School: Grade Level: 8

Teacher: Learning English

GRADE 8 Area:
DETAILED LESSON PLAN Teaching Dates and Time: Quarter: First

I. OBJECTIVES
A. Content standard The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading
styles; ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct subject verb
agreement.

B. Performance Standard The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading
styles; participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and using
the prosodic features of speech effectively in various situations; and observing correct subject-verb agreement.

C. Learning Competencies Note the changes in volume, projection, pitch, stress, intonation, juncture, and rate of speech that affect meaning.
EN8LC-Ih-5.2; EN8LC-Ii-5.2

At the end of the lesson, students will be able to:

A. Identify what is contractions.
B. Appreciate the significant human experiences highlighted and shared during the discussion.
C. Draw generalizations and conclusions from the material listened to.
II. CONTENT Specific topic: Coping with Challenges
III. LEARNING RESOURCE
A. Reference
1. Teacher’s guide pages
2. Learner’s materials pages
3. Textbook pages
4. Additional materials from
learning resource (LR) portal
IV. PROCEDURES
A. Reviewing Previous lesson
presenting the new lesson.
B. Stablish a purpose for the lesson.
C. Presenting examples/instances in the Activity-based
new lesson.
D. Discussing new concept and Integrating technology
practicing new skill.#1
Teacher’s activity
or Presenting the new lesson:
The teacher will present the new lesson to be discussed by
flashing its title in a Power Point Presentation Manner.
The teacher will:
 Share the lesson objectives to the students.
 Explain the importance of learning or knowing the
topic.
The teacher will:
 Explain the instruction of the activity.
 Facilitate students learning.
The teacher will:
Students activity
Activity #1 twisters
The students will:
 Interview three of their classmates as to the questions they have
about coping with challenges.
 Write at least three (3) questions in lined with coping with
challenges and let their peers answer it, take down notes.
 Work with peers and reflect on this question: what do you
consider as challenges in life?
 Make a list of at least ten (10) challenges experienced by
students like them.
 Write it in a chart.
 Rank them in their order of difficulty. Rank 1 as the most
difficult and rank 10 as the least.
 Ask their peers to decide what is the most effective method in
coping with challenges.
 Rank them in their order of difficulty. Rank 1 as the most
effective and rank 10 as the least.
 Share their findings with the class.
The students will:
 Listen to the material the teacher provided.
 Understand and comprehend the material.

E. Discussing new concepts and Activity-based
practicing new skill#2
F. Developing Mastery
 Play audio poetry by Langston Hughes “mother to
son.
 Let the students listen to it.
 Facilitate students learning.
The teacher will:
 Let the students find or chose their partner.
 Explain the instruction of the activity.
 Give the copy of the audio material.
 Facilitate students learning.
Activity-based
A. Part I
The teacher will:
 Read some questions with errors in contraction and
possessive pronoun with emphasis in contraction
words.
 Take down notes.
 Solicit ideas from the material.
 Draw conclusions from the material listened to.
Activity #2 on using contractions.
In doing the activity, the students will:
A.
 Find a partner and mull on how the following quotation relates
to the message of Mother to son by Langston Hughes.
o “our struggles, efforts to face difficulties in life,
sacrifices, charity and fervent prayers are the seeds of
our success. To be strong for storms that last not fore’er
as seasons change with the God in control keep us
standin’.”
 Pay attention to the highlighted words by reflecting to these
questions:
o What do they have in common?
o What punctuation mark is used in each of them?
o What term do we use to identify the expressions that use
apostrophe in place of omitted letter/s?
o Why do poets use this form of expression?
 Listen to the poem again, Mother to Son by Langston Hughes
and look for samples of poetic contractions (contractions used
in a poem to suggest different culture, language use, etc.)
 Note the effect of these construction to the tone and message of
the poem.
Activity #3
A. Part I to use or not to use.
In doing the activity, the students will:
 Listen and write down the questions that the teacher is dictating
them.
 Correct the errors encountered.
B. Part II contraction game.
 B. Part II Every group will:
The teacher will:  Write each of these verbs in the index cards or slips of paper.
 Group the students into three. (will, could, is, have, do, does, did, can, are, was etc.), and place
 Give the instruction of the activity. the cards or slips of paper in a pile.
 Facilitate learning.  Take turns in turning each verb into a contraction with the word
NOT.
 Tell and spell the contraction aloud, then use it in a sentence.
o Players get 5 points for each correct and complete
answer.
o The group with the highest points will be considered as
the winner.

G. Finding practical application of Activity-based Activity #4 Magic 8

concepts and skills in daily living. The teacher will: Every group will:
 Group the students into five (5).  Find out how familiar they are with these Magic 8 ways:
 Explain the instruction of the activity.  See hardships as challenges rather than insurmountable
 Facilitate students learning. obstacles.
 Focus on the positive rather than the negative effects.
 Take comfort in the love and support of the family.
 Develop a greater sense of pride or accomplishment
from the challenges or decision made.
 Offer opportunities to all who can provide solutions.
 Increase tolerance under extreme conditions.
 Act and think like what you do makes a difference.
 Point out which of the Magic 8 ways have they already
experienced as they faced challenges of everyday life and as the
basis for self-improvement.
 Jot down their thoughts about how their experiences have given
them second chance for self-enhancement.
 Share their thoughts with their peers, groupmates and others.
H. Making generalizations and  The teacher will elicit the students’ generalizations  Students will share their comments, learning and realization on
abstractions about the lesson. about the lesson. the lesson.
I. Evaluating learning The teacher will: Recall and reflect
 Give the instruction of the activity. The students will:
 Facilitate students learning.  Recall the activities they have finished and concepts they’ve
learned.
 Reflect on and answer the following question provide by the
teacher:
o What is it that you found most enjoyable and most
difficult in this lesson?
o How do you plan to do away with these difficulties?
o Write at least three possible ways or steps you can adopt
for you to solve these difficulties.
o What skills do you hope to improve or strengthen in the
next lesson?
 Plot their responses in a one whole sheet of paper.
J. Additional activities for application
or remediation
V. REFLECTION
VI. REMARKS