Second Quarter 3
Second Quarter 3
Second Quarter 3
C. Learning EN8RC-IIc-2.22: EN8LC-IIc-7: Employ EN8VC-IIc-1.3: Predict the EN8G-IIc-9: Use appropriate EN8OL-IIc-3.11: Produce the
Competencies/Objective Evaluate the personal appropriate listening skills and gist of the material viewed grammatical signals or sounds of English correctly
s: significance of a literary strategies suited to long based on the title, pictures, expressions suitable to each and effectively when delivering
Write the LC Code for text descriptive and narrative texts and excerpts pattern of idea development: an entertainment speech
each general to particular
EN8RC-IIc-2.1.7: React EN8LT-IIc-2.2: Explain how the EN8VC-IIc-17: Discern claim and counterclaim EN7V-IIc-24.1: Distinguish
to assertions made by elements specific to a genre positive and negative problemsolution between and among verbal,
the author in the text contribute to the theme of a messages conveyed in a cause-effect situational, and dramatic types
particular literary selection material viewed and others of irony and give examples of
EN8LC-IIc-2.13: each
Determine the tone and EN8LT-IIc2.2.1: Express EN8WC-IIc-2.8: Compose
mood of the speaker or appreciation for sensory effective paragraphs
characters in the images used
narrative listened to EN8WC-IIc2.2.1: Develop
related support sentences
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
two.
II. CONTENT
THE TAXIMAN’S ELEMENTS THAT THE TAXIMAN’S STORY COMPOUND AND ORAL ACTIVITY
STORY CONTRIBUTE TO THE Part 2 – THEME and SOMPOUND-COMPLEX
By: Catherine Lim THEME OF A SELECTION CHARACTERIZATION SENTENCES
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a
III. LEARNING RESOURCES mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages 165 167 168 169 171
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Handouts, copy of the Copy of the lesson
Resources Copy of the text/video Slide deck/pictures Handouts/Answer Sheets lesson/Slide deck
clip
B. Establishing a Purpose Today, you learn another SHARE: INTRODUCE: In this part of the module, As you continue on this
for the Lesson story from Singaporean you will learn how to module, you are going to seek
literature The text you have just read is This time, we will get to construct compound and the existence of cultural
a Short Story. It is a brief know more about the story compound-complex diversity on cultural heritage in
Watch a short video clip. imaginative narrative, and understand the sentences. Malaysia and Singapore,
Refer to Youtube: unfolding a single messages, both positive and focusing more on their
https://www.youtube.com/ predominating incident and a negative, conveyed in the intangible heritage.
watch?v=-xtMorQzIZM single or a few characters. story.
C. Presenting READING ACTIVITY: A short story can be The teacher will deepen the COLLECTING PRIOR Present videos.
Examples/Instances of (Pre-assigned) compared to a photograph; understanding of the KNOWLEDGE
the Lesson it captures a single moment students through asking Let the learners gather
Let the class read the in life, as compared to a comprehensive questions. Recall learners’ information about intangible
text. Make sure everyone background knowledge cultural heritage through these
novel which covers more.
plays a part in the activity. about the lesson. following videos on Youtube:
Introduction to ICH in
Scotland
www.youtube.com/watch?v=oy
47gq0SM&feature=related
D. Discussing New PROMPT THESE DISCUSSION: ACTIVITY 7 B. STORY LECTURE: Based on the information they
Concepts and Practicing QUESTIONS: MATRIX have gathered in the videos
New Skills #1 1. CONFLICT SIMPLE SENTENCE: A provided.
What is the Irony of the a. Human vs. Human Let the learners think like a sentence with one
Story? b. Human vs. Society story editor. Let them create independent clause and no Regroup the learners.
c. Human vs. Nature their own criteria of each dependent clauses.
What are the themes d. Human vs. God vs. element of the story and Each group will discuss their
raised in the story? Supreme being they’ll mark yes or no to (Provide sample sentences) gained information through a
e. Human vs. self state whether or not the Concept Map orally.
criteria were achieved. COMPOUND SENTENCE
2. CHARACTER
A sentence with multiple
a. Direct Characterization independent clauses but no
b. Indirect Characterization dependent clauses
F. Developing Mastery Let the learners PROCESS QUESTIONS: ACTIVITY 7 D. ANALYZING ACTIVITY 8: A DAY AS ORAL DISCUSSION:
(Leads to Formative determine the mood, tone A SHORT STORIES AN ENGLISH
Assessment ) and the purpose of the How do conflict and point of THEME TRANSLATOR Call each group.
author by answering the view contribute to the
following the guide development of character in a Let the learners analyze Let the learners act as an Based on the selection read.
questions” short story? the theme of the story by English translator for the Task each group to make a
following these guide taximan in the story. Let report following the key
1. What do you think on How does a clear statement of questions: them help him improve his guides for the activity
the way is written? conflict provide direction for a sentence construction skills
story? 1. What does the title signify and correct his sentences 3 Things you found out
2. How does it relate to in the story? by referring to the previous
the taxi man? lecture 2 Interesting things
2. What changes occur I the
3. How does this story main character during the SET A and SET B 1 Question you still have
appeal to the “strict course of the story?
discipline” image of Make sure to inform the
Singapore? 3. What are the important learners that the accuracy of
statements about life or the production of English upon
people made, either by the delivering the report will be
narrator or characters, in the one of the basis for scoring.
story?
If so, let them share parts Let the learners relate their
of their experience. answers to a real life situations
especially in handling
How do they reacted to conflicts?
the situation they were
in?
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
V. PROCEDURES learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways
to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations PROMPT THIS Query: PROMPT A QUESTION? How does production of
and Abstractions about What is the main purpose QUESTION: In one sentence, state the story’s English sounds and words
the Lesson of the author of the story? theme. Do you agree with the How did your analysis on help in delivering a report?
What is the importance theme? Is the writer presenting a “The Taxi Man’ Story” help
What are the messages of understanding the truth about life or forcing us to you increase your
conveyed in the elements of short stories accept a false view? competence in constructing
literature? in reading narratives? sentences specifically
compound and compound-
How plausible are the complex sentences
scenarios of story?
VI. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
VII. REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% in the
evaluation
E. Which of my teaching
strategies work well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or
localized materials did I
use/discover which I wish
to share with other
teachers?