English 8 Dll (3rd)

School Esteban S. Javellana Memorial High School Teacher Julie Ann D. Pajarilla Teaching Dates and December 12, 2018, 7:15 – 8:15 AM Time

Grade Level 8 Learning Area English Quarter 3rd

GRADES 1 to 12 DAILY LESSON PLAN

I. OBJECTIVES

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards

The learners demonstrate understanding of Southeast Asian literature as a mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion-making, persuasion, and emphasis.

B. Performance Standards

The learners transfer learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.

C. Learning Competencies / Objectives

EN8RC-IIb-2.18: Relate content or theme to previous experiences and background knowledge. EN8RC-IIc-2.1.7: React to what is asserted or expressed in a text

Write the LC Code for each Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

II. CONTENT III. LEARNING RESOURCES

Reading Text: On the Three Evils by Prime Minister U Nu List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References 1. Teacher's Guide pages

English 8 Module 3, pp. 11-13

2. Learner's Materials pages

No Available Learners Material

3. Textbook pages

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. DVELOPMENTAL ACTIVITIES

ASSESSMENT ACTIVITIES

Answer the following questions:

Activity: BURMA Trivia Challenge Group the students into 2 (Boys vs. Girls). Answer the following questions flash in the TV screen about Burma (Myanmar). Each correct answer is a clue to a hidden picture behind the cards! Note: This activity is good for 3 minutes. A. Reviewing previous lesson or presenting the new lesson

B. Establishing a purpose for the lesson

A video clip about Burma. After viewing they are going to answer the following questions which were arranged according to Higher Order Thinking skills from recalling up to creating. Note: The activity will be done for 5 minutes.

C. Presenting examples/ instances of the new lesson (Elicit)

The teacher presents the reading text “On the Tree Evils”. The students will be group into 6. Each group will present a choral reading of the paragraphs of the text in a creative way. The teacher will discuss the rubrics to be used in choral reading.

1. What is the coinage of the name Myanmar? a. Burmese word for independence b. Burmese word for the martial attributes for strong and fast 2. If Japan is the land of the rising sun and Thailand is the land of the free, what about Burma (Myanmar)? a. Land of Spirits and Stars b. Land of the Khmers 3. Who conquered Burma (Myanmar)? a. Dutch b. British 4. What is the former name of U Nu? a. Thakin Nu b. Thekin Nu 5. What is the meaning of U Nu? a. U means roughly “Respected Sir,” or “Uncle” and Nu is a Saturday name meaning “soft” or “gentle”. b. U means roughly Major-General or Generalissimo and Nu means benevolent. Answer the following questions: 1. What is the video all about? 2.

A. Activity: Unlocking of Difficulties The teacher will divide the class into two groups. The students will unlock the difficult words, they will look for the functional definitions of the words below, meaning, how they were used in the text. a. inevitables f. utilitarian b. fleeting g. exploit c. transitory h. rampant d amass i. inexhaustible e. insatiable j. wallow Note: The activity will be done in 5 minutes.

D. Discussing new concepts and practicing new skills #1 (Engage)

B. Activity: Meeting You Form groups with five members and assign each to identify what are asked from the table. Evils that Plague Humanity

1. 2. 3.

Effects on the Lives of People

Inevitables in Life

How Science Conquers each

Statements that Indicate Reality (actual, exists) and Fantasy (dream, imagination)

Give the meaning of the underlined word 1. Whether we are Buddhist, Hindus, Muslims, Christians, Animists, or Atheists, we cannot escape the three inevitables. 2. Nobody can deny the five sense objects – pretty sight, delightful sound, fragrant smell, savory taste, and nice touch – are only fleeting phenomena. 3. Nor can anybody deny that property is transitory: no one can carry away his property after death. 4. They forget that this life is not even one millionth part of the whirlpool of Samsara (the cycle of rebirth), and go on amassing wealth even though it never brings them full satisfaction. 5. This insatiable greed for wealth results in the profit motive which is not directed toward any utilitarian purpose. 6. But with the advent of the profit motive these commodities became objects of exploitation. 7. Then a class of people who could not afford to eat well, dress well, or live well appeared, and crime became rampant. 8. If only this natural wealth is used for the common good of mankind it will be exhaustible, besides satisfying the needs of everybody. 9. While some can amass wealth which cannot be spent in ten lives, others have to wallow in extreme poverty with bare rags on their bodies.

Activity: Literary Carousel E. Discussing new concepts and practicing new skills #2 (Explore)

Group the students into 2. Have your own literary circle where each member will take turns in answering the questions or explaining any of the following statements.

1. Teachers will distribute the activity worksheets. 2. Students will form a group according to their skill and assigned F. Developing mastery (Leads to performance task. Formative Assessment 3) (Explain)

G. Finding practical applications of concepts and skills in daily living (Elaborate)

H. Making generalizations and abstractions about the lesson

Note: The task will be done in 15 minutes

Answer the following questions: 1. What lessons does the legend of the Padaythabin three teach the Burmese? 2. What does this excerpt reveal about the temperaments and psyche of the Burmese? 3. Can you still lead a simple life today even amid the ongoing technological advances? Elaborate. 4. Explain the line, “Live simply so that others may simply live.” 5. If you were a parent, what would you teach your children to make sure that they do not grow up to be greedy people?

1. Students will answer the worksheets 2. Perform the following task. a. Musical Group b. Bodily Kinesthetic c. Visual Spatial d. Naturalist e. Linguistics f. Intrapersonal g. Interpersonal h. Mathematical

I. Evaluating Learning (Evaluate) J. Additional Activities for application or remediation (Extend) V. REMARKS VI. REFLECTION A. No. of learners who earned 80% on the formative assessment 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

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.