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School Negros Oriental State University Year Level 8

DAILY
Learning
LESSON Subject Grade 8 English 8
Area
PLAN
Date/Time October 3, 2024|| 5:30 - 7:00 PM Quarter Third
The learner demonstrates understanding of: Southeast Asian literature as mirror to a
shared heritage; coping strategies in processing textual information; strategies in
Content Standard examining features of a listening and viewing material; structural analysis of words
and propaganda techniques; and grammatical signals for opinion- making, persuasion,
and emphasis.
The learner transfers learning by composing and delivering a persuasive speech based
Performance on an informative essay featuring use of properly acknowledged information sources,
Standard grammatical signals for opinion-making , persuasion, and emphasis, and appropriate
prosodic features, stance,and behavior.
Learning
Scan for logical connectors to determine the text type. EN8RC-Ia-7.2:
Competency/ies:

I. SPECIFIC LEARNING OBJECTIVES

Identify the different text types (e.g., expository, descriptive, persuasive, narrative)
Knowledge
and their key characteristics.
Label how logical connectors are used to establish relationships between ideas in a
Skills
text.
Critically analyze texts and evaluate the effectiveness of their use of logical
Attitude connectors.

Integration Across:

English 8: EN8RC-Ie-7: Use the appropriate reading style (scanning, skimming,

speed reading, intensive reading etc.) for one’s purpose

English for Academic and Professional Purposes 11/12: Uses knowledge of text
Annotations structure to glean the information he/she needs (CS_EN11/12A-EAPP-Ia-c-4)

21st Century Literature from the Philippines and the World: Writing a close analysis
and critical interpretation of literary texts, applying a reading approach, and doing
an adaptation of these, require from the learner the ability to identify: representative
texts and authors from Asia, North America, Europe, Latin America, and Africa
(EN12Lit-IIa-22).

II. SUBJECT MATTER

Topic English 7: Reading Style (skimming, scanning, speed reading, intensive reading, etc.)
Curriculum Guide K to 12: English 7, English 8, English for Academic and Professional
References Purposes, 21ST Century Literature from the Philippines and the World.

Instructional
Visual aids, Cards
Materials

III. PROCEDURE

A. Preparation Teacher’s Activity

Prayer Leads the students in prayer.
Energizer Leads the students in an energizer.
Checking of
Checks for absences.
attendance
Classroom Rules The teacher presents the rules.
1. Come to class on time.
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2. Raise your hand to speak.

3. Listen to your teacher.
4. Be nice to each other.
5. Keep our class clean.

In our previous discussion, we tackled the overview of the nature of literature

and its genres. Literature is more than just a collection of stories; it reflects
human life, culture, and experiences. It serves various purposes, going beyond
entertainment. It can also transmit cultural knowledge, and foster empathy and
understanding.

Guide Questions:
1. Why is that Literature considered a significant Human experience?
2. Beyond entertainment, what other important purposes does literature serve?
Review
3. How can literature be used as a tool for social change or for addressing
societal issues?

Word of the Day

“Wordsmith”
a person who has skills in using words, especially in writing.
Example: She is both a master storyteller and a skilled wordsmith.

The teacher presents the lesson objectives

“Cabbage Relay”

Instruction:
Motivation The cabbage will be passed around the class and when the music stops the student
who is holding the cabbage will peel out one leaf and will read the excerpt that is
written on the cabbage leaf.

Differentiated Activities:

Skimming: Students will read a selection and write down basic information from
the selection such as characters, theme, settings, plot, and others.

Scanning: Students will investigate the main topic or theme of the selection.

Speed reading: Students are provided a short selection entitled “CHurvaness

Pates” where they are required to read the selection for at least 8 minutes only.
Teacher will guide the students.
Activity
Intensive Reading: Students will read the selection entitled “ CHurvaness Pates”
and do write a summary.

Rubrics:
Skimming
Scanning
Speed Reading
Intensive Reading

Analysis Guide Questions:

1. What were the biggest challenges you faced while sorting the literary genre
cards?
2. Which genres did you find the easiest to identify? The most difficult? Why?
3. Do you think it's important to be able to identify different literary genres?
Why or why not?

Discussion on:
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 Prose
 Poetry
 Drama
 Fiction and Non-Fiction

Prose Vs. Poetry Vs. Drama. Fiction vs. Non-Fiction

Prose
Prose is so-called "ordinary writing" — made up of sentences and paragraphs,
without any metrical (or rhyming) structure. There are lots of examples of prose
writing, such as chapter books, short stories, letters, essays, and articles.

Feature of Prose
- written in sentence
- one sentence follows another
- sentence form paragraph

Poetry
Poetry is a type of literature that aims to evoke an emotional response in
the reader through language chosen and arranged for its meaning, sound, and
rhythm. Texts written in poetry are called poems.
Characteristics of a poem include:
 Meter, rhyme, form, sound, and rhythm/timing.

Drama
A drama is a piece of writing, which is artistically presented with dialogues. A drama
is attractive, impactful, and real as it presents characters along with natural and
credible aspects. Drama is a text written to be performed as a play on stage.

Feature of Drama
- Cast of characters
- Divided into acts and scene
- Include scene descriptions
- Lines for characters to speak
- Stage directions

Fiction vs. Non-fiction

Fiction can be defined as any made-up story, thriller, or fairy tale. It usually refers to
a genre of literature and other storytelling media that are imagined and not based on
real-life events or people. Fiction often involves the creation of an alternate reality
where characters, settings, and events exist outside of those found in everyday life.
Typically, fiction is created through the author‘s imagination, although some fiction
stories are based on real-life experiences.

The nonfiction literary genre is a form of writing based on facts, events, real
people, and real-life occurrences. It isn’t fabricated or fictional but deals with
the truth and accuracy of certain topics, including current events. It can be written in
various genres, such as biographies, autobiographies, history books, memoirs, science
texts, journalistic articles, encyclopedias, and self-help books. Nonfiction writers
make sure to research their topics thoroughly to portray an accurate representation of
the information being discussed.

Abstraction 1. What are the key characteristics that differentiate each literary genre (fiction,
nonfiction, poetry, prose, drama)?
2. How do the purposes and content of fiction and nonfiction differ?
3. In what ways are prose, poetry, drama, fiction, and nonfiction interconnected?
4. How can blending or combining different genres create new forms of
literature?
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5. What are the benefits and challenges of categorizing literary works into
distinct genres?

“Creative Wordsmith”

Instructions:
 Divide the class into four (4) groups.

Group 1: Prose Masters

 Instruction: Write a short narrative story that demonstrates the key features of
prose. Remember to use sentences and paragraphs and avoid metrical or
rhyming structures. Your story should have a clear plot, characters, and
setting.

Group 2: Poetic Minds

 Instruction: Compose a poem that showcases poetic characteristics.
Incorporate elements like meter, rhyme, form, sound, and rhythm. Your poem
can explore a theme, emotion, or experience.

Group 3: Dramatic Team

 Instruction: Create a short dialogue or scene from a fictional play. Include
stage directions to guide the performance and vivid character interactions.
Group 4: Nonfiction Narratives
 Instruction: Write a short dialogue or scene from a non-fiction play. While
based on real events or people, your scene should still include engaging
character interactions and stage directions.

 Give each group a specific amount of time to complete their task (10-15
minutes).
 After the time limit, have each group present their creations for (3-5 minutes) to
the class.
Application
Rubrics

GROUP 1: PROSE MASTER

Criteria Description Points
Plot Development The story has a clear beginning, middle, and end, 10
with logical progression.
Characterization Characters are well-defined and contribute to the 10
narrative’s flow.
Setting The setting is clearly described, creating a vivid sense 10
of time and place.
Use of Prose The story follows prose format, using sentences and 10
Structure paragraphs with no rhyme.
Creativity and The narrative is engaging, with a unique or 10
originality imaginative storyline.
Total Score

GROUP 2: POETIC MINDS

Criteria Description Points
Meter The poem effectively uses a consistent and 10
appropriate meter, enhancing its rhythm and flow.
Rhyme Scheme The poem employs a deliberate and engaging rhyme 10
scheme that complements the theme and structure.
Form The poem adheres to a chosen poetic form or 10
creatively utilizes free verse, demonstrating a clear
understanding of form.
Sound Devices The poem skillfully incorporates sound devices to 10
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enrich its auditory quality and emphasize key

elements.
Imagery and The poem vividly evokes imagery and conveys 10
Emotion emotion, effectively engaging the reader’s senses and
feelings.
Total Score

GROUP 3: DRAMATIC TEAM

Criteria Description Points
Character Depth Are the characters well-defined with clear emotions 10
and backgrounds?
Dialogue Is the dialogue natural, meaningful, and does it drive 10
the plot or develop characters?
Stage Directions Are the stage directions clear, effectively setting the 10
scene and conveying the mood?
Imagery Does the scene use descriptive language to create a 10
vivid and emotional atmosphere?
Emotional Impact Does the scene evoke a strong emotional response 10
from the audience?
Total Score

GROUP 4: NONFICTION NARRATIVES

Criteria Description Points
Character Depth and authenticity of character interactions. 10
Development
Dialogue Naturalness and relevance of dialogue to the scene. 10
Stage Directions Clarity and effectiveness of stage directions. 10
Emotional Impact Ability to evoke emotional response from the 10
audience.
Scene Structure Coherence and flow of the scene from start to finish. 10
Total Score

IV. ASSESSMENT

I. MULTIPLE CHOICES
1. Which of the following is NOT a characteristic of poetry?
A. Written in verse B. Uses rhyme, rhythm, and meter
C. Tells a story in chapters. D. Often uses figurative language.
2. Which of the following is an example of nonfiction?
A. A fantasy novel B. A biography of a famous person
C. A poem about love D.A play about an imaginary world
3. Which genre focuses on dialogue and is meant to be performed on stage?
A. Prose B. Poetry C. Drama D. Fiction
9. Which type of literature is called to be “ordinary writing”?
A. Poetry B. Drama C. Nonfiction D. Prose
10. Which of the following is an example of prose?
A. A short story B. A sonnet C. A screenplay D. A limerick

I. TRUE OR FALSE
1. Prose is a powerful form of writing that aims to evoke deep emotions in the reader.
2. Drama is a text written to be performed as a play on stage.
3. The features of poetry are written in lines, lines are grouped to make stanzas, may have rhyming words,
and can have a rhyme.
4. Fiction is based on factual events and real-life experiences.
5. A novel is an example of nonfiction.
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III. ESSAY (5 points)

Explore the distinct ways in which prose, poetry, and drama convey meaning, highlighting the unique features
of each genre in at least 2-3 sentences only.

ANSWER KEY
1. C
2. B
3. C
4. D
5. A
6. F
7. T
8. T
9. F
10. F

V. ASSIGNMENT

Instruction:
Find one example each of prose, poetry, and drama, as well as one example each of fiction and non-fiction
(from books, magazines, or online sources). Then write in a brief paragraph explaining why they classified
each text into its respective genre. In a long bond paper.

VI. REFLECTION

VII. REMARKS
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Prepared by:

Alviola, James Francis

Balonio, Dexcie
Bansal, Ian
Biliot, Richelle Mae
Lingkod, Richel
Santillan, Junavil