School Grade Level 8

Teacher Learning Area English

Date and Time Quarter Week 2 – Day 2

I. OBJECTIVES
The learner demonstrates understanding of: African
literature as a means of exploring forces that human
beings contend with; various reading styles vis-à-vis
A. Content purposes of reading; prosodic features that serve as
Standard carriers of meaning; ways by which information may be
organized, related, and delivered orally; and parallel
structures and cohesive devices in presenting
information.
The learner transfers learning by composing and
delivering an informative speech based on a specific topic
B. Performance
of interest keeping in mind the proper and effective use of
Standard
parallel structures and cohesive devices, and appropriate
prosodic features, stance and behavior.
EN8V-Ib-10.2: Determine the meaning of idiomatic
expressions by noting context
clues and collocations
C. Learning EN8LT-Ib-8: Describe the notable literary genres
Competencies/ contributed by African writers
Objectives EN8LT-Ib-8.1: Identify the distinguishing features
of notable African chants, poems,
folktales and short stories

Anansi, The Spider

II. CONTENT Web of Tricks
A West African Folktale
III. LEARNING
RESOURCES
A. References -
1. Teacher’s
-
Guide Pages
2. Learner’s
Material -
Pages
3. Textbook
-
Pages
4. Additional
Materials
-
from
Learning
 Resource
(LR) Portal
UEXPRESS. Anansi, The Spider Web of Tricks. (pub.
July 22, 2012) retrieved on February 7, 2019 from
https://www.uexpress.som/tell-me-a-
story/2012/7/22/anasis-web-of-tricks-a-western-african-
tale
GRAMMAR REVOLUTION. Idiomatic Expressions.
Retrieved on February 7, 2019 from https://www.english-
grammar-revolution.com/idiomatic-expressions
https://i3.wp.com/www.tricialottwilliford.com/wp-
content/uploads/2015/10/bigstock-years-old-boy-smelling-
rose-19417445.jpg
https://i.etsystatic.com/6885641/r/il/efd170/1212856936/il
_794xN.1212856936_skas.jpg
https://www.colourbox.dk/billede/kvinde-med-en-
aromatisk-kop-kaffe-i-haenderne-billede-2571900
https://www.pinterest.ph/pin/89016530119967705/
https://i2.wp.com/blog.teamwork.com/wp-
B. Other Learning content/uploads/2016/07/Make-Shrewd-Decisions-in-3-
Resources Powerful-Steps.jpg
https://oursleepguide.com/wp-
content/uploads/2019/02/sleeping-too-much-7.jpg
http://www.namenfinden.de/s/dominika+kuleba-meyer
https://www.crystalgraphicsimages.com/photo/colorful-
four-pieces-puzzle-use-background_cg4p712575c_th.jpg
http://www.amisvegetarian.com/web-clipart-school-clipart/
https://www.english-grammar-revolution.com/idiomatic-
expressions.html
https://www.english-grammar-
revolution.com/images/370xNxholdhorsesgraphicsmall.jp
g.pagespeed.ic.xDgoZTmoFC.jpg
https://www.english-grammar-
revolution.com/images/372xNxcatsanddogsgraphic_egr.jp
g.pagespeed.ic.w_L6eZncuz.jpg
https://www.uexpress.com/tell-me-a-
story/2012/7/22/anasis-web-of-tricks-a-western-african-
tale
FOR ADVANCED
IV. PROCEDURE LEARNERS
FOR AVERAGE LEARNERS
Pre-Reading Activities Pre-Reading Activities

A. Reviewing Post on the board the Post on the board the

previous following vocabulary task following vocabulary task
lesson or and have the students and have the students
presenting the match the words missing in match the words missing in
new lesson the sentences. the sentences.

Unlocking of Difficulties Unlocking of Difficulties

TASK 1. WORD-PIC TASK 1. WORD-PIC
MATCH. From the word- MATCH. From the word-pic
pic pool, guess the word pool, guess the word that is
that is missing in each missing in each sentence.
sentence. Use the picture Use the picture attached to
attached to each word as each word as your second
your second clue. (The clue. (The teacher will flash
teacher will flash the the sentences and the word
sentences and the word pool on the board.-7 mins.)
pool on the board.-7 mins.)

SNIFFED
SNIFFED

SCURRIED
SCURRIED

WHIFF
WHIFF

STEW
STEW

SHREWD
SHREWD

NAP
NAP

CROONED
CROONED
1. Anansi woke from a
1. Anansi woke from a long, lazy afternoon
long, lazy afternoon .
. 2. “Mmmm,” Anansi
2. “Mmmm,” Anansi the air.
the air. 3. She had just made a
3. She had just made a delicious pot of
delicious pot of .
. 4. He caught a
4. He caught a of the big
of the pot of greens that
big pot of greens that Rabbit was stirring.
Rabbit was stirring. 5. “What a wonderful
5. “What a wonderful smell!” Anansi
smell!” Anansi
 to to
monkey. monkey.
6. Anansi was 6. Anansi was
, and , and
paused for thought. paused for thought.
7. Off he to 7. Off he to
play the same game play the same game on
on other animals. other animals.

ANSWERS: 1. Nap 2. ANSWERS: 1. Nap 2.

Sniffed 3. Stew 4. Whiff 5. Sniffed 3. Stew 4. Whiff 5.
Crooned 6. Shrewd Crooned 6. Shrewd 7.
7. Scurried Scurried

Motivation
What are the tricks you Motivation
play with your friends or What are the tricks you
classmates so they play with your friends or
B. Establishing a classmates so they would
would give you a food, or
purpose for the give you a food, or let you
let you borrow their
lesson borrow their things?
things? (Students’
answers may vary.-5 (Students’ answers may
mins.) vary.-5 mins.)

Tell the class that they are

Tell the class that they are
going to read a folktale
going to read a folktale from
from West Africa. Then
West Africa. Then discuss
discuss shortly what is
shortly what is folktale as a
folktale as a famous
famous literary genre.
literary genre.
 Folk Tales have been
 Folk Tales have been
handed down in the oral
handed down in the oral
tradition from ancient
tradition from ancient
times. The stories
times. The stories
C. Presenting represent a wide and
represent a wide and
examples/insta colorful variety that
colorful variety that
nces of the new embodies the African
embodies the African
lesson people’s most cherished
people’s most cherished
religious and social
religious and social
beliefs. The tales are
beliefs. The tales are
used to entertain, to
used to entertain, to
teach, and to explain.
teach, and to explain.
Nature and the close
Nature and the close
bond that Africans share
bond that Africans share
with the natural world are
with the natural world
emphasized. The
are emphasized. The
mystical importance of
mystical importance of
the forest, sometimes the forest, sometimes
 called the bush, is often called the bush, is often
featured. featured.

 Trickster Tale is an  Trickster Tale is an

enormously popular enormously popular type.
type. The best known The best known African
African trickster figure is trickster figure is Anansi
Anansi the Spider, both the Spider, both the hero
the hero and villain from and villain from the West
the West African origin African origin to the
to the Caribbean and Caribbean and other
other parts of the parts of the Western
Western Hemisphere as Hemisphere as a result of
a result of the slave the slave trade.
trade.

Preview the text that in the

Preview the text that in the day’s lesson, they are going
day’s lesson, they are to learn about the trickery of
going to learn about the Anansi, The Spider.
trickery of Anansi, The
Spider. Motive Question
What was the trick played
Motive Question by Anansi to the other
What was the trick animals? (6 mins.)
played by Anansi to the
other animals? (6
mins.)
During Reading Activity
During Reading Activity
TASK 2. JIGSAW
TASK 2A. JIGSAW READING.
READING. The students The students will be
will be grouped into four. grouped into four. The
The teacher will instruct teacher will instruct them to
them to use Jigsaw use Jigsaw Reading style
Reading style on the story. on the story. Each group will
Each group will paste on paste on the board the
the board the puzzle piece puzzle piece and read aloud
and read aloud only a only a portion of the story
portion of the story assigned for them to read,
assigned for them to read, then the next and until the
then the next and until the last group has finished. The
last group has finished. teacher will distribute the
The teacher will distribute four puzzles to the groups.
the four puzzles to the (15 mins.)
groups.(10 mins.)
 (See attached file for the (See attached file for the
tarpapel printing of tarpapel printing of
these jigsaw puzzles.) these jigsaw puzzles.)
Post Reading Activities Post Reading Activities

Processing Questions Processing Questions

TASK 2B. UNLOCKING TASK 2B. UNLOCKING
THE JIGSAW PUZZLE. THE JIGSAW PUZZLE. Ask
Ask the students to talk the students to talk with
with their groupmates, and their groupmates, and
answer these questions. answer these questions.
Afterwards, they will Afterwards, they will
compare their answers compare their answers with
with the other groups. the other groups.
1. What was the trick 5. What was the trick
played by Anansi to played by Anansi to the
the other animals? other animals?
2. Were these tricks 6. Were these tricks
effective on getting effective on getting
what he wants from what he wants from the
D. Discussing new the other animals? other animals?
concepts and 3. What unlikely qualities 7. What unlikely qualities
practicing skills did Anansi show in the did Anansi show in the
#1 story? story?
4. Did it bring him good 8. Did it bring him good
and happy ending? and happy ending?
Why do you say so? Why do you say so?
5. In your viewpoint, is it 9. In your viewpoint, is it
good to use tricks on good to use tricks on
other people just to other people just to get
get what you want? what you want? Why?
Why? (10 mins.) (12 mins.)

Literary (The students may not take

Extender/Differentiated the Literary Extender/
Instructions Differentiated Instruction if
TASK 2C. UNPUZZLING the time may fall short for
ADVENTURE. Ask them to the remaining activities in a
group themselves into four. 60- minute time.
Provide each group an
activity card that contains
the directions on their group
task. Communicate the
criteria to which their group
performance will be scored.
(10 mins.)
Group 1-Fill up the spaces
on the spider’s web with
the negative qualities (left
side of the web) that
Anansi had, and its
results, lessons to him
(right side of the web).

Results/
Lessons
Negative
Qualities
Learned
by
by
Anansi
Anansi
.
Group 2-Enact/Roleplay a
situation wherein you can
feel sorry to a friend
whom you played tricks
with.
Group 3-Using Mime,
perform a short situation
(could be in a form of
interpretative dance or
robotic moves) where you
will play tricks on other
people and eventually
meet bad luck at the end.
Group 4-Draw a sketch
depicting a spider with a
regretful facial
expression. Then
opposite draw another
spider who looks happy.
Prepare possible reasons
why the spiders are
happy and regretful. (10
mins.)

Criteria for Judging

Presentation 30%
Content 45%
Cooperation 25%
Total

100%
 (Teachers may opt to
include specific indicators
under each criteria)
Enrichment/Vocab Enrichment/Vocab
Explosion Explosion (Guided
(Guided Practice) Practice)

TASK 3A. UNFOLDING TASK 3A. UNFOLDING

HIDDEN MEANINGS. Tell HIDDEN MEANINGS. Tell
the students to study these the students to study these
extracted phrases from the extracted phrases from the
story: (7 mins.) story: (10 mins.)
1. Do/run some 1. Do/run some
errands errands
2. Ran along 2. Ran along
3. Monkey-sit 3. Monkey-sit
4. This way and that, 4. This way and that,
That way and this That way and this

The teacher will solicit The teacher will solicit

responses from students responses from students on
on the following questions. the following questions. Do
Do these phrases sound these phrases sound
familiar to you? familiar to you?
E. Discussing new What do they mean? What do they mean?
concepts and
practicing skills Conduct a short review Conduct a short review
#2 discussion on idiomatic discussion on idiomatic
expressions. expressions.

 Idiomatic expressions  Idiomatic expressions

are a type of informal are a type of informal
language that have a language that have a
meaning of the words in meaning of the words in
the expression. For the expression. For
example, HOLD YOUR example, HOLD YOUR
TONGUE. This idiom TONGUE. This idiom
doesn’t actually mean doesn’t actually mean that
that you should stick you should stick your
your fingers in your fingers in your mouth and
mouth and grab a hold of grab a hold of your
your tongue. It means tongue. It means you
you shouldn’t talk. shouldn’t talk. People
People hold their hold their tongues when
tongues when they’re in they’re in situations where
situations where they they want to talk, but it
want to talk, but it would would be better if they
be better if they didn’t. didn’t. So, while their
So, while their tongue is tongue is ready to do
 ready to do some some talking, they hold it
talking, they hold it and and don’t say anything.
don’t say anything.
After the short discussion,
After the short discussion, invite them to closely study
invite them to closely study these two pictures, to better
these two pictures, to understand idioms and just
better understand idioms for a little fun learning.
and just for a little fun
learning.

Independent Practice
Independent Practice
TASK 3B. UNFOLDING
TASK 3B. UNFOLDING HIDDEN MEANINGS.
HIDDEN MEANINGS. Give the meaning of these
Give the meaning of these few famous English idioms.
few famous English Select your answer from the
F. Developing idioms. Write a word or choices given based on
mastery (leads phrase only as your your understanding of the
to assessment answer based on your context. Answer this on your
3) understanding of the notebook. (5 mins.)
context. Answer this on
your notebook. (5 mins.) a. there was no
competition
1. She was tickled b. made very happy
pink by the good c. not well
news d. sad or depressed
e. very sick
 2. You are hands
down the best 5. She was tickled pink
player on the team. by the good news
3. He’s been down in 6. You are hands down
the dumps lately. the best player on
4. I feel sick like a the team.
dog. 7. He’s been down in
5. My grandma has the dumps lately.
been under the 8. I feel sick like a dog.
weather. 9. My grandma has
been under the
ANSWERS: weather.
1. made very happy
2. there was ANSWERS: 1. B 2. A 3. E 4.
no competition C 5. D
3. sad or depressed
4. very sick
5. not well

Ask the students: Ask the students:

G. Finding So when should we use So when should we use
practical these idiomatic these idiomatic expressions
applications of expressions in our daily in our daily lives? Do you
concepts and lives? Do you think it think it would be effective
skills in daily would be effective for us to for us to use these in both
living use serious and jolly times and
these in both serious and situations?
jolly times and
situations?
H. Making
Did our lesson today Did our lesson today about
generalizations
about Anansi taught you Anansi taught you
and
something good? In what something good? In what
abstractions
way do you think it does? way do you think it does?
about the
lesson
From the given choices, From the given choices,
choose the meaning that choose the meaning that fits
fits the idiomatic the idiomatic expressions
expressions underlined in underlined in the sentences.
the sentences. (5 mins.)
(5 mins.)
a. For a very long time
I. Evaluating a. For a very long b. Making me very
learning time annoyed
b. Making me very c. Wake up and be
annoyed happy
c. Wake up and be d. You were very close
happy but you did not make
d. You were very it
close but you did e. Very hard rain
not make it
 e. Very hard rain 1. Rise and Shine!
f. I don’t understand 2. Close, but no cigar.
g. A mild punishment 3. I could play outside
h. Just joking till the cows come
i. Very easy home.
j. It is extremely 4. Bring your umbrella.
expensive It’s raining cats and
dogs out there!
1. Rise and Shine!
2. Close, but no cigar. Answers: 1. C 2. D 3. A 4. E
3. I could play outside 5. B
till the cows come
home.
4. Bring your
umbrella. It’s
raining cats and
dogs out there!
5. That sound is
driving me up the
wall!
6. This assignment is
a piece of cake.
7. Although he broke
a serious rule, he
was only given a
slap on the wrist.
8. Yikes! This shirt
costs an arm and a
leg.
9. I was just pulling
your leg.
10. It’s Greek to me.

Answers: 1. C 2. D 3. A 4.
E 5. B 6. I 7. G 8. J 9. H
10. F
Assignment: Ask your
Assignment: Ask your
parents, grandparents,
parents, grandparents,
relatives, or neighbors, if
relatives, or neighbors, if
they know expressions in
J. Additional they know expressions in
Kapataganl which you think
activities for Kapatagan which you
can be considered an idiom.
application or think can be considered
Then ask somebody to help
remediation an idiom. Then translate it
in English and write in a you translate it in English
and write in a short bond
short bond paper. (Look
paper. (Look for at least
for at least five.)
two.)
V. REMARKS
VI. REFLECTION
 A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did these
remedial
lessons work?
No. of learners
who caught up
with the
lesson?
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me
solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with
other
teachers?

Prepared: Reviewed and Checked:

MERA LUZ L. MANLAWE LYDIA H. GORECHO, MTI

English 8 Teacher English Department Head