Republic of the Philippines

Cagayan State University

LAL-LO CAMPUS
Sta. Maria, Lal-lo, Cagayan

COLLEGE OF TEACHER EDUCATION

Haidien Rose Cassey A. Guttan Grade- 8
English QUARTER 3
Learning Competency: Analyze Literature as a mirror to a shared heritage of people with diverse backgro
Week __ Day __ Topic: The Happy Mirror (Japanese Folktale) Duration of Session:
60 minutes
Learning Knowledge Compare and contrast a Japanese folktale and Philippine Folktale;
Objectives Skills Find the Transitive and Intransitive Verb used in the story; and
Attitudes Recognize the importance of the moral lesson derived from the text.
Resources Needed  Visual Aids
 Laptop
 Power Point
 English for 21st Century Learning (Afro-Asian) Textbook
Elements of the Plan METHODOLOGY
Priming Teacher’s Activity Students’ Activity
(3 minutes) Good morning, class!
Good morning, Ma’am!
How is your day?
We are fine, Ma’am.
That’s good to hear! May I expect then a full
blast of energy and active participation in our
discussion?

Yes, Ma’am.
May I ask everyone to stand for the prayer?
(The students will stand
prayer.)
Class, before you take your seat, kindly pick up
the scattered pieces of paper on the floor and
arrange your chairs properly.

Before we proceed, let us first check your

attendance.
(The students will say present)
Classroom Management

May we have a quick review of the “House

Rules” that you need to observe throughout the
class discussion.

DETAILED LESSON PLAN IN ADVANCED ENGLISH VIII

 Republic of the Philippines
Cagayan State University
LAL-LO CAMPUS
Sta. Maria, Lal-lo, Cagayan

COLLEGE OF TEACHER EDUCATION

(The teacher posts the objectives on the (the student will read the hous
board.)

Before we go further to our lesson, let me first

present to you our learning goals for this
meeting.

Sefara, will you read the learning objectives

flashed on the screen?
Yes, ma’am.

At the end of the period, I can

 Compare and contrast a Ja

folktale and Philippine Fol
 Find the Transitive and
Intransitive Verb used in th
story; and
 Recognize the importance
moral lesson derived from
text.

Now class, before we proceed to our lesson for

today, I have here difficult words that are
found in the story that we are going to discuss
today. Let us unlock the difficult words by
answering the following question.
Introductory “UNLOCKING OF DIFFICULTIES”
Motivation/ Activity
(5 minutes) Directions: Find the meaning of the underlined
word. Choose the letter of the correct answer.

1. Her dolls had long, black hair, silky and

smooth, and were clad in gowns of satin and
silk.
A. Used clothes
B. Old clothes
C. To provide with clothes

2. Her first sash of scarlet and gold was tied

around her small waist.
DETAILED LESSON PLAN IN ADVANCED ENGLISH VIII
 Republic of the Philippines
Cagayan State University
LAL-LO CAMPUS
Sta. Maria, Lal-lo, Cagayan

COLLEGE OF TEACHER EDUCATION

A. a long strip or loop of cloth worn over one
shoulder or around the waist.
B. Bandage use to cure waist problem
C. Design cloth to warm waist

3. There were no railways or even jinrikishas

to travel on.
A. Horse riding
B. Small, covered two-wheeled vehicle usually
for one passenger that is pulled by one man
that was used originally in Japan.
C. Bicycle use to transport

4. If you are cross, you will see an angry face.

A. Marked by bad temper
B. Walking across the street
C. Marking paper with cross sign

Analysis Now that we unlocked the difficult words

found in the story, I will play a video clip of
the folktale that we are going to tackle today.
After that we are going to read the story. Read
and understand the story because later on, we
are going to have an activity regarding the
Japanese folktale that we are discussing today
and the Philippine folktale that we discussed
yesterday.

(The teacher played the video clip.)

(The student’s will watch th
clip.)
Did you understand the story?
Yes, Ma’am.
Alright! For you to be able to understand more,
let us now read the story.

We are going to read this way:

First row will read the first paragraph

Second row will read the next paragraph
Third row will again read the next paragraph
Fourth row will read the next paragraph

And then after the fourth row, the first row will
DETAILED LESSON PLAN IN ADVANCED ENGLISH VIII
 Republic of the Philippines
Cagayan State University
LAL-LO CAMPUS
Sta. Maria, Lal-lo, Cagayan

COLLEGE OF TEACHER EDUCATION

read again the next paragraph and so on and so
forth.

Did you understand, class?

Yes, Ma’am.
Very good! Bring out your book, open in page
114 and let us start reading.
(The students bring out their
and started reading.)

(The students are done reading

Isn’t it beautiful?
Yes, Ma’am
So, what can you say about the story?
Ma’am!
Yes, Sharmaine?
The story is touching, Ma’am.
What else? Yes Mark.
The story is all about gift
Ma’am.
Yes, Very good.

Why is the folktale titled “The Happy Mirror?”

Yes, Eillor?
Because the Mother is
smiling when she looks at the
You are right. Now How would you describe
the values of the family?

Yes, Shenee?
Giving gifts to your family.
Excellent! Now class, which part or scene in
the story is closer to real life?

Yes, Benmar?
When the father is away a
mother and daughter is wait
him to come home. And w
does, he has gifts for his wife
daughter.
Magnificent answer!
Early Japanese literary genres were inspired by
the country’s cultural connection with China,
literature written in classical Chinese. Japanese
DETAILED LESSON PLAN IN ADVANCED ENGLISH VIII
 Republic of the Philippines
Cagayan State University
LAL-LO CAMPUS
Sta. Maria, Lal-lo, Cagayan

COLLEGE OF TEACHER EDUCATION

folktale is heavily influenced by both
Shintoism and Buddhism-Japan’s two primary
religions.

In Time, Japanese literature acquired its own

style and writers began producing works in
Japan. Moreover, Eastern and Western
literature had continually influenced each other
when Japan reopened its ports to Western trade
in the nineteenth century.

And before we proceed to our activities, let us

first know what is Transitive and Intransitive
verbs.

 An action verb is transitive if it directs

action toward someone or something
named in the same sentence.
- the receiver of the action of a transitive verb
is called the object of the verb.

Example: Pat dropped her books.

- in this sentence, books is the object of the
verb dropped.

Other examples:
- Please bring coffee.
- The girls carry water to their village.
- Juan threw the ball.
- I caught a cold.
Each of the verbs in these sentences has objects
that complete the verbs’ actions.

 An action verb is intransitive if it does not

direct action toward someone or something
named in the same sentence.
- intransitive verbs, however, have no objects.
The action is not directed toward anyone or
anything.

Example:
- They jumped.
- The dog ran.
- She sang.
DETAILED LESSON PLAN IN ADVANCED ENGLISH VIII
 Republic of the Philippines
Cagayan State University
LAL-LO CAMPUS
Sta. Maria, Lal-lo, Cagayan

COLLEGE OF TEACHER EDUCATION

None of these verbs require an object for the

sentence to make sense. Yes Ma’am.

Did you understand what is the difference

between Transitive and Intransitive verbs?
Abstraction “FIND ME IF YOU CAN”

Directions: Find the verb used in the sentence

and identify whether it is transitive or
intransitive verb.
ANSWERS:
1. They took their little daughter to the temple 1. Took- transitive
when she was just 30 days old. 2. Gave- transitive
2. On her first Doll Festival, her parents gave 3. Helping- intransitive
her a set of dolls. 4. Talk, dance, sing- intransiti
3. By the time she was seven, she was helping 5. Brought- intransitive
her parents in many ways. 6. Walk- intransitive
4. She could talk, and dance, and sing, and oh! 7. Bring- transitive
Her parents loved her dearly. 8. Ran- intransitive
5. One day, a messenger brought exciting 9. Sat down- transitive
news. 10. Bowed- intransitive
6. The father would have walk every step of
the way for he had no horse.
7. She knew that he would bring presents, too.
8. The little girl ran to his side.
9. Then they all sat down on the white mat,
10. Then she bowed her head to the ground.
Application “COMPARE AND CONTRAST”

Direction: In a group of 5, review the folktale

together as you discuss the following:

Compare the folktale “The Happy Mirror” with

the Philippine Folktale “The Boy who Became
a Stone”. What do both stories have in
common? How are they different? Record your
answers using a Comparison and Contrast
Chart.

The Happy Mirror The Boy who

Became a Stone

DETAILED LESSON PLAN IN ADVANCED ENGLISH VIII

 Republic of the Philippines
Cagayan State University
LAL-LO CAMPUS
Sta. Maria, Lal-lo, Cagayan

COLLEGE OF TEACHER EDUCATION

How are they alike

How are they different?

Evaluation Direction: Answer the following question.

1. What do you think could have happened

next in the story, “The Happy Mirror?”
2. Do you know of another instance where the
characters in the story is also far away from
home?
3. What would you change in the story?
4. What do you see as possible outcomes in the
DETAILED LESSON PLAN IN ADVANCED ENGLISH VIII
 Republic of the Philippines
Cagayan State University
LAL-LO CAMPUS
Sta. Maria, Lal-lo, Cagayan

COLLEGE OF TEACHER EDUCATION

ending of the story?
5. What was the turning point of the story?
Agreement ASSIGNMENT:

DETAILED LESSON PLAN IN ADVANCED ENGLISH VIII