School Rizal High School
Student Teacher MARY GRACE D. SANTOS
Teaching Date and
Time
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
(Write the LC code for each)
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide Pages
2. Learner's Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
Steps in the Lesson
Grade Level Grade 8
Learning Area English
February 6, 2019 Quarter Fourth Quarter
The learner demonstrates communicative competence through his/ her
understanding of South and West- Asian literature and other text types for a deeper
appreciation.
The learner demonstrates understanding of: South and West -Asian literature as
mirror to a shared heritage ; coping strategies in processing textual information;
strategies in examining features of a listening and viewing material; structural
analysis of words and propaganda techniques; and grammatical signals for opinion-
making, persuasion, and emphasis.
The learner transfers learning by composing and delivering a persuasive speech
based on an informative essay featuring use of properly acknowledged information
sources, grammatical signals for opinion-making , persuasion, and emphasis, and
appropriate prosodic features, stance, and behavior.
Know:
 Visualize the effect of war through a short story entitled "Happily Never
After" by Neeha Hammad.
 Comprehend the story by answering the questions through discussion.
 Identify the main theme of the short story.
Do:
 Analyze the given pictures to form vocabulary words.
 Use graphic organizers to discuss the issues presented to a reading text.
 Expand ideas and present information using different graphic organizers
 Share viewpoints based on the ideas presented in the material.
 Work as a group in accomplishing task given by the teacher.
Understand:
 Discern positive and negative messages conveyed by what was read.
 Relate text content to a particular issue and concerns in real life.
 Develop the multiple intelligences through differentiated activities.
Exploring the literary text entitled “Happily Never After” by Neeha
Hammad
Pages 147-148 TG by Michaela Navarro
Pages 405-406(Grade 8 Eloquence book)
Laptop, projector visual aids ,cartolina and pentel pen
a. Daily Routines
1.Opening Prayer
2. Report of Attendance
3.Words of Wisdom
4.Word of the day
5. Recap
b. Motivation
The teacher will use pictures to develop understanding among the learners.
1. What is shown in the four pictures?
2. What do you think is the word/ idea that represents these four pictures?
3. Why war does exist in the country?
4. If there's a war, do you still believe in happily ever after?

c. Unlocking of difficult words: Let’s do Math with Words!

Directions: Set of clues will be shown to students and the students will form words/ phrases
from those given clues.

1. to speak in an angry or critical way answer : scold

2. to destroy, break apart, or remove with an explosive answer: blast

THUMB PINGPONG
3. very large, great, etc. answer: thumping

HARVEST FISH
4. severe or cruel / not kind answer: harsh

SPY
5. to make (someone or something) wet with large drops of water or another liquid. (past
tense) answer: splashed
d. Lesson Proper
 The teacher distributes the copies of the story.
 The teacher will let the students to read the story entitled “Happily Never
After" by Neeha Hammad. The students will do segmented reading after
each paragraph the teacher will ask questions to check students’
comprehension about the story. (see the attached copy of the literary text
below)

The assigned groupings for segmented reading:

Group 1:First paragraph

Group 2:Second paragraph
Group 3:Third paragraph
Group 4:Fourth paragraph
Group 5:Five paragraph

Processing Questions
Group 1:
1. Who do you think is Asif?
2. What kind of father is he?
3. Who are the characters mentioned in the first paragraph?

Processing Questions:
Group 2:
1. What particular country that has been mention in the story?
2. What could be the possible reason why the author have said that "what will be the
future of Pakistan?"
3. How can you relate yourself with this line from the story "I wander why media
always want people to come out of their homes?

Processing Questions:
Group 3:
1. What kind of news had reached out by the radio announcer?
2. According to the radio announcer, in what particular place did the threat exist?
3. If you were Asif, how would you react on that kind of news?
Processing Questions:
Group 4:
1. What do you think happened to Asif?
2. What was the reaction of Alia in that situation?
3. What do we mean by this statement from the story “She was too young but still
thought like adult?”
4. If you were Alia, how would you react on the situation?

Processing Questions:
Group 5:
1. What can you say about this line from the story "Come on, Mom! we are not that
weak".
2. Why did Alia ask her Mother to stop from crying?
3. What kind of daughter is Alia?
4. If you have the chance to change the end of the story how would you change it?
5. How can you compare the values shown by Alia and her father to that of Filipino
values?
6. What particular scenes or passages in the story affected you the most?

e. Pair work: “PUTTING YOURSELF IN SOMEONE ELSE’S SHOES”

Find your partner and think of this scenario. “How would you feel if one day, you’ll wake
up a victim of war in which your family is killed?”
 Write a short dialogue lifting a person to be strong despite of great adversity. A
song will be played while accomplishing the task “ Warrior is a child by Gary
Valenciano” https://youtu.be/MCf3IVUSDss
f. Performance Task: Do it Stuffs!!!

Each group will be assigned with a specific task that they have to finish within 10
minutes. See the given rubric to consider in the deliberation of the group task.

Group 1:Personality sketch (Verbal- Linguistic)

Complete the table with details from the short story and present an image of the character
based from the details and descriptions read from the story.

Personality/ Attitude Role in the Community Special characteristics

Alia
Modern Woman
Woman in the past

Group 2: (Verbal- Linguistic)

Fill in the Fishbone with different thoughts about the cause and effect of war in a country.

Group 3: (Bodily- Kinesthetic)

Create a tableau that depicts the effect of war. Relate your scenario in the different events
that happened in the story.

Group 4:(Musical/Rhythmic)
Compose a song that will encourage people to have peace and unity. (You can use the
rhythm of well known songs)

Group 5:(Visual- Spatial)

Draw a poster about the message of the story based on the idea presented from the
reading text. State the theme of the story.
Note: The students are asked to give their comments and suggestion about the
presentation of their classmates through emojis.
 Allow students to perform and present their tasks

Feedback, critiquing and scoring.

Outstanding hug
The students had fully appreciate and understand the presentation of group presenter

After shock face

The students are amazed and surprised on the information that has been taught to them by
the group presenter.

Confused face
The students would definitely raise their question because they didn’t understand and
want to have few clarificationswith the presentation.
Sad face
 The students have a lot of clarifications and need some guide just to understand the
presentation.

 The teacher’s judgment will be made according to the following rubrics:

Rubric
Trait Criteria
1 2 3 4
Collaboration: The members The members The members The members
Did everyone never worked sometimes worked from always worked
contribute to from others’ worked from others’ ideas from others’
the ideas. It seems others’ ideas. most of the ideas. It was
presentation? as though only However, it time. And it evident that
a few people seems as seems like all of the
worked on the though certain everybody did group
presentation. people did not some work but members
do as much only some contributed
work as others. people are equally to the
carrying the presentation.
presentation.
Organization: The There were The The
Was the presentation minimal signs presentation presentation
presentation lacked of of organization had organized was well
well organized organization of preparation. ideas but could organized,
and easy to and had a little have been well prepared
follow? evidence of much stronger and easy to
presentation. with better follow.
preparation.
Presentation: Presenters Presenters Presenters Presenters
Did the were were not were were all very
presenters unconfident consistent with occasionally confident in
speak clearly? and the level of confident with delivery and
Did they demonstrated confidence/ their they did an
engage the little evidence preparedness. presentation excellent job
audience? of planning however the of engaging
prior to presentation the class.
presentation was not Preparation is
engaging as it very evident.
could have
been for the
class.

LINK IT!
Your task is to use the freedom of speech to spread positivity and utilize social media
platform as a way to promote peace and unity. Write a post on your timeline with your
own hashtag that can encourage other social media users to maintain peace and harmony
in the country.
V. CLOSURE/WRAP-UP

VI. REFLECTION