Lesson Plan in English 8
Uploaded by
Mhairo AkiraLesson Plan in English 8
Uploaded by
Mhairo AkiraRepublic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Calamba City
MAJADA IN NATIONAL HIGH SCHOOL
Grade & Section: Date: September
GRADE 8 SECOND QUARTER
ENGLISH
I. OBJECTIVES
The learner demonstrates understanding of: East Asian literature as an art form
inspired and influenced by nature; relationship of visual, sensory, and verbal signals in
CONTENT
both literary and expository texts; strategies in listening to long descriptive and narrative texts; value of
STANDARDS
literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns of idea
development.
The learner demonstrates understanding of: East Asian literature as an art
form inspired and influenced by nature; relationship of visual, sensory, and
PERFORMANCE
verbal signals in both literary and expository texts; strategies in listening to long descriptive
STANDARDS
and narrative texts; value of literal and figurative language; and appropriate grammatical signals or
expressions suitable to patterns of idea development.
LEARNING **EN8V-IIa-24.1: Distinguish between and among verbal, situational, and dramatic types of irony and give examples
COMPETENCIES/ of each
OBJECTIVES (Write the *Give examples of verbal irony
LC code for each)
II. CONTENT Types of Irony ( VERBAL IRONY)
III. LEARNING RESOURCES
Power point presentation
A. REFERENCES
IV. PROCEDURES
A. REVIEWING PREVIOUS Review the previous topic.
LESSON OR PRESENTING *Activate student’s prior knowledge of what an Irony is.
NEW LESSONS
B. ESTABLISHING A
PURPOSE FOR THE Do you like people who are frank and bold with their feelings and expressions? Why?
LESSON
C. PRESENTING Elicit the students’ observation on the give sentences.
EXAMPLES / INSTANCES What have you notice with the conversation ? What does the speaker really mean?
OF THE NEW LESSON
D. DISCUSSING NEW
CONCEPTS AND Discuss the what an irony is and that it has three types.
PRACTICING NEW SKILLS
#1
E. DISCUSSING NEW Have a brief discussion of a verbal irony and how it differs from a simple sarcasm. Show some examples
CONCEPTS AND
PRACTICING NEW SKILLS
of sentences with verbal irony.
#2
F. DEVELOPING
MASTERY (LEADS TO Talk Back: Look for a dyad. Have a short conversation or dialogue with verbal irony. Make sure not to be off the limits.
FORMATIVE
ASSESSMENT 3)
G. FINDING PRACTICAL Make some example of sentences with verbal irony.
APPLICATIONS OF THE
CONCEPTS AND SKILLS IN
In reality, would you like to prefer using the verbal irony or not? Why or why not?
DAILY LIVING
H. MAKING
GENERALIZATIONS AND * How can the use of irony can have a positive and negative effect in communication?
ABSTRACTIONS ABOUT
THE LESSON
Read the given passages. Identify if it is a verbal irony or not.
I. EVALUATING Presentation of Dyad
LEARNING
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION AND
Assignment: Look for some examples of verbal irony in television dramas
REMEDIATION
V. REMARKS
Section HP AP LP MPS
TOTAL
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80% IN THE EVALUATION
B. NO. OF LEARNERS WHO REQUIRE ADDITIONAL FOR REMEDIATION WHO
SCORED BELOW 80%
c. DID THE REMEDIAL LESSONS WORK? NO. OF LEARNERS WHO HAVE
CAUGHT UP WITH THE LESSON.
D. NO. OF LEARNERS WHO CONTINUE TO REQUIRE REMEDIATION
E. WHICH OF MY STRATEGIES WORKED WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I ENCOUNTER WHICH MY PRINCIPAL OR
SUPERVISOR HELPED ME SOLVED?
G. WHAT INNOVATION OR LOCALIZED MATERIALS DID I USE / DISCOVER
WHICH I WISH TO SHARE WITH OTHER TEACHERS?
Prepared by: Noted by:
Cristina F. Grumal Dr. Heidi C. Lantacon
Teacher I Principal
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Calamba City
MAJADA IN NATIONAL HIGH SCHOOL
Grade & Section: Date: September
GRADE 8 SECOND QUARTER
ENGLISH
I. OBJECTIVES
The learner demonstrates understanding of: East Asian literature as an art form
inspired and influenced by nature; relationship of visual, sensory, and verbal signals in
CONTENT
both literary and expository texts; strategies in listening to long descriptive and narrative texts; value of
STANDARDS
literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns of idea
development.
The learner demonstrates understanding of: East Asian literature as an art
form inspired and influenced by nature; relationship of visual, sensory, and
PERFORMANCE
verbal signals in both literary and expository texts; strategies in listening to long descriptive
STANDARDS
and narrative texts; value of literal and figurative language; and appropriate grammatical signals or
expressions suitable to patterns of idea development.
LEARNING *EN8V-IIa-24.1: Distinguish between and among verbal, situational, and dramatic types of irony and give examples
COMPETENCIES/ of each
OBJECTIVES (Write the *Give examples of dramatic and situational irony based on experience or what they have watched.
LC code for each)
II. CONTENT Types of Irony ( DRAMATIC and SITUATIONAL)
III. LEARNING RESOURCES
Power point presentation
A. REFERENCES
IV. PROCEDURES
Review the previous topic on irony as a general and the verbal irony through sharing their
A. REVIEWING PREVIOUS
assignments in the class.
LESSON OR PRESENTING
NEW LESSONS *
B. ESTABLISHING A
PURPOSE FOR THE
Have you ever experience like the destiny and situation are fooling you?
LESSON What do you feel when something happened unexpectedly?
C. PRESENTING
Elicit the students’ answer and let them share.
EXAMPLES / INSTANCES
OF THE NEW LESSON
D. DISCUSSING NEW
CONCEPTS AND Discuss the dramatic and situational irony and have a comparison of the two.
PRACTICING NEW SKILLS
#1
E. DISCUSSING NEW
CONCEPTS AND NA
PRACTICING NEW SKILLS
#2
F. DEVELOPING Show more examples of dramatic and situational irony. Afterwards, ask them to think of
MASTERY (LEADS TO
FORMATIVE their own example based on what they have watched or read before.
ASSESSMENT 3)
G. FINDING PRACTICAL
APPLICATIONS OF THE
CONCEPTS AND SKILLS IN How can these ironies give excitements to literature? How about in real life? How are you going to deal with
DAILY LIVING the ironies in your life?
H. MAKING
GENERALIZATIONS AND * How can the use of irony can have a positive and negative effect in communication?
ABSTRACTIONS ABOUT
THE LESSON
Analyze if the given passage and statements is an example of situational or dramatic irony.
I. EVALUATING
LEARNING
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION AND
REMEDIATION
V. REMARKS
Section HP AP LP MPS
TOTAL
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80% IN THE EVALUATION
B. NO. OF LEARNERS WHO REQUIRE ADDITIONAL FOR REMEDIATION WHO
SCORED BELOW 80%
c. DID THE REMEDIAL LESSONS WORK? NO. OF LEARNERS WHO HAVE
CAUGHT UP WITH THE LESSON.
D. NO. OF LEARNERS WHO CONTINUE TO REQUIRE REMEDIATION
E. WHICH OF MY STRATEGIES WORKED WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I ENCOUNTER WHICH MY PRINCIPAL OR
SUPERVISOR HELPED ME SOLVED?
G. WHAT INNOVATION OR LOCALIZED MATERIALS DID I USE / DISCOVER
WHICH I WISH TO SHARE WITH OTHER TEACHERS?
Prepared by: Noted by:
Cristina F. Grumal Dr. Heidi C. Lantacon
Teacher I Principal
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Calamba City
MAJADA IN NATIONAL HIGH SCHOOL
Grade & Section: Date: September
GRADE 8 SECOND QUARTER
ENGLISH
I. OBJECTIVES
The learner demonstrates understanding of: East Asian literature as an art form
inspired and influenced by nature; relationship of visual, sensory, and verbal signals in
CONTENT
both literary and expository texts; strategies in listening to long descriptive and narrative texts; value of
STANDARDS
literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns of idea
development.
The learner demonstrates understanding of: East Asian literature as an art
form inspired and influenced by nature; relationship of visual, sensory, and
PERFORMANCE
verbal signals in both literary and expository texts; strategies in listening to long descriptive
STANDARDS
and narrative texts; value of literal and figurative language; and appropriate grammatical signals or
expressions suitable to patterns of idea development.
LEARNING *EN8LT-IIb-9.2 Identify the distinguishing features of notable East Asian poems
COMPETENCIES/
EN8LT-IIe-0.9 Appreciate literature as an form inspired and influenced by nature (haiku)
OBJECTIVES (Write the
LC code for each)
*Create their own haiku
II. CONTENT HAIKU of Japan
III. LEARNING RESOURCES
Slideshare .com
A. REFERENCES Power point presentation
IV. PROCEDURES
A. REVIEWING PREVIOUS Review the previous topic on irony. Have also a review on the basic facts that you had about
LESSON OR PRESENTING Japan.
NEW LESSONS
B. ESTABLISHING A
PURPOSE FOR THE How do you express yourself? For you what is the best way to do it?
LESSON
C. PRESENTING
Are you a nature lover? Do you think nature could express various message and emotions?
EXAMPLES / INSTANCES
OF THE NEW LESSON
D. DISCUSSING NEW
CONCEPTS AND
PRACTICING NEW SKILLS Short introduction about the background of Haiku in Japan and its proponent
#1
Look at the example of haiku. How does it differ from a common poem that we know in terms of
E. DISCUSSING NEW structure and pattern?
CONCEPTS AND
PRACTICING NEW SKILLS
How does it message convey?
#2 Discussion on the structure and pattern of Haiku and giving samples of it.
F. DEVELOPING
MASTERY (LEADS TO
FORMATIVE Write your own haiku.
ASSESSMENT 3)
G. FINDING PRACTICAL
APPLICATIONS OF THE How can these kind of poems hep us appreciate nature and its beauty?
CONCEPTS AND SKILLS IN What does it depicts about the Japanese characteristics?
DAILY LIVING
H. MAKING
GENERALIZATIONS AND Haiku is a poem originated in Japan by Matsuo Basho. It has a unique pattern having 3 lines with 5-7-5
ABSTRACTIONS ABOUT syllables per line.Most often, Haiku is nature-themed poem.
THE LESSON
I. EVALUATING Creating their own haiku
LEARNING 1-5 questions regarding the background and facts about haiku.
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION AND
REMEDIATION
V. REMARKS
Section HP AP LP MPS
TOTAL
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80% IN THE EVALUATION
B. NO. OF LEARNERS WHO REQUIRE ADDITIONAL FOR REMEDIATION WHO
SCORED BELOW 80%
c. DID THE REMEDIAL LESSONS WORK? NO. OF LEARNERS WHO HAVE
CAUGHT UP WITH THE LESSON.
D. NO. OF LEARNERS WHO CONTINUE TO REQUIRE REMEDIATION
E. WHICH OF MY STRATEGIES WORKED WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I ENCOUNTER WHICH MY PRINCIPAL OR
SUPERVISOR HELPED ME SOLVED?
G. WHAT INNOVATION OR LOCALIZED MATERIALS DID I USE / DISCOVER
WHICH I WISH TO SHARE WITH OTHER TEACHERS?
Prepared by: Noted by:
Cristina F. Grumal Dr. Heidi C. Lantacon
Teacher I Principal
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Calamba City
MAJADA IN NATIONAL HIGH SCHOOL
Grade & Section: Date: September
GRADE 8 SECOND QUARTER
ENGLISH
I. OBJECTIVES
The learner demonstrates understanding of: East Asian literature as an art form
inspired and influenced by nature; relationship of visual, sensory, and verbal signals in
CONTENT
both literary and expository texts; strategies in listening to long descriptive and narrative texts; value of
STANDARDS
literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns of idea
development.
The learner demonstrates understanding of: East Asian literature as an art
form inspired and influenced by nature; relationship of visual, sensory, and
PERFORMANCE
verbal signals in both literary and expository texts; strategies in listening to long descriptive
STANDARDS
and narrative texts; value of literal and figurative language; and appropriate grammatical signals or
expressions suitable to patterns of idea development.
LEARNING *EN8V-IIe-24: Discriminate between literal and figurative languages
COMPETENCIES/ *Identify some examples of figurative languages
OBJECTIVES (Write the *Analyze the sentences whether it uses literal or figurative languages
LC code for each)
II. CONTENT Literal vs. Figurative Languages
III. LEARNING RESOURCES
Power point presentation
A. REFERENCES
IV. PROCEDURES
A. REVIEWING PREVIOUS
Review the previous topic on haiku.
LESSON OR PRESENTING
NEW LESSONS
B. ESTABLISHING A
PURPOSE FOR THE How does the meaning in haiku is given? Is it literal or not?
LESSON
Show some examples of sentences. Let the students analyze it for a while.
C. PRESENTING
What have you notice with the sentences? Are there any difference in the way they are
EXAMPLES / INSTANCES
OF THE NEW LESSON expressed?
D. DISCUSSING NEW
CONCEPTS AND
PRACTICING NEW SKILLS
Differentiating literal and figurative languages through giving examples and short discussion
#1
E. DISCUSSING NEW
CONCEPTS AND NA
PRACTICING NEW SKILLS
#2
F. DEVELOPING From the given paragraph, look for some expressions that are considered to be literal and those that use
MASTERY (LEADS TO
FORMATIVE
figurative languages.
ASSESSMENT 3)
G. FINDING PRACTICAL
APPLICATIONS OF THE
CONCEPTS AND SKILLS IN Why should we be clear in expressing our ideas whether its in literal or figurative form?
DAILY LIVING
H. MAKING
Literal expressions and meaning are the simplest way of giving the meaning of an idea or expression. It is the
GENERALIZATIONS AND
denotative meaning or the actual meaning of the sentence; while figurative expressions or languages use the
ABSTRACTIONS ABOUT
THE LESSON different figures of speech or idioms in expressing its ideas. It has a deeper meaning mostly connotative.
I. EVALUATING
Identify whether the given sentence uses the literal expressions/ meaning or figurative languages.
LEARNING
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION AND
REMEDIATION
V. REMARKS
Section HP AP LP MPS
TOTAL
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80% IN THE EVALUATION
B. NO. OF LEARNERS WHO REQUIRE ADDITIONAL FOR REMEDIATION WHO
SCORED BELOW 80%
c. DID THE REMEDIAL LESSONS WORK? NO. OF LEARNERS WHO HAVE
CAUGHT UP WITH THE LESSON.
D. NO. OF LEARNERS WHO CONTINUE TO REQUIRE REMEDIATION
E. WHICH OF MY STRATEGIES WORKED WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I ENCOUNTER WHICH MY PRINCIPAL OR
SUPERVISOR HELPED ME SOLVED?
G. WHAT INNOVATION OR LOCALIZED MATERIALS DID I USE / DISCOVER
WHICH I WISH TO SHARE WITH OTHER TEACHERS?
Prepared by: Noted by:
Cristina F. Grumal Dr. Heidi C. Lantacon
Teacher I Principal
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Calamba City
MAJADA IN NATIONAL HIGH SCHOOL
Grade & Section: Date:
GRADE 8 SECOND QUARTER
ENGLISH
I. OBJECTIVES
The learner demonstrates understanding of: East Asian literature as an art form
inspired and influenced by nature; relationship of visual, sensory, and verbal signals in
CONTENT
both literary and expository texts; strategies in listening to long descriptive and narrative texts; value of
STANDARDS
literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns of idea
development.
The learner demonstrates understanding of: East Asian literature as an art
form inspired and influenced by nature; relationship of visual, sensory, and
PERFORMANCE
verbal signals in both literary and expository texts; strategies in listening to long descriptive
STANDARDS
and narrative texts; value of literal and figurative language; and appropriate grammatical signals or
expressions suitable to patterns of idea development.
* To distinguish the features of a persuasive speech
LEARNING *EN8OL-IIa-5: Use the appropriate prosodic features of speech when delivering a persuasive speech.
COMPETENCIES/ *To develop the students’ skills in speaking
OBJECTIVES (Write the *To enhance their self confidence in speaking activities
LC code for each)
II. CONTENT PERSUASIVE SPEECH (Performance Task)
Last Batch
III. LEARNING RESOURCES
A. REFERENCES
IV. PROCEDURES
A. REVIEWING PREVIOUS
LESSON OR PRESENTING
NEW LESSONS
B. ESTABLISHING A
PURPOSE FOR THE
LESSON
C. PRESENTING
-
EXAMPLES / INSTANCES
OF THE NEW LESSON
D. DISCUSSING NEW
CONCEPTS AND
PRACTICING NEW SKILLS
#1
E. DISCUSSING NEW
CONCEPTS AND NA
PRACTICING NEW SKILLS
#2
F. DEVELOPING
MASTERY (LEADS TO
FORMATIVE
-NA-
ASSESSMENT 3)
G. FINDING PRACTICAL
APPLICATIONS OF THE
CONCEPTS AND SKILLS IN Why is it necessary to hone our speaking skills? How can it help us in the near future?
DAILY LIVING
H. MAKING
GENERALIZATIONS AND
ABSTRACTIONS ABOUT
THE LESSON
I. EVALUATING -Persuasive Speech performance ( for the whole quarter/ serves as the main performance task for
LEARNING the second quarter)
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION AND
REMEDIATION
V. REMARKS
Section HP AP LP MPS
TOTAL
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80% IN THE EVALUATION
B. NO. OF LEARNERS WHO REQUIRE ADDITIONAL FOR REMEDIATION WHO
SCORED BELOW 80%
c. DID THE REMEDIAL LESSONS WORK? NO. OF LEARNERS WHO HAVE
CAUGHT UP WITH THE LESSON.
D. NO. OF LEARNERS WHO CONTINUE TO REQUIRE REMEDIATION
E. WHICH OF MY STRATEGIES WORKED WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I ENCOUNTER WHICH MY PRINCIPAL OR
SUPERVISOR HELPED ME SOLVED?
G. WHAT INNOVATION OR LOCALIZED MATERIALS DID I USE / DISCOVER
WHICH I WISH TO SHARE WITH OTHER TEACHERS?
Prepared by: Noted by:
Cristina F. Grumal Dr. Heidi C. Lantacon
Teacher I Principal
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Calamba City
MAJADA IN NATIONAL HIGH SCHOOL
Grade & Section: Date: September
GRADE 8 SECOND QUARTER
ENGLISH
I. OBJECTIVES
The learner demonstrates understanding of: East Asian literature as an art form
inspired and influenced by nature; relationship of visual, sensory, and verbal signals in
CONTENT
both literary and expository texts; strategies in listening to long descriptive and narrative texts; value of
STANDARDS
literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns of idea
development.
The learner demonstrates understanding of: East Asian literature as an art
form inspired and influenced by nature; relationship of visual, sensory, and
PERFORMANCE
verbal signals in both literary and expository texts; strategies in listening to long descriptive
STANDARDS
and narrative texts; value of literal and figurative language; and appropriate grammatical signals or
expressions suitable to patterns of idea development.
LEARNING *Identify some common kinds of figure of speech
COMPETENCIES/ *Determine the figure of speech used in the sentence/ paragraph
OBJECTIVES (Write the *Use the figure of speech in making a dialogue/ a given task
LC code for each) * Appreciate the value of using the figure of speech in some examples of written works
II. CONTENT Figure of Speech
( Kinds: Simile, Metaphor, Personification, Hyperbole,Litotes, )
III. LEARNING RESOURCES
Power point presentation
A. REFERENCES
IV. PROCEDURES
A. REVIEWING PREVIOUS Review the previous topic on the difference between figurative and literal languages and
LESSON OR PRESENTING meaning
NEW LESSONS
B. ESTABLISHING A
PURPOSE FOR THE Look at the given example of sentence. Is it literal or figurative? Why do you say so?
LESSON
C. PRESENTING
What makes the sentence more appealing and interesting to the reader?
EXAMPLES / INSTANCES
OF THE NEW LESSON
D. DISCUSSING NEW
CONCEPTS AND Discussion of common examples of figure of speech. Provide examples of sentences or lines in literature with
PRACTICING NEW SKILLS the application of figure of speech.
#1
E. DISCUSSING NEW
CONCEPTS AND Call some students to provide their own examples for each kind of figure of speech.
PRACTICING NEW SKILLS
#2
F. DEVELOPING Group activity: FIGURE IT OUT!
MASTERY (LEADS TO Group the class into 5. Flash some examples of sentences. Let them analyze it and identify the figure of speech
FORMATIVE used in it. The group will write their answer on small board and raise it up upon saying “Times Up!”. The group
ASSESSMENT 3) who will get the correct answer will get a point. The highest scorer will be the winner.
G. FINDING PRACTICAL
APPLICATIONS OF THE Why do we need to use figure of speech in conversing especially in literature?
CONCEPTS AND SKILLS IN How can it make the communication more effective?
DAILY LIVING
H. MAKING
GENERALIZATIONS AND
ABSTRACTIONS ABOUT
THE LESSON
I. EVALUATING
Identify the kinds of figure speech used in the given sentences or expressions.
LEARNING
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION AND
REMEDIATION
V. REMARKS
Section HP AP LP MPS
TOTAL
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80% IN THE EVALUATION
B. NO. OF LEARNERS WHO REQUIRE ADDITIONAL FOR REMEDIATION WHO
SCORED BELOW 80%
c. DID THE REMEDIAL LESSONS WORK? NO. OF LEARNERS WHO HAVE
CAUGHT UP WITH THE LESSON.
D. NO. OF LEARNERS WHO CONTINUE TO REQUIRE REMEDIATION
E. WHICH OF MY STRATEGIES WORKED WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I ENCOUNTER WHICH MY PRINCIPAL OR
SUPERVISOR HELPED ME SOLVED?
G. WHAT INNOVATION OR LOCALIZED MATERIALS DID I USE / DISCOVER
WHICH I WISH TO SHARE WITH OTHER TEACHERS?
Prepared by: Noted by:
Prepared by: Noted by:
Cristina F. Grumal Dr. Heidi C. Lantacon
Teacher I Principal
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Calamba City
MAJADA IN NATIONAL HIGH SCHOOL
Grade & Section: Date: September
GRADE 8 SECOND QUARTER
ENGLISH
I. OBJECTIVES
The learner demonstrates understanding of: East Asian literature as an art form
inspired and influenced by nature; relationship of visual, sensory, and verbal signals in
CONTENT
both literary and expository texts; strategies in listening to long descriptive and narrative texts; value of
STANDARDS
literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns of idea
development.
The learner demonstrates understanding of: East Asian literature as an art
form inspired and influenced by nature; relationship of visual, sensory, and
PERFORMANCE
verbal signals in both literary and expository texts; strategies in listening to long descriptive
STANDARDS
and narrative texts; value of literal and figurative language; and appropriate grammatical signals or
expressions suitable to patterns of idea development.
LEARNING * Determine the different types of conjunctions and their functions
COMPETENCIES/ *Make use of the appropriate conjunctions in sentences and in dialogues
OBJECTIVES (Write the
LC code for each)
II. CONTENT CONJUNCTIONS
III. LEARNING RESOURCES
Power point presentation
A. REFERENCES
IV. PROCEDURES
A. REVIEWING PREVIOUS
LESSON OR PRESENTING Review on the previous discussion on figure of speech
NEW LESSONS
B. ESTABLISHING A
PURPOSE FOR THE Look at the given sentences? What do you call those italicized words? How do they function?
LESSON
C. PRESENTING
EXAMPLES / INSTANCES Four pic one word: What is the connection of the four picture?
OF THE NEW LESSON
D. DISCUSSING NEW Discussion of the conjunctions and its three types.
CONCEPTS AND
PRACTICING NEW SKILLS
#1
E. DISCUSSING NEW
CONCEPTS AND Identify the correct conjunction to complete the given sentences.
PRACTICING NEW SKILLS
#2
F. DEVELOPING
MASTERY (LEADS TO
FORMATIVE
ASSESSMENT 3)
G. FINDING PRACTICAL
APPLICATIONS OF THE
CONCEPTS AND SKILLS IN
DAILY LIVING
H. MAKING
GENERALIZATIONS AND
ABSTRACTIONS ABOUT
THE LESSON
I. EVALUATING
LEARNING
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION AND
REMEDIATION
V. REMARKS
Section HP AP LP MPS
TOTAL
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80% IN THE EVALUATION
B. NO. OF LEARNERS WHO REQUIRE ADDITIONAL FOR REMEDIATION WHO
SCORED BELOW 80%
c. DID THE REMEDIAL LESSONS WORK? NO. OF LEARNERS WHO HAVE
CAUGHT UP WITH THE LESSON.
D. NO. OF LEARNERS WHO CONTINUE TO REQUIRE REMEDIATION
E. WHICH OF MY STRATEGIES WORKED WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I ENCOUNTER WHICH MY PRINCIPAL OR
SUPERVISOR HELPED ME SOLVED?
G. WHAT INNOVATION OR LOCALIZED MATERIALS DID I USE / DISCOVER
WHICH I WISH TO SHARE WITH OTHER TEACHERS?
Prepared by: Noted by:
Prepared by: Noted by:
Cristina F. Grumal Dr. Heidi C. Lantacon
Teacher I Principal
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Calamba City
MAJADA IN NATIONAL HIGH SCHOOL
Grade & Section: Date: September
GRADE 8 SECOND QUARTER
ENGLISH
I. OBJECTIVES
The learner demonstrates understanding of: East Asian literature as an art form inspired and
influenced by nature; relationship of visual, sensory, and verbal signals in both literary and expository
CONTENT texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language; and
STANDARDS appropriate grammatical signals or expressions suitable to patterns of idea development.
The learner demonstrates understanding of: East Asian literature as an art form inspired and
influenced by nature; relationship of visual, sensory, and
PERFORMANCE
verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts;
STANDARDS
value of literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns of
idea development.
LEARNING *Distinguish notable literature from East Asian countries
COMPETENCIES/ *Appreciate the cultures and traditions of our neighboring countries
OBJECTIVES (Write
the LC code for each)
II. CONTENT INDIA Introduction: Cultures and Literatures
III. LEARNING RESOURCES
Power point presentation
A. REFERENCES
IV. PROCEDURES
A. REVIEWING
PREVIOUS LESSON
Review on the previous discussion.
OR PRESENTING
NEW LESSONS
B. ESTABLISHING A
PURPOSE FOR THE What come in your mind when you hear the country of India? Elicit their answer.
LESSON
C. PRESENTING
FUN and TRIVIAS!
EXAMPLES /
Four pic one word: What is the connection of the four picture?
INSTANCES OF THE
Relate the answer to the country of India.
NEW LESSON
D. DISCUSSING Discussion of the culture , traditions and beliefs in India most especially the remarkable one through presenting it in
NEW CONCEPTS power point presentation.
AND PRACTICING
NEW SKILLS # 1
E. DISCUSSING NEW
CONCEPTS AND
NA
PRACTICING NEW
SKILLS # 2
F. DEVELOPING
MASTERY (LEADS TO In a group, brainstorm the similarities and differences of Indian to Filipinos in terms of culture, traditions and
FORMATIVE characteristics.
ASSESSMENT 3)
G. FINDING
PRACTICAL
APPLICATIONS OF How can you show respect and acceptance to other’s culture? How do their traditions and cultures reflect who they
THE CONCEPTS AND are?
SKILLS IN DAILY
LIVING
H. MAKING
GENERALIZATIONS Indian literature just like any others are built bearing their own traditions and values in it. Religious aspects can be
AND ABSTRACTIONS seen in their writings.Thus, their literature reflects the way of their life and their characteristics.
ABOUT THE LESSON
I. EVALUATING
Identify whether the given statement is TRUE or FALSE.
LEARNING
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION AND
REMEDIATION
V. REMARKS
Section HP AP LP MPS
TOTAL
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80%
IN THE EVALUATION
B. NO. OF LEARNERS WHO REQUIRE
ADDITIONAL FOR REMEDIATION WHO
SCORED BELOW 80%
c. DID THE REMEDIAL LESSONS WORK?
NO. OF LEARNERS WHO HAVE CAUGHT
UP WITH THE LESSON.
D. NO. OF LEARNERS WHO CONTINUE
TO REQUIRE REMEDIATION
E. WHICH OF MY STRATEGIES WORKED
WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I
ENCOUNTER WHICH MY PRINCIPAL OR
SUPERVISOR HELPED ME SOLVED?
G. WHAT INNOVATION OR LOCALIZED
MATERIALS DID I USE / DISCOVER
WHICH I WISH TO SHARE WITH OTHER
TEACHERS?
Prepared by: Noted by:
Prepared by: Noted by:
Cristina F. Grumal Dr. Heidi C. Lantacon
Teacher I Principal
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Calamba City
MAJADA IN NATIONAL HIGH SCHOOL
Grade & Section: Date: September
GRADE 8 SECOND QUARTER
ENGLISH
I. OBJECTIVES
The learner demonstrates understanding of: East Asian literature as an art form inspired and
influenced by nature; relationship of visual, sensory, and verbal signals in both literary and expository
CONTENT texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language; and
STANDARDS appropriate grammatical signals or expressions suitable to patterns of idea development.
The learner demonstrates understanding of: East Asian literature as an art form inspired and
influenced by nature; relationship of visual, sensory, and
PERFORMANCE
verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts;
STANDARDS
value of literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns of
idea development.
LEARNING *Distinguish notable literature from East Asian countries
COMPETENCIES/ *Appreciate the cultures and traditions of our neighboring countries
OBJECTIVES (Write
the LC code for each)
II. CONTENT Ramayana: An Introduction to the Epic Story
III. LEARNING RESOURCES
Power point presentation
A. REFERENCES
IV. PROCEDURES
A. REVIEWING
PREVIOUS LESSON
Review on the previous discussion through FACT or BLUFF activity.
OR PRESENTING
NEW LESSONS
B. ESTABLISHING A
PURPOSE FOR THE What famous epic do you know in the Philippines? What is the characteristics of it?
LESSON
C. PRESENTING What can you say about an epic? Elicit their answer and write it on the spider web.
EXAMPLES /
INSTANCES OF THE
EPIC
NEW LESSON
D. DISCUSSING
NEW CONCEPTS
Discussion on the introduction to the story of Ramayana, including the author and the short history about it.
AND PRACTICING
NEW SKILLS # 1
E. DISCUSSING NEW
CONCEPTS AND
Discussion on the structure of Ramayana and the values governing the story.
PRACTICING NEW
SKILLS # 2
F. DEVELOPING
MASTERY (LEADS TO
NA-
FORMATIVE
ASSESSMENT 3)
G. FINDING
PRACTICAL
APPLICATIONS OF Why do you think it is considered as one of the masterpiece in the world?
THE CONCEPTS AND Just based on the introduction, what do you expect about the story?
SKILLS IN DAILY
LIVING
H. MAKING
GENERALIZATIONS
AND ABSTRACTIONS
ABOUT THE LESSON
I. EVALUATING True or False/ Identification.
LEARNING
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION AND
REMEDIATION
V. REMARKS
Section HP AP LP MPS
TOTAL
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80%
IN THE EVALUATION
B. NO. OF LEARNERS WHO REQUIRE
ADDITIONAL FOR REMEDIATION WHO
SCORED BELOW 80%
c. DID THE REMEDIAL LESSONS WORK?
NO. OF LEARNERS WHO HAVE CAUGHT
UP WITH THE LESSON.
D. NO. OF LEARNERS WHO CONTINUE
TO REQUIRE REMEDIATION
E. WHICH OF MY STRATEGIES WORKED
WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I
ENCOUNTER WHICH MY PRINCIPAL OR
SUPERVISOR HELPED ME SOLVED?
G. WHAT INNOVATION OR LOCALIZED
MATERIALS DID I USE / DISCOVER
WHICH I WISH TO SHARE WITH OTHER
TEACHERS?
Prepared by: Noted by:
Cristina F. Faalam Dr.Elsa D. Pagulayan
Teacher I Principal
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Calamba City
MAJADA IN NATIONAL HIGH SCHOOL
Grade & Section: Date: October 9-10
GRADE 8 SECOND QUARTER
ENGLISH
I. OBJECTIVES
The learner demonstrates understanding of: East Asian literature as an art form inspired and
influenced by nature; relationship of visual, sensory, and verbal signals in both literary and expository
CONTENT texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language; and
STANDARDS appropriate grammatical signals or expressions suitable to patterns of idea development.
The learner demonstrates understanding of: East Asian literature as an art form inspired and
influenced by nature; relationship of visual, sensory, and
PERFORMANCE
verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts;
STANDARDS
value of literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns of
idea development.
LEARNING *Distinguish notable literature from East Asian countries
COMPETENCIES/ *Appreciate the cultures and traditions of our neighboring countries
OBJECTIVES (Write
the LC code for each)
II. CONTENT Ramayana: The Story
III. LEARNING RESOURCES
Power point presentation
A. REFERENCES
IV. PROCEDURES
A. REVIEWING
PREVIOUS LESSON
Review on the previous discussion the introductions to Ramayana and Indian Literature
OR PRESENTING
NEW LESSONS
B. ESTABLISHING A
PURPOSE FOR THE What can you do for the sake of love? How can you prove your love to someone?
LESSON
C. PRESENTING
EXAMPLES /
Get the students’ answer and let them share it to the class
INSTANCES OF THE
NEW LESSON
D. DISCUSSING
NEW CONCEPTS
Discussion of the story Ramayana.
AND PRACTICING
NEW SKILLS # 1
E. DISCUSSING NEW
Group Activity: Upon understanding the theme of the story and its message do the following tasks showing it.
CONCEPTS AND
Group 1: tableau Group 3: Role Play
PRACTICING NEW
Group 2:Poem Group 4: Talk show
SKILLS # 2
With the guided questions given, try to comprehend the story.Call some students to answer the questions posted.
F. DEVELOPING What is the theme of the story?
MASTERY (LEADS TO What values , culture and traditions of Indians can you see in the story?
FORMATIVE
ASSESSMENT 3) Understanding the story
Arrange the correct events in tne story
G. FINDING
PRACTICAL In reality, if that would happen to you, will you do the same thing as Rama? Like:
APPLICATIONS OF *Accepting your exile even though its not fair
THE CONCEPTS AND *Finding Sita no matter what
SKILLS IN DAILY *Allowing Sita to do the fire test because of others doubt to her
LIVING
H. MAKING
Ramayana is considered as one of the famous epic in the world of literature. This long epic poem showed the beliefs
GENERALIZATIONS
, traditions and the faith of Hindus to their Gods including how to live a Dharma life.
AND ABSTRACTIONS
ABOUT THE LESSON
True or False/ Identification.
I. EVALUATING Making a reaction paper about the epic.
LEARNING Group Presentation
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION AND
REMEDIATION
V. REMARKS
Section HP AP LP MPS
TOTAL
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80%
IN THE EVALUATION
B. NO. OF LEARNERS WHO REQUIRE
ADDITIONAL FOR REMEDIATION WHO
SCORED BELOW 80%
c. DID THE REMEDIAL LESSONS WORK?
NO. OF LEARNERS WHO HAVE CAUGHT
UP WITH THE LESSON.
D. NO. OF LEARNERS WHO CONTINUE
TO REQUIRE REMEDIATION
E. WHICH OF MY STRATEGIES WORKED
WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I
ENCOUNTER WHICH MY PRINCIPAL OR
SUPERVISOR HELPED ME SOLVED?
G. WHAT INNOVATION OR LOCALIZED
MATERIALS DID I USE / DISCOVER
WHICH I WISH TO SHARE WITH OTHER
TEACHERS?
Prepared by: Noted by:
Cristina F. Faalam Dr.Elsa D. Pagulayan
Teacher I Principal
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Calamba City
MAJADA IN NATIONAL HIGH SCHOOL
Grade & Section: Date:
GRADE 8 SECOND QUARTER
ENGLISH
I. OBJECTIVES
The learner demonstrates understanding of: East Asian literature as an art form inspired and
influenced by nature; relationship of visual, sensory, and verbal signals in both literary and expository
CONTENT texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language; and
STANDARDS appropriate grammatical signals or expressions suitable to patterns of idea development.
The learner demonstrates understanding of: East Asian literature as an art form inspired and
influenced by nature; relationship of visual, sensory, and
PERFORMANCE
verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts;
STANDARDS
value of literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns of
idea development.
LEARNING
COMPETENCIES/
OBJECTIVES (Write
the LC code for each)
II. CONTENT The Peasant , the Buffalo and the Tiger: A Tale of Strength and Wisdom
III. LEARNING RESOURCES
Power point presentation
A. REFERENCES
IV. PROCEDURES
A. REVIEWING
PREVIOUS LESSON
Review on the previous discussion .
OR PRESENTING
NEW LESSONS
B. ESTABLISHING A
PURPOSE FOR THE What do you think is the most important characterictics of man ? Strenght or wisdom?
LESSON
C. PRESENTING
EXAMPLES /
Unlocking Vocabulary words through context clues.
INSTANCES OF THE
NEW LESSON
D. DISCUSSING
NEW CONCEPTS
Read the story the Peasant, The buffalo, and the Tiger.
AND PRACTICING
NEW SKILLS # 1
E. DISCUSSING NEW
CONCEPTS AND
Discussion of the story.
PRACTICING NEW
SKILLS # 2
F. DEVELOPING Group Activity
MASTERY (LEADS TO G1-role play G3-slogan/poster
FORMATIVE G2- panel discussion G4-song
ASSESSMENT 3) Group Quiz bee
G. FINDING
PRACTICAL
APPLICATIONS OF Where do we get our wisdom? Why is it the story depicts the importance of wisdom compared to strenght? What
THE CONCEPTS AND does it tell us human?
SKILLS IN DAILY
LIVING
H. MAKING
GENERALIZATIONS
The tiger realized that his strength could never defeat man who has wisdom he knew he could never have.
AND ABSTRACTIONS
ABOUT THE LESSON
I. EVALUATING
Short seatwork
LEARNING
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION AND
REMEDIATION
V. REMARKS
Section HP AP LP MPS
TOTAL
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80%
IN THE EVALUATION
B. NO. OF LEARNERS WHO REQUIRE
ADDITIONAL FOR REMEDIATION WHO
SCORED BELOW 80%
c. DID THE REMEDIAL LESSONS WORK?
NO. OF LEARNERS WHO HAVE CAUGHT
UP WITH THE LESSON.
D. NO. OF LEARNERS WHO CONTINUE
TO REQUIRE REMEDIATION
E. WHICH OF MY STRATEGIES WORKED
WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I
ENCOUNTER WHICH MY PRINCIPAL OR
SUPERVISOR HELPED ME SOLVED?
G. WHAT INNOVATION OR LOCALIZED
MATERIALS DID I USE / DISCOVER
WHICH I WISH TO SHARE WITH OTHER
TEACHERS?
Prepared by: Noted by:
Cristina F. Grumal Dr.Heidi C.Lantacon
Teacher I Principal
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Calamba City
MAJADA IN NATIONAL HIGH SCHOOL
Grade & Section: Date: October
GRADE 8 SECOND QUARTER
ENGLISH
I. OBJECTIVES
The learner demonstrates understanding of: East Asian literature as an art form inspired and
influenced by nature; relationship of visual, sensory, and verbal signals in both literary and expository
CONTENT texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language; and
STANDARDS appropriate grammatical signals or expressions suitable to patterns of idea development.
The learner demonstrates understanding of: East Asian literature as an art form inspired and
influenced by nature; relationship of visual, sensory, and
PERFORMANCE
verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts;
STANDARDS
value of literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns of
idea development.
LEARNING Review the verb and its simple form
COMPETENCIES/ Distinguish the correct simple tense of the ver to complete the sentences
OBJECTIVES (Write Use the appropriate form of the verb to make sentences and paragraphs
the LC code for each)
II. CONTENT Simple Tense of the Verb
( Present, Past, Future)
III. LEARNING RESOURCES
Power point presentation
A. REFERENCES
IV. PROCEDURES
A. REVIEWING
PREVIOUS LESSON
Review on the previous discussion .
OR PRESENTING
NEW LESSONS
B. ESTABLISHING A
Guess what?
PURPOSE FOR THE
Call a volunteer to act out the action you have given. The class will guess the action being done.
LESSON
C. PRESENTING
EXAMPLES /
Look at the example of sentences. Identify the verb in there.
INSTANCES OF THE
NEW LESSON
D. DISCUSSING
NEW CONCEPTS
Have a vivid discussion on the simple tenses of the verb and its three form
AND PRACTICING
NEW SKILLS # 1
E. DISCUSSING NEW
CONCEPTS AND
-NA-
PRACTICING NEW
SKILLS # 2
F. DEVELOPING
MASTERY (LEADS TO
Seatwork. Identify the correct form of the verb to complete the sentences.
FORMATIVE
ASSESSMENT 3)
G. FINDING
PRACTICAL
APPLICATIONS OF
-NA-
THE CONCEPTS AND
SKILLS IN DAILY
LIVING
H. MAKING
GENERALIZATIONS The Simple Tense of the Verb consists three forms. These are the Simple Present Tense, Simple Past Tense, and
AND ABSTRACTIONS the Simple Future Tense.
ABOUT THE LESSON
I. EVALUATING Short Seat work.
LEARNING Board work. Making sentences using the correct form of the verb.
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION AND
REMEDIATION
V. REMARKS
Section HP AP LP MPS
TOTAL
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80%
IN THE EVALUATION
B. NO. OF LEARNERS WHO REQUIRE
ADDITIONAL FOR REMEDIATION WHO
SCORED BELOW 80%
c. DID THE REMEDIAL LESSONS WORK?
NO. OF LEARNERS WHO HAVE CAUGHT
UP WITH THE LESSON.
D. NO. OF LEARNERS WHO CONTINUE
TO REQUIRE REMEDIATION
E. WHICH OF MY STRATEGIES WORKED
WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I
ENCOUNTER WHICH MY PRINCIPAL OR
SUPERVISOR HELPED ME SOLVED?
G. WHAT INNOVATION OR LOCALIZED
MATERIALS DID I USE / DISCOVER
WHICH I WISH TO SHARE WITH OTHER
TEACHERS?
Prepared by: Noted by:
Cristina F. Faalam Dr.Elsa D. Pagulayan
Teacher I Principal
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Calamba City
MAJADA IN NATIONAL HIGH SCHOOL
Grade & Section: Date: October
GRADE 8 SECOND QUARTER
ENGLISH
I. OBJECTIVES
The learner demonstrates understanding of: East Asian literature as an art form inspired and
influenced by nature; relationship of visual, sensory, and verbal signals in both literary and expository
CONTENT texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language; and
STANDARDS appropriate grammatical signals or expressions suitable to patterns of idea development.
The learner demonstrates understanding of: East Asian literature as an art form inspired and
influenced by nature; relationship of visual, sensory, and
PERFORMANCE
verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts;
STANDARDS
value of literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns of
idea development.
LEARNING Assess the students’ learning for the whole quarter
COMPETENCIES/
OBJECTIVES (Write
the LC code for each)
II. CONTENT SECOND QUARTERLY EXAMINATION
III. LEARNING RESOURCES
Test Papers
A. REFERENCES /
Materials
IV. PROCEDURES
A. REVIEWING
PREVIOUS LESSON
OR PRESENTING
NEW LESSONS
B. ESTABLISHING A
PURPOSE FOR THE
LESSON
C. PRESENTING
EXAMPLES /
INSTANCES OF THE
NEW LESSON
D. DISCUSSING
NEW CONCEPTS
AND PRACTICING
NEW SKILLS # 1
E. DISCUSSING NEW
CONCEPTS AND
-NA-
PRACTICING NEW
SKILLS # 2
F. DEVELOPING
MASTERY (LEADS TO
FORMATIVE
ASSESSMENT 3)
G. FINDING
PRACTICAL
APPLICATIONS OF -NA-
THE CONCEPTS AND
SKILLS IN DAILY
LIVING
H. MAKING
GENERALIZATIONS
AND ABSTRACTIONS
ABOUT THE LESSON
I. EVALUATING
LEARNING
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION AND
REMEDIATION
V. REMARKS
Section HP AP LP MPS
TOTAL
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80%
IN THE EVALUATION
B. NO. OF LEARNERS WHO REQUIRE
ADDITIONAL FOR REMEDIATION WHO
SCORED BELOW 80%
c. DID THE REMEDIAL LESSONS WORK?
NO. OF LEARNERS WHO HAVE CAUGHT
UP WITH THE LESSON.
D. NO. OF LEARNERS WHO CONTINUE
TO REQUIRE REMEDIATION
E. WHICH OF MY STRATEGIES WORKED
WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I
ENCOUNTER WHICH MY PRINCIPAL OR
SUPERVISOR HELPED ME SOLVED?
G. WHAT INNOVATION OR LOCALIZED
MATERIALS DID I USE / DISCOVER
WHICH I WISH TO SHARE WITH OTHER
TEACHERS?
Prepared by: Noted by:
Cristina F. Faalam Dr.Elsa D. Pagulayan
Teacher I Principal
Note: Oct. 23-Nov 1-SEMBREAK
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Calamba City
MAJADA IN NATIONAL HIGH SCHOOL
Grade & Section: Date: October
GRADE 8 SECOND QUARTER
ENGLISH
I. OBJECTIVES
The learner demonstrates understanding of: East Asian literature as an art form inspired and
influenced by nature; relationship of visual, sensory, and verbal signals in both literary and expository
CONTENT texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language; and
STANDARDS appropriate grammatical signals or expressions suitable to patterns of idea development.
The learner demonstrates understanding of: East Asian literature as an art form inspired and
influenced by nature; relationship of visual, sensory, and
PERFORMANCE
verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts;
STANDARDS
value of literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns of
idea development.
LEARNING *Prepare the students for the upcoming quarterly examination
COMPETENCIES/
OBJECTIVES (Write
the LC code for each)
II. CONTENT Review for the Second Quarter Examination
III. LEARNING RESOURCES
A. REFERENCES / Powerpoint Presentation
Materials
IV. PROCEDURES
A. REVIEWING
PREVIOUS LESSON
Give the pointers to review for the 2nd Quarter
OR PRESENTING
NEW LESSONS
B. ESTABLISHING A
PURPOSE FOR THE Ask the students if what is the topic they find hard among all in the pointers
LESSON
C. PRESENTING
EXAMPLES /
Have a brief review through oral participation and socratic method
INSTANCES OF THE
NEW LESSON
D. DISCUSSING
NEW CONCEPTS
-NA-
AND PRACTICING
NEW SKILLS # 1
E. DISCUSSING NEW
CONCEPTS AND
-NA-
PRACTICING NEW
SKILLS # 2
F. DEVELOPING
MASTERY (LEADS TO
FORMATIVE
ASSESSMENT 3)
G. FINDING
PRACTICAL
APPLICATIONS OF
-NA-
THE CONCEPTS AND
SKILLS IN DAILY
LIVING
H. MAKING
GENERALIZATIONS
-NA-
AND ABSTRACTIONS
ABOUT THE LESSON
I. EVALUATING
Short review quiz
LEARNING
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION AND
REMEDIATION
V. REMARKS
Section HP AP LP MPS
TOTAL
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80%
IN THE EVALUATION
B. NO. OF LEARNERS WHO REQUIRE
ADDITIONAL FOR REMEDIATION WHO
SCORED BELOW 80%
c. DID THE REMEDIAL LESSONS WORK?
NO. OF LEARNERS WHO HAVE CAUGHT
UP WITH THE LESSON.
D. NO. OF LEARNERS WHO CONTINUE
TO REQUIRE REMEDIATION
E. WHICH OF MY STRATEGIES WORKED
WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I
ENCOUNTER WHICH MY PRINCIPAL OR
SUPERVISOR HELPED ME SOLVED?
G. WHAT INNOVATION OR LOCALIZED
MATERIALS DID I USE / DISCOVER
WHICH I WISH TO SHARE WITH OTHER
TEACHERS?
Prepared by: Noted by:
Cristina F. Faalam Dr.Elsa D. Pagulayan
Teacher I Principal
Note: No class -October 16-17, 2017 due to Transport Strike
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Calamba City
MAJADA IN NATIONAL HIGH SCHOOL
Grade & Section: Date: November 2-3, 2017
GRADE 8 THIRD QUARTER
ENGLISH
I. OBJECTIVES
The learner demonstrates understanding of: East Asian literature as an art form inspired and
influenced by nature; relationship of visual, sensory, and verbal signals in both literary and expository
CONTENT texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language; and
STANDARDS appropriate grammatical signals or expressions suitable to patterns of idea development.
The learner demonstrates understanding of: East Asian literature as an art form inspired and
influenced by nature; relationship of visual, sensory, and
PERFORMANCE
verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts;
STANDARDS
value of literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns of
idea development.
LEARNING EN8LT-IIIi3: Explain how a selection is influenced by culture, history, environment
COMPETENCIES/ Determine the cultures and traditions of North and South Korea
OBJECTIVES (Write Appreciate the cultures and traditions of Korea
the LC code for each)
II. CONTENT Introduction to Korea ( South and North) Their Cultures and Traditions
III. LEARNING RESOURCES
Slideshare
A. REFERENCES /
Materials
IV. PROCEDURES
A. REVIEWING
PREVIOUS LESSON Are you familiar with these?
OR PRESENTING Show some pictures. Let the students guess what is it.
NEW LESSONS
B. ESTABLISHING A
PURPOSE FOR THE What do you know about Korea? How about its people? Share your answer.
LESSON
C. PRESENTING
EXAMPLES /
Do you like Korean people? What makes you like them?
INSTANCES OF THE
NEW LESSON
D. DISCUSSING
NEW CONCEPTS Presentation of the basic features of Korea through a power point presentation. Have a brief discussion or
AND PRACTICING explanation for each pictures.
NEW SKILLS # 1
E. DISCUSSING NEW
Fact or Bluff!
CONCEPTS AND
Let’s test your knowledge about Korea. Tell whether the statement is a fact or bluff. The group with a high score is
PRACTICING NEW
the winner.
SKILLS # 2
F. DEVELOPING
MASTERY (LEADS TO After the game, presents now the answer and discuss it. Presents more pictures to further elaborate/ support the
FORMATIVE explanation
ASSESSMENT 3)
G. FINDING Present a video clip. Have a video clip analysis about the Korean culture.
PRACTICAL Answer the questions below.
APPLICATIONS OF 1. What are the traditions that the video show about North and South Korea?
THE CONCEPTS AND 2. Is there a major difference when it comes to their: language, belief, lifestyle, government, culture and tradition?
SKILLS IN DAILY Do it in a chart.
LIVING
H. MAKING
GENERALIZATIONS
AND ABSTRACTIONS
ABOUT THE LESSON
True or False Questions
I. EVALUATING
Oral Participation
LEARNING
Group Presentation
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION AND
REMEDIATION
V. REMARKS
Section HP AP LP MPS
TOTAL
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80%
IN THE EVALUATION
B. NO. OF LEARNERS WHO REQUIRE
ADDITIONAL FOR REMEDIATION WHO
SCORED BELOW 80%
c. DID THE REMEDIAL LESSONS WORK?
NO. OF LEARNERS WHO HAVE CAUGHT
UP WITH THE LESSON.
D. NO. OF LEARNERS WHO CONTINUE
TO REQUIRE REMEDIATION
E. WHICH OF MY STRATEGIES WORKED
WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I
ENCOUNTER WHICH MY PRINCIPAL OR
SUPERVISOR HELPED ME SOLVED?
G. WHAT INNOVATION OR LOCALIZED
MATERIALS DID I USE / DISCOVER
WHICH I WISH TO SHARE WITH OTHER
TEACHERS?
Prepared by: Noted by:
Cristina F. Faalam Dr.Elsa D. Pagulayan
Teacher I Principal
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Calamba City
MAJADA IN NATIONAL HIGH SCHOOL
Grade & Section: Date: November 6, 2017
GRADE 8
ENGLISH
I. OBJECTIVES
The learner demonstrates understanding of: East Asian literature as an art form inspired and
influenced by nature; relationship of visual, sensory, and verbal signals in both literary and expository
CONTENT texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language; and
STANDARDS appropriate grammatical signals or expressions suitable to patterns of idea development.
The learner demonstrates understanding of: East Asian literature as an art form inspired and
influenced by nature; relationship of visual, sensory, and
PERFORMANCE
verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts;
STANDARDS
value of literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns of
idea development.
I.Objectives/ Learning Competencies
LEARNING
COMPETENCIES/ EN8RC-IIIa-10: Share ideas using opinion-marking signals
OBJECTIVES (Write EN8RC-IIIc-2.13: Differentiate facts from opinions
the LC code for each)
Note expressions that signal opinions (e.g. seems, as I see it) (Reading Comprehension)
II. CONTENT Distinguishing Opinion-Marking Signals
Subtopic: Fact vs. Opinion
III. LEARNING RESOURCES
A. REFERENCES / Powerpoint Presentation
Materials
IV. PROCEDURES
A. REVIEWING Recall previous discussion.
PREVIOUS LESSON
Listening to Video: Let the students listen to a particular video presentation of a speech.
OR PRESENTING
NEW LESSONS
B. ESTABLISHING A Show some examples of statements coming from the speech. Let them analyze if it fact or opinion using a game Fact
PURPOSE FOR THE or Bluff. Use the statements from the Learning Module page 377.
LESSON
C. PRESENTING
EXAMPLES / What are the words that signals opinion in the given sentences? Elicit their answer.
INSTANCES OF THE
NEW LESSON
D. DISCUSSING
NEW CONCEPTS Discuss the different opinion-marking signals and how they are used in expressing ideas.
AND PRACTICING
NEW SKILLS # 1
E. DISCUSSING NEW
CONCEPTS AND
-NA-
PRACTICING NEW
SKILLS # 2
F. DEVELOPING
Debate Storming: Give a current issue to be debated. Let the students express their opinions regarding
MASTERY (LEADS TO
FORMATIVE the topic. Make sure to apply the different opinion -marking signals that you have studied.
ASSESSMENT 3)
G. FINDING
PRACTICAL
Read the given text. Identify if the underlined statements inside the text is an opinion or fact. Write it
APPLICATIONS OF
THE CONCEPTS AND inside the table.
SKILLS IN DAILY
LIVING
H. MAKING Opinions cannot be proven, however, they can be supported by facts and other knowledgeable
GENERALIZATIONS
AND ABSTRACTIONS opinions. Facts can be proven with evidence, statistics, records, photographs, data, etc.
ABOUT THE LESSON
Read the given text. Identify if the underlined statements inside the text is an opinion or fact. Write it inside the table.
I. EVALUATING
LEARNING Opinion Fact
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION AND
REMEDIATION
V. REMARKS
Section HP AP LP MPS
TOTAL
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80%
IN THE EVALUATION
B. NO. OF LEARNERS WHO REQUIRE
ADDITIONAL FOR REMEDIATION WHO
SCORED BELOW 80%
c. DID THE REMEDIAL LESSONS WORK?
NO. OF LEARNERS WHO HAVE CAUGHT
UP WITH THE LESSON.
D. NO. OF LEARNERS WHO CONTINUE
TO REQUIRE REMEDIATION
E. WHICH OF MY STRATEGIES WORKED
WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I
ENCOUNTER WHICH MY PRINCIPAL OR
SUPERVISOR HELPED ME SOLVED?
G. WHAT INNOVATION OR LOCALIZED
MATERIALS DID I USE / DISCOVER
WHICH I WISH TO SHARE WITH OTHER
TEACHERS?
Prepared by: Noted by:
Cristina F. Faalam Dr.Elsa D. Pagulayan
Teacher I Principal
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Calamba City
MAJADA IN NATIONAL HIGH SCHOOL
Grade & Section: Date: November 6, 2017
GRADE 8
ENGLISH
I. OBJECTIVES
The learner demonstrates understanding of: East Asian literature as an art form inspired and
influenced by nature; relationship of visual, sensory, and verbal signals in both literary and expository
CONTENT texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language; and
STANDARDS appropriate grammatical signals or expressions suitable to patterns of idea development.
The learner demonstrates understanding of: East Asian literature as an art form inspired and
influenced by nature; relationship of visual, sensory, and
PERFORMANCE
verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts;
STANDARDS
value of literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns of
idea development.
LEARNING
COMPETENCIES/ EN8RC-IIIa-12.1: Recognize propaganda techniques used in a given text
OBJECTIVES (Write
EN8V-IIIg-26: Analyze intention of words or expressions used in propaganda techniques
the LC code for each)
II. CONTENT
Propaganda Techniques
( Card Stacking, Plain Folks, , Glittering Generalities)
III. LEARNING RESOURCES
A. REFERENCES /
Materials
IV. PROCEDURES
A. REVIEWING Recall previous discussion.
PREVIOUS LESSON
OR PRESENTING
NEW LESSONS
B. ESTABLISHING A
PURPOSE FOR THE
Show a video clip of a commercial.
LESSON
C. PRESENTING
EXAMPLES /
INSTANCES OF THE What makes it popular? Do you like it?
NEW LESSON
D. DISCUSSING Guessing Game: Show some example of logos and banners of different products and
NEW CONCEPTS
AND PRACTICING establishments commonly found in commercials. Let the students guess what is it.
NEW SKILLS # 1
E. DISCUSSING NEW
Audio-Visual presentation: Discuss the other propaganda techniques used in the given
CONCEPTS AND
PRACTICING NEW commercials and how to distinguish them.
SKILLS # 2
F. DEVELOPING Have a short discussion on the importance of these propaganda techniques in terms of advertisements.
MASTERY (LEADS TO Provide various examples specifically for the given techniques ( Card Stacking, Plain Folks,
FORMATIVE Bandwagon, Glittering Generalities)
ASSESSMENT 3)
G. FINDING
PRACTICAL
APPLICATIONS OF
THE CONCEPTS AND
Why do we need to be aware of these propaganda techniques?
SKILLS IN DAILY
LIVING
Propaganda is a form of communication that is aimed at influencing the attitude of a community toward
H. MAKING some cause or position by presenting only one side of an argument. Propaganda is usually repeated and
GENERALIZATIONS dispersed over a wide variety of media in order to create the chosen result in audience attitudes.
AND ABSTRACTIONS
ABOUT THE LESSON How do recognizing propaganda devices make you a better consumer and student
Choose your favorite product/s- shampoo, shoes, etc. Advertise it/them to your friends so that they, too,
will subscribe to it/them. Make sure to promote by using propaganda device/s. (Performance Task)
I. EVALUATING Objective questions about the topic.
LEARNING Analyze and identify the propaganda techniques used in the given statements.
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION AND
REMEDIATION
V. REMARKS
Section HP AP LP MPS
TOTAL
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80%
IN THE EVALUATION
B. NO. OF LEARNERS WHO REQUIRE
ADDITIONAL FOR REMEDIATION WHO
SCORED BELOW 80%
c. DID THE REMEDIAL LESSONS WORK?
NO. OF LEARNERS WHO HAVE CAUGHT
UP WITH THE LESSON.
D. NO. OF LEARNERS WHO CONTINUE
TO REQUIRE REMEDIATION
E. WHICH OF MY STRATEGIES WORKED
WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I
ENCOUNTER WHICH MY PRINCIPAL OR
SUPERVISOR HELPED ME SOLVED?
G. WHAT INNOVATION OR LOCALIZED
MATERIALS DID I USE / DISCOVER
WHICH I WISH TO SHARE WITH OTHER
TEACHERS?
Prepared by: Noted by:
Cristina F. Faalam Dr.Elsa D. Pagulayan
Teacher I Principal
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Calamba City
MAJADA IN NATIONAL HIGH SCHOOL
Grade & Section: Date:
GRADE 8
ENGLISH
I. OBJECTIVES
The learner demonstrates understanding of: East Asian literature as an art form inspired and
influenced by nature; relationship of visual, sensory, and verbal signals in both literary and expository
CONTENT texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language; and
STANDARDS appropriate grammatical signals or expressions suitable to patterns of idea development.
The learner demonstrates understanding of: East Asian literature as an art form inspired and
influenced by nature; relationship of visual, sensory, and
PERFORMANCE
verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts;
STANDARDS
value of literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns of
idea development.
LEARNING
COMPETENCIES/ EN8RC-IIIa-12.1: Recognize propaganda techniques used in a given text
OBJECTIVES (Write
EN8V-IIIg-26: Analyze intention of words or expressions used in propaganda techniques
the LC code for each)
II. CONTENT
Propaganda Techniques
( Bandwagon, Testimonial, Name-Calling, Transfer)
III. LEARNING RESOURCES
A. REFERENCES /
Materials
IV. PROCEDURES
A. REVIEWING Recall previous discussion on the different propaganda techniques studied by giving again
PREVIOUS LESSON examples to analyze.
OR PRESENTING
NEW LESSONS
B. ESTABLISHING A
Audio Visual presentation: Presentation of another set of commercials.
PURPOSE FOR THE
LESSON
C. PRESENTING “What makes the next set of commercial appealing and interesting to you?” How is it different
EXAMPLES /
INSTANCES OF THE from the commercial you have watched yesterday?”
NEW LESSON
D. DISCUSSING Have a short discussion on the importance of these propaganda techniques in terms of
NEW CONCEPTS advertisements. Provide various examples specifically for the given techniques (
AND PRACTICING Bandwagon, Testimonial, Name-Calling, Transfer)
NEW SKILLS # 1
E. DISCUSSING NEW
CONCEPTS AND
PRACTICING NEW
SKILLS # 2
Stop and Speak Up!. Have a rolling ball for each student to pass. When you say “Stop”, the
F. DEVELOPING student who will get the ball will be the one to provide an example of advertisement that
MASTERY (LEADS TO uses the given propaganda techniques.
FORMATIVE
ASSESSMENT 3)
G. FINDING
PRACTICAL
APPLICATIONS OF
THE CONCEPTS AND
Why do we need to be aware of these propaganda techniques?
SKILLS IN DAILY
LIVING
Propaganda is a form of communication that is aimed at influencing the attitude of a
community toward some cause or position by presenting only one side of an argument.
H. MAKING Propaganda is usually repeated and dispersed over a wide variety of media in order to create
GENERALIZATIONS
AND ABSTRACTIONS the chosen result in audience attitudes.
ABOUT THE LESSON How do recognizing propaganda devices make you a better consumer and student
Choose your favorite product/s- shampoo, shoes, etc. Advertise it/them to your friends so
that they, too, will subscribe to it/them. Make sure to promote by using propaganda device/s.
(Performance Task)
I. EVALUATING Objective questions about the topic.
LEARNING Analyze and identify the propaganda techniques used in the given statements.
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION AND
REMEDIATION
V. REMARKS
Section HP AP LP MPS
TOTAL
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80%
IN THE EVALUATION
B. NO. OF LEARNERS WHO REQUIRE
ADDITIONAL FOR REMEDIATION WHO
SCORED BELOW 80%
c. DID THE REMEDIAL LESSONS WORK?
NO. OF LEARNERS WHO HAVE CAUGHT
UP WITH THE LESSON.
D. NO. OF LEARNERS WHO CONTINUE
TO REQUIRE REMEDIATION
E. WHICH OF MY STRATEGIES WORKED
WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I
ENCOUNTER WHICH MY PRINCIPAL OR
SUPERVISOR HELPED ME SOLVED?
G. WHAT INNOVATION OR LOCALIZED
MATERIALS DID I USE / DISCOVER
WHICH I WISH TO SHARE WITH OTHER
TEACHERS?
Prepared by: Noted by:
Cristina F. Faalam Dr.Elsa D. Pagulayan
Teacher I Principal
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Calamba City
MAJADA IN NATIONAL HIGH SCHOOL
Grade & Section: Date:
GRADE 8
ENGLISH
I. OBJECTIVES
The learner demonstrates understanding of: East Asian literature as an art form inspired and
influenced by nature; relationship of visual, sensory, and verbal signals in both literary and expository
CONTENT texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language; and
STANDARDS appropriate grammatical signals or expressions suitable to patterns of idea development.
The learner demonstrates understanding of: East Asian literature as an art form inspired and
influenced by nature; relationship of visual, sensory, and
PERFORMANCE
verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts;
STANDARDS
value of literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns of
idea development.
LEARNING *EN8G-IIIa-3.6 Use modals appropriately in constructing sentences and paragraphs
COMPETENCIES/
OBJECTIVES (Write *Identify the different examples of modals and its functions
the LC code for each)
II. CONTENT Modals
III. LEARNING RESOURCES
A. REFERENCES / Slideshare .com
Materials
IV. PROCEDURES
A. REVIEWING Recall previous discussion on the different propaganda techniques studied by giving again
PREVIOUS LESSON examples to analyze.
OR PRESENTING
NEW LESSONS
B. ESTABLISHING A Guess what?!!!
PURPOSE FOR THE Show some lines from songs. Let the students guess the title of the song where those lines
LESSON come.
C. PRESENTING
EXAMPLES / What do you notice with the lines? How do call those underlined words in the verse?
INSTANCES OF THE
NEW LESSON
Discussion of Modals using a power point presentation.
D. DISCUSSING ook at the given sentences on the board. Read it.
NEW CONCEPTS 1. Can I go out?
AND PRACTICING 2. May I go out?
NEW SKILLS # 1
3. It may rain today.
4It might rain today.
Are there any difference between the sentences? What is it? Why do you think so?
E. DISCUSSING NEW
CONCEPTS AND Discuss also the different examples of modals and its functions through providing examples of
PRACTICING NEW sentences. Let the students analyze its function the way it is used in the sentence.
SKILLS # 2
.
F. DEVELOPING Model of Modals!!
MASTERY (LEADS TO
FORMATIVE Group the class into 4. provide them examples of modals and let them use it making a
ASSESSMENT 3) dialogue or role play using the situations that you have given.
G. FINDING Why is it necessary to use modals properly? Can you use modals in the following scenarios:
PRACTICAL *asking permission
APPLICATIONS OF
THE CONCEPTS AND *showing ability
SKILLS IN DAILY *making assumption
LIVING Do you agree that it is hard to communicate properly without the use of modals?why?
H. MAKING
GENERALIZATIONS We use Modal verbs to talk about an ability/a duty/ a need /a necessity/wanting
AND ABSTRACTIONS
ABOUT THE LESSON
Short seatwork
Group activity presentation
I. EVALUATING
LEARNING Rubric: (20)
Conciseness-10% Creativity/ presentation-7% Participation-3%
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION AND
REMEDIATION
V. REMARKS
Section HP AP LP MPS
TOTAL
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80%
IN THE EVALUATION
B. NO. OF LEARNERS WHO REQUIRE
ADDITIONAL FOR REMEDIATION WHO
SCORED BELOW 80%
c. DID THE REMEDIAL LESSONS WORK?
NO. OF LEARNERS WHO HAVE CAUGHT
UP WITH THE LESSON.
D. NO. OF LEARNERS WHO CONTINUE
TO REQUIRE REMEDIATION
E. WHICH OF MY STRATEGIES WORKED
WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I
ENCOUNTER WHICH MY PRINCIPAL OR
SUPERVISOR HELPED ME SOLVED?
G. WHAT INNOVATION OR LOCALIZED
MATERIALS DID I USE / DISCOVER
WHICH I WISH TO SHARE WITH OTHER
TEACHERS?
Prepared by: Noted by:
Cristina F. Faalam Dr.Elsa D. Pagulayan
Teacher I Principal
Note: Nov.10-No class due to typhoon
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Calamba City
MAJADA IN NATIONAL HIGH SCHOOL
Grade & Section: Date:
GRADE 8
ENGLISH
I. OBJECTIVES
The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared
heritage ; coping strategies in processing textual information; strategies in examining features of
CONTENT a listening and viewing material; structural analysis of words and propaganda
STANDARDS techniques; and grammatical signals for opinion- making, persuasion, and emphasis.
The learner transfers learning by composing and delivering a persuasive speech based on an
informative essay featuring use of properly acknowledged information sources, grammatical signals for
PERFORMANCE
opinion-making , persuasion, and emphasis, and appropriate prosodic features,
STANDARDS
stance,and behavior.
LEARNING To analyze the message of the story through extracting the elements of it
COMPETENCIES/ To show appreciation with the culture of the other neighboring countries
OBJECTIVES (Write To determine the current conflicts and problems in a country through relating it in the story
the LC code for each)
II. CONTENT The Taxi Man Story by Catherine Lim
III. LEARNING RESOURCES
A. REFERENCES / English Module
Materials
IV. PROCEDURES
A. REVIEWING Recall previous discussion
PREVIOUS LESSON
OR PRESENTING
NEW LESSONS
B. ESTABLISHING A
In a group, arrange the puzzle in its proper order.
PURPOSE FOR THE
LESSON What have you formed?
C. PRESENTING How can you characterize a taxi driver or taxi man? Elicit the students answer. Ask them to
EXAMPLES / write it in the web diagram.
INSTANCES OF THE Unlocking unfamiliar words from the story through word puzzle and context clues.
NEW LESSON
D. DISCUSSING
NEW CONCEPTS Brief discussion about the author , Catherine Lim and a short background about the country
AND PRACTICING , Singapore.
NEW SKILLS # 1
E. DISCUSSING NEW Do you believe in the saying that “ Sometimes, the simplest person can be the most
CONCEPTS AND truthful person you will ever meet. Will you ride in a taxi with a driver
PRACTICING NEW willing to share his personal stories?
SKILLS # 2
Read and discuss the story.
.
Group activity: Activity 7: S-CUBE (SHORT STORY IN SCRUTINY)
A. Story House Direction: Complete the story
F. DEVELOPING house below by writing the details about the
MASTERY (LEADS TO story.
FORMATIVE
ASSESSMENT 3)
G. FINDING
PRACTICAL
APPLICATIONS OF
THE CONCEPTS AND
What conflict in society and family are presented in the story?
SKILLS IN DAILY
LIVING
H. MAKING
GENERALIZATIONS
AND ABSTRACTIONS
ABOUT THE LESSON
I. EVALUATING
LEARNING Short seat work regarding the story.
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION AND
REMEDIATION
V. REMARKS
Section HP AP LP MPS
TOTAL
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80%
IN THE EVALUATION
B. NO. OF LEARNERS WHO REQUIRE
ADDITIONAL FOR REMEDIATION WHO
SCORED BELOW 80%
c. DID THE REMEDIAL LESSONS WORK?
NO. OF LEARNERS WHO HAVE CAUGHT
UP WITH THE LESSON.
D. NO. OF LEARNERS WHO CONTINUE
TO REQUIRE REMEDIATION
E. WHICH OF MY STRATEGIES WORKED
WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I
ENCOUNTER WHICH MY PRINCIPAL OR
SUPERVISOR HELPED ME SOLVED?
G. WHAT INNOVATION OR LOCALIZED
MATERIALS DID I USE / DISCOVER
WHICH I WISH TO SHARE WITH OTHER
TEACHERS?
Prepared by: Noted by:
Cristina F. Faalam Dr.Elsa D. Pagulayan
Teacher I Principal
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Calamba City
MAJADA IN NATIONAL HIGH SCHOOL
Grade & Section: Date:
GRADE 8
ENGLISH
I. OBJECTIVES
The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared
heritage ; coping strategies in processing textual information; strategies in examining features of
CONTENT a listening and viewing material; structural analysis of words and propaganda
STANDARDS techniques; and grammatical signals for opinion- making, persuasion, and emphasis.
The learner transfers learning by composing and delivering a persuasive speech based on an
informative essay featuring use of properly acknowledged information sources, grammatical signals for
PERFORMANCE
opinion-making , persuasion, and emphasis, and appropriate prosodic features,
STANDARDS
stance,and behavior.
LEARNING
COMPETENCIES/
OBJECTIVES (Write
the LC code for each)
II. CONTENT Introduction to Singapore
III. LEARNING RESOURCES
A. REFERENCES / English Module
Materials
IV. PROCEDURES
A. REVIEWING Recall previous discussion
PREVIOUS LESSON
OR PRESENTING
NEW LESSONS
B. ESTABLISHING A
Show the flag of Singapore. Let the students guess from what country it is or you may do a
PURPOSE FOR THE
LESSON four pic one word that would make the students guess that its all about Singapore
C. PRESENTING
EXAMPLES / Do you have any idea on the way of life in Singapore? How much do you know the place?
INSTANCES OF THE
NEW LESSON
D. DISCUSSING
NEW CONCEPTS
AND PRACTICING
Brief discussion on the background of Singapore and its basic facts.
NEW SKILLS # 1
E. DISCUSSING NEW
CONCEPTS AND
PRACTICING NEW -NA_
SKILLS # 2
Analysis and Share!
F. DEVELOPING In a group, brainstorm the following comparison
MASTERY (LEADS TO *Similarities and differences between Singapore and Philippines in terms of :Belief, Culture
FORMATIVE and Traditions, Way of Life.
ASSESSMENT 3)
*Attitudes and behaviors of people
G. FINDING
PRACTICAL
APPLICATIONS OF
THE CONCEPTS AND Why do we need to be informed of our neighboring countries’ tradition and cultures?
SKILLS IN DAILY
LIVING
H. MAKING
GENERALIZATIONS
AND ABSTRACTIONS
ABOUT THE LESSON
I. EVALUATING
LEARNING Short seat work regarding the lesson.
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION AND
REMEDIATION
V. REMARKS
Section HP AP LP MPS
TOTAL
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80%
IN THE EVALUATION
B. NO. OF LEARNERS WHO REQUIRE
ADDITIONAL FOR REMEDIATION WHO
SCORED BELOW 80%
c. DID THE REMEDIAL LESSONS WORK?
NO. OF LEARNERS WHO HAVE CAUGHT
UP WITH THE LESSON.
D. NO. OF LEARNERS WHO CONTINUE
TO REQUIRE REMEDIATION
E. WHICH OF MY STRATEGIES WORKED
WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I
ENCOUNTER WHICH MY PRINCIPAL OR
SUPERVISOR HELPED ME SOLVED?
G. WHAT INNOVATION OR LOCALIZED
MATERIALS DID I USE / DISCOVER
WHICH I WISH TO SHARE WITH OTHER
TEACHERS?
Prepared by: Noted by:
Cristina F. Faalam Dr.Elsa D. Pagulayan
Teacher I Principal
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Calamba City
MAJADA IN NATIONAL HIGH SCHOOL
Grade & Section: Date:
GRADE 8
ENGLISH
I. OBJECTIVES
The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared
heritage ; coping strategies in processing textual information; strategies in examining features of
CONTENT a listening and viewing material; structural analysis of words and propaganda
STANDARDS techniques; and grammatical signals for opinion- making, persuasion, and emphasis.
The learner transfers learning by composing and delivering a persuasive speech based on an
informative essay featuring use of properly acknowledged information sources, grammatical signals for
PERFORMANCE
opinion-making , persuasion, and emphasis, and appropriate prosodic features,
STANDARDS
stance,and behavior.
LEARNING * Determine the different types of sources in gathering data
COMPETENCIES/ *Differentiate the primary to secondary sources
OBJECTIVES (Write
the LC code for each)
II. CONTENT Primary and Secondary Resources
III. LEARNING RESOURCES
A. REFERENCES / English Module
Materials
IV. PROCEDURES
A. REVIEWING Recall previous discussion
PREVIOUS LESSON
OR PRESENTING
NEW LESSONS
B. ESTABLISHING A
PURPOSE FOR THE Where do we commonly get information? Share your answer
LESSON
Let’s Categorize!
C. PRESENTING Go over the answer of the students. Ask them to combine all the answers which are related
EXAMPLES / to one another and classify them.
INSTANCES OF THE How did you classify the words?Why did you say that they are related or they have
NEW LESSON
similarities?
D. DISCUSSING
NEW CONCEPTS
AND PRACTICING Brief discussion on the primary and secondary resources.
NEW SKILLS # 1
E. DISCUSSING NEW
CONCEPTS AND
PRACTICING NEW
-NA_
SKILLS # 2
F. DEVELOPING
Analysis and Share!
MASTERY (LEADS TO
FORMATIVE
Provide different scenarios to students. Let them brainstorm it by group. Ask them what source/s is/are
ASSESSMENT 3) used in the given scenario and make a judgment whether its a good source or to for such scenarios.
G. FINDING
PRACTICAL
APPLICATIONS OF
THE CONCEPTS AND
Why do we need to be cautious in choosing the source of information we are getting?
SKILLS IN DAILY
LIVING
H. MAKING There are two main source of information. Primary sources. A primary source is an original
GENERALIZATIONS
AND ABSTRACTIONS object or document; first-hand information while the secondary sources are only information
ABOUT THE LESSON which is not first hand. Commonly, the information comes from different people.
I. EVALUATING
LEARNING Short seat work regarding the lesson.
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION AND
REMEDIATION
V. REMARKS
Section HP AP LP MPS
TOTAL
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80%
IN THE EVALUATION
B. NO. OF LEARNERS WHO REQUIRE
ADDITIONAL FOR REMEDIATION WHO
SCORED BELOW 80%
c. DID THE REMEDIAL LESSONS WORK?
NO. OF LEARNERS WHO HAVE CAUGHT
UP WITH THE LESSON.
D. NO. OF LEARNERS WHO CONTINUE
TO REQUIRE REMEDIATION
E. WHICH OF MY STRATEGIES WORKED
WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I
ENCOUNTER WHICH MY PRINCIPAL OR
SUPERVISOR HELPED ME SOLVED?
G. WHAT INNOVATION OR LOCALIZED
MATERIALS DID I USE / DISCOVER
WHICH I WISH TO SHARE WITH OTHER
TEACHERS?
Prepared by: Noted by:
Cristina F. Faalam Dr.Elsa D. Pagulayan
Teacher I Principal
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Calamba City
MAJADA IN NATIONAL HIGH SCHOOL
Grade & Section: Date:
GRADE 8
ENGLISH
I. OBJECTIVES
The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared
heritage ; coping strategies in processing textual information; strategies in examining features of
CONTENT a listening and viewing material; structural analysis of words and propaganda
STANDARDS techniques; and grammatical signals for opinion- making, persuasion, and emphasis.
The learner transfers learning by composing and delivering a persuasive speech based on an
informative essay featuring use of properly acknowledged information sources, grammatical signals for
PERFORMANCE
opinion-making , persuasion, and emphasis, and appropriate prosodic features,
STANDARDS
stance,and behavior.
LEARNING *
COMPETENCIES/
OBJECTIVES (Write
the LC code for each)
II. CONTENT Outwitting the Crocodile
III. LEARNING RESOURCES
A. REFERENCES / English Module
Materials
IV. PROCEDURES
A. REVIEWING Recall previous discussion
PREVIOUS LESSON
OR PRESENTING
NEW LESSONS
B. ESTABLISHING A
PURPOSE FOR THE What do you feel when someone trick you?
LESSON
C. PRESENTING Unlocking unfamiliar words in the story.
EXAMPLES /
INSTANCES OF THE What are the characteristics of a fable?
NEW LESSON
D. DISCUSSING
NEW CONCEPTS
AND PRACTICING Discussion of the story “ Outwitting the Crocodile”.
NEW SKILLS # 1
E. DISCUSSING NEW
CONCEPTS AND
PRACTICING NEW -NA-
SKILLS # 2
F. DEVELOPING
MASTERY (LEADS TO Group Activity: Extract the elements of the story ( setting, character, plot , conflict) of the
FORMATIVE fable.
ASSESSMENT 3)
G. FINDING
PRACTICAL
APPLICATIONS OF
THE CONCEPTS AND Why do we need to be more careful in trusting someone?
SKILLS IN DAILY
LIVING
H. MAKING Outwitting a Crocodile is a Traditional Malayan Folktale that tells about the story of a Sang
GENERALIZATIONS
AND ABSTRACTIONS Kancil , a mouse deer, who outwitted and tricked the villain, Sang Buaya , a crocodile, in
ABOUT THE LESSON order to cross in the other side of the river where there are lots of food for him.
I. EVALUATING Short seat work regarding the lesson.
LEARNING Group Presentation
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION AND
REMEDIATION
V. REMARKS
Section HP AP LP MPS
TOTAL
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80%
IN THE EVALUATION
B. NO. OF LEARNERS WHO REQUIRE
ADDITIONAL FOR REMEDIATION WHO
SCORED BELOW 80%
c. DID THE REMEDIAL LESSONS WORK?
NO. OF LEARNERS WHO HAVE CAUGHT
UP WITH THE LESSON.
D. NO. OF LEARNERS WHO CONTINUE
TO REQUIRE REMEDIATION
E. WHICH OF MY STRATEGIES WORKED
WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I
ENCOUNTER WHICH MY PRINCIPAL OR
SUPERVISOR HELPED ME SOLVED?
G. WHAT INNOVATION OR LOCALIZED
MATERIALS DID I USE / DISCOVER
WHICH I WISH TO SHARE WITH OTHER
TEACHERS?
Prepared by: Noted by:
Cristina F. Faalam Dr.Elsa D. Pagulayan
Teacher I Principal
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Calamba City
MAJADA IN NATIONAL HIGH SCHOOL
Grade & Section: Date: January 10, 2018
GRADE 8
ENGLISH
I. OBJECTIVES
The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared
heritage ; coping strategies in processing textual information; strategies in examining features of
CONTENT a listening and viewing material; structural analysis of words and propaganda
STANDARDS techniques; and grammatical signals for opinion- making, persuasion, and emphasis.
The learner transfers learning by composing and delivering a persuasive speech based on an
informative essay featuring use of properly acknowledged information sources, grammatical signals for
PERFORMANCE
opinion-making , persuasion, and emphasis, and appropriate prosodic features,
STANDARDS
stance,and behavior.
LEARNING
EN8V-IIIa15.3: Explain the meaning of a word through structural analysis
COMPETENCIES/ (prefixes, roots, suffixes)
OBJECTIVES (Write *Distinguish the difference between the prefix and the suffix
the LC code for each)
*Construct words using the affixes out of the given root word
II. CONTENT Affixes: Prefix and Suffix
III. LEARNING RESOURCES
A. REFERENCES / English Module
Materials
IV. PROCEDURES
A. REVIEWING
PREVIOUS LESSON Preliminary activities ( Greetings, prayer)
OR PRESENTING Recall previous discussion on the story “ Outwitting the Crocodile” through asking them
NEW LESSONS
questions about the story
B. ESTABLISHING A Tracing the ROOT!
PURPOSE FOR THE Flash some words on screen. Let them analyze the root word of the given words. Make it as
LESSON a game.
C. PRESENTING
EXAMPLES /
INSTANCES OF THE
How do those words are constructed?
NEW LESSON
D. DISCUSSING
NEW CONCEPTS Brief Discussion of Affixes and its types. Provide more examples of the common affixes and its
AND PRACTICING functions. Prompt the students to provide their own examples of words with affixes.
NEW SKILLS # 1
Group Activity
How many words can you “grow” from each root?
E. DISCUSSING NEW
CONCEPTS AND
PRACTICING NEW
SKILLS # 2
The highest number of words to construct out of the given root word will be the winner.
Let the other groups check if the words constructed are correct.
F. DEVELOPING
MASTERY (LEADS TO
FORMATIVE -NA-
ASSESSMENT 3)
G. FINDING
PRACTICAL
APPLICATIONS OF Why is it important to understand the use of affixes in understanding and studying the word
THE CONCEPTS AND formation?
SKILLS IN DAILY
LIVING
H. MAKING An affix is a word element - a prefix, suffix, or infix - that can be attached to a base or root to
GENERALIZATIONS form a new word. Prefixes, occur before the stem of a word, and suffixes occur after.
AND ABSTRACTIONS
ABOUT THE LESSON
Short seat work regarding the lesson.
Write the correct word to compete the sentence. Use the appropriate prefix/ suffix to be used.
1. He decided to study __________________ at university. (journal)
I. EVALUATING 2. She looked at her __________________ in the mirror. (reflect)
LEARNING 3. Failing her driving test was a great __________________ to her. (appoint)
4. The rate of __________________ in Brazil has been rising steadily. (employ)
5. The event was totally __________________ . It was terrible. (organize
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION AND
REMEDIATION
V. REMARKS
Section HP AP LP Mean MPS
Daisy 29 11 3 4.07 81%
TOTAL
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80%
IN THE EVALUATION
B. NO. OF LEARNERS WHO REQUIRE
ADDITIONAL FOR REMEDIATION WHO
SCORED BELOW 80%
c. DID THE REMEDIAL LESSONS WORK?
NO. OF LEARNERS WHO HAVE CAUGHT
UP WITH THE LESSON.
D. NO. OF LEARNERS WHO CONTINUE
TO REQUIRE REMEDIATION
E. WHICH OF MY STRATEGIES WORKED
WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I
ENCOUNTER WHICH MY PRINCIPAL OR
SUPERVISOR HELPED ME SOLVED?
G. WHAT INNOVATION OR LOCALIZED
MATERIALS DID I USE / DISCOVER
WHICH I WISH TO SHARE WITH OTHER
TEACHERS?
Prepared by: Noted by:
Cristina F. Faalam Dr.Elsa D. Pagulayan
Teacher I Principal
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Calamba City
MAJADA IN NATIONAL HIGH SCHOOL
Grade & Section: Date:
GRADE 8
ENGLISH
I. OBJECTIVES
The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared
heritage ; coping strategies in processing textual information; strategies in examining features of
CONTENT a listening and viewing material; structural analysis of words and propaganda
STANDARDS techniques; and grammatical signals for opinion- making, persuasion, and emphasis.
The learner transfers learning by composing and delivering a persuasive speech based on an
informative essay featuring use of properly acknowledged information sources, grammatical signals for
PERFORMANCE
opinion-making , persuasion, and emphasis, and appropriate prosodic features,
STANDARDS
stance,and behavior.
LEARNING * To distinguish the different feature of the other Asian Country
COMPETENCIES/
OBJECTIVES (Write *To determine some basic facts about Thailand
the LC code for each) *To appreciate the culture and traditions of the other country
II. CONTENT Introduction to Thailand
III. LEARNING RESOURCES
A. REFERENCES / English Module
Materials
IV. PROCEDURES
A. REVIEWING Recall previous discussion
PREVIOUS LESSON
OR PRESENTING
NEW LESSONS
B. ESTABLISHING A
PURPOSE FOR THE What do you know about the country of Thailand?
LESSON
C. PRESENTING Jumbled Word Puzzle!
EXAMPLES /
INSTANCES OF THE
Arrange the jumbled words to get the correct word.
NEW LESSON Then, explain how the correct words are related to the country of Thailand.
D. DISCUSSING
NEW CONCEPTS
AND PRACTICING Brief discussion of the country of Thailand.
NEW SKILLS # 1
E. DISCUSSING NEW
CONCEPTS AND
PRACTICING NEW
-NA-
SKILLS # 2
F. DEVELOPING
MASTERY (LEADS TO
FORMATIVE
-NA-
ASSESSMENT 3)
G. FINDING
PRACTICAL
APPLICATIONS OF Why do you think the country is said to be the “ The Land of Smile”?
THE CONCEPTS AND What characteristics of Thai can you relate to Filipinos?
SKILLS IN DAILY
LIVING
H. MAKING
GENERALIZATIONS
AND ABSTRACTIONS
ABOUT THE LESSON
I. EVALUATING
LEARNING Short seat work about the discussion.
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION AND
REMEDIATION
V. REMARKS
Section HP AP LP MPS
TOTAL
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80%
IN THE EVALUATION
B. NO. OF LEARNERS WHO REQUIRE
ADDITIONAL FOR REMEDIATION WHO
SCORED BELOW 80%
c. DID THE REMEDIAL LESSONS WORK?
NO. OF LEARNERS WHO HAVE CAUGHT
UP WITH THE LESSON.
D. NO. OF LEARNERS WHO CONTINUE
TO REQUIRE REMEDIATION
E. WHICH OF MY STRATEGIES WORKED
WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I
ENCOUNTER WHICH MY PRINCIPAL OR
SUPERVISOR HELPED ME SOLVED?
G. WHAT INNOVATION OR LOCALIZED
MATERIALS DID I USE / DISCOVER
WHICH I WISH TO SHARE WITH OTHER
TEACHERS?
Prepared by: Noted by:
Cristina F. Faalam Dr.Elsa D. Pagulayan
Teacher I Principal
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Calamba City
MAJADA IN NATIONAL HIGH SCHOOL
Grade & Section: Date:
GRADE 8
ENGLISH
I. OBJECTIVES
The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared
heritage ; coping strategies in processing textual information; strategies in examining features of
CONTENT a listening and viewing material; structural analysis of words and propaganda
STANDARDS techniques; and grammatical signals for opinion- making, persuasion, and emphasis.
The learner transfers learning by composing and delivering a persuasive speech based on an
informative essay featuring use of properly acknowledged information sources, grammatical signals for
PERFORMANCE
opinion-making , persuasion, and emphasis, and appropriate prosodic features,
STANDARDS
stance,and behavior.
LEARNING
*To analyze the message of the story
COMPETENCIES/ * To determine the values presented in the story
OBJECTIVES (Write *To show appreciation with the culture and traditions and even personalities
the LC code for each)
of Thai
II. CONTENT Makato and the Cowrie Shell by Supahnee Khanchanathiti
(A Thai Folktale)
III. LEARNING RESOURCES
A. REFERENCES / English Module
Materials
IV. PROCEDURES
A. REVIEWING Recall previous discussion
PREVIOUS LESSON
OR PRESENTING
NEW LESSONS
B. ESTABLISHING A
What will you do if you find yourself alone and poor in your life?
PURPOSE FOR THE
LESSON Share your answer.
C. PRESENTING
EXAMPLES /
INSTANCES OF THE Unlocking unfamiliar words in the story.
NEW LESSON
D. DISCUSSING
NEW CONCEPTS
AND PRACTICING
Story Relay: Reading the story
NEW SKILLS # 1
E. DISCUSSING NEW
CONCEPTS AND Discussion of the story briefly. Have also a video presentation of the story for them to fully
PRACTICING NEW understood it.
SKILLS # 2
F. DEVELOPING Group Activity:
MASTERY (LEADS TO Group 1:1. Determine the theme of the story.Present a tableau that is anchored with the
FORMATIVE theme of the story.
ASSESSMENT 3)
Group 2:Create a plot diagram of the story by arranging the given events.
Group 3:Using a venn diagram, compare yourselves with Makato.
Group 4:Present the most significant scene in the story by performing role play.
G. FINDING
PRACTICAL
APPLICATIONS OF Why do you think Makato has achieved his dream?
THE CONCEPTS AND How will you compare yourself to Makato?
SKILLS IN DAILY
LIVING
H. MAKING
GENERALIZATIONS
AND ABSTRACTIONS
ABOUT THE LESSON
I. EVALUATING Short seat work about the discussion.
LEARNING Group Presentation.
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION AND
REMEDIATION
V. REMARKS
Section HP AP LP MPS
TOTAL
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80%
IN THE EVALUATION
B. NO. OF LEARNERS WHO REQUIRE
ADDITIONAL FOR REMEDIATION WHO
SCORED BELOW 80%
c. DID THE REMEDIAL LESSONS WORK?
NO. OF LEARNERS WHO HAVE CAUGHT
UP WITH THE LESSON.
D. NO. OF LEARNERS WHO CONTINUE
TO REQUIRE REMEDIATION
E. WHICH OF MY STRATEGIES WORKED
WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I
ENCOUNTER WHICH MY PRINCIPAL OR
SUPERVISOR HELPED ME SOLVED?
G. WHAT INNOVATION OR LOCALIZED
MATERIALS DID I USE / DISCOVER
WHICH I WISH TO SHARE WITH OTHER
TEACHERS?
Prepared by: Noted by:
Cristina F. Faalam Dr.Elsa D. Pagulayan
Teacher I Principal
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Calamba City
MAJADA IN NATIONAL HIGH SCHOOL
Grade & Section: Date:
GRADE 8
ENGLISH
I. OBJECTIVES
The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared
heritage ; coping strategies in processing textual information; strategies in examining features of
CONTENT a listening and viewing material; structural analysis of words and propaganda
STANDARDS techniques; and grammatical signals for opinion- making, persuasion, and emphasis.
The learner transfers learning by composing and delivering a persuasive speech based on an
informative essay featuring use of properly acknowledged information sources, grammatical signals for
PERFORMANCE
opinion-making , persuasion, and emphasis, and appropriate prosodic features,
STANDARDS
stance,and behavior.
LEARNING EN8SS-IIIe_1.6.3. Acknowledge sources by creating a bibliography
COMPETENCIES/
OBJECTIVES (Write
the LC code for each)
II. CONTENT Making a Bibliography
III. LEARNING RESOURCES
A. REFERENCES / Learning Module pg.384
Materials
Internet Source: Slide share. Com
IV. PROCEDURES
A. REVIEWING Recall previous discussion
PREVIOUS LESSON
OR PRESENTING
NEW LESSONS
B. ESTABLISHING A
PURPOSE FOR THE
How do look for information? Where do you commonly look for it?
LESSON
C. PRESENTING
EXAMPLES /
INSTANCES OF THE
Look at the given bibliography / data. How are they arranged?
NEW LESSON
D. DISCUSSING
NEW CONCEPTS Discuss the importance of creating a bibliography and how to do the APA
AND PRACTICING style of Bibliography.
NEW SKILLS # 1
E. DISCUSSING NEW
CONCEPTS AND Arrange the following information in APA style.
PRACTICING NEW
SKILLS # 2
F. DEVELOPING In group activity, create the bibliography of the given information. Present it
MASTERY (LEADS TO
FORMATIVE in class.
ASSESSMENT 3)
G. FINDING
PRACTICAL
Answer the questions.
APPLICATIONS OF Sharing their insights on the importance of Bibliography especially in
THE CONCEPTS AND
SKILLS IN DAILY
researching.
LIVING
H. MAKING
GENERALIZATIONS
AND ABSTRACTIONS
ABOUT THE LESSON
I. EVALUATING Making their own bibliography given the data.
LEARNING
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION AND
REMEDIATION
V. REMARKS
Section HP AP LP MPS
TOTAL
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80%
IN THE EVALUATION
B. NO. OF LEARNERS WHO REQUIRE
ADDITIONAL FOR REMEDIATION WHO
SCORED BELOW 80%
c. DID THE REMEDIAL LESSONS WORK?
NO. OF LEARNERS WHO HAVE CAUGHT
UP WITH THE LESSON.
D. NO. OF LEARNERS WHO CONTINUE
TO REQUIRE REMEDIATION
E. WHICH OF MY STRATEGIES WORKED
WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I
ENCOUNTER WHICH MY PRINCIPAL OR
SUPERVISOR HELPED ME SOLVED?
G. WHAT INNOVATION OR LOCALIZED
MATERIALS DID I USE / DISCOVER
WHICH I WISH TO SHARE WITH OTHER
TEACHERS?
Prepared by: Noted by:
Cristina F. Faalam Dr.Elsa D. Pagulayan
Teacher I Principal
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Calamba City
MAJADA IN NATIONAL HIGH SCHOOL
Grade & Section: Date:
GRADE 8
ENGLISH
I. OBJECTIVES
The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared
heritage ; coping strategies in processing textual information; strategies in examining features of
CONTENT a listening and viewing material; structural analysis of words and propaganda
STANDARDS techniques; and grammatical signals for opinion- making, persuasion, and emphasis.
The learner transfers learning by composing and delivering a persuasive speech based on an
informative essay featuring use of properly acknowledged information sources, grammatical signals for
PERFORMANCE
opinion-making , persuasion, and emphasis, and appropriate prosodic features,
STANDARDS
stance,and behavior.
LEARNING
COMPETENCIES/
OBJECTIVES (Write
the LC code for each)
II. CONTENT
III. LEARNING RESOURCES
A. REFERENCES /
Materials: Learning Module pg.335, power point presentation
Materials Internet Source: Slide share. com
IV. PROCEDURES
A. REVIEWING
PREVIOUS LESSON
OR PRESENTING Review the previous discussion.
NEW LESSONS
Fact of Bluff: Test the students knowledge of our neighboring country
B. ESTABLISHING A
PURPOSE FOR THE
through giving some important trivia about it. Let them analyze if the given
LESSON statements are true or not.
C. PRESENTING
EXAMPLES / Have a short background of the important concepts and facts about Myanmar.
INSTANCES OF THE
NEW LESSON
D. DISCUSSING
NEW CONCEPTS Brief discussion of the Myanmar Literature.
AND PRACTICING
NEW SKILLS # 1
E. DISCUSSING NEW Read the short essay about Aung San Suu Kyi. Discuss briefly what the
CONCEPTS AND
PRACTICING NEW essay tells something about her.
SKILLS # 2
F. DEVELOPING Answer the process questions regarding the essay. What does it tell about Suu
MASTERY (LEADS TO
FORMATIVE Kyi? Why do you think she’s one of the famous Myanmar writers?
ASSESSMENT 3)
G. FINDING Divide the class into five groups. Ask them to organize information from the
PRACTICAL
APPLICATIONS OF essay that they have read using their assigned graphic organizers
THE CONCEPTS AND
SKILLS IN DAILY
LIVING
H. MAKING
I. GENERALIZATION
S AND
What does literature (Burmese/ Myanmar) reveal about Asian character?
ABSTRACTIONS
ABOUT THE LESSON
I. EVALUATING
LEARNING
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION AND
REMEDIATION
V. REMARKS
Section HP AP LP MPS
TOTAL
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80%
IN THE EVALUATION
B. NO. OF LEARNERS WHO REQUIRE
ADDITIONAL FOR REMEDIATION WHO
SCORED BELOW 80%
c. DID THE REMEDIAL LESSONS WORK?
NO. OF LEARNERS WHO HAVE CAUGHT
UP WITH THE LESSON.
D. NO. OF LEARNERS WHO CONTINUE
TO REQUIRE REMEDIATION
E. WHICH OF MY STRATEGIES WORKED
WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I
ENCOUNTER WHICH MY PRINCIPAL OR
SUPERVISOR HELPED ME SOLVED?
G. WHAT INNOVATION OR LOCALIZED
MATERIALS DID I USE / DISCOVER
WHICH I WISH TO SHARE WITH OTHER
TEACHERS?
Prepared by: Noted by:
Cristina F. Faalam Dr.Elsa D. Pagulayan
Teacher I Principal
STORIES
ENCYCLOPEDIA
]
DICTIONARIES
TEXTBOOKS
OLD BOOKS
K to 12 BOOKS
REFERENCES
TEST PAPERS
INSTRUCTIONAL MATERIALS
Rules in Using the Mini Library
1. Kindly return the book to its proper place after reading.( Parang ikaw, ayaw
mo naman siguro ng iiwan ka lang pagkatapos kang gamitin diba?)
1. Please take care of the books properly. Do not toy it. ( Diba ayaw naman
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