Contextualized lesson Plan in English 8

Content Standard:
The learner demonstrates understanding of: South and West Asian literature as an
expression of philosophical and religious beliefs; information flow in various text types;
reality, fantasy, and opinion in listening and viewing materials; word decoding strategies;
and use of information sources, active/passive constructions, direct/ reported speech,
perfect tenses, and logical connectors in journalistic writing.

Performance Standard:
The learner transfers learning by composing a variety of journalistic texts, the
contents of which may be used in composing and delivering a memorized oral speech
featuring use of properly acknowledged information sources, grammatical signals for
opinion-making, persuasion, and emphasis, and appropriate prosodic features, stance, and
behavior.

I. Objective
Draws conclusions from a set of details using the folktale. DCLM VII. 4.
II. Subject Matter
 Content
Drawing conclusion from a set of details.
 Instructional Materials
Reading texts (The Legend of Limasawa & Understanding Poverty)
Picture of Limasawa Island
Video clip (Geography of Limasawa)
 References
The New Dimensions in Learning English pp. 168-169
Prototype lesson Plans in English II, p. 265
III. Learning Procedure
A. Preliminary Activities
1. Drill
 The students do the practice exercise of sounds/ow / and / /.
/ow/ / /
boat bought
pose pause
Joe jaw
1. The fishermen bought a boat that he could row to cross the river.
2. The girls paused to pose for a picture.
3. Joe has been in a coma after the accident that broke his skull and his
jaw.
- What commons sounds you have heard?

2. Review
 Review students gained knowledge on the use of active and passive
constructions in journalistic contexts.
Rules for changing Active into Passive Voice
1. Identify the subject, the verb and the
object:
2. Change the object into subject.
3. Put the suitable helping verb or auxiliary
verb.
4. Change the verb into past participle of the
verb.
5. Add the preposition “by.”
6. Change the subject into object.
 Examples:
ACTIVE
Ana eats a slice of cake.
PASSIVE
A slice of cake is eaten by Ana.

3. Motivation
 Show a picture of Limasawa island.

 Let students guess what island is on the picture.

 Then say; Have you ever heard a story of the island why it is named as
Limasawa? Do you want to know the reason? So find out as we read and
discuss the story.
B. Lesson Proper (Explicit teaching)
1. Teaching Part
 Pre-reading
a. Unlocking of Difficulties
 With a partner, students do the exercise.
1. He is an avid admirer of horror movies.
2. The court has jurisdiction over most criminal offenses.
3. It was a sight that filled me with awe and reverence.
4. We ventured out into the woods.
5. He lives on an isle of the Philippines.
 Geographical Background
 The teacher gives a geographical background of the island through a
video clip.

-a -a small
small island
island yetyet flourishing
flourishing town
town being
being the
the site
site ofof First
First Christian
Christian Mass
Mass in in
country
country andandin in Asia
Asia
-situated at the
-situated at the southern southern tiptip
ofof
thethe province
province ofof Southern
Southern Leyte
Leyte
-has a total land area of 7 kilometers having
-has a total land area of 7 kilometers having six barangays six barangays
-with
-with a total
a total population
population ofof 5,831
5,831 with
with anan average
average annual
annual growth
growth ofof 1.72%
1.72%
-it is considered as sixth class municipality
-it is considered as sixth class municipality
- the
- the municipality
municipality is one
is one ofof
thethe areas
areas in in the
the country
country with
with high
high tourism potential
tourism

 Gives the meaning of a legend

LEGEND
-A story passed on from one generation to another by word of mouth. It
explains the origin of places, or things.
 Reading Proper
Activity 1
 The teacher reads the story with students reading silently.

LEGEND OF LIMASAWA
From the pages of the early 16th century, there was a colorful
personality who was not only a datu but also an avid fisherman. He had
a hobby to venture to other lands. Thus he ventured northward to
established his own kingdom. This colorful personality was Mangkaw,
whose real name was Datu Bangkaw. Datu Bangkaw, a younger brother
of Datu Talim of Sulu, choosing a very small island south of Leyte as base
of operation, established his temporary seat of jurisdiction as a rajah,
hoping to extend it to the neighboring and bigger islands. As a religious
custom and as a leader of the group, Datu Bangkaw led a team in search
of five wives from the mainland of Leyte. A group of wives arrived from
the different barangays. He got in a hard way in his search for wives
from the mainland. His first four wives were Amparo, Consolacion,
Rosario and Banday. But the most beautiful and the youngest was
Tirana, a native of the island. Rajah Bangkaw had blood relations in
Butuan, Rajah Siagu and Rajah Kolambu in Cagayan de Oro, who came to
this island to see Rajah Bangkaw and to guide him for hunting in the
mainland.
When Magellan landed in Limasawa, Rajah Siagu and Kolambu
happened to be there. The natives stood in awe as the small boat
approached the shore. The natives were surprised to find a man with
other personalities. The Spaniards asked in Spanish “QueEslaEsEsta?”
The Rajah could not understand and answered “LIMA ASAWA “ referring
to Rajah Bangkaw’s five wives. From that time on, the isle’s name has
been called “ LIMASAWA “.

 Guide questions intended for the teacher during discussion.

a. What is the story about?
b. Who are the characters in the story?
c. What is the setting of the story?
d. How the island got its name?
e. What can you say about DatuMangkaw or how would you characterize
him?
f. Would you have done the same if you were DatuMangkaw?
g. If you were one of the wives, will you marry DatuMangkaw? Justify.
h. Can you really say that Limasawa is derived from the word “LIMA
ASAWA”? Explain.

Activity 2
Note to the teacher:
Present the following riddles to the class by giving first the details before the
answer/picture.
1. I’m hairy.
I have four legs.
I like to take long walks with my owner and chase animals.
(DOG)
 2. It has a face and two hands but no arms or legs.
(CLOCK)
3. Months of the year having 28 days.
(ALL OF THEM)

Activity 3
Note to the teacher:
Show the given details before presenting the answer.

Santan Daisy

FLOWERS
SS
Sampaguita
Sunflower
er

fork ladle

Kitchen
utensils

saucer knife

red
green

colors

orange yellow

2. Guided Practice
 Teacher – Learner Activity
 Guide student/s in giving conclusions.
Activity I
Ruperto Cadava Kangleon was a Filipino military figure and politician. He
was a native of the municipality of Macrohon in the now named province of
Southern Leyte. Kangleon was the acknowledged leader of the Resistance
Movement in Leyte during the Japanese occupation of the Philippines during World
War II. He died on February 27, 1958.

Activity II
Riddle
I sleep in a crib.
I drink from a bottle.
I cannot walk or talk.
Who am I?

Generalization: What is a legend? What lesson does the story

give?

3. Independent Practice
 Group Activity

Group I
Read the story below.
Elwin and Allorah ran through the caves, trying to escape the troll.
They knew there must be some way out of the maze of chambers. They
could almost smell the fresh air. It would be welcomed after so long
underground.
As he turned the corner, they entered a large cavern. It was lit
brightly with crystal fire. They saw clearly three separate wooden doors. On
one was written “B. LOWE AtER.” THE MIDDLE ONE HAD “COMB V. StION”
WRITTEN ON IT. The last one said “SPLEEN DEd GLEN.”
A tiny elf glided toward them. Its high voice rang through the cavern.
“You are looking for escape,” it said. “One of these doors will lead
you to safety. I am forbidden from telling you which one. I can tell you this:
one door leads to the bottom of the sea, one into a blazing fire and one to a
grassy meadow. Each door is logical to its end. You must decide quickly, as
the troll will find you very soon. Goodluck.”
With that, the elf glided away into the corners of the cavern. Elwin
and Allorah knew immediately which door to pick.

Write the ending of the story. Explain which door Elwin and Allorah picked
and how they knew it was the correct door.
____________________________________________________________

Group II
Read the paragraph and answer the question.
Sarah lit the candle as the room grew darker. The clock chimed eight
times, so she knew it would soon be bedtime. She hurried to find her
chalkboard slate. She had not finished her lessons yet. She knew the teacher
would be disappointed in her if she did not finish.

1. The paragraph takes place in: a. morning b. afternoon

Why do you think that? _________________________________
2. The paragraph takes place in: a. modern times b. historical times
Why do you think that? _________________________________

Group III
Look at the picture carefully, then answer the questions below.
 1. What is the man’s job?
_________________________________________
2. Give three details from that picture that helped you make your
conclusion.
_________________________________________
_________________________________________
_________________________________________

 Individual Activity
Look at the picture carefully, then answer the questions below.
1. The girl with dark hair is decorating a gingerbread house. Is she:
a. in the backyard?
b. in the kitchen?
c. at a birthday party?
d. at a baking class?
2. Has the girl
a. just started decorating the house?
b. in the middle of decorating the house?
c. just finished decorating the house?
d. watching someone else decorate?

4. Application
Read the short story.
It was a hot day and the sun beat down all of the sun-
screened people laying on blankets on the sand. The seagulls could
be heard overhead flapping their wings, waiting for a scrap of food
to drop to the ground. The moist air was rich with the smell of sea
salt and grilled hotdogs. In the background was the laughter of
children and the soothing sound of waves continuously lapping at
the shore.
Where does this story take place?
IV. Evaluation
Directions: Read the article about a nagging problem. Give the possible ways in combatting
them.
Understanding Poverty
Poverty has many faces, changing from place to place and across time, and has been
described in many ways. Most often, poverty is a situation people want to escape. Poverty is
hunger. Poverty is lack of shelter. Poverty is being sick and not being able to see a doctor.
Poverty is being able to go to school and not knowing how to read. Poverty is not having a
job. It is a fear for the future, living one day at a time. Poverty is powerlessness, lack of
representation and freedom. So poverty is a call to action – for the poor and the wealthy
alike – a call to change the world so that many more may have enough to eat, adequate
shelter, access to education and health, protection from violence, and a voice in what
happens in their communities.

1. What are the faces of Poverty? How are we going to combat these problems?
 Faces of Poverty Ways of combatting them

V. Assignment
Write your own legend.
Write a story to explain the name of a place or the origin of a place or thing, or even
a happening in nature.
 Contextualized lesson Plan in English 8

Content Standard:
The learner demonstrates understanding of: South and West Asian literature as an
expression of philosophical and religious beliefs; information flow in various text types;
reality, fantasy, and opinion in listening and viewing materials; word decoding strategies;
and use of information sources, active/passive constructions, direct/ reported speech,
perfect tenses, and logical connectors in journalistic writing.

Performance Standard:
The learner transfers learning by composing a variety of journalistic texts, the
contents of which may be used in composing and delivering a memorized oral speech
featuring use of properly acknowledged information sources, grammatical signals for
opinion-making, persuasion, and emphasis, and appropriate prosodic features, stance, and
behavior.

I. Objective
Interpret and follow instructions, directions, notices, rules and regulations.
EN8RC-IVd-14.1
II. Subject Matter
 Content
Following instructions and directions.
 Instructional Materials
Reading text (Signs in School)
Video clip (Traffic Signs and Symbols)
Copies of the Recipe

 References
Prototype lesson Plans in English II, pp. 12-14
Self – instructional Materials

III. Learning procedure

A. Preliminary Activities
1. Drill
- Let students do an exercise in following the traffic lights.
2. Review
-Play a video clip about the essence in following the traffic signs and symbols.
3. Motivation
-Read this poem.
Signs in School

Every day when I’m in school

I see around me signs big and small.
“Keep off the grass,””Wait for your turn”
“Entrance,” “Exit,” “Up and down”
“Principal’s office,” “To the playground”
“Library,” “Silence,” “Lost and Found.”

These signs I read from day to day

As I go along my merry way.
 1. Which of these signs are found in your school?
2. What other signs do you have in our school?
3. What are these signs for?
- Do you want to know more about it?

B. Lesson Proper (Explicit teaching)

1. Teaching Part
 Discussion

-Directions are guides. Once followed properly, they give positive

results.
-Giving and following directions are not only used in locating places.
There are directions found in the labels of medicine bottles, boxes or
tubes.
-Whatever you do, wherever you go, there are always directions to
be followed.
-You should always follow directions to avoid mistakes and accidents.
- The words first, next, and lastly were used to follow the directions
in their correct order. These are the words that signal what is the
next step to follow. These are called connectives or sequence words.
-Directions may be given in doing something, how to make simple
things or activity, how to use things or objects and how to find
places.

Give some examples about following instructions and directions.

Activity 1
Steps in cooking Sinaging

Sinaging
Ingredients:
Ripe banana either lakatan or tundan
Gabi or Karlang
Sugar
Coconut leaves (for wrapping)
Young coconut

Steps:
1. Shred the karlang or gabi.
2. Grate the young coconut.
3. Crushed the grated coconut, sugar and banana.
4. Mix the ingredients with shredded karlang or gabi.
5. Wrap it with coconut leaves then boil until cooked.

Activity 2
Listening text
The assembly point is the area near the flagpole. Listen
closely to the instructions about the place you will occupy in the
school orientation program where you will be given instructions
regarding school policies and the use of our school facilities.
 All classes with their advisers are directed to line up and
wait for their turn in going to the place of assembly. The search for
the most organized and most behaved class is on.
The area in front of the right wing of the school is reserved
for the grade 7 classes; the area near the left of the flagpole is for
the grade 8 classes. The grade 9 classes are to occupy the space in
front of the flagpole area. The area near the school fence is for the
grade 10 students. The school guard should make sure that all
students stay in the school premises.
Activity 3
An example of a prescription

Vicky Ambat

Paracetamol 12 tablets

Sig: 1 tablet after meal

3x a day

Dr. Jose Tiu

Lic. No. 3578123

How many times will you take the medicine?

When will you take the medicine?

2. Teacher – Learner Activity

See if you can answer these questions fast.
1. Facing the board, what is on your left? On your right?
2. As you go out the door, what is on your left? On your right?
3. Who sits directly behind you? In front of you?

Generalization:
-Directions are guides. Once followed properly, they give positive results.
-The connectives first, next, then, finally or lastly are used in giving the
order of the directions. These are also called sequence words. They are
used in giving three to four steps directions.
3. Independent Practice
 Group Activity

Group I

Acute Bronchitis

a. Bricanyl Expectorant
½ tsp. 3x a day for 1 week
b. Bendryl Expectorant
2 tsp. every 4 hours

If the child has fever give her

tempra drops every 4 hours (after
meal)

1. What medicine was prescribed to the child?

2. What was the sickness of the child?
3. Which of the medicine will be taken most often?
4. What does tsp. means?
5. For how long will the medicine be taken?
6. What is the dosage of Bricanyl expectorant?
7. If Bendryl will be given at 8:00 a.m., what time will it be followed?
8. If Bricanyl will be given 3x a day, what time will you give it?
9. What medicine will be given to the child if she has fever?
10. If ever does not subside, what do you think will the mother do?

 Individual Activity
Answer the questions.
1. Caution: Keep away from babies reach.
a. Babies should play with it.
b. It is good for babies.
c. It is harmful to babies.
2. For skin irritation and insect bites. Avoid contact with the eyes.
a. Do not apply the lotion near the eyelids.
b. It will cause skin rashes.
c. It is an insect repellant.
3. To be taken upon doctor’s prescription.
a. The prescription is for headaches only.
b. The medicine should be taken upon doctor’s order.
c. This is not good for children.
4. Flammable: Keep away from hot objects
a. Store in a cool place.
b. It should be placed near the stove.
c. It should be kept in warm places.
5. For skin rashes only. Not applicable for open wounds
a. It is good for all kinds wounds.
b. It is applicable for minor skin irritation.
c. It can be taken orally.
 4. Application
Study these sentences.
1. You will need 2 cups of rice and 2 cups of water.
2. Clean the rice by removing stones, insects and palay.
3. Put the rice in a pot.
4. Wash the rice once or twice without rubbing the grains.
5. Add 2 cups of water.
6. Cover the pot and place over the fire until rice boils.
7. Lessen heat and let it simmer until rice is cooked.

These are the steps in cooking rice.

Read the paragraph below.
First, prepare 2 cups of rice and 2 cups of water. Next, clean the rice by
removing the stones and palay. Then, put the rice in a pot and wash once or twice
without rubbing the grains. Lastly, add 2 cups of water, cover the pot, and place over
the fire until it boils. Lessen heat and let it simmer until it is cooked.
Are the sentences in the paragraph related to the numbered sentences
above?
The numbered steps in cooking rice were written in a paragraph form.
Connectives were used to make the directions clear.
IV. Evaluation
Directions: Read all the directions carefully before doing anything.
1. Write your name on the upper left corner of your paper.
2. Write numbers 1 to 9 along the left margin.
3. After the numbers 1, 2, 3 and 4, write the name of an animal.
4. Write your sister’s name.
5. Write your brother’s name.
6. Arrange these words to form a question: is, this, book, my
7. Write the name of a flower.
8. Write the name of your seatmate.
9. Now that you have finished reading numbers 1 to 8, follow the direction
given in number 1 only.

V. Assignment
Directions: Read the following topics. Choose one and write the directions on how to do it.
Write the directions in paragraph form using the connectives. Do it in your notebook.
1. How to clean an Aquarium
2. How to make paper mache
3. How to fry an egg
4. How to transplant seedling from a plant box to the ground
 Rubric for Paragraph Composition

Below Average Above Excellent Total

Average (5-6) Average (9-10)
(1-4) (7-8)
Ideas Idea is unclear Mostly Interesting Specific,
or unfocused focused on ideas are concrete
a single presented to ideas and
idea the reader feelings.
throughout Involve
and readers
articulations completely
is well
focused
Use of General/ Expresses Appropriate Precise,
Language ordinary thought use of words original
words. marginally. most of the
Inappropriate time
use of words.
Patterns & Does not Follows Follows Follows
Layout follow pattern pattern pattern
most of the
time