Republic of the Philippines

Department of Education
Region 02 (Cagayan Valley)
DOÑA AURORA NATIONAL HIGH SCHOOL
Sta. Rita, Aurora, Isabela 3316
https://www.facebook.com/DANHSOfficialPage/ (078) 652-21-36 danhs_72@yahoo.c

Date: July 22, 2019 (DAY 3)

I OBJECTIVES
A CONTENT STANDARD: The learner demonstrates understanding of African literature as a
means of exploring forces that human beings contend with; various reading styles vis-à-vis
purposes of reading; prosodic features that serve as carriers of meaning; ways by which
information may be organized, related, and delivered orally; and parallel structures and
cohesive devices in presenting information.
B PERFORMANCE STANDARD: The learner transfers learning by composing and delivering an
informative speech based on a specific topic of interest keeping in mind the proper and
effective use of parallel structures and cohesive devices and appropriate prosodic features,
stance and behavior.
C LEARNING COMPETENCIES:
1. Use the appropriate reading style (scanning, skimming, speed reading, intensive reading,
etc ) for one’s purpose EN8RC- If-7
2. Appreciate literature as a means of understanding the human being and the forces
he/she needs to contend with EN8LT- If-7.
3. Explain how a selection may be influenced by culture, history, environment or other
factors EN8LT- Ih-3
II. CONTENT: THE HANDS OF THE BLACKS (African Short Story)
III. LEARNING RESOURCES:
A. English 8 Learner’s Material pages 144-150
IV. PROCEDURES
A. Reviewing previous lessons
1. Recalling important information tackled before reading the short story
B. Establishing a purpose of the lesson
1. stating the objectives of the lesson
2. stating the criteria for grading the SGDA (Small Group Differentiated Activities)
C. Finding practical application of concepts
1. Presenting outputs on the assigned tasks
 Media Arts Group
Providing historical information about Africans and the forces they need to
contend with as a race
 Visual Arts Group
Presenting visual representations of answers to the question of the main
character
 Theater Arts Group
Presenting a skit applying critical reading style centered on the responses of the
teacher, priest, Señor Antunes, Señor Frias, Doña Dores, Doña Estifania, book
and Mother.
 Music Group
Presenting a song dedicated to the Africans
 2. Processing /Grading the presentation
3. Digging deeper understanding of the selection
 Explain the answer of Mother.
 What are the challenges faced by the Africans as a race?
 How were your views and opinions about the Africans challenged or changed by
this selection?
 Explain how this selection may be influenced by history and environmental
factors.

D. Evaluating Learning
Quiz
A. Complete thought of the following sentences. Choose the correct answer from
the choices given inside the parentheses.
1. Luis Bernardo Honwana was born in _________________.
(Algeria, Mali, Mozambique, Zimbabwe)
2. Honwana is a journalist, author and _________________ known for his poetically
insightful portrayal of village life in their country.
(actor, musician, public official, scientist).

B. Identify whose idea is each of the following statements.

3. Their hands were folded together praying in secrets.
4. God made the hands of the blacks lighter because they had to be.
5. The blacks walked around with their hands and feet.
6. God, the angels, and the saints baked men and hung them in chimneys.
7. Their hands were bleached because of washing.

C. Identify the term defined in each of the following items.

8. It is the inner surface of the hand between the fingers and wrist.
9. It is a furnace or oven for drying, burning or baking bricks.
10. It is the passage or structure through which smoke escapes from a fire, usually
extending above the roof.

Prepared by:

SUSANA B. DUMO
Subject Teacher

Noted

ROSABEL R. BRILLO
Master Teacher

VICENTE S. RODRIGUEZ
Master Tea

OFELIA S. RALUTIN
Head Teacher III
English Department
 Republic of the Philippines
Department of Education
Region 02 (Cagayan Valley)
DOÑA AURORA NATIONAL HIGH SCHOOL
Sta. Rita, Aurora, Isabela 3316
https://www.facebook.com/DANHSOfficialPage/ (078) 652-21-36 danhs_72@yahoo

Date: September 23 (DAY 3) Grade 8- Pasteur Room 32 10:30-11:30

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 and 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 COMPETENCIES:
a. Employ appropriate listening skills and strategies suited to long descriptive and
narrative texts EN8LC- IIe-7
b. Infer the theme of the text listened to EN8LC- IIe-2.17.3.
c. Determine the tone, mood, technique, and purpose of the author
EN8LT- Iif-2.2.3
d. Evaluate the personal significance of a literary text EN8RC-IId-2.22
II. SUBJECT MATTER
a. Topic: The Story of the Aged Mother ( A Japanese Folktale)
b. Skill Focus: Listening, Writing, Speaking
c. References: English Learner’s Material (pages 45-46),
The Story of the Aged Mother Audio (YouTube We Are One)
d. Materials: TV, laptop, audio and video
e. Strategies: Question and Answer, Small Group Differentiated Activities
III. PROCEDURE
A. Preparatory Activities
Prayer
Greetings
Checking of attendance
B. Review
Reviewing the elements of the folktale
C. Motivation
Watching a video clip
D. Presentation of the Topic
a. Presenting the objectives of the lesson
b. Reading important points
c. Listening to the audio tape of the folktale
E. Continuation of the Discussion (Question and Answer)
a. Comment on the literary techniques used by the author in writing the story.
b. Determine the tone of the folktale. Cite the part of the story to support your answer.
c. Determine the mood of the folktale. Cite the part of the story to support your answer.
d. What is the purpose of Matsuo Basho in writing the story?
e. What is the significance of this literary piece in your personal life?
F. Generalization
a. What is the secret of good and long life?
b. How can you show your love to your parents?”
G. Application
Working in Small Group Differentiated Activities
Group 1 - Arts and Craft Group Group 3- Poem Writing Group
Group 2- Letter Writing Group Group 4- Song Writing Group
 IV. EVALUATION
 Grading the Small Group Differentiated Activities (SGDA) based on the rubrics
 Answering a 15-item quiz which will be given the next session/meeting

RUBRICS FOR THE SGDA PRESENTATION

Group: _______________________ Section__________ Score _____________

Criteria Outstanding (4 Very Satisfactory (3 Satisfactory (2 Fair
points) points) points) (1 point)
Content The presentation focuses The presentation focuses Students presented 3 Students presented 2
on 5 or more ways on on 4 ways on how to ways on how to show ways on how to show
how to show one’s love show one’s love and one’s love and respect to one’s love and respect to
and respect to parents respect to parents parents parents
Presentation Presenter used clear Presenter’s voice is Presenter incorrectly Presenter mumbles
voice and correct, clear. He/she pronounces terms. incorrectly pronounces
precise pronunciation of pronounces most words Audience members have terms speaks too quietly
terms and showed high correctly, and showed difficulty hearing for students in the back
level of and mastery of average level of presentation and of the class to hear, and
the subject matter confidence and mastery showed minimum of showed no confidence
of the subject matter. confidence and mastery and mastery of the
of the subject matter. subject matter.
Creativity The group used The group used The group used the The group used an
innovative methods of innovative methods of typical methods of unclear method of
presentation. The presentation partly but presentation. Innovation presentation. Innovation
presentation is very relied mainly on the is not present. The is not present. The
interactive and very typical methods. The presentation is quite presentation is not
attractive to the presentation is interactive and quite interactive and not
audience interactive and attractive attractive to the attractive to the
to the audience audience audience
Organization The group presents The group presents The group has difficulty Audience cannot
information in logical, information in logical following presentation understand the
interesting sequence sequence which because the group jumps presentation because
which audience can audience can follow. around. there is no sequence of
follow. information.

Leader: _____________________

Members: _____________________ ___________________ _________________________

_____________________ ___________________ _________________________

_____________________ ___________________ _________________________

Prepared by:

SUSANA B. DUMON
Subject Teacher
Noted:

ROSABEL R. BRILLO
Master Teacher I

VICENTE S. RODRIGUEZ
Master Teacher I

OFELIA S. RALUTIN
Head Teacher V
English Department