Comprehensive Grade 8 English Lesson Plan on Rhyme, Meter, and Diction

Comprehensive Grade 8 English Lesson Plan on Rhyme, Meter, and Diction

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  Teacher Georginne Lopez FIRSTTRIMESTER DAILY LESSON LOG S.Y 2026-2027 REPUBLIC OF THE PHILIPPINES DEPARTMENT OF EDUCATION NATIONAL CAPITAL REGION SCHOOLS DIVISION OFFICE OF MANILA SAMPALOC, MANILA Name of Teacher Teacher Georginne Lopez Week 4 Learning Area English Section and Time ______________________________ Grade Level Grade 8 Topic Rhyme, Meter, and Diction Learning Competency What competency/ies from the curriculum are we targeting? Rhyme, Meter, and Diction Targeted competencies: Analyze rhyme, meter, and diction in Afro-Asian poetry and prose to clarify meaning and cultural voice. Suggested unpacked competencies: Identify and explain rhyme, meter, and diction using Grade 8 appropriate examples and texts, visuals, discussions, and performance tasks. Analyze and connect rhyme, meter, and diction to prior learning, real-life situations, texts, visuals, data, or guided tasks. Apply the skill through oral response, reading, writing, solving, measuring, classifying, creating, or a performance task. BOW Focus: rhyme, meter, and diction Learning Objectives What smaller knowledge, skills, or tasks from the competency will learners work on, and what should they show by the end of a session? Learning Domains Learning Session 1 Explore Learning Session 2 Guided Practice Learning Session 3 Collaborative Application Learning Session 4 Performance and Reflection Cognitive Identify and explain rhyme, meter, and diction using Grade 8 appropriate examples and texts, visuals, discussions, and performance tasks. Analyze and connect rhyme, meter, and diction to prior learning, real-life situations, texts, visuals, data, or guided tasks. Apply the skill through oral response, reading, writing, solving, measuring, classifying, creating, or a performance task. Apply the skill through oral response, reading, writing, solving, measuring, classifying, creating, or a performance task. Psychomotor Participate in the introductory task about rhyme, meter, and diction. Complete a guided task using pictures, cards, text, tools, data, or real objects. Work with a partner or group to produce an output, answer, model, explanation, or short presentation. Show learning through a short task, exit check, or performance. Affective Listen, ask questions, and show readiness to learn. Show perseverance, listening, and respect during guided practice. Collaborate, wait for turns, and respect others' ideas. Show confidence, honesty, and reflection about one's learning. Learning Resources What learning resources will be helpful in reaching our objectives? What materials are available and inclusive? What modalities are accessible to everyone? In case of emergency, what alternative resources may be used? Afro-Asian poems and prose excerpts, story map, context cards, deictic expression cards, composition planner, peer revision checklist, chart paper Alternative: teacher-made drawings, real objects, oral prompts, improvised cards, recycled paper, and peer support. Afro-Asian poems and prose excerpts, story map, context cards, deictic expression cards, composition planner, peer revision checklist, chart paper Alternative: teacher-made drawings, real objects, oral prompts, improvised cards, recycled paper, and peer support. Afro-Asian poems and prose excerpts, story map, context cards, deictic expression cards, composition planner, peer revision checklist, chart paper Alternative: teacher-made drawings, real objects, oral prompts, improvised cards, recycled paper, and peer support. Afro-Asian poems and prose excerpts, story map, context cards, deictic expression cards, composition planner, peer revision checklist, chart paper Alternative: teacher-made drawings, real objects, oral prompts, improvised cards, recycled paper, and peer support. Self-Check Here are some reminders as I plan my lesson. Was I able to do the following? Activities are aligned with the objectives. Integration activities have been explored and appropriately embedded in the learning experience. Learning Design Principles are intentionally embedded in the Learning Experience. Opportunities for support are present for learners with disabilities and learners with unique contexts. Assessment strategies help me and learners see if session objectives are met.
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  Teacher Georginne Lopez Session1 2 3 4 Pre-Lesson What will I do to help the learners get ready for the lesson? Show a picture, word, short text, model, or real object about rhyme, meter, and diction and ask questions to check prior knowledge. Review the first session using a retrieval question, picture, or short game. Present a new situation and ask how the learning can be used. Review the objective and give clear criteria for the exit task. Learning Experience What activities can I implement to meet the learning objectives? What can I do to make objectives clear, guide learners, check understanding, connect to past competencies, encourage collaboration, invite reflection, and ensure inclusion? State the objective in learner-friendly language and let learners restate what they need to learn. The teacher explains and models rhyme, meter, and diction using examples, non-examples, questions, visuals, texts, manipulatives, or real objects. Give a quick check-for-understanding before moving to practice. The teacher gives a clear example, non-example, and response steps. The teacher explains and models rhyme, meter, and diction using examples, non-examples, questions, visuals, texts, manipulatives, or real objects. Use scaffolds such as sentence frames, word banks, step cards, tables, number lines, or graphic organizers. Learners work in pairs or groups to apply Rhyme, Meter, and Diction through a concrete output or performance. The teacher circulates to ask, clarify, and support each group. Selected groups share their response or output and receive feedback. Show learning through oral response, pointing, sorting, acting out, drawing, reading, writing, computing, measuring, or a performance task. Ask learners to share one thing learned and one thing they still want clarified. The teacher gives a synthesis and next step. Opportunities for Integration Are there spaces to meaningfully integrate another learning area, a special topic, or technology? Reading, writing, speaking, media literacy, respectful communication, and connections to national holidays, culture, Science, Mathematics, and community life. Reading, writing, speaking, media literacy, respectful communication, and connections to national holidays, culture, Science, Mathematics, and community life. Reading, writing, speaking, media literacy, respectful communication, and connections to national holidays, culture, Science, Mathematics, and community life. Reading, writing, speaking, media literacy, respectful communication, and connections to national holidays, culture, Science, Mathematics, and community life. Formative Assessment What task, activity, or questions can I use to evaluate learning? What can we do together so learners can tell me what support they need? Quick oral check: ask learners to point, say, read, count, analyze, solve, or describe the main idea. Use an observation checklist during practice and give brief feedback. Review pair or group output against the target competency and give oral feedback. Exit check: oral answer, matching, sorting, reading, writing, solving, drawing, demonstration, or performance task aligned with the objective. Extended Learning Opportunities What experiences outside the classroom can reinforce learning or make learners more curious and engaged? Share the learning about rhyme, meter, and diction with a family member and complete one simple related task at home. Share the learning about rhyme, meter, and diction with a family member and complete one simple related task at home. Share the learning about rhyme, meter, and diction with a family member and complete one simple related task at home. Share the learning about rhyme, meter, and diction with a family member and complete one simple related task at home. Reflecting on my teaching practice Notes for Myself and Peers Is there anything I need to change for tomorrow based on what happened? Is there something learners are interested in exploring? Are there things I would like to share with co- teachers, parents, or school leaders about my classroom experience? Session 1 Who understood quickly and who still needs examples, visuals, or additional guidance? Notes: ________________________________________________________________ Next step: ____________________________________________________________ Session 2 Was the scaffold effective? Which part needs reteaching next? Notes: ________________________________________________________________ Next step: ____________________________________________________________ Session 3 Did group work support quieter learners or learners needing help? Notes: ________________________________________________________________ Next step: ____________________________________________________________ Session 4 What should be adjusted in the next lesson based on the exit check and observations? Notes: _____________________________________________ Next step: _____________________________________________ Declaration of Preparation This lesson plan was prepared, reviewed, and contextualized by Teacher Georginne Lopez for her Grade 8 learners. The teacher affirms that the learning activities, assessment checks, and classroom adaptations reflect her professional planning and understanding of learners' needs. Prepared by: Teacher Georginne Lopez Grade 8 Teacher