DAILY LESSON LOG

ENGLISH- 8 (1ST QUARTER)

SY 2025-2026

ST. CATHERINE
School Grade Level 8
PAROCHIAL SCHOOL
JODELYN MAE S.
Teacher Learning Area English
CANGREJO
EXEMPLAR First
Teaching Dates and Time Week 1 Quarter
LESSON PLAN SY 2025-2026
Monday, June 30, 2025 Tuesday, July 1, 2025 Wednesday, July 2, 2025 Thursday, July 3, 2025
I. Preliminaries
The learners demonstrate their multiliteracies and communicative competence in evaluating Afro-Asian
A. Content
literature (poetry and prose) for clarity of meaning, purpose, and target audience as a foundation for
Standards
publishing original literary texts that reflect their expanding cultural identity.
The learners analyze the style, form, and features of Afro-Asian literature (poetry and prose); evaluate
B. Performance literary texts for clarity of meaning, purpose, and target audience; and compose and publish an original
Standards multimodal literary text (poem or prose) that represents their meaning, purpose, and target audience, and
reflects their expanding cultural identity.
St. Catherine Parochial School, Leon, Iloilo, as a Parochial School, commit ourselves to the mission of
C. Mission transformative Catholic Education by nurturing faith and spirituality, fostering academic excellence and
exercising social responsibility for the service of humanity and society.
St. Catherine Parochial School, Leon, Iloilo, a Parochial School centered on Jesus Christ participating on
D. Vision the Church’s mission of social transformation through Catholic Education towards the integral
development of human persons and faith communities.
E. Core Values Charity, Affability, Responsibility, Excellence, and Service
 EN8LIT-I-1 Analyze literacy texts as expressions of individual or communal values within structural
context (conflict, character, characterization, plot: linear and flashback, rhyme and meter, diction, tone
and mood, style, patterns and motifs, figures of speech and sound devices, point of view and narrative
techniques, organic unity), biographical context, historical context, sociocultural context, and linguistic
context
EN8LIT-I-2 Analyze the maxims, universal truths, and philosophies presented in the literary text as a
means of valuing other people and their various circumstances in life.
EN8LIT-I-3 Identify one’s meaning and purpose in selecting the type of literary text for composition.
C. Learning EN8LIT-I-4 Compose literary texts using appropriate structure.
Competencies/ EN8LIT-I-5 Revise the literary texts for coherence and cohesion.
Objectives a. identify and describe various types of poetry
a. explain the function of sound devices such as
(e.g., haiku, Hebrew poetry) and their
alliteration, assonance, and consonance in
structural features.
poetry.
b. show appreciation for the cultural and
b. express enjoyment and deeper engagement
historical significance of different poetic
with poetry through recognizing its auditory
forms.
qualities.
c. analyze sample poems by marking syllable
c. create annotated versions of poems
patterns, rhyme schemes, and stanza
highlighting sound devices and their effects.
structures.
D. Value Focus Appreciation of Cultural Identity, Creativity & Self-Expression, Active Listening, Respect, Collaboration
II. CONTENT Basic Poetic Structure, Types of Poetry, and Sound Devices
SO (Synchronous Online) AO (Asynchronous Online)/Offline
a. High-tech materials
• Laptop and charger
III. LEARNING • Canva slides
Google Meet, English in Perspective 7 Books for
RESOURCES • Videos for examples
exercises, Additional Worksheets, Google Meet
b. Traditional Materials
chalkboard, Google Form for Quiz
• Printed copies of examples of poem
c. Online Materials
• Kahoot and Booklet
A. References
1. Teacher's Dela Cruz, L. (2025). English in Perspective 8 (MATATAG Edition). Abiva Publishing House, Inc, Abiva
Guide pages Bldg.,851 G. Araneta Ave.,1113 Quezon City. P. 9-12.
2. Learner's Dela Cruz, L. (2025). English in Perspective 8 (MATATAG Edition). Abiva Publishing House, Inc, Abiva
Material pages Bldg.,851 G. Araneta Ave.,1113 Quezon City. P. 9-12.
3. Textbook's Dela Cruz, L. (2025). English in Perspective 8 (MATATAG Edition). Abiva Publishing House, Inc, Abiva
pages Bldg.,851 G. Araneta Ave.,1113 Quezon City. P. 9-12.
4. Additional
Materials from
www.quipperschool.com
Learning
Resource (LR)
portal
a. Learn and Play Online. (n.d.). Haiku poetry for kids [Video]. YouTube.
https://www.youtube.com/watch?v=zZVGnx-82sc
B. Other
b. Learn on the Go. (n.d.). Poetry | Poetic techniques | Literary devices | English poem writing | Learn with
Learning
examples [Video]. YouTube. https://www.youtube.com/watch?v=a1QNCsJoJto
Resources

IV. TEACHING LEARNING SEQUENCE

AO (Asynchronous
SO (Synchronous Online) Intervention and Remediation Classes
Online)/Offline
DAY 1: Show students DAY 1: Post a Google
DAY 1: Provide a simplified comparison chart with
short clips or visual slides Slides deck with
sample lines from each poem. Students choose two
of various Afro-Asian embedded short video
and write one sentence about how they differ.
poems (e.g., Haiku, clips of Afro-Asian
DAY 2: Provide a printable or PDF matching
Hebrew poetry) and ask: poems (Haiku, Hebrew
A. Explore worksheet with fewer options and visual cues (icons
“What makes them poetry). Students
for Haiku, Hebrew, etc.).
different from each other?” answer a Google Form
DAY 3: Provide a printable or PDF matching
DAY 2: Recap types of question: “What
worksheet with fewer options and visual cues (icons
poetry by using a poetry makes each poem
for Haiku, Hebrew, etc.).
“sorting” game. unique?”
 DAY 3: Play short audio DAY 2: Create a DAY 4: Provide the printed poem with 3 key words
recordings of poems, ask Google Jamboard already highlighted. Students write a short note on
students to close eyes and poetry sorting activity how they sound aloud.
focus on sound patterns. – students drag sticky
DAY 4: Have students notes of poem titles
listen to an Afro-Asian under the correct
poem read aloud, then type.
read the printed version. DAY 3: Upload MP3
audio files of poems to
Classroom. Students
listen and record in a
Google Doc the sound
patterns they notice.
DAY 4: Post a video
reading of an Afro-
Asian poem + PDF
text. Students
highlight 3
words/phrases in the
text that stood out
when read aloud.
DAY 1: Present the DAY 1: Share a DAY 1: Provide a one-page visual guide with
definitions, forms, and Google Docs handout diagrammed examples (Haiku – 5/7/5, etc.).
structures of each type of explaining definitions, DAY 2: Give 2 poems (one structured, one free
poetry. forms, and structures verse). Students answer: “Which one feels more
DAY 2: Discuss how of poetry. Include a formal? Why?”
B. Firm up
structure influences the Google Quiz to check DAY 3: Provide a word bank of sound devices and a
meaning and rhythm of a understanding. short poem; students match device to example.
poem. DAY 2: Post a short DAY 4: Provide a fill-in-the-blank paragraph
DAY 3: Explain Edpuzzle video describing how form + sound create meaning.
alliteration, assonance, explaining how
 consonance, structure influences
onomatopoeia, and meaning; embed
repetition. comprehension
DAY 4: Class discussion questions.
on how type and sound DAY 3: Share a
devices work together. Google Slides mini-
lesson on sound
devices (alliteration,
assonance, etc.). Ask
students to find 1
example from any
known song/poem.
DAY 4: Post a
discussion prompt:
“How do type and
sound devices work
together?” Students
reply in Classroom
and respond to 1 peer.
DAY 1: Students work in DAY 1: Upload a
small groups to match Google Docs poetry
poems to their type and set. Students match DAY 1: Provide fewer poems with hints (form
explain the features they poems to their type lengths, syllable counts).
spotted. and explain in DAY 2: Provide a guided annotation with only 2
DAY 2: Students analyze comment boxes why. features to find (e.g., rhyme and repetition).
C. Deepen
an Afro-Asian poem, DAY 2: Assign Google DAY 3: Provide a poem with devices partially
highlighting how its form Docs annotation of marked; students find the missing one.
shapes its message. one Afro-Asian poem: DAY 4: Provide a guided rewrite: change a Haiku
DAY 3: Students annotate students highlight into free verse with teacher prompts.
a sample poem, labeling structural features
the sound devices used. that shape meaning.
 DAY 4: Group activity – DAY 3: Post a poem in
rewrite a short poem, Classroom and ask
changing its type but students to color-code
keeping the same theme. sound devices in
Google Docs using the
highlighter tool.
DAY 4: Students
rewrite a poem into
another form using
Google Docs.
DAY 1: Students post
in Classroom: “This
poem’s features reflect
its culture because…”
DAY 1: Groups share
and give one example.
findings, connecting
DAY 2: Compose a 3–
features to the culture
5 line poem (Haiku, DAY 1: Provide sentence starters: “This poem comes
they came from.
Tanka, etc.) in Google from ___ culture. It reflects it by…”
DAY 2: Students compose
Docs. Submit via DAY 2: Provide a structure template with blank
a 3–5 line poem in one
Classroom. lines (5/7/5 syllables labeled).
selected form (e.g., Haiku).
D. Transfer DAY 3: Write a short DAY 3: Provide a simple sound device checklist;
DAY 3: Create a short
poem using at least 2 students add one alliteration and one repetition to a
poem (4–6 lines) using at
sound devices and short 2-line verse.
least two sound devices.
post to Class DAY 4: Record audio only using a mobile phone and
DAY 4: Perform rewritten
Comments for submit via Google Classroom private comment.
poems aloud with
feedback.
emphasis on sound
DAY 4: Upload a
devices.
Flipgrid video
performing their
rewritten poem with
emphasis on sound.
 DAY 1: Quick quiz – DAY 1: Google Forms DAY 1: Provide a shorter quiz with pictures and
Identify the type of poetry quiz: identify poetry hints.
based on a short excerpt. types from excerpts. DAY 2: Pair with a peer; use a checklist with
DAY 2: Peer review – DAY 2: Peer review “Yes/No” answers.
classmates identify the activity: upload poems DAY 3: Submit only 1 short poem with one
form used and comment in Classroom; peers annotated example from class materials.
on cultural connections. comment on form & DAY 4: Provide written feedback with specific next
DAY 3: Submit annotated cultural elements. steps, plus a model poem for imitation.
E. Evaluating poem + self-written poem DAY 3: Submit final
learning for feedback. annotated poem +
DAY 4: Rubric-based self-written poem in a
grading for creativity, Google Docs portfolio.
cultural appreciation, and DAY 4: Teacher uses
use of structure/sound. a rubric in Google
Classroom for grading
creativity, cultural
appreciation, and
sound/structure use.
- Poetry Gallery Walk – - Provide a poetry  Give printed exercises with teacher or peer
Students post their own form chart with support.
short poems on the wall, examples and let
walk around, and identify students classify
F. Additional type + sound devices on simple 2–3 line
activities for sticky notes. poems.
application and - Poetry Jam Session – - Small group “sound
remediation Perform poems using hunt” – find
rhythmic delivery to alliteration/assonance
emphasize sound devices. in nursery rhymes or
simple verses.
.
V. REMARKS

VI.
REFLECTION
 ST. CATHERINE
School Grade Level 8
PAROCHIAL SCHOOL
JODELYN MAE S.
Teacher Learning Area English
CANGREJO
EXEMPLAR First
Teaching Dates and Time Week 2 Quarter
LESSON PLAN SY 2025-2026
Monday, July 7, 2025 Tuesday, July 8, 2025 Wednesday, July 9, 2025 Thursday, July 10, 2025
I. Preliminaries
The learners demonstrate their multiliteracies and communicative competence in evaluating Afro-Asian
A. Content
literature (poetry and prose) for clarity of meaning, purpose, and target audience as a foundation for
Standards
publishing original literary texts that reflect their expanding cultural identity.
The learners analyze the style, form, and features of Afro-Asian literature (poetry and prose); evaluate
B. Performance literary texts for clarity of meaning, purpose, and target audience; and compose and publish an original
Standards multimodal literary text (poem or prose) that represents their meaning, purpose, and target audience, and
reflects their expanding cultural identity.
St. Catherine Parochial School, Leon, Iloilo, as a Parochial School, commit ourselves to the mission of
C. Mission transformative Catholic Education by nurturing faith and spirituality, fostering academic excellence and
exercising social responsibility for the service of humanity and society.
St. Catherine Parochial School, Leon, Iloilo, a Parochial School centered on Jesus Christ participating on
D. Vision the Church’s mission of social transformation through Catholic Education towards the integral
development of human persons and faith communities.
E. Core Values Charity, Affability, Responsibility, Excellence, and Service
EN8LIT-I-1 Analyze literacy texts as expressions of individual or communal values within structural
C. Learning context (conflict, character, characterization, plot: linear and flashback, rhyme and meter, diction, tone
Competencies/ and mood, style, patterns and motifs, figures of speech and sound devices, point of view and narrative
Objectives techniques, organic unity), biographical context, historical context, sociocultural context, and linguistic
context
 EN8LIT-I-2 Analyze the maxims, universal truths, and philosophies presented in the literary text as a
means of valuing other people and their various circumstances in life.
EN8LIT-I-3 Identify one’s meaning and purpose in selecting the type of literary text for composition.
EN8LIT-I-4 Compose literary texts using appropriate structure.
EN8LIT-I-5 Revise the literary texts for coherence and cohesion.
a. classify the different types of imagery (visual,
a. differentiate between common figures of
auditory, tactile, gustatory, olfactory) in
speech such as metaphor, simile,
selected poems.
personification, and hyperbole.
b. develop sensitivity to sensory details in
b. appreciate the creativity and expressive
literature and in the environment.
potential of figurative language.
c. highlight and label imagery in sample texts
c. apply figures of speech in writing short
and compose a short poem using at least
original poetic lines.
three imagery types.
D. Value Focus Sensitivity to Emotions, Empathy, Creative Thinking, Open-mindedness, Appreciation of Art
II. CONTENT Figures of Speech & Types of Imagery
SO (Synchronous Online) AO (Asynchronous Online)/Offline
a. High-tech materials
• Laptop and charger
III. LEARNING • Canva slides
Google Meet, English in Perspective 7 Books for
RESOURCES • Videos for examples
exercises, Additional Worksheets, Google Meet
b. Traditional Materials
chalkboard, Google Form for Quiz
• Printed copies of examples of poem
c. Online Materials
• Kahoot and Booklet
A. References
1. Teacher's Dela Cruz, L. (2025). English in Perspective 8 (MATATAG Edition). Abiva Publishing House, Inc, Abiva
Guide pages Bldg.,851 G. Araneta Ave.,1113 Quezon City. P. 10-25.
2. Learner's Dela Cruz, L. (2025). English in Perspective 8 (MATATAG Edition). Abiva Publishing House, Inc, Abiva
Material pages Bldg.,851 G. Araneta Ave.,1113 Quezon City. P. 10-25.
3. Textbook's Dela Cruz, L. (2025). English in Perspective 8 (MATATAG Edition). Abiva Publishing House, Inc, Abiva
pages Bldg.,851 G. Araneta Ave.,1113 Quezon City. P. 10-25.
4. Additional
Materials from
www.quipperschool.com
Learning
Resource (LR)
portal
a. Learn Easy English. (n.d.). Simile vs metaphor | What's the difference? | Learn with examples [Video].
YouTube. https://www.youtube.com/watch?v=sXGhtKJym1U
B. Other
b. Chungdahm Learning. (n.d.). What is imagery? [Video]. YouTube.
Learning
https://www.youtube.com/watch?v=eoNl1Ue5ZtQ
Resources

IV. TEACHING LEARNING SEQUENCE

AO (Asynchronous
SO (Synchronous Online) Intervention and Remediation Classes
Online)/Offline
DAY 1: Show
DAY 1: Post a Google
funny/creative memes
Slides deck of
with metaphors and
metaphor/simile
similes. DAY 1: Provide a vocabulary sheet with
memes; ask students
DAY 2: Listen to a metaphor/simile definitions + examples; student
to comment
dramatic reading of a matches phrases to meanings.
identifying the figure
poem; note imagery, tone, DAY 2: Give a 4-line poem with highlighted
of speech.
A. Explore and figurative language. imagery; student underlines sensory words.
DAY 2: Upload an
DAY 3: Show 5 images DAY 3: Provide a template table: “Sense – Word
audio file/video of a
(visual, auditory, tactile, from Poem – Image in Mind.”
poem in Google
gustatory, olfactory) and DAY 4: Give a fill-in-the-blank exercise for imagery
Classroom; students
have students list sensory words.
answer a Google Form
details.
on imagery, tone, and
DAY 4: Read a sensory-
figurative language.
rich poem aloud; students
 jot down what they DAY 3: Post 5 images
imagine. in Google Docs;
students type sensory
descriptions directly
in the shared doc.
DAY 4: Upload poem
text + MP3 recording;
students post a
paragraph in GC
stream describing
their imagined scene.
DAY 1: Define simile, DAY 1: Post DAY 1: Provide a printable worksheet with
metaphor, personification; definitions and matching terms to definitions.
give Afro-Asian examples. examples in Google DAY 2: Give one poem with marked similes and
DAY 2: Discuss interplay Classroom as a PDF; metaphors; ask for meaning in simple terms.
of figures of speech and embed a Google Quiz DAY 3: Use a “highlight and label” worksheet for
emotional impact. for identification. imagery types.
DAY 3: Define the 5 DAY 2: Students write DAY 4: Use a sentence frame: “Imagery makes me
imagery types and present 3 sentences on how feel ___ because ___.”
examples from Afro-Asian figures of speech
B. Firm up poems. affect meaning.
DAY 4: Discuss how DAY 3: Share
imagery connects to reader interactive Google
emotions and cultural Jamboard for
appreciation. classifying imagery
types.
DAY 4: Post a
discussion prompt in
GC: “How does
imagery make a poem
 more relatable to its
culture?”
DAY 1: Share editable
Google Doc with a
poem; students use
DAY 1: Students highlight “highlight” tool for
figures of speech in figures of speech.
assigned poems. DAY 2: Post a poem in
DAY 1: Give a simpler poem; student circles
DAY 2: Group activity – GC; students rewrite 2
similes/metaphors already underlined.
modify a poem’s figures of lines with new figures
DAY 2: Provide sentence starters for rewriting lines.
speech to alter its mood. of speech and submit.
C. Deepen DAY 3: Use a table with “Imagery Type – Example
DAY 3: Students highlight DAY 3: Upload a
from Poem” for completion.
and label imagery in a Google Doc with
DAY 4: Give a partially completed sensory web to
given poem. poem; students color-
finish.
DAY 4: In groups, create a code imagery types.
“sensory web” for a given DAY 4: Provide a
poem. Google Drawing
template for “sensory
web”; students fill it in
and submit.
DAY 1: Write 3 original
lines using each figure of DAY 1: Google Doc
DAY 1: Give sentence frames (“Her eyes are like
speech. assignment: students
___”).
DAY 2: Perform modified type 3 original lines
DAY 2: Have student read aloud in 1:1 Meet with
poem. for simile, metaphor,
teacher.
D. Transfer DAY 3: Write a 3–4 line personification.
DAY 3: Write 1 imagery type at a time with teacher
stanza using at least three DAY 2: Record
guidance.
types of imagery. themselves reading
DAY 4: Read short stanza in small group
DAY 4: Perform a short their rewritten poem;
intervention session.
dramatic reading upload MP4 to GC.
emphasizing the imagery.
 DAY 3: Submit
original stanza in GC
Doc.
DAY 4: Record
dramatic reading
using Vocaroo/phone,
submit audio file.
DAY 1: Peer feedback on DAY 1: GC private DAY 1: Teacher gives simple checklist (“Has simile?
originality and clarity. comments feature for Has metaphor?”).
DAY 2: Poetry reading peer feedback. DAY 2: Teacher models reading aloud and allows
grading and feedback DAY 2: Teacher posts student to repeat.
DAY 3: Peer swap and rubric in GC; students DAY 3: Provide sentence stems for feedback (“I liked
check if imagery is self-assess before ___ because ___”).
E. Evaluating correctly identified and submission. DAY 4: Teacher records personalized
learning vivid. DAY 3: Peer review in encouragement for improvement.
DAY 4: Class rubric for GC via “Class
performance and imagery Comment” thread.
integration. DAY 4: Teacher
uploads rubric-
marked video
feedback.
F. Additional Poetry scrapbook with Matching worksheets  Give printed exercises with teacher or peer
activities for original examples of & guided sentence support.
application and figures of speech & transformation
remediation imagery. activities.

V. REMARKS

VI.
REFLECTION
 ST. CATHERINE
School Grade Level 8
PAROCHIAL SCHOOL
JODELYN MAE S.
Teacher Learning Area English
CANGREJO
EXEMPLAR First
Teaching Dates and Time Week 3 Quarter
LESSON PLAN SY 2025-2026
Tuesday, July 15, Wednesday, July 16,
Monday, July 14, 2025 Thursday, July 17, 2025
2025 2025
I. Preliminaries
The learners demonstrate their multiliteracies and communicative competence in evaluating Afro-Asian
A. Content
literature (poetry and prose) for clarity of meaning, purpose, and target audience as a foundation for
Standards
publishing original literary texts that reflect their expanding cultural identity.
The learners analyze the style, form, and features of Afro-Asian literature (poetry and prose); evaluate
B. Performance literary texts for clarity of meaning, purpose, and target audience; and compose and publish an original
Standards multimodal literary text (poem or prose) that represents their meaning, purpose, and target audience, and
reflects their expanding cultural identity.
St. Catherine Parochial School, Leon, Iloilo, as a Parochial School, commit ourselves to the mission of
C. Mission transformative Catholic Education by nurturing faith and spirituality, fostering academic excellence and
exercising social responsibility for the service of humanity and society.
St. Catherine Parochial School, Leon, Iloilo, a Parochial School centered on Jesus Christ participating on
D. Vision the Church’s mission of social transformation through Catholic Education towards the integral
development of human persons and faith communities.
E. Core Values Charity, Affability, Responsibility, Excellence, and Service
EN8LIT-I-1 Analyze literacy texts as expressions of individual or communal values within structural
C. Learning context (conflict, character, characterization, plot: linear and flashback, rhyme and meter, diction, tone
Competencies/ and mood, style, patterns and motifs, figures of speech and sound devices, point of view and narrative
Objectives techniques, organic unity), biographical context, historical context, sociocultural context, and linguistic
context
 EN8LIT-I-2 Analyze the maxims, universal truths, and philosophies presented in the literary text as a
means of valuing other people and their various circumstances in life.
EN8LIT-I-3 Identify one’s meaning and purpose in selecting the type of literary text for composition.
EN8LIT-I-4 Compose literary texts using appropriate structure.
EN8LIT-I-5 Revise the literary texts for coherence and cohesion.
a. explain how diction shapes tone and a. analyze how patterns, motifs, and symbols
mood and contributes to the theme of a work together to create organic unity in
poem. poetry.
b. value the role of language choice in b. recognize and respect diverse cultural
conveying meaning and emotion. symbols in Afro-Asian literary works.
c. rewrite lines of poetry with varied diction c. identify recurring motifs and patterns in
to change tone or mood. selected poems through visual mapping.
D. Value Focus Critical Thinking, Cultural Appreciation, Respect for Symbolism, Collaboration, Analytical Skills
II. CONTENT Structural Context in Poetry
SO (Synchronous Online) AO (Asynchronous Online)/Offline
a. High-tech materials
• Laptop and charger
III. LEARNING • Canva slides
Google Meet, English in Perspective 7 Books for
RESOURCES • Videos for examples
exercises, Additional Worksheets, Google Meet
b. Traditional Materials
chalkboard, Google Form for Quiz
• Printed copies of examples of poem
c. Online Materials
• Kahoot and Booklet
A. References
1. Teacher's Dela Cruz, L. (2025). English in Perspective 8 (MATATAG Edition). Abiva Publishing House, Inc, Abiva
Guide pages Bldg.,851 G. Araneta Ave.,1113 Quezon City. P. 24-28.
2. Learner's Dela Cruz, L. (2025). English in Perspective 8 (MATATAG Edition). Abiva Publishing House, Inc, Abiva
Material pages Bldg.,851 G. Araneta Ave.,1113 Quezon City. P. 24-28.
3. Textbook's Dela Cruz, L. (2025). English in Perspective 8 (MATATAG Edition). Abiva Publishing House, Inc, Abiva
pages Bldg.,851 G. Araneta Ave.,1113 Quezon City. P. 24-28.
4. Additional
Materials from
www.quipperschool.com
Learning
Resource (LR)
portal
a. Dela Cruz, L. (2025). English in Perspective 8 (MATATAG Edition). Abiva Publishing House, Inc, Abiva
Bldg.,851 G. Araneta Ave.,1113 Quezon City. P. 20-23.
B. Other b. Angkarn Chanthathip. (2017, October–November). In the home of the homelessness (T. Martin & the
Learning Poetry Translation Workshop, Trans.). Third World Resurgence, (326/327), 68. Third World Network.
Resources c. Adedigba, M. (2017, November 17). Song of Lawino by Okot p’Bitek [Blog post]. The Purple Skirt Blog.
https://thepurpleskirtblog.wordpress.com/2017/11/17/song-of-lawino-by-okot-pbitek/

IV. TEACHING LEARNING SEQUENCE

AO (Asynchronous
SO (Synchronous Online) Intervention and Remediation Classes
Online)/Offline
DAY 1: Show two short DAY 1: Google Slides
poems with different with 2 short poems +
moods; ask students to guiding questions:
DAY 1: One-on-one GC message with teacher
describe feelings. “What feelings do
sharing a simpler poem, then a short voice note to
DAY 2: “Mood board” these evoke?”
explain mood.
activity — match Students comment in
DAY 2: Teacher posts pre-filled mood board with
colors/emotions to poetry GC’s Private
fewer options for matching; student picks 2
A. Explore lines. Comment box.
emotions only.
DAY 3: Show recurring DAY 2: Jamboard
DAY 3: Teacher sends 3 common symbols with
symbols in world “Mood Board”
short explanations, student responds via voice note.
literature; guess their template – students
DAY 4: Teacher provides motif sample + partial
meanings. match
drawing outline for the student to complete.
DAY 4: Listen to a short colors/emotions to
poem and draw an image poetry lines by
that represents its motif. dragging stickers.
 DAY 3: Google Form
quiz with images of
symbols + multiple-
choice meaning
options.
DAY 4: Listen to
attached MP3 in GC,
then submit a simple
sketch/photo showing
motif.
DAY 1: Define theme, DAY 1: GC post with DAY 1: Teacher sends simplified word bank +
diction, tone, mood; definitions of theme, matching exercise in GC.
discuss how diction diction, tone, mood + DAY 2: Teacher posts 2 sample theme statements
shapes tone/mood. embedded video with tone descriptions, student chooses one and
DAY 2: Discuss how tone lecture; students explains.
affects theme delivery. answer a Google Doc DAY 3: Teacher gives only symbol examples, asks
DAY 3: Define style, table identifying each student to name the object in a voice reply.
symbol, motif, organic in a short poem. DAY 4: Teacher sends a picture of 1 cultural symbol
unity. DAY 2: Padlet board – with explanation; student repeats understanding in
DAY 4: Review cultural students post a theme voice.
B. Firm up
symbols and their from a short poem
interpretations. and explain how tone
delivers it.
DAY 3: Interactive
Google Slides deck on
style, symbol, motif,
unity – students fill
blanks in examples.
DAY 4: Flipgrid video:
students explain a
 cultural symbol from
given poem.
DAY 1: GC
assignment – highlight
diction words in an
attached Google Doc
DAY 1: Students identify poem using
diction that sets the tone “highlighter” tool.
in a sample poem. DAY 2: GC group DAY 1: Teacher gives only 3 sentences to highlight
DAY 2: Group analysis of comment thread tone-setting words.
a culturally significant analyzing one Afro- DAY 2: Teacher gives 1 stanza only, guides with 2
Afro-Asian poem. Asian poem. questions.
C. Deepen
DAY 3: Students create a DAY 3: Google DAY 3: Teacher provides 2 symbols, student links
symbol map for a given Drawing “Symbol each to 1 meaning.
poem. Map” – students DAY 4: Teacher gives unity definition and asks:
DAY 4: Analyze how all connect symbols to “What 2 parts of this poem work well together?”
elements create organic meaning.
unity. DAY 4: GC Form –
short paragraph:
“How do all elements
create unity in this
poem?”
DAY 1: Google Doc –
DAY 1: Rewrite 4 lines DAY 1: Teacher gives 2 lines and asks student to
students rewrite 4
from a poem to change its replace 2 words to change mood.
lines from a poem to
mood. DAY 2: Teacher provides sample theme; student
change mood.
DAY 2: Create a theme identifies tone word.
D. Transfer DAY 2: GC post –
statement and support it DAY 3: Teacher highlights one motif; student
students create theme
with diction/tone evidence. describes it in 1–2 sentences.
statement in comment
DAY 3: Identify patterns DAY 4: Teacher gives mini mural template; student
thread with
and motifs in an Afro- fills 1 symbol only.
tone/diction support.
 Asian poem and explain DAY 3: Google Slides
unity. – identify
DAY 4: Group mural patterns/motifs in
showing interconnected given poem and
symbols/patterns from explain unity.
various poems. DAY 4: Group
Jamboard mural of
interconnected
symbols/patterns
from poems.
DAY 1: Share rewrites and DAY 1: GC comment – DAY 1: Teacher asks: “Read your line aloud and tell
explain changes. post rewritten lines + me if it sounds happy, sad, or angry.”
DAY 2: Submit theme explanation of mood DAY 2: Teacher gives half-completed statement for
statement for grading. change. student to finish.
DAY 3: Group DAY 2: Submit theme DAY 3: Student posts only 1–2 symbols with
presentation of findings. statement via GC for meaning.
E. Evaluating DAY 4: Rubric-based grading. DAY 4: Student uploads simple drawing/photo of
learning group mural assessment. DAY 3: Group GC one related symbol.
post – attach symbol
map and give short
voice explanation.
DAY 4: Submit mural
photo/screenshot via
GC for rubric grading.
F. Additional Class “Symbol Gallery” of Guided  Give printed exercises with teacher or peer
activities for common motifs with symbol/diction support.
application and explanations. identification
remediation worksheets.

V. REMARKS
VI.
REFLECTION

ST. CATHERINE
School Grade Level 8
PAROCHIAL SCHOOL
JODELYN MAE S.
Teacher Learning Area English
CANGREJO
EXEMPLAR First
Teaching Dates and Time Week 4 Quarter
LESSON PLAN SY 2025-2026
Tuesday, July 22, Wednesday, July 23,
Monday, July 21, 2025 Thursday, July 24, 2025
2025 2025
I. Preliminaries
The learners demonstrate their multiliteracies and communicative competence in evaluating Afro-Asian
A. Content
literature (poetry and prose) for clarity of meaning, purpose, and target audience as a foundation for
Standards
publishing original literary texts that reflect their expanding cultural identity.
The learners analyze the style, form, and features of Afro-Asian literature (poetry and prose); evaluate
B. Performance literary texts for clarity of meaning, purpose, and target audience; and compose and publish an original
Standards multimodal literary text (poem or prose) that represents their meaning, purpose, and target audience, and
reflects their expanding cultural identity.
St. Catherine Parochial School, Leon, Iloilo, as a Parochial School, commit ourselves to the mission of
C. Mission transformative Catholic Education by nurturing faith and spirituality, fostering academic excellence and
exercising social responsibility for the service of humanity and society.
St. Catherine Parochial School, Leon, Iloilo, a Parochial School centered on Jesus Christ participating on
D. Vision the Church’s mission of social transformation through Catholic Education towards the integral
development of human persons and faith communities.
E. Core Values Charity, Affability, Responsibility, Excellence, and Service
EN8LIT-I-1 Analyze literacy texts as expressions of individual or communal values within structural
context (conflict, character, characterization, plot: linear and flashback, rhyme and meter, diction, tone
 and mood, style, patterns and motifs, figures of speech and sound devices, point of view and narrative
techniques, organic unity), biographical context, historical context, sociocultural context, and linguistic
context
EN8LIT-I-2 Analyze the maxims, universal truths, and philosophies presented in the literary text as a
means of valuing other people and their various circumstances in life.
EN8LIT-I-3 Identify one’s meaning and purpose in selecting the type of literary text for composition.
C. Learning
Competencies/
a. discuss how an author’s life and historical d. explain how sociocultural and linguistic
Objectives
background influence a poem’s meaning. factors shape poetic expression.
b. appreciate poetry as a reflection of personal e. demonstrate openness to understanding
and historical experiences. cultural diversity through literature.
c. research and present biographical facts f. annotate a poem with notes explaining
about a poet and relate them to one of their sociocultural references and linguistic
works. features.
D. Value Focus Respect for Historical Backgrounds, Cultural Sensitivity, Research Skills, Empathy, Global Awareness
II. CONTENT Context in Poetry (Biographical, Historical, Sociocultural, and Linguistic Context)
SO (Synchronous Online) AO (Asynchronous Online)/Offline
a. High-tech materials
• Laptop and charger
III. LEARNING • Canva slides
Google Meet, English in Perspective 7 Books for
RESOURCES • Videos for examples
exercises, Additional Worksheets, Google Meet
b. Traditional Materials
chalkboard, Google Form for Quiz
• Printed copies of examples of poem
c. Online Materials
• Kahoot and Booklet
A. References
1. Teacher's Dela Cruz, L. (2025). English in Perspective 8 (MATATAG Edition). Abiva Publishing House, Inc, Abiva
Guide pages Bldg.,851 G. Araneta Ave.,1113 Quezon City. P. 33-42.
2. Learner's Dela Cruz, L. (2025). English in Perspective 8 (MATATAG Edition). Abiva Publishing House, Inc, Abiva
Material pages Bldg.,851 G. Araneta Ave.,1113 Quezon City. P. 33-42.
3. Textbook's Dela Cruz, L. (2025). English in Perspective 8 (MATATAG Edition). Abiva Publishing House, Inc, Abiva
pages Bldg.,851 G. Araneta Ave.,1113 Quezon City. P. 33-42.
4. Additional
Materials from
www.quipperschool.com
Learning
Resource (LR)
portal
a. Gitanjali [Online anthology entry]. (n.d.). In AllPoetry. Retrieved August 9, 2025, from
B. Other https://allpoetry.com/Gitanjali
Learning b. Gibran, K. (n.d.). On love [Poem]. Poets.org. https://poets.org/poem/love-8
Resources

IV. TEACHING LEARNING SEQUENCE

AO (Asynchronous
SO (Synchronous Online) Intervention and Remediation Classes
Online)/Offline
DAY 1: Post a Google
Slides deck with poet
DAY 1: Show images of portraits and brief
poets & their historical bios. Students
settings. comment on one
 Provide a simplified PDF handout with fewer
DAY 2: Play a “Timeline historical fact that
poets and shorter bios.
Game” of poets’ lives. might influence their
 Give vocabulary lists with definitions before
DAY 3: Show culturally writing style.
A. Explore the guessing activity.
unique words; guess DAY 2: Create
 Allow students to listen to readings multiple
meanings. a Google Forms
times and use translation tools.
DAY 4: Listen to a poem quiz with drag-and-
read in its original drop "match poet to
language and in timeline" questions.
translation. DAY 3: Share
an interactive
Google Doc listing
 unique words from
different cultures.
Students post
possible meanings
before revealing
correct definitions.
DAY 4: Upload two
audio files (original
and translated
reading of a poem).
Students answer
a Google Classroom
Question comparing
the impact of each
version.
DAY 1: Discuss how life DAY 1: Post a short  Use fewer examples with guided notes.
events influence poetry. recorded video  Give sentence starters for reflections.
DAY 2: Link historical lecture explaining  Provide glossary of terms with visuals for
events to poetic themes. how events influence sociocultural/linguistic concepts.
DAY 3: Define poets’ works.
sociocultural and linguistic Students write one-
context. paragraph reflections
DAY 4: Discuss the effect in Google Docs.
B. Firm up
of linguistic features. DAY 2: Share
a Jamboard where
students place poems
next to relevant
historical events.
DAY 3: Upload
a Google Slides
lesson defining
 sociocultural &
linguistic context,
with fill-in-the-blank
slides for students to
complete.
DAY 4: Provide side-
by-side poem excerpts
showing language
differences. Students
submit a Google Form
analyzing how
wording changes the
tone.
DAY 1: Post a Google
Doc matching
exercise where
DAY 1: Students match a students drag
poet’s biography to biography snippets
excerpts of their works. next to poems.
DAY 2: Analyze a poem DAY 2: Provide a  Give color-coded hints for matching activities.
through its historical lens. poem PDF with  Supply partial annotations as examples.
C. Deepen DAY 3: Annotate a poem margin questions (via  Provide sentence stems for identifying
with notes on cultural Google Docs) guiding sociocultural influences.
references. students to connect
DAY 4: Identify lines to historical
sociocultural elements events.
shaping poetic style. DAY 3: Use Google
Docs for students to
highlight and label
cultural references.
 DAY 4: Have students
fill out a Google
Sheet listing
sociocultural elements
and corresponding
poetic features.
DAY 1: Assign Google
Search + Docs activity
where students find a
biographical fact and
link it to one poem
line.
DAY 1: Research one fact
DAY 2: Create
about a poet’s life that
a Canva or Google
connects to a poem.
Slides poster and
DAY 2: Create a short
upload it to the
biographical poster for a  Provide a list of pre-selected poet facts to
Classroom "Poet
poet. choose from.
Gallery."
DAY 3: Share  Allow template-based posters.
D. Transfer DAY 3: Use a Google
interpretations and check  Assign smaller, individual tasks instead of
Classroom
for differences in group projects.
Question asking
understanding.
students to read one
DAY 4: Group
classmate’s post and
presentation on cultural
reply with one
elements in Afro-Asian
similarity/difference.
poems.
DAY 4: Assign group
Google Slides
presentations, with
each member
contributing one slide
on cultural elements.
 DAY 1: Short oral sharing DAY 1: Students  Give extended deadlines for video
of findings. record short Flipgrid submissions.
DAY 2: Poster (or Google Classroom  Allow voice recordings instead of video for shy
presentation. Video) sharing their students.
DAY 3: Submission of biographical  Provide annotation guides with examples.
annotated poem. connection.
DAY 4: Rubric-based DAY 2: Submit poster
group evaluation. to Google Classroom
E. Evaluating for teacher and peer
learning comments.
DAY 3: Upload
annotated poem to
Classroom
Assignment.
DAY 4: Complete a
self-assessment &
peer-assessment form
via Google Forms.
F. Additional “Culture & Poetry” Guided context clue &  Give printed exercises with teacher or peer
activities for research portfolio. annotation exercises. support.
application and
remediation

V. REMARKS

VI.
REFLECTION
 ST. CATHERINE
School Grade Level 8
PAROCHIAL SCHOOL
JODELYN MAE S.
Teacher Learning Area English
CANGREJO
EXEMPLAR First
Teaching Dates and Time Week 5 Quarter
LESSON PLAN SY 2025-2026
Tuesday, July 29, Wednesday, July 30,
Monday, July 28, 2025 Thursday, July 31, 2025
2025 2025
I. Preliminaries
The learners demonstrate their multiliteracies and communicative competence in evaluating Afro-Asian
A. Content
literature (poetry and prose) for clarity of meaning, purpose, and target audience as a foundation for
Standards
publishing original literary texts that reflect their expanding cultural identity.
The learners analyze the style, form, and features of Afro-Asian literature (poetry and prose); evaluate
B. Performance literary texts for clarity of meaning, purpose, and target audience; and compose and publish an original
Standards multimodal literary text (poem or prose) that represents their meaning, purpose, and target audience, and
reflects their expanding cultural identity.
St. Catherine Parochial School, Leon, Iloilo, as a Parochial School, commit ourselves to the mission of
C. Mission transformative Catholic Education by nurturing faith and spirituality, fostering academic excellence and
exercising social responsibility for the service of humanity and society.
St. Catherine Parochial School, Leon, Iloilo, a Parochial School centered on Jesus Christ participating on
D. Vision the Church’s mission of social transformation through Catholic Education towards the integral
development of human persons and faith communities.
E. Core Values Charity, Affability, Responsibility, Excellence, and Service
EN8LIT-I-1 Analyze literacy texts as expressions of individual or communal values within structural
context (conflict, character, characterization, plot: linear and flashback, rhyme and meter, diction, tone
 and mood, style, patterns and motifs, figures of speech and sound devices, point of view and narrative
techniques, organic unity), biographical context, historical context, sociocultural context, and linguistic
context

C. Learning a. differentiate types of characters (protagonist,

Competencies/ a. identify and outline the plot structure of a antagonist, foil, static, dynamic, round,
Objectives short story. stock).
b. appreciate the role of conflict in creating b. show empathy towards fictional characters’
interest and emotional engagement. struggles and perspectives.
c. create a plot diagram for a given short story. c. write short character sketches based on story
analysis.
D. Value Focus Empathy, Analytical Thinking, Collaboration, Story Appreciation, Perspective-Taking
II. CONTENT Plot/Conflict & Character/Characterization
SO (Synchronous Online) AO (Asynchronous Online)/Offline
a. High-tech materials
• Laptop and charger
III. LEARNING • Canva slides
Google Meet, English in Perspective 7 Books for
RESOURCES • Videos for examples
exercises, Additional Worksheets, Google Meet
b. Traditional Materials
chalkboard, Google Form for Quiz
• Printed copies of examples of poem
c. Online Materials
• Kahoot and Booklet
A. References
1. Teacher's Dela Cruz, L. (2025). English in Perspective 8 (MATATAG Edition). Abiva Publishing House, Inc, Abiva
Guide pages Bldg.,851 G. Araneta Ave.,1113 Quezon City. P. 46-64.
2. Learner's Dela Cruz, L. (2025). English in Perspective 8 (MATATAG Edition). Abiva Publishing House, Inc, Abiva
Material pages Bldg.,851 G. Araneta Ave.,1113 Quezon City. P. 46-64.
3. Textbook's Dela Cruz, L. (2025). English in Perspective 8 (MATATAG Edition). Abiva Publishing House, Inc, Abiva
pages Bldg.,851 G. Araneta Ave.,1113 Quezon City. P. 46-64.
4. Additional
Materials from
www.quipperschool.com
Learning
Resource (LR)
portal
a. PerfectLearn TV Official. (n.d.). 소나기: Korean short story “The shower” by Hwang Sun-Won (1953)
B. Other
[Video]. YouTube. https://www.youtube.com/watch?v=D7BK6MpMSVA&t=2s
Learning
Resources
IV. TEACHING LEARNING SEQUENCE
AO (Asynchronous
SO (Synchronous Online) Intervention and Remediation Classes
Online)/Offline
DAY 1: Post the video
link in Google
Classroom. Students
answer a Google Form
DAY 1: Watch a short
identifying the
video clip of a story and
conflict, with short DAY 1: Give a simpler 1–2 paragraph story. Ask
identify conflicts.
reflection. students to underline or highlight words showing
DAY 2: Discuss what
DAY 2: Post a conflict.
happens when there’s no
discussion prompt in DAY 2: Provide sentence starters: "If there was no
conflict in a story.
A. Explore the Stream: "What conflict, the story would…"
DAY 3: Show images of
would happen if DAY 3: Provide guided choices: Is this character
characters and ask for
Cinderella had no likely kind, selfish, brave? Why?
personality predictions.
stepmother?" Require DAY 4: Give a pre-filled sample chart and ask them
DAY 4: Compare a
at least 3 sentences. to add 1–2 traits per character.
protagonist and antagonist
DAY 3: Upload 3–4
from literature.
character images to
Classroom. Students
comment with
personality
 predictions in a
shared Jamboard or
Padlet link.
DAY 4: Post a chart
template in Google
Docs for students to
fill in (Protagonist vs.
Antagonist traits).
DAY 1: Explain plot DAY 1: Post a short DAY 1: Provide printed chart of conflict types with
structure and conflict Slide/Canva examples for offline learners.
types. presentation in DAY 2: Provide short, simple conflict sentences and
DAY 2: Show examples of Classroom + link to an ask them to sort into “Internal” or “External.”
internal and external interactive quiz DAY 3: Use comic strips or pictures and ask them
conflicts. (Quizizz/Kahoot). to name the character type.
DAY 3: Define types of DAY 2: Upload a DAY 4: Provide a completed sample and ask them
characters and short reading excerpt to copy for another character set.
characterization methods. and ask students to
DAY 4: Compare a label each conflict in a
B. Firm up
protagonist and antagonist Google Doc.
from literature. DAY 3: Post
definitions in a PDF
and a short recorded
video. Students create
a Google Slides
example for each type.
DAY 4: Assign Google
Slides “Character
Compare” template.
DAY 1: Upload story
DAY 1: Map a short story’s DAY 1: Give a shorter story with key events already
C. Deepen PDF and blank plot
plot diagram. labeled for them to arrange in order.
diagram (Google
 DAY 2: Identify conflicts in Drawings). Students DAY 2: Provide a conflict “word bank” to guide
a given Afro-Asian short submit completed identification.
story. diagram. DAY 3: Use fill-in-the-blank character analysis
DAY 3: Analyze characters DAY 2: Post the story forms.
in a short story. and a Google Form DAY 4: Provide one definition and ask them to give
DAY 4: Identify static vs. with multiple-choice one example.
dynamic characters in a and short-answer
story. conflict questions.
DAY 3: Post guiding
questions in Google
Docs (motives, traits,
evidence from text).
DAY 4: Provide a
matching activity in
Google Slides
(character → type).
DAY 1: Post a choice
board: select 1 story
DAY 1: Apply plot from links, diagram
DAY 1: Provide a shorter story and a partially
diagramming to another its plot in Google
completed diagram.
story. Drawings.
DAY 2: Provide prompts
DAY 2: Write a short DAY 2: Post a short
like "Suddenly…", "However…", to spark conflict
paragraph adding conflict “flat” story in Docs
D. Transfer ideas.
to a flat story. and ask students to
DAY 3: Give them an example and ask them to
DAY 3: Write a brief rewrite with added
change a few details.
character sketch. conflict.
DAY 4: Provide sentence starters for before-and-
DAY 4: Rewrite a scene DAY 3: Google Docs
after behavior.
showing character change. template for students
to fill with traits,
habits, and backstory.
 DAY 4: Post a short
scene and ask them to
rewrite with changes
in character attitude.

DAY 1: Submit completed DAY 1: Students DAY 1: Accept hand-drawn diagrams photographed
plot diagrams. upload completed and uploaded.
DAY 2: Peer review for diagrams in the DAY 2: Teacher pairs student with a model work to
clarity of conflict. “Assignments” compare.
DAY 3: Teacher feedback section. DAY 3: Provide checklist for self-editing.
on sketches. DAY 2: Use Google DAY 4: Give additional drafting time and 1:1
DAY 4: Submit scene for Docs commenting feedback via private comments.
E. Evaluating grading. feature for peer
learning feedback.
DAY 3: Return
assignments with
rubric in Classroom.
DAY 4: Upload final
scenes to Classroom
for rubric-based
grading.
F. Additional Activity: Story character Character analysis  Give printed exercises with teacher or peer
activities for trading cards. charts with guided support.
application and prompts..
remediation
V. REMARKS

VI.
REFLECTION
 ST. CATHERINE
School Grade Level 8
PAROCHIAL SCHOOL
JODELYN MAE S.
Teacher Learning Area English
CANGREJO
EXEMPLAR First
Teaching Dates and Time Week 6 Quarter
LESSON PLAN SY 2025-2026
Tuesday, August 5, Wednesday, August 6, Thursday, August 7,
Monday, August 4, 2025
2025 2025 2025
I. Preliminaries
The learners demonstrate their multiliteracies and communicative competence in evaluating Afro-Asian
A. Content
literature (poetry and prose) for clarity of meaning, purpose, and target audience as a foundation for
Standards
publishing original literary texts that reflect their expanding cultural identity.
The learners analyze the style, form, and features of Afro-Asian literature (poetry and prose); evaluate
B. Performance literary texts for clarity of meaning, purpose, and target audience; and compose and publish an original
Standards multimodal literary text (poem or prose) that represents their meaning, purpose, and target audience, and
reflects their expanding cultural identity.
St. Catherine Parochial School, Leon, Iloilo, as a Parochial School, commit ourselves to the mission of
C. Mission transformative Catholic Education by nurturing faith and spirituality, fostering academic excellence and
exercising social responsibility for the service of humanity and society.
St. Catherine Parochial School, Leon, Iloilo, a Parochial School centered on Jesus Christ participating on
D. Vision the Church’s mission of social transformation through Catholic Education towards the integral
development of human persons and faith communities.
E. Core Values Charity, Affability, Responsibility, Excellence, and Service
EN8LIT-I-1 Analyze literacy texts as expressions of individual or communal values within structural
context (conflict, character, characterization, plot: linear and flashback, rhyme and meter, diction, tone
and mood, style, patterns and motifs, figures of speech and sound devices, point of view and narrative
techniques, organic unity), biographical context, historical context, sociocultural context, and linguistic
context
EN8LIT-I-2 Analyze the maxims, universal truths, and philosophies presented in the literary text as a
means of valuing other people and their various circumstances in life.
EN8LIT-I-3 Identify one’s meaning and purpose in selecting the type of literary text for composition.
C. Learning
EN8LIT-I-4 Compose literary texts using appropriate structure.
Competencies/
EN8LIT-I-5 Revise the literary texts for coherence and cohesion.
Objectives
EN8LIT-I-6 Publish an original literary text that reflects culture: poem/prose.
a. Interpret universal truths and moral lessons
a. Evaluate how story elements work together to
in selected literary works.
create a cohesive whole.
b. Reflect on how these truths apply to personal
b. Appreciate the craftsmanship in balanced,
and community life.
unified narratives.
c. Write a short reflective paragraph connecting
c. Create a graphic organizer showing
a maxim from literature to real-life
integration of elements.
experiences.
D. Value Focus Appreciation of Genre Diversity, Creative Collaboration, Communication Skills, Confidence
II. CONTENT Elements of a Short Story (Organic Unity & Maxims, Universal Truths, Philosophies)
SO (Synchronous Online) AO (Asynchronous Online)/Offline
a. High-tech materials
• Laptop and charger
III. LEARNING • Canva slides
Google Meet, English in Perspective 7 Books for
RESOURCES • Videos for examples
exercises, Additional Worksheets, Google Meet
b. Traditional Materials
chalkboard, Google Form for Quiz
• Printed copies of examples of poem
c. Online Materials
• Kahoot and Booklet
A. References
1. Teacher's Dela Cruz, L. (2025). English in Perspective 8 (MATATAG Edition). Abiva Publishing House, Inc, Abiva
Guide pages Bldg.,851 G. Araneta Ave.,1113 Quezon City. P. 46-64.
2. Learner's Dela Cruz, L. (2025). English in Perspective 8 (MATATAG Edition). Abiva Publishing House, Inc, Abiva
Material pages Bldg.,851 G. Araneta Ave.,1113 Quezon City. P. 46-64.
3. Textbook's Dela Cruz, L. (2025). English in Perspective 8 (MATATAG Edition). Abiva Publishing House, Inc, Abiva
pages Bldg.,851 G. Araneta Ave.,1113 Quezon City. P. 46-64.
4. Additional
Materials from
www.quipperschool.com
Learning
Resource (LR)
portal
a. Matthews, A. (2017). The seed // Inspirational short film [Video]. Timber Picture Co.
https://www.youtube.com/watch?v=sVPYIRF9RCQ
B. Other
a. PerfectLearn TV Official. (n.d.). 소나기: Korean short story “The shower” by Hwang Sun-Won (1953)
Learning
[Video]. YouTube. https://www.youtube.com/watch?v=D7BK6MpMSVA&t=2s
Resources

IV. TEACHING LEARNING SEQUENCE

AO (Asynchronous
SO (Synchronous Online) Intervention and Remediation Classes
Online)/Offline
DAY 1: Read A Shower  DAY 1: Post
aloud in class, with a PDF or  Give printed text of A Shower and a
assigned roles for dialogue Google Doc of A short glossary for difficult words.
and narration. Shower in the  Use short reading passages with guiding
“Class questions instead of the full text if reading
A. Explore
Short brainstorming: Materials” skills are low.
“What parts of the story section.  Allow oral retelling of memorable parts
stood out to you most?”  Attach an audio rather than written answers.
(students jot down 3 recording (MP3
moments) /Google Drive)
DAY 2: Recap key points of the story
from Day 1. Show a being read
sample Organic Unity aloud for
graphic organizer. students to
DAY 3: Present several follow.
well-known maxims (e.g.,  Google
“Love conquers all,” Classroom
“Kindness costs nothing”) Question: “List
and ask which fit A 3 moments from
Shower. the story that
DAY 4: Show a short stayed in your
inspirational video related mind.
to one maxim from A Why?” (short-
Shower. (The seed by answer mode).
Matthews, A. on YouTube)
 DAY 2: Upload
a video
tutorial on
Organic Unity &
story elements
(teacher-made
Loom/YouTube)
.
 Provide
a Google Slides
graphic
organizer templ
ate for Organic
Unity.
  DAY 3: Post
an image set of
common
maxims and a
Google Form
poll
asking: “Which
maxim best fits
the story?
Why?”

 DAY 4: Post
an inspirationa
l video
clip (YouTube)
related to one
maxim. Ask
students to
comment: “How
does this maxim
relate to the
story?”

DAY 1: Mini-lecture on DAY 1: - Post a pre-  Provide story maps with hints (partially
Organic Unity and story filled Story Elements filled).
elements (plot, character, Checklist for students  Use yes/no and multiple choice to identify
setting, conflict, theme, to complete. maxims instead of open-ended writing.
B. Firm up
POV, techniques). - Include clickable  Allow oral discussion or drawing to show
definitions for plot, understanding of theme instead of full
Identify each element in A character, setting, paragraphs.
Shower using a teacher-
 prepared element conflict, theme, POV,
checklist. techniques.
DAY 2: Students fill in an
incomplete organizer for A DAY 2: - Assign a
Shower, linking each Google Docs activity:
element to the overall “Complete the missing
message. parts of this Organic
DAY 3: Identify 1–2 Unity organizer for A
maxims/universal truths Shower.”
in A Shower. Discuss how DAY 3: Google Form
these are revealed through quiz: Match maxims
events and characters. to quotes from the
DAY 4: Review how to story.
connect literature to real- DAY 4: Activity:
life experiences in writing. “Write 3–5 sentences
on how a maxim from
A Shower can be
applied to real-life
situations.”
DAY 1: Group work: DAY 1: “Write 3–5
Assign each group a story sentences on how a
element. Groups discuss maxim from A Shower
how their element can be applied to real-
- Give sentence starters for reflections (“This
connects to and enhances life situations.”
maxim means… In the story… In my life…”).
other elements. DAY 2: Use Google
C. Deepen - Allow voice recording (via Vocaroo or mobile)
DAY 2: Peer feedback: Docs’ comment
instead of written reflection.
Swap organizers with a feature for peer
classmate, review, and feedback (paired
suggest one improvement. students).
DAY 3: Students write a DAY 3: Assignment:
short paragraph explaining “Write a short
 one maxim from the story paragraph explaining
and how it applies to the one maxim from the
characters’ actions. story and how it
DAY 4: Students write a applies to the
reflective paragraph characters.”
linking one maxim from A DAY 4: Reflective
Shower to a personal paragraph prompt in
experience. Google Classroom:
“Write about a time in
your life that reflects
the maxim you chose
from the story.”
DAY 1: Post a Padlet
or Jamboard link for
students to post their
DAY 1: Groups present
final findings on story
findings to the class,
elements and maxim
highlighting how these
connections.
connections create unity.
DAY 2: Submit final
DAY 2: Students refine - Share model answers before asking students to
revised organizer in
their organizer based on post.
Google Classroom.
D. Transfer feedback. - Use guided Q&A in a printed worksheet instead of
DAY 3: Discussion
DAY 3: Small group open discussion.
board: “Where do we
sharing: “Where do we see
see this maxim in our
this maxim in our own
community?”
lives or community?”
(students reply to at
DAY 4: Volunteers read
least 1 peer).
their reflections aloud.
DAY 4: Record and
post their reflection
readings as
 audio/video
submissions.

DAY 1: Exit ticket: DAY 1: Google Form - Allow open-note quizzes with highlighted story
Students answer the exit ticket: “What excerpts.
question: “What makes A makes A Shower feel - Accept short bullet-point answers instead of full
Shower feel like a complete like a complete and sentences for exit ticket.
and unified story?” in 3–5 unified story?”
sentences. DAY 2: Submit final
DAY 2: Submit the final Organic Unity graphic
Graphic Organizer showing organizer.
E. Evaluating
integration of story DAY 3: Google Form
learning
elements. quiz matching quotes
DAY 3: Quick quiz: Match to universal truths.
given quotes to the correct DAY 4: Submit final
universal truth. graded reflection in
DAY 4: Teacher scores Docs or as
reflections using a rubric audio/video.
(clarity, connection,
sincerity).
Create a storyboard Interview a family  Guided review sheet on story elements with
F. Additional
version of A Shower member about a simplified definitions.
activities for
showing how elements personal story that  One-on-one coaching for students struggling
application and
build unity. reflects a maxim
remediation to connect elements to theme.
found in the story.

V. REMARKS
VI.
REFLECTION

ST. CATHERINE
School Grade Level 8
PAROCHIAL SCHOOL
JODELYN MAE S.
Teacher Learning Area English
CANGREJO
EXEMPLAR First
Teaching Dates and Time Week 7 Quarter
LESSON PLAN SY 2025-2026
Tuesday, August 12, Wednesday, August 13, Thursday, August 14,
Monday, August 11, 2025
2025 2025 2025
I. Preliminaries
The learners demonstrate their multiliteracies and communicative competence in evaluating Afro-Asian
A. Content
literature (poetry and prose) for clarity of meaning, purpose, and target audience as a foundation for
Standards
publishing original literary texts that reflect their expanding cultural identity.
B. Performance The learners analyze the style, form, and features of Afro-Asian literature (poetry and prose); evaluate
Standards literary texts for clarity of meaning, purpose, and target audience; and compose and publish an original
 multimodal literary text (poem or prose) that represents their meaning, purpose, and target audience, and
reflects their expanding cultural identity.
St. Catherine Parochial School, Leon, Iloilo, as a Parochial School, commit ourselves to the mission of
C. Mission transformative Catholic Education by nurturing faith and spirituality, fostering academic excellence and
exercising social responsibility for the service of humanity and society.
St. Catherine Parochial School, Leon, Iloilo, a Parochial School centered on Jesus Christ participating on
D. Vision the Church’s mission of social transformation through Catholic Education towards the integral
development of human persons and faith communities.
E. Core Values Charity, Affability, Responsibility, Excellence, and Service
EN8LIT-I-1 Analyze literacy texts as expressions of individual or communal values within structural
context (conflict, character, characterization, plot: linear and flashback, rhyme and meter, diction, tone
and mood, style, patterns and motifs, figures of speech and sound devices, point of view and narrative
techniques, organic unity), biographical context, historical context, sociocultural context, and linguistic
context
EN8LIT-I-2 Analyze the maxims, universal truths, and philosophies presented in the literary text as a
means of valuing other people and their various circumstances in life.
EN8LIT-I-3 Identify one’s meaning and purpose in selecting the type of literary text for composition.
EN8LIT-I-4 Compose literary texts using appropriate structure.
EN8LIT-I-5 Revise the literary texts for coherence and cohesion.
C. Learning
EN8LIT-I-6 Publish an original literary text that reflects culture: poem/prose.
Competencies/
a. Compose and revise a modernized version of a
Objectives
a. Analyze the structural and stylistic elements Ramayana scene, integrating epic elements
of The Ramayana (epic hero, hero’s journey, into contemporary settings while ensuring
vast settings, supernatural elements, clarity of meaning, purpose, and audience.
omniscient narrator, moral teachings) b. Demonstrate openness, respect, and affability
b. Appreciate the cultural, moral, and spiritual by incorporating peers’ feedback in script
lessons in The Ramayana by expressing revisions and valuing diverse cultural
personal reflections. interpretations of heroism and morality.
c. Dramatize selected epic scenes through c. Perform the modernized epic scene through a
tableau games. short skit that blends movement, voice
modulation, and minimal staging
D. Value Focus Respect, Collaboration and Teamwork, Creativity, and Adaptability
II. CONTENT The Ramayana – Elements of Epic Narratives & Creative Application
SO (Synchronous Online) AO (Asynchronous Online)/Offline
a. High-tech materials
• Laptop and charger
III. LEARNING • Canva slides
Google Meet, English in Perspective 7 Books for
RESOURCES • Videos for examples
exercises, Additional Worksheets, Google Meet
b. Traditional Materials
chalkboard, Google Form for Quiz
• Printed copies of examples of poem
c. Online Materials
• Kahoot and Booklet
A. References
1. Teacher's Dela Cruz, L. (2025). English in Perspective 8 (MATATAG Edition). Abiva Publishing House, Inc, Abiva
Guide pages Bldg.,851 G. Araneta Ave.,1113 Quezon City. P. 71-98
2. Learner's Dela Cruz, L. (2025). English in Perspective 8 (MATATAG Edition). Abiva Publishing House, Inc, Abiva
Material pages Bldg.,851 G. Araneta Ave.,1113 Quezon City. P. 71-98
3. Textbook's Dela Cruz, L. (2025). English in Perspective 8 (MATATAG Edition). Abiva Publishing House, Inc, Abiva
pages Bldg.,851 G. Araneta Ave.,1113 Quezon City. P. 71-98
4. Additional
Materials from
www.quipperschool.com
Learning
Resource (LR)
portal
a. Ward, A. [Allen Ward]. (n.d.). The elements of an epic [Video]. YouTube.
B. Other https://www.youtube.com/watch?v=NHENBf60Dpc
Learning b. Wow World. (n.d.). Ramayana the epic (HD) | Full animated movie in English | Ramyan in English |
Resources #Movie [Video]. YouTube. https://www.youtube.com/watch?v=6Dp0iJNYKqk&t=1115s

IV. TEACHING LEARNING SEQUENCE

 AO (Asynchronous
SO (Synchronous Online) Intervention and Remediation Classes
Online)/Offline
DAY 1: Epic Match-Up
Game – Students receive
shuffled cards with terms
(e.g., "Epic Hero," "Vast
DAY 1: Google
Settings") and
Classroom post with
definitions/examples from
interactive Google
The Ramayana. In pairs,
Slides showing setting
they race to correctly
images (Ayodhya vs.
match terms to meanings.
Dandaka). Comment
DAY 2: Music & Mood –
your guessed theme.
Students listen to
DAY 2: GC post with
background music from DAY 1: Provide printable worksheet with setting
2 audio clips (royal vs.
The Ramayana’s cultural pictures + theme word bank.
forest). Comment on
setting. In pairs, they DAY 2: Fill-in-the-blanks mood adjectives exercise.
mood in Class
A. Explore guess the type of scene DAY 3: Labeled POV examples with simple
Comments.
(battle, journey, reunion) matching.
DAY 3: GC post with
the music might match. DAY 4: Simplified audio with clear tone; circle
POV video; answer
DAY 3: Epic Scene emotion words.
comparison question
Brainstorm Game – In
in attached Google
small groups, students
Form.
share their homework
DAY 4: GC post with
ideas, then draw random
2 short narration
“modern setting” cards
audios; answer tone
(e.g., futuristic city, high
questions in Google
school, space colony) to
Form.
spark new twists.
DAY 4: Warm-Up Game:
Hero Freeze – Teacher
calls out epic characters;
 students instantly freeze in
a pose showing that
character’s personality.

DAY 1: Teacher shows DAY 1: GC post with DAY 1: Printed Hero’s Journey map with 2 stages
short animated clips of Hero’s Journey pre-filled.
The Ramayana and pauses explainer slides + DAY 2: Provide 3 sample quotes; choose matching
to highlight examples of embedded YouTube; moral value.
each epic element. fill interactive map in DAY 3: Give sentence stems for each script part.
Students fill in a "Hero’s Google Drawings. DAY 4: Provide gesture/voice practice checklist.
Journey Map" diagram on DAY 2: GC post with
the board. clip; students submit
DAY 2: Teacher leads one moral lesson and
discussion on related quote via
moral/ethical lessons in Google Doc.
selected scenes (bravery, DAY 3: GC post with
B. Firm up honor, justice). Students scriptwriting
highlight quotes from the infographic; students
text that show these outline a short scene.
values. DAY 4: GC post with
DAY 3: Teacher reviews sample performance
scriptwriting basics video; students record
(structure, dialogue, stage and upload a 30-sec
directions) and shows a practice clip.
short model scene.
DAY 4: Quick scene run-
through with teacher tips
on projection, movement,
and timing.
 DAY 1: Tableau Challenge
Round 1 – Groups freeze in
a tableau depicting a scene
from The Ramayana
DAY 1: GC post with
without speaking. The
Ramayana scene PDF;
class guesses the hero,
highlight setting
setting, or element.
words in Google Docs.
DAY 2: Tableau
DAY 2: GC post
Challenge Round 2 –
asking to compare DAY 1: Same story but with setting already
Scenes now must show not
Ayodhya vs. Lanka in highlighted; identify time/place only.
just the event, but the
5 sentences. DAY 2: Simplified Venn diagram with sample
C. Deepen moral lesson behind it.
DAY 3: GC post with entries.
DAY 3: Groups draft their
draft scene template; DAY 3: Provide fill-in-the-blank draft scene.
modernized scene
students fill and DAY 4: Short 2-line performance for practice.
incorporating: hero, quest,
submit.
vast setting, supernatural
DAY 4: GC post with
element, and moral lesson.
self-checklist for
DAY 4: Groups practice
performance; upload
with minimal props and
rehearsal video.
staging, adjusting based
on feedback. passages
(e.g., Rama recalling his
childhood as a flashback).
DAY 1: In groups, DAY 1: GC
students create and assignment – write
DAY 1: Provide sentence starter guide for
present a short skit paragraph explaining
paragraph.
showing how each epic how chosen epic
D. Transfer DAY 2: Poster template with values list.
element reflects Indian element reflects
DAY 3: Annotated draft example to follow.
culture and moral values. Indian culture.
DAY 4: Checklist of performance essentials.
Each group must DAY 2: GC post –
creatively incorporate at design “value poster”
 least one symbolic gesture, in Google Drawings;
prop, or line that submit to folder.
represents the cultural DAY 3: GC post –
value they’re highlighting. upload draft script for
After performing, the peer comments in
audience guesses the epic Docs.
element and the moral DAY 4: GC post –
value portrayed. upload final skit video
DAY 2: Groups select one with short reflection
moral lesson and design a paragraph.
“value poster” connecting
it to the school’s core
values
DAY 3: Peer Feedback
Carousel – Groups rotate,
reading each other’s drafts
and giving 2 positive
comments & 1 suggestion
DAY 4: Final Skit
Presentations – Each
group performs their
modernized Ramayana
scene for the class.
DAY 1: Exit ticket: “Which DAY 1: GC quiz DAY 1: Matching quiz with fewer items.
epic element do you think linking element to DAY 2: Voice-note feedback pairing.
is most important for value. DAY 3: Model rewrite for imitation.
E. Evaluating teaching values today? DAY 2: Comment on DAY 4: Annotated video feedback.
learning Why?” peer’s theme
DAY 2: Quick quiz (Kahoot paragraph.
or paper) on epic elements
& moral lessons.
 DAY 3: Teacher checks DAY 3: GC
for inclusion of all epic submission with
elements & clarity of rubric feedback.
meaning. DAY 4: Upload
DAY 4: Teacher and peers performance video;
use a rubric assessing: self-assess using
integration of epic rubric.
elements, creativity,
clarity, moral lesson, and
teamwork.
DAY 1:Journal prompt for Day 1: GC journal  Give printed exercises with teacher or peer
homework: “Describe a post; respond in support.
modern-day person who comments to 2 peers.
could be considered an Day 2: GC doc with
epic hero. Which qualities adaptation plan;
make them one?” share for peer review.
DAY 2: Homework: Day 3: Upload revised
“Choose a Ramayana script to GC.
F. Additional scene you’d like to Day 4: Post reflection
activities for modernize. Write 3–4 paragraph in GC
application and sentences on how you stream.
remediation would change the setting
and characters.
DAY 3: Groups revise their
scripts at home, preparing
for tomorrow’s
performance.
DAY 4:Reflection writing:
“How did adapting The
Ramayana change your
 understanding of heroism
and cultural values?

V. REMARKS

VI.
REFLECTION

ST. CATHERINE
School Grade Level 8
PAROCHIAL SCHOOL
JODELYN MAE S.
Teacher Learning Area English
CANGREJO
EXEMPLAR First
Teaching Dates and Time Week 8 Quarter
LESSON PLAN SY 2025-2026
Tuesday, August 19, Wednesday, August 20, Thursday, August 21,
Monday, August 18, 2025
2025 2025 2025
I. Preliminaries
 The learners demonstrate their multiliteracies and communicative competence in evaluating Afro-Asian
A. Content
literature (poetry and prose) for clarity of meaning, purpose, and target audience as a foundation for
Standards
publishing original literary texts that reflect their expanding cultural identity.
The learners analyze the style, form, and features of Afro-Asian literature (poetry and prose); evaluate
B. Performance literary texts for clarity of meaning, purpose, and target audience; and compose and publish an original
Standards multimodal literary text (poem or prose) that represents their meaning, purpose, and target audience, and
reflects their expanding cultural identity.
St. Catherine Parochial School, Leon, Iloilo, as a Parochial School, commit ourselves to the mission of
C. Mission transformative Catholic Education by nurturing faith and spirituality, fostering academic excellence and
exercising social responsibility for the service of humanity and society.
St. Catherine Parochial School, Leon, Iloilo, a Parochial School centered on Jesus Christ participating on
D. Vision the Church’s mission of social transformation through Catholic Education towards the integral
development of human persons and faith communities.
E. Core Values Charity, Affability, Responsibility, Excellence, and Service
EN8LIT-I-1 Analyze literacy texts as expressions of individual or communal values within structural
context (conflict, character, characterization, plot: linear and flashback, rhyme and meter, diction, tone
and mood, style, patterns and motifs, figures of speech and sound devices, point of view and narrative
techniques, organic unity), biographical context, historical context, sociocultural context, and linguistic
context
EN8LIT-I-2 Analyze the maxims, universal truths, and philosophies presented in the literary text as a
means of valuing other people and their various circumstances in life.
C. Learning EN8LIT-I-3 Identify one’s meaning and purpose in selecting the type of literary text for composition.
Competencies/ EN8LIT-I-4 Compose literary texts using appropriate structure.
Objectives EN8LIT-I-5 Revise the literary texts for coherence and cohesion.
EN8LIT-I-6 Publish an original literary text that reflects culture: poem/prose.
a. Compose an original poem or short prose
a. Differentiate the features of Noh drama from inspired by Afro-Asian literature that reflects
other theatrical forms in Asia and the personal meaning, purpose, and target
Philippines, citing specific stylistic and audience.
performance techniques. b. Value excellence by aiming for high-quality,
culturally mindful literary output.
 b. Develop openness to cultural diversity by c. Perform a short group dramatization of
recognizing the richness of Japanese art composed original prose, incorporating
forms like Noh drama. movement, voice modulation, and symbolic
c. Present a dramatic reading of a selected props.
excerpt from Atsumori with clear articulation,
controlled pacing, and vocal expression to
convey emotion without acting.
D. Value Focus Respect, Teamwork, Excellence, and Creativity
II. CONTENT Noh Drama (Atsumori) & Elements of Drama
SO (Synchronous Online) AO (Asynchronous Online)/Offline
a. High-tech materials
• Laptop and charger
III. LEARNING • Canva slides
Google Meet, English in Perspective 7 Books for
RESOURCES • Videos for examples
exercises, Additional Worksheets, Google Meet
b. Traditional Materials
chalkboard, Google Form for Quiz
• Printed copies of examples of poem
c. Online Materials
• Kahoot and Booklet
A. References
1. Teacher's Dela Cruz, L. (2025). English in Perspective 8 (MATATAG Edition). Abiva Publishing House, Inc, Abiva
Guide pages Bldg.,851 G. Araneta Ave.,1113 Quezon City. P. 103-123.
2. Learner's Dela Cruz, L. (2025). English in Perspective 8 (MATATAG Edition). Abiva Publishing House, Inc, Abiva
Material pages Bldg.,851 G. Araneta Ave.,1113 Quezon City. P. 103-123.
3. Textbook's Dela Cruz, L. (2025). English in Perspective 8 (MATATAG Edition). Abiva Publishing House, Inc, Abiva
pages Bldg.,851 G. Araneta Ave.,1113 Quezon City. P. 103-123.
4. Additional
Materials from
www.quipperschool.com
Learning
Resource (LR)
portal
 a. Nation's view. (n.d.). AtsumoriPlay by Zeami Motokiyo (group-3) [Video]. YouTube.
https://www.youtube.com/watch?v=oOPUFI0Kdbg
b. Murphy, M. [Megan Murphy]. (n.d.). The elements of drama – Ms. Murphy [Video]. YouTube.
http://youtube.com/watch?v=y2f726TyGNM
c. Minakata, K. [Minakata Kunio]. (n.d.). 能 敦盛 Nō: Atsumori (Full Japanese Noh play “Atsumori”)
B. Other [Video]. YouTube. https://www.youtube.com/watch?v=-IANlUMrfEw
Learning d. Let’s ask Shogo | Katana, Budo, & Kimono. (2025, August 11). The 3 Differences Between Noh Theatre
Resources and Kabuki Play [Video]. YouTube. https://www.youtube.com/watch?v=lp3wWpx04Ro
e. CGTN. (n.d.). Enjoying the classic Peking opera “Drunken concubine” at Mid Autumn Festival [Video].
YouTube. https://www.youtube.com/watch?v=TDD3AnPmU7o
f. isaguirreable. (2012, circa) Komedya de Baler (Moro Moro) – Baler Fiesta 2012: Gabi ng Kultura [Video].
YouTube. https://www.youtube.com/watch?v=F79RBOJDJqc

IV. TEACHING LEARNING SEQUENCE

AO (Asynchronous
SO (Synchronous Online) Intervention and Remediation Classes
Online)/Offline
DAY 1: Show short video DAY 1: Post curated
clips of Noh drama, video clips of Noh
Kabuki, Chinese opera, drama, Kabuki,
and Philippine komedya. Chinese opera, and
Philippine komedya • Provide a printed handout with simple definitions
Students do a quick “First (YouTube links or & screenshots from videos.
Impressions” sticky note teacher-recorded • Replace videos with illustrated examples for offline
A. Explore
activity: write one word intro). GC Question: viewing.
that comes to mind for “For each clip, type • Students underline or circle “best examples”
each performance. one word describing instead of writing full responses.
DAY 2: Linguistic- your first impression.”
Interpersonal: Quick quiz
game — “Name That DAY 2: Post
Element!” (teacher says an interactive Google
 example, students guess Slides quiz (“Name
the drama element). That Element!”) with
DAY 3: Breathing and images, short audio,
vocal warm-up (tongue and multiple-choice
twisters, projection questions.
exercises). DAY 3: Post a
DAY 4: Reflection prompt teacher-recorded
— “How did learning Noh breathing & vocal
drama change my warm-up video with
perspective on culture?” practice prompts;
students upload a 30-
sec audio practicing
one tongue twister.
DAY 4: GC Question:
“How did learning Noh
drama change your
perspective on
culture?”
DAY 1: Teacher presents DAY 1: GC post: PDF • Sentence starters & story outline prompts in hard
key features of Noh drama handout & short video copy.
(slow, stylized movement, explaining Noh • Voice-to-text tools for drafting.
masks, music, minimal features; attach • Provide pre-designed visuals/templates instead of
stage, symbolic props, fillable Google Doc requiring original ones.
chanting). Comparative Chart
B. Firm up
(Noh vs Kabuki vs
Comparative chart: Noh Komedya).
vs. Kabuki vs. Komedya DAY 2: GC PDF on six
(small group discussion). elements of drama;
DAY 2: Teacher explains students annotate an
the six elements of drama excerpt from Atsumori
 with examples from using the “Comment”
Atsumori. feature in Docs.
DAY 3: Quick peer critique DAY 3: Peer critique
session: students read via shared Docs—
their excerpt to a partner highlight unclear or
and get feedback on clarity flat sentences and add
and emotion. positive feedback.
DAY 4: Quick recall of DAY 4: GC post of
performance tips (posture, “Performance Tips”
projection, pacing, prop infographic; students
handling). write 3 personal tips
they will apply.
DAY 1: GC Slides:
DAY 1: Read Atsumori’s
Atsumori’s historical
background: historical
background, themes,
context, themes, and
and significance;
cultural significance.
embedded video;
students answer “Why
Discuss: Why do cultures
do cultures preserve
preserve traditional
traditional
performances?
performances?” in • Pre-filled story maps with blanks.
DAY 2: In pairs, students
C. Deepen private GC comment. • Teacher feedback replaces peer review.
highlight the elements of
DAY 2: Students open • Oral reading can be done in person or phone call.
drama in their excerpt.
shared Doc with their
excerpt, use highlights
Share findings to class;
to mark elements of
teacher corrects and
drama, and post
refines interpretations.
summary in GC.
DAY 3: Discuss cultural
DAY 3: GC
and thematic values from
Discussion: “How do
Atsumori (e.g., honor,
Atsumori’s themes
 impermanence, (honor,
reconciliation). impermanence,
reconciliation) connect
Connect these to other to other Afro-Asian
Afro-Asian literary works works we’ve read?”
they’ve read. DAY 4: Students
DAY 4: record (audio/video)
Performance 1: Group group dramatic
dramatic readings of reading of Atsumori
Atsumori. excerpt and
dramatization of
Performance 2: Group original work, upload
dramatizations of original MP4 to GC.
works (integrating
movement, symbolic
props, and vocal
modulation).
DAY 1: Groups create a
DAY 1: Continue draft
short tableau (frozen
writing in Google
scene) showing one
Docs.
characteristic of Noh
DAY 2: Apply 2–3
drama (e.g., stillness,
peer suggestions from - Work directly with teacher or small group to apply
symbolic prop use).
comments. at least 1 improvement suggestion.
DAY 2: Small groups
D. Transfer DAY 3: Complete - Present final piece orally to teacher instead of full
choose a 6–8 line excerpt
a Peer Review online post.
to practice reading aloud
Checklist (Google
using voice modulation
Form) before finalizing
and pacing.
work.
DAY 3: Students write a
DAY 4: Post final
short prose or poem
piece on a Google Site,
inspired by Atsumori’s
 themes, aimed at a specific Padlet, or class drive
audience (e.g., youth, folder.
community).
DAY 4: Discuss how skills
learned (voice control,
cultural appreciation,
teamwork) can apply to
other life areas.
DAY 1: Exit card: “One DAY 1: GC Question: • Oral feedback instead of written.
thing that makes Noh “One thing that makes • Simplified rubric with 3 key points: clear start,
unique compared to other Noh drama unique clear idea, strong ending.
Asian drama forms is…” compared to other
DAY 2: Teacher calls on 2– Asian drama forms
3 pairs for a mini dramatic is…”
reading. Peers give DAY 2: Upload 1-min
feedback using a simple excerpt reading to GC
rubric (clarity, emotion, for teacher feedback
E. Evaluating
pacing). via private comments.
learning
DAY 3: Volunteers share DAY 3: GC
2–3 lines of their work; Discussion: Share 2–3
peers give “one word of lines from work;
praise.” classmates reply with
DAY 4: Peer & teacher one word of praise.
evaluation using rubrics DAY 4: ubmit final
for reading and video performance;
dramatization. peers complete rubric
via Google Form.
F. Additional DAY 1: Read assigned DAY 1: GC Post:  Guided review sheet on story elements.
activities for excerpt from Atsumori for Assigned Atsumori  Guided writing prompts for hesitant writers.
application and tomorrow. Annotate excerpt PDF; students
 Mini workshops for sentence clarity & idea
remediation highlight unknown
flow.
 unusual words and note words & note tone in
emotional tone. comments.
DAY 2: Practice chosen DAY 2: Students
excerpt at home, focusing record themselves
on emotion through voice, practicing excerpt;
not movement. submit MP3.
DAY 3: Finalize writing DAY 3: Upload final
piece for performance writing piece and one
tomorrow; bring one photo of symbolic
symbolic prop for prop.
dramatization. DAY 4: Selected
DAY 4: Post selected works posted on GC
performances on class “Class Showcase”
page or present in school page.
program.
V. REMARKS
VI.
REFLECTION