Q1_LE_English 8_Lesson 3_Week 8documentdocx

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 8)
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,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary
measures.
Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.
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
Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at blr.od@deped.gov.ph.
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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 11-15, 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-6 Publish an original literary text that reflects culture: poem/prose.
Topic 2: Editing and Publishing
Subtopics and Objectives:
1. Editing o Edit the short story or poem in terms of literary elements and
structure.
o Publish (individual or by group) a multimodal (text and images) short story or poem in any of the following
platforms:
▪ Electronic or print literary and arts folio
▪ Digital or print posters
▪ Social media applications (Instagram, Facebook, Thread, Twitter, etc.)
C. Content Topic 2: Editing and Publishing
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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
build effective, accountable, and inclusive institutions at all levels
II. LEARNING RESOURCES
● BBC Maestro. (n.d.). How to start writing poetry. https://www.bbcmaestro.com/blog/how-to-start-writing-poetry
● Cambridge Dictionary. (n.d.). Poster. https://dictionary.cambridge.org/us/dictionary/english/poster
● Dollarhide, M. (2024, February 23). Social media: Definition, importance, top websites & apps. Investopedia.
https://www.investopedia.com/terms/s/social-media.asp
● 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/
● Jo. (2023, May 4). Editing short fiction: Five ways to make your story stronger. Writers’ HQ. https://writershq.co.uk/editing-shortfiction-five-ways-to-make-your-story-
stronger/
● Kennedy, E. (2019, July 3). What is a picture book?. ThoughtCo. https://www.thoughtco.com/what-is-a-picture-book-626980
● Lutkevich, B. (2022, March). Podcasting. TechTarget. https://www.techtarget.com/searchunifiedcommunications/definition/podcasting
● Murray, C. (2024, May 3). Graphic novel. Encyclopaedia Britannica. https://www.britannica.com/art/graphic-novel
● Maio, A. (2023, March 26). What is a storyboard? The fundamentals to get you started. StudioBinder. https://www.studiobinder.com/blog/what-is-
astoryboard/#:~:text=A%20storyboard%20is%20a%20visual,will%20unfold%2C%20shot%20by%20shot.
● Manvell, R. (2024, May 25). Film. Encyclopaedia Britannica. https://www.britannica.com/art/motion-picture
● Stone, M. (2023, November 21). Storytelling: Definition, history & examples. Study.com. https://study.com/academy/lesson/oraltradition-of-storytelling-definition-
history-examples.html
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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS
A. Activating Prior
Knowledge
DAY 1
1. Short Review
Direction: Identify the different elements of a short story and poetry according to
their distinct characteristics.
1. __________________ It is the structure of the narrative as it moves through
time.
2. __________________ It refers to the issue or problem characters in a story
are confronted by.
3. __________________ 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.
4. __________________ This refers to the perspective the story is told from.
5. __________________ This element refers to the way the writer uses language
including diction, voice, tone, sentence style, etc.
6. __________________ It is what the poem is about.
7. __________________ It is the one who narrates the poem.
8. __________________ It is a poetic technique that refers to the reuse of words,
phrases, and images several times in a poem.
9. __________________ It occurs when one statement is elevated for a certain
poetic effect.
10. _________________ It is a recurring idea or a pervading thought in a work of
literature.
1. Feedback (Optional)
Let students identify the terms
being referred to in each item to
check their understanding of
the various types of short
stories and poems.
Answer Key:
1. Plot
2. Conflict
3. Setting
4. Point of View
5. Style
6. Subject
7. Speaker
8. Repetition
9. Hyperbole
10. Theme
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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:
Picture Match
Direction: Match the pictures presented to the different types of multimodal texts.
Picture Books Podcast
Films Storyboards
Oral Storytelling or Poem Recitation
1.
2.
3. 4.
5.
Explain the lesson's purpose to
the students.
Post these pictures on the
board and let students match
them to the different types of
multimodal texts.
Expected answers are:
1. Podcast
2. Picture books
3. Storyboards
4. Oral Storytelling or Poem
Recitation
5. Films
Emphasize that these
multimodal texts are their
possible options in publishing
their short story or poem.
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Images from: https://www.countryliving.com/shopping/gifts/g33971100/best-kids-books/
https://kinsta.com/blog/what-is-a-podcast/ https://blog.pond5.com/6727-something-
sketchy-a-beginners-guide-to-storyboarding/
https://balletmanilaarchives.com/home/2021/10/7/lola-basyang-goes-to-the-ballet
https://www.newstatesman.com/culture/film/2021/12/the-best-films-of-2021
C. Developing and
Deepening
Understanding
1. Explicitation
Checklist Check: Editing
Direction: Make a checklist of the comments and feedback from your teacher which
you need to revise and edit in your short story or poem. Be mindful of the following
areas.
Area Teacher’s
Comment
Peer Feedback Remarks
Grammar and Punctuation
Sentence Structure
Descriptive Language
Plot and Content
Dialogue
Point of View
Be guided with the following
areas in the checklist. Here are
some examples:
1. GRAMMAR AND PUNCTUATION
➔ Identify and fix sentences that
are too long or improperly
joined.
➔ Ensure verb tenses are
consistent throughout the
text.
2. SENTENCE STRUCTURE
➔ Rework awkward or unclear
sentences for better clarity and
coherence.
➔ Mix short and long sentences
to create a more engaging
rhythm.
3. DESCRIPTIVE LANGUAGE
➔ Enhance descriptions with
sights, sounds, smells, tastes,
and textures.
➔ Use vivid and specific details
to bring characters to life.
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4. PLOT AND CONTENT
➔ Ensure character actions and
decisions are clearly motivated
and understandable.
➔ Fix any contradictions or gaps
in the storyline.
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DAY 2
2. Worked Example
Creating multimodal texts
Multimodal texts combine two or more modes such as written language, spoken
language, visual (still and moving image), audio, gestural, and spatial meaning
(The New London Group, 2000; Cope and Kalantzis, 2009). Creating digital
multimodal texts involves the use of communication technologies, however,
multimodal texts can also be paper-based or live performances.
Examples of texts to create
Below are examples of different forms of texts students might create in the
classroom. The complexity of creating texts increases proportionately with the
number of modes involved and the relationships between the various semiotic, or
meaning-making, systems in a text, as well as the use of more complicated digital
technologies.
Simple multimodal texts include comics/graphic novels, picture books,
newspapers, brochures, print advertisements, posters, storyboards, digital slide
presentations (e.g. PowerPoint), e-posters, e-books, and social media.
Meaning is conveyed to the reader through varying combinations of written
language, visual, gestural, and spatial modes.
Podcasts are also simple to produce, involving combinations of spoken language,
and audio modes.
Live multimodal texts include dance, performance, oral storytelling, and
presentations. Meaning is conveyed through combinations of various modes such
as gestural, spatial, audio, and oral language.
Complex digital multimodal texts include live-action films, animations, digital
stories, web pages, book trailers, documentaries, music videos. Meaning is
➔ Make the central theme or
message more apparent and
cohesive.
5. DIALOGUE
➔ Ensure conversations sound
realistic and flow smoothly.
➔ Differentiate characters
through unique speech
patterns and vocabulary.
6. POINT OF VIEW
➔ Maintain a consistent
narrative perspective
throughout the story.
The teacher may insert
additional columns/rows
depending on the literary
elements and the nature of the
feedback.
The teacher will explain the
different types of multimodal
texts, highlighting various ways
students can publish their
short stories or poems.
Students will publish (individual
or by group) a multimodal (text
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conveyed through dynamic combinations of various modes across written and
spoken language, visual (still and moving image), audio, gesture (acting), and
spatial semiotic resources. Producing these texts also requires skills with more
sophisticated digital communication technologies.
Multimodal
Texts
Definition
comics/grap
hic novels
a type of text combining words and images—essentially a comic,
although the term most commonly refers to a complete story
presented as a book rather than a periodical.
picture books is a book, typically for children, in which the illustrations are as
important as—or more important than—the words in telling the
story. Picture books have traditionally been 32 pages long. In
picture books, there are illustrations on every page or on one
page of every pair of facing pages.
posters a large printed picture, photograph, or notice that you stick or
pin to a wall or board, usually for decoration or to advertise
something
storyboards A storyboard is a visual representation of a film sequence and
breaks down the action into individual panels. It is a series of
ordered drawings, with camera direction, dialogue, or other
pertinent details. It sketches out how a video will unfold, shot
by shot.
social media Social media refers to a variety of technologies that facilitate the
sharing of ideas and information among their users.
Some well-known platforms are Facebook, X (formerly known as
Twitter), Instagram, and Youtube.
oral
storytelling
is the act of telling a story using words or actions. It is a form of
communication that involves a storyteller and a listener.
Because both a storyteller and a listener are necessary elements
in the
and images) short story or
poem in any of the following
platforms:
● Electronic or
literary and arts
folio
● Digital or print
posters
● Social media
applications
(Instagram,
Thread, Twitter,
etc.)
The teacher may include
sample
published works
multimodal texts.
Facebook,
of
print
the
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storytelling definition, telling stories can also be considered an
interactive art form. Stories can be relayed through writing or
through speaking. Oral storytelling was the first type of
storytelling and existed long before humans developed written
language.
poem
recitation
A poetry reading is a public oral recitation or performance of
poetry. Reading poetry aloud allows the reader to express their
own experience through poetry, changing the poem according to
their sensibilities. The reader uses pitch and stress, and pauses
become apparent.
podcast Podcasts are typically available as a series of prerecorded
talkradio shows that users can download to their computers or
mobile devices. Podcasters often publish episodes on a regular
schedule.
films Film, series of still photographs on film, projected in rapid
succession onto a screen by means of light. As a popular form of
mass media, film is a remarkably effective medium for
conveying drama and evoking emotion.
DAY 3
3. Lesson Activity: Editing and Publishing
Editing your work. After finalizing all the elements and structures of your short
story or poem, edit it to meet the specific requirements of your chosen platform.
Publishing your work. After submitting the final draft and the approved copy of
the short story or poem, choose which type of multimodal text you will use to
publish your literary text. You may choose from the following:
● Picture books
● Storyboards
● Podcast
● Oral Storytelling or Poem Recitation
Before publishing a multimodal
text, discuss what multimodal
text is, its types and internet
safety when publishing their
work.
Give students ample time to edit
their short story or poem.
Facilitate the activities for
editing a short story or a poem.
Depending on the platform
chosen, the teacher will provide
the criteria/rubric required in
rating the learners’ output.
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● Films
D. Making
Generalizations
DAY 4
1. Learners’ Takeaways
Directions: Answer the following questions:
1. What key literary elements did you focus on while editing your short story
or poem?
2. How did the choice of platform influence the way you presented your short
story or poem?
3. Reflecting on this experience, how do you see the role of multimodal texts in
contemporary storytelling and communication?
2. Reflection on Learning
Directions: Recall your experience in writing an original literary text and assess
which are your strengths and areas to improve when writing. Write your answer in
this chart.
My Strengths in Writing My Areas to Improve in Writing
Let students assess themselves
to help them figure out their
strengths and weaknesses in
writing a short story or a poem.
Facilitate the insight sharing of
the students and ask them
about their experiences in
reading about the culture of an
Afro-Asian country and writing
about it through short stories
or poems.
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
A. Evaluating
Learning DAY 4
Sample answers:
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Why did I teach the lesson the way I did?
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▪
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?
Prepared by: Checked by:
RIKKA JANINE G. FELISILDA LORETO G. RAMOS JR.
Subject Teacher School Head
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Q1_LE_English 8_Lesson 3_Week 8documentdocx

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