Republic of the Philippines
Department of Education
School SAN JULIAN – STA. MARIA HIGH SCHOOL
Teacher HAZEL GRACE G. BARROZO
Date/ Time August 19-28, 2019
I. Objectives
A. Content Standard
B. Performance Standard
C. Learning Competency
D. Enabling Objectives
II. Content
III. Learning Resources
IV. Procedures
A. Before The Lesson
B. During the Lesson
C. Lesson Proper
Region III – Central Luzon
Schools Division Of Tarlac Province
SAN JULIAN - STA. MARIA HIGH SCHOOL
Moncada, Tarlac
DAILY LESSON PLAN
Grade/Section GRADE 8
Subject ENGLISH
Quarter Second Quarter
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.
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.
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
Identify Elements in a literary piece
Irony and Its Types
www.slideshare.net
1. Classroom Management
2. Daily Routine
Facilitate discussion on the students’ prior knowledge about elements of short story and
poem.
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