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    I. Objectives: San Julian - Sta. Maria High School

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    GraceHazelG
    This daily lesson plan outlines an English lesson for an 8th grade class that focuses on identifying elements in literary pieces such as short stories and poems. The lesson plan identifies objectives, content about irony and its types, and learning resources. It describes procedures for before, during, and after the lesson, including facilitating a discussion on elements of short stories and poems. Students are given examples of figurative language and assigned to identify the types used. They also read and analyze a short story and poem to identify their elements. The plan is prepared by the teacher and checked by the head teacher and principal.

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    I. Objectives: San Julian - Sta. Maria High School

    Uploaded by

    GraceHazelG
    570 views3 pages
    This daily lesson plan outlines an English lesson for an 8th grade class that focuses on identifying elements in literary pieces such as short stories and poems. The lesson plan identifies objectives, content about irony and its types, and learning resources. It describes procedures for before, during, and after the lesson, including facilitating a discussion on elements of short stories and poems. Students are given examples of figurative language and assigned to identify the types used. They also read and analyze a short story and poem to identify their elements. The plan is prepared by the teacher and checked by the head teacher and principal.

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    This daily lesson plan outlines an English lesson for an 8th grade class that focuses on identifying elements in literary pieces such as short stories and poems. The lesson plan identifies objectives, content about irony and its types, and learning resources. It describes procedures for before, during, and after the lesson, including facilitating a discussion on elements of short stories and poems. Students are given examples of figurative language and assigned to identify the types used. They also read and analyze a short story and poem to identify their elements. The plan is prepared by the teacher and checked by the head teacher and principal.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    570 views3 pages

    I. Objectives: San Julian - Sta. Maria High School

    Uploaded by

    GraceHazelG
    This daily lesson plan outlines an English lesson for an 8th grade class that focuses on identifying elements in literary pieces such as short stories and poems. The lesson plan identifies objectives, content about irony and its types, and learning resources. It describes procedures for before, during, and after the lesson, including facilitating a discussion on elements of short stories and poems. Students are given examples of figurative language and assigned to identify the types used. They also read and analyze a short story and poem to identify their elements. The plan is prepared by the teacher and checked by the head teacher and principal.

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    Republic of the Philippines

    Department of Education
    Region III – Central Luzon
    Schools Division Of Tarlac Province
    SAN JULIAN - STA. MARIA HIGH SCHOOL
    Moncada, Tarlac

    DAILY LESSON PLAN

    School SAN JULIAN – STA. MARIA HIGH SCHOOL Grade/Section GRADE 8


    Teacher HAZEL GRACE G. BARROZO Subject ENGLISH
    Date/ Time August 19-28, 2019 Quarter Second Quarter
    I. Objectives
    A. Content Standard 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
    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.
    B. Performance Standard The learner transfers learning by composing and delivering a brief and creative entertainment
    speech featuring a variety of effective paragraphs, appropriate grammatical signals or
    expressions in topic development, and appropriate prosodic features, stance, and behavior.
    C. Learning Competency EN8LT-IIa-9.2: Identify the distinguishing features of notable East Asian poems, folktales, and short
    stories
    EN8VC-IIa-17: Discern positive and negative messages conveyed in a material viewed
    EN8RC-IIa-2.22: Evaluate the personal significance of a literary text
    EN8RC-IIa-2.18: Relate content or theme to previous experiences and background knowledge
    D. Enabling Objectives Identify Elements in a literary piece
    II. Content Irony and Its Types
    III. Learning Resources www.slideshare.net
    IV. Procedures
    A. Before The Lesson 1. Classroom Management
    2. Daily Routine
    B. During the Lesson Facilitate discussion on the students’ prior knowledge about elements of short story and
    poem.
    C. Lesson Proper Discuss the following:
    A. Elements of Short Story
    1. Characters – people or sometime animals who participate in the action.
    a. Protagonist – hero/heroin
    b. Antagonist – villain
    2. Setting – includes time, place, weather, and mood of the story.
    3. Plot – sequence of events.
    a. Exposition – introduction
    b. Complication – start of conflict
    c. Climax – highest point of interest
    d. Resolution – conflict is resolved
    e. Denouement – ending
    4. Theme – central Idea
    5. Moral/Lesson - an exhortation to good behavior; some rule of conduct regarded
    as applicable to one’s life

    B. Elements of Poem
    1. Speaker – the persona speaking in the poem
    2. Rhyme – words/endings with the same sound]
    Republic of the Philippines
    Department of Education
    Region III – Central Luzon
    Schools Division Of Tarlac Province
    SAN JULIAN - STA. MARIA HIGH SCHOOL
    Moncada, Tarlac

    3. Rhyme Scheme – Pattern of rhyme


    4. Theme – central idea
    5. Verse – lines of poem
    6. Stanza – group of lines
    7. Figurative Language (Simile, Metaphor, etc.)
    a. Simile – comparison of two opposite ideas with the use of “as” and “like”
    ex. You were as brave as a lion.
    They fought like cats and dogs.
    b. Metaphor - comparison of two opposite ideas without the use of “as” and
    “like”
    ex. He is a shining star.
    The calm lake was a mirror.
    c. Personification – giving inanimate objects the characteristics of a human.
    ex. The moon smiled at the stars in the sky.
    Time flies when you’re having fun.
    d. Hyperbole – used for exaggeration
    ex. I saw polar bears wearing jackets.
    He’s running faster than the wind.
    e. Paradox – statement that contradicts itself.
    ex. This statement is a lie.
    I close my eyes so I can see.
    f. Oxymoron – two opposite ideas joined together.
    ex. Alone together
    Big Baby
    D. After The Lesson A. On a half sheet of paper, let students identify what type of figurative language is presnt in
    each of the following statements.
    1. My love for you is as deep as the ocean.
    2. The students were monkeys on the jungle.
    3. The shopping cost me a million dollars.
    4. I can resist anything but temptation.
    5. This dress is perfect because it fits like a glove.
    6. Clearly confused.
    7. He is a night owl.
    8. Deafening silence
    9. My door protested as it opened slowly.
    10. They are as different as night and day.
    11. I’m so hungry, I could eat a horse.
    12. I am nobody.
    13. That is as easy as shooting fish in a barrel.
    14. The leaves waved in the wind.
    15. Sweet sorrow
    16. Watching the show was like watching grass grow.
    17. What a pity that youth must be wasted on the young.
    18. She is a peacock.
    19. The camera loves her since she is pretty.
    20. Maria is a chicken.
    Republic of the Philippines
    Department of Education
    Region III – Central Luzon
    Schools Division Of Tarlac Province
    SAN JULIAN - STA. MARIA HIGH SCHOOL
    Moncada, Tarlac

    Give students a hand-out and activity sheet of a story titled “The Powerful Prayers” and a
    poem titled “The Rainy Day”. Tell them to read it and identify the elements present in each
    literary piece.
    V. Assignment
    VI. Remarks August 29, 2019 – Checking and reviewing of outputs.
    VII. Reflection

    Prepared by: Checked:

    Hazel Grace G. Barrozo Melba M. Cangco


    Teacher I Head Teacher I

    Noted:
    Mely A. Bulusan
    Principal II

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