TAGOLOAN COMMUNITY COLLEGE

Baluarte, Tagoloan, Misamis Oriental

Member: Association of Local Colleges and Universities
Accredited: Association of Local Colleges and Universities – Commission on
Accreditation (ALCU-COA)

DETAILED LESSON PLAN IN ENGLISH 8 – COURAGEOUS

Schedule: MTWF (8:30 – 9:30 AM)

I. OBJECTIVES
In this lesson, the students will learn to:
a. Identify the reality and fantasy in paragraph.
b. Create sentences that describes reality and fantasy; and
c. Value the importance of knowing reality and fantasy.

II. LEARNING COMPETENCIES

EN8VC-IVd-20: Analyze the elements that make up reality and fantasy based on a
material viewed
III. SUBJECT MATTER
Topic: Reality and Fantasy
Approach: Deductive Method
Strategy: Collaborative Learning
Values Integration: Cooperation, attentiveness
Materials: Visual Aids, PowerPoint, Laptop, and Television.

IV. REFERENCES – Retrieved from

K to 12 English Curriculum Guide pp. 184

2. Internet Source
Bahay-Aralan (2023) Reality and Fantasy https://www.youtube.com/watch?
v=0mTBdyL8JB8&t=53s
Careon, S. etal. (2021) English – World of Reality and Fantasy
https://depedtambayan.net/wpcontent/uploads/2021/10/english6_q1_mod1_world
-of-reality-and-fantasy_FINAL.pdf
V. PROCEDURE

Teacher’s Activity Student’s Activity

A. Preliminary Activities

1. Drill

Greetings

Good morning, Class!

Students: Good morning, Ma’am!
Prayer

Before anything else, please remain standing

for the prayer.

Bea, kindly lead the prayer.

Bea: For those Catholics, please make the

sign of the cross. In the name of the father,
the son, and the holy spirit, Amen.
The Lord’s prayer.
Our Father, who art in heaven, hallowed be
Thy name; Thy kingdom come; Thy will be
done on earth as it is in heaven. Give us this
day our daily bread; and forgive us our
trespasses as we forgive those who trespass
against us; and lead us not into temptation,
but deliver us from evil. Hail Mary, full of
grace.
Classroom Management

Before you take your seats, let’s energize

ourselves first. Okay everyone, shake to the
left, shake to the right. Alright! Now, please
arrange your chairs properly, pick up pieces
of papers under your chairs, and make
yourself presentable.

Okay we're all set. You may now seat.

How are you, Class?

Students: We are good, Ma’am.

That is good to hear.

Classroom Rules

Now, let us all recall our classroom rules, so

that we would have a better learning
environment all throughout the discussion.
Our rules are:

1. if the teacher is speaking, listen

attentively;
2. don’t use phones during class hours;
 3. raise your right hand if you want to
answer; and lastly
4. respect everyone in class.

Students: Yes, Ma’am.

Are we all clear?

Okay, very well!

Checking of Attendance

Class beadle, how many are absent today?

Class beadle: two ma’am.
Alright, kindly take note of those who were
absent today. Class beadle: Yes, ma’am.

Thank you!

2. Review

Before we jump into another lesson, let’s first

have a recap on what we discussed last
quarter.

Now, what have you learned during 3rd

quarter? Students: We learned about the concept of
propaganda, examine biases, various issues,
and cohesive devices, ma’am.
That’s great! What have you understood
Students: Propaganda is a presentation of
about propaganda?
facts that elicits desired response from the
audience. And propaganda’s main goal is to
persuade us.
Very good! Now, how about examining
biases? How are we going to examine the
authors’ biases in writing?
Students: To examine the authors’ biases in
writing, make sure to search for proof and
evidence, and after that, is compare and
contrast, and lastly, weigh the advantage and
disadvantages.

Very well said! How about the cohesive

devices? Students: These are the word connectors and
phrases that connect ideas, ma’am.

Example?
Students: finally, but, even if, and, however,
and many more.
Perfect! I am glad that you still remember the
lessons we discussed last quarter.
3. Motivation

Picture analysis

Observe and analyze the pictures thoroughly

class.

Do you know these characters in the picture?

Students: They’re superheroes, ma’am.

How would you describe them? Yes,

Madonna?
Madonna: Fearless, ma’am.
What else? Yes, Jolo?
Jolo: Strong, ma’am.
Very good!

Do you think the idea of a Superhero

character a reality or fantasy?
Students: Fantasy, ma’am.
Alright. Now about this picture

Do you know these persons in the picture?

Yes, Gwen? Gwen: They’re our national heroes, ma’am.

Very good! How would you describe our

national heroes? Yes, Lyra?
Lyra: Same with the superheroes ma’am, our
national heroes are strong, fearless, and noble
ma’am.
That is correct, Lyra!

Do you think the idea of a National hero c a

reality or fantasy? Students: Reality ma’am.

Yes, that is correct!

Now, based on the pictures and your answers

to my question, what do you think is our topic
Students: Reality and Fantasy, Ma;am.
for today?

Yes, very good! In relation to our activity, our

topic for today is about Reality and Fantasy.
B. Lesson Proper

1. Presentation

a. Setting of Standards

In this lesson, the students will learn to:

a. Identify the reality and fantasy in

paragraph.

b. Create sentences that describes reality and

fantasy; and

c. Value the importance of knowing reality

and fantasy.

2. Presentation of Roles/Concepts/General
Ideas

Alright! Now let’s start our discussion.

What do you call a situation that may

happen in real life? Students: Reality, ma’am.

Yes, that is correct! Now, kindly read the

definition of Reality everyone, go!
Students: Reality- it is a realistic event which
tells about things that could really happen in
real life.

Thank you. Reality is an event, situation that

actually exist or happen in real life. We can
see/witnessed/experience as it truly exists.

Let’s take a look at this picture.

Students: Yes, ma’am.

What do you think of this picture? Do you No, ma’am.
think this is real?

Alright, some of you answered no, and there

are some also who answered yes. But this
picture of women with neck ring is real
because women in some tribes of Africa
practice this. And also these people believe
that having an extremely long neck is not only
attractive but dignifying as well.
Alright, now how about this picture

Angela: Yes, ma’am, it is real. Because hair

Do you think this is real? Yes, Angela? can possibly grow that long if you don’t cut
them off.

Very good, Angela! That is correct. So, this

happens in reality. Just like Angela said, hair
can possibly grow if you don’t cut it off.
Students: Yes, ma’am.
Did you understand the concept of reality?
Students: None, ma’am.
Do you have questions before we proceed?

Alright!

Now, what do you call any situation that is Students: Fantasy, ma’am.
magical or makes you believe it could
happen in real life?
Students: Fantasy- tells about things that
Very good. Now, kindly read the definition of
could not happen in real life.
fantasy, go!

Thank you! Fantasy, class is something that

could never possibly happen in real life. It is
an idea that is mostly far from normal reality.

Let’s take a look and analyze this picture

Students: No, ma’am because pigs in real life

Do you think pigs can fly? Do you think don’t have wings.
this happen in real life?

Indeed. Though we always say this

expression ‘pigs can fly’ but this is just an
idiomatic expression. Therefore, this picture
is an example of fantasy because pigs don’t
have wings, thus can’t fly. Students: Unrealistic characters, ma’am.
What makes up a story fantasy, class?

Very good! That is correct. Things that makes

up a story a fantasy is having unrealistic
character. Which means that animals or things
are able to talk or have magical powers. Students: Yes, ma’am.

Did you understand the concept of fantasy,

class? Students: None, ma’am.
Do you have questions?

Alright! To proceed let’s analyze the poem of

Langston Hughes entitled ‘Dream’ and
identify the thing that makes the poem reality
and fantasy.

But before that, let’s first know the author.

Who is he?

This is Langston Hughes. He is a poet,

novelist, fiction writer, and a playwright.
Langston Hughes is known for his insightful,
colorful portrayals of black life in America.

Unlocking of Difficulties

For us to fully understand the poem, let us

Students: -
first unlock the unfamiliar words that you will
be encountering in the poem. Everybody broken- winged bird - means a bird that is
read, go! unable to fly due to one or both of its wings
being broken.

- barren field - means land has thin soil,

sand, or rocks, and has very few plants and no
trees. Barren lands include deserts.

Motive Question

Now class, I want you to ponder on this

question, before we proceed to the poem.

‘What are your dreams in life’ Students: Yes, Ma’am.

Reserved your thoughts because we will go

back to that question later on. Am I clear?

Alright! Now, let’s proceed to the poem.

Dreams
By: Langston Hughes

Hold fast to dreams

 For it dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.

Now, after reading the poem, what do you Bea: What I’ve understand about the poem
think is the message that the author wants us ma’am is that the author wants us to realize
to realize? that dream big and do not give up on what
Yes, Bea? you are dreaming.

Indeed. The author wants us to dream big and

telling us to don’t give up on our dreams or
goals because giving up means that, your life
will become unhappy and miserable.

Now let’s go back to the question I’ve asked Jolo: My dream is to become successful
earlier. someday, ma’am.

‘What are your dreams in life? Vale: My dream is to work abroad ma’am.

Bea: My dream is to become a doctor ma’am.

Gwen: My dream is to become a wife of

Wonwo ma’am.

Fantastic, class. Pursue that dreams that you

wanted in the future.

Now, Dreams can be reality and fantasy class.

Dreams without actions are just fantasy. Students: Yes, ma’am.

However, if one strives and work hard, that
dream will turn into reality.

Did you get me? Students: It speaks about the importance of

holding into your dreams ma’am, and that
Now, what makes the poem reality and what makes the poem reality.
fantasy based on your analyzation?

Students: When we dream, ma’am we use our

 imagination to picture out things. And that
what makes the poem fantasy.
Very good! That is correct. How about the
fantasy?

Perfect! All of your answers are correct.

The poem ‘Dreams’ of Hughes beautifully

intertwines elements of both reality and
fantasy. The poem speaks about the
importance of holding onto dreams and not
letting go of them despite the hardships of
life. And that what makes up the poem reality,
because this kind of situation always happen
in real life. On the other hand, the poem adds
fantastical quality as dreams often evoke a
sense of wonder and imagination. And that
what makes up the poem fantasy—through
imagination. Because when we dream things,
we tend to imagine that dream beyond our Students: Yes, ma’am.
control that somehow makes it impossible to
happen. Students: None, ma’am.

Did you understand?

Do you have questions?

Alright.

C. Concluding Activities

Application

Create with me

Let us apply all the things that you have

learned in a group activity

Instruction: Create a five sentences that

describes reality and fantasy

For this activity, I will divide the class into

four groups. Each group must create five
sentences that describe reality and fantasy.

For groups 1 and 2, they will create five

sentences that tell a fantasy. And for groups 3
and 4, they will create five sentences that
describe reality. You will be given 5 minutes
to finish your task, and after that, you will
present it in class.

Am I clear? Students: Yes, ma’am.

Alright, your five minutes starts now.

Times up! Let’s start with group 1 and then

followed by group 2, 3, and 4.
Generalization

All right! We’re now done with our activity.

let us now have a recap of what we have
discussed earlier to check if you still
remember our lesson.
Students: Reality, ma’am.
What do you call a situation that may
happen in real life?

How about the situation that is magical or Students: Fantasy, ma’am.

makes you believe it could happen in real
life?

Very good! That is correct.

Students’ answers may vary
What is the value of knowing the
importance of reality and fantasy?

Alright! So, Knowing the importance of

reality and fantasy helps us balance realism
and optimism. It means recognizing life's
realities while also embracing imagination
and hope for a positive outlook and resilience.

Did you get me?

Students: Yes, ma’am.
Alright! I believe that you are already
equipped with the knowledge that you
needed.

Evaluation

You Find Me!

Instruction: Identify the phrases that shows

reality and fantasy from the paragraph. Write
your answers in the chart provided.

Last summer, I went into the dusty,

old garage. I walked up to the dirty car. With

my small magic flashlight, I looked under the

seats. I found a smelly yellow socks. Then I

found a helpful lizard. He told me to look

under the car. As I followed him, I found a

singing spider. He sang about a fat pig. Next

thing I knew, I saw a flying pig, soar into the

stairs. A talking ant came up to me, and he

said ‘’ that flashlight’’ is making you see

things.

Reality Fantasy

Ex: Old garage Magic flashlight

You will be given 5 minutes to answer. Students: None, ma’am.

Questions?

Alright, start answering now.

Assignment

Instruction: In ¼ sheet of paper, write R if

the statement is Reality and F if the statement
is Fantasy.

___1. People can play game through internet.

___2. When the man hit the pot, diamond

came out.

___3. A woodcutter cuts wood in the forest.

___4. Antonio lives in the clouds.

___5. The genie granted Marias’s wish.

Reflection
A. No. of learners who earned 80% in the
evaluation

B. No. of learners who require additional

activities for remediation

C. Did the remedial lesson work? No. of

learners who have caught up with the lesson

C. No. of learners who continue to require

remediation

E. Which of my teaching strategies work

well? Why did these work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?
G. What innovations or localized materials
did I used/discover which I wish to share with
other teachers?