DAILY School Sta.

Catalina INHS Grade Level 8- Galileo

LESSON Teacher MS. MARINETH A. CASQUEJO Learning Area ENGLISH-8
PLAN Teaching Dates and Time August 6-9, 2019 2:30-3:30pm 2nd Quarter Week 1

Day 2
I. LEARNING COMPETENCY
EN8VC-IIa-1.3:
Predict the gist of the material viewed based on the title, pictures, and excerpts.
EN8LT-IIc-2.2.1:
Express appreciation for sensory images used.

Objectives:
1. Identify and describe the pictures about Japanese and Chinese traditions
2. Give some insights about the material viewed based on the title and pictures
3. Express appreciation for sensory images by participating actively in the discussion of
the traditions and in the performance tasks

II. LEARNING CONTENT

Lesson: Japanese and Chinese Traditions
Materials:
1. Visual Aids
2. Laptop and Projector
References:
1. K to 12 Curriculum Guide (May, 2016) p. 178
2. Learning Module pp. 52-54

III. LEARNING TASKS

Introduction:
Families all over the world celebrate important events which help preserve the
history and traditions of their countries. Most of these traditions and practices are handed
down from one generation to the next. Let’s see how well you can identify a country and
the tradition each family celebrates.

Directions: On the left are photos of East Asian families and on the right side are some
traditions/festivals celebrated in Asia. Match the family photos with the festival by writing
the letter on the space provided for.

A ______ 1

B ______ 2

C _______ 3
 Preliminary Activity (Anticipation-Reaction Guide)
Directions: Read the set of statements found at the center column in the table below. Respond
to each statement. Write Agree if you agree with the given statements. Write Disagree if you disagree
with the statements.

Analysis: (TRUE-FALSE STATEMENTS)

Directions: Read the given statements. Identify whether the statements are TRUE or
FALSE. If your answer is FALSE, be able to provide justification on the space provided.

1. Japanese often send money to bereaved friends as an expression of sympathy.

TRUE FALSE
Justification: ______________________________________________________
2. Number 4 is considered lucky in Japan.
TRUE FALSE
Justification: ______________________________________________________
3. In Japan it is impolite to pour your own drink when eating with others--you pour your companion's
drink and your companion pours yours.
TRUE FALSE
Justification: ______________________________________________________
4. It is a no-no in Japan to pick up your rice or miso soup bowl and hold it under your chin to keep stuff
from falling.
TRUE FALSE
Justification: _____________________________________________________
5. Asians like Filipinos, Chinese and Japanese value family, hard work and their religion or faith. The
benefit of all the members of the family is more important than the individual. Education of children
and their excellence in school is important to them.
TRUE FALSE
Justification: _____________________________________________________
6. Most Chinese care more about the quality than the packaging of the gift. They will insist on declining
the gift. Furthermore, they will wait until the guests have left to open the gift.
TRUE FALSE
Justification: _____________________________________________________
7. The Chinese normally embrace each other. Kissing, whether on the cheeks or on hands, is usually
acceptable for the Chinese.
TRUE FALSE
Justification: _____________________________________________________
8. People in China tend to over-order food, for they will find it embarrassing if all the food is consumed.
TRUE FALSE
Justification: _____________________________________________________
9. In China, it is a common practice for visitors to tip the tour guide and driver in recognition of their good
service. Hotel bellboy expects your tips as well. It is not customary to leave tips at hotel or local
restaurant as the bill usually includes 10-15% service charge.
TRUE FALSE
Justification: _____________________________________________________
10. Chinese parents are usually concerned about the discipline of their children. The parent never
gets divorce if the relationship does not work. The father maintains a strict discipline over the children.
TRUE FALSE
Justification: _____________________________________________________
 Abstraction:
Based from the lesson, we may conclude that there are similarities between the Chinese
and Japanese customs and traditions as shown in the reading selections and activities.

 Application:
Directions: Conduct an online or library research to come up with a comprehensive view
of the unifying and distinctive characteristics, values and traditions of the people of China,
Japan and Philippines in preparation for your final performance task. Use the template to
guide you in your online or library research.
 DAY 3
I. LEARNING COMPETENCY
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.

Objectives:
1. Identify the personal significance of the Korean literary
2. Relate content or theme by citing similar traditions of Filipinos showing the love for
their family
3. Express enjoyment in reading the short selections from Korea by participating actively
in the prepared activities

II. LEARNING CONTENT

Lesson: The Tale of the Woodcutter and the Tiger (Korean Folklore)
Materials:
1. Copy of the reading text
2. Laptop and Projector

References:
1. K to 12 Curriculum Guide (May, 2016) p. 177
2. Learning Module pp. 318

III. LEARNING TASKS

Introduction:
The teacher will play two songs entitled ―Eye of the Tiger‖ and ―Roar‖.

Preliminary Activity:
Students will discuss the statements below before they proceed to the lesson proper.
True or False
__________ 1. Koreans are also Asians.
__________ 2. Koreans are superior to Filipinos.
__________ 3. Koreans who have learned to overcome challenges of modernity are
admirable.
__________ 4. Koreans are our brothers and sisters.
__________ 5. If Koreans can overcome the challenges of modernity, Filipinos can‘t.
__________ 6. I usually admire modern Koreans more than the traditional Koreans.
__________ 7. Every human has the capacity to embrace modernity.
__________ 8. A Korean is deeply rooted to her / his own past‗.
__________ 9. We Filipinos should have the respect for the Koreans.
__________ 10. We should avoid things that Koreans do.
Activities:
Reading the selection.
Discussion
The Tale of the Woodcutter and the Tiger
Korean folklore recalls the tale of a woodcutter who encounters a tiger in the woods. Fearing
that he would soon be the tiger‘s dinner, he exclaimed: ―You must be my long lost brother!
Our mother cried for you when you left home. She had dinner ready for you every night, waiting
for your return. Sadly, out mother has just passed away. How happy she would have been had
she known you are alive and well!‖ The woodcutter took out his handkerchief and pretended to
wipe at his eyes. The tiger turned away, as tears fell down his cheeks, leaving the woodcutter
unharmed.
Every year thereafter, on Chesa, the memorial day of the woodcutter‘s mother‘s death, an
offering appeared on her grave - sometimes a peasant, or even his mother‘s favorite
mountain berries. The woodcutter did not know where these offerings came from. One year,
the woodcutter noticed that the customary offering had not been placed on his mother‘s grave,
and he wondered what had happened. Out from the bush, three baby tigers appeared,
carrying offerings. They approached the woodcutter and cried: ―You must
be our uncle! Mother tiger is gone now, and we know how important it is for her to honor
grandmother by bringing an offering to her Chesa table beside her grave. We are here to bring
offerings for our grandmother in loving memory of our mother.‖ The woodcutter noticed that his
face had turned suddenly warm and realized that it was his own tears streaming down his cheeks.
Analysis:
The learners will discuss the details of the story by telling the parts where the
elements of the short story arise and will be guided by the questions below.

1. Identify the characters in the story. What roles do the characters play in the tale?
What are the characteristics of these characters that you admire/don’t admire?
2. What particular event or circumstance in the story has contributed to the Tiger’s
way of looking at things in a different way? How has this new way of looking at
things being passed on to the next generation?
3. What kind of conflict led the woodcutter to ―fool‖ the tiger? What would be your
own way of saving yourself from danger?
4. What would you do if that sense of duty and shared destiny passed on to you is
in conflict with your own principles and beliefs in life?
5. Could this tale be used as basis for you to have a glimpse of how the
Koreans at present are coping with the challenges of modernity? Explain.
Abstraction:

The learners will come up with the comprehensive view of the

tale and the elements of the short story by doing the ― Picture
Perfect‖ activity. The leader will prepare a short description of
the picture that his/her members had shown. Their performance
will be graded according to the rubric below.

Application/Assessment:

The learners will be grouped into five and will show their
love for their family who were in heaven already by drawing
them on a one-fourth cartolina. Their performance will be
graded according to the rubric.
 DAY 4
I. LEARNING COMPETENCY

EN8VC-IIa-17:
Discern positive and negative messages conveyed in a material viewed
Objectives:
1. Differentiate positive and negative messages
2. Define editorial cartooning
3. Discern the positive and negative message conveyed in the presented
Editorial cartoon
4. Accurately draw an editorial cartoon based on the editorial read
II. LEARNING CONTENT Lesson: Editorial Cartooning Materials:
1. Pictures
2. PowerPoint presentation
3. Copy of the Rubrics
4. References:
1. K-12 Curriculum Guide pp.
177 2. www.google
image.com
http://www.tolerance.org/activity/editorial-cartoons-introduction
http://www.slideshare.net/kazekage15/editorial-cartooning-24524379

III. LEARNING TASKS

Introduction:
As human as we are, we have the freedom to express our thoughts and feelings. Of course,
we can do it using our own different ways. It can be through writing, singing, reciting a poem,
speaking, drawing and other activities that we feel we are comfortable about.
Preliminary Activity:
The students will name the following cartoon characters.

Picture 1 Picture 2 Picture 3

Picture 4 Picture 5

1. Goku 2. Piccolo 3. Ruwaka Kaede 4. Jerry 5. Picachu

Activities Task 1:
The teacher will ask the students about their favorite anime or cartoon characters. The
teacher will call volunteer students to describe the characters that they want.
Task 2: Discussion of the Lesson
The teacher will show an editorial cartoon to the students and let them describe
it. This will lead to the discussion of an editorial cartoon.

Discussion about cartoon and editorial

cartooning through a powerpoint presentation
from using this link.

http://www.slideshare.net/kazekage15/editorialcartooning-24524379)

Things to consider in editorial cartooning:

a. Symbolism d. Humor
b. Stereotyping e. Analogy
c. Exaggeration f. Technical Skills
Examples:
A. SYMBOLISM
 dove – peace typewriter- press
 Duterte – government crocodile – corruption
 blindfolded lady with weighing scales
- justice
 Juan dela Cruz– Filipino masses
B. STEREOTYPING
 mother – with apron
 government official–
 the poor – worn-out clothes
C.EXAGGERATION- the drawing should be exaggerated
D.HUMOR-Be funny, except in tragic situations.
E.ANALOGY-
F.TECHNICAL SKILLS
 Use of technical tools (pencil, pen and ink).
 Shading
 Shadowing
 TIPS FOR CARTOONING
1. Take a side. Are you for or against a certain issue?
2. Use facial expressions and emotions.
3. Use universal symbols, those which can be understood at once by your
intended reader.
4. Do not clutter your cartoon with unnecessary details or complicate your
drawing with artistic touches.
5. Limit the use of words or labels.
6. Limit the use of words or labels.
7. Use shading to make your article more convincing. Have only one light
source. 8.Draw your cartoons in landscape. Use margins/border: it shows
professionalism.
9. Have your own style. Do not copy or plagiarize.
10. Read, read and read. Remember: the editorial cartoonist is not just an artist.

Analysis
The following questions will be raised for more discussions of the lessons.
1. Why do you love watching cartoons?
2. How will you describe the different cartoon characters?
3. What are the differences between the cartoon characters and the real ones?

Abstraction
Application
Task 1: Match the following words with their common symbols.
Write the letter on the space before the number.
_______1.Philippine Government a. chain
_______2.new generation b.money bags
_______3. peace c.dove
_______4.time d.rising building
_______5. hope e. rising sun
_______6.death f. big clock
_______7. wealth g. wave
_______8. hindrances h. baby,fetus
_______9.progress i. flag
_______10. slavery j. skull/ crossbones
ANSWER KEY

1. I 2. H 3. C 4. F 5. E 6. J 7. B 8. G 9. D 10. A

Task 2
Make an editorial cartoon based on the editorial below. Apply the tips in
cartooning discussed by your teacher. Your output will be graded using the
rubrics below the editorial.
TRAFFIC REMEDIES
In commentaries on and analyses of the horrendous traffic gripping Metro
Manila, the government can find not just a few short-term solutions to ease the problem.
True, the remedy is the development of an efficient mass transportation system, specifically
a network of elevated and street-level railways like the MRT and
LRT lines. But while the government and the private sector work on this long-term solution,
a lot can be done today to address the traffic woes. And a lot of the shortterm remedies
have to do with driver discipline, starting with staying in the right lane and following the
―yellow box‖ scheme.

Often one will see cars swerving or crossing many lanes because they had to go
up a flyover or down a tunnel, in the process slowing the flow of traffic. On the other hand,
that big yellow-painted box covering an entire intersection with a huge ―X‖ inside is the
most effective way to keep vehicles flowing, especially in the crisscrossing streets of the
central business districts in Makati, Ortigas and BGC. The concept is for a driver to stay
clear of the yellow box. In short, his or her vehicle should not be inside that box when the
traffic light turns red.
While drivers are being made familiar with the yellow-box concept, there is a need to
redeploy traffic enforcers. In some stretches like Chino Roces Avenue in Makati, every
intersection is manned by an enforcer or two during rush hours. But the problem in other
areas is that not all intersections are manned, resulting in a gridlock in those unmanned
intersections because drivers simply ignore the yellow box. Definitely, not all traffic
enforcers are deployed efficiently. Big groups of them sometimes stay in a single area like
Megamall in Mandaluyong, yet no one is visible at the other side of the EdsaShaw tunnel
where unruly bus drivers occupy lanes outside their designated lanes, in the process
blocking the flow of traffic.
The network of side streets is a viable alternative to major thoroughfares like Edsa,
Quezon Avenue and C5, but take the traffic navigation app Waze from Quezon City to
Makati and it will take you through the side streets of five cities, with nearly all of them
made narrower by illegally parked vehicles.
Other short-term solutions involve the reduction of vehicles on the roads at peak
hours of the day. The bulk of working people hit the road to be in their offices at 8 or 9
a.m.— thus the horrible traffic from as early as 6 a.m. to 8 a.m. The same is true in the
afternoon, when the bulk of those workers knock off from work at 5 or 6 p.m., causing
traffic bottlenecks sometimes up to 9 p.m.
 There should be an effort to shorten the workweek for some companies, or even
government offices, and extend the working hours to 10 hours a day to compensate for the lost
one workday. Or office hours can be staggered: Some companies can start at 10-11 a.m. and let
employees leave at 7-8 p.m. Again, incentives to companies adopting these schemes will be a
nice come-on. Better yet, some companies should promote working at home or in places near
their workers ‘residences. Many employees need not be in the office every single day of the week,
and many types of work can be done at home, especially in this digit al age. The government can
also think of providing incentives to companies that have a well-developed system for their
employees to work outside the office, preferably in their homes.
Carpooling is yet another short-term solution. The government can dedicate TRAFFIC
REMEDIES one lane on Edsa—similar to what was done during the Apec meetings here last
year—for vehicles with three or more passengers.
Our traffic situation has gone from bad to worse and has become notorious globally. Last year,
Waze did a survey on the driving experience of 50 million users in 32 countries,and came up with
the world‘s first ―Driver Satisfaction Index.‖ The results: The Philippines was the world‘s third-
worst place to drive in, and Metro Manila had the worst traffic and the longest commute time. This
year, the Philippines is the second-worst place to drive in after El Salvador, and Cebu City is
ranked lowest among 186 cities included in the survey. Interestingly, Metro Manila moved up from
last spot in 2015 to 147th.
There are doable suggestions to immediately alleviate the traffic nightmare in the
metropolis, and hopefully improve our rankings in the next survey.

Rubric for Editorial Cartooning

Criteria for POOR FAIR 5-6 SATISFACTORILY EXCELLENT SCORE
Evaluation 2-4 7-8 9-10
Evidence of Does not Demonstrates Demonstrates Demonstrates
Understanding demonstrate limited understanding of complete
understanding of understanding the TOPIC. understanding and
the TOPIC. of the TOPIC. insight into the
TOPIC.
Addresses Cartoon does not Cartoon Cartoon addresses Cartoon strongly
Issues address the addresses the the issues. addresses the
issues. issues in a issues.
limited way.
Graphics No graphics are Graphics Graphics are Graphics and
provided. detract rather appropriate for the illustrations
than enhance message of the enhance the
the message. cartoon. message of the
cartoon.
Creativity Cartoon shows Limited Cartoon Cartoon
no evidence of creativity is demonstrates demonstrates a
creativity. evident in the creativity. high level of
cartoon. creativity and
originality.
Neatness Cartoon is Somewhat Cartoon Cartoon
lacking in lacking in demonstrates demonstrates a
neatness. neatness. moderate level of high level of
quality and neatness and
neatness. quality.
 DAY 5
I. LEARNING COMPETENCY
EN8G-IIa-9: Use appropriate grammatical signals or expressions suitable to each
pattern of idea development:
-general to particular
-claim and counterclaim
- problem - solution
-cause-effect
-and others
Objectives:
1. Define problem and solution
2. Write the problem and solution based on the given situation
3. Sympathetically propose solution to the problem shared by a colleague

II LEARNING CONTENT Lesson: Problem-Solution Materials:

1. visual aids
2. rubrics

References:
1. K-12 Curriculum Guide pp. 177
http://www.studyzone.org/testprep/ela4/a/problemsolutionl.cfm
http://learning.blogs.nytimes.com/2011/12/12/compare-contrast-cause-effectproblem-
solution-common-text-types-in-the-times/?_r=0

II. LEARNING TASKS

Introduction:
We cannot avoid the fact that we will encounter problems in our lives. But no
matter how hard they are, there are always appropriate solutions to them.

Preliminary Activity: Write It, Share It, Solve It !

The students will find a partner whom they feel that they are comfortable working
with. In a sheet of paper, each pair will write 2 problems that they encounter in
their life, whether about self, family, school, love life and others. Then they will
exchange their papers to think of pieces of advice that they can give to each
one of them. They will have the pair sharing for 5 minutes.
Activity
Direction:Choose the solution for each of the following problems below.
Choose from the options inside the box. Write the letter of the correct
answer on the space before the number.
PROBLEM
______1. Sue loves to eat apples, but lost her two front teeth.
______2. Kylie wanted to ride her bike, but when she went to get on it there
was a flat tire.
______3.Rose was going on a field trip to the planetarium, but didn't know
anything about the stars.
______4. Kate needs to go to the store for milk, but it is raining.
______5. Megan forgot her lunch at home.

A. She asks if she can use her mom's umbrella to stay dry on his way to the store.
B. Her mother drives it to school.
C. Her mom said she would cut her apple in small pieces so she could still eat it.
D. She went to the bike shop with the flat tire and had it repaired.
E. She went to the library in school and took out some books on stars.

ANSWER KEY
1.C 2.D 3.E 4.A 5.B
Task 2: Underline the problem and encircle the solutions presented in the
Weightlessness in Spaceparagraph below.

How to Relieve Exam Anxiety

There are certain things which students can do if they suffer from exam anxiety. To
begin with, they should get a good night ‘s sleep the day before the exam. If they
sleep well, they will be able to concentrate and do well in the exam. If not, this will
cause more stress and anxiety. The second effective solution is to change their poor
study habits. If they start to study one day before the exam, this will cause worry and
stress. However, if they change such habits and start to study regularly, this will give
them confidence before and during the exam. The last thing they should do is to think
positive. When they think positive, they will get rid of all their fears and worries. For
example, visualizing themselves as a student who has a high mark before the exam
can make them feel better. In summary, getting a good night ‘s sleep, changing their
poor study habits and thinking positive are effective solutions to deal with exam
anxiety.

Analysis
Read this paragraph and see how the signal words were applied.
Astronauts face many problems in space caused by weightlessness. One of these
problems is floating around the cabin. To solve this problem, astronauts wear shoes
that are coated with a special adhesive. This adhesive sticks to the floor of the cabin.
Serving food is another problem. It won't stay put on the table! Experts solved this
problem by putting food and drinks in pouches and tubes. It only needs to be mixed
with water. Weightlessness also causes problems when an astronaut tries to work. The
simple task of turning a wrench or a doorknob can be difficult. Since there is no
gravity to keep him down, when he exerts a force in one direction, the opposite
force may flip him over completely. To solve this problem, he must be very careful
about how much force he uses to do these simple tasks. Here on earth, life is much
simpler, thanks to gravity.
Task 3:
Write a Problem-Solution essay on the following topics: Be guided by the
criteria below.
 A. Nowadays many people have access to computers on a wide basis
and a large number of children play computer games.
Guide Question: What are the negative impacts of playing computer games
and what can be done to minimize the bad effects?
B. Students low academic performance is one of the problems
encountered by youth nowadays.
Guide Question: What are the things that affect the student’s academic
performance and how can the students themselves address the problem?

Noted by:_______________ _ Checked by: ________________ Submitted by: ______________

SALLY Z. VILLANUEVA GERALDINE U. ESTRAVO MARINETH A. CASQUEJO
Head Teacher I Master Teacher I Teacher I