________________________
___.

2. As a son/daughter, I can help in maintaining

harmony in our family by _____________.

6. Used
V. Evaluating Learning Students perform the assigned task for each group: differentiated,
developmentally
Group 1 Sing a ten-line song that relates to the
message of the story. appropriate learning
Group 2 Create and recite a poem relaying the experiences to
message of the story. address learners’
Group 3 Write an acronym to the word BROTHER gender, needs,
expressing things to do to maintain harmony in the strengths, interests
family.
and experiences.
Group 4 Create a slogan fostering harmony and joy in
the family. (PPST 3.1.2)

VI. Additional Activities

for Remediation Assignment:
Copy the table below. Using an adjective, adjective phrase
and adjective clause, describe the three characters in the
story The Two Brothers.

Character Single-word Phrase Clause

Anpu
Bata
wife

Prepared by:

ROCHELE J. CAMINERO Mentor:

SST- III ANALIE G. HATAMOSA
MT- II