Detailed Lesson Plan in English 8

Republic of the Philippines
BULACAN AGRICULTURAL STATE COLLEGE

Institute of Education
Pinaod, San Ildefonso, Bulacan, Philippines 3010
Cert. No. 19.67.PH212501.00
DETAILED LESSON PLAN IN ENGLISH 8
Time: 1 hour and 30 minutes

I. OBJECTIVES
At the end of the lesson, the students must be able to:
A. define the Folklore and Myth and the three types of mythology including the subtypes
of Aetiological;
B. enumerate the three types of Mythology; and
C. share their insights regarding the selection whether the story could be factual or just
pure imagination through writing a short essay.
VALUES INTEGRATION
Learning different views regarding one’s creation might be a way for everyone to learn
how to respect differences through recognizing how people perceive their surroundings.
II. SUBJECT MATER

TOPIC: The Origin of the World (Maranaw) retold by Abdullah T. Madale
SUBTOPIC: Mythology: Three Types of Mythology
REFERENCES:
Book:
Department of Education (2017). English – Grade 7 Learner’s Material (First Edition)
FEP Printing Corp.
Website/URL:
http://notes.dlszobel.edu.ph/files/2015-2016/The%20Origin%20of%20This%20World.pdf
https://www.youtube.com/watch?v=NKQYtWjp62M
https://books.google.com.ph/books?
id=nq1w9V2BqYAC&pg=PT7&lpg=PT7&dq=abdullah+t.
+madale+biography&source=bl&ots=RxC3hLfYG0&sig=ACfU3U3QQa2PJKndknqWrb
6YhaR5vJMtQg&hl=en&sa=X&ved=2ahUKEwji5sjEvJD0AhUssFYBHXwfDugQ6AF6
BAgMEAM#v=onepage&q=abdullah%20t.%20madale%20biography&f=false
https://press.rebus.community/mythologyunbound/chapter/three-types-of-myth/
https://examples.yourdictionary.com/examples-of-mythology.html
Materials
For Teacher: Laptop, Internet Connection, Powerpoint Presentation about Three
Types of Mythology, Video Presentation, Visual Aids
For Students: Laptop/Cellphone, Internet Connection, Pen and Paper
III. LESSON PROCEDURE

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. DAILY ROUTINE
1. Prayer (The students will start the prayer)
Before we start let us pray first. I will

be the one to lead the prayer Classmates, are you ready to pray?
Yes, we are.
Dear Lord and Father of all,
Thank you for today. Thank you

for ways in which you provide for
us all. For Your protection and
love we thank you. Help us to
focus our hearts and minds now on
what we are about to learn. Inspire
us by Your Holy Spirit as we listen
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and write. Guide us by your

eternal light as we discover more
about the world around us. We ask
all this in the name of Jesus.
Amen.
2. Greetings
Good morning, students. How are you? (The students will respond)
Have you all rested well? Have you Good morning, Teacher Bell.
recovered from your examination
week?
Well, that’s great.
3. Classroom Conditioning
Before we start, I have some few
reminders to share with you.
First, KEEP YOUR CAMERAS ON. If

possible, please do turn on your
cameras so that we can see each other.
If it is not possible, it is okay if your (The students will oblige)
camera is off but make sure that when I
called your name, you can answer my
question
Second, KEEP YOUR MICROPHONE

MUTED. It is to avoid unnecessary
background noises so that when we are
discussing, your classmates will not get
distracted as well as you.
Lastly, ENJOY LEARNING. At this

time, we must learn how to adjust, for
we cannot stay to our old habit, just
like the time, we must also learn how
to keep moving forward treat this new
setup to be our new normal.
Is that clear, everyone?
4. Checking of Attendance
Okay, let us check the attendance. Ms.
President, is there anyone of who is
absent today? (The class secretary will answer)
None, teacher. There is no one
absent for today.
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G-O-O-D-J-O-B Good job! Good

Lovely! Well then, give yourselves a job!
“Good Job” clap.
5. Checking of Assignment
I believe there was no assignment (The students will respond)
given to you last meeting since you had
finished our activity last time, right?
Yes, teacher.
Excellent!
B. REVIEW OF THE PREVIOUS

LESSON. (The students will answer)
Let us review the previous lesson you had
with Teacher Ryan. Anyone who can share
what they remember from it?
Teacher, our lesson last time was
all about Opinion-Marking Signals
Very good!
Now, who can share what is the definition
of facts? Teacher, facts are the information
or data that are already proven
Correct! Teacher, opinions are the

How about opinion? statement based on someone’s
beliefs, feeling and thought.
Good job!
Who can give me some examples of
opinion-marking signals that we can use
when we are sharing our own opinion?
(The students will answer one by

one)
I think…
I believe one can say…
In my opinion…
In my experience…
Personally, I think that…

All right! Great job, everyone!
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C. MOTIVATION
Let us play a game. Are you all familiar
with the game 4 pics 1 word? So, I will be
showing group of pictures and all you have
to do is guess the right word/s that is being
described by the pictures. Raise your hands
if you want to participate.
All right! Belle, Ilyssa, Keight, Zeight, and

Hayley.
(Mythology) (The students who were called

would answer one after another)
Teacher, I think the pictures are

describing Mythology.
Very good! You are correct. These pictures

are about mythology. Okay, next one.
(Dwarfs)
Teacher, I think the answer is

Dwarfs.
Amazing! You, too, answered it correctly!
How about this? Can you guess what ii being

described by these pictures?
(Human Beings)
I think that is we, human beings.
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Wow! Great job!

I’m sure, the next one will be a challenge
for everyone unless you are familiar with
this. What do the pictures mean?
(Nymphs)
Teacher, these pictures are like

nature fairies so my guess would
be nymphs.
Awesome job! You have guessed it

correctly. Now, I am surely going to feel
the chills if you still know about this one.
(Celestials)
Teacher, it is easy. It is about angels
so maybe the answer would be
celestials.
I’m impressed! Like, for real. You all did

such wonderful job in participating in our
game today.
Alright! Well done, everyone. I’ll be

giving you corresponding points for that.
Let’s now move on to the next part.
D. UNLOCKING THE DIFFICULTIES

Students, pay attention to these
photographs. What can you notice about it?
(The students will analyze the

presented pictures)
Those are the pictures of planet

Earth.
(Pictures of the world)
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Very good! Planet Earth is our world,

right? Since we are living in this planet,
have you ever wondered how the world
was created? Well, there are different
interpretation of how the world was
created. So today, we are going to study
one of the many explanations on how
everything has started.
E. LESSON PROPER
For this lesson, we will try to discover how
the world was created based on the
Maranaws’ belief. Maranaw people are one
of the indigenous groups in our country.
They are located in the Southern part of the
Philippines or in Mindanao. Most of them
are Muslim.
I have a short selection that I will present

to you, dear students, as a form of video
clip in order for you to be familiar about
the story. Make sure to take down notes
about the video because afterwards, I will
be asking questions regarding what you
have discovered while watching the video.
This selection is entitled “The Origin of the
World (Maranao)” retold by Abdullah T.
Madale.
(The students will start watching

(The teacher will present the video) and observing the video)
1:00 Dwarfs
Dwarfs are members of a mythical race of
short, stocky humanlike creatures who are
generally skilled in mining and
metalworking.
1:20 Nymphs
A large class of inferior female divinities.
The nymphs were usually associated with
fertile, growing things, such as trees, or
with water. They were not immortal but
were extremely long-lived and were on the
whole kindly disposed toward men.
1:38 Garoda
It is a protector with the power to swiftly
go anywhere, ever watchful and an enemy
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of the serpent. He is also known as

Tarkshya and Vynateya.
2:45 Tree-of-Life
Stands as a symbol of God's life-giving
presence and the fullness of eternal life
available in God.
3:00 Walo
It resides in heaven or the seventh layer of
the sky. It guards a section of heaven
where the souls of all humans are located.
(The End)
All right!
I told you to write down some notes, for I

will be asking some process questions
about it. Are you ready? Okay, let us start.
1. Who created the world according to

Maranaw folklore? (The students will raise their hands
to answer)
Teacher, I learned that based on

the Maranaw’s belief, the world
was created by the great being but
no one knows who might be the
creator.
Yes, very good! According to the story,

the world was created by a great Being.
So, if we are to relate it based on the
Bible, that Great Being is the one we
referred as the God father in Heaven.
Just like in the selection, we do not
have the slightest idea of who He is,
right? All we know is that He is the
One who created everything in this
world.
2. How many layers comprised the world

he created?
Yes, anyone?
I discovered that the world has

different layers and each one of
them has one kind of creatures that
occupies it.
All right! Seven layers. It is like the

seven continents of the Earth but in the
story, it is called as layers, right? In
each layer, there are different creatures
that inhabited the place such as
humans, dwarfs, nymphs, and the
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celestials or what we know as angels.

Every division has seven layers as well
so it is like 7-7-7.
Do you know that seven is the number

of completeness and perfection (both
physical and spiritual)? It derives much
of its meaning from being tied directly
to God’s creation of all things.
3. What was the function of the tree-of-

life?
The tree serves as the storage or
book of the names of the lives
present in the world.
Yes, very good! Yggdrasil represents
the cycle of life, death and rebirth.
To further discuss this piece, let me share

some information about its author.
Abdullah T. Madale is the fourth child of (The students who is called will
the late Superintendent Macasalong start reading)
Madale and Hadja Faida Timan Madale.
 He was born on October
(The student will read this paragraph) 25, 1937 in the Teacher's
He was born on October 25, 1937 in the Cottage at the Ramain-
Teacher's Cottage at the Ramain-Ditsaan Ditsaan Central
Central Elementary School.
Elementary School.
He graduated as Valedictorian.
(The student will read this paragraph)

In High school, he graduated as second  In High school, he
honors and he got his Ph. D. degree at the graduated as second honors
Al Azhar University. and he got his Ph. D.
degree at the Al Azhar
The oldest university in the world with a University.
grade of excellent second degree.
Dr. Madale has written hundreds of articles

about the Muslims and the Maranaws. He
is currently fulltime professor in the MSU
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College of Education.
The Origin is the World is one of the many

selections about the world creation and this
story is an example of what, anyone?
(The answer of the students will
vary based on their understanding
about the selection)
Yes, Ms. Student?
Teacher, I think that is an example
of folklore.
Very good! Another?

To me, it is an example of myth.
Wonderful! Yes, this is an example of

folklore or rather say, myth. But to give
you an idea of what is folklore and myth,
let us define each one of them.
So, what is folklore?
Student, please read.

(The students will unmute his/her
Folklore is the expressive body of culture mic to read the sentence)
shared by a particular group of people; Folklore is the expressive body of
culture shared by a particular
group of people;
Yes, thank you!
(Teacher’s line)
It encompasses the traditions common to
that culture, subculture or group. This
includes oral traditions such
as tales, proverbs and jokes.
Are you familiar with all of that? Okay,

that is good.
They include material culture, ranging

from traditional building styles to
handmade toys common to the group.
Folklore also includes customary lore,

taking actions for folk beliefs, the forms
and rituals of celebrations such
as Christmas and weddings, folk
dances and initiation rites.
Some
examples
of this are:
The
Monkey
and the
Turtle
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The Story of Pina
(The answer may vary)
Can you give another example of folklore in the

Philippines? (The student will read this
paragraph)
Great job! Thank you.
Myths are stories told as symbols
Now, let us proceed on the myths. of fundamental truths within
societies having a strong oral
So, what is myth? Please read the sentence. tradition.
Myths are stories told as symbols of fundamental

truths within societies having a strong oral
tradition.
(Teacher’s line)
Meaning to say, these are traditional stories,
especially one concerning the early history of a
person or explaining some natural or social
phenomenon, and typically involving supernatural
beings or events.
So, myths are referred as the explanations why

some things become the way it is today. However,
they do not hold evidence for it to be considered as
facts. Mostly, are just works of mind.
For example:
Malakas and Maganda

(Emerging of human from Bamboo tree)
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Did you know that there are actually many

different types of myth?
In fact, there are several entire theories of myth.

The theoretical study of myth is very complex;
many books have been written about theories of
myth, and we could have an entire class just on
theories of myth (without studying any of the
myths themselves). But in this discussion, we will
limit ourselves to discussing only three types of
myth.
So, what are those? The first one is…

The word aetiological is from the
Greek word aetion (αἴτιον)
1. AETIOLOGICAL MYTHS meaning “reason” or
“explanation”.
What do we mean when we say Aetiological

myth?
Please read. Yes, student.
The word aetiological is from the Greek

word aetion (αἴτιον) meaning “reason” or
“explanation”.
Aetiological myths (sometimes spelled etiological)

explain the reason why something is the way it is
today.
Creation myths are etiological, explaining how

the universe or the world or life in the world
came into being. Etiological myth does not have
to situate itself at the beginning of all things, it
can account for the creation of a new entity or
activity within the established order of creation,
just as much as for the creation of an ordered
world out of primal chaos.
Meaning to say, this kind of myth is created to

provide explanation about the beginning of all
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things. However, it is not guaranteed that the

explanation it will provide has proof for it to be
considered as the truth.
These myths are important because they tell us

about the ideas / thoughts about that age’s
people, how they see the world and how they
reason the events.
One of the most important examples of this is

hieros gamos, which means “sacred marriage”.
Greeks considered it a marriage between the gods Another example is Zeus and
and goddesses, hence it was outside of the reach of Hera, but the offspring of Zeus
ordinary human beings. All hieros gamos we see from different partners are also
in Greek mythology are examples of etiological available. Hera was the only really
myths. First is Uranus – Gaia marriage: how the married goddess among the
world is created is explained by the fertility of Olympians, hence she is the
their sexual intercourse as the rain is the seeds of goddess of birth and marriage.
Uranus and when they reach earth, they create
plants and other creatures. Cyclopes, born from
Gaia and Uranus, forges the lightening and
thunderbolts.
Who can give another example? Yes, Belle.
(The answer may vary based on

the insights of the students)
Very good!
Please note that the reasons given in an

aetiological myth are NOT the real (or scientific)
reasons. They are explanations that have meaning
for us human beings.
To you, can you say that The Origin of the World

(Maranaw) is an example of Aetiological myth?
All right! Thank you very much for sharing your

ideas.
In addition to Aetiological myth. Do you know

that there are three subtypes of aetiological myths?
Those are the natural, etymological, and religious
myth.
NATURAL AETIOLOGICAL MYTH
A natural aetiological myth explains an aspect of

nature.
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For example, you could explain lightning and

thunder by saying that Zeus is angry.
If you are not familiar with Zeus, he is the god of

the sky in ancient Greek mythology. At some
extent, he is also known as the god of thunder that
is how Zeus has become the reason why there is
thunder.
ETYMOLOGICAL AETIOLOGICAL MYTH
An etymological aetiological myth explains the

origin of a word. (Etymology is the study of word
origins.)
For example, you could explain the name of the

goddess, Aphrodite, by saying that she was born in
sea-foam, since aphros is the Greek word for sea-
foam.
This means some scholars assumed that her name

was created because of its meaning to the other
language. But since no one knows how it was
formed, people believed that maybe what they
provided was the right explanation to Aphrodite’s
name.
Are we clear with this part? Okay, let us move on

to the next one.
RELIGIOUS AETIOLOGICAL MYTH
A religious aetiological myth explains the origin

of a religious ritual.
For example, you could explain the Greek

religious ritual of the Eleusinian Mysteries by
saying that they originated when the Greek
goddess, Demeter, came down to the city of
Eleusis and taught the people how to worship her.
As for further explanation about these and just to

be clear that all three of these explanations are not
true: (The student will read the
Zeus’ anger is not the correct explanation for sentence)
lightning and thunder; Aphrodite’s name was not Historical myths are told about a
actually derived from the Greek word aphros; and historical event, and they help
Demeter did not establish her own religious rituals keep the memory of that event
in the town of Eleusis. Rather, all of these alive.
explanations had meaning for the ancient Greeks,
who told them in order to help them understand
their world.
Do you have questions? If none, let us continue.
The next type is…
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2. HISTORICAL MYTHS
Can someone please read. Yes, student.
Historical myths are told about a historical event,

and they help keep the memory of that event alive.
Ironically, in historical myths, the accuracy is lost

but the meaning is gained. Meaning to say, some
events mentioned in the story might have had
happen but the characters who were part of the
story might not be the real ones.
The myths about the Trojan War, including Psychological myths try to explain
the Iliad and the Odyssey, could be classified as why we feel and act the way we
historical myths. The Trojan War did occur, but do.
the famous characters that we know from
the Iliad and the Odyssey (Agamemnon, Achilles,
Hector, etc.) probably did not exist. So, the events
were real but the characters were merely the
actors, for the story to keep going.
Understood? Okay, let us move on to the last one.
3. PSYCHOLOGICAL MYTHS
Does anyone of knows what is a psychological

myth? No one? All right. Please read the sentence.
Psychological myths try to explain why we feel

and act the way we do.
Okay, thank you.
A psychological myth is different from an

aetiological myth because a psychological myth
does not try to explain one thing by way of
something else (such as lightning and thunder can
be explained by Zeus’ anger).
In a psychological myth, the emotion itself is seen

as a divine force, coming from the outside, that
can directly influence a person’s emotions.
For example, the goddess, Aphrodite, is

sometimes seen as the power of erotic love. When
someone said or did something that they did not
want to do, the ancient Greeks might say that
(The students will answer)
Aphrodite “made them” do it.
Yes, Teacher.
So, why is that? Psychological myth may be the

reason for someone to divert their mistakes to the
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divinities for them to be able to escape or avoid

the consequences of their action. It is like allowing
others to think that it is the Goddesses’ doing and
not him or her.
Again, there are different types of myth but these

three are the most common. The aetiological,
historical, and psychological myth. Whereas, the
natural, etymological, and religious myth are the
subtypes of Aetiological myth. So please do not be
confused about it. Also, myths are created
explanations for why some things are believed to
exist that way. However, these are not the
scientific basis of its occurrence. Is that clear?
That is the end of our discussion. If you have any

questions, do not hesitate to raise your hands. If
none. Let us have a recap.
F. GENERALIZATION
1. Give your own definition of Folklore and Mythology.
2. Give you opinion regarding the selection?
3. How many types of myths did we discuss?
4. How can you differentiate the types of myths?
G. APPLICATION
Short Quiz
(The Teacher will instruct the students to access the link of WORDWALL where
they can take their short quiz)
Directions: Type the correct answers in a Wordwall
1. What is the title of the selection?
2. Who retold the selection?
3. What is the story all about?
4. How many layers does the world has based on the story?
5. What do you call the creature that protects and guard each layer in the sky?
6. These are the traditional story, especially one concerning the early history of a people
or explaining some natural or social phenomenon, and typically involving
supernatural beings or events.
7. This myth explains the origin of a word.
8. This is a type of Aetiological myth which explains the origin of a religious ritual.
9. This is the myth that explains an aspect of nature.
10. What is this type of myth that aims to explain why we feel and act the way we do?
IV. EVALUATION
Write a short essay explaining your views which will answer the question “Are there
any possibilities for this selection or any kinds of myths to be considered as not just
only work of mind but rather a real one? Why or why not?
V. ASSIGNMENT
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Search and explain the other types of myth that is not part of today’s lesson.
Prepared by:
JONNABELL P. GERONIMO
BSEd English 4A
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Republic of the Philippines

BULACAN AGRICULTURAL STATE COLLEGE

DETAILED LESSON PLAN IN ENGLISH 8

Time: 1 hour and 30 minutes

II. SUBJECT MATER

III. LESSON PROCEDURE

Before we start let us pray first. I will

Dear Lord and Father of all,

Thank you for today. Thank you

and write. Guide us by your

Well, that’s great.

First, KEEP YOUR CAMERAS ON. If

Second, KEEP YOUR MICROPHONE

Lastly, ENJOY LEARNING. At this

Is that clear, everyone?

G-O-O-D-J-O-B Good job! Good

B. REVIEW OF THE PREVIOUS

Correct! Teacher, opinions are the

(The students will answer one by

I believe one can say…

Personally, I think that…

All right! Belle, Ilyssa, Keight, Zeight, and

(Mythology) (The students who were called

Teacher, I think the pictures are

Very good! You are correct. These pictures

Teacher, I think the answer is

Amazing! You, too, answered it correctly!

How about this? Can you guess what ii being

I think that is we, human beings.

Wow! Great job!

Teacher, these pictures are like

Awesome job! You have guessed it

I’m impressed! Like, for real. You all did

Alright! Well done, everyone. I’ll be

D. UNLOCKING THE DIFFICULTIES

(The students will analyze the

Those are the pictures of planet

Very good! Planet Earth is our world,

I have a short selection that I will present

(The students will start watching

of the serpent. He is also known as

I told you to write down some notes, for I

1. Who created the world according to

Teacher, I learned that based on

Yes, very good! According to the story,

2. How many layers comprised the world

I discovered that the world has

All right! Seven layers. It is like the

celestials or what we know as angels.

Do you know that seven is the number

3. What was the function of the tree-of-

To further discuss this piece, let me share

(The student will read this paragraph)

Dr. Madale has written hundreds of articles

The Origin is the World is one of the many

Very good! Another?

Wonderful! Yes, this is an example of

Student, please read.

Are you familiar with all of that? Okay,