School Banisilan National High School Grade Level 8

Daily Lesson Teacher APRIL JANE F. CO Learning Area ENGLISH

Plan Teaching Date &
APRIL 21, 2022 Quarter 2ND
Time

Objectives must be met over the period 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
I. OBJECTIVES 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. Daily objectives shall be derived from the
curriculum guides.
The learner demonstrates understanding of: East Asian literature as an art form inspired and
influenced by nature; relationship of visual, sensory, and verbal signals in both literary and
A. Content Standard 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
B. Performance Standard signals or expressions in topic development, and appropriate prosodic features, stance, and
behavior.
MELC: At the end of the session, eighty percent (80%) of the students
C. Learning must have:
Competency/Objective A. Discover some practices, beliefs, or modes of behavior of the people of selected
Afro-Asian countries.
(Write the LC code for each) B. Explain how the selection ―The Soul of the Great Bell‖ may be influenced by
culture, history, environment, or other factors.
C. Convey through words or actions the value of sacrifice.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach.
II. CONTENT In the CG, the content can be tackled in a day.
“The Soul of the Great Bell” (Korean Folktale)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages -
2. Learner’s Materials -
pages
3. Textbook pages -
4. Additional Materials
 Activity Sheets
from Learning Resource
 Copies of the Literary Text
(LR) portal
 K to 12 Curriculum Guide (May, 2016) p. 120
B. Other Learning Resources  Grade 8 - The Soul of The Great Bell (Quiz) | PDF (scribd.com)
 quiz about the topic the soul of the great bell - Search (bing.com)
IV. PROCEDURES
A. Preliminaries
a. Prayer Prayer
b. Greetings The teacher will greet everyone in the class
 The teacher will check the attendance and record student’s
c. Checking of temperature.
Attendance  Remind also those who are absent last meeting to get their copies
of worksheet/s and activity sheets of the previous lesson.
d. Setting of Class The teacher will remind the class of the health protocol and set the class
Rules rules.
 
The teacher will ask this question?
B. Reviewing previous lesson  What is Fable?
 What was the moral lesson in a short story "The Vanity of the
rat"?
Activity 1 “Word Association”
 The teacher will post on the board or display on screen the
jumbled word SACRIFICE.
 Students will be asked to arrange the word and associate any word
related to the one displayed on screen and give brief explanation.

After that, the teacher then show a picture with a quote, and ask the
following questions. The teacher will call students randomly.

C. Establishing a purpose for the

lesson

Process Questions:
1. What can you say about this statement?
2. For you, what is sacrifice?
3. Are you willing to sacrifice just for the people you love?

The teacher will now connect the previous activity to the new lesson. He
will then post the lesson objectives on the board.
 The teacher asked the students to close their eyes and be silent
while they are listening to a recording of bell sounds.
 After listening, you will answer the following questions:

1. Describe the kind of sound a bell makes based from

what you have listened to. (sound of bell as ringing,
melodious, and sometimes deep, in the case of big
D. Discussing new concepts and bells, such as church bells)
practicing new skills 2. What do you feel or what are you reminded of when
you hear the bell sounds?

 After the process question, the teacher then let the students read
silently the summary of Korean folktale entitled "The Soul of the
Great Bell".
 But before that, the teacher gives first what is the meaning of a
Folktale.
 Then partly give the background of the Author.
E. Developing Mastery  The students will complete the Story Wheel activity sheets to be
given by their teacher. They will answer it individually.
 The teacher then processes the answers of the students by simply doing a
student-teacher interaction.
Final Task: Different Acts For Different Folks!
Group 1: For the Visual Arts
 Task: PAINT ME A PICTURE
 The students will draw something that shows their sacrifice
and love for parents.
Group 2: MEDIA
 Task: ROLL VTR!
 the students will conduct an interview about what and how will
F. Finding practical application they sacrifice their happiness just for the love of parents.
of concepts & skills in daily Group 3: Theater / Creative Writing
living
 Task: LETTER FROM THE HEART!
 The students will create a short letter addressed to their parents
expressing how grateful they are for having them.

Group 4: Dance
 Task: SING ME A SONG!
 The students will choose a song that best interprets the message of
the story and sing it to the class.

 REACTION AND REFLECTION: The soul of the great Bell is all

G. Making generalizations and and about a young lady named Ko-Ngai that sacrifice her
abstractions about the lesson life for her father, Kouan-yu not to be punish by the king
because of failing to make the great Bell twice and if they
fail for the third time. Ko ngai jumped onto the flood metal.
H. I. Evaluating Learning The students will answer the assessment in Week 6 LAS 2 numbers 1-
6 only.
 The teacher will inform the class that for those who are absent
(personal, medical or any justifiable reason) they can access the work
sheets and other learning resources related to the topic discussed
through Google drive, class FB Page and Messenger.

I. J. Additional activities for

applications or remediation  For students who do not have internet access, the teacher will provide
hard copies of the lesson as well as work sheets.

Additional Activity

Describe Ko-Ngai: Would you do the same sacrifice to save your father?
Yes or No? Why? Answer in 1-2 sentences only.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress today. What works?
VI. REFLECTION 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.
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?

Prepared by:

APRIL JANE F. CO
Teacher

Checked:

NENITA C. PAGURAYAN
HT-III, Rater

Approved:

ALEX B. PALMES
Principal I
 Fresh COVID-19 restrictions bring Philippines back to
square one
With COVID-19 cases rising, the Duterte administration keeps doing the same thing but
somehow expects a different result, says a freelance journalist.

MANILA: It’s hard to tell whether the Philippine government intentionally sought to mark
exactly one year since the 2020 Metro Manila COVID-19 lockdown by tightening quarantine
restrictions once again, first on Mar 15, and then further on Mar 22.

New COVID-19 cases have been piling up at an alarming rate recently, with the capital as the
epicentre, home to roughly a tenth of the national population. City mayors, with the backing
of the administration, resolved to impose stricter checkpoints, a 10pm curfew, and a limit to
general public mobility and economic operations.

What little difference a year makes as an end to one of the longest lockdown periods in the
world becomes that much more unimaginable.

The latest move has been prompted by the abrupt increase in daily average cases (more than
4,600), the second-highest in Southeast Asia. The numbers are comparable to the height of
transmission last year and show a 113 per cent hike from the end of February to the present.

On Mar 18, the Philippines recorded its highest-ever number of confirmed infections in a day,
at 7,103, breaching the 70,000-mark of active cases, the highest since August last year.

Two days later, the record was broken once more, as cases in a single day reached 7,999.
More than 12,000 deaths have been reported.

Whereas Indonesia, the country with the most COVID-19 cases in the region, has steadily
curbed infections, the Philippines is on the uptick.

https://www.channelnewsasia.com/news/commentary/covid-coronavirus-philippines-quarantine-rules-duterte-lockdown-
14488302