Week 3
Sequencing of Events
Day 1
Topic: Looking through the lens of
Beowulf
 Recalling significant events that
occurred in the story
 Expressing views and opinions
about Beowulf’s being a hero
and give own standards for a
person to be considered a hero.
 Understanding meaning through
context clue
 Performing the assigned
differentiated task
Values Integration
 Co-Responsibility
 Self-Reliance
SDG #:
 Personal Growth and
Development
Materials
 PowerPoint Presentation
 Book
 Video
Reference
 Alcaraz, F., & Yap, A.
M. (2016). English for
Motivation: Clip Viewing A.
Modified Debate
The teacher will show a short The teacher will give strips of paper, The students will have a short
documentary about a person who shows wherein important events are written, to the debate about their stand in the
act of heroism despite his/her personal students. Then, they will be tasked to question:
difficulties. arrange it according to its sequence.
Afterwards, the teacher will discuss briefly “Is Beowulf a hero?”
Ask: the story.
a. What personal difficulty does the Sample Answers:
character encounter? B. Demystifying Epic Heroes a. Yes, because _____.
b. Does that stop him to become a Teacher will lead a discussion about b. Yes, but ________.
hero? heroes. c. No, because _____.
d. No, but ________.
Unlocking of Difficulties Convention Textual Evidence
Rearrange the jumbled letters in each 1.Nobility I-R-F Worksheet
box to come up with the word that 2.Capable of Students will fill out the I-R-F
means the same with the underlined deeds of great worksheet as they recall
word/phrase in each sentence. strength and Beowulf’s point of view.
courage
1. You can always turn to your best 3.Great Warrior What makes
friend who always knows how to 4.Faces a hero?
cheer you up in times of pain or Supernatural Initial
misery. Foes and/or Revised
Receives Final
alfciitofn Supernatural
Help
2. Watching the beautiful sunset at the
Manila Bay gives a feeling of C. Character Analysis
comfort and relief. Through this map, the students need to
describe the protagonist of the story.
alceos
 the 21st century Learners
What he
9. 3. To protect himself during battle, a
thinks?
 https://www.youtube.co warrior wears a flexible body
m/watch?v=8DtBWWj5 armor made of metal. What he What he
bd8 says? does?
liam
Beowulf
4. In ancient England, a warrior’s
victory was celebrated in banquet
halls with feasting, drinking liquor
especially mead, long speeches and
giving of gifts.

deam–shall

5. In the epic Beowulf, the monster

seeks the hall warrior while the
young soldiers are sleeping.

sentah
Week 3 Review: Worksheet A. Character Analysis Reflective Thinking
Day 2 The teacher will have a short review Through this map, the students need to The students will write words
Topic: Looking through the lens of about Beowulf. Students will be given a describe the antagonist of the story. or phrase that answer the
Grendel worksheet to answer for three to five question in the organizer
minutes. below:
 Analyzing Grendel’s character What he
as the villain of the story Directions: Read and comprehend the thinks?
 Recognizing the reasons that sentences below. Write TRUE if the
What he What he
make Grendel a monster sentence is showing characteristics of says? does?
being a hero; FALSE, if it is not.
 Explaining the implication of What
the lessons learned to one’s life causes
Grendel to
Sentences: True or False Grendel be a
monster?
1. Beowulf is
1. Values Integration
of noble
 Co-Responsibility
birth as he is
 Self-Reliance
the Prince of
 Personal Growth and the Geats
Development and the
2. Materials nephew of
 Powerpoint Presentation his king. Then, the students are going
 Book 2. Beowulf B. Demystifying Epic Villains to write three to five
3. Reference kills Teacher will lead a discussion about villain sentences about their stand in
Alcaraz, F., & Yap, A. M. (2016). Grendel. He to Grendel’s story. the question:
English for the 21st century Learners 9. does this
without any “Is Grendel a villain?”
armor.

GRADE 9
Week 3
Day 1
Topic: Parallel Sentence Structure
 Identifying parallel sentence
structure
 Analyzing and correcting
sentence structure based on the
rules of parallelism
 Constructing sentences
following the correct parallel
sentence structure
Values Integration
 Solidarity
 Harmony
Materials
 PowerPoint Presentation
 Book
Reference
 De Guzman, S.S., & Jallores, A.
(2016). English for the 21st
century Learners 8.
Pre-Lection A. Lecture Discussion Group Sharing/Reflection
Analyze the sentences carefully. Say:
Determine which has correct parallel Through the use of PowerPoint Parallelism teaches us that we
structure. Put a check if the sentence presentation, the teacher will discuss the showed maintain same harmony in
follows a correct parallel structure; following topics: grammar structure, specifically on
X, if it does not. a. Parallelism parallel structure, for a more
b. Use parallelism in single words and effective communication.
Sentences phrases, such as: Similarly, we encounter the same
1. Doris went - Verb or Verb Phrases experience in interpersonal
- Adjective relationship.
shopping and
- Adverb or Adverbial Phrases
bought a pair
- Gerund or Gerund Phrases
of high heels,
a new CD - Infinitive or Infinitive Phrases
and a new
pair of B. Revisiting Pre-Lection Activity
glasses.
C. Deepen: Worksheet
2. Doris went
Students will analyze the sentences based
shopping and
on the rules of parallelism. The sentences
bought a pair
not in parallel structure will be revised.
of high heels,
1. My home offers me a feeling of
a new CD,
security, warmth, and love.
and she
2. When I refused to help her, she
found a new
became very angry and shout at me.
pair of
3. In my spare time, I enjoy taking
glasses.
care of my aquarium and working
on my stamp collection.

Week 3
Day 2
Topic: Parallel Sentence Structure
(Continuation)
 Recalling parallel sentence
structure
 Analyzing and correcting
sentence structure
 Constructing sentences
following the correct parallel
sentence structure
 Presenting the assigned
differentiated task
Values Integration
 Living Together Harmoniously
 Respect for Human Dignity –
Personal Growth and
Development
Materials
Review: PingPong Recitation
The teacher will have a brief review
of the discussion last meeting.
Directions: Read and analyze if the
sentences follow parallel sentence
structure. If not, the students need
to revise the sentence to make it
parallel.
1. Amy loves chatting online
friends, playing computer
games and to watch
YouTube videos.
2. To stop, to look and listen
is important when driving.
3. He talks sweetly, softly and
fluent.
4. Alcoholism might lead to health
problems, family problems, and
you might also lose your job.
5. By obeying the speed limit, we can
save energy, lives, and it costs us
less.
A. Group Activity Clear Cloud/Gray Cloud
The teacher will show a picture to the Ask the students to assess their
students. Then, she will direct the class to learning of the topic by
perform the differentiated-activities below: accomplishing the worksheet
below:
Tasks:
Group 1: Describe the pictures given
Say:
observing parallelism. In the Gray Cloud, write what
Group 2: Have a simple conversation confuses you.
using parallel sentence structure.
Group 3: A descriptive paragraph using In the Clear Cloud, write what you
parallelism have clearly learned.
Group 4: Write a short poem in any topics
using parallelism.
Table 1. Rubrics in the presentation of
outputs.
  Power point Presentation B. Presentation of Activity
 Book

Reference
De Guzman, S.S., & Jallores, A. (2016).
English for the 21st century Learners 8.

GRADE 8
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