Learning Area English (JHS)

Learning Delivery
Face-to-Face
Modality
School Balibago Integrated High School Grade Level 8
Teacher Sean Michael Garcia Codog Learning Area English
Teaching
Date
December 20-24, 2025 Quarterq 3rd Quarter

LESSON Teaching
Time
6:00 AM to 12:20 PM No. of days 5
EXEMPLAR
At the end of the lesson, learners are expected to:
I. OBJECTIVES
a. recognize the cultural context of the Thai folktale to
understand how beliefs and values influence its narrative
and characters;
b. compare the beliefs, practices, and values in the Thai
folktale “Makato and the Cowrie Shell” with their cultural
background;
c. create their own interpretation of the story's theme
through individual activities.
The learner demonstrates an understanding of: Southeast Asian
A. Content
literature as a mirror to a shared heritage; coping strategies in
Standards
processing textual information; strategies in examining features
of a listening and viewing material; structural analysis of words
and propaganda techniques; and grammatical signals for
opinion-making, persuasion, and emphasis.
The learner transfers learning by composing and delivering a
B. Performance
persuasive speech based on an informative essay featuring the
Standards
use of properly acknowledged information sources, grammatical
signals for opinion-making, persuasion, and emphasis, and
appropriate prosodic features, stance, and behavior.
C. Most
Essential
MELC 14: Analyze literature as a mirror to a shared heritage of
Learning
people with diverse backgrounds
Competencies
(MELC)
D. Enabling
Competencies
(If available,
write the
attached N/A
enabling
competencies
.)

II. CONTENT Makato and the Cowriez Shell (A Thai Folktale)

III. LEARNING
RESOURCES
 A. References

-English MELCs, p.190

a. Teacher’s
Guide Pages
-K to12 Curriculum Guide in ENGLISH (Grade 1-10) May 2016

b. Learner’s
Learner’s Packet (LeaP) English 8 Week 3
Material
Pages

c. Textbook N/A
Pages
d. Additional
Materials
from N/A
Learning
Resources
B. List of
Learning
Resources for
N/A
Development
and
Engagement
Activities

IV. PROCEDURES

- The teacher presents the picture to let the students participate

A. Introduction
in answering the maze.

- The teacher synthesizes the activity to ensure they are active

for the follow-up questions associated with the motivation.
1. Assume that the gold on the illustration is your dream. How
would you feel if you had attained your goal in life?
2. Do you think reaching your dream will be easy for you?
 - The learners will unscramble the jumbled letters using the
B. Development
given definition. (Learning Task 1).
Play with the Elements!
1. g n t t i S e - ______ refers to place, time, weather condition,
social condition, and even mood or atmosphere.

2. P o l t - ______ is the sequence of events in a story or play.

3. f l i c t C o n – ______is the sequence of events in a story or

play.

4. r a c t e r C h a - _______ is the person in a work of fiction and

the characteristics of a person.

5. m e T h e – ______ is the controlling idea or value in a piece of

information.

- After the activity, the students will be engaged in a reading

session regarding the lesson “Makato and the Cowrie Shell (A
Thai Folktale)” to understand the cultural beliefs, practices, and
values showed in the text provided.
- After reading the literary piece, the students will answer the
C. Engagement
following questions: (Learning Task 4)
1. Describe Makato. What character traits does he possess?
2. What were those changes in Makato‘s life after meeting the
king? Provide a brief explanation.
3. Which of Makato‘s traits are similar to yours?
4. How would you nurture and enhance your positive traits? In
what ways?
5. What lessons in life does the author want to convey to you?

- The learners will identify the elements of the story. They will
write their answer on a separate sheet of paper (1 whole).
(Learning Task 3)
 - The learners will draw a scene in the story that shows Makoto’s
D. Assimilation
similar traits to ours. They are going to explain their output in a
3-sentence paragraph. (Learning 5)

The output will be graded according to the following

rubric/criteria:
CRITERIA POINTS

Content and Ideas 15

Uniqueness 15
Presentation 10
Neatness of the Output 10
TOTAL 50

- The students will answer set of questions regarding the topic

discussed.
1. In a plot of a story, the logical arrangement of events is
presented. It has five essential parts EXCEPT _____________.
a. denouement b. exposition c. atmosphere d. climax

2. Setting is one of the elements of a short story. It refers to the

time and location in which a story takes place. It may be the
following EXCEPT ____________.
a. mood b. climax c. atmosphere d. social condition

3. Which of the following is considered one element of a short

story?
a. character b. denouement c. exposition d. climax

4. What element of the story shows the logical arrangement of

events, with a beginning, middle, and end?
a. exposition b. character c. plot d. conflict

5. Which is synonymous to mood or atmosphere in the story?

a. climax b. denouement c. setting d. character

Distribution of assignment:
Based from the story, the learners must enumerate some
similarities of Thais to Filipinos in terms of culture, beliefs,
respect and love for family as depicted in the story. They will
write their answer on a 1 whole sheet of paper. (Learning Task
6)
The learners will write their personal insights about the lesson
V. REFLECTION
using the prompts below.
*I understand that _________________________________________.
 * I realize that _____________________________________________.

VI.REMARKS

FEEDBACK FOR IMPROVEMENT:

Prepared by:

SEAN MICHAEL GARCIA CODOG

Student Teacher

Checked by:

JERALD M. FERNANDEZ
Teacher I

Reviewed by:

CHRISTY G. PARREÑO
Head Teacher I – English

Noted:

EDWINDA P. TALAVERA, PhD

Principal IV