SEMI – DETAILED LESSON PLAN IN GRADE 8 ENGLISH

July 17, 2018

I. LEARNING OBJECTIVES
At the end of the lesson, the learners should be able to:
- generate the significance of a mother’s love and wisdom as a
worthwhile human value as it enhances substance among the
youth which expands their experiences and ideals in life

II. LEARNING CONTENTS

A. Subject Matter: The Story of the Aged Mother
(A Japanese Folktale)

B. References: Grade 8 English Learning Module

Pages 60 – 61

C. Materials: Song, Video Clip, Cut outs,

PowerPoint Presentation, Randomizer App

III. LEARNING PROCEDURES

Daily Routine: Prayer
The learners are asked to pick up pieces of
paper around them; arrange their chairs
properly and settle down.
Checking of Attendance

A. ELICIT: Prior knowledge check – up about Chinese

values and traditions

B. ENGAGE: Task 1: The teacher plays a song entitled

“Mom” by Meghan Trainer and asks the
learners who is talked about in the song.

Task 2: Let’s play a game.

Mechanics:
1. Each learner is given a letter
(M,O,T,H,E,R). He/she will find other learners
to form the word MOTHER. Note that the
letters must be in different colours to be
valid.

2. The learners will describe their/a mother

by providing words which starts with:

M O T H E R
 and write the description at the back of
the cut – outs.
3. When they are done, they need to ring
the bell on the table that signals they are
ready to present their acrostics. The first
three groups to present are the winners.

C. EXPLORE: Task 3: The learners are asked: What does

your/a mother symbolize? How significant is
her role in honing your individuality?

“A mother is a symbol of love, unselfishness

and wisdom.”

D. EXPLAIN: The teacher, together with the learners,

watches the video presentation as
discussion of the Japanese folktale, “The
Story of the Aged Mother”. This helps
enhance the learners’ skills in viewing.

Story Wheel - Did you have fun reading the

“The Story of the Aged Mother”? Using
randomizer, the learners who will be called
will answer the questions in the story wheel
to get to know more about the folktale.

E. ELABORATE: The class answers the following questions:

1. Do you find the values and/or traditions

of the Japanese people illustrated in the
 story similar to your values and/or traditions
as a Filipino? Explain briefly.

2. Do you think these values and/or

traditions are also true to your other Asian
neighbours especially the Chinese? Why?

3. Are the values and/or traditions of the

Japanese similar to Filipino values and
traditions? In what way?

Class sharing (HOTS): Why is it important to

know the values and traditions of our Asian
neighbors?

IV. EVALUATION
The learners are tasked to demonstrate how they love and
appreciate the love and wisdom they learned from the folktale
through the following:

Group I – Tableau of one of the significant scenes in the story

Group II – Song that may be dedicated for mothers
Group III – Writing a Letter or a Poem for a mother
Group IV – Concretizing concept by drawing a symbol that
represents a mother

The learners do peer evaluation using a scoring rubric:

Different Acts for Different Folks (Differentiated Learning)
Group Name: _______________________________ Project: ______________

Indicators 1 2 3 4 Score

There were Students

There were no
There were a clear and created
Visuals helpful visual
few visual aids interesting excellent
aids
visual aids visual aids

Looked at
Held
Did not look at audience Looked at
Audience Contact attention of
the audience some of the the audience
the audience
time;

Group
Group understood
Group didn’t Group
understood the traditions
show sufficient understood
Overall the entire and values
understanding most of the
understanding of traditions and from the story
of the traditions traditions,
the topic values and
& values from values from
presented in presented
the story the story
the story extra
information

Helped other Helped other Helped other Helped other

Instilling Values in
students students students students
 Students understand at understand at understand understand at
least one least two at least three least four
important important important important
values and values and values and values and
traditions of traditions of traditions of traditions of
other countries other other other
countries countries countries

TOTAL

TEACHER’s COMMENTS:

Based on the Differentiated Learning Rubric by Maxine – www.atozteacherstuff.com

V. EXTENDED TASK
In the middle of each Word Chart are words found in the
selection. In your notebook, give the definition of the word in focus.
Then, give examples of words with similar meanings (SYNONYMS) and
words that have opposite meaning (ANTONYMS). Finally, use the word
in a sentence. Write it in the circle below.

What is it?

Definition
SYNONYMS ANTONYMS

Despotic

What is it?

Definition
SYNONYMS ANTONYMS

Mandate

What is it?

Definition
SYNONYMS ANTONYMS

Summit
REFLECTION:
Grade and Section being observed:
A. No. of learners who earned 80% on the formative assessment
B. No. of learners who require additional activities for remediation
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Prepared by:

JELAICA S. ALARILLA
Grade 8 English Teacher

Checked by:

ROSANNA D. JUATCHON
Head Teacher III

Noted by:
ELENITA C. SUMAIT, Ph. D.
School Principal III