LESSON EXEMPLAR
School
CITY COLLEGE OF CALAMBA
Grade
Level
8
Teacher
Manuel Angelo V. Alcausin
Learning
Area
ENGLISH
Teaching
Date
March 25, 2025
Quarter
II
No. of
days
1 DAY
Teaching
Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Most Essential Learning
Competencies (MELC)
(If available, write the indicated MELC)
D. Enabling Competencies
(If available, write the attached enabling
competencies)
E. Enrichment Competencies
(If available, write the attached enrichment
competencies)
II. CONTENT
At the end of the lesson, learners are expected to:
● Compare and contrast the Philippines and Thailand culture with one
another in terms of their customs, traditions, and beliefs in accordance to
the literary piece discussed.
● Write character analysis of the main character of the story.
Relate themselves to the characters of the story.
The learner demonstrates understanding of: East Asian literature as an art form
inspired and influenced by nature; relationship of visual, sensory, verbal signals
in both literary and expository texts; strategies in listening to long descriptive and
narrative texts; value of literal and figurative language and appropriate
grammatical signals or expressions suitable to patterns of idea development.
The learner transfers learning by composing and delivering a brief and creative
entertainment speech featuring a variety of effective paragraphs, appropriate
grammatical signals or expressions in topic development, and appropriate prosodic
features, stance, and behavior.
EN8LT-IIb-9.2: Identify the distinguishing features of notable East Asian poems,
folktales, and short stories.
N/A
N/A
"Makato and His Cowrie Shells" from Thailand
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Resources from
Learning Resources (LR) Portal
htt
http://globalwords.edu.au/units/Neighbours_JSY7_html/documents/Makato.pdf
B. List of Learning Resources for
Development and Engagement Activities
IV. PROCEDURES
PowerPoint Presentation, chalk and board, tangible objects, and other visual aids
Teacher’s Activity
Students’ Response
Good morning, Grade 8-Ruby
Students will greet the teacher.
Okay, let us start our class with a
prayer. Who is our prayer leader today?
The prayer leader will raise his/her hand
and go in front to pray.
Thank you, prayer leader. Before you
take your seats, make sure that your
chairs are properly aligned, and kindly
pick up pieces of trash if there are any.
Students will arrange their chairs and
pick up pieces of trash on the floor.
You may take your seats. And now let’s
have our attendance for today. As I call
your name, please raise your hands
and say “present.” Class president,
please record our total attendees and
absents for today and write it on the
upper left corner of the board.
The students will raise their hands as
their names are called. The class
president will record the attendance and
write it on the board.
Thank you, Class President. I
appreciate those who are here today.
So class before we proceed with our
lecture proper, let’s have a quick recap
about what we have discussed last
time. Can anyone recall what was our
last topic all about?
INTRODUCTION
A student will raise his/her hand to
answer.
Very good! Now, what you have learned
regarding our last topic?
Excellent!
Now, we’ll be having a mini-game to test
you guys how much knowledge you
have when it comes to our Filipino
Heritage. I’ll be showing you different
pictures and I want to know your ideas
whether if that picture depicts our
culture or not. If you know the answer,
please raise your right hands so I can
call an individual to stand up and
answer. If it relates to our culture, place
your right hand to your chest and shout
“Filipino Pride!”. If that picture doesn’t
relate to our culture, give a salute using
your right hand and say “Respect.”
Those students who will answer
correctly will be given additional 3
points in the next quiz. Don’t worry
guys, if you answer incorrectly, I will still
give you 1 point for the next quiz
A student will raise his/her hand to
answer.
So guys, are you ready to test your
Filipino knowledge?
Students will answer in uniform
Okay! So let’s begin with our game
called “FilipiKnow!”
So for our first picture, is this delicious
food a part of Filipino culture or not?
Students will raise their right hands to
answer.
Let’s have the next picture:
Students will raise their right hands to
answer.
How about this one?
Students will raise their right hands to
answer.
And this?
Students will raise their right hands to
answer.
And for our last picture:
Students will raise their right hands to
answer.
Job well done, students!
So, for this day, we will be having one
of the example of a Thailand folktale
entitled “Makato and His Cowrie
Shells” This story revolves around
Makoto, a young orphan, and how did
the cowrie shell that he found which
changed his life towards serving the
kind King Pra Ruang and his journey in
becoming a royal advisor.
DEVELOPMENT
So I will start in reading the first part of
the story, then followed by the class
president, then a random student that
is willing to finish the story. After
reading the story, we will form four
groups to have our collaborative
activity wherein we will be having mini
role-play. I want you guys to write
down the characters in the story and
describe their traits that they possess
in the story.
So is everything clear guys?
Students will respond.
I’ll start the first part of the story,
please listen carefully and pay
attention to the characters and the
traits they possess in the story.
Once upon a time there was a boy
whose name was Makato. He was an
orphan, for his father and mother had
died when he was very young. He had
no
brothers, sisters, cousins, or friends to
take care of him, so he had to make a
living
Students will listen to the story while
writing down important notes.
for himself. He did every kind of work—
carrying heavy things, clearing away
the
forest, or feeding pigs. He never idled
over his work, and although he was
paid
only a small wage, he was satisfied.
He knew that if he did not work he
would
starve. Wherever he went his
employers praised him for being
sensible, hard
working, good-tempered, and
cheerful……
Now, may I call on the class president
to continue reading the story? Class
president, you may start.
The class president will stand up and
start reading the story while the
students listen and writing down notes.
One day he passed by a stall in the
market where the seeds of
many different plants were sold. He
looked along the stall and
caught sight of a basket full of lettuce
seed……..
Thank you, class president for reading
the second part of the story, you may
now sit down.
Now, who wants to finish the story by
reading it in front of the class. The first
one to raise their hand will be given
additional 3 points for the group
activity.
ENGAGEMENT
Students will raise their hand to be
selected in reading the story while the
others are sitting down and writing
notes.
One day the king passed by the
elephant sheds again. Makato waited
his
opportunity, then knelt down and
proudly presented his biggest bunches
of
lettuce to the king.
Very good job students! Now let’s
proceed to our group activity. We will
divide you to form 3 groups and in this
activity, you will try to imitate the
characters in the story based on the
traits that they have. After the role play,
there will be a representative of each
group to give his/her insights about
how the characters mentioned reflect
to themselves in real life. I will be
giving you 9 minutes for the
collaboration, then 2 minutes each
group for the presentation.
So, is the instruction clear?
Students will respond.
Students will starting counting.
Okay, so start counting from 1 to 3
starting at the end of the row.
Thank you for the three groups for your
creative way of interpreting the
characters of the story.
Now that all of you already have an
idea what the story Makato and His
Cowrie Shells is all about, let’s have a
quick recap about the story.
What is the theme/themes of the story?
Very good!
ASSIMILATION
Students will raise their hands to
answer.
Now, what do you think is/are the
characteristics of Makato that we could
also associate to the Filipino traits that
we have?
Students will raise their hands to
answer.
Interesting!
Students will raise their hands to
answer.
And finally for our last recap, may I
know how many of you relate
themselves to the story of Makato?
Please raise your hands if you do.
To make it encouraging to you guys,
whoever explained why or why not will
be having additional 2 points for our
upcoming quiz and another 2 points
recitation points.
Great job!
And for those, why do you think you
are the difference between your
personal character to Makato?
Two students will be called randomly.
Good point!
ASSESSMENT
And for our short quiz, please bring out
your filler notebooks and number it
from 1-5 to answer these questions.
Students will bring out their notebooks.
Ready?
Students will answer uniformly.
1. In what country did the story Makato
and the Cowrie Shells comes from?
2. Who was the king/sultan that
mentioned in the story?
3. True or False: The king accused
Makoto as a thief.
4. What trait/characteristic did Makato
displayed after returning the Cowrie
Shell
5. Yes or No: Did the king/sultan
rewards Makoto for his deed?
Done? Let’s check. Pass your
notebooks to the isle and exchange it
with your opposite row.
Number 1 please read:
Okay who wants to answer?
Very good! The answer for number 1 is
Thailand.
Number 2 please read:
For number 2?
Very good! The answer is Pra Ruang
Number 3 altogether:
Yes? What’s the answer?
Great! The answer is False
Number 4?
Students will read.
Students will raise their hands to
answer.
Students will read.
Students will raise their hands to
answer.
Students will read.
Students will raise their hands to
answer.
Students will read.
Students will raise their hands to
answer.
Answer?
Okay! The answer is honest/honesty
For our final item:
What’s the answer?
Students will read.
Students will raise their hands to
answer.
Well done! The answer is Yes.
Please return the notebooks to their
owners and right corrected by.
As I call your name please say your
score.
So that’s all for today. I hope you
learned something new from the story
that we had read. We’ll see you again
tomorrow. Goodbye Grade 8-Ruby!
Students will answer as their names
are called.
Students will greet the teacher.
VI. REFLECTION
Prepared by:
Checked by:
MANUEL ANGELO V. ALCAUSIN
Student-Teacher
PRINCESS JOANNA M. GARCIA, LPT, MAEd
Professor