POBLACION COMPREHENSIVE NATIONAL

GRADES 08 School: HIGH SCHOOL Grade Level: 08

DETAILED LESSON PLAN Teacher: Hemoroz, Eldie Boy T. Learning Area: English
Teaching Dates and
Time: Quarter: 2nd

I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of: African literature as a means of exploring forces that human
beings contend with; various reading style vis-a 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 Standards: The learner transfer 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.

C.Learning Competencies/Objectives: Discern positive and negative messages conveyed in a material viewed EN8VC-IIg-17
Write the LC Code for each
At the end of this lesson students will be expected to:
a. define editorial cartooning;
b. create a simple editorial cartoon on a chosen topic using at least two techniques (e.g.,
symbolism, exaggeration, stereotyping, humor, or analogy) to convey a clear and impactful
message;
c. appreciate the positive and negative messages conveyed in the presented Editorial
cartoon.

II. CONTENT
EDITORIAL CARTOONING
III. LEARNING RESOURCES
A.References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages CO_Q2_ English 8_ Module 7
3. Textbook Pages Quarter 2- Module 7: Page 1-12
4. Additional Materials from Learning
Resource (LR) portal
B.Other Learning Resources
 Teachers Activity Students Activity
IV. PROCEDURES
A. Reviewing previous lesson or presenting
the new lesson a. Preliminary Activities
b. Prayer

May I request everyone to stand for our opening prayer. Dear Lord, please assist us to be good to act in the
right way. Please give us insight and knowledge for
Prayer leader, please lead the prayer. us to comprehend today’s lesson. We ask in the
name of Jesus, Amen.

Amen!

c. Greetings

Good morning class. Good morning, sir.

How are you today? We are fine sir!

Glad to hear that.

Before you have your seat, arrange your chairs, and

pick the papers under your chairs.

d. Classroom Rules

These are our classroom rules. I have set rules to keep

our class harmonious and organized.
1. Please listen attentively
2. Raise you right hand if you want to answer.
3. Respect your teacher and your classmates
4. Minimize your voice during class discussion and
activity

 Checking of Attendance
 Who is absent today?
Very good no one is absent. None, sir.

Good to know that.

 Review
What was our past lesson? Our past lesson is all about The Two Brothers.

Okay, before we start with today’s new lesson, let’s play

a quick review game.

Activity 1: REYAL or FAKI?

Directions: Read the sentences carefully. Say “reyal” if
the sentence is a real or true, and say “faki” Answer key:
If it’s fake or false sentence.

Is it clear? 1. True
Okay let’s begin! 2. False
3. False
Sentences:
1. Bata was falsely accused by Anpu's wife of
inappropriate behavior.
2. Anpu immediately forgave his wife and ignored the
accusations against Bata.
3. Bata decided to leave Anpu’s house to protect himself
from harm.

Do you have any questions and clarifications about our

previous topic class? None sir!

Great job everyone! On understanding the Egyptian

folktale “The Two Brothers”.
B.Establishing a purpose for the As we go on with our lesson, I encourage everyone to
lesson/Motivation participate and cooperate in our discussion and group
activity.
And now let’s have a group activity. But before that, let
me first present to you a performance chart. Now, this
chart will keep a record of your scores based on your
performances in the activities you are going to do later.
Each stitch has an equivalent point.

Blue 5 yellow- 4 pink- 3

This time, I will group you into four groups. Okay, this
column is Group 1, this is Group 2, Group 3, and the
last Group 4. Now, form a circle with your group and be
silent. Please observe distancing and give some space
here to avoid disturbance to your classmates and for
your safety as well. Reminders: I will deduct points for
those groups who are very noisy and not participating
with their group mates. And I will give extra points to the
group that is well-behaved. If I’m discussing in front, I
don’t want some are talking to their classmates and
going out.

Alright! This is your activity. I’ll be giving you 10 seconds

to answer each number.

Activity 2: Name a Movie!

Directions: Give the title of the following movies by
looking at the cartoon characters. Choose the answers
inside the box.
Answer key:

A. Tom and Jerry B. Minions

C. Dora the Explorer D. SpongeBob 1. Dora the Explorer
SquarePants 2. Tom and Jerry
E. Super Mario Bros 3. SpongeBob SquarePants
4. Super Mario Bros
5. Minions
 Impressive! Let’s give a 3 million clap for ourselves.
Alright! Okay sir.

Now, naming the movies by looking at the cartoon

characters is connected to our topic this morning. In
movies there are cartoon characters, in English we also
have cartoons this is called Editorial cartooning which is
our new lesson for this morning.

But first, let me read you the following objectives for you
to be aware of the focus of the subject matter that you
will learn today.
At the end of this lesson students will be expected to:
a. define editorial cartooning;
b. create a simple editorial cartoon on a chosen
topic using at least two techniques (e.g., symbolism,
exaggeration, stereotyping, humor, or analogy) to
convey a clear and impactful message;
c. appreciate the positive and negative messages
conveyed in the presented Editorial cartoon.

C. Presenting examples/instances of the

new lesson Activity 2.
Directions: In this picture, look and observe. Give your
ideas about the picture.
 https://www.google.com/url?sa=i&url=https%3A%2F
%2Fmindanaotimes.com.ph
%2F2024%2F06%2F24%2F&psig=AOvVaw1sRe-qMzrfUI9-

Guide Questions:
1. Describe the cartoon: What images do you see?
The images I see are two people, and a Crocodile.

2. What are the and positive and negative message you

The image promotes awareness and caution about
can see in the picture?
entering politics, encouraging integrity. It depicts
politics as a corrupt and dangerous system,
likened to a trap.

3. What is the artist trying to say?

The artist warns that politics can be dangerous and
corrupting, likened to a trap.

Politics- Integration across the curriculum

What is the meaning of politics?

Politics is the practice of making decisions,
Any idea, opinions, and thoughts, class?
governing, and managing power within a group,
organization, or society.
This image reflects the ongoing corruption in Philippine
 politics, It relates to historical events such as the Marcos
regime's embezzlement to scandals like the pork barrel
scam and the dominance of political dynasties. These
issues highlight the systemic risks and challenges of
entering politics in the country, where corruption
remains deeply entrenched.

D. Discussing new concepts and practicing Okay, Now let’s dig deeper into these ideas.
new skill# 1
Class based on the example given, which is presented
earlier, what do you think an editorial cartoon? Editorial cartoon is a humorous drawing or series
of drawings in a newspaper or magazine that
criticizes or lampoons the opinions or actions.

That’s right! Editorial Cartoon is an illustration

expressing opinion and interpretation. It is also called a
“wordless editorial”. It may or may not be a complement
of the editorial.

Group 1, what is the meaning cartoon? Cartoon comes from the word’s caricatures and
lampoons.
[show an example image of cartoon]

Excellent! How about the meaning of caricatures? Caricatures is defined as drawings of people in
which certain physical features are exaggerated.
[show an example image of caricatures]

Impressive! Now, Group 2 please read the meaning of

lampoon? Lampoon is a subtle attack presented humorously.

Exactly! What is editorial cartoon? Editorial cartoon uses pictures and text to make a
statement. It also, express opinions about a wide
range of topics in the news, such as politics or
culture

You have got it right! What are the things to consider in Things to consider in editorial cartooning:
editorial cartooning? ❑ Symbolism ❑ Humor
❑ Stereotyping ❑ Analogy
❑ Exaggeration ❑ Technical Skills

Very good! Our lesson is only focus on symbolism there

are still a lot of things to consider in editorial cartooning.
But this time we will only focus on symbolism. Alright!
What is the meaning of symbolism? Symbolism is the use of symbols to signify ideas
and qualities, by giving them symbolic meanings
that are different from their literal sense.
.

- Peace

- romance
 - government

- corruption

-Freedom
 - Wealth or Royal

Yes sir.

Symbolism- Integration within in the curriculum.

We can also use symbolism in literary devices, not only

in editorial cartooning but also in a poem.

Like for instance in this poem:

Two roads that the poet-traveler faces in life his walk or Yes sir.
journey are symbolic of the choices that we must
encounter in life. None sir.

Do you understand class?

Do you have any questions and clarifications?

E. Discussing new concepts and practicing Now with the same group.
new skill#
This time, let's try another group activity.
Answer key:
Activity 3: Guess the image!
Directions: Give the corresponding meaning of the
following symbols. Choose the answers inside the box. 1. Male
2. Recycle
3. Christianity
4. Female
5. peace
6. stop
7. Justice
8. poison

Now, let us give five million claps for ourselves because

you are doing great.

F. Developing mastery (Leads to formative Class, now that we have learned the key techniques
Assessment) used in editorial cartooning and have analyzed a few
examples, it's time to put what you've learned into
practice! We will create our own editorial cartoons.

Exciting, right? Yes, Sir!

Let’s call this activity Sketch Your Idea!

Activity 4. Sketch Your Idea!
Directions: You will choose a topic from real-life issues
or events that are important to you. Your task is to
create a simple editorial cartoon using at least two
techniques we discussed earlier, such as symbolism or
exaggeration. Remember, your message should be
clear and impactful.

Before we start, here are some things to keep in mind:

1. Choose a topic that you feel strongly about. It could

be a social issue like pollution, bullying, or inequality.
2. Use your creativity and apply two or more techniques,
such as symbolism, humor, or stereotyping.
3. Make sure your symbols or message are clear
enough for others to understand.

But before you’re going to start sketching, I have here

criteria for you to follow.

Criteria:
Content- 5 points
Relevance- 3 points
Organization- 2 points

Any questions so far? Sir, can we include text in our cartoon?

Good question! Yes, you can add text, but remember to

keep it minimal and make the visuals speak for
themselves. Any other questions?
What materials can we use?

You can use pencils for sketching and markers for bold
lines, and illustration board or any bond paper. Keep it
simple—focus more on the message than the artistic
details.

If no more questions,
 let’s start sketching!

You’ll have 20 minutes for this activity.

Time’s up! Let’s put down our pencils. Please submit

your work at the front desk. I’ll select a few to share with
the class.

Let’s take a look at some of your outputs.

This one, the group 2 shows a melting Earth and a

factory in the background.

Can someone in the group 2 explain what message this

cartoon is conveying? It’s about climate change and how factories
contribute to global warming.

Excellent interpretation! And what techniques were used

here? Symbolism for the Earth and factory, and
exaggeration with the melting effect.

Exactly! This is a great example of how to use

techniques effectively. Well done, everyone!

Each of the group did a wonderful job applying the

techniques we discussed. I noticed some of you used
humor, while others used symbolism and exaggeration.
You’re all developing your own style, which is fantastic.
Let’s keep improving by focusing on clarity and
creativity.

G. Finding practical application of concepts Great work on your editorial cartoons! You’ve shown
and skills in daily living creativity and thoughtfulness in conveying your
messages.

Now that we’ve explored how to create meaningful

cartoons, let’s reflect on how we can connect these
skills to our everyday lives.
One essential theme that often appears in editorial
cartoons is the importance of family.

Let’s dive into an activity where we’ll analyze an image

and explore how family relationships impact us.

Activity 5.
Directions: Look at the picture presented below and
analyze it. Answer the following questions:

https://thumbs.dreamstime.com/
z/hugging-kids-parents-embrace-
their-children-outline-cartoon-
image-vector-illustration-
248247338.jpg

Take a moment to observe the image on the screen.

Think about the story it tells and the emotions it
conveys. Let’s discuss this as a class.

What is the picture all about?

It shows a family sitting together and spending
quality time.
What positive message does the illustration convey?
And what about the negative message? The positive message is about family bonding and
togetherness, while the negative message could
reflect the absence of such connections in some
families.

Why is family important in our life? Family provides support, love, and guidance.

How do you strengthen family relationships? By spending time together, communicating, and
showing appreciation.

Who here has a complete family? Kindly raise your

hand. (Students raise hands.)

Does it feel happy having parents by your side? Yes, it makes me feel secure and loved.

That’s impressive! How about those who come from

broken families? Please raise your right hand. (Students raise hands.)

How does it feel to have a broken family? Sometimes it feels lonely, but I learn to adapt.

Why do you think so many parents split up? Because of misunderstandings, financial problems,
or lack of communication.

What was the effect on you when your parents got

separated? It was challenging, but it taught me to be strong.

How does family separation affect you as students in

school? It can be hard to concentrate, but support from
teachers and friends helps.

Thank you all for sharing. Your experiences highlight

how important family is and how it influences our lives.
Family is not just about being together physically but
also emotionally supporting one another.

Let’s acknowledge each group for their participation.

Now, one representative of your group come in front

and counts your scores in the performance chart.
 (The students count their scores.)
Okay, Let’s give ourselves a barangay claps, for you’re
doing great this time.
Yes ma’am
Now that we’ve explored the impact of family and
shared our insights, let’s wrap up our lesson by
summarizing what we’ve learned today.

H. Making generalization Now that we’ve explored the impact of family and
shared our insights, let’s wrap up our lesson by
summarizing what we’ve learned today. Answer key:
1. pictures
Activity 6: Fill Me In 2. text
Directions: Read and understand the statement 3. editorial cartoonist
carefully. Fill in the blanks with the correct answer from 4. message
the words inside the box. 5. wordless editorial
6. cartoon
7. lampoon
text pictures wordless editorial
8. caricatures
message lampoon editorial cartoonist

cartoon caricatures

Editorial cartoon uses (1) _______and (2) __________

to make a
statement. It also expresses opinions about a wide
range of topics in the news, such as politics or culture.
(3) __________ often use images of well-known people,
places, and things to send a (4) ________. Editorial
cartoon is also called (5) _______. (6) _______ comes
from the words caricatures and
lampoon. A subtle attack that is presented humorously
is called (7) _______ while drawing of people in which
physical features are exaggerated is called (8)
_________.

Do you have questions and clarifications about our topic

this morning?
 None sir.
Okay, if there is none, let’s end this with a short quiz.

I. Evaluating Learning Get ¼ sheet of paper and answer the following. Let
check your level of mastery in our discussion today.
The test below will help, measure your prior knowledge
about Editorial Cartooning.

Directions: Read each item carefully. Encircle the letter

of the correct answer.
Answer Key:
1. What is the meaning of symbolism? 1. a
a. Is the use of symbols to signify ideas and qualities, 2. c
by giving them symbolic meanings that are different 3. a
from their literal sense. 4. b
b. Uses pictures and text to make a statement. 5. a
c. Is an illustration expressing opinion and
interpretation.
d. Is a subtle attack presented humorously.

2. Which is not true about caricatures and lampoon?

a. Caricatures are exaggerated drawings of people
while lampoon are humorous drawings.
b. Caricatures are for comic effect while lampoon are
for ridiculing people.
c. Caricatures focus on animal while lampoon focus
on a person’s characteristics.
d. Caricature is presented in distorted manner while
lampoon poke fun at.
3.What is the meaning of cartoon?
a. It comes from the word’s caricatures and lampoons.
b. It is for comic effect while lampoon are for ridiculing
people.
c. Focus on animal while lampoon focus on a person’s
characteristics.
d. Is presented in distorted manner while lampoon
poke fun at.

4. What is the meaning or editorial cartoon?

 a. Focus on animal while lampoon focus on a
person’s characteristics.
b. Is a humorous drawing or series of drawings in a
newspaper or magazine that criticizes or lampoons the
opinions or actions.
c. Uses pictures and text to make a statement.
d. Is a subtle attack presented humorously.

5. What is the meaning of lampoon?

a. Is a subtle attack presented humorously.
b. Uses pictures and text to make a statement.
c. Focus on animal while lampoon focus on a
person’s characteristics.
d. Is an illustration expressing opinion and
interpretation

J. Additional activities for applications or Assignment

remediation
 Assignments/Agreement Directions: Make an editorial cartoon base on the issues
found in our society.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson
D. No. of learners who continue to require
remediation
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
used/discover which I wish to share with other
teachers?

Prepared by:
Eldie Boy T. Hemoroz
SUBJECT TEACHER

Checked by:
MRS. GLADES MEH S. RAZON
Cooperating Teacher