1. ENGLISH 8 SECOND QUARTER LESSON 1: Tracing Our Roots Nezel C. Duque
Content Standards The learner understands that :
listening is the receptive skill in the oral mode that allows one to comprehend what is heard using ones skills and background knowledge;
reading is psycholinguistic guessing game which utilizes visual and non-visual information in order to confirm, modify, and monitor one’s comprehension;
There are an array of study skills, which may tackle the process of organizing and taking in new information and retaining information.
Performance
Standards
The learner:
recalls/locates information from expository texts and uses this information for discussion or written production;
responds to literary texts through the appreciation of literary devices and an understanding of story grammar;
communicate effectively in oral and written forms using the correct grammatical structures of English
demonstrates a love for reading and viewing various texts and confidence in responding/participating in various communicative activities/tasks.
Learning
Competencies
The learner:
employs projective listening strategies when listening to descriptive and longer narrative text;
organizes prior knowledge concerning the topic of reading or viewing selection using a variety of graphic organizers;
responds to information from a reading or viewing selection through the use of oral or written short response formats and dif ferentiated group performance tasks;
exchanges and processes information synchronously or asynchronously with peers and other persons for purposes of expanding understanding,limiting inquiry, and
balancing views or opinions.
Subject
Matter/Topic
Introduction to Thailand Literature Thailand Culture, Traditions and Tourists Spots Makato and the Cowrie Shell
(A Thai Folktale)
Date August 26 ,2014 August 27 ,2014 August 28,2014
Learning Objectives
By the end of the
lesson, the learners
should have:
a. described the culture of Thais;
b. noted the facts about Thailand shared by
the teacher;
c. identified the goal of Thailand at the end
of the century as exemplified on the text
read by the teacher;
d. identified the plans and action of Thai
government and its people in achieving
their goals;
e. related the Filipino values to the values
a. watched the movie about Thailand;
b. constructed questions based on the
movie;
c. answered the questions from the
different groups.
d. identified the characteristics of Makato;
e. identified the process in achieving the success
of Makato;
f. made their own stairs to success.

2. exemplified in Dickinson’s poem, a Thai
poet.
Materials Pictures and Thailand at the Turn of a Century
(listening text)
Video clip -Copy of the text
Textbook/Modular
Reference
DepEd Learning Guide for Grade 8 English:
Module 2.Retrieved August 23,2014, from
http://www.slideshare.net/marcomed/deped-grade-
8-learning-guide-afroasian-literature-quarter-
2
DepEd Learning Guide for Grade 8 English: Module
2.Retrieved August 23,2014, from
http://www.slideshare.net/marcomed/deped-grade-
8-learning-guide-afroasian-literature-quarter-2
DepEd Learning Guide for Grade 8 English: Module
2.Retrieved August 23,2014, from
http://www.slideshare.net/marcomed/deped-grade-8-
learning-guide-afroasian-literature-quarter-2
Nature of
Assessment
Formative Formative
Summative
Formative
Assessment Activity -recitation
-recitation
-group activity
-essay
-recitation
Procedure I. Preparation
 Prayer
 Setting of Standards
o teacher’s introduction
o house rules
 4 PIC - 1 WORD
-the students guess the country where
the four things/pictures can be located
and or associated.
Answer: THAILAND
I. Preparation
 Prayer
 Motivation
motive question: If you were given the
chance to travel in Thailand, in what part of
Thailand are you going to do/go first?
 Statement of Objectives
-the teacher explains that the students are
going to meet Thais and travel around the
country of Thailand through a movie clip and
a text featuring their culture, traditions and
tourist spots.
I. Preparation
 Prayer
 Motivation
motive question: Have you ever dreamt about
being a boss or someone who is successful in life?
How can you fulfill that ambition?
 Statement of Objectives
-the teacher explains to the students that through
the Folktale that they will read they will be able to
realize how intelligence and industry important in
achieving their goals.

3. II. Presentation
 Facts about Thailand
-the teacher shares facts about Thailand
and compare these to the Filipino
practices
 Listening Activity
-the teacher gives the guide questions
to the students for them to accomplish
while listening.
Guide questions:
o What are the similarities of
Thailand and Philippines?
o What are Thailand’s reasons for
shifting to manufacture?
o What are the diversified
industries in Thailand?
o What are the causes of
economic growth of Thailand?
 Checking and Discussion of the Answers
-4the teacher reads one of the questions
then calls a student to answer.
-the teacher checks the answer of the
student who recited and will try to
elaborate the answer.
III. Practice
 Identifying the Thai values exemplified in
a poem and relating it to the Filipino
values: optimism and courageousness
II. Presentation
 Viewing activity
-the students watch a 20-minute movie about
Thailand
III. Practice
 Group activity
-the students will be grouped into four and
will be named WHAT, WHERE ,WHY,HOW
.They will construct at least 7 questions to be
answered by another group
 Essay
Question: Is it possible that the Filipinos will become
friends with the Thais? If yes, how would it be? /Why
not?
Organization- 4
Content- 4
Mechanics- 2
10
 Introduction of the Piece
-the teacher explains that the characteristics of a
Thai are reflected in the story.
 Unlocking of Difficulties
Hangaroo: The teacher will call a name of a
student to stand in front then the students will
guess the word being described or defined by the
teacher to save their classmate. If not guessed, the
student in front will show a minute of his/her
talent.
II. Presentation
 Reading of the Piece
 In-depth Discussion
-the students will report their answers to their
assignment as a guide to interactive discussion
 Aesthetic Discussion
Guide Question: Assume that you are Makato and
you are a poor Filipino; are you also going to
migrate to have a better life? Why yes/no?
III. Practice
 Stairs to Success
-the teacher explains that there is no elevator or
shortcut in achieving our goals, we all undergo
process and do it step-by-step.
-the students will make their own Stairs to Success
by drawing stairs and label every step with their
plans to achieve their goal.

4. IV. Assignment
 What are Subordinate Conjunctions?
Identify the conjunctions used in the story entitled
Makato and the Cowrie Shell
REMARKS