Grade 8 English Lesson Plan PDF

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Detailed Lesson Plan in English 8GRADE 8DETAILED LESSONPLANSCHOOL: STO NIÑO INTEGRATEDSCHOOLGrade Level:8- RizalTEACHER: JANE D. ALCAZAREN Learning Area:ENGLISH 8Teaching Date & Time:September 10, 2019 8:30- 9:30 AMQuarter: SECONDI. OBJECTIVES A. CONTENT STANDARD The learner demonstrates underst...

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Detailed Lesson Plan in English 8 SCHOOL: STO NIÑO INTEGRATED Grade Level: SCHOOL

8- Rizal

GRADE 8 DETAILED LESSON PLAN TEACHER: Teaching Date & Time: I. OBJECTIVES A. CONTENT STANDARD

B. PERFORMANCE STANDARD

C. LEARNING COMPETENCIES/OBJECTIVES (WRITE THE LC CODE FOR EACH)

JANE D. ALCAZAREN September 10, 2019 8:30- 9:30 AM

Learning Area: Quarter:

“The Parable of the Lost Son”

Let the learners stand up for a prayer.

b. Greetings c. Checking of Attendance

Good morning class, how are you? Let the assigned class secretary checked the attendance.

b. Lesson Proper a. Activity

SECOND

The learner demonstrates understanding of: East Asian Literature as an art from inspired and influenced by nature; relationship of visual, sensory, ad 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. The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs , appropriate grammatical signals or expressions in topic development, and appropriate prosodic feature, stance, and behavior. EN8RC-IId-2.22 Evaluate the personal significance of a literary text EN8LC-IId-7: Employ appropriate listening skills and strategies suited to long descriptive and narrative text EN8LC-IId-7: React to assertions made by the author in the text EN8LC-IIc-2.13: Determine the tone and mood of the speaker or characters in the narrative listened to

II. CONTENT III. LEARNING RESOURCES A. REFERENCES 1. Teacher's Guide Page 2.Learner's Material Page 3.Textbook Pages 4.Additional Materials from Learning Resource (LR) Portal B. Other Learning Resources IV. PROCEDURES a. Preparatory Activities 1. Daily Routine a. Prayer

d. Checking of Assignment 2. Priming

ENGLISH 8

k-12 English Communication Arts and Skills Through Afro-Asian Literature Textbook

Give plus points if there’s no absent. Let the learners submit their assignment. Start the class by presenting a picture of a family consisting of a father a mother, brother and sister.  Let the learners say something about the picture  Let them react through relating it to their own family. (After it, the teacher will introduce the topic which is all about “The Parable of the Lost Son.”) Present the Bible Verse to the learners: Luke 15:11-32, let the learners apply the appropriate listening strategies.

b. Analysis

“LEARNING THROUGH AN ACTUAL ENGAGEMENT” Divide the class into three groups: Group I- (Musical Group) create a short song that absolutely fitted to the significance of the text read. Group II- (Verbal/Linguistic) create a short poem that best describes the tone and the mood of the text being read. Group III- (Interpersonal) collaborate with your group share ideas and experience as to how God love us. ( Presentation of the different task will immediately follow) “LEARNING TO KNOW!” Raise the following questions for collaboration:  How was the activity?  How do feel after the presentation?  How did you come up with a beautiful idea, what have you done with your group mates?  What listening strategies did you used while listening to the verse presented? How did it help you understand the text?  How important is the text presented? What are the personal significance presented in the text?  How would you describe the tone and the mood of the characters in the narrative listened to a while ago?

c. Abstraction

“LEARNING IS FUN!” To give generalization on the topic discussed, the teacher will do the “carousel method” in determining the understanding of the students. There will be song played while the ball is being passed, once it will be stopped learners whose holding the ball will be sharing his/her ideas. Then the teacher will give generalization in the end of the game.

d. Application

“LEARNING BY DOING”  The main tone of the text clearly shows “repentance,” while the mood created towards the learners is all about “love.” Together with the same groupings, react through assertions made by the author in the text through the following: Group I: (Musical/ Rhythmic) create a rhythmic beat music best suited to your reaction. Group II: (Verbal/Linguistic) create an informative speech that is dedicated to personal significance. Group III: (Bodily Kinesthetic) create a dance moves that best signifies to the tone and mood of the characters in the text.

e. Assessment

The learners will read the story, “The good Samaritan.” Answer the following: 1. Determine the personal significance of the text being read? 2. Determine the tone and mood of the characters in the narrative texts.

f. Additional activities for application or remediation V- Closure VI. REMARKS VII. REFLECTION A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation C. Did the remedial lesson work? No. of learners who have caught up with the lesson D. No. of learners who to require remediation Which of my teaching strategies worked well? Why did these work?

Review “The steps in doing the Skimming at home.” “Forgiveness should be given to everyone.”...