Q1_LE_English 8_Lesson 3_Week 7 document.docx

1
Quarter
Lesson 1
Quarter 1
3
Lesson
for English
Lesson Exemplar
PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
8

Lesson Exemplar for English Grade 8
Quarter 1: Lesson 3 (Week 7)
SY 2024-2025
This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the School
Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
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Development Team
Writer: Rona Erika V. Claud, Genevieve Marie T. Bactasa
Validator: Genevieve Marie T. Bactasa, PNU-RITQ Development Team
Management Team
Philippine Normal University
Research Institute for Teacher Quality SiMERR
National Research Centre
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ENGLISH/QUARTER 1/ GRADE 8
School: BURNAY INTEGRATED SCHOOL Grade Level: 8
Name of Teacher: RIKKA JANINE G. FELISILDA Learning Area: ENGLISH
Teaching Dates August 4-8, 2025 Quarter: FIRST
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
Standards
The learners demonstrate their multiliteracies and communicative competence in evaluating Afro-Asian literature
(poetry and prose) for clarity of meaning, purpose, and target audience as a foundation for publishing original literary
texts that reflect their expanding cultural identity.
B. Performance
Standards
The learners analyze the style, form, and features of Afro-Asian literature (poetry and prose); evaluate 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.
C. Learning
Competencies
and Objectives
. Publishing an original literary text that reflects culture
EN8LIT-I-5 Revise the literary texts for coherence and cohesion.
Lesson Objectives:
Drafting and Revising
● Write the first draft of the literary text (poem or prose) following appropriate and effective literary elements and
conventions (poetic elements for poetry/elements of narration for short story).
● Revise the short story or poem for clarity of meaning.
C. Content Topic 1: Drafting and Revising
D. Integration SDG 5: Achieve gender equality and empower all women and girls
SDG 10: Reduce inequality within and among countries
SDG 16: Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and
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build effective, accountable, and inclusive institutions at all levels
II. LEARNING RESOURCES
●
Cambridge Scholars Publishing. (2022). Culture and literature. Cambridge Scholars Publishing.
https://www.cambridgescholars.com/resources/pdfs/978-1-5275-8060-2-sample.pdf
●
Education. (n.d.). Creating multimodal texts.
https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/multimodal/Pages/createmultimoda l.aspx
EAP Foundation. (n.d.). First draft. https://www.eapfoundation.com/writing/process/firstdraft/
●
BBC Maestro. (n.d.). How to start writing poetry. https://www.bbcmaestro.com/blog/how-to-start-writing-poetry
●
MasterClass. (2021c, August 31). How to write a short story in 5 steps: Writing tips for great story ideas. Retrieved March 18, 2024, from https://www.masterclass.com/articles/how-to-
write-a-great-short-story-writing-tips-and-exercises-for-story-ideas
●
MasterClass. (2021f, September 29). Self-editing tips: How to revise a novel or short story. Retrieved March 18, 2024, from https://www.masterclass.com/articles/how-to-revise-a-novel-or-
short-story
●
TPT. (n.d.). Poetry writing graphic organizer and rubric. https://www.teacherspayteachers.com/Product/Poetry-Writing-Graphic-
Organizer-and-Rubric-4446343
● Lewis University Writing Center. (n.d.). Narrative elements explained. https://lewisu.edu/writingcenter/pdf/narrative-elements-1.pdf
● Poem Analysis. (n.d.). 10 important elements of poetry. https://poemanalysis.com/poetry-explained/elements-of-poetry/
III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS
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A. Activating Prior
Knowledge
DAY 1
1. Short Review
Direction: Identify the different kinds of short stories according to their distinct
characteristics.
1. __________________ It is a funny short story that ends in a pun.
Let students identify the terms
being referred to in each item to
check their understanding of
the various types of short
stories and poems.
3

2. __________________ It is a short story of about 100 words whose main
purpose is to test the author’s skill, both in prose and
in successfully getting a meaningful point across in so
few words.
3. __________________ It is a short story featuring anthropomorphic
creatures, usually animals, whose narrative reveals
some kind of a moral point at the end.
4. __________________ It is a piece of writing that doesn’t typically contain a
plot. Instead, its point is to illuminate a particular
character, setting, or location.
5. __________________ It is a short scene which can be part of a larger body
of work. Its point is to capture a single moment or
detail about an element in the story, such as a
character, idea, or object.
6. __________________ It is a brief account of something interesting and often
humorous whose purpose is to support a point. They
function much like parables: short narratives with a
core moral lesson.
7. __________________ It refers to stories shorter than 1,000 words.
8. __________________ It is a traditional Japanese form of poetry consisting of
three lines with a syllable pattern of 5-7-5. It often
focuses on nature and the seasons, aiming to capture
a moment or evoke a particular feeling.
9. __________________ It is a humorous, often whimsical poem consisting of
five lines. The rhyme scheme is AABBA, and the first,
second, and fifth lines typically have three metrical
feet, while the third and fourth lines have two.
Answer Key:
1. Feghoot
2. Drabble
3. Fable
4. Sketch
5. Vignette
6. Anecdote
7. Flash
fiction or
micro-
fiction
8. Haiku
9. Limerick
10. Sonnet
4

2. Feedback (Optional)
B. Establishing Lesson
Purpose
1. Lesson Purpose
In this lesson, students write an original literary text reflecting the culture
of an Afro-Asian country. Writing a short story or a poem which reflects a
country’s culture encourages students to think more critically and accept
differences.
2. Unlocking Content Vocabulary
Direction: Rearrange the jumbled letters to form a word. Share your thoughts or
ideas about each word you create.
1. DNMEEUNEOT
2. CTARRHEACS
3. COLFNICT
4. RYHME SECHME
5. SLYTE
Explain the lesson’s purpose to
the students.
Post the jumbled letters on the
board and let students guess
these words. After getting the
right answer, ask them about
their ideas regarding the words.
Expected answers are:
1. DENOUEMENT
2. CHARACTERS
3. CONFLICT
4. RHYME SCHEME
5. STYLE
5
10. _________________ It is a 14-line poem with a specific rhyme scheme and
meter, traditionally written in iambic pentameter.

C. Developing and
Deepening
Understanding
1. Explicitation
Literary Inspiration Wall
Direction: On the board, write quotes related to Afro-Asian culture, literary
themes, and famous literary works. Take turns adding your chosen words and
quotes to the Literary Inspiration Wall.
Students will be introduced to
the Literary Inspiration Wall
activity. This is to inspire and
motivate students to write their
literary texts by surrounding
them with creative and cultural
stimuli.
Choose a quote from the Inspiration Wall (preferably not what you have written).
Write a paragraph or stanza that incorporates the theme or mood of the chosen
item. You may answer the guide questions:
a. How does the quote relate to the ideas you have for your literary text?
b. What emotions or ideas do you hope to convey through this quote?
c. How can you translate the textual inspiration into a paragraph or stanza?
What story or message do you want to create?
d. What specific details or literary techniques (imagery, metaphor, dialogue,
etc.) can you use to bring this inspiration to life in your writing?
You will be given 10-15 minutes for the writing prompt activity.
Literary Inspiration Wall
DAY 2
2. Worked Example
LITERARY ELEMENTS AND CONVENTIONS
Gather the students around the
completed Inspiration Wall.
Allow students to share what
they contributed and why it
inspires them. Discuss how
these textual elements can be
used to enhance their literary
texts.
You can encourage your
students to share their answers
with the class.
The teacher will discuss the
concepts on effective literary
elements and conventions.
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Elements of Narration for Short Story
A. Theme Theme is perhaps the most important literary concept because it is
the overarching idea that the writer of the story wants the reader to
understand. All other literary concepts are used to create themes.
The theme is the author’s commentary on a subject. To determine
the theme, examine other literary elements of the story.
B. Plot Plot is the structure of the narrative as it moves through time. Most
Take note of these prompt
questions for each element:
THEME
● First identify the subject (s)
of the story and then
ask: what is the writer
trying to say about this
subject? What literary
narratives (but not all) follow this traditional plot structure.
● exposition (introduction of setting and characters),
● rising action (events that build conflict for the protagonist),
● climax (tension of conflict reaches highest, most intense
point),
● falling action (the events following the climax), and ●
denouement (the resolution of conflict).
C.
Character
s
Characters are the people involved in the narrative. The process by
which a writer creates a character is called characterization. The
main or central character, often considered the hero, is called the
protagonist. The main character who opposes the protagonist is the
antagonist, sometimes considered the villain. Literary analysis of
characters often focuses on whether or not and to what extent a
character changes throughout the story.
tools does the writer use
to create this theme?
PLOT
● What is the relationship
between the events of the
story?
● How do the actions
inform the theme of the
story?
CHARACTERS
● What is the motivation of
each character? How do
characters grow or
transform throughout the
story? Or do they fail to
grow or change at all?
● What does their growth
or lack of growth say
about the theme of the
story?
CONFLICT
● How does the conflict
affect the main
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D. Conflict
Conflict refers to the issue or problem characters in a story are
confronted by. The narrative is structured around how the
characters face the conflict.
1) person vs. person (a couple going through a divorce);
2) person vs. self (protagonist wrestling with depression);
3) person vs. nature (protagonist trying to survive a natural
disaster); and
4) person vs. society (protagonist fighting for civil rights).
The interaction of character and conflict creates the central effect of
the story and is the main indicator of meaning.
E. Setting This element can refer to a time and place the story is set in. The
location can either work symbolically or it can simply be a
backdrop for the story to take place in.
F. Point of This refers to the perspective the story is told from.
characters in the story?
● How is the conflict
resolved and what does
the resolution say about
the theme?
● How does the conflict
change the main
characters?
SETTING
● How does the location,
time, and/or date of the
story affect the theme?
● How does the setting
View ● First-person narrator (Tells the story from the perspective of
one or several characters with the word “I” or “we.” The
readers, as if from their own eyes, can envision the
characters actions.)
● Third-person limited narrator (Tells the story from an
outside perspective from the perspective of one of the
characters, usually the protagonist.)
● Third-person omniscient narrator (Also tells the story from
an outside perspective but this narrator is not limited to
actions and thoughts of one character. This narrator knows
all of the information of the story and can relate the events of
the story, the actions and speech of each as well as the
interior thoughts of any character. There are no limits for
this narrator.)
affect how the characters
respond to conflict?
POV
● Does the narrator reflect
an inner or an outer
perspective on the story?
● Why did the author select
this point of view? What
would change if the story
were told from a different
point of view?
STYLE
● Is the diction hard or
simple to understand?
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G. Style This element refers to the way the writer uses language including
diction, voice, tone, sentence style, etc. Paying attention to these
details allows the reader to identify how and why word choice and
sentence style, etc. can help create the effect and meaning of the
story.
Of course, these aren’t the only literary devices narrative writers use to create
their stories. Imagery, symbolism, metaphor, foreshadowing, and ambiguity, for
example, are other important devices that should also be considered in the
analysis of narratives.
Elements for Poetry
Poetry, as a distinct and interesting art form, comprises a number of elements that
are worth considering while analyzing and understanding a poetic text.
1.
Structur
● Stanza: is a group of lines set off from others by a blank line
or indentation.
Are the sentences short
or complex?
● Why did the writer make
these stylistic choices?
How do these choices
add or detract from the
effect of the story?
e and
Form
● Verse: are stanzas with no set number of lines that make up
units based on sense.
● Canto: is a stanza pattern found in medieval and modern long
poetry.
Take note of these prompt
questions for each element:
STRUCTURE AND FORM
● What type of poem is this
(e.g., sonnet, free verse,
haiku)?
● How many stanzas and
lines are there?
● Does the poem follow a
specific pattern or form?
If so, describe it.
● How does the form
9

2. Meter It is the definitive pattern found in verse.
● Iamb: consists of one unstressed syllable followed by a
stressed syllable, as in des-pair, ex-clude, re-peat, etc.
● Trochee: is a metrical foot containing one stressed syllable
followed by an unstressed syllable, as in sis-ter, flow-er,
splinter, etc.
● Dactyl: comprised one stressed syllable followed by two
unstressed syllables, as in si-mi-lar.
● Anapest: consists of three syllables, where the first two are
unstressed and the last one is stressed, as in com-pre-hend.
● Spondee: contains two stressed syllables, like “drum beat”.
● Pyrrhic: is the opposite of spondee and contains two
unstressed syllables.
3.
Rhyme
and
Rhyme
Scheme
● End Rhyme: is a common type of rhyme in poetry that occurs
when the last word of two or more lines rhyme.
● Imperfect Rhyme: is a type of rhyme that occurs in words
that do not have an identical sound.
● Internal Rhyme: occurs in the middle of lines in poetry.
● Masculine Rhyme: is the rhyming between stressed syllables
at the end of verse lines.
● Feminine Rhyme: is the rhyming between unstressed
syllables at the end of verse lines.
4.
Subject
The subject or content of poetry differs across a variety of forms. A
subject is what the poem is about. For instance, the subjects of
sonnets include love and admiration for one’s beloved, heartache
and separation. Whereas divine sonnets include the subjects of
devotions to God, enlightenment, and salvation. Elegies are written
in memory of someone who is no more. Therefore, the subject of
these poems is a dead person.
contribute to the overall
meaning or impact of the
poem?
METER
● What is the dominant
meter of the poem (e.g.,
iambic pentameter,
trochaic tetrameter)?
● Are there any variations
in the meter? How do
these variations affect
the poem’s rhythm and
mood?
● How does the meter
enhance the poem's tone
or emotional effect?
RHYME AND RHYME SCHEME
● Does the poem have a
rhyme scheme? If so,
what is it (e.g., ABAB,
AABB)?
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5.
Speaker
Speaker is one who narrates the poem. In poetry, we tend to think
that the poet is the speaker himself. However, it is not always the
case. Sometimes, poets assume an imaginative character and write
the poem from their perspective. Generally, the poem is told from the
perspective of a first-person speaker or a third-person speaker. Poets
also use the second-person point of view in order to communicate
directly with readers. Understanding the speaker helps us to know
the poem’s tone and mood.
6.
Figurati
ve
Languag
e and
Poetic
Devices
● Simile: is a comparison between two unlike things using the
words “like” or “as”.
● Metaphor: is an implicit comparison between different images
or ideas without the use of “like” or “as”.
● Repetition: is a poetic technique that refers to the reuse of
words, phrases, and images several times in a poem.
● Enjambment: occurs when a line is cut off before its natural
point.
● Irony: occurs when an outcome is different than what is
expected.
● Personification: is a poetic device that refers to the projection
of human characteristics into inanimate objects.
● Onomatopoeia: occurs when a word imitates a natural sound.
● Hyperbole: occurs when one statement is elevated for a
certain poetic effect.
7.
Theme
The theme is a recurring idea or a pervading thought in a work of
literature. Poetry themes include some common ideas such as love,
nature, beauty, and as complex as death, spirituality, and
immortality.
An understanding of the theme helps readers to identify the core
message of the poem or the poet’s purpose for writing the poem.
● Are there any instances
of internal rhyme, slant
rhyme, or eye rhyme?
● How does the rhyme
scheme contribute to the
musical quality or mood
of the poem?
SUBJECT
● What is the main subject
or topic of the poem?
● How does the poet
introduce and develop
the subject throughout
the poem?
● Are there any secondary
subjects or themes that
emerge?
SPEAKER
● Who is the speaker in the
poem? Is the speaker the
poet, a fictional
character, or an
undefined voice?
● What is the speaker's
tone or attitude toward
the subject?
● How does the speaker's
perspective influence the
poem's meaning and
emotional impact?
FIGURATIVE LANGUAGE AND
POETIC DEVICES
● What types of figurative
language are used (e.g.,
metaphor, simile,
personification)?
11

DAY 3
1. Lesson Activity: Peer Evaluation
Directions: Choose a partner and exchange work with them. Have them evaluate
your draft (short story or poem). Let partners answer the prompt questions as a
basis for the revision of the short story or poem for clarity of meaning.
For Short Story
Elements Prompt Questions Comments
1. THEME What is the writer trying to say about this
subject?
What literary tools does the writer use to create
this theme?
2. PLOT What is the relationship between the events of
the story?
How do the actions inform the theme of the
story?
3.
CHARACTERS
What is the motivation of each character?
How do characters grow or transform throughout
the story? Or do they fail to grow or change at
all?
What does their growth or lack of growth say
about the theme of the story?
4. CONFLICT How does the conflict affect the main characters
in the story?
● Identify and analyze the
use of other poetic
devices
(e.g., alliteration,
assonance,
onomatopoeia).
● How do these devices
enhance the imagery,
emotion, or meaning of
the poem?
THEME
● What is the central theme
or message of the poem?
● How does the poet use
language, structure, and
literary devices to convey
this theme?
● Are there any underlying
or secondary themes?
How are they connected
to the main theme?
The teacher can use previous
literary texts as samples to
further explain the concepts.
During the discussion, the
teacher may let students
analyze and identify the
different elements of the short
story and poetry.
12

How is the conflict resolved and what does the
resolution say about the theme?
How does the conflict change the main
characters?
5. SETTING How does the location, time, and/or date of the
story affect the theme?
How does the setting affect how the characters
respond to conflict?
6. POV Does the narrator reflect an inner or an outer
perspective on the story?
Why did the author select this point of view?
What would change if the story were told from a
different point of view?
7. STYLE Is the diction hard or simple to understand?
Are the sentences short or complex?
Why did the writer make these stylistic choices?
How do these choices add or detract from the
effect of the story?
For Poem
Elements Prompt Questions Comments
Let students evaluate their
work. Ask them to choose a
partner and have them
exchange their texts.
With the student’s drafts on
short stories or poems during
the previous lesson, let them be
open for peer-critiquing.
Remind them to avoid biases,
and evaluate the draft
according to the given
evaluation sheet.
13

1. STRUCTURE
AND FORM
What type of poem is this (e.g., sonnet, free
verse, haiku)?
How many stanzas and lines are there?
Does the poem follow a specific pattern or
form? If so, describe it.
How does the form contribute to the overall
meaning or impact of the poem?
2. METER What is the dominant meter of the poem
(e.g., iambic pentameter, trochaic
tetrameter)?
Are there any variations in the meter? How
do these variations affect the poem’s
rhythm and mood?
How does the meter enhance the poem's
tone or emotional effect?
3. RHYME AND
RHYME SCHEME
Does the poem have a rhyme scheme? If so,
what is it (e.g., ABAB, AABB)?
Are there any instances of internal rhyme,
slant rhyme, or eye rhyme?
How does the rhyme scheme contribute to
the musical quality or mood of the poem?
14

4. SUBJECT What is the main subject or topic of the
poem?
How does the poet introduce and develop
the subject throughout the poem?
Are there any secondary subjects or themes
that emerge?
5. SPEAKER Who is the speaker in the poem? Is the
speaker the poet, a fictional character, or
an undefined voice?
What is the speaker's tone or attitude
toward the subject?
How does the speaker's perspective
influence the poem's meaning and
emotional impact?
6. FIGURATIVE
LANGUAGE AND
POETIC DEVICES
What types of figurative language are used
(e.g., metaphor, simile, personification)?
Identify and analyze the use of other poetic
devices (e.g., alliteration, assonance,
onomatopoeia).
How do these devices enhance the imagery,
emotion, or meaning of the poem?
7. THEME What is the central theme or message of the
poem?
How does the poet use language, structure,
and literary devices to convey this theme?
15

Are there any underlying or secondary
themes? How are they connected to the
main theme?
D. Making
Generalizations
DAY 4
1. Learners’ Takeaways
Ask these questions to the
students. Allow them to share
their answers in class.
Exit Ticket
Why is drafting and revising necessary in writing a short
story or a poem?
2. Reflection on Learning
What are the tasks in drafting and revising which are easy, average, and
difficult for you?
Easy Average Difficult
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
16

A. Evaluating
Learning
DAY 4
1. Formative Assessment
Direction: Consider the valuable feedback received from both the teacher and your
peers during the evaluation activity. In 3-5 sentences, describe specific
improvements you plan to make to your short story or poem. Focus on how you will
enhance clarity,
17

▪
▪
students
What roles did my students play in my lesson?
What did my students learn? How did they learn?
ways forward
What could I have done differently?
What can I explore in the next lesson?
consider this as an input for
the LAC/Collab sessions.
Prepared by: Checked by:
RIKKA JANINE G. FELISILDA LORETO G. RAMOS JR.
Subject Teacher School Head
19

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