English 8 Quarter 1

A LESSON PLAN IN ENGLISH 8
I OBJECTIVES
The learner demonstrates understanding of: African literature as a
means of exploring forces that human beings contend with; various
reading styles vis – à-vis purposes of reading; prosodic features
Content Standard that serve as carriers of meaning; ways by which information may
be organized, related, and delivered orally; and parallel structures
and cohesive devices in presenting information.
The learner transfers learning by composing and delivering an
informative speech based on a specific topic of interest keeping in
Performance mind the proper and effective use of parallel structures and
Standard cohesive devices and appropriate prosodic features, stance, and
behavior.
At the end of the lesson, 80% of the students
Learning
Competency
Quarter: 1 Week: 1 Day: 1 Date: _______

ll. CONTENTS Getting to know ice breaker, pretest
lll. LEARNING http://puzzlemaker.discoveryeducation.com/?CFID=355277&CFT
RESOURCES OKEN=12766806 for puzzle maker
IV PROCEDURES
Preliminaries  Prayer
 Checking of Attendance
 Classroom Management
Icebreaker When students come in, they find a seat where a word search is
waiting. Each student will search for their own name along with
those of their new classmates.
Example:
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Welcome Short welcome and introduction by the teacher
Orientation  Grading System
 Setting of Classroom Rules
Pretest 30-item test to measure student’s prior knowledge
VI REFLECTION
A. Parts of the lesson that went well:

_________________________________________________________________________
_________________________________________________________________________
B. Parts of the lesson that were weak:
_________________________________________________________________________
_________________________________________________________________________
C. Thoughts and feelings about the lesson (including things that were successfully
implemented, needs improvement, or could be adjusted in the future):
_________________________________________________________________________
_________________________________________________________________________
V REMARKS
[] Lesson is successfully conducted within the time frame allotted for the lesson.
[] Objectives are not met; I need to reteach the topic.
[] Insufficient time for the lesson due to the following factors:
_________________________________________________________________________
_________________________________________________________________________
[] Transfer of lessons to the following day as a result of class suspension.
Reason for class suspension:
_________________________________________________________________________
_________________________________________________________________________
[] Other remarks, please specify
A. No. of learners achieve 80%: _____
B. No. of learners who require additional activities for remediation: _____
C. Did the remedial lessons work? _____
D. No. of learners who have caught up the lesson: _____
E. No. of learners who continue to require remediation: _____
F. Which of my teaching strategies worked well? Why did these work? _____
G. What difficulties did I encounter which my principal or supervisor help me solve?
_____
H. What innovation or localized materials did I use/discover which I wish to share
with other teachers? _____
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PRETEST
1. Which is the right intonation of the sentence, “Did you find the classroom?”
a. Falling intonation – yes/no question c. Falling intonation – statement
b. Rising intonation – yes/no question d. Rising intonation – statement
2. No matter where you go, the Internet is following you. Almost every portable device is
being made with an Internet connection. Most new TVs and many other appliances come with
Internet connections as well. The Internet is truly ubiquitous If something is ubiquitous,
a. It is fuzzy and will bite you c. It costs too much money
b. It is everywhere d. It causes rashes
3. In the suffixes -ic, -tion, -sion, -cian, where is the location of the stressed syllable?
a. First syllable c. No stress
b. Final syllable d. Penultimate syllable
4. If the word permit has stress on the last syllable as in permit'. What does it mean?
a. A notice c. To request
b. To give consent d. A written grant/authority
5. Police found some ________at the scene of the crime, but have not yet revealed
what they are.
a. increase – noun c. increase - verb
b. object – noun d. object -verb
6. Who wrote “The Hands of the Blacks”

a. Eku Mcgred c. Francisco Benitez
b. Luís Bernardo Honwana d. Doreen Fernandez
7. What is the theme of “The African Child”?

a. Kindness despite adversity c. Poverty cannot hinder success
b. Feeling low about oneself d. Give and you will receive
For nos. 8 and 9, Which is the correct meaning of the italicized word below:
8. Ashley blacks out whenever she sees blood.
a. She covers her face with something black so she can’t see the blood.
b. She paints whatever she was working on black.
c. She faints when she sees blood.
d. She screams at the sight of blood.
9. It was raining cats and dogs when we got off the bus.
a. There were cats and dogs descending from the sky.
b. We were getting really wet.
c. It was raining really hard.
d. It was raining on the cats and dogs.
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10. A collocation is two or more words that
a. often go together c. must be used together
b. have similar meanings d. have opposite meanings
11. Complete the collocation: "I was running late so I only had time for a _____ shower."
a. short c. fast
b. quick d. slow
12. Complete with a verb + adverb collocation: "You'll do it if you ________ enough."
a. try hard c. want to
b. really try d. would like
13. Which refers to the way the pitch of a speaker's voice rises or falls.
a. prosody b. adjective c. stress d. intonation
14. The statement below was taken from an African story “The Hands of the Blacks”. What
do these words imply? “It was to show that what men do is only the work of men... that what
men do is done by hands that are the same—hands of people.”
a. That we are all equal despite our skin color.
b. That work should be done by Blacks alone.
c. That our hands are the same size.
d. That all people are given hands for work.
15. Most of the themes in African Literature focus on freedom, independence, equality and
economic freedom to name a few. What do these lines from the African story of creation
reveal about their values?
West African creation tale explains how two spirit people were accidentally sent down
to earth by the sky god. Lonely, the people decided to create children from clay, but feel they
must hide them when the sky god comes down. Because they are hidden in fire, the children
soon turn to various shades based on how long they had been exposed to the heat. Over time,
these clay children grow up and move to various regions of the earth, ultimately populating it
a. Africans value people’s differences.
b. Africans follow their religion.
c. Africans entertain themselves through tales.
d. Africans are hardworking people.
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16. Myths are often sacred within the culture of a group of people and are incorporated in
their religion. Legends include familiar landmarks and/or known historical events. One
common characteristic of myths and legends is that:
a. They are meant to be read by kids.
b. They are written by the ancestors.
c. They are believed to be true.
d. They deal with animals and extraordinary people.
17. What sort of reading is skimming?

a. Quick reading b. Slow reading c. Careful reading d. Pleasure reading
18. If you skim a newspaper what are you doing?
a. Reading the front page c. Answering crossword
b. Seeing what's in the paper d. Looking for movie schedule
19. What sort of reading do you use to find out what's on TV today?
a. Skimming b. Scanning c. Careful reading d. Slow reading
20. Skim the TV programs to find out how many times you can watch the news.
6:15 PM Local News 8:30 PM Country file
10:30 PM World News 11.00 PM The Science of Space
a. once b. twice c. three times d. four times
21. Identify the literary device used in this sentence, “The teacher is like an angry lion when
she is mad.”
a. Personification b. Simile c. Oxymoron d. Metaphor
22. What is the difference between a metaphor and simile?
a. There is no difference.
b. A metaphor is used in fiction and a simile used in poetry.
c. A metaphor compares objects, while a simile compares people.
d. A simile is a metaphor that uses the words 'like' or 'as.'
23. What is a graphic organizer?

a. A set of boxes used to organize thoughts and ideas.
b. A puzzle to develop creative thinking
c. A map used to find your way somewhere.
d. a set of shapes for drawing purposes
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24. A graphic organizer helps students:
a. Retain information, express what they learned in lengthy prose, and organize ideas
b. Retain information, organize ideas, and represent complex ideas in a visual manner.
c. Retain information, organize thoughts, and avoid reading lengthy text.
d. Retain information, organize ideas, and represent complex ideas in lengthy prose.
25. Choose the author's purpose for this passage:

Judy Glen's amazing Wrinkle Remover cream will make you look younger in thirty
days or less. This remarkable cream has special ingredients to make your wrinkles
disappear. The cost for a thirty day supply is 250 pesos, cash on delivery available
a. Persuade b. Inform c. Entertain d. Retell
26. What is the mood of the passage below?

When I stepped out into the bright sunlight from the darkness of the movie house, I had only
two things on my mind: Paul Newman and a ride home.
a. Relaxed b. Terrified c. Worried d. Perplexed
27. What is the tone of the following sentence?
Bursting through the door, the flustered mother screamed uncontrollably at the innocent
teacher who gave her child an F.
a. Angry b. Witty c. Suspicious d. Excited
28. Why is it important for an author to be able to use mood effectively?

a. So that they can control the feelings that their work evokes in the reader.
b. So that the reader has a clear sense of what the author thinks about the characters.
c. So that the reader has a clear sense of what the author thinks about the entire piece.
d. So that they can control the mental images that their work evokes in the reader.
29. What is the intonation marker for WH questions in English?

a. Rising pitch towards the end of the sentence.
b. Falling pitch towards the end of the sentence.
c. Completely flat pitch throughout the sentence.
d. It depends on the relative social statuses of the speakers.
30. Stress, rhythm, intonation, and sound changes in connected speech are examples of
______.
a. Regressive assimilation c. Suprasegmental features

b. Content and function words d. Stress-timed languages
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Answer Key for Pre-Test
1. B
2. B
3. D
4. B
5. B
6. B
7. C
8. C
9. C
10. A
11. B
12. A
13. D
14. A
15. C
16. C
17. A
18. A
19. B
20. B
21. B
22. D
23. A
24. B
25. A
26. A
27. A
28. A
29. B
30. C
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I OBJECTIVES:
Content Standard: The learner demonstrates understanding of: African literature as a means
of exploring forces that human beings contend with; various reading styles vis – à-vis purposes
of reading; prosodic features that serve as carriers of meaning; ways by which information may
be organized, related, and delivered orally; and parallel structures and cohesive devices in
presenting information.
Performance Standard: The learner transfers learning by composing and delivering an

informative speech based on a specific topic of interest keeping in mind the proper and effective
use of parallel structures and cohesive devices and appropriate prosodic features, stance, and
behaviour.
Learning Competency and Code/s:

Scan for logical connectors to determine the text type - (EN8RC-Ia-7.2)
II CONTENTS
Subject Matter: Text types and Logical Connectors

Springboard: The African World View by Dr. Kofi A. Busia
Integration: ESP- Nature of Man
Strategies: Cooperative Learning (Small Group Discussion)
Materials: Laptop for power point presentation, flash cards, sheets of Manila paper, marker pen
III LEARNING RESOURCES

A. Reference: Learners Material for Grade 8 English Learners,
B. Other Learning Resources:
http://www.englishdaily626.com/sentence_connectors.php?006
IV PROCEDURE
BEFORE THE LESSON
Setting the Mood

Preliminaries (Prayer, Checking of Attendance, etc.)
Review
The teacher will post/raise these questions:
-Class, what did we do last meeting?
-What have you learned from our activity?
(The teacher will give chance to the students to answer the posted questions.)
Previous Activity: Getting to Know You!
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Motivation
STARTUP ACTIVITY
Teacher divides the class into two and let them play ‘Swat the word” by guessing the
logical connectors base on prior knowledge.
I will be placing sentences on the board and using a fly swatter, I’d like you to swat the
logical connectors. I know the word is foreign to many of you but I would like to see if you can
generalize what a logical connector is based on this activity
1. The car beat the red traffic light. As a result, the driver was issued a summons by
the traffic policeman.
2. "Lira won the gold medal after three months of intensive training. Similarly, you
too could win if you practice hard enough," Liza's mother said to her.
3. "I don't think she can handle this task. Besides, she already has a lot of other
responsibilities," said the head prefect to his assistant.
4. The cadets were given new uniforms to wear. In addition, they received free passes
to the match.
5. The people strongly opposed the move to build a golf course near their house.
Consequently, the proposed plan was cancelled.
6. "The final examinations are coming soon. Therefore, it would be advisable for you
to begin revising more systematically," the teacher told her class.
7. The neighbors often helped each other, thus creating a feeling of harmony in the
neighborhood.
8. The teenager was caught shoplifting. However, he was let off with a warning.
9. Shaun is directing the movie. Besides, he is playing the lead role in it.
10. Thomas Edison failed several times before he successfully invented the first light
bulb. Similarly, you too could attain your dreams if you never give up trying.
Source: http://www.englishdaily626.com/sentence_connectors.php?006
Based on its usage on the board, what do you think are logical connectors?
Presentation of the Lesson

The teacher will explain to the class the significance and relation of the logical
connectors to the lesson on text types.
DURING THE LESSON
Lesson Proper
DISCUSION ON INTRO TO TEXT TYPES AND LOGICAL CONNECTORS
The teacher shall discuss the four types of texts
A. Expository- Its main purpose is to explain. It is a subject-oriented writing style in

which, in which authors focus on telling you about a given topic or subject without voicing
their personal opinions. These types of texts furnish you with relevant facts and figures but do
not include their opinions.
B. Descriptive – Its main purpose is to describe. It is a style of writing that focuses on a

describing a character, an event, or a place in great detail. It can be poetic when the author
takes time to be very specific in his or her descriptions.
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C. Persuasive – Its main purpose is to convince. Unlike expository writing, this type of
text contains the opinions and biases of the author. To convince others to agree with the
author’s point of view, persuasive writing contains justifications and reasons.
D. Narrative – Its main purpose is to tell a story. The author will create different
characters and tell you what happens to them.
(Note: The teacher must give sample paragraphs in each text type to ensure students’
understanding of the topic. Please refer to the attached references)
AFTER THE LESSON

Scanning is a way to save time and to get the most from you are reading. It is one
method of fast reading. Scanning involves moving the eyes quickly down a page to find fact
or details quickly. To scan, look for a keyword (name, a date, or a figure) that will lead you to
the facts and ideas you need. When you find that key word, read carefully for the definite
information you need. Now, complete the information below by identifying the text type and
scanning for logical connectors.
Paragraph Text Type Logical connectors

No.
1.
2.
3.
4.
Paragraph 1 (Persuasive)
In 1997, 175,000 volunteers picked up three million pounds of garbage along the
coasts of the United States. As a result, both people and sea animals can enjoy cleaner and
safer environments. Glass bottles, lumber, and syringes are less of a threat to barefooted
beachgoers. Fewer seabirds, fish, and crabs will die entangled in plastic can holders, fishing
nets, and fishing line. People put trash in the oceans, but by volunteering their time to help
clean up after themselves, people are also the solution to the problem.
https://www.eslprintables.com/powerpoint.asp?id=69990
Paragraph 2 (Narrative)
Jerry was the kind of guy you love to hate. He was always in a good mood and always
had something positive to say. When someone would ask him how he was doing, he would
reply, “If I were any better, I would be twins! He was a unique manager because he had
several waiters who had followed him around from restaurant to restaurant. The reason the
waiters followed Jerry was because of his attitude. He was a natural motivator. If an
employee was having a bad day, Jerry was there telling him how to look on the positive side
of the situation.
Source: https://www.chickensoup.com/book-story/54410/attitude-is-everything
Paragraph 3 (Descriptive)
The iPhone 6 is unexpectedly light. While size of its screen is bigger than those of the
iPhones that came before, it is thinner, and its smooth, rounded body is made of aluminum,
stainless steel, and glass. Furthermore, its casing comes in a whitish silver, gold, or a color
the company calls “space gray”, the color of the lead of a pencil, with darker gray accents.
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Source:http://bvcoend.ac.in/images/upload/BVP_Bharati_Vidyapeeths_College_of_
Engineering_,New_Delhi_60510613907866FILE38623UPLOAD56435731556253485.pdf
Paragraph 4 (Expository)
An important technique to learn first is how to enter the canoe. This craft, with the
stern resting on the shore, and the bow in the water, is in its most unstable position. The stern
paddler first steadies the canoe. He places one foot on either side of the stern, pressing with
his knees to hold it firmly. Then he grabs either gunwale (i.e. top edge of a canoe) with his
hands, approximately eighteen inches forward. The bow paddler then steps to the center of
the canoe just forward of the stern seat with one foot, then moves forward, bent at right
angles from the waist. Sliding his hands forward on either gunwale, he moves to the bow
seat. His hands do not leave the gunwales until he is seated. He then sits immovable while the
stern paddler places one foot into the canoe just forward of his seat, grasps the gunwales, and
thrusts the canoe gently out into the water with the other leg. With the canoe in motion he
brings his other leg into the canoe. If this seems time-consuming and silly to you, watch a
pair of north woods voyageurs who have spent their lives in a canoe. You will find that they
follow this procedure automatically, not because the book says so, but because they have
learned through experience that this is the easiest and safest method.
Source:www.oocities.org/whoelseisgreat/Examples_of_Expository_and_Narrative_Texts.doc
V REMARKS
___________________________________________________________________________
___________________________________________________________________________
__
___________________________________________________________________________
___________________________________________________________________________
__
_____
VI REFLECTION
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___________________________________________________________________________
___________________________________________________________________________
_
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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LESSON PLAN IN ENGLISH 8
I OBJECTIVES
Content Standard: The learner demonstrates understanding of: African literature as a means
of exploring forces that human beings contend with; various reading styles vis – à-vis purposes
of reading; prosodic features that serve as carriers of meaning; ways by which information may
be organized, related, and delivered orally; and parallel structures and cohesive devices in
Performance Standard: The learner transfers learning by composing and delivering an

informative speech based on a specific topic of interest keeping in mind the proper and effective
use of parallel structures and cohesive devices and appropriate prosodic features, stance, and
behavior.
Learning Competencies and Codes:

1. Skim to determine key ideas - (EN8RC-Ic.1.5.1)
II CONTENT
A. Subject Matter: Identifying main idea
B. Integration:
C. Strategies: Cooperative Learning (Small Group Discussion)
D. Materials: Laptop for power point presentation, flash cards, sheets of Manila paper, marker
pen
III LEARNING RESOURCES

A. Reference: Learners Material for Grade 8 English Learners
B. Other Learning Resources
III PROCEDURE
BEFORE THE LESSON

1. Setting the Mood
Preliminaries (Prayer, Checking of Attendance, etc.)
2. Review
The teacher will post/raise these questions:
-Class, what did we do last meeting?
-What have you learned from our activity?
(The teacher will give chance to the students to answer the posted questions.)
Previous Activity: Logical Connectors, Text Types
3. Motivation
Activity 1: STARTUP ACTIVITY

Directions: Read the following passages and try to tell what each paragraph is all about.
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Paragraph 1
Despite the hatred that most people feel toward cockroaches, they do help humans in
several ways. For example, they are perfect experimental animals and are used for scientific
research in the laboratory. Breeding them is easy, for they thrive under almost any conditions.
In studies on nutrition and food, cockroaches are good subjects because they will eat any kind
of food. They can be used to study heart disease, and cancer researchers work with roaches
because they grow cancerous tumors like those that are found in humans.
Paragraph 2
About 300 million years ago, long before dinosaurs ruled the earth, the cockroach
already had been here for a long time. We can only guess at why it has not become extinct, but
the physical assets of the cockroach provide a major reason for its survival. The cockroach's
body is very flat, allowing it to slip into tiny cracks and crevices, and its six strong running legs
give it unmatched powers of escape. Two small feelers detect movements and changes in air
currents, thus warning the insect of approaching danger. The cockroach's two large eyes are
made up of hundreds of tiny, separate eyes which are very good for seeing movements - an
ability that helps a roach escape its enemies.
Paragraph 3
Making a study schedule is one important step in becoming a successful student in

college. Students should schedule one hour of study time for every one hour of class time. At
exam time, more study time may be necessary. Also, students must study in an appropriate
place. It is important to study in a quiet place away from the distraction of other people and
such things as the television and the radio. Students should find a comfortable place with plenty
of space for all the necessary study supplies. Then, students need to study the information in
small amounts. It is a good idea to learn the required concepts slowly and thoroughly instead
of trying to learn everything on the evening before the exam. Students who want to be
successful in college should remember these three helpful study strategies.
4. Presentation of the Lesson

The teacher will explain to the class the significance and relation of the START UP
ACTIVIYT to the lesson on Identifying the Main Idea.
DURING THE LESSON
5. Lesson Proper
the teacher shall give a discussion on skimming for main ideas .
SKIMMING FOR MAIN DEAS
Skimming is used to obtain the gist (the overall sense) of a piece of text. It is a
strategic, selective reading method on which you focus on the main ideas of a text. When
skimming, deliberately skip text that provides details, stories, data, or other elaboration.
Instead of closely reading every word, focus on the introduction, chapter summaries, first and
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last sentences of the paragraph, bold words, and text features. Skimming is extracting the
essence of the author’s main messages rather than the finer points.
Process on how to skim:
1. Read the title, subtitles, subheading to find out what the text is about.
2. Look at the illustrations to give you further information about the story.
3. Read the first and last sentence of every paragraph.
4. Don’t read every word or every sentence. Let your eyes skim over the text, taking in
keywords.
5. Continue to think about the meaning of the text.
The main idea is the central, or most important, idea in a paragraph or passage. It states the
purpose and sets the direction of the paragraph or passage.
• The main idea may be stated or it may be implied.
• When the main idea of a paragraph is stated, it is most often found in the first sentence of the
paragraph. However, the main idea may be found in any sentence of the paragraph.
• The main idea may be stated in the first sentence of a paragraph and then be repeated or
restated at the end of the paragraph.
• The main idea may be split. The first sentence of a paragraph may present a point of view,
while the last sentence presents a contrasting or opposite view.
• To find the main idea of any paragraph or passage, ask these questions:
1. Who or what is the paragraph about?
2. What aspect or idea about the ‘who’ or ‘what’ is the author concerned with?
Activity 2: GETTING THE MAIN IDEA PRACTICE

Directions: Read and think about the following sample paragraphs, then look for the
main idea sentences.
Paragraph 1
It is often said that lightning never strikes twice in the same place, but this isn’t true.
Go ask the forest rangers. Rangers who spend their summers as fire-fighters will tell you that
every thundershower brings several bolts of lightning to their lookout stations.
Paragraph 2
Costs were low that year and the output high. There was a good person for each job and
the market remained firm. There were no losses from fire. All in all, it was the best years in the
history of the company.
Paragraph 3
There are great numbers of deer around here. This whole area is great country for
hunters and fishermen. There are bears, mountain lions, and coyotes. To the east there are
streams full of trout, and there are ducks and geese.
Paragraph 4
Advertising affects our lives every day. Brand names are common household words.
We start each day using the toothpaste, soap, and breakfast foods promoted by advertisers. Ads
have made the cars we drive signs of our success. Our choices of food, dress, and entertainment
are swayed by ads. Not one aspect of American life is untouched by advertising.
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Paragraph 5
Penicillin is one of the greatest of the wonder drugs. It has saved thousands of lives
already and will save many more in the future. Unfortunately, it has no effect at all on most
of the ills of mankind. Penicillin is a very good drug, but it is certainly not a cure-all.
Paragraph 6
Do you wear glasses? Make sure your glasses fit well. The earpieces should be at eye
level. Don’t try to adjust the earpieces yourself. Take your glasses for adjustments to the place
you bought them. Keep your glasses in a case when you’re not wearing them. This will prevent
scratches. Keep the lenses clean. A soft cloth is best for cleaning.
Activity 3: SKIMMING PRACTICE
Directions: Skim through the following long passages for five minutes. Then answer
the questions that follow:
Read the passage below and answer question 1.
Americans have always been interested in their Presidents' wives. Many First Ladies
have been remembered because of the ways they have influenced their husbands. Other First
Ladies have made the history books on their own.
At least two First Ladies, Bess Truman and Lady Bird Johnson, made it their business
to send signals during their husbands' speeches. When Lady Bird Johnson thought her husband
was talking too long, she wrote a note and sent it up to the platform. It read, "It's time to stop!"
And he did. Once Bess Truman didn't like what her husband was saying on television, so she
phoned him and said, "If you can't talk more politely than that in public, you come right home."
Abigail Fillmore and Eliza Johnson actually taught their husbands, Millard Fillmore and
Andrew Johnson, the thirteenth and seventeenth Presidents. A schoolteacher, Abigail
eventually married her pupil, Millard. When Eliza Johnson married Andrew, he could not read
or write, so she taught him herself.
It was First Lady Helen Taft's idea to plant the famous cherry trees in Washington, D. C. Each
spring these blossoming trees attract thousands of visitors to the nation's capital. Mrs. Taft also
influenced the male members of her family and the White House staff in a strange way: she
convinced them to shave off their beards!
Shortly after President Woodrow Wilson suffered a stroke, Edith Wilson unofficially took over
most of the duties of the Presidency until the end of her husband's term. Earlier, during World
War I, Mrs. Wilson had sheep brought onto the White House lawn to eat the grass. The sheep
not only kept the lawn mowed, but provided wool for an auction sponsored by the First Lady.
Almost $100,000 was raised for the Red Cross.
Dolly Madison saw to it that a magnificent painting of George Washington was not destroyed
during the War of 1812. As the British marched toward Washington, D. C., she remained
behind to rescue the painting, even after the guards had left. The painting is the only object
from the original White House that was not burned.
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One of the most famous First Ladies was Eleanor Roosevelt, the wife of President Franklin D.
Roosevelt. She was active in political and social causes throughout her husband's tenure in
office. After his death, she became famous for her humanitarian work in the United Nations.
She made life better for thousands of needy people around the world.
1. What is the main idea of this passage?
A. The Humanitarian work of the First Ladies is critical in American government.

B. Dolly Madison was the most influential president's wife.
C. Eleanor Roosevelt transformed the First Lady image.
D. The First Ladies are important figures in American culture.
E. The First Ladies are key supporters of the Presidents.
Read the passage below and answer question 2.
Of the many kinds of vegetables grown all over the world, which remains the favorite of young
and old alike? The potato, of course.
Perhaps you know them as "taters," "spuds," or "Kennebees," or as "chips," "Idahoes," or even
"shoestrings." No matter, a potato by any other name is still a potato- the world's most widely
grown vegetable. As a matter of fact, if you are an average potato eater, you will put away at
least 100 pounds of them each year.
That's only a tiny portion of the amount grown every year, however. Worldwide, the annual
potato harvest is over 6 billion bags. Each bag contains 100 pounds of potatoes, some of them
as large as four pounds each. Here in the United States, farmers fill about 400 million bags a
year. That may seem like a lot of "taters," but it leaves the United States a distant third among
world potato growers. Polish farmers dig up just over 800 million bags a year, while the
Russians lead the world with nearly 1.5 billion bags.
The first potatoes were grown by the Incas of South America, more than 400 years ago. Their
descendants in Ecuador and Chile continue to grow the vegetable as high as 14,000 feet up in
the Andes Mountains. (That's higher than any other food will grow.) Early Spanish and English
explorers shipped potatoes to Europe, and they found their way to North America in the early
1600s.
People eat potatoes in many ways-baked, mashed, and roasted, to name just three. However, in
the United States most potatoes are devoured in the form of French fries. One fast-food chain
alone sells more than $1 billion worth of fries each year. No wonder, then, that the company
pays particular attention to the way its fries are prepared.
Before any fry makes it to the people who eat at these popular restaurants, it must pass many
separate tests. Fail any one of these tests and the potato is rejected. To start with, only Russet
Burbank potatoes are used. These Idaho potatoes have less water content than other kinds,
which can have as much as 80 percent water. Once cut into "shoestrings" shapes, the potatoes
are partly fried in a secret blend of oils, sprayed with liquid sugar to brown them, steam dried
at high heat, then flash frozen for shipment to individual restaurants.
17
Before shipping, every shoestring is measured. Forty percent of a batch must be between two
and three inches long. Another 40 percent has to be over three inches. What about the 20
percent that are left in the batch? Well, a few short fries in a bag are okay, it seems.
So, now that you realize the enormous size and value of the potato crop, you can understand
why most people agree that this part of the food industry is no "small potatoes."
2. What is the main idea of this passage?
A. Potatoes from Ireland started the Potato Revolution.

B. The average American eats 50 pounds of potatoes a year.
C. French fries are made from potatoes.
D. Potatoes are a key vegetable in America.
E. The various terms for potatoes have a long history.
AFTER THE LESSON
F. Generalization/Wrap-up
The teacher will post these questions:
*What have we learned this morning?
*What does the story tell us?
(The teacher should make sure that the generalization comes from the students. They
must be able to give the generalization before he/she moves to the evaluation phase)
G. Evaluation
Activity 4:
Directions: Each paragraph is followed by four statements. Skim through the sentences and
find the statement that best expresses the main idea. Circle the letter of that statement.
1. People often refer to taxes in terms of their being much too high. In reality, they are probably
even higher than you think, because in addition to the federal income tax we are now studying,
there are many other Federal, State, and local taxes, including sales taxes, inheritance taxes,
state income taxes, personal property taxes, real estate taxes, and others. These are just some
of the most obvious ones.
a. Taxes are much too high.
b. We pay more taxes than we may realize.
c. Inheritance taxes and real estate taxes are unfair.
d. Some taxes are hidden.
2. The fact that electronic computers are now used for data processing has led the general public
to believe that it is a mysterious, complicated science and that the computers are giant brains.
Both of these ideas are false. A computer is basically just a high-speed adding machine that
performs the functions it is told to. If the input data are varied even a little, the computer is
unable to operate until it is programmed to accept the variations. The business operations it
performs are impressive only because of the extremely high speed of manipulation, but most
of these operations have been used for decades. Unlike man, the computer performs repetitive
calculations without getting tired or bored.
a. A computer is a high-speed adding machine.
b. A computer is a mysterious giant brain.
c. A computer is impressive because of its high speed.
18
d. A computer is superior to man in many ways.
3. The Louisiana Purchase proved to be one of the shrewdest business pacts in the entire history
of the United States. The purchase doubled in the area of the country and provided territory
from which fourteen new states were created either wholly or in part. It also gave us control
over the mouth of the Mississippi River and opened up the way to foreign trade. Prior to the
purchase, the waterway had been blocked by the Spanish, probably with the approval of
Napoleon. The land that was bought was rich in timber, minerals, and natural resources of
many kinds. Finally, the cost of the transaction was unbelievably low; the total of $15 million
amounted to about four cents an acre.
a. The Louisiana Purchase was a very good business deal for the U.S.
b. The land bought by the Louisiana Purchase was rich in minerals.
c. The land bought by the Louisiana Purchase was very cheap.
d. Most Americans were very pleased with the purchase.
4. There is a common belief that while the dog is man’s best friend, the coyote is his worst
enemy. The bad reputation of the coyote traces back to his fondness for small animals; he hunts
at night and is particularly destructive to sheep, young pigs, and poultry. Yet it is sometimes
wise to encourage coyotes. Provided valuable farm animals are protected, the coyote will often
free the property of other animals, like rabbits, which are ruinous to crops and certain trees. He
is especially beneficial in keeping down the rodent population. Where coyotes have been
allowed to do their work without molestation, ranchers and fruit growers have found them so
valuable that they would no more shoot them than they would shoot their dogs.
a. Under certain conditions the coyote is helpful to man.
b. The coyote is feared because of his fondness for small animals
c. Modern ranchers would no sooner shoot coyotes than they would shoot dogs.
d. The coyote usually prefers rabbits and other rodents to sheep and poultry.
5. In earlier days those who had overseas business which they believed should be discussed
personally, took ship and set out across the briny deep. Once aboard they transacted their
affairs, engaging in commercial and social matters or conducting government business. Today
ships and passengers continue to sail the seven seas, and airplanes soar overhead. But above
them all, words speed through the sky – telephone conversations quickly bring together in the
most personal fashion people who are separated by thousands of miles.
a. Overseas telephone service today is ruling out all need for overseas travel.
b. Nothing can take the place of person-to-person conversation in settling business,
social, and government problems.
c. Many conversations which once required overseas travel can now be conducted by
telephone.
d. Even with modern overseas telephone service people continue to travel abroad by
ship or by plane.
6. The attitudes of Americans toward gambling are amazingly contradictory. You may find, for
example, that horse racing is legal in your state, but that you cannot legally play poker for
money on your front porch; bookies may be prosecuted by state law, but they are supposed to
purchase a federal license nonetheless; one church condemns gambling, while another raises
money by sponsoring Bingo games. Gambling laws are inconsistent from state to state or even
from town to town and are very difficult to enforce.
a. Americans have negative attitudes toward gambling.
b. Gambling laws are difficult to enforce
19
c. Gambling laws are inconsistent from community to community.
d. Churches do not have uniform ideas about gambling.
V REMARKS
___________________________________________________________________________
___________________________________________________________________________
__
___________________________________________________________________________
___________________________________________________________________________
__
_____
VI REFLECTION

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
20
I OBJECTIVES
CONTENT The learner demonstrates understanding of: African literature as a

STANDARD means of exploring forces that human beings contend with; various
reading styles vis – à-vis purposes of reading; prosodic features that
serve as carriers of meaning; ways by which information may be
organized, related, and delivered orally; and parallel structures and
cohesive devices in presenting information.
PERFORMANCE The learner proficiently plays an active part in a Chamber Theatre

STANDARD presentation through employing effective verbal and non-verbal
strategies based on the following criteria: Focus, Voice, Delivery,
Facial Expressions, Style and Body Movements or Gestures.
LEARNING At the end of the lesson, 80% of the students should be able to:
COMPETENCIES 1. Listen for important points signaled by volume, and projection
& CODE
EN8LC-Ia-5.1
2. Note the changes in volume and projection that affect
meaning. EN8LC-If-5.2
II CONTENT
A. Subject Volume and Projection

Matter
B. Integration ESP: Family Responsibility
C. Strategies 4 A’s
D. Material Video, PowerPoint lesson, flashcards
IIII LEARNING
RESOURCES
A. References DepEd Learning Module for English 8
cte.sfasu.edu/wp-content/uploads/2012/01/Skit.doc
B. Other https://www.youtube.com/watch?v=5UMFa5NcSoI
Learning https://www.rcampus.com/rubricshowc.cfm?code=LXC2993&nocach
Resources e=1551665320381
IV PROCEDURES
21
 Review of past lessons
Motivation  Show “Sh sh Baby’s Sleeping” video

https://www.youtube.com/watch?v=5UMFa5NcSoI
Presentation/  Discuss the importance of volume and projection in speaking
Discussion through a ppt presentation
A. Activity  Divide the class into 4 groups and assign them to do the jazz
chant below:
Group 1:
I said, Sh! Sh! Baby's sleeping!
I said, Sh! Sh! Baby's sleeping!
What did you say?
What did you say?
Group 2:
I said, Hush! Hush! Baby's sleeping!
I said, Hush! Hush! Baby's sleeping!
What did you say?
What did you say?
Group 3:
I said, Please be quiet, Baby's sleeping!
I said, Please be quiet, Baby's sleeping!
What did you say?
What did you say?
Group 4:
I said, Shut up! Shut up! Baby's sleeping!
I said, Shut up! Shut up! Baby's sleeping!
WAAAAAAAAAAAAAAAAAAA
Not anymore.
B. Analysis  Ask a member/s of each group the impact of speaking when

it’s all loud, all soft or a combination of loud and soft and how
do they use correct enunciation when making the baby fall
asleep.
C. Abstraction  Ask a student/s to summarize what has been discussed.
 Review the lesson for the day by reviewing important points
from the PowerPoint presentation discussed earlier
D. Application  Ask who among the students have baby brother or sister and
how do they observe silence at home when the baby is asleep.
Evaluation Get a partner and role play the following lines in proper volume and
projection
1. Dorothy, when will you arrive?

2. I'll be ready in a few minutes?
3. The time for action is now!
4. I am saying this for the last time.
5. If you really wish to understand, listen!
6. Why are you always late?
22
7. We have several seats up front.
cte.sfasu.edu/wp-content/uploads/2012/01/Skit.doc
Homework Group work: Perform the full blast jazz chant entitled “Shh Baby’s
Sleeping” next meeting based on the given rubric.
Very
Outstanding Interesting
Impressive
10 pts 8 pts
9 pts
Mastery Outstanding Very Impressive Interesting

10 pts
Presents the chant

with a very clear voice
and masters the piece,
and did a good job in
presenting the chant.
musicality Outstanding Very Impressive Interesting

10 pts
jazz tune, the lyrics

and tune go together
well.
Over-all impact Outstanding Very Impressive Interesting

10 pts
the presentation
explains the students
full potential
https://www.rcampus.com/rubricshowc.cfm?code=LXC2993&nocache=1551665320381
V REMARKS
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
23
_____
VI REFLECTION

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
24
Lesson Plan in English 8
I OBJECTIVES


COMPETENCIES 1. Listen for important points signaled by pitch and stress.
& CODE (EN8LC-Ib-5.1 :)
2. Note the changes in pitch and stress that affect meaning.
(EN8LC-If-5.2 :)
II CONTENT
A. Subject Pitch and Stress

Matter
B. Integration ESP
C. Strategies Think Pair Share/ Role Play, Discussion
D. Material Handouts, paper, ball pen, Work Sheets
IIII LEARNING
RESOURCES
B. Other https://pronuncian.com/pitch-lessons/,
Learning https://www.ego4u.com/en/cram-up/pronunciation/pitch-and-stress,
Resources https://www.cursoingles.com/en/learn/courses/advanced-
level/pronunciation/syllable-stress
https://www.engvid.com/english-resource/35-words-stress-changes-
meaning/,https://www.listenandlearn.org/the-teachers-handbook/5-
ways-to-teach-stress-and-intonation,
https://englishwithkim.com/pitch-tone-stress-intonation-
english/ttps://www.engvid.com/stress-meaning-sentence/
25
IV
PROCEDURES
Before the lesson  The students’ attendance will be checked.
 The mood of the students will be set by asking:
-How are you today?
-Have you eaten your lunch/breakfast?
-Are you ready for our new topic?
 The students will be asked to recap their previous lesson.
 The students will be asked to produce some words applying
volume and projection.
 The teacher will connect the previous topic to the new
lesson.
 The teacher will tell the students that aside from volume and
projection, stress and pitch are also important in producing
words.
 The students will be introduced to the new topic about pitch
and stress through a listening activity.
 The students will be asked to listen to the sentences that will
be read by the teacher.
 The teacher will read the sentences in a monotone voice,
without using stress and pitch.
1. I can’t take the test. I don’t have test permit.
2. Will she permit you to drive her car?
- (Asks the students to follow how you read.)
 After reading the sentences in a monotone voice the teacher
will repeat it, this time using appropriate pitch and stress.
- (Asks the students to follow you.)
 The students will be asked to differentiate the two ways on
how they read the sentences.
During the Lesson After the students gave their answers the teacher will process it and
they will be tackling about pitch and stress.
Stress
 Refers to the emphasis or prominence given to a syllable of
certain words in a sentence.
 Content words like nouns, verbs, adjectives, and adverbs,
are sometimes stressed because they have meaning in
themselves.
 Function words like articles, auxiliaries, linking verbs,
conjunctions, pronouns, and prepositions are not normally
stressed.
 Word stress is when we make one syllable of a word
l-o-n-g-e-r, LOUDER, and higher in pitch.
 The only fixed rules for syllable stress are:
1) words can only have one stress and
26
2) the stress is always on a vowel.
• One Syllable: Stressed
One syllable words logically have the stress on the one
syllable.
Examples:
PAY/’peɪ/ DRIVE/’draɪv/ GOOD/’gʊd/
• Two Syllables: 1st Syllable Stressed

In most two syllable nouns and adjectives, the first syllable
is generally stressed.
Examples:
SWIMming/’swɪmɪη/ing APple/’æpəl/
HAPpy/’hæpi/ LITtle/’lɪtl/
• Two Syllables: 2nd Syllable Stressed

Two syllable verbs are normally stressed on the second
syllable.
Examples:
beGIN/bɪ’gɪn/ deSERVE/dɪ’zɜ:rv/ aGREE/ə’gri/
• Three Syllables: 1st Syllable Stressed

Most three syllable words (nouns, adjectives or verbs) are
stressed on the first syllable. Three syllable words terminating with
the “-er”, “-or”, “-ly” or “-y” are generally stressed on the first
syllable.
Examples:
ENergy/’enərʤi/ FInally/’faɪnli/
HOSpital/’hɑ:spɪtl/ BEAUtiful/’bju:təfəl/
ORganize/’ɔ:rgənaɪz/
• Three Syllables: 2nd Syllable Stressed

Words ending in “-tion”, “-sion”, “-ic” or “-al” among other
suffixes, generally have the stress on the syllable found before these
terminations. This is the case for both three and four syllable words.
Examples:
conSUMPtion/kən’sʌmpʃən/ deNIal/dɪ’naɪəl/
oFFENsive/ə’fensɪv/
• Three Syllables: 3rd Syllable Stressed
Words with the following suffixes have the stress on the final
syllable (the suffix): “-ee”, “-eer”, “-ese”, “-ette” or “-ique”.
Examples:
refeREE/refə’ri:/ engiNEER/enʤə’nɪr/
• Four Syllables: 2nd Syllable Stressed

The stress in four syllable words is either on the second or third
syllable. The second syllable is generally stressed if the word ends
in “-cy”, “-ty”, “-phy”, “-gy” or “-al”.
27
Examples:
dePENdency/dɪ’pendənsi/
psyCHIatry/sə’kaɪətri/
eQUALity/ɪ’kwɑ:ləti/
• Four Syllables: 3rd Syllable Stressed

Words ending in “-tion”, “-sion” or “-ic” generally have the
stress on the syllable found before these terminations. As notes
above, this is the case for both three and four syllable words.
Examples:
poliTIcian/pɑ:lə’tɪʃən/
eduCAtion/eʤə’keɪʃən/
unreaLIStic/ʌnri:ə’lɪstɪk/
• Placing the stress on different syllables can change the meaning of
a word (homographs). There are many two syllable words whose
meaning can change depending on which syllable is stressed. For
example, when the stress is on the second syllable of the word
“desert” (deSERT), it is a verb meaning to abandon. On the other
hand, if we change the stress to the first syllable (DEsert), it is a
noun which means an arid place.
Example:
DEsert/’dezərt/ (noun) deSERT/dɪ’zɜ:rt/ (verb)
CONtract/’kɑ:ntrækt/ (noun) conTRACT/kən’trækt/ (verb)
OBject/’ɑ:bʤɪkt/ (noun) obJECT/əb’ʤekt/ (verb)
Pitch
• The rise and fall of our voice when we speak, sometimes called
"highness" or "lowness”
• We use pitch to give subtle meaning to sentences.
• We use pitch in order to express our emotions and attitude through
a change in our intonation, or the tone of our voice.
• We also use pitch in order to express stress, or when we make
certain syllables longer, louder, and higher in pitch.
• Let’s look at the word “education”: ed-u-CA-tion. The third
syllable is stressed, which means the vowel is longer, louder, and
higher in pitch.
Example-
In English the following sentence can mean two things:
a. “It's over there.”

b. “It’s over there?”
-The first sentence could answer the question: Where is my

bag?
-The second sentence could be a question.
•In the first sentence you’re pitch rises at the end, it’s a question.
•In the second sentence your pitch fall at the end, it’s a statement.
After the Lesson After the discussion the students will be given activities.
28
Activity 1:
The teacher will list down the 5 content words on the board. Then,
she will read each word as it is used in a sentence applying pitch and
stress. The students will identify if the given content word is either a
noun or a verb, and whether the item is in question form or not.
1. a. Is this your class reCORD?

b. She didn’t REcord my score.
2. a. I love her PREsent.

b. Did you preSENT yesterday?
3. a. A true friend will not deSERT his/her friend in times of trouble.

b. Sahara DEsert can be found in Africa.
4. a. Are you willing to proJECT your assignment to us?

b. His group had the best investigatory PROject, it’s all about types
of rock.
5. a. Would you obJECT if I change our research paper?

b. That OBject is the reason why she got wounded.
Answer
1. a. noun-quest b. verb- statement
2. a. noun-statement b. verb-question
3. a. verb-statement b. noun-statement
4. a. verb-question b. noun-statement
5. a. verb-question b. noun-statement
Activity 2: (The type of activity is modified from

https://www.engvid.com/level/intermediate/)
The students will be given a situation and will choose what it means
based on how the teacher read it.)
Situation A:
You and your mother went to the market. You pointed her your
favorite and she said
1. "You want that?" What does she mean?
a. She is surprised that you want it.

b. She thinks it’s not that beautiful.
c. She wants it too.
d. She implies that you have a bad taste.
2. "You want that?"

b. She thought it doesn’t fit you.
29
3. “You want that?

b. She thinks it’s not that beautiful.
Situation B:
It was graduation day and your father attended the said school
activity for the first time. Your best friend saw him and said to your
other friend:
4. “That’s Kristine’s father?
a. She is expecting a different image of your father.

b. She thought it’s not your father
c. She can’t clearly see your father.
d. She thought he is just your brother.
5. “That’s Kristine’s father.”

d. She thought he is just your brother
6. “That’s Kristine’s father.”

d. She thought he is just your brother.
Situation C:
Friend 1: Everybody are you ready for our trip tomorrow?
Friend 2: I'm sorry friend, but I can’t make it tomorrow/
Friend 1: Really (#1 - short, flat intonation)
Friend 2: Yes friend I have another appointment.
Friend 1: Then you can’t come with us next time.
Friend 2: Really? (#2 - sounds like question) Just because I can’t’
make it this time?
Friend 1: I want you come with us tomorrow really (#3) hard.
Friend 2: Really. (#4 - long, slow stress)
7. The word really used in # 1 shows that: friend 1 is:
a. Already irritated
30
b. quite disappointed
c. Firm with his decision
d. Is not expecting such answer

b. Quite disappointed
d. Is not expecting such answer.
10.The word really used in # 4 shows that friend 2 is:
V REMARKS
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
G. What difficulties did I encounter which my principal or supervisor help me
solve? _____
V REFLECTION
31
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
____
32
I. OBJECTIVES:


COMPETENCIES 1. Listen for important points signaled by intonation,
& CODE
EN8LC-Ic-5.1
2. Note the changes in intonation that affect meaning
EN8LC-Ih-5.2
II CONTENT
Intonation
A. Subject
Matter
B. Integration Meaning the right words to say
C. Strategies 4 A’s, Differentiated Learning
D. Material Video, PowerPoint lesson
III LEARNING
RESOURCES
https://www.youtube.com/watch?v=6CMHrDDWado
B. Other http://atozteacherstuff.com/pages/1698.shtml
Learning
resources
33
IV
PROCEDURES
 Review of past lesson
Motivation  Show “Peter Piper” tongue twister and let the students try to
imitate the song
Presentation/  Discuss the importance of intonation in speaking through a PPT

Discussion presentation
A. Activity  Divide the class into two groups and let them recite the poem
below with feelings
AFRICA
1. Africa, my Africa
2 Africa of proud warriors in ancestral savannahs
3 Africa of whom my grandmother sings
4 On the banks of the distant river
5 I have never known you
6 But your blood flows in my veins
7 Your beautiful black blood that irrigates the fields
8 The blood of your sweat
9 The sweat of your work
10 The work of your slavery
11 Africa, tell me Africa
12 This back that breaks
13 Under the weight of humiliation
14 This back trembling with red scars
15 And saying yes to the whip under the midday sun
16 But a grave voice answers me
17 Impetuous child that tree, young and strong
18 That tree over there
29 Splendidly alone amidst white and faded flowers
20 That is your Africa springing up anew
21 Springing up patiently, obstinate
22 Whose fruit bit by bit acquires
AFRICA
Out of the poem presented, let the students perform a differentiated
activity based on their intelligences which was evaluated at the
beginning of the school year:
 Group 1- Linguistic intelligence- Make a story out of the poem

 Group 2 -Logical-mathematical intelligence - Devise a class
survey formulating your survey questions based on the poem
 Group 3 -Spatial intelligence – Draw the situation portrayed in
the poem
34
 Group 4- Bodily-Kinesthetic intelligence – Perform an
interpretative dance about the situation in Africa
 Group 5- Musical intelligence- Sing a song based on the theme
of the poem
Differentiated Activity Rubric
B. Analysis Reread the poem and answer the following questions

1. How does the poet initially describe Africa?
2. What does “ancestral savannahs” mean?
3. Why does the poet claim, “I have never known you; But your
blood flows in my veins?”
4. Why is Africa’s back bent?
C. Abstraction  Ask the students to summarize what has been discussed.
 Through e-flashcards, flash sentences to let students identify the
intonation types.
D. Application  Show “One sentence, Seven Meaning” video and let the students
evaluate what is meant by every sentence according to its
intonation.
 Solicit answers on how to use intonation properly so as not to hurt
other people’s feelings.
Evaluation Identify the correct type of Intonation
1. Is that John over there?

2. You know it as well as I do.
3. This room is more expensive than that one.
4. Do you know John, dear?
35
5. Good morning, Mr. Smith!
6. Young man, we'll see you later.
7. My friend, I want to tell you something.
8. You want a chair, don't you?
9. Shall we meet here, or in your room?
10. I looked down, and there were my keys.
11. It's unbelievable!
12. What a beautiful day!
Homework Group work: Read the evaluation activity above with proper intonation
and present it to the class tomorrow
V REMARKS

__________________________________________________________________________
__________________________________________________________________________
________________

__________________________________________________________________________
__________________________________________________________________________
________________
_____
VI REFLECTION

__________________________________________________________________________
__________________________________________________________________________
________________
__________________________________________________________________________
__________________________________________________________________________
________________
36
I. OBJECTIVES


strategies based on the following criteria: Focus, Voice, Delivery, Facial
Expressions, Style and Body Movements or Gestures.
COMPETENCIES 1. Listen for important points signaled juncture, and rate of speech
& CODE EN8LC-Id-5.1
2. Note the changes in juncture, and rate of speech that affect
meaning EN8LC-Ii-5.2
II CONTENT
A. Subject Juncture
Matter
B. Integration ESP- Courtesy in answering phone calls
C. Strategies 4 A’s

III LEARNING
RESOURCES
http://www.readwritethink.org/files/resources/lesson_images/lesson112
B. Other 1/RubricChoralReading.pdf
learning https://www.slideshare.net/joiemendoza55/juncture
resources
37
IV
PROCEDURES
 Review of past lesson
Motivation  Play word jumble using these words – stress, intonation, juncture,
volume, projection
Presentation/  Discuss the importance of juncture in speaking through a PPT
Discussion presentation
A. Activity Divide the class into two groups and let the students read the poem
below and asks them to indicate the juncture symbol in the right places.
Afterwhich, each group will perform a choral reading.
Choral Reading Rubric
Group Members:
___/10 The group prepared a cutting that suggested a new and
interesting interpretation of character and theme
___/15 The group conveyed the meaning and drama of the poem’s
language
___/10 The readers vocalized the lines in interesting and varied
ways
___/10 The group created a visually striking performance through
choreography
___/5 The music accompanying the performance was well chosen
and heightened the drama of the passage
___/50 Group grade
38
B. Analysis 1. What is the attitude of the landlady towards the speaker in
the poem?
2. What is the speaker’s reaction towards this?
3. What message does the poem convey
C. Abstractio  Ask the students to summarize what has been discussed.
n  Through e-flashcards, flash sentences to let students identify the
juncture patterns.
D. Applicatio 1. How would you answer a telephone call politely?
n 2. How would you restate the questions of the lady to make it
polite?
Evaluation Indicate the juncture symbols on the paragraph below
There's a little game I want us to play that I used to play at school. It's
called Forget-Me-Not. I'm going to call out some words -just anything at
all and as I say each word, you’re all to put down the first thing that comes
to your mind. Is that clear? For instance, if I should say "grass," you might
write “it's green,” or anything else you think of. Or if I call out “bridge,”
you might put down “a card game.” It's an interesting game because it
shows the reactions of people to different things and tells you a lot about
the people themselves. You see how simple and easy it is?
Homework Read in advance the selection entitled “The African Child” and prepare
for a quiz tomorrow
V REMARKS

_________________________________________________________________________
_________________________________________________________________________

_________________________________________________________________________
_________________________________________________________________________
_____
VI REFLECTION
39
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
40
I OBJECTIVES
CONTENT The learner demonstrates understanding of: African literature as a means of

STANDARD exploring forces that human beings contend with; various reading styles vis – à-
vis purposes of reading; prosodic features that serve as carriers of meaning; ways
by which information may be organized, related, and delivered orally; and parallel
structures and cohesive devices in presenting information.
PERFORMANCE The learner proficiently plays an active part in a Chamber Theatre presentation
STANDARD through employing effective verbal and non-verbal strategies based on the
following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body
Movements or Gestures.
COMPETENCIES 1. EN8VC-Ia-8: Use context clues from the material viewed to determine the
& CODE meaning of unfamiliar words or expressions
II CONTENT
Context clues
A. Subject
Matter
B. Integration AP- Justice System
C. Strategies Small group discussion
III LEARNING
RESOUR
CES
https://www.brainpop.com/english/studyandreadingskills/contextclues/
B. Other Log in Username: sanfordkl Password: gayle2011
Learning
Resources
IV PROCEDURES
Before the lesson Preliminaries
 Prayer
41
Motivation/Presentation
- Let’s read! – context, injunction, propaganda, eloquent, denomination,
malevolent, imperialism, climatic, climactic benevolent,
- Today, you are task to identify the meaning of these words through our
video clip
During the lesson  Students watch an online clip about context clues (see link for reference)
- Based on the video viewed, please define context clues in your own
words.
- What are ways in getting the meaning of words?
 Teacher discusses the topic of the day
Context are words surrounding an unfamiliar vocabulary term
Clues are hints in the text to find the meaning of the unfamiliar word
There are ways in Looking for clues in the context: SADEI
Synonyms Antonyms Definitions Examples Inference but when
all else fails use a Dictionary
1. Synonym Clues - similar words in the sentence/s surrounding the
unknown word
syn – “together”, “similar”, “the same”; onym – “word”, “name”
Example: By wearing a bit of make-up every day, Carrie was able to
enhance her appearance. Her attitude also improved.
Enhance – improved
2. Antonym Clues – words in the sentence/s that provide the opposite
meaning of the unknown word
ant(i) – “opposite”, “against” onym – “word”, “name”
Example: Marcus tried to be polite and courteous to the police
officer, but James continued to be impudent.
Impudent – impolite
3. Definition Clues - Author provides a formal definition
42
immediately after the new word is introduced in italic or boldfaced
letters; Often used in college textbooks, newspaper and magazine
articles
Example: Many children of normal intelligence have great
difficulty learning how to read, write, or work with numbers.
Often thought of as "underachievers," such children are said to
have a learning disability, a disorder that interferes in some way
with school achievement.
Underachievers are children said to have a learning disability, a
disorder that interferes in some way with school achievement
4. Example clues work by providing an example (or list of examples)
that has something in common with the new vocabulary term
Example: Nocturnal creatures, such as bats and owls, have highly
developed senses that enable them to function in the dark.
Nocturnal – animals that have highly developed senses in the
dark
5. Inference clues provide a clear picture of a new vocabulary term by
analyzing the surrounding words even without any signal words
The indolent employee did absolutely nothing and was eventually
fired. (It is clear that the employee was fired because he was lazy.)
After the lesson  Students get ¼ sheet of paper to answer the activity below:
Source:https://quizizz.com/admin/quiz/5cae6451ca40db001bb1efe0/ricas-ela-
context-clues
1.What is the closest synonym for the word "context?"
a. Synonym
b. Definition
c. Setting
d. Example
2."The judge issued an injunction that ordered the accused criminal to remain under
house arrest." What is the best synonym for "injunction?"
a. Official command
b. Question
c. Crime
d. Guilty verdict
3."While the people of Guilder were forced to read propaganda, the citizens of Florin
were able to read honest, fact-based news reporting." In this example, the word
"propaganda" can be defined through:
a. homophones
b. homonyms
c. synonym
d. antonym
4. "Unlike the other candidates, who stammered and stuttered their way through
their speeches, Lilli was eloquent." What is the best definition for "eloquent?"
a Well-spoken
b Musical
c. Quick-witted
d. Intelligent
5. "We accept $10 bills, $20 bills, and any other denomination you might have."
What does "denomination" mean in this context?
43
a Credit card
b Value of money
c. Loan
d. Form of currency
6. "Voldemort was a malevolent force in the world—cruel, violent, and evil." In the
previous sentence, you can define the word "malevolent" through the use of:
a. Antonyms
b. Synonyms
c. homonyms
d. Homophones
7. "Imperialism flourished in the 19th century, as the British took control of India
and Belgium seized the Congo." What does "imperialism" mean?
a. When one country declares war on another
b. When two countries form a partnership
c. When a country declares its independence
d. When one country takes over another country
8.The words "climatic" and "climactic" have similar ________ but different ______.
a. Sounds
b. Synonyms
c. Spellings
d. Meanings
9."King Max was known for his benevolence. He was said to be the ______,
gentlest, and most generous man in the kingdom." What word might fit in the
blank?
a. Happiest
b. Richest
c. Handsomest
d. Nicest
10. The performers diverted the guests with a variety of jokes and songs." What’s
an antonym for "diverted?"
a. Entertained
b. Bored
c. Satisfied
d. Punctured
V REMARKS

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
44
G. What difficulties did I encounter which my principal or supervisor help me solve? _____
VI REFLECTION

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
C. Thoughts and feelings about the lesson (including things that were successfully implemented,
needs improvement, or could be adjusted in the future):
__________________________________________________________________________________
________________________________________________________________
45
I OBJECTIVES


LEARNING At the end of the lesson,80% of the students should be able to:
COMPETENCIES 1. EN8VC-Ib-8: Use context clues from the material viewed to
& CODE
determine the meaning of unfamiliar words or expressions
II CONTENT
A. Subject Nelson Mandela

Matter
B. Integration MAPEH- Singing
C. Strategies Watch-Think-Write
III LEARNING
RESOURCES
https://www.youtube.com/watch?v=tAJ0oyF3IGQ
B. Other
Learning
Resources
IV
PROCEDURES
Before the Preliminaries
lesson  Prayer
46
Motivation/Presentation
Teacher gives out worksheet for students answer as they watch the ‘Free
Nelson Mandela’ song.
- Please focus your attention to page 2 and fill in the blank with the
correct words based on the video you will be watching.
During the As continuation of yesterday’s lesson, you will be exploring on context

lesson clues on your own with the use of the words you have encountered from
the music video. Your task for today to uncover what the meanings of the
words from the activity today.
After the Students work on the remaining parts of the worksheet.
lesson
V REMARKS
_________________________________________________________________________
_________________________________________________________________________
__
_________________________________________________________________________
_________________________________________________________________________
__
_____
47
VI REFLECTION

_________________________________________________________________________
_________________________________________________________________________
__
_________________________________________________________________________
_________________________________________________________________________
__
_________________________________________________________________________
_________________________________________________________________________
48
Nelson Rohihlahla Mandela, born, July 18, 1918,
was the first South African president to be elected
in a fully representative democratic election.
Trained as an attorney, he helped form the Youth
League of the African National Congress (ANC) in
1944. In1961 he abandoned peaceful protest and
became head of the ANC's new military wing.
Sentenced to life imprisonment in 1964, Mandela
came to symbolize black political aspirations and was
named head of the ANC after his release on Feb.
https://www.google.com/search?biw=1366&bih=646&tbm=isch
&sa=1&ei=8cTTXJ-
11, 1990.
xCYzrwQPEoLu4Bg&q=nelson+mandela&oq=nelson+mandela&g
He and F. W. de Klerk shared the Nobel

s_l=img.3...8715.16615..17069...0.0..0.0.0.......2....1..gws-wiz:
Peace Prize for negotiating South Africa's peaceful

transition to multiracial democracy. After the ANC victory in the April 1994
elections, Mandela worked to ease racial tensions, court foreign investment,
and provide services to the victims of apartheid. Mandela has announced
that he will not run for reelection in 1999, and in December 1997. Thabo Mbeki
succeeded him as ANC party leader.
http://www.pitara.com/magazine/people/online.asp?story=15
A – ANSWER THESE QUESTIONS ON THE TEXT:

1. What’s Nelson surname?
2. Who was the first president elected democratic?
3. What was his job?
4. Which organization did he create?
5. What happened before 1961?
6. What happened in 1964?
7. What did he come to symbolize?
8. When was he released from jail?
9. Which award did he win?
10. what did he do in 1994, after winning the election?
49
B. Fill in the blanks with the correct words from the video
Nelson Mandela
The Specials
Free Nelson Mandela
Free, Free, Free, Nelson Mandela
Free Nelson Mandela
Twenty-one years in 1. _____________
His shoes too small to fit his feet
His body abused but his mind is still free

Are you so blind that you cannot see
I say Free Nelson Mandela
I'm 2. ___________ you
Free Nelson Mandela
He 3. ________ the causes of the ANC
Only one man in a large army
Are you so deaf that you cannot hear his 4. __________
Free Nelson Mandela
I'm begging you Free Nelson Mandela
Twenty-one years in captivity
Are you so 5. ________ that you cannot hear
Are you so dumb that you cannot speak
I say Free Nelson Mandela
I'm begging you
Oh free Nelson Mandela, free
Nelson Mandela I'm begging you
begging you Please free Nelson Mandela
free Nelson Mandela
I'm telling you, you've got to free Nelson Mandela
50
Directions: read each sentence and determine the meaning of the word using context clues
and explain what clues in the sentence helped you determine the word meaning.
1. captivity: Protestors shouted that keeping the zoo animals in captivity violated their basic rights.
Definition:
___________________________________________________________________________
What clues in the sentence lead you to your definition?
2. begging: Police arrested the poor for begging on the street, punishing them for asking
others for a handout.
Definition:
___________________________________________________________________________
3. pleaded: The robbery victim begged and pleaded for the thief to let her go without taking
her life.
Definition:
___________________________________________________________________________
4. plea: I made a plea to the student council to change their minds about the festival theme,
but they ignored my plight entirely.
Definition:
___________________________________________________________________________
5. deaf: The deaf woman interpreted the speech to the other lady using sign language to get
her point across.
Definition:
___________________________________________________________________________
51
I. OBJECTIVES


COMPETENCIES
& CODE EN8V-Id-10.2: Determine the meaning of idiomatic expressions by
noting context clues and collocations
II CONTENT
A. Subject Idiomatic Expressions
Matter
B. Integration Music and Arts (Learning Area): MAPEH
C. Strategies Differentiated Instruction
D. Material Materials: rolled papers, box/bowl, laptop, power point presentation

(visual aids)
III LEARNING
RESOURCES
B. Other https://www.scribd.com/presentation/387117658/Idiomatic-
Learning Expressions.English-8
Resources https://grammar.yourdictionary.com/style-and-usage/figurative-
language.html
https://www.easypacelearning.com/english-books/list-of-idioms-a-z-
english-phrases/407-idiom-list-learning-english-idioms
https://www.careerride.com/idioms-meaning-and-examples-part-1.aspx
52
III
PROCEDURES
Before the Lesson o Prayer
o Greetings
o Checking of Attendance
Teacher divides students into two groups to play Hangman game. The
groups take turns guessing the hidden word –IDIOMATIC
EXPRESSION.
- Any idea what this word means? (students give their idea about
the given word.
- Idiomatic
- The teacher will list the correct answers on the board.

-
- down to earth - hold your horses
The
- eat your words - a cat’s nap
- taking a big step - dead wood
- hanging out -tongue-tied
- feeling blue - fish out of water
students will be asked to identify the meaning of the phrases listed on

the board.
Idiomatic Meaning
Expressions
down to earth practical person or reason
eat your words accept that you are wrong about something
you said
taking a big making a big change
step
feeling blue feeling sad
hanging out spending time with someone/somebody
tongue-tied difficulty in expressing oneself because of
nervousness or embarrassment
hold your Wait, stop, restrain yourself
horses
a cat’s nap A short sleep taken during the day
dead wood people or things which are no longer
useful or necessary
fish out of feeling uncomfortable in unfamiliar
water surroundings
53
Idiomatic Expressions Meaning
down to earth practical person or reason
eat your words accept that you are wrong about something you said
taking a big step making a big change
feeling blue feeling sad
hanging out spending time with someone/somebody
tongue-tied difficulty in expressing oneself because of nervousness
or embarrassment
hold your horses Wait, stop, restrain yourself
a cat’s nap A short sleep taken during the day
dead wood people or things which are no longer useful or necessary
fish out of water feeling uncomfortable in unfamiliar
surroundings
- The teacher will process their answers.

- The teacher will present idiomatic expressions through
expounding the difference between figurative and literal language.
Idiomatic expressions – common phrases or sayings which meaning

cannot be understood by the individual words.
Figurative language – uses words or expressions to convey a meaning

that is different from the literal interpretation.
Literal language – it means exactly what it says.

During the - The teacher will present some examples of sentences with idiomatic
Lesson expressions and will ask some volunteers to identify the idiomatic
expressions and their corresponding meaning.
Examples:
1. Break a leg everyone! (good luck)
2. The English exam was a piece of cake. (very easy)
3. John goes to school once in a blue moon. (very rarely)
4. He was saved by the bill during our oral recitation.
(rescued from unwanted situation)
5. I can’t go to school because it’s raining cats and dogs.
(heavy rain)
-Some volunteers will be asked to use their chosen listed idiomatic

expression in a sentence.
-The teacher will give feedback on students’ answers and will
make necessary corrections, if needed.
-The students will be group into four.
Activity!
Group 1: Draw the given idiomatic expressions to demonstrate
their meaning.
Idioms: zip it, below the belt, early bird
Meaning: stop talking, unfair/offensive, someone who
gets early
Group 2: Act out the given idiomatic expressions and let your
classmates guess.
54
Idioms: look up to, on cloud nine, time flies
Meaning: admire, very happy, time passes very quickly
Group 3: Sing the line/s of song/s with idiomatic expressions.
4. Group 4: Write a free verse poem using at least 5 idiomatic
After the Lesson - Wrap up the lesson.
- Construct sentences using the following idiomatic expressions.
1. tongue-tied
2. dead wood
3. hanging out
4. feeling blue
5. eat your words
IV REMARKS
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_____
V REFLECTION
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
55
I. Objectives
A. Content Standards:
The learner demonstrates understanding of African literature as a means of exploring forces
that human beings contend with; various reading styles vis – à-vis purposes of reading;
prosodic features that serve as carriers of meaning; ways by which information may be
organized, related, and delivered orally; and parallel structures and cohesive devices in
B. Performance Standards:
The learner transfers learning by composing and delivering an informative speech based on a
specific topic of interest keeping in mind the proper and effective use of parallel structures and
cohesive devices and appropriate prosodic features, stance, and behavior.
C. Learning Competency and Code:

At the end of 60 minutes, 80% of the learners are expected to
Determine the meaning of idiomatic expressions by noting context clues and collocations
(EN8V-Ib-10.2)
II. Content
Subject Matter: Context Clues
Integration : Edukasyon sa Pagpapakatao
(Learning Area): Pakikipagkapwa at Emosyon
Strategies : Discovery Learning
Materials : chalk, laptop, power point presentation (visual aids)
III. Learning Resources

A. Reference
https://www.google.com/amp/s/ischoolsmrsadia.wordpress.com/2010/11/02/id
iomatic-expression-2/amp/
https://quizizz.com/admin/quiz/58093e73fbbb97fb2e78b141/idioms-context-
clues
IV. Procedure
A. Before the lesson
o Prayer
o Greetings
Review
- The teacher will ask volunteers to recap the lesson being discussed from the last
meeting.
- Let the students submit their assignment.
56
Motivation (Which is Which?)
- The teacher will show some idiomatic expressions to his class and let them guess
the meaning of each expression based on how they are used in the sentence.
1. Our English teacher is very strict and hard as nails.

2. Kate shed her crocodile tears after she was caught cheating during our exam.
3. Do not believe your friends. They’re just pulling your leg.
Idiomatic Expression Meaning Clue

1. hard as nails -very tough, cold-hearted -very strict
2. crocodile tears -pretended sorrow - caught cheating
3. pulling (one’s) leg -to tease or deceive -do not believe
someone
B. During the lesson
-The teacher will give feedback on students’ answers and will make necessary corrections, if
needed.
- Then, the students will be asked:
1. Is it easy to identify the meaning of idiomatic expressions?
2. How did you identify the meaning of the underlined expressions?
-The teacher will explain what context clues are.
Context clues are words or word phrases that give readers clues or ideas to the
meaning of unfamiliar words.
- The teacher will present the concept using the following techniques:
1. through context clues or words that surround the expression.
2. through illustrations
3. through its use in the sentence
-Let the students underline the idiomatic expression and encircle the context clues.
(Ask volunteers to answer and explain the meaning of the expressions in the following
sentences.)
Activity:
1. Mary doesn’t want to upset her friend, so she tells her a white lie instead.
2. John’s hatred to his parents is the reason why he is hard as nails.
3. I was relieved when I was saved by the bell during our oral recitation.
4. My English teacher is one of the persons I always look up to.
5. The students won the competition. They were tickled pink during the awarding
ceremony.
57
Answer Key:
C. After the Lesson
Evaluation
The students will be given a 10 item quiz; each item will give them 2 points.
Instructions: Determine the meaning of the underlined idiomatic expressions using context
clues. Choose your answer in the box below. Write your answers on a ¼ sheet of paper.
-having a problem -annoys me -nervous

-knew my thoughts -listening closely -quickly
-calm down -open a book -sick
-stop doing something
1. When I forget my allowance, I am in a real pickle.

2. I was so disappointed about my scores that I have to listen to music to blow
off steam.
3. It was so magical as if he precisely knew what I was thinking and read my
mind during our first date.
4. I cleaned the classroom in a flash so that I could go home immediately.
5. I got butterflies in my stomach before I delivered my memorized speech.
6. The noise of the vehicles passing by drives me nuts.
7. I am very happy that I got high scores in the exam even though I didn’t crack a
book to study.
8. The students were all ears while the teacher was telling her love story.
9. Maria was under the weather that caused her to absent in three days.
10. I’m very tired. Let’s call it a day.
Answer Key
1. having a problem
2. calm down
3. knew my thoughts
4. quickly
5. nervous
6. annoys me
7. open a book
58
8. listening closely
9. sick
10. stop doing something
Assignment
Since were done discussing context clues, next meeting I want you to research in advance about
what is collocations. Prepare for a very interactive discussion.
V REMARKS
___________________________________________________________________________
___________________________________________________________________________
__
___________________________________________________________________________
___________________________________________________________________________
__
_____
VI REFLECTION

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
59
I. Objectives
The learner demonstrates understanding of: African literature as a means of exploring forces

Determine the meaning of idiomatic expressions by noting context clues and collocations
(EN8V-Ic-10.2)
II. Content
Subject Matter: Collocations

Integration :
Strategies : Inductive Approach
Materials : laptop, power point presentation (visual aids)
A. References:
https://www.toppr.com/guides/business-corresponence-and-
reporting/vocabulary/collocations/
https://english.tutorvista.com/vocabulary/english-collocations.html?view-
simple
https://www.hau.gr>ecpe_vocabulary.pdf
https://7esl.com/english-collocations/
https://www.merriam-webster.com/dictionary/take%20note
https://www.perfect-english-grammar.com/english-vocabulary-and-
collocations.html
http://idioms.thefreedictinary.com/catch+a+cold
http://idioms.thefreedictinary.com/Pay+respect
http://idioms.thefreedictinary.com/Pay+attention
http://idioms.thefreedictinary.com/take+part
60
IV. Procedure

o Prayer
o Greetings
Review
meeting.
Motivation
- The students will be asked to pair the following words that sounds good together
annual introduction brief used result

report summary commonly date expression
called due process facial final
Possible Answer:
- annual report - commonly called - final result
- brief summary - brief introduction - facial expression
- due process - commonly used - due date

- Let the students analyze the meaning of the paired words and construct sentences using them.
-The teacher will give feedback on students’ answers and will make necessary corrections, if
needed.
- Then, the students will be asked:
1. What is the term used to refer to this kind of pairing? (Collocation)
2. What is “collocation” based on their use in the sentence?
- The teacher will expound the meaning of collocation and will give more examples to
supplement the discussion.
Collocation refers to how words are often used together and thus create the same meaning
and form fixed relationship.
Example:
Our teacher instructed us to take note of important details during the symposium.
Meaning: to notice or give special attention to someone or something
I catch a cold because of the heavy rain yesterday.

Meaning: to become ill with the common cold
strong rain/big rain
We should pay attention to the guest speaker.
61
Meaning: to be attentive to; become aware of
My friends and I take part in our school activities.

Meaning: to share or participate in something
It is our responsibility to pay respect to our parents.

Meaning: to honor someone; to have and show respect for someone
C. After the Lesson
Instruction: Determine the meaning of idiomatic expressions by noting context clues and
collocations.
1. I acted like it wasn’t a big deal, when really it was breaking my heart.
2. My desire for a desirable house will come true in the near future.
3. Don’t knock it unless you can do better.
4. When people lose things of such magnitude, they easily lose hope too.
5. He felt wrenched, in fact at times so miserable that he wanted to laugh out loud.
6. My brother had gotten the upper hand in their fight, but I was kept standing by if necessary.
7. The report said that the trials generally lacked any due process of law and most are held in
secret.
8. I wait, hands held high, elbows still threatening to drip one last drop.
9. It is commonly used in racing and flat water sailing.
10. We could not reason out which way the robbers escaped, because we were unable to find
any trace of them.
V REMARKS
___________________________________________________________________________
___________________________________________________________________________
__
___________________________________________________________________________
___________________________________________________________________________
__
_____
62
VI REFLECTION

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
63
I. Objectives
A. Content Standard:
The learner demonstrates understanding of: South and West Asian literature as an expression
of philosophical and religious beliefs; information flow in various text types; reality, fantasy,
and opinion in listening and viewing materials; word decoding strategies; and use of
information sources, active/passive constructions, direct/reported speech, perfect tenses, and
logical connectors in journalistic writing.
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 opinion-making , persuasion, and emphasis, and appropriate prosodic features,
stance,and behavior
B. Performance Standard:
The learner transfers learning by composing a variety of journalistic texts, the contents of which
may be used in composing and delivering a memorized oral speech featuring use of properly
acknowledged information sources, grammatical signals for opinion-making, persuasion, and
emphasis, and appropriate prosodic features, stance, and behavior.

Describe the notable genres contributed by African writers. (EN8LT-Iab-8)
Quarter: 1 Week: 3 Day: 13 Date: ____
II. CONTENT
Subject Matter: Describe the notable genres contributed by African writers
Integration : Araling Panlipunan,
Strategies : Discussion, Group Activity
Materials : Laptop, Flash drive, LED T.V, Illustration board, chalk, eraser

A. References:
https://www.slideshare.net/sohan8821/african-literature
https://www.slideshare.net/JhengReyes/history-and-literature-of- africa?next_slideshow=1
https://www.news24.com/Archives/City-Press/The-10-best-African-writers-who-arent-
Chinua-Achebe-20150430
https://www.londonbookfair.co.uk/Library/Highlights-from-around-the-globe/African-
writers-reflect-on-the-role-of-literature-in-
society/https://www.thepatriot.co.zw/old_posts/the-role-of-african-writers-in-telling-the-
african-story/https://www.csmonitor.com/Books/2015/0521/How-much-do-you-know-about-
African-literature/Icarus-Girl
64
IV. Procedure
A. Before the Lesson
o Prayer
o Greetings
o Checking of attendance
Review
-The teacher will ask volunteers to recap the lesson being discussed from the last meeting.
-Let the students submit their assignment.
Motivation: Picture Analysis
-A picture of African people will be shown to the students.
The teacher makes use of the essential questions below as guide in clarifying key
understanding about the topic at hand and to elicit their feelings about the activity or the
topic:
1. What can you see on the picture?

2. How will you describe the people in the picture?
3. What do you think is the overall feelings/emotions of the people in the picture?
4. Do you have any idea, if what would be the connection of our activity to our topic today?
Possible answers:
 It is a picture of black people.
 People who have dark skin or their skin color are not uniform.
 Black people with a big smile on their faces.
65
 Probably, our topic for today is related to those African people who
contributed an impactful works in enriching their literature.
(The teacher will process their answers in a discussion type.)
-Actually class, all of your answers are correct. We will focus our lesson today to
those African people who contributed an impactful works in enriching their
literature. Aside from that, we will also discuss some notable genres under
African Literature.
B. During the Lesson
-Before we will proceed to our lesson, May I ask if, who among you here has an idea about
African Literature?
Possible answers:
 African literature consists of a body of work in different languages and
various genres, ranging from oral literature to literature written in
colonial languages (French, Portuguese, and English).
 African literature showcases the wonderful life and happening in the
African country which contributes in making their literature well-known
to the world.
 Africa is the world's second-largest and second most-populous
continent, after Asia.
 Africa straddles the equator and encompasses numerous climate areas;
it is the only continent to stretch from the northern temperate to southern
temperate zones.
- Now, I will group the class into three (3) groups. Each group will be
given the same task yet different material. I want you to describe the notable genres
assigned to you and you will be presenting your output in front of the class. Please
don’t forget that aside from doing the activity each group will be given set of
questions. These questions will help you to do your task today.
Group 1: A Poem entitled I am an African child by Eku Mcgred

Questions:
1. What do you think that the author wants to convey in the poem?
2. What are the issues faced by the African people based on the poem?
I am an African Child
I am an African child
Born with a skin the color of chocolate
Bright, brilliant and articulate
Strong and bold; I'm gifted
Talented enough to be the best
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Often the target of pity
My future is not confined to charity
Give me the gift of a lifetime;
Give me a dream, a door of opportunity;
I will thrive
Do not hide my fault

show me my wrong
I am like any other;
Teach me to dream
And I will become
I am the son, daughter of the soil

Rich in texture and content
Full of potential for a better tomorrow
Teach me discipline, teach me character, teach me hard work
Teach me to think like the star within me
I can be extra-ordinary
call me William Kamkwamba the Inventor;
Give me a library with books
Give me a scrap yard and discarded electronics
Give me a broken bicycle;
Plus the freedom to be me
And I will build you a wind mill
We are the new generation

Not afraid to be us
Uniquely gifted, black and talented
Shining like the stars we are
We are the children of Africa
Making the best of us
Yes! I am an African child
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Group 2: The Hands of the Black (Short Story)
Questions:
1. What do you think that the author wants to convey in the story?
2. In your own reason, what reason convince you the most why the hands of
the Africans are black?
The Hands of the Blacks

An excerpt from “We Killed Mangy-Dog”
I can’t remember now how we got onto the subject, but one day Teacher said that the palms
of the black’s hands were much lighter than the rest of their bodies because only few
centuries ago they walked around on all fours, like wild animals, so their palms weren’t
exposed to the sun, which made the rest of their bodies darker and darker. I thought of
this when Father Cristiano told us after catechism that we were absolutely hopeless, and that
even the blacks were better than us, and he went back to this things about their hands being
lighter, and said it was like that because they always went about their hands folded
together, praying in secret. I thought this was so funny, this thing of the black hands being
so lighter, that you should see me now-I don’t let go of anyone, whoever they are, until they
tell me why they think that the palms of the black’s hands are lighter. Dona Dores, for instance
told me that God made their hands lighter like that so they wouldn’t dirty the food that they
made for their masters, or anything else that they were ordered to do that had to be kept quite
clean. Senhor Antunes, the Coca Cola man, who only comes to the village now and
again when all the cokes in the cantina have been sold, said to me that everything I had been
told was a lot of baloney. Of course, I don’t know if it was really, but he assured me it was.
After I said yes, all right, it was baloney, then he told me what he knew about this thing of the
black’s hands. It was like this:-Long ago, many years ago, God, our Lord Jesus Christ, the
Virgin Mary, St. Peter, many other saints, all the angels were in heaven then, and some of the
people who had died and gone to Heaven- they all had a meeting and decided to make blacks.
Do you know how? They got hold of some clay and pressed it into some second- hand
moulds. And to bake them of the creatures, they took them to heavenly kilns. Because
they were in a hurry and there was no room next to the fire, they hung them in the chimneys.
Smoke, smoke, smoke- and there you have them, black as coals. And now do you want
to know why their hands stayed white? Because their hands are tied. When he had told me this
Senhor Antunes and the other men who were around us were very pleased and then all burst
out laughing. That very same day, Senhor Frias called me after Senhor Antunes had gone
away, and told me everything I had heard from them there had been just pack of lies. Really
and truly, what he knew about the black’s hands was right, that God finished making men and
told them to bathe in a lake in heaven. After bathing the people were nice and white. The
blacks, well, they were made very early in the morning, and at this hour the water in the lake
was very cold, so they only wet the palms of their hands and the soles of their feet before
dressing and coming into the world. But I read in a book that happened to mention it, that the
black hands are lighter like this because they spent their lives bent over, gathering the white
cottons of Virginia and I don’t know where else. Of course, Dona Estifania didn’t agree
when I told her this. According to her, it’s only because their hands became bleached with
all that washing. Well, I don’t know what to think about all these, but the truth is that
no matter how calloused and cracked they maybe, a black’s hand are always lighter than all
the rest of him. And that’s that! My mother is the only one who must be right about this
question of a black’s hands being lighter than the rest of his body. On the day that we were
talking about it, I was telling her what I know about the question, and she just couldn’t
stop laughing. What I thought was strange was that she didn’t tell me at once what she thought
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about all this, and she only answered me when she was sure that I wouldn’t get tired of
bothering her about it. And even then she was crying and clutching herself around the
stomach who had laugh so much that it was quite unbearable. What she said was more or less
this: “ God made Blacks because they had to be. They had to be, my son. He thought they
really had to be…Afterwards, He regretted having made them because other men laughed
at them and took them off to their homes and put them to serve as slaves or not much better.
But because He couldn’t make them all be white, for those who were used to seeing blacks
would complain, He made it so that the palms would exactly like the palms of other men.
And do you know why that was? Of course, you don’t know, and it’s not surprising,
because many, many people don’t know. Well, listen: It was to show that what men do is only
the work of men…That what men do is done by hands that are the same hands of people who,
if they had any sense, would know that before anything else they are men. He must be thinking
of this when He made the hands of the blacks be the same as.
Group 3: Telephone Conversation (Poem)

Questions:
1. What do you think that the author wants to convey in the poem?
2. What is the general message from the poem that reflects the present situation of our
community?
Telephone Conversation by Wole Soyinka
Indifferent. The landlady swore she lived

Off premises. Nothing remained
But self-confession. "Madam," I warned,
"I hate a wasted journey—I am African."
Silence. Silenced transmission of
Pressurized good-breeding. Voice, when it came,
Lipstick coated, long gold rolled
Cigarette-holder pipped. Caught I was foully.
"HOW DARK?" . . . I had not misheard . . . "ARE YOU LIGHT
OR VERY DARK?" Button B, Button A.* Stench
Of rancid breath of public hide-and-speak.
Red booth. Red pillar box. Red double-tiered
Omnibus squelching tar. It was real! Shamed
By ill-mannered silence, surrender
Pushed dumbfounded to beg simplification.
Considerate she was, varying the emphasis--
"ARE YOU DARK? OR VERY LIGHT?" Revelation came.
"You mean--like plain or milk chocolate?"
Her assent was clinical, crushing in its light
Impersonality. Rapidly, wave-length adjusted,
I chose. "West African sepia"--and as afterthought,
"Down in my passport." Silence for spectroscopic
Flight of fancy, till truthfulness clanged her accent
Hard on the mouthpiece. "WHAT'S THAT?" conceding
"DON'T KNOW WHAT THAT IS." "Like brunette."
"THAT'S DARK, ISN'T IT?" "Not altogether.
Facially, I am brunette, but, madam, you should see
The rest of me. Palm of my hand, soles of my feet
Are a peroxide blond. Friction, caused--
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Foolishly, madam--by sitting down, has turned
My bottom raven black--One moment, madam!"--sensing
Her receiver rearing on the thunderclap
About my ears--"Madam," I pleaded, "wouldn't you rather
See for yourself?"
Reference for Possible Answers:
Group 1: Meaning of the poem I am an African Child
The message in the poem African Child comes at the end after describing his life: He is black
and proud. The poem was written to foster a positive image of the African child and to help
reconnect children of African ancestry to a positive image of their African heritage and identity.
The aim is to get this poem into the hand of every child of African heritage. The poem can be
given as a given on occasions such as birthdays, naming ceremonies, baby shower, or holidays
With the stunning design, illustration and frame; it could be hung on a wall or placed on your
office or study desk as a reminder of your identity and potential, or to give an African theme
or feel to your space.
The poem has been used by kids in predominantly white areas as an answer to bullying based
on ethnicity.
Source: http://ernan-pinoyeskwela.blogspot.com/2016/06/african-child-poem-by-eku-
mcgred2.html
Group 2: Analysis of the Short Story (The Hands of the Black)
The full story “The hands of the Black” by Bernardo Honwana takes only a couple of
minutes to read, but it needs much more time to think it over. The story starts from the
simple question a schoolboy he asks just out of curiosity, but the answers turn it to
something much more complicated. The comprehension of the questions the adults
ask in return and the answers they give can say a lot about the world of racial
discrimination.
The question about the hands of the black people is firstly raised by the narrator’s
schoolteacher and then the most offensive explanation possible is given to the class.
According to the teacher, the black people didn’t evolve as fast as the white ones, so
the palms without tan is a memory about the times when they were walking on their
four like monkeys.
The first disturbing thing in the story is that the narrator (who is probably Bernardo
Honwana himself) is the only one who disagrees with this explanation and starts to
seek another answers from random people. But still, none of them satisfies him,
because – this is the second thing that makes us worry – people claim that black
people as a race have some special traits that distinguish them from whites, that they
have different personalities.
The priest – the next man the narrator asks and the one who has the most authority
among the neighboring adults – gives much prettier explanation, but it still looks fake.
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He says that God left the hands of the black people light-colored because they hold
them together during the prayer so often that the skin has no time to become tanned.
This version, on the contrary, makes black people better than whites and more
obedient to God – but by intuition or logic the narrator understands that it isn’t true
either. So, he continues his quest for answers, trying to comprehend why adults have
such different versions of them.
The other answers were mostly bitter or offensive again. For example, Dona Dores
said to the boy that though the black people are destined to be slaves, their hands were
deliberately made white by God, so that they won’t soil anything they bring to their
masters. Another version was that the palms were bleached during the constant
picking of white cotton or doing the laundry from day to day. Almost everyone the
narrator asks associates the black color of the skin with dirt that is either disgusting
and has to be rid of or plainly the sign of the inferiority.
Some of the adult men play a stupid prank on the boy, telling him the outright silly
story they came up with on the spot. One of them told the narrator that the whites
were created first and then they made black people by themselves from clay and
second-hand forms previously used by them. But due to the lack of space and their
neglection, the whites overbaked the clay and it became ashes.
Their palms were still white because all the black people had to hold on something
just not to fall to the fire. While the narrator tries to comprehend such an unusual and
disturbing story, the men around burst into laughing, persuading him that the full
story is a lie from the first to the last word and they don’t know the right answer to
such a ridiculous question. So, not only they treat black people as laughingstocks,
they also mock the average and innocent child curiosity.
More tamed but still fantastic version comes from another neighbor of the narrator:
God created all the people and at first they all were black because of ash and dust. He
showed them the big lake and ordered them to wash themselves before going to Earth
to live there. But the first part of the people was created before the dawn and the water
was freezingly cold in the night.
So they decided just to wash their hands and feet. It was too dark for them to see that
they are covered in dirt from heads to toes, so they went as they were and became
black people. This story contains more equality in it, but again, the black skin color is
associated with being dirty, lazy or dim-witted, it is a flaw and a drawback.
The only story that satisfies the narrator is the story of his mother. Several times we,
as readers, see that Bernardo Honwana draws our attention to the fact the woman is
crying while telling her story. She starts from the words that persuade the boy more
than everything else: “God made blacks because they had to be”. This single phrase
makes everything right: the very existence of the black people is the natural and
legitimate thing. They are not meant to be the instruments, they don’t exist on
purpose, they just are, because God wanted the Earth to be populated with people of
different skin colors.
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But then the narrator’s mother adds a very bitter thing to the whole story: later God
regretted that he created blacks, because the whites made their life miserable, they
enslaved the blacks, mocked them and discriminated them. God even thought about
making everyone white, but he couldn’t violate the choice of those who wanted to
stay black.
So, to remind that inside all the people are equal and the real value of a person is
determined not with their skin color but with the deeds they do with their hands, God
made the hands of the black people lighter than the rest of their skin. The story ends
with the words of the narrator that he has never seen someone crying so much as his
mother, without being hurt.
We can conclude that the story of the discrimination of the black people is something
very personal for the narrator’s mother, though we learn that she is clearly a white
woman. Still she cries and emphasizes several times that the black people just need to
exist because God wants it. The woman chooses the exactly right words to give to her
son the most right, though biologically incorrect answer.
The boy doesn’t reveal for himself why the skin on the palms of the dark-skinned
people contains less melanin than the rest of their body, but instead he receives a
much more powerful epiphany: all the previous versions were wrong, because the
black people aren’t different from the white ones. They can be good or bad, kind or
mean, bright or dim, just as anyone else, because they are just people who have darker
skin.
In a few sentences the narrator’s mother showed him all the oppression the black
people came through, so severe that even God, almighty and omniscient, regretted His
decision to create them for such suffering. She also dismisses the association of black
skin with dirt, saying that even God respects the right of the person to be black. No
wonder that the previous versions told to her by her son made the poor woman cry.
The adult and reasonable people (even the teacher and the priest) who are the
authorities for the kids, deliberately or ignorantly, spread the racist views, raising the
new generation of racism discrimination supporters.
Let me remind you that the narrator was the only one from the whole class who raised
the question. The other kids took it as granted and the other adults (who may be
fathers of those very kids) support the views that utterly dehumanize black people,
portraying them as inferior beings marked by God (or evolution) to be slaves and
servant to the superior whites.
The understanding of the scale of the problem can be shocking for everyone. The
brave woman does what she has to do and what she can do. She can’t fix the whole
world, but she can be a good mother to her child and give him the answer that will
help him to stand for the equality of all the people in the future. Her story is beautiful
and logical enough to be spread among the other kids and maybe some of them will
reconsider their opinion also.
We see the powerlessness of a single mother who stands against almost all the town,
but also we see hope, because the reaction of her child is the best reward we, as
readers, can be given. He believes her with all his heart and he finds that her values
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resonate with his own, with the sense of right that is innate for everyone, that makes
us human, disregarding the color our hands are.
Source: https://www.aresearchguide.com/the-hands-of-the-black.html
Group 3: Telephone Conversation by Wole Soyinka

 Telephone Conversation by Wole Soyinka is the poet’s most anthologized poem that
reflects Negritude. The poetic dialogue reveals the landlady’s deep-rooted prejudice
the colored people as the caller plays up on it. The poem depicts a black man who is
trying to confirm housing with a landlady over the phone and begins after the two
have discussed location and pricing. The speaker wishes to inform the landlady that
he is black, and then a ridiculous conversation ensues regarding how dark his skin
color is. Overall, the poem is a tongue-in-cheek statement on racism, the speaker
responding with sarcasm and humor to her insulting questions. The poem also
emphasizes the lack of communication between different races.”
 “Nigerian poet Wole Soyinka uses irony to depict the absurdity of racism in his poem,
"Telephone Conversation."”
 “The situation and resulting conversation the speaker finds himself in is, indeed,
absurd. It is absurd in the traditional sense--it makes absolutely no sense--and it is
absurd in the literary sense--totally out of the speaker's control. How does one
salvage a situation in which one is asked how dark one is? The speaker replies with
tongue-in-cheek irony, making fun of the woman at the other end of the telephone
line.”
 “The speaker uses humor, in addition to irony. Or, the irony is humorous, I guess.
The poem reveals ignorance, culture gaps, problems with verbal conversation, and
most importantly, of course, prejudice. It is a look at the absurdity of racism.”
Evaluation
Using SWOT analysis the students will be asked to describe the notable literary genre of
African Literature based on the lesson being discussed.
Hands of the
Telephone
I am an African Black (Short
Conversation
Activity Child (Poem) Story)
(Poem)
by: Eku Mcgred by: Luis Bernardo
by: Wole Soyinka
Honwana
Strength
Weakness
Opportunity
Threats
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V REMARKS
___________________________________________________________________________
___________________________________________________________________________
__
___________________________________________________________________________
___________________________________________________________________________
__
_____
VI REFLECTION

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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I. Objectives
The learner demonstrates understanding of: South and West Asian literature as an expression
of philosophical and religious beliefs; information flow in various text types; reality, fantasy,
and opinion in listening and viewing materials; word decoding strategies; and use of
information sources, active/passive constructions, direct/reported speech, perfect tenses, and
logical connectors in journalistic writing.
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 opinion-making , persuasion, and emphasis, and appropriate prosodic features,
stance,and behavior.
The learner transfers learning by composing a variety of journalistic texts, the contents of which
may be used in composing and delivering a memorized oral speech featuring use of properly
acknowledged information sources, grammatical signals for opinion-making, persuasion, and
emphasis, and appropriate prosodic features, stance, and behavior.
C. Learning Competencies:
Identify the distinguishing features of notable African chants, poems, folktales, and short
stories. (EN8LT-Iab-8.1)
Quarter: 1 Week: 3 Day: 14 Date: ________

II. Content
Subject Matter: African Chants, Poems, Folktales, and Short stories

Integration : Araling Panlipunan, MAPEH
Strategies : Discussion, Small Group Activity (SGA)
Materials: Laptop, Flash drive, LED T.V
A. References:
https://guides.library.columbia.edu/zulu-language/literature
http://anikefoundation.org/wp-content/uploads/2015/08/THE-BABY-MOUSE-AND-THE-
BABY-SNAKE.pdf
http://freduagyeman.blogspot.com/2014/01/57-african-short-stories-by-chinua.html
https://webcache.googleusercontent.com/search?q=cache:vMDonl6sC6gJ:https://hbcsd.org/d
ownload.cfm%3Fid%3D2382+&cd=14&hl=en&ct=clnk&gl=ph
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IV. Procedure
o Prayer
o Greetings
Review
- Who among you here can give a short recap about our topic yesterday?
Possible answers:
 African literature consists of a body of work in different languages and
various genres, ranging from oral literature to literature written in
colonial languages (French, Portuguese, and English).
 African literature showcases the wonderful life and happening of the
different African countries which contributes in making their literature
well-known to the world.
 African literature has a lot of artist and writers that contributes in making
the literature of Africa well-known and receives award in some of the
prestigious award winning body.
- Very Good! Yesterday, we discussed the literary genres contributed by

African writers. If you remember, I also gave you different texts/ that are
all related to African Literature.
-The teacher will divide the class into 5 groups; each group will receive set of literary piece.
Using the table below, students will distinguish the different features of notable poems,
folktales, and short stories.
Literary Piece No.1: Poem
I Died Alive by: Harriet Anena
I died
But my heart still breathed
I was speechless
But a voice resounded within
I was sightless
But my inner eye watched the outside
I was immobile
But agile dreams took me miles away
I died But I died alive
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Literary Piece No. 2: Short Story
The Tortoise, the Dog and the Farmer, A tale from Nigeria, West Africa
Once upon a time, a mouse gave birth to a baby mouse and the snake gave birth to a serpent.
The mouse prohibited its baby from playing at the brook near his house, lest he drowned and
died.
One day the baby mouse and the serpent met, and became friends and played together. In the
evening when they finished playing, both the baby mouse and the serpent went to their mothers.
When the baby mouse got home, his mother remarked that his hair was wet and she spoke to
him harshly.
Mother Mouse: Did you go to play at the brook that I forbade you from going?
Baby mouse: No, I did not go to the brook.
Mother Mouse: Then how come you are so wet?
Baby mouse: It’s the saliva of my friend serpent that made me wet.
Mother Mouse: Listen very carefully! Since the time of our ancestors, snakes have never been
our friends. They still consider us their favorite food. Now, starting from today, never dare to
play with a snake, it is not your Friend but your enemy. Besides, if you dare to play with him,
it could kill you and eat you, stay far away from him.
When the small snake got home, his mother observed and made remarks about the hair in his
little mouth.
Mother Serpent: Since when did you start to eat by yourself without keeping some for me?
Serpent: No, I have not eaten anything.
Mother Serpent: But where did the hair in your mouth come from?
Serpent: I was playing with my friend little mouse.
Mother Serpent: Oh! What an idiot! You mean our favorite meal is now a friend? Do we not
have them as part of our delicacy every day? Here's what you will do tomorrow when you go
out to play; when he comes close to you, bind him, inject him with venom and you bring him
here for us to eat.
Serpent: yes mom I understand. Tomorrow I'll bring him to you.
The next morning, the serpent arrived earlier at the spot where the two friends meet to play.
The serpent was smiling while he called out to his friend the young mouse with good humor.
Serpent: My friend, come, come out to play!
The prudent Baby mouse observed how eagerly the serpent approached him, he then
remembered his mother’s advice and told the serpent.
Baby mouse: I cannot come near you. We must not forget our mothers’ advice. You're not my
friend, you're my enemy now, your goal is to kill me and take me to your home as food. The
serpent went back home very disappointed and said to her mother:
Serpent: Look, the little mouse was warned by his mother, he even refused to approach me for
playing. Since that day a terrible hatred settled between the snake and the mouse.
Lesson not only for African children, but also for non-Africans:
There is an African proverb that says: "The words of the elderly may be bitter, but they are full
of wisdom"
It is always good to listen to our parents’ advice because they can usually sense when an action
is dangerous. If the little mouse did not listen to his mother’s advice, he would have been bitten
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and eaten by the snake. Like the little mouse, let us listen to the advice of our parents or adults
because they have a wealth of life experience much more than us.
Literary Piece No. 3: Short Story
The Apprentice by Odun Balogun
Ogunmola's family used to be rulers. His grandfather and great-grandfather had been illustrious
rulers of the land, until the coming of the colonialists who changed everything and decided that
his father could not rule as they wish. This decision by the colonialist meant that Ogunmola's
father did not become an Oba and the family fell from grace. Repelled by the white man's
wickedness to his family, they who had whose lives had been lived for the people, Ogunmola
shunned the white man's education, considering it to be a way of acceding to them.
As an apprentice, he was caught between two master craftsmen, Omotola and Omotaiye.
Sacked by Omotaiye for not working as he had been thought but rather working on designs of
Omotola, the latter received him only to charge him for similar accusations. Thus, they each
accused him of not letting go off the other's skills when all he wanted was to be unique.
Ogunmola is like Africa whose shores were flooded by the invaders who would not let it decide
its own future; who would not let it be free to exhibit its unique traits or to decide its
development path. But who would be influenced by people of doubtful capabilities and with
second class degrees from all over the world, compounding an already complex problem in the
process.
Instructions: Complete the table below by identifying the distinguishing features of notable
African chants, poems, folktales, and short stories.
Folktale
Short Story
Poem (The Tortoise, the
(The
Notable Genres (I Died Alive) Dog and the
Apprentice)
Farmer)
Time Periods
Religion
Specific Author
Genre
Tone
Theme
Characteristics
- The students will present their output in front of the class.

Possible answer:
 Poem is a piece of writing that usually has figurative language and that is written
separate lines that often have repeated rhythm and sometimes rhyme. A poem
is a piece of writing that partakes of the nature of both speech and song that is
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nearly always rhythmical, usually metaphorical, and often exhibits such formal
elements as meter, rhyme, and stanzaic structure.
 Folktale is a story originating in popular culture, typically passed on by word of
mouth.
 Short story is a story with a fully developed theme but significantly shorter and
less elaborate than a novel.
 Praise poems are epithets called out in reference to an object (a person, a town,
an animal, a disease, and so on) in celebration of its outstanding qualities and
achievements.
 Proverbs are short, witty or ironic statements, metaphorical in its formulation
which aims to communicate a response to a particular situation, to offer advice,
or to be persuasive.
- The teacher will give a further discussion about the distinguishing features of the
notable African chants, poems, folktales, and short stories.
C. After the Lesson
Evaluation
- The teacher will wrap up the lesson.
- The students will be asked to create a poem or short stories showing the features of the said
genres.
Rubric for Poetry
CATEGORY Excellent - 4 Good - 3 Satisfactory - 2 Needs Improvement - 1
THE WRITING Student devoted a lot of Student devoted adequate time Student devoted some Student devoted little time
PROCESS / time and effort to the and effort to the writing time and effort to the and effort to the writing
writing process and process and worked to get the writing process but was process. It appears that the
worked hard to make the job done. The poem may have not very thorough. Does student does not care about
poem a good read. The one or two errors. enough to get by. There the assignment. The poem
EFFORT poem has no errors. are several errors. has many errors.
TITLE The poem has a title that The poem has a title that relates The poem has a title The poem has no title
clearly relates to the poem to the poem
and adds interest to the
theme or message of the
poem
NEATNESS The final draft of the The final draft of the poem is The final draft of the The final draft is not neat or
poem is readable, clean, readable, neat and attractive. It poem is readable and attractive. It looks like the
neat and attractive. It is may have one or two erasures, some of the pages are student just wanted to get it
free of erasures and but they are not distracting. It attractive. It looks like done and didn’t care what it
crossed-out words. It looks like the author took some parts of it might have looked like.
looks like the author took pride in it. been done in a hurry.
great pride in it.
STYLE The poem is written with The poem is written with a The poem is written The poem lacks style and the
a great sense of style. defined with style. Thoughts somewhat with style. thoughts did not come out
The poem has been well clearly on paper.
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thought out and makes are clear to read and Thoughts are clear to a
sense to the reader. understandable. degree.
VOCABULARY The poem is filled with The poem includes many The poem includes some The poem lacks description
descriptive vocabulary descriptive elements and is descriptive words and and does not allow the
that appeals to the reader. appealing. phrases. reader to visualize the poem.
Retrieved from:
https://webcache.googleusercontent.com/search?q=cache:vMDonl6sC6gJ:https://hbcsd.org/
download.cfm%3Fid%3D2382+&cd=14&hl=en&ct=clnk&gl=ph
Rubric for Short Story
Retrieved from:
https://webcache.googleusercontent.com/search?q=cache:vMDonl6sC6gJ:https://hbcsd.org/
download.cfm%3Fid%3D2382+&cd=14&hl=en&ct=clnk&gl=ph
Assignment
-Research in advance different types of Graphic Organizer
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I. Objectives

Generate ideas and their relationships (EN8WC-Ia-1.1); Present ideas using a variety of graphic
organizers (EN8WC-Ia-1.1.6.1)
II. Content
Subject Matter: Generate ideas and their relationship; present ideas using variety of
graphic organizers.
Integration :
(Learning Area):
Strategies : Collaborative Approach, Small Group Activity (SGA)
Materials : chalk, laptop, power point presentation (visual aids)
A. References
https://www.youtube.com/watch?v=Fz4MX2PwUS8
https://www.rcampus.com/rubricshowc.cfm?code=QXB8WX2&sp=true&
https://www.esc.edu/online-writing-center/resources/academic-
writing/process/prewriting- developing-ideas/clustering/mapping/
IV. PROCEDURE

o Prayer
o Greetings
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Review
-The teacher will ask some students to give a short recap about yesterday’s lesson.
Motivation (Video Analysis)
-Before the teacher introduces the topic to the students, she will divide first the class into five
(5) groups.
For today’s lesson we will start our discussion with an activity. I will divide first the class into
five (5) groups. (The group will go to their respective area for the activity.)
Before I will play the video, I want all members of the group to jot down all important
information’s which you think helpful in making/doing your task.
While the students are watching the video, the teacher will divide the board into five columns
(using masking tape).
Challenging Stereotypes in South Africa
Link: https://www.youtube.com/watch?v=Fz4MX2PwUS8
After watching the video:
-The teacher will give the students 1 minute to write everything they understood from the video.
She will then ask the students some questions:
1. What have notice on the ideas written on the board?

2. Based on the ideas written on the board, what do you think is the central idea on the video?
How will you support it?
3. Do you have any idea if what would be our topic today?
Possible answers:
 There are a lot of ideas written on the board however, they were not
organized and clear.
 Because the ideas were all scattered and unorganized, we cannot tell you the
central and supporting ideas of the video.
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 Probably, our lesson for today is all about generating ideas and on how to
present it properly.
-The teacher will discuss to the class the different ways on how to generate ideas.
One of the most important things to remember when teaching writing is that writing is a
process. The entire process has five steps, but the first step in writing process is coming up
with a thoughts and ideas, also known as prewriting.
Prewriting helps the students gather ideas and give them a bank of possibilities for their
writing. This way, as students write they do not have to make decisions simultaneously about
the content and the language.
1. Brainstorming- is an activity with which most people are familiar. The object in
brainstorming is to compile as large a list as possible of potential examples for a given groups
or with the entire class.
Remember also that on this part leader of the group should acknowledge all ideas from
his/her members. In this part also it is not necessarily means to come up with a high quality
of ideas. Quantity of ideas is most preferred than the quality.
2. Free writing- an individual activity for getting thoughts from your head on the paper.
Free writing is simply putting on paper every thought that is going through your heads like
brainstorming. The goal of this method is to never let your pen or pencil stop writing.
Spelling and grammar are not important for this activity; it is ideas that we are trying to
grasp.
3. Journalistic questions approach- a topic in a more structured manner. Start by reviewing

the question words: who, what, where, when, why and how. Then, for your given topic, ask
questions starting with each of these words. For example, if your topic was study habits, you
might ask, “Who has good study habits? Who benefits from good study habits? What are the
good habits? Where do people with good study habits study? Where to they keep their books?
Where do they organize notes and homework? When do they study? When do they complete
assignments? ...” There are an infinite number of questions you can ask about any given
subject.
-After the teacher discussed the different ways of generating ideas, she will then introduce to
the class the different graphic organizer that they can use in presenting their output.
1. Cluster mapping- also called idea webbing, is a great way to show relationships between
ideas. Cluster mapping is also part idea generation and part organization, so students will
know exactly how to group their ideas once they are ready to write.
Example:
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Link:https://www.google.com/search?q=cluster+mapping+or+idea+mapping+sample&tbm=isch&tbs=rimg:Ce5mbuR-w-JzIjjJLz39qyrpFiI-zkAkY-
uNQEPjZw04U2DYv8DfgdUv7PDbkcEjVYVDUTF8kDkrhi6csDMcnmDgnCoSCckvPf2rKukWEQ8KHidqZUe1KhIJIj7OQCRj640RQg_1q7wSbPx0qEglAQ-NnDThTYBHwZCtyk0aL4CoSCdi_1wN-
B1S_1sEQaHqhrjjG4qKhIJ8NuRwSNVhUMR6QhLFJkZqOQqEglRMXyQOSuGLhGwsHvxy4OdqioSCZywMxyeYOCcEVoKhVXBduP9&tbo=u&sa=X&ved=2ahUKEwjj87nG443iAhVaFogKHdPKBGEQ9C96BAgBEB
s&biw=1024&bih=499&dpr=1#imgrc=QEPjZw04U2D8fM:
C. After the lesson
Evaluation
-At this point, the teacher will instruct the students to meet with their groups again. (Groupings
will be based on the activity a while ago).
-The teacher will utilize again the video presented in the motivation part. They will be given
set of questions to answer. They will follow the method presented on how to generate ideas
and how to present it using graphic organizer; cluster mapping.
1. What do you think is the overall message of the video?

2. Based on your own understanding, how will you define stereotyping?
3. Does the message of this video also replicate the present situation of our community when
it comes to work, beliefs, and culture? If yes, then include some evidences to support your
claim.
Rubric in rating students output
Link: https://www.rcampus.com/rubricshowc.cfm?code=QXB8WX2&sp=true&
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I. Objectives

Present ideas using a variety of graphic organizers (EN8WC-Ia-1.1.6.1)
II. Content
Subject Matter: Present ideas using variety of Graphic Organizers.
Integration:
(Learning Area):
Strategies: Collaborative Approach
Materials: chalk, laptop, power point presentation (visual aids)
A. References
Grade 8 Simplified Module
English 8 (Teachers’ Guide)
English 8 (Learners’ Manual)
https://www.esc.edu/online-writing-center/resources/academic-
writing/process/prewriting- developing-ideas/clustering/mapping/
VI. PROCEDURE
o Prayer
o Greetings
Review
-The teacher will ask some students to give a short recap about yesterday’s lesson.
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-The teacher will begin her lesson by defining first the word graphic organizer.
Graphic Organizer- is a visual display that demonstrates relationships between facts,

concepts or ideas. A graphic organizer guides the learner’s thinking as they fill in and build
upon a visual map or diagram.
Types of Graphic Organizer
1. Outlining- An outline is a preliminary summary of written work, typically

hierarchically organized in headings and subheadings.
Benefits of Outlining
Used to organize one’s thoughts and information related to a project or paper, outlining helps
students clarify their ideas. Structuring and organizing large volumes of information and
research in a traditional outline is the first step in the writing process. Outlines help demonstrate
the thinking process behind an essay or report which can help show a teacher where a student
may need help or further instruction.
How to Outline
 Viewed as the first step in the writing process and the best way to organize
notes and large amounts of information, outlines help students build essays
and reports in a structured way.
 Before diving into writing a paper, begin with a main idea or thesis, which is a
short summary of the central idea about which the student will write. Divide
and subdivide topics and ideas using an alternating series of letters and
numbers:
2. Concept Maps- are graphical tools for organizing and representing knowledge. They
include concepts, usually enclosed in circles or boxes of some type, and relationships between
concepts indicated by a connecting line linking two concepts. Words on the line, referred to as
linking words or linking phrases, specify the relationship between the two concepts. We define
concept as a perceived regularity in events or objects, or records of events or objects, designated
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by a label. The label for most concepts is a word, although sometimes we use symbols such as
+ or %, and sometimes more than one word is used. Propositions are statements about some
object or event in the universe, either naturally occurring or constructed. Propositions contain
two or more concepts connected using linking words or phrases to form a meaningful
statement. Sometimes these are called semantic units, or units of meaning.
Example:
A. After the lesson
Evaluation
-The students will read an excerpt from a speech delivered by Dr. Kofi A. Busia at a
conference on the Christian Faith and African Culture in 1955 in Ghana entitled The
African World-View. In a 1 whole sheet of paper they will make an outline showing
the main idea of the speech supported with evidences.
The African World-View
My subject is the African worldview, but I should say at once that though there are religious
ideas and social values that are widespread in Africa, there are also diversities. For there are
many and not one African community. There are numerous communities on the vast continent
of Africa which have lived in self-contained isolation, under the varying conditions of life and
experience.
Certain beliefs, nevertheless, such as animism, the concept of ghosts and spirits, polytheism
and magic, are common patterns which afford valuable guides for understanding particular
communities in Africa.
When we think of people‘s world view, we consider their concept of the supernatural, of nature,
of man, of society, and of the way in which these concepts form a system that gives meaning
to men‘s lives and actions.
Africans believe in a Supreme Being, the Creator of the world and all the things in it. The ideas
as to the attributes of the Creator vary, but all believe that He is charged with power, both
beneficent and dangerous. This belief in a Supreme Being who is omnipotent is held along with
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belief in lesser deities who are also charged with power, both beneficent and dangerous. These
supernatural entities or gods are not always held to have bodies like men, but their values,
attitudes, and thoughts, that is, their personalities are like those of men.
I may digress to point out that the problem of evil so often discussed in Western philosophy
and Christian theology does not arise in the African concept of deity. It is when a God who is
not only powerful and omniscient but also perfect and loving is postulated that the problem of
evil becomes an intellectual and philosophical hurdle. The Supreme Being of the African is the
Creator, the source of life, but between Him and man lie many powers and principalities good
and bad, gods, spirits, magical forces, witches, to account for the strange happenings in the
world.
Nature, too, can have power, and even spirits. It must be noted that in farming, fishing, livestock
raising, and other economic activities the African shows knowledge of natural causes. The
difference with Europe lies in the fact that the control that Europe has gained over nature is
greater and therefore Europeans can give naturalistic or scientific explanations to a greater
range of happenings than Africans. But there are theories of reality in Africa just as in Europe.
When the African offers an egg to a tree, or food to a dead ancestor, he is not expressing
ignorance of material substance, or natural causes, but he is expressing in conduct a theory of
reality, namely that behind the visible substance of things lies essences, or powers which
constitute their true nature. Those who have read Western philosophy are familiar with such
formulations, but because the African does not formulate his problems in terms familiar to the
Europeans, or may not even be able to express his awareness in words, its conduct is often
grossly misinterpreted.
With regard to man himself, there is a widespread belief in Africa that he is compound of
material and immaterial substances; man is a biological and spiritual being. Physical death is
not the end of men. The soul concepts of African peoples are many and elaborate. Among the
Ashanti, for example, as I have shown elsewhere, ―Man as a biological being inherits his
blood from his mother, this gives him his status and membership within the lineage, clan, and
the tribe, and his obligations as citizens… As a spiritual being, a man receives a two-fold gift
of the spirit: that which determines his character and individuality he receives through his
father; but his soul, the undying part of him, he receives direct from the Supreme Being.‖
Among the Dahomey, as Herskovits tells us, ―all persons have three souls and adult males
have four. One is inherited from the ancestor, and is the ‗guardian spirit‘ of the individual. The
second is the personal soul, while the third is the small bit of the Creator that lives in every
person‘s body. The first in Euro-American thought is to be conceived as the biological aspect
of man; the second, his personality, and the third his intellect and intuition. The fourth soul of
adult males is associated with little concept of destiny. This soul occupies itself not only with
the affairs of this world, but also with the collective destiny of his household, since the Daho
mean reasons that when a man reaches maturity, his own life cannot know fulfillment apart
from the lives of those who share that life with him.
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Rubric in rating students output
Link: https://www.rcampus.com/rubricshowc.cfm?code=QXB8WX2&sp=true&
Assignment
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I. Objectives
that human beings connected with; various reading styles vis `– à-vis purposes of reading;

Use the correct sounds of English. (EN8OL-Ia-3.11)
II. Content:
Subject Matter: English Sounds- Long and Short Vowel Sounds
Integration: ESP
Strategies: Activity-based, collaborative, and constructive approach

Materials: video clip, projector, laptop, cards
III. Learning Resources:
A. References
https://www.youtube.com/watch?v=Q4AsPGnRjNg
https://www.youtube.com/watch?v=5l4ZTYzUWmc
https://www.youtube.com/watch?v=ySnnuIiiHII
IV. Procedures:

o Prayer
o Greetings
o Classroom management
Motivation
 The teacher will display each vowel letter card and ask students what vowel they
hear when you say the following words: baby, beef, ride, rose, and unicorn.
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Before we will start our lesson today, I have here some letter cards. I’ll be posting it on the
board and I want you to read the word out loud and properly.
Baby Beef Ride Rose Unicorn
The teacher makes use of the essential questions below as guide in clarifying key understanding
about the topic at hand and to elicit their feelings about the activity or the topic:
1. What have you notice while reading the words?
2. What vowel sounds you can hear while reading those words?
3. Do you have any idea what would be our topic today?
Possible answer:
1. The words posted on the board produces vowel sounds.
2. /a/, /e/, /i/, /o/, /u/
3. Probably, our topic today is all about the correct pronunciation of English
Sounds.
 The teacher will explain that it is easy to hear the vowels in the words that say
their name, these vowels are the long vowels.
If you notice, based on the given words you can easily identify the specific sound of the word
if it is used in word.
 The teacher will present a video clip song about vowel sounds and let the students
sing it.

 The teacher will present a video clip about long and short vowel sounds.
- As the video clip will be presented, she/he can pause and have a discussion and let the students
repeat the examples.
-The most common sound for each vowel is its “short” sound. It does not sound like their name.
It sounds softer and more relaxed.
ă, pronounced /æ/ as in apple, cat
ĕ, pronounced /ɛ/ as in elephant, bell
ĭ, pronounced /ɪ/ as in insect, fish
ŏ, pronounced /ɒ/ as in octopus, dog
ŭ, pronounced /ʌ/ as in umbrella, bus
The alphabet sounds, when the vowel pronounced like their name or sound more tensed or
exaggerated are called “long vowels.”
Long A (ā), pronounced /eɪ/ as in cake
Long E (ē), pronounced /iː/ as in tree
Long I (ī), pronounced /aɪ/ as in light
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Long O (ō), pronounced /oʊ/ as in globe
Long U (ū), pronounced /juː/ in music
 The class will be divided into six groups. Each group get a box containing a card.
Each student will take turn to pick one card at a time and identify the sounds.
(Students can refer to the dictionary-to promote self-learning) If any members of
the group members pronounce the symbols incorrect, others should help her/him.
(peer correction)
Oak Alligator Joke Lime Leaf etc…..
 The teacher will ask the students why we need to properly pronounce the letters.
 Students will share answers.
C. After the Lesson

Evaluation
OPTION A
The students will be grouped into two. One group will be assigned in short vowel sounds and
the other will be on long vowel sounds based on the poem I am an African.
Group 1
SHORT VOWEL SOUNDS

/æ/ /ɛ/ /ɪ/ /ɒ/ /ʌ/
Group 2
LONG VOWEL SOUNDS

/eɪ/ /iː/ /aɪ/ /oʊ/ /juː/
 The students will read and present their answers.
Assignment
Research in advance the poem written by “Africa’s Plea” by Roland Tombekai Dempster.”
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I. Objectives
that human beings connected with; various reading styles vis à-vis purposes of reading;

Use the correct sounds of English. (EN8OL-Ib-3.11)
Quarter: 1 Week: 2 Day: 18 Date: ________
II. Content:
Subject Matter: English Sounds- Consonant and Vowel Sounds
Integration: ESP
Strategies: Activity-based, collaborative, and constructive approach

Materials: video clip, projector, laptop, cards

A. References:
https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=F6W345&
https://www.spelfabet.com.au/2015/04/the-difference-between-consonants-and-vowels/
https://www.youtube.com/watch?v=mzjHGpYLi-8
https://www.youtube.com/watch?v=Ufdm3ufV6pg
https://caffeineinmybrain.wordpress.com/2012/11/17/africas-plea-poem-reflection/
IV. Procedures:
o Prayer
o Greetings
o Classroom management
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Review
meeting.
- Let the students submit their assignment. (If there’s any)
Motivation
- The teacher will present a tongue twister through a video clip.
Before I will discuss our topic today, I have here a video. This video will help
you on how to become a good English speaker. Now, I want you to listen it
first after that I will let you deliver it on your own.
Source: https://www.youtube.com/watch?v=mzjHGpYLi-8
The teacher makes use of the essential questions below as guide in clarifying
key understanding about the topic at hand and to elicit their feelings about the
activity or the topic:
1. How do you find the activity?
2. While delivering the given piece, what are the things you’ve notice?
3. Do you have any idea what would be our lesson today?
Possible Answer:
 The activity was very fun and interactive. By doing this, it would us develop
our speaking skills to become a better speaker using English language.
 I noticed that most of the words are in consonant letters or sounds.
 Probably, we will be focusing our lesson today on the consonant sounds.
- The teacher will distribute to the students a copy of the poem “Africa’s Plea” by Roland
Tombekai Dempster.”
I’ve prepared here a copy of the poem entitled “ Africa’s Plea”, this poem was written by
Roland Tombekai Dempster. We will be using this piece for our activity today.
- Drill Activity: The teacher will read the poem; she will give emphasis on the sounds of the
words to guide the students on the activity prepared.
-After the drill activity, the teacher will divide the class into six (6) groups.
This time class, I want you to work as a team. Your task as a group is to present the poem in a
creative manner. Please don’t forget to focus on the proper sound of the words. I will give
you 15 minutes to practice. After 15 minutes you’ll be presenting your output in front of the
class.
“Africa’s Plea”
By Roland Tombekai Dempster
I am not you –
but you will not
give me a chance
will not let me be me
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‘If I were you’ –
but you know
I am not you,
yet you will not
let me be me.
You meddle, interfere

in my affairs
as if they were yours
and you were me.
You are unfair, unwise,

foolish to think
that I can be you,
talk, act
and think like you.
God made me me.

He made you you.
For God’s sake
Let me be me.
The teacher will present the criteria for their oral presentation.
Poor Fair Good-Excellent

0-1 point 2-3 points 4-5 points
Structure / Flow
The student has poor structure The student is approaching a The student shows good flow
and flow. Needs constant help or good flow and structure of the and structure of the reading.
has many hesitations. reading. Needs some help or has Needs little to no help and has
few hesitations. no hesitations.
Pronunciation / Intonation
Student makes little or no effort The student has errors in The student makes minor or no
to enunciate and articulate in pronunciation, some effort in errors in pronunciation, great
target language. articulation in target language. articulation in target language
with expression.
Preparedness / Recording
Reading does not show practice, Reading shows some practice. Reading is well prepared.
the reading is unnatural. Student is close to prepared. The Student has practiced often.
Unprepared. The student had to student did not have to record Volume is always appropriate.
record multiple times. Volume is more than two times. Volume is
not appropriate. mostly appropriate.
 Each group will read the poem and will be graded based on the criteria.
 After the presentation the teacher will give his/her comments.
C. After the Lesson
Evaluation
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Using the copy of the poem the students will identify and underline the words that contain the
consonant sounds.
Assignment
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A Lesson Plan in English 8
I-OBJECTIVES

STANDARD means of exploring forces that human beings content with; various
reading styles vis-à-vis purposes of reading; prosodic features that

LEARNING At the end of 60 minutes, 80% of the learners are expected to 1.

COMPETENCIES use parallel structures (EN8G-1b-7)
& CODE
Quarter : I Week: 4 Day:19 Date ________________
II. CONTENT
A. Subject Matter: Parallel Structure

B. Materials:
 PowerPoint
Strategies:
 Teacher demonstration
 Direct instruction
 Student Participation
III-Learning Resources
References:
 English Expressways pp.147
IV- Procedures
Preliminaries
 Prayer
 Checking of Attendance
 Classroom Management
 Review of Past Lessons
Before the lesson
The teacher let the students read the following sentences:
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1. The three most densely populated countries are Macau, Hongkong and Singapore.
2. Countries that are least densely populated and those that are most densely populated
are all concerned with development and national pride.
3. When is a place too empty and when is it too crowded.
What do you notice with the italicized structures? Are they parallel? What is
parallelism? Is anyone familiar with parallel structures?
During the lesson
Parallelism is the placement or use of similar grammatical forms to express equal or

parallel ideas. Parallel structures may be two or more words, two or more phrases, two or
more clauses of the same type, or two or more sentences of equal ideas. The use of
parallelism in sentence construction improves writing style and readability.
Compare the following examples:
Without parallelism: She likes cooking, jogging and to read.
Parallel: She likes cooking, jogging and reading.
Other examples:
Parallel words: Some of my son’s friends are Europeans, Asians, and Americans.
Parallel phrases: He prefers talking with friends, milling around, and getting along with
people.
Parallel Clauses: I try to show my son that language should not be a barrier, and that the
cultures of others must be understood.
Parallel sentences: I ate in an African restaurant, I bought flowers in an African flower

shop, and I hired an African gardener.
Activity # 1
Underline the parallel structures in the following sentences. Do this in your notebook.
1. We seek to produce competent human resources, to develop a competitive economy,

and to raise the level of excellence in our outputs.
2. Overcoming language barriers, understanding cultural differences, and respecting each

other’s customs and practices are sure acts of global unity.
3. To read about other countries’ strengths and to learn from the lessons of history will
help state leaders act on their country’s problems property.
4. Some citizens are misunderstood because of the way they live, the manner they talk,
and the way they act.
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5. Ours is a country striving to be competitive, to be industrialized, and to be
economically stable.
Answer key for Activity # 1
1. We seek to produce competent human resources, to develop a competitive economy,

and to raise the level of excellence in our outputs.
2. Overcoming language barriers, understanding cultural differences, and respecting each

other’s customs and practices are sure acts of global unity.
3. To read about other countries’ strengths and to learn from the lessons of history will
help state leaders act on their country’s problems property.
4. Some citizens are misunderstood because of the way they live, the manner they talk,
and the way they act.
5. Ours is a country striving to be competitive, to be industrialized, and to be

economically stable.
After the lesson
Evaluation: Write C if the sentence has parallel structures. If the sentence does not have
parallel structures, rewrite the part to make the sentence correct.
_______ 1. Our youth of today are more outspoken, more practical and defy conventional
practices.
________2. They believe in asserting their rights, pressing their demands, and acting out
solutions to problems.
________3. To come, to see, and to conquer are his objectives in visiting the place.
________4. The qualified candidates must be someone who cares for the poor, who values
responsibility, and who delivers basic services to the community.
________5. Everyone aims to attain his dreams, to have a good future, and to improve his
life.
________6. As students, let us not forget thanking our parents for their support, doing our
responsibilities in school, and to accomplish our tasks at home.
________7. Seven dogs ran across the yard, chase the cats and to play.
________8. He prefers understanding others’ customs and practices and learning to relate
with them.
________9. The helper is tasked to clean the house, cook the food and to sweep the yard.
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_______10. Every summer he likes to go swimming, jogging and biking.
Answer key for Evaluation
Evaluation: Write C if the sentence has parallel structures. If the sentence does not have
parallel structures, rewrite the part to make the sentence correct.
_______ 1. Our youth of today are more outspoken, more practical and more defy
conventional practices.
___C____2. They believe in asserting their rights, pressing their demands, and acting out
solutions to problems.
____C___3. To come, to see, and to conquer are his objectives in visiting the place.
____C___4. The qualified candidates must be someone who cares for the poor, who values
responsibility, and who delivers basic services to the community.
____C___5. Everyone aims to attain his dreams, to have a good future, and to improve his
life.
________6. As students, let us not forget thanking our parents for their support, doing our
responsibilities in school, and accomplishing our tasks at home.
________7. Seven dogs ran across the yard, chase the cats and play with the children.
____C___8. He prefers understanding others’ customs and practices and learning to relate
with them.
________9. The helper is tasked to clean the house, cook the food and sweep the yard.
____C__10. Every summer he likes to go swimming, jogging and biking.
Assignment: Write a short essay on any topic that interests you. Observe the parallel
structures.
V REMARKS
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VI REFLECTION

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1. OBJECTIVES:


Facial Expresions, Style and Body Movements or Gestures.
LEARNING At the end of 60 minutes, 80% of the learners are expected to 1.

COMPETENCIES use parallel structures (EN8G-1b-7)
& CODE
Quarter : I Week: 5 Day:20
II. CONTENT:
Topic: “Parallel Structures”
III. LEARNING RESOURCES:

A. References:
Learner’s Material:
Teacher’s Guide:
Yu, Pilar R. (2015). Essential English. Quezon City: Rex Printing Inc.
(Learner’s Module)
https://www.slideshare.net/knowellton/k-to-12-english-grade-8-lm-q3-lesson-4
IV. PROCEDURES:
Preliminaries:
PRAYER
The teacher asks a student to lead a prayer for the class.
ATTENDANCE CHECK
The teacher checks the students’ attendance using the seat plan.
Introductory Activity: (5 minutes)
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Teacher’s Activity Learner’s Activity
Motivation:
The teacher lets somebody reads the The students listen to the inaugural
inaugural speech of the President of the speech of the President of the African
African National Congress, Nelson Mandela, National Congress, Nelson Mandela.
during his inauguration as President of the
Democratic Republic of South Africa, Union
Buildings, Pretoria, May 10, 1994.
A. Activity/ Strategy: (20 minutes)

TASK 1
The teacher instructs the students to take
note of the following sentences taken from the
speech they have listened to. The students study on the given
1. --- We thank all our distinguished statements from the speech of Pres. Nelson
international guests for having come to take Mandela.
possession with the people of our country of
what is, after all, a common victory for
justice, for peace, for human dignity.”
2. --- We trust that you will continue to stand
by us as we tackle the challenges of building
peace, prosperity, non-sexism, non-racialism
and democracy.”
3. --- We commit ourselves to the
construction of a complete, just and lasting
peace.”
4. --- We must therefore act together as a
united people, for national reconciliation, for
nation building, for the birth of a new world.
TASK 2
The teacher asks the students:
1. From the given statements earlier, how The students answer that they were used
were the underlined words and phrases to expand sentences.
used?
The students answer the questions of the
2. The teacher discusses the lesson on
teacher.
parallel structures by asking the students The students participate on the teacher’s
on their observations or descriptions discussions.
about the underlined words/ phrases.
B. Analysis: (5 minutes)
The teacher asks the students with the
following questions:
1. How will you revise sentence into its The students give their answers basing on
equal grammatical form? the discussions given by the teacher.
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2. Why do you need to use parallel
structures in the world of literature or even in
a simple basic English grammar?
C. Abstraction: (5 minutes)
The teacher asks the students:
1. What is parallelism or also known as The students give their varied answers to
parallel structures? the teacher basing on the teacher’s
2. What are parallelism structures in single discussions.
words? The students give their best answers to the
3. What are parallelism structures in phrases? questions.
D. Application: (10 minutes)

Exercise 1. Some of the following sentences
contain nonparallel constructions. Revise
these sentences by putting parallel ideas into
equal grammatical form. Underline the
parallel structures in your revised sentences.
If a sentence is acceptable in Standard
English, write ―Correct.
1. The beach resort has good food, live
entertainment, and a heated pool. The students give their best answers in
2. Teachers must teach values to their the exercise I.
students consciously, openly, and
consistently.
3. The employer who praises employees,
giving recognition, and allows vacations
should have a good staff.
4. We should save our money carefully,
regularly, and with knowledge.
5. Next year, my friends will decide to buy a
car, to save their money, or to go on a trip.
6. Felix dressed up because he wanted to
charm his girlfriend, to impress his friends,
and please his parents.
7. Mary argued that reading books is better
than watching TV.
8. She worked quickly and with accuracy.
9. Composing music and to write poetry have
some similarities.
10.Brisk walking daily and eating well are
important for me.
E. Assessment: (10 minutes)
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a. Formative Written Assessment: (Worksheets)
NAMES: Date:
Gr. & Section:
Instructions:
Make an evaluation paper of the literary selection Open House. Extract what the
selection shows about the diversity of temperaments and psyche of the Africans. Use the
worksheet below. Work in pairs then take turns in giving and responding to feedback on each
other‘s paper in the revision process. Remember to use meaningful expanded sentences
following balance, parallelism, and modification.
V REMARKS
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VI REFLECTION

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I. Objectives:
Content Standards: The learner demonstrates understanding of: African literature as a

means of exploring forces that human beings contend with various reading styles vis-à-vis
purposes of reading: prosodic features that serve as carriers of meaning; ways by which
information may be organized, related, and delivered orally, and parallel structures and
Performance Standards: the learner transfers by comparing and delivering an informative

speech based on a specific topic of interest keeping in mind the proper and effective use of
parallel structures and cohesive devices and prosodic features, stance, and behavior.
Learning Competency and Code:

Use appropriate cohesive devices in composing an informative speech EN8G-Ia-8
Quarter: 1st quarter Week: 5th week Day: 21 Date ___________
II. CONTENT:
Subject Matter: Cohesive devices
Integration:
(Learning Area): Science
Materials: PowerPoint
III. LEARNING RESOURCES:
References:
Voyages in Communication
https://www.eslprintables.com/grammar_worksheets/articles/a_an/Writing_strategies_An
_Informa_462185/
IV. PROCEDURES:
A. Preparation
Prayer
Checking of Attendance
B. Lesson Proper
Before the lesson
The teacher will ask the students to recall the previous lesson.
The class plays ‘hangman’ using the word “INFORMATIVE”
During the lesson
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An informative essay gives factual information about a topic. It’s important that the facts and
figures presented are accurate.
Read the model essay below. In which paragraph is each question answered?
1. What is the historical background of Thanksgiving?

2. How is Thanksgiving celebrated today?
3. When is Thanksgiving celebrated?
Thanksgiving
Opening: presents the

Thanksgiving is a popular holiday in the USA. Celebrated on
topic the fourth Thursday in November, Thanksgiving became an
official holiday in 1941.
The tradition of Thanksgiving goes back almost 400 years. In

1620, a group of 110 English people called Pilgrims crossed
the Atlantic Ocean because they wanted to look for a better
life. They landed on the coast of what is now Massachusetts
and Rhode Island. The Native Americans who lived in this
Body: develops the topic territory taught the Pilgrims how to grow corn and other local
with facts
vegetables. As a result, the Pilgrims survived their first year
in the New World. In 1621, the Pilgrims gathered together to
have a special meal and celebrate their good fortune.
Nearly four centuries later, North Americans of all ethnic and

religious backgrounds celebrate his holiday. It is the custom
to have a big family meal with traditional foods such as roast
Closing: summarizes the turkey and pumpkin pie. Thanksgiving is a day when people
topic give thanks for all the good things in their lives.
What is the main focus of the model in exercise 1?
a. The writer’s opinion.

b. The historical background.
c. Traditions and customs connected to the holiday.
The model essay is composed of three main parts- the opening, the body and the closing.
In order for these ideas to be connected, logical connectors are necessary. In this essay,
connectors of cause and result: they show how an action influences or is influenced by another
action. Some common connectors of cause are: because (of), since, as. Some common
connectors of result are: so, therefore, consequently, for this reason, as a result.
After the lesson

Find an example of each type of connector in the model in exercise 1. What follows the
connector of cause – a consequence or a reason?
Choose the correct connector:
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1. Peter decided to have a party ____________ it was New Year’s Eve.
a. as a result b. since c. so
2. I wanted to be with my family. ___________, I went home for the holiday.
a. Therefore b. Because c. Since
3. We wanted to see the fireworks display _____________ we all went to the park.
a. as a result b. so c. as
4. ___________ England is a multicultural society; ethnic food is very popular.
a. Because b. For this reason c. As a result
5. The Indians helped the Pilgrims. ___________, the Pilgrims invited them to their
celebration.
a. As b. Because c. Consequently
Complete the sentences with the connectors below:
For this reason as a result so because because of
1. In 1941, the American Congress passed a law. ____________, Thanksgiving became

an official holiday.
2. The Pilgrims left England ___________ they wanted to build a new life.
3. It was Peter’s birthday, ____________ he invited us for dinner.
4. _____________ Boxing Day, all the shops were closed.
5. Traffic is always heavy before a holiday. ___________, we decided to stay home.
V REMARKS
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VI REFLECTION

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I. Objectives:



Quarter: 1st quarter Week: 5th week Day: 22 Date ______________
II.Content:
Integration:
III.Learning Resources:
References:
Voyages in Communication 8, pp. 52
English Expressways LM pp. 110
https://education.nsw.gov.au/teaching-and-learning/student-assessment/smart-teaching-
strategies/literacy/language-conventions/stage-3/cohesion
https://www.theschoolrun.com/what-are-cohesion-and-cohesive-devices-in-writing
IV. Procedures:
A. Preparation
Prayer
B. Lesson Proper
Before the lesson
The teacher will ask the students to recall the previous lesson.
During the lesson

Let’s look at these two examples below:
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1. Netflix has many movies and shows and it is only $9.
2. The Christmas tree is natural but it is expensive.
As we can see in the sentences above, and it is used to add something to the previous
statement, In the second sentence, we can see how something positive and negative is said
about the Christmas. We know that because the word but is used to contrast ideas.
If you want so show similarity, you can use cohesive devices such as:
and Equally
also Identically
too Equally
Similarly
If you want to introduce an item in a series, you can use:
First Then
In the first place In addition
In the second place Finally

If you need to compare, you can use cohesive devices such as:
But However
Nevertheless By comparison
Meanwhile In contrast
For emphasizing, you can use cohesive devices such as:
In fact Certainly
Absolutely Obviously
Without any doubt Definitely
After the lesson
C. Application
Activity 1: build a story
Explain to students that, when a sentence gives a reason for an event or action, a causal
conjunction such as because is used. When a sentence explains the result of an action or
an event, a conjunction such as so, therefore, as a result or consequently is used.
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Ask students to contribute a sentence one idea at a time. The story may start out “I was late
to school” and the next student adds the conjunction “so,” the third student might add the
phrase “I ran as fast as I could.” Continue adding to the story one phrase at a time with
students adding conjunctions between the phrases to join them.
D. Evaluation:
The teacher let the students answer the activity # 1. This piece of writing shows how
cohesive devices can be used. Identify the cohesive devices.
Activity # 1
When a person in Egypt died, their body was taken to be mummified immediately. It
took 70 days to complete the process.
First, the brain was removed through the nostrils with a hook. Then a cut was made
in the side of the body, through which the organs were removed. These were put into
canonic jars decorated with the heads of gods. The heart was left in the body so that it could
be weighed against a feather in the afterlife. The body was washed with wine and water
mixed with spices. The inside of the body was filled with sweet-smelling herbs and sewn
up.
Later, the body was dried out in a bath of matron, which was a kind of salt. After forty
days, it would have dried out to look like leather. It was oiled, stuffed and wrapped carefully
with bandages. Champs called amulets were placed in certain places in the bandages
because Egyptians believed the body needed to be protected from evil spirits. Finally, a
mask was put over the head.
Answer for Activity # 1
The time connectives (in red: first, then, later, after, finally) are used to show that this is a
process that has several steps and an end goal. These words are also adverbs, because they
tell us when something is done.
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Pronouns (in blue: these to refer to the organs and it to refer to the body) are used to show
that the writer is referring back to a person or object already named.
Conjunctions (in green: and, so, because) are used within sentences to link ideas within a
sentence.
V REMARKS
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I. Objectives:



Quarter: 1 Week: 5 Day: 23 Date ________

II. Content:
Integration:

References:
English Expressways LM pp. 110
IV. Procedures:
A. Preparation
Prayer
B. Lesson Proper
Before
Teacher reviews the lesson on the major part of an essay with reference to the template
and the use of cohesive devices in lesson 21
During
The teacher discusses cohesive devices or discourse markers use to show the
connections or relationship of words within the sentences.
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1.The use of linking expressions- These are usually determiners and pronouns which can
refer back to earlier words.
2. The use of connectives- These are conjunctions and adverbs which can make relations
between words clear.
Here are examples:
Sequence Time Contrast Comparison
first later on the other hand so that

next finally in contrast because
last presently but, so, that in fact
initially lately meanwhile for example
before afterwards however similarly
After the lesson
WRITING AN INFORMATIVE ESSAY

About NELSON MANDELA
Adapted from:
https://www.eslprintables.com/vocabulary_worksheets/peace_and_solidarity/nelson_mandela/WRITING_A_BI
OGRAPHY_NELSON_MA_737078/
Read the following facts and write an essay about Nelson Mandela. Write in complete sentences and
use appropriate cohesive devices
1. Date of birth – July, 18 1918

2. Place of birth - Transkei, South Africa
3. Name of his Father - Gadla Henry Mphakanyiswa
4. Name of his Mother: Nosekeni Fanny
5. Member of the Madiba Clan
6. Studied for a B.A. at Fort Hare University and met his lifelong friend Oliver Tambo
7. Experienced the system of apartheid in Johannesburg forbiding the black population to vote,
travel without permission or own land
8. His father died – the chief of the Thembu Clan, Jongintaba Dalindyebo, became his guardian
ensuring he received an excellent education
9. Worked as a guard of a mine
10. Activist with the African National Congress (ANC)
11. Opened the first legal firm in South Africa with fellow lawyer Oliver Tambo, providing free
legal councel to many blacks
12. 3 marriages: Married Evelyn Ntoko Mase - 1944, Nomzamo "Winnie" Madikizela – 1958,
Graca Machel on his 80th birthday
13. Charged with high treason but went on the run for several years
14. 1964 convicted of high treason and of sabotage and sentenced to life imprisonment on
Robben Island
15. During his years in prison, Nelson Mandela´s reputation grew steadily. Widely accepted as
the most significant black leader in South Africa and became a symbol of resistance as the
anti-apartheid movement gathered strength
16. February, 11 1990 released from prison after 27 years
17. 1991 president of the African National Congress
18. Nelson Mandela and Mr de Klerk awarded the Novel Peace Prize, Norway December, 10
1993
19. 2001 diagnosed and treated for prostate cancer
20. Retired from public life at the age of 85
21. Johannesburg December, 5 – 2013 Nelson Mandela dies at age 95 of a lung infection
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All South Africans, and everyone around the world who admires his heroic adherence to his principles
and his extraordinary decision to embrace and forgive his former oppressors, is in deep mourning over
his loss.
V REMARKS
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I. Objectives:


LEARNING At the end of 60 minutes, 80% of the learners are expected to

COMPETENCIES 1. Generate Ideas and their relationships (EN8WC-Ib-1.1)
& CODE 2. Organize ideas in one-step word, phrase, and sentence outline
forms (EN8WC-Ic-1.1.6)
Quarter: 1 Week: 5 Day: 24
II. Content:
Subject Matter: Concept Mapping
Materials: LM, TG, PowerPoint Presentation, Laptop, TV
References:
https://teach.its.uiowa.edu/sites/teach.its.uiowa.edu/files/docs/docs/Concept_Maps_as_Te
aching_Tools_ed.pdf
IV. Procedure:
A. Preparation
Prayer
B.Lesson Proper
Before the lesson

The teacher will ask the students if they are familiar with concept map?
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During the lesson
A concept map is a type of graphic organizer used to help students organize and represent
knowledge of a subject. Concept maps begin with a main idea (or concept) and then branch
out to show how that main idea can be broken down into specific topics.
Concept mapping, also called idea webbing, is a great way to show relationships between
ideas. Concept mapping is also part idea generation and part organization, so students will
know exactly how to group their ideas once they are ready to write. To begin, write your
topic in the center of the page and put a circle around it.
How to Build a Concept Map
 Start with a main idea, topic, or issue to focus on.
A helpful way to determine the context of your concept map is to choose a focus
question—something that needs to be solved or a conclusion that needs to be reached.
Once a topic or question is decided on, that will help with the hierarchical structure of
the concept map.
 Then determine the key concepts
Find the key concepts that connect and relate to your main idea and rank them; most
general, inclusive concepts come first, then link to smaller, more specific concepts.
 Finish by connecting concepts--creating linking phrases and words
Once the basic links between the concepts are created, add cross-links, which connect
concepts in different areas of the map, to further illustrate the relationships and
strengthen student’s understanding and knowledge on the topic.:
After the lesson

VOCABULARY MAPPING
Directions: Give the meaning of the italicized words using the vocabulary mapping
procedure.
1. rituals and prayers
2. discourses between teachers and pupils
3. moral undertones
4. cultural revival
Process for Vocabulary Mapping:

 Accomplish the vocabulary mapping worksheet by following the procedure below:
 There are 4 squares in each worksheet. Place the italicized word at the middle of each
square.
 Label each of the four corners of the square with the following headings: definition, synonym,
sentence and picture.
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 Complete what is being asked for in each of the four headings
 Share your map with the class.
Example of Vocabulary map
V REMARKS
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VI REFLECTION
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I.Objectives:
.

LEARNING At the end of 60 minutes, 80% of the learners are expected to

COMPETENCIES Organize ideas in one-step word, phrase, and sentence outline forms
& CODE (EN8WC-Ic-1.1.6)
Quarter: 1 Week: 5 Day: 25 Date ________________
II. Content:
Subject Matter: African animals
Integration: Science: Protected animals
Strategies: Collaborative/Cooperative Learning Strategies
Materials: Learners Module
III. Learning Resources :
References: TG pp. , LM pp 22-27
https://www.scribd.com/document/330144573/ -reading-Why-Sinigang
https://www.slideshare.net/jenalynkhinzefajardo/slide-32024086
http://www.readwritethink.org/files/resources/printouts/Essay%20Rubric.pdf
IV. Procedure:
Priming/Routinary Activity
1. Prayer
2. Greetings
3. Checking of the Attendance
4. Reminders
Before the lesson
Ask the class what was the last topic discussed. (Possible answer of the
students: concept mapping.
The teacher will present different pictures and ask the class their opinions what is the
pictures all about (ANIMALS)
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https://www.livescience.com/27319-cheetahs.html https://www.worldwildlife.org/species/black-rhino
https://en.wikipedia.org/wiki/Sand_cat https://www.mmc.gov/priority-topics/species-of-concern/mediterranean-monk-seal/
During the lesson
Early on, you have a glimpse of concept mapping ― particularly, the vocabulary map.
Today, you will practice your own concept map using the selection below
Protected African Animals

I. Black Rhinoceros
The Black Rhino is becoming more and more endangered every day. They are hunted
for their horns. Rhino horns are very popular in black markets around the world and are used
in traditional medications. Both the male and female rhino are large animals; they both stand
about 5 feet tall and weigh in between 2,000 to 3,000 pounds. They are found in Southeaster
Africa and feed mostly on twigs, branches, and leave from various shrubs and trees.
The black Rhinos are nearing extinction. They have long been hunted for their horns
because some tribes thought that they possess magical and medicinal qualities. One female
reproduces only every two and a half to five years
II. Cheetah
Cheetahs grow to between three and a half and four and a half feet long, not including
their 30-inch tails. They weigh between 75 and 145 pounds and stand two to three feet tall at
the shoulder. Males tend to be a little bit bigger than the females. Cheetahs eat primarily
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mammals weighing less than 90 pounds, such as gazelles and young wildebeest. They will
also eat smaller game such as hares, warthogs, and birds. They are built for brief but intense
bursts of speed. Cheetahs live in sub-Saharan Africa. The cheetah is listed as vulnerable on
the World Conservation Union's Red List of Threatened Animals. In the wild, the Cheetah
may live eight to ten years because of hunters but on a regular basis, a cheetah's life span is
10-20 years.
Cheetah are built for speed. A sprinting cheetah can reach 45 miles per hour within 2.5
seconds. At top speed, it can run up to 64 miles per hour. In the 16th century, emperors and
other royalty hunted gazelles with trained cheetahs.
III. Sand Cat
Sand cats may look like domesticated cats because of their small size, but they are wild
felines. An adult Sand cat weighs an average of 6 lbs. Sand cats obtained their name from the
natural habitat. They live in the African Deserts. Sand cats feed on mainly insects, rodents,
lizards or other small critters found on the desert. There is little water where they live; they
primarily hydrate themselves with fluid from their prey. Sand cats are nocturnal animals and
are extremely shy. They like to hide into an enclosed area during the day and come out at night
to prey. Sand Cats are good diggers but are not good at climbing or jumping.
IV. Mediterranean Monk Seal
Mediterranean Monk Seals are seven to eight feet long and weighs about 650 pounds.
Females are slightly smaller than males. The lifespan of the Monk Seal is thought to be around
thirty years. The two main remaining populations of Monk Seals live in caves off of the
northeastern Mediterranean and the northeast Atlantic off the northwestern coast of Africa.
When populations were larger, more Mediterranean Monk Seals were found along sandy
beaches and rocky coasts rather than caves. Mediterranean Monk Seals feed off of fish,
cephalopods, and crustaceans in shallow waters during the day. Less than 600 Monk Seals
remain in the world. They weigh in at 650 pounds.
V. Mountain Zebra
The Mountain Zebra is found in mountainous regions of southwestern Africa. They
average around 7 to 8.5 feet in length and weigh from 550 to 800 pounds. Mountain Zebra's
eat mostly grass, bark, leaves, and tree and shrub shoots. The estimated population for the
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Cape Mountain Zebra is around 600 and for the Hartmann’s Mountain Zebra, the estimated
population is believed to be around 7000. Hunting and competition with domestic livestock
are the main cause of the zebra's population decline. Also, droughts have also been a threat to
the species. Mountain Zebras feed on a variety of grasses and plants They are very good rock
climbers.
Look how the sentences were fitted in the concept map and how the map gives better
understanding of the text.
Retrieve from: http://it365springapryle.blogspot.com/2013/02/howard-gardeners-multiple-

intelligence.html
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After the lesson
Fill the concept map based on the information given below:
Africa
FACTS AND FIGURES ABOUT AFRICA THAT YOU MAY NOT KNOW
ABOUT…
HTTPS://AFRICAHERITAGES.WORDPRESS.COM/AFRICAGUIDE/AFRICA-
FACTS-AND-FIGURES/
General Facts
 Africa, second-largest of the Earth’s seven continents – covering about 30,330,000 sq. km
(11,699,000 sq. mi), which makes up about 22 per cent of the world’s total land area.
 Africa is the most multilingual continent in the world, and it is not rare for individuals to
fluently speak not only multiple African languages, but one or more European ones as
well.
 Africa is the continent that has more countries than any other continent of the world. with
54 full recognized sovereign states (countries).
 Africa is the hottest continent on earth; dry lands and deserts comprise 60% of the entire
land surface.
Geographical Facts
 The geographic center of Africa is located within Lobeke National Park in far
southeastern Cameroon at 2° 37′ N 16° 06′ E.
 Horizontal Width: 4,355 miles (7,009 km) from Dakar, Senegal, east to Mogadishu,
Somalia (see map)
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 Vertical Length: 4,504 miles (7,248 km) from Cape Town, South Africa north to Tripoli,
Libya:
 The Sahara Desert (including its satellite deserts) is the world’s largest hot desert, and
temperature above 37.78 °C (100 °F) are common. In fact, the record for the highest
temperature ever recorded was set in Libya in 1922; 58 °C – (136 °F).
 Highest and Lowest Point
Mount Kilimanjaro – Uhuru Point – (5895m/19,340 ft) in Tanzania while the lowest point
is Lake ‘Asal (153 m/502 ft below sea level) in Djibouti.
 Northernmost and Southernmost Point
Cape Blanc (Ra’s al Abyad;) in Tunisia is the Northernmost point while Cape Agulhas in
South Africa is the Southernmost point.
Population
 Nigeria with 173.6 million people (2013 world bank statistic) has the largest population in
Africa, and is the most populous black nation in the world.
 The smallest African country by population is The Seychelles (an Island) with a
population of roughly 93,000
Countries
 Algeria is the largest country in Africa by area, covering a total area of 2,381,741sq. kms
– (919,595 sq. miles)
 The smallest African country by area is The Seychelles (an Island) covering an area of
453 sq km but Gambia is the smallest of the mainland African countries, covering an area
of 11,300 sq km (4,363 sq mi).
 Madagascar is the Largest Island In Africa and the fourth-largest island in the world.
Covering a total area of 587,040 square kilometres (226,660 sq mi) with 581,540 square
kilometres (224,530 sq mi) of land and 5,500 square kilometres (2,100 sq mi) of water.
Deserts
 The Sahara desert is the largest desert in Africa and the third largest desert in the world at
approximately 3,500,000 sq. miles (9,065,000 sq. km) in total size.
Sahara is the largest hot desert in the world (including its satellite deserts) is the world’s
largest hot desert, and temperature above 37.78 °C (100 °F) are common. The Sahara
Desert alone is expanding southwards at an average of 0.8 km (½ mile) a month.
 The Namib Desert is the world’s oldest desert, and the only desert in Africa inhabited by
elephant, rhino, giraffe and lion. The Namib desert is a coastal desert in southern Africa
that stretches for more than 2,000 km (1,200 mi) along the Atlantic coasts of Angola,
Namibia, and South Africa, extending southward from the Carunjamba River in Angola,
through Namibia and to the Olifants River in Western Cape, South Africa. From the
Atlantic coast eastward, the Namib gradually ascends in elevation, reaching up to 200 km
(120 mi) inland to the foot of the Great Escarpment.
 Kalahari Desert is about 100,000 sq. miles (259,000 sq. km) in size and covers much of
Botswana, the southwestern region of South Africa and all of western Namibia. The
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desert plateau is criss-crossed by dry rivers beds and dense scrub. A few small mountain
ranges are situated here including the Karas and the Huns. Large herds of wildlife are
found in the Kalahari Gemsbok National Park, located in South Africa near its border
with Namibia.
V: REMARKS:
Lesson is successfully conducted within the time frame allotted for the lesson.
Objectives are not met; I need to reteach the topic.
Insufficient time for the lesson due to the following factors:

___________________________________________________________________________
___________________________________________________________________________
Transfer of lesson to the following day as a result of class suspension.

___________________________________________________________________________
___________________________________________________________________________
Other remarks please specify:

A. No. of learners achieve 80%: _______
B. No. of learners who require additional activities for remediation: ______
C. Did the remedial lessons work? ________
D. No. of learners who have caught up the lesson: _______
E. No. of learners who continue to require remediation: _______
F. Which of my teaching strategies worked well? Why did these work? ______________
G. What difficulties did I encounter which my principal or supervisor help me solve? ____
H. What innovations or localized materials did I use/discover which I wish to share with
other teachers? _________________________________________________________
VI.REFLECTION:

__________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
132
I. Objectives:



Express appreciation for Sensory Images used EN8LT-Ic-2.2.1
Quarter: 1 Week: 6 Day: 26 Date __________
II. Content:
Subject Matter: Sight, Smell & Taste
Integration:
(Learning Area): Science & ICT
Strategies: Language Arts Activity
Materials: permanent marker and cartolina
References:
Voyagers in Communication – LM for Grade 8, p. 24 & 25
https://www.youtube.com/watch?v=vXXiyIGqliE
http://www.discoveryeducation.com/teachers/free-lesson-plans/the-incredible-human-
body-the-five-senses.cfm
https://study.com/academy/lesson/the-five-senses-their-functions.html
IV. Procedures:
A. Preparation
The teacher will ask somebody to lead a prayer. Then, she will greet her students and the
students will respond. This will be followed with the checking of attendance. The teacher
will make sure that the entire class is set and ready for today’s discussion. Afterwards, the
teacher will ask a student to recap last meeting’s lesson. If no question will be raised, the
teacher will then facilitate the next lesson.
B. Lesson Proper
Before the lesson
The teacher will play a music video which serves as an energizer

(https://www.youtube.com/watch?v=vXXiyIGqliE). The students will follow the steps
presented in the video.
133
During the lesson
The teacher will have a very brief introduction on different sensory images particularly Visual,
Olfactory, Gustatory, Auditory & Kinesthetic using the PowerPoint presentation found in
www.qrsd.org/wp-content/uploads/2013/09/sensory-imagesdec3.pdf
To illustrate this lesson, we will be singing a song. But before that, look at the picture, read the
caption and the words of the chart. Try to predict what the song is about:
Born in New Orleans in 1901, Louis Armstrong was one of jazz's premier
performers. His success with the trumpet onstage made him become a figure
of national importance as an actor, spokesperson, comedian, and writer.
When he died in 1971, more than 25,000 people mourned "Satchmo”.
Armstrong provided an insight into African American culture over several
decades and it had an important impact on 20th-century American life.
What do you think is the connection of Louis Armstrong to our song for today? Can
you guess the title of the song? Now let’s listen and fill in the song using the words from the
box.
learn – sacred – clouds – rainbow – bright – skies – roses – shaking – bloom –cry
What a wonderful world Sensory summary
I see trees of green, red (1) __________ too

I see ’em (2) __________ for me and for you
And I think to myself what a wonderful world.
I see (3) ________ of blue (4) ________ of

white
(5)__________ blessed days dark
(6)__________ nights
And I think to myself what a wonderful world.
The colors of a (7)___________ so pretty in the

sky
Are also on the faces of people going by
I see friends (8)_________ hands sayin’ how do
you do
They’re really sayin’ I love you.
I hear babies (9)________ I watch them grow

They’ll (10)__________ much more than I’ll
never know
And I think to myself what a wonderful world
(instrumental break)
134
The colors of a _________ so pretty in the sky
Are there on the faces of people going by
I see friends _________ hands sayin’ how do
you do
They’re really sayin’ I love you
I hear babies _______ I watch them grow

you know their gonna learn
A whole lot more than I’ll never know)
And I think to myself what a wonderful world
Yes I think to myself what a wonderful world.
https://www.eslprintables.com/worksheets_with_songs/other_songs/Song__424298/
After the lesson
Students identify the sensory images in the song.
V: REMARKS:

___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________

A. No. of learners achieve 80%: _______
B. No. of learners who require additional activities for remediation: ______
C. Did the remedial lessons work? ________
D. No. of learners who have caught up the lesson: _______
E. No. of learners who continue to require remediation: _______
F. Which of my teaching strategies worked well? Why did these work? ______________
G. What difficulties did I encounter which my principal or supervisor help me solve? ____
H. What innovations or localized materials did I use/discover which I wish to share with
other teachers? _________________________________________________________
VI.REFLECTION:
135
__________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
136
I.Objectives:
At the end of lesson, 75% of the learners are expected to:

1. Report the sensory images assigned to groups 4 & 5.
2. Identify the different sensory images (visual, Olfactory, Gustatory, auditory and
kinesthetics) used in the poem;
3. Express appreciation for sensory images used through writing a poem.

means of exploring forces hat human beings contend with various reading styles vis-à-vis


At the end of 60 minutes, 80% of the learners are expected to express appreciation for
sensory images used EN8LT-Ic-2.2.1
Quarter: 1 Week: 6 Day: 28
II.Content:
Subject Matter: Hearing and touch
Integration:
(Learning Area): Science & ICT
Strategies: Language Arts Activity
Materials: permanent marker and cartolina
III.Learning Resources:
References:
Voyagers in Communication – LM for Grade 8
https://www.youtube.com/watch?v=PuP0fkMG-TQ
IV. Procedures:
A. Preparation
The teacher will ask somebody to lead a prayer. Then, the teacher will greet her students
and the students will respond. This will be followed with the checking of attendance. The
teacher will make sure that the entire class is set and ready for today’s discussion.
Afterwards, the teacher will ask a student to recap last meeting’s lesson. If no question will
be raised, the teacher will then facilitate on the continuation of the same lesson.
137
B. Lesson Proper
Before the lesson
The teacher will play a music video as review from yesterday’s lesson.
(https://www.youtube.com/watch?v=PuP0fkMG)
During the lesson
This song is rich in images. Yesterday, we found them in the text and classify them in:
visual, tactile, auditory, images of taste and smell. To further heighten your understanding
of the topic, I need you to close your eyes for visualization.
Visual/sight - To evoke visual imagery, visualize the following: A shape: circle, triangle,
square; An oak tree; A rose; A sailing boat; A button, A computer
Olfactory/smell - To evoke olfactory imagery, conjure up the following smells:

Petrol fumes, Newly baked bread, Chlorine, New mown grass, Freshly brewed coffee
Gustatory/taste - To evoke gustatory imagery, imagine the taste of: Sugar, Bananas, Salt,
Lemon, toothpaste
Kinesthetic - Kinesthetic imagery can be further divided into: sense of touch, temperature,
movement, and feelings.
Touch - imagine the feelings of: Standing barefoot on a sandy beach, running your
fingertips on satin fabric or Holding a smooth pebble
Temperature: Sunlight falling over your arm, holding an ice cube, Stepping into a warm
bath
Movement - feel yourself engaged in an activity: Swimming, running on grass, Throwing

a ball
Feelings - what does it feel like in your body to be: Peaceful, Angry, Sad, Calm, Happy
Auditory - To evoke auditory imagery, imagine the following: The wind blowing through
the trees, the ring on your telephone, The sound of your computer keyboard, Scales
played on a guitar, Water lapping on a lake shore
Answer the following questions.
a. Why does Louis Armstrong use images in his song?

b. Can you visualize the images in the song?
c. What is the message of the song? Is it a positive or a negative one?
d. What does he think about children?
138
After the Lesson
In groups of three make a collage in a cardboard showing the message of the song.
Use photos, drawings, phrases etc. You can translate it and display it in different
parts of the school.
V: REMARKS:

___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________

A.No. of learners achieve 80%: _______
B.No. of learners who require additional activities for remediation: ______
C.Did the remedial lessons work? ________
D.No. of learners who have caught up the lesson: _______
E.No. of learners who continue to require remediation: _______
F.Which of my teaching strategies worked well? Why did these work? ______________
G.What difficulties did I encounter which my principal or supervisor help me solve? ____
H.What innovations or localized materials did I use/discover which I wish to share with
other teachers? _________________________________________________________
VI.REFLECTION:

__________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
139
I. Objectives
Content Standards:
The learner demonstrates understanding of: African literature as a means of exploring
forces that human beings contend with; various reading styles vis – à-vis purposes of
reading; prosodic features that serve as carriers of meaning; ways by which information
may be organized, related, and delivered orally; and parallel structures and cohesive
devices in presenting information.
Performance Standards:
The learner transfers learning by composing and delivering an informative speech based
on a specific topic of interest keeping in mind the proper and effective use of parallel
structures and cohesive devices and appropriate prosodic features, stance, and behavior.

At the end of the lesson, 80% of the learners are expected to explain the literary
devices used EN8LT-Ic-2.2.2.
Quarter: I Week: 7 Day: 29 Date: _____
II. Content:
Subject Matter: Literary Devices

Integration:
TLE: Tools in House Construction
Strategies:
Paired-work (KWL)
Game (Word Search/Arranging of Jumbled Letters)
Materials:
KWL Chart
Work Sheets
Pictures

http://gyan.fragnel.ac.in/carpentry/car.pdf
https://www.litcharts.com/literary-devices-and-terms
IV. Procedure:
Before the Lesson
A. Daily Routine
The students will do the usual class routine (prayer, greetings, reporting of
attendance)
140
C. Motivation
Activity 1: WORD SEARCH
Instruction: In 5 minutes, circle the figures of speech in the grid. The words are
arranged horizontally, vertically (either upward or downward).
Simile Metaphor Personification
Hyperbole Oxymoron Apostrophe
L E S T A R E P F T O U N L A
O S D F G I K E X Z S A N O P
V I V A S L E R S I Y L Y G O
E D H L P I R S M L N A A S S
B S Y P H T B O I E E M X R T
M Z P L O O O N L M C E O H R
R B E J S T L I E O D T E O O
U U R E T E E F H N O A S P P
Q K B R R S L I E A C P X A H
W H O X Y G E C A D H O C T E
A F L F H S T A T E E O A E E
E L E Y E L I T O T E S L M R
D O G S Y N E I D M A T L C O
F Y E G I H F O X Y M O R O N
S I M I L E C N K O C K I L L
Note: After 5 minutes, the students will exchange their answers. Then, the teacher will
reveal the correct answer and explain each literary device after the simple recall.
Answers Key:
L E S T A R E P F T O U N L A
O S D F G I K E X Z S A N O P
V I V A S L E R S I Y L Y G O
E D H L P I R S M L N A A S S
B S Y P H T B O I E E M X R T
M Z P L O O O N L M C E O H R
R B E J S T L I E O D T E O O
U U R E T E E F H N O A S P P
Q K B R R S L I E A C P X A H
W H O X Y G E C A D H O C T E
A F L F H S T A T E E O A E E
E L E Y E L I T O T E S L M R
D O G S Y N E I D M A T L C O
F Y E G I H F O X Y M O R O N
S I M I L E C N K O C K I L L
141
Activity2: KWL Chart
The students will be asked to work by two and be asked to fill in K and W columns
only in the KWL Chart
Instruction: In 5 minutes, fill in only the K and W columns in the KWL Chart
K W L
(What we already (What we want to (What we learned)
know) know)
After 5 minutes, ask some of them to read their answers.
During the lesson

A figure of speech is a literary device that is not meant to be taken literally or word for
word because it possesses a separate meaning apart from its literal meaning. Some
examples of a figure of speech are simile, metaphor, personification, hyperbole,
oxymoron, and apostrophe.
Simile
A simile is a figure of speech that directly compares two unlike things. To make the
comparison, similes most often use the connecting words "like" or "as," but can also
use other words that indicate an explicit comparison. Eleanor Roosevelt's line, "A
woman is like a teabag—you never know how strong she is until she gets in hot water,"
is an example of simile. Roosevelt compares two unlike things, women and teabags, to
describe how women reveal the full extent of their strength in tough situations.
Metaphor
A metaphor is a figure of speech that compares two different things by saying that one
thing is the other. The comparison in a metaphor can be stated explicitly, as in the
sentence "Love is a battlefield." Other times, the writer may make this equation between
two things implicitly, as in, "He was wounded by love." The comparisons created by
metaphor are not meant to be taken literally. Rather, metaphors are figurative—they
create meaning beyond the literal meanings of their words. For instance, these examples
are, of course, not saying that love is actually a field of battle or that the person actually
got a physical injury from love. Instead, they capture how love can be painful, a
struggle, even a showdown between opponents, and—as many good metaphors do—
through their comparison they make description more vivid, more relatable, or reveal
new ways of seeing the world.
Personification
Personification is a type of figurative language in which non-human things are

described as having human attributes, as in the sentence, "The rain poured down on the
wedding guests, indifferent to their plans." Describing the rain as "indifferent" is an
142
example of personification, because rain can't be "indifferent," nor can it feel any other
human emotion. However, saying that the rain feels indifferent poetically emphasizes
the cruel timing of the rain. Personification can help writers to create more vivid
descriptions, to make readers see the world in new ways, and to more powerfully
capture the human experience of the world (since people really do often interpret the
non-human entities of the world as having human traits).
Hyperbole
Hyperbole is a figure of speech in which a writer or speaker exaggerates for the sake of
emphasis. Hyperbolic statements are usually quite obvious exaggerations intended to
emphasize a point, rather than be taken literally. For example, in the hyperbolic
statement, "My backpack weighs a ton," the speaker doesn't actually think the backpack
weighs a ton, nor does he or she intend the listener to think so. The backpack-wearer
simply wants to communicate, through the use of hyperbole, that he
Oxymoron
An oxymoron is a figure of speech in which two contradictory terms or ideas are

intentionally paired in order to make a point—particularly to reveal a deeper or hidden
truth. The most recognizable oxymorons are adjective-noun pairs, as in the phrase
"proud humility." But oxymorons can also occur over the course of a clause or sentence,
as in "That silence after your joke was deafening." In both examples, the oxymoron
joins opposite ideas to make a point (such as that an awkward silence can have a
presence comparable to a loud sound).
Apostrophe
Apostrophe is a figure of speech in which a speaker directly addresses someone (or

something) that is not present or cannot respond in reality. The entity being addressed
can be an absent, dead, or imaginary person, but it can also be an inanimate object (like
stars or the ocean), an abstract idea (like love or fate), or a being (such as a Muse or
god).
Apostrophe often involves the speaker or writer addressing an inanimate object or

abstract idea. In doing so, the speaker or writer will often impart to the object human
characteristics. The object, in other words, gets personified. Take these two lines from
William Wordsworth's "Prelude":
There was a Boy: ye knew him well, ye cliffs

And islands of Winander!
Here, in addition to performing an apostrophe in which the speaker addresses the cliffs
and islands, Wordsworth personifies those cliffs and islands by imagining them as
capable of knowing someone.
However, though apostrophe often involves personification of inanimate objects or

abstract ideas, it certainly doesn't always. For instance, in the example below from the
end of James Joyce's novel A Portrait of the Artist as a Young Man, Joyce has his main
143
character Stephen Dedalus address "Life," but without ascribing any human qualities to
it:
Amen. So be it. Welcome, O life! I go to encounter for the millionth time the reality of
experience and to forge in the smithy of my soul the uncreated conscience of my race.
Here Stephen simply addresses life as it is, as something to be experienced, and not as
something that itself has experiences, or feelings, or acts in any other way like a human.
After the lesson

Exercise 1:
Instruction: Identify the statement/s that use/s figure/s of speech. Write if the
statement uses a literary device and  if it does not.
____1. Forty heads attended the forum.

____2. She is a flower that blooms on where she is planted.
____3. I am tired.
____4. Oh Temptation, will you stop ruing relationships?
____5. He will be 29 years old tomorrow.
____6. My mother’s love is as warm as the heat of the sun.
____7. My teacher is as good as my sister.
____8. My brother has 8 pets like what his friend has.
____9. Our room was filled with loud silence after we were scolded by our
adviser.
____10. Go to your room right now!
The teacher will reveal the right answer.
Answer:
 1. Forty heads attended the forum.

 2. She is a flower that blooms on where she is planted.
 3. I am tired.
 4. Oh Temptation, will you stop ruing to relationships?
 5. He will be 29 years old tomorrow.
 6. My mother’s love is as warm as the heat of the sun.
 7. My teacher is as good as my sister.
 8. My brother has 8 pets like what his friend has.
 9. Our room was filled with loud silence after we were scolded by our
adviser.
 10. Go to your room right now!
Exercise 2: Distinguish the figures of speech used in each item.
____1. Forty heads attended the forum.

____2. She is a flower that blooms on where she is planted.
____3. Oh Temptation, will you stop ruing relationships?
____4. My mother’s love is as warm as the heat of the sun.
144
____5. Our room was filled with loud silence after we were scolded by our
adviser.
Answer:
metaphor 1. She is a flower that blooms on where she is planted.

apostrophe 2. Oh Temptation, will you stop ruing relationships?
Simile 3. My mother’s love is as warm as the heat of the sun.
Oxymoron_ 4. Our room was filled with loud silence after we were scolded by our
adviser.
Personification 5. The kitten begged for food from the rich kid.
Instruction: Fill in the last column (L) in the KWL Chart.
K W L
(What we already (What we want to (What we learned)
know) know)
V. Remarks:
[ ] Lesson is successfully conducted within the time frame allotted for the lesson.
[ ] Objectives are not met; I need to reteach the topic.
[ ] Insufficient time for the lesson due to the following factors:
__________________________________________________________________
__________________________________________________________________
[ ] Transfer of lessons to the following day as a result of class suspension.

__________________________________________________________________
__________________________________________________________________
[ ] Other remarks, please specify

__________________________________________________________________
VI. Reflection:
A. No. of learners who earned 80% in the evaluation : _____
F. Which of my teaching strategies worked well? Why did these work?
145
_____________________________________________________________________
_____________________________________________________________________

solve? _________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
H. What innovation or localized materials did I use/discover which I wish to

share with other teachers? _________________________________________
_____________________________________________________________________
_____________________________________________________________________
146
I. Objectives:
Content Standards:

At the end of the lesson, 80% of the learners are expected to explain the literary devices
used EN8LT-Ic-2.2.2.
II. Content:

Integration:
Science: Fishing
AP: History Trivia
Strategies:
Games
Arranging of Jumbled Letters
Word Fishing
Cross Word Puzzle
Brainstorming/Group Discussion
Simulation
Differentiated Instruction
Materials:
Word Pond
Improvised Fishing Pole
Cross-word Puzzle

https://www.wanderlust.co.uk/content/10-of-the-worlds-most-endangered- animals/
https://www.sportfishingmag.com/biggest-fish-ever-caught-0
https://boyslife.org/outdoors/outdoorarticles/1802/10-steps-to-start-fishing/
2019 Merriam-Webster’s Dictionary
147
III. Procedure:
A. Introductory Activity
attendance)
B. Integration
Accordingly, many factors have contributed to the increase of the number of

endangered species. Among the endangered species are the fishes.
The story “Happy Feet” even showed how fishes could run out and what organization
could do to stop humanity from taking almost all the fish. There in the story, the
community of penguins ran out of fish to eat because of the fishermen fishing in huge
fishing vessels. In the end, these abusive fishermen stopped fishing because the United
Nations banned fishing activity in the area to protect the ecosystem of organism that
greatly depends on the resources of the ocean.
If we want to have fish and want to protect biodiversity, we can use angling as a fishing
method. Who knows, there will be a miracle in using angling to catch a very big fish
like the 2, 664-pound white shark which is also recorded biggest fish fished in History
that was caught by Alfred Dean in Australia on April 21, 1959.
The steps in fishing with a rod are:
1. Extend the pole out over the water and lower it UNTIL THE BOBBER FLOATS
ON THE WATER. Keep the pole horizontal to the water and hold it steady.
3. Wait for the fish to bite. FISHING TAKES PATIENCE! It’s common for fish to
take several minutes to find your baited hook. Watch your bobber. If it jumps or
shakes, a fish is nibbling your bait!
4. When the bobber goes completely under the surface, SET THE HOOK by raising
the pole quickly. Then point your pole straight up in the air, so the fish swings to you.
5. Handle with care! Most fish you’ll catch from shore don’t have sharp teeth, but
many have spiny fins. Grasp the fish GENTLY BUT FIRMLY behind the head as
shown. Use needle-nose pliers to remove the hook.
remove the hook.
Activity: Word Fishing
Instruction: Work together with the same group mates in fishing from the Pond of
Words a word that relates to Literary Devices. Every member is only given 30 seconds
to fish. Whether the member can fish or nor, after 30 seconds another member will take
turn. You are encouraged to follow the suggested steps in fishing.
(Note: Once the word is fished by a group it cannot be taken by another group. No
repetition of word choice.)
148
C. Analysis:
Activity: Defense
After all have caught their word, let them discuss the relationship of their word choice
to Literary Devices for 5 minutes. Remind them that anybody in the group can be
asked to explain after the given time.
Scoring Rubric in Assessing Explanation
Score: Description
3 All of the criteria are met
2 2 of the criteria are met
1 none of the criteria is met
CRITERIA SCORE
Mastery of Content 3 2 1
 There is a clear explanation of the relationship of the
term to Literary Devices
 The reporter did not solely rely on the noted when
explaining
 Opinion presented is organized
 Answer is defended/supported with by fact/s
Delivery 3 2 1
 Maintains eye contact to the rater
 Good posture and poise
 No unnecessary movements
 Limited use of vocal fillers (umm…ahh…)
Language Skills 3 2 1
 Grammar is almost perfect
 Speaking is loud enough to hear
 Words uttered are understandable (not nasalize)
 No vernacular is used in explaining
D. Abstraction
Instruction: In 5 minutes, you should be able to complete the phrase: In the

discussion, I realized that…
E. Application
Activity 1: Cross Word Puzzle
Instruction: In 10 minutes, complete the puzzle with the correct answers. The first
group that can correctly answer the puzzle will be given the first chance
to choose for the next activity. In case, not all can answer the puzzle in the
149
given time, the winner will be based on the correct answer. The group with
the highest points wins.
4
5
6
1 7
9
2
Across:
1. the use of words that begin with the same sound near one another (as in wild
and wolly)
2. the practice of representing a thing or idea as a person in art, literature, etc.
3. a mild or pleasant word or phrase that is used instead of one that is
unpleasant or offensive.
Down:
1. the addressing of usually absent person or a casually personified thing

rhetorically
4. a phrase that uses the words like or as to describe someone or something by
comparing it with someone or something else that is similar
5. a figure of speech by which a part is put for the whole
6. a word or phrase for one thing that is used to refer to another thing in order to
show or suggest that they are similar
7. a combination of words that have opposite or very different meanings
8. language that describes something as better or worse that it really is
9. understatement in which an affirmative is expressed by the negative of the
contrary
150
Answer:
S
I S
M Y M
I N E
A L L I T E R A T I O N
P E C A X
O D P Y
S O H M H
T C O R Y
R H R O P
O E N E
P R
H L B
P E R S O N I F I C A T I O N
T L
O E
T
E
E U P H E M I S M
Activity 2: Short-answered Question
In 5 minutes, the students will answer the following question:
How do literary devices help in conveying meaning in any literary piece?

___________________________________________________________
F. Assessment
Strategy: Differentiated Instruction
(Note: The winner of the Cross Word Puzzle is given the first priority to choose
among statements to explain.)
Instruction: Explain the literary statement assigned to you through any of the
following:
 Illustration/Drawing/Poster
 Song
 Role Play
 Essay
 Story
 Interpretative Dance
 Diary
 Panel Discussion
 Video Presentation/Animation
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Literary Statements:
1. My mom can be fiery as a volcano when I don’t do my chores on time.

2. After all the fans left the stadium; the bleachers were a disaster area.
3. The camera loves me.
4. The car is a dinosaur so we better buy a new one.
5. The sky is full of dancing stars.
6. Your smile is the antidote for my loneliness.
7. Her heart is as pure a crystal.
8. Fifty sails traveled together.
9. “Parting is such a sweet sorrow.”
10. “Bob brought the box of bricks to the basement.”
11. “So shine bright tonight, you and I we're beautiful like diamonds in the sky”
12. Time grabs you by the wrist, directs you where to go
13. “She calls me tofu because I am so soft easily falling apart.”
14. “Necessity is the mother of all invention.
15. “While I nodded, nearly napping, suddenly there came a napping…”
Scoring Rubric in Assessing the Final Output
Score: Description
3 All of the criteria are met
2 2 of the criteria are met
1 none of the criteria is met
CRITERIA SCORE
Presentation 3 2 1
 The presentation evidently explains the assigned
statement
 Free from eye/ear soar(erasures, noise)
 Original Output/Not Plagiarize
 Level of difficulty in the output is presented
Language used
 Verbal/Non-verbal language is delivered with
confidence
 No hesitations or uncertainty
 Clear
 Loud enough/visible enough to be heard/seen by an
audience
Overall Impression
 Very interesting
 Pleasant
 Has a clear understanding of the statement
 Output is accomplished within the given time
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G. Assignment
Choose any line that uses literary device from a poem. Write the line in a ¼ sheet of
paper then identify the literary device used.
VI. Remarks:
__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
VII. Reflection:
____________________________________________________________________
_____________________________________________________________________

solve?
_________________________________________________________________
____________________________________________________________________
_____________________________________________________________________

share with other teachers?
__________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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I. Objectives:
Content Standards:
The learner demonstrates understanding of: African literature as
a means of exploring forces that human beings contend with;
various reading styles vis – à-vis purposes of reading; prosodic
features that serve as carriers of meaning; ways by which
information may be organized, related, and delivered orally; and
parallel structures and cohesive devices in presenting
information.
The learner transfers learning by composing and delivering an
informative speech based on a specific topic of interest keeping
in mind the proper and effective use of parallel structures and
cohesive devices and appropriate prosodic features, stance, and
behavior.

At the end of the lesson, 80% of the learners are expected to explain the literary
devices used EN8LT-Ic-2.2.2.
II. Content:

Integration:
Science: Senses
MAPEH: Vocal Exercise
Strategies:
Musical Dictation
Cloze Test
Materials:
Copy of the Lyrics of the Song
Sound Box
https://genius.com/The-beatles-strawberry-fields-forever-lyrics
https://vocalcoachdylan.com/7-singing-tips-for-beginners/
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IV. Procedure:
attendance)
B. Pre-listening Activity
The teacher will tell the class that they are going to listen to a song. He/She will
introduce the title of the song and its singer. Then, she asks prior knowledge about
them from the students. If the students do not have prior knowledge, the teacher will
give the background information.
One of The Beatles’s undisputed masterpieces, “Strawberry Fields Forever” (1967)

was written as homage to John Lennon’s childhood in Liverpool.
C. Listening Activity
Activity: Musical Dictation/Cloze Test

1. The students will be given a copy of the song but with missing lyrics.
2. They will be instructed to listen to the song and fill in the blanks with the
missing lyrics.
3. They will be told that the song will be played thrice before the checking.
4. The song will be played thrice.
Worksheet:
Africa
Totò
Songwriters: David Paich / Jeff Porcaro
I hear the drums __________tonight

But she hears only whispers of some __________conversation
She's coming in, 12:30 flight
The moonlit wings __________ the stars that guide me towards salvation
I stopped an __________ man along the way
Hoping to find some old forgotten words or __________ melodies
He turned to me as if to say, "Hurry boy, it's waiting there for you"
It's gonna take a lot to __________ me away from you

There's nothing that a __________ men or more could ever do
I bless the rains down in Africa
Gonna take some time to do the things we never had (ooh, ooh)
The wild dogs __________in the night

As they grow restless, longing for some solitary company
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I know that I must do what's right
As sure as Kilimanjaro rises like Olympus above the Serengeti
I seek to cure what's deep inside, __________ of this thing that I've become
It's gonna take a lot to drag me away from you

There's nothing that a hundred __________ or more could ever do
Hurry boy, she's waiting there for you
It's gonna take a __________ to drag me away from you

There's __________ that a hundred men or more could ever do
I bless the rains __________ in Africa
(I bless the rain)
I bless the rains down in __________ (I bless the rain)
I bless the rains down in Africa (ah, gonna take the time)
Gonna take some time to do the __________ we never had (ooh, ooh)
Answer:
Africa
Totò
Songwriters: David Paich / Jeff Porcaro
I hear the drums echoing tonight

But she hears only whispers of some quiet conversation
She's coming in, 12:30 flight
The moonlit wings reflect the stars that guide me towards salvation
I stopped an old man along the way
Hoping to find some old forgotten words or ancient melodies
He turned to me as if to say, "Hurry boy, it's waiting there for you"

There's nothing that a hundred men or more could ever do
The wild dogs cry out in the night

As they grow restless, longing for some solitary company
I know that I must do what's right
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As sure as Kilimanjaro rises like Olympus above the Serengeti
I seek to cure what's deep inside, frightened of this thing that I've become

Hurry boy, she's waiting there for you

(I bless the rain)
I bless the rains down in Africa (I bless the rain)
I bless the rains down in Africa (ah, gonna take the time)
D. Post-listening Activity
a. Checking the answers
b. Singing the song
We have completed the missing lyrics of the song. It is now time for singing
but first let us have the SS exercise as our pre-warm up exercise.
How to do the pulsing SS exercise:
1. Say the word sausages!

2. Hold the ss at the beginning of the word.
3. Now starting slowly go from quiet to loud ( sounds a bit like a steam train
pulling away from the station)
4. You are now doing a pulsing ss, work on doing this quickly now.
5. Set a timer and do this for the next 3 minutes.
6. Now sing a little and you should notice that your voice feel freer, less
effort to sing.
7. That’s how you do the pulsing ss Exercise.
C. Discussing New Concept
In Science, you were taught about Sense. In the lesson, I presume that in that
lesson, you learned that there are five senses. These are sense of
sound/hearing, sense of sight/seeing, sense of smell/smelling, sense of
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touch/feeling, and sense of taste/tasting. In these senses you use your different
body arts like your ears, eyes, nose, arm, arm, etc.
Let us try to recall your lesson by this simple activity. Tell me what sense is
used for each statement:
1. sweet ice cream
2. cold breeze
3. silent night
4. starry night
5. Sweet Scent
Answer:
1. Sense of Taste
2. Sense of Touch
3. Sense of Hearing
4. Sense of Sight
5. Sense of Smell
In the song, is there a line that filled-up your senses? If there is, what is it? To
what sense did it appeal to you most?
The line appealed to your senses because the writer used literary devices. One
of the literary devices may include imagery.
Imagery is a language that causes people to imagine pictures in their mind.

Examples:
1. My fingers lingered on the familiar leaves
2. The afternoon sun penetrated my upturn face.
E. Evaluation
Choose any line that has imagery from the song and explain its meaning.
F. Assignment
Make a couplet with the use of any literary device discussed.
Rubrics in Making a Couplet

1 3 5
Content Very difficult to understand because Tried to use literary devices Understandable and clear
of inconsistent message to make work because of the literary
understandable device/s used
Spelling Some mistakes in spelling and Minor mistakes Almost no mistakes.
/Punctuation punctuation
Originality Copied Rephrased Original
Rules Deviates from the mechanics Almost follows the mechanics Follows the mechanics
VI. Remarks:
__________________________________________________________________
__________________________________________________________________
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__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
VII. Reflection:
_______________________________________________________________
_______________________________________________________________

solve? _________________________________________________________
_______________________________________________________________
_______________________________________________________________

_______________________________________________________________
_______________________________________________________________
159
DETAILED LESSON PLAN IN ENGLISH 8
I. Objectives:
Content Standards: The learner demonstrates understanding of: African

literature as a means of exploring forces that human beings
contend with; various reading styles vis – à-vis purposes of
reading; prosodic features that serve as carriers of meaning;
ways by which information may be organized, related, and
delivered orally; and parallel structures and cohesive devices
in presenting information.
Performance Standards: The learner transfers learning by composing and delivering

a persuasive speech based on a specific topic of interest
keeping in mind the proper and effective use of parallel
structures and cohesive devices and appropriate prosodic
features, stance, and behavior.
At the end of the lesson, 80% of the learners are expected to:
Organize information from a material viewed EN8VC-Ief-9.
Quarter: I Week: Day: 32 Date: _____
II. Content:
Subject Matter : Semantic Web

Integration : AP: History of Africa
Strategies : Lecture/Discussion, Collaborative Learning
Materials : Speaker and Pictures

Other References:
https://www.youtube.com/watch?v=MXD8_q66Bvs
https://pdfs.semanticscholar.org/9e50/89ebe3ef1c73179dfd72ca0c77ccd8505320.pdf
http://www.inspiration.com/visual-learning/graphic-organizers
http://teacher.depaul.edu/Documents/GraphicOrganizerAssessmentRubric.pdf
III. Procedure:
1. Preliminaries (1min)
160
a. Classroom Management
b. Review of Previous Lesson (1min)
For the last couple of days, you have been learning a very helpful way
on how to arrive meaning based on changes in volume, projection, pitch,
stress, intonation, juncture, and rate of speech. You also learned how these
things may affect the meaning of the statement …Now, can anyone share to
the class some examples?
(Possible answers of students: “I hope you got the red scarf.”

“I hope you got the red scarf.”
The first example below emphasizes the “red” and implies there were
choices in color. The second emphasizes the “scarf” and implies there were
choices in items.)
c. Motivation (3min)
If yesterday, you learned how to arrive meaning based on changes of
volume, projection, pitch, stress, intonation, juncture, and rate of speech, today,
you will be entering the world of African Literature. Are you all excited?
Before we will start our journey, I have here a semantic web. I want you
to fill in first the web based on your prior knowledge about Africa. You may
use a word or a phrase.
(Culture)
(Physical
(Belief)
Attributes)
AFRICA
(Note: You may add more sub-idea)
a. Find a partner.
b. Using your semantic web as a guide, discuss with your partner your thoughts
about Africa.
c. Politely ask your partner a question if you want to clarify something or you
want more information. When you do so, you may choose from the expressions
below.
161
Useful Expressions When Asking Questions
 I wonder if . . .
 Do you think/ believe that . . .
 What do you mean by . . .
 Do you like/dislike . . .
 What do you think of/ about . . .
 Would you mind . . .
 Could you . . .
-adapted from http://www.xiangtan.co.uk/oralenglishopinions.html

a. Presentation/Introduction of Topic (1min)
Probably, you are still wondering and asking yourself if what would be
the connection of the activity you just had, to our lesson today? Today, you will
be learning on how to use semantic web in eliciting important information from
the material you were able read or viewed.
b. Discussion of the Topic (20 mins)
Graphic Organizer- is a visual display that demonstrates relationships
between facts, concepts or ideas. A graphic organizer guides the learner’s
thinking as they fill in and build upon a visual map or diagram.
Types of Graphic Organizers
 Concept Mapping
 Mind Mapping
 Webbing
2. b.1 Concept Map- A concept map is a type of graphic

organizer used to help students organize and represent
knowledge of a subject.
Concept maps begin with a main idea (or concept) and
then branch out to show how that main idea can be broken down
into specific topics.
162
Image Source:
https://www.google.com/search?biw=1024&bih=450&tbm=isch&sa=1&ei=yYFvXL3dFNbgrQHF0pDwBw&q=concept+map&oq=concept+map&gs_l=im
g.3..0l9j0i67.229952.231618..232006...0.0..0.593.4154.2-2j2j3j3......0....1..gws-wiz-img.Sarq_nUbmsU#imgrc=ujEbQyc_-e5-oM:
Benefits of Concept Mapping

Concept mapping serves several purposes for learners:
 Helping students brainstorm and generate new ideas

 Encouraging students to discover new concepts and the
propositions that connect them
 Allowing students to more clearly communicate ideas,
thoughts and information
 Helping students integrate new concepts with older
concepts
 Enabling students to gain enhanced knowledge of any topic
and evaluate the information
How to Build a Concept Map
1. Concept maps are typically hierarchical, with the

subordinate concepts stemming from the main concept
or idea. This type of graphic organizer, however always
allows change and new concepts to be added. The
Rubber Sheet Analogy states that concept positions on a
map can continuously change, while always
maintaining the same relationship with the other ideas
on the map.
2. Start with a main idea, topic, or issue to focus on.

A helpful way to determine the context of your concept
map is to choose a focus question—something that
needs to be solved or a conclusion that needs to be
reached. Once a topic or question is decided on, that
will help with the hierarchical structure of the concept
map.
163
3. Then determine the key concepts. Find the key
concepts that connect and relate to your main idea and
rank them; most general, inclusive concepts come first,
then link to smaller, more specific concepts.
4. Finish by connecting concepts--creating linking

phrases and words. Once the basic links between the
concepts are created, add cross-links, which connect
concepts in different areas of the map, to further illustrate
the relationships and strengthen student’s understanding
and knowledge on the topic.
2. b. 2 Mind Mapping- A mind map is a visual

representation of hierarchical information that includes
a central idea surrounded by connected branches of
associated topics.
Benefits of Mind Maps
 Help students brainstorm and explore any idea,

concept, or problem
 Facilitate better understanding of relationships and
connections between ideas and concepts
 Make it easy to communicate new ideas and thought
processes
 Allow students to easily recall information
 Help students take notes and plan tasks
 Make it easy to organize ideas and concepts
Image Source:
2.b.3 Brainstorming Web- A web is a visual map that shows how
https://www.google.com/search?biw=1024&bih=450&tbm=isch&sa=1&ei=tIJvXKGkOJ-
different categories of information relate to one another. Webs
Qr7wPkKaU2Ag&q=mind+map&oq=mind+map&gs_l=img.3..0i67l3j0l4j0i67l2j0.249810.251516..251874...0.0..0.607.2743.3-
1j3j2......0....1..gws-wiz-img.K6_E8hpywhc#imgrc=5KN6g52y5r_kLM:
are typically used by students, teachers and professionals as
brainstorming strategies for developing and connecting ideas.
164
Benefits of Brainstorming Webs
 Help students develop and improve fluency with thinking

 Allow students to discover new ideas and relationships between
concepts
 Get the mind going to generate and organize thought processes,
new ideas and information
Image Source:
https://www.google.com/search?biw=1024&bih=450&tbm=isch&sa=1&ei=FYRvXLmYDMaH9QPwzo_IBA&q=brainstorming+web&oq=brainstorming
+web&gs_l=img.3.2.0l7j0i5i30l3.19008.21588..21800...0.0..0.984.3027.5-2j2......0....1..gws-wiz-
img.......0i67.j8qKLrm8zTQ#imgrc=BWviGtAqRRhzQM:
C. After the Lesson (15 mins)
a. Video Presentation
Now, are you all ready? Are you ready to start your journey in knowing
Africa? If yes, then let’s all watch this documentary video of Zeinab
Badawi. While watching the video, I want you to jot down all
important details about Africa.
Play video: (https://www.youtube.com/watch?v=MXD8_q66Bvs)
The class will be divided into 4 groups. Each group will have a different
task to do. Based on the video that you watched, I want you to
organize the information’s given by Zeinah Badawi from her
documentary video about “The History of Africa” using graphic
organizer.
Group 1- History/ Concept Map

Group 2- Geography & Natural Resources/ Concept Map
165
Group 3- Leaders/ Mind Mapping
Group 4- Current Issues & Problems/ Brainstorming Web
Rubrics to be used in rating students’ performance.
IV. Remarks:

__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
__________________________________________________________________
166

solve? _____

share with other teachers? _____
V. Reflection:

__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
167
I. Objectives:

contend with; various reading styles vis- a- vis purposes of
reading prosodic features that serve as carriers of meaning;

Use appropriate strategies in unlocking the meaning of unfamiliar words and

idiomatic expression EN8V-Ie-4.
II. Content: Strategies in unlocking the meaning of unfamiliar words and idiomatic expression
Integration : AP (History)
Strategies : Word Game
Materials : Worksheets, gadgets, pictures

https://www.middleweb.com/25300/3-vocabulary-strategies-help-students-decipher/
file:///C:/Users/ForPrint/Downloads/Word%20structure%20analysis.pdf
Elder, J. Entryways into College Reading and Learning. Copyright © 2008 The
McGraw-Hill Companies, Inc.
IV. Procedure:

 Preliminaries
 Classroom Management
 Motivation

168
Task 1. The students will have a VOCABULARY GAME entitled
Pictionary.
a. There are five groups.

b. Each group is given a word to act by the representative.
3. Other members will guess the word.
4. The group which will give many correct answers will be declared as
winners.
Examples of Pictionary Words
Task2. Identify the word VIA CLOZE SENTENCES.

a. Distribute the copy of the paragraph they will work on.
b. Let them identify the word to be written on the blank.
c. Analyze the answer.
d. Choose a leader to present your answer.
169
The teacher asks the learners about their experience while doing the given activities.
1. How did you find the activities given to you?
2. Did you encounter some difficulties in answering the questions and exercises?
3. What have you learned about the strategies?

 Presentation of the Lesson
 Discussion
What are the strategies in unlocking unfamiliar words?
There are three ways to unlock difficult words and expressions:
1. Use of context,
2. Use of word parts,
3. Use of reference materials.
Strategy 1: Use of Context

One strategy is that of using sentence or passage-level context to infer
the meaning of a word or phrase.
Strategy 2: Use of Word Parts

Using the meanings of prefixes, roots, and suffixes (especially common
Greek and Latin roots) to figure out the meanings of words.
170
Task 3. Choose the correct meaning of the underlined word using context clues.
Our baseball team's pitcher has a few eccentric habits, such as throwing exactly thirteen
warm-up pitches and never wearing socks.
A) normal
B) strange
C) messy
2. After the heavy rains, the stream became murky; in fact, the water was so cloudy you
couldn't see the bottom.
A) cloudy
B) bottomless
C) clear
3. The debris on the stadium floor included numerous paper cups, ticket stubs, and cigarette
butts.
A) products
B) papers
C) trash
4. The coach takes every opportunity to censure his players, yet he ignores every
opportunity to praise them.
A) approve of
B) criticize
C) choose
5. The newlyweds agreed to be very frugal in their shopping because they wanted to save
enough money to buy a house.
A) economical
B) wasteful
C) interested
Task4. Use your knowledge of roots to determine the meaning of the italicized word in
each sentence.
1. The detective inspected the crime scene.

a. looked at or examined closely
b. photographed in detail
c. wrote up reports about
2. For her audition, she sang a song she wrote herself.

a. a trial performance at which judges see a person’s work
b. a trial performance at which judges praise a person’s work
171
c. a trial performance at which judges hear a person’s work
3. When his visa expired, he was deported.

a. forced to leave a country
b. invited to remain in the country
c. required to hand deliver proof of citizenship
4. She tried to look cheerful even though she felt dejected.

a. spoken about in an unkind way
b. downcast; in low spirits
c. viewed as believable
5. The king prepared a missive.

a. letter or written message to be sent to someone
b. a manuscript for a play
c. a public announcement to the people
C. After the Lesson
Task5. Read the selection below. Then use your knowledge of word parts, along
with context clues, to reason out the meaning of the italicized words. This is not
a dictionary exercise. It’s important that you deduce––figure out––the
meanings rather than look them up. Write the definitions in your own words
New research has caused neuroscientists, or brain scientists, to reject some
widely-held misconceptions about the brain. Research has disproved the belief that
multitasking is beneficial and that it strengthens the brain. Dr. Sandra Chapman, of the
Center for Brain Health at the University of Texas at Dallas, says that multitasking “is
devastating to brain function and performance.” The parts of the brain that are active
when a person is doing just one activity actually shut down when the person tries to do
several things at the same time. This explains why you should resist the impulse to talk
on a cell phone while driving. Together, driving and talking on the phone are a
dangerous combination.
For decades, scientists conjectured that we are born with all the brain cells we
will ever have. They believed that brain cells that were dying off could not be replaced.
This has also turned out to be a misperception. The fact is, our brains produce new cells
until the moment we die. It’s good news that our supply of brain cells is constantly
being replenished. But here’s the catch: unless brain cells are regularly activated, they
die. You either use them or lose them. You can improve your brain function no matter
what your age. You can minimize or even prevent memory problems and other
cognitive problems as you age. To keep your brain fit you must continue to present it
with challenges. It’s important throughout your life to keep learning new things and to
stimulate your brain.
The italicized words from the selection:
1. reject 5. impulse
2. misconceptions 6. conjectured
3. disproved 7. misperception
4. beneficial 8. produce
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5. impulse 9. replenished
6. conjectured 10. activated
 Assignment
Read the selection entitled “What is an Educated Filipino” and list down
at least 10 difficult words and be able to give the meaning of the words
by using the strategies you have learned today.
V. Remarks:

__________________________________________________________________

__________________________________________________________________

solve? _____

V. Reflection:
D. Parts of the lesson that went well:

__________________________________________________________________
E. Parts of the lesson that were weak:

__________________________________________________________________
173
F. Thoughts and feelings about the lesson (including things that were successfully
__________________________________________________________________
174
I. Objectives:

contend with; various reading styles vis- a- vis purposes of
reading prosodic features that serve as carriers of meaning;

Use appropriate strategies in unlocking the meaning of unfamiliar words and

idiomatic expression EN8V-Ie-4.
II. Content: Strategies in unlocking the meaning of unfamiliar words and idiomatic expression
Integration : Science
Strategies : Role Play,
Materials : Worksheets, gadgets, pictures

http://browardedfoundation.org/wp-content/uploads/2015/01/Idioms-Cake.pdf
IV. Procedure:

a. Preliminaries
b. Classroom Management
c. Motivation
175
Task 1. Color Idioms
In each sentence, choose the best word or phrase to complete the gap from
the choices below (a, b, c, or d).
1. I don't believe in being untruthful, but sometimes it's good to tell a _______
lie to avoid hurting somebody's feelings.
a) grey b) white c) yellow d) green
2. They treat you so well at that hotel. They really give you the _______
carpet treatment.
a) blue b) black c) red d) white
3. You can tell him until you're _______ in the face, but he just won't listen to
reason.
a) white b) blue c) red d) purple
4. They caught him _______ as he tried to steal some jeans from the shop.
a) red-handed b) black-handed c) blue-handed d) brown-handed
5. I had a call out of the _______ from an old friend I hadn't seen for twenty
years
a) blue b) red c) black d) pink

a. Presentation of the Lesson
b. Discussion
WHAT ARE IDIOMS?
So, what are idioms and how do we teach them to our students? Idioms
are one of the skills a student will master later in their language acquisition, and
they take time and lots of repetition to understand.
Idioms are a part of speech which is particular to a group of speakers or
an area or region. It is a phrase which has an understood, non-literal meaning.
There are many common idioms in English. You probably use many of them
every day without even realizing it.
Idioms can be confusing for a student who has learned English as a
second language, as they may never have heard the idiom before. Often,
common idioms are one of the last things a person learns in a new language.
Some common idioms are sayings or phrases like “Too big for your boots' or
'Making a mountain out of a molehill”.
Idioms are not meant to be interpreted literally. Rather, there is a deeper,
non-literal meaning of common idioms. These common idioms come to be
accepted and understood by people who share a common language (or
sometimes by a smaller cultural group within a language group).
Explain to students that idioms are phrases that do not mean exactly
what the words say.
Idioms are easier to understand when given CONTEXTUAL support.
176
Task2.
Directions: Choose the appropriate idiomatic expressions to be used in the following

sentences. Write a piece of cake, odds and ends, pros and cons or ups and down in the
blanks provided.
1. The teacher asked us to talk about the ___________ of industrial development.

2. Do not worry about the problems you have in your business. You know there are
always ___________ in business.
3. The police found nothing special in the house of the criminal as he had taken all the
important documents with him leaving just _____________.
4. If you think that doing this math problem is __________, just try it.
Task3.
Directions: Choose the appropriate word to complete the meaning of the idiom. Write
ocean, music, rags, cold and pie in the blanks provided.
1. All these promises the politicians make are just ____ in the sky.
2. The small amount of money donated is just a drop in the _____ compared to the
large sum of money needed.
3. He has been successful in life. He went from ____ to riches.
4. They had a dispute yesterday. That‘s why she gave him a ___ shoulder.
5. I had to face the ____ all by myself, although I was not the only responsible for the.
C. After the Lesson
Task4.
Directions: Read each idiom and determine the meaning.
1. When the politician was caught stealing from the taxpayers, everyone thought he
would receive a severe punishment, but all he got was a slap on the wrist. What is the
meaning of this idiom?
2. We thought that our neighbors, the Jones family, were rich beyond our wildest
dreams, but it turns out that we’re all in the same boat. What is the meaning of this
idiom?
3. If Kim thinks that I’m going to let her copy my math homework, she’s barking up
the wrong tree. What is the meaning of this idiom?
4. The Vikings thought that they would easily beat the other team, but when it was tied
with a minute left in the fourth quarter, they knew that this game was really coming
down to the wire. What is the meaning of this idiom?
5. I thought Janet would be a good worker, but it turns out that she can’t cut the
mustard. What is the meaning of this idiom?
177
6. Tom wanted to get down to brass tacks, but the lawyer kept chatting about the
weather. What is the meaning of this idiom?
7. The lawyer knew that beating around the bush would get Tom all worked up. What
is the meaning of this idiom?
8. Jane decided that she would go out on a limb and ask Byron to the Spring Fling
dance. What is the meaning of this idiom?
9. Jimbo was too tired to finish the assignment, so he decided to hit the hay. What is
the meaning of this idiom?
10. Alan was excited when he found out that he would have his own front row parking
spot at the university, but that was just the icing on the cake. What is the meaning of
this idiom?
 Assignment
Create an idiom challenge
Over a period of days, see how many idioms your class can come up with related
to a specific subject. Students could write them on a large piece of butcher paper
on the wall as they come up with them throughout the week. Some ideas are:
• animal idioms • food idioms • weather idioms

• location idioms • idioms that mention parts of the body
V. Remarks:

__________________________________________________________________

__________________________________________________________________
a. No. of learners achieve 80%: _____
b. No. of learners who require additional activities for remediation: _____
c. Did the remedial lessons work? _____
d. No. of learners who have caught up the lesson: _____
e. No. of learners who continue to require remediation: _____
178
f. Which of my teaching strategies worked well? Why did these work? _____
g. What difficulties did I encounter which my principal or supervisor help me

solve? _____
h. What innovation or localized materials did I use/discover which I wish to share

V. Reflection:

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
179
I. Objectives:

contend with; various reading styles vis – à-vis purposes of
reading; prosodic features that serve as carriers of meaning;

Organize note taken from an expository text EN8WC-Ie-6.
II. Content:
Subject Matter : Expository Text
Integration : AP: The Discrimination Against African American Citizens

TLE: Food (Hamburger)
Math: Computation of the riddle
Strategies : Riddle Game, Lecture/Discussion, and Right Thing (Writing)
Materials : Flashcards and Pictures

https://www.texasgateway.org/resource/write-expository-text-logically-
organized
http://www.riddlesandanswers.com/puzzles-brain-teasers/burger-riddles/
https://www.cram.com/essay/Discrimination-Against-African-American-
Citizens/F36JKCSSY7BQW
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III. Procedure:

a. Preliminaries Classroom Management
b. Review of Previous Lesson
For the last couple of days, you have been learning on how to analyze
text by determining its tone, mood, technique and purpose. This time we will be
learning a new lesson that would help you become a good writer. Are you all
excited?
c. Motivation
The teacher will start her lesson with a game. She will group the class
into five groups. The teacher will give instructions on how to play the game.
Good morning class! We will start our lesson today with a game. Are you all
excited? Before we will start the game, I will give some instructions to all of
you on how to play the game. I will group the class into 5 groups. I’ve prepared
10 riddle questions that each group much solve/answer. Each group will receive
a flashcard. You will be using this in writing your answer. After 10 secs the
group must present to the class their final answer. The group who will have a
highest score will receive points to be recorded in their performance task.
Points System
First Place 10 points
Second Place 8 points
Third Place 6 points
Fourth Place 4 points
Fifth Place 2 points
Note: The points of the game will depend on the teacher who will teach the
lesson.
1. What did the hamburger buy for his sweetheart?

 Answer: An onion ring.
2. Why did the hamburger go to the gym?
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 Answer: It wanted better buns.
3. Why did the hamburger always lose the race?
 Answer: It could never ketchup.
4. Two mother’s and two daughters went out to eat. They each
had one burger, yet only three were eaten, How is it possible?
 Answer: There was a grandmother, a mother, and a
daughter.
5. What did the mom and dad burgers name their daughter?
 Answer: Patty!
6. What do you get if you cross a computer with a hamburger?
 Answer: A big mac.
7. If one and a half boys, eat one and a half burgers in one and a
half hours. How many burgers can 9 boys eat in 3 hours?
 Answer for three points:
More hours => more burgers.
More boys => more burgers.
The time become twice (3 hours / 1.5 hours).
Boys become six times (9 / 1.5).
Number of burgers = 2 * 6 * Original (1.5)
= 18
a. Presentation/Introduction of Topic
After the game, the teacher will ask the students what would be the
connection of the game they had earlier or any idea in their lesson for
the day?
The teacher asks who is the main character that always present in the riddle
question.
Possible answer: Hamburger
Did you know class that using hamburger or even thinking about hamburger
you will be guided on how to organize ideas from an expository text?
b. Discussion of the Topic
Before we will discuss how will hamburger will help you in organizing
ideas from an expository text let us first define what is an Expository
Essay.
182
Expository Essay - a genre of writing which tends to explain, illustrate,
clarify, or explicate something in a way that it becomes clear for readers.
Therefore, it could be an investigation, evaluation, or even
argumentation about an idea for clarification.
How to Make a Hamburger
We Filipinos love American food such as hamburgers! One great thing

about hamburgers is that they blend different delicious flavors—bun,
meat, sauces, and toppings—into one great sandwich made just the way
you like it.
Writing a good expository text is similar to making the perfect

hamburger: you layer the ingredients to make a cohesive essay that is
satisfying for a reader. When you have information that you want to
share with the purpose of clarifying or explaining something, or when
you want to explain the steps in a procedure, the expository text you
write is called a procedural text or essay.
This expository essay will focus on explaining or clarifying procedures

for doing something.
1. The Type of Burger: The Controlling Idea

When given the choice, what type of burger do you prefer?
Maybe your favorite is a cheeseburger, a regular hamburger, or
a veggie burger. This distinction is probably the first thing you
think about when selecting a hamburger. This choice is the
answer you would give if someone asked you what you had for
lunch. You might say, “I had a cheeseburger today.”
This choice is similar to the main idea of an expository text; it’s

the main point, or ingredient, on which everything else depends.
In writing, the main point is also known as the controlling idea.
When you write an expository essay, your reader wants to know
why you are writing the essay. The controlling idea explains why
and lets the reader know what to expect from the rest of the
essay.
Sometimes you may be given a prompt or topic for an expository
essay, and sometimes you can choose your own. Expository
essays can be categorized as follows:
 Description – Uses sensory language to describe

something or someone
 Process/procedural – Explains how to do something
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 Problem/solution – Offers a way to solve a problem
 Cause and effect – Shows how one thing leads to another
 Compare and contrast – Shows how multiple things are
alike and different
As you can imagine, the possibilities for topics are nearly

endless. Let’s try a little brainstorming of some potential essay
topics using these broad areas. Choose the item that best fits the
category from each pull-down menu. The first example in each
category has been completed for you.
2. Toppings: The Logical Order of Supporting Details
Once you select a topic, you are ready to jump into the next step:
brainstorming the content for the body paragraphs of your essay.
These paragraphs will contain the facts and details that will
explain information or answer the question posed by your
controlling idea to make your essay complete.
All of the details you choose to include in your body paragraphs

should relate to the controlling or main idea. Sticking to the
controlling idea and not including any extra or irrelevant
information is important because wandering off topic when you
write may confuse or frustrate your readers. While you might
wander off topic in everyday conversation, your essay has to be
more tightly organized because, unlike a conversation, readers
can't see body language or facial expressions. They can only read
your words on the page.
Think about the hamburger example again and consider your

favorite toppings, such as lettuce, tomatoes, pickles, and onions.
You may even add bacon, avocados, or jalapenos. Building the
perfect burger means adding the toppings that you like and not
adding any that wouldn’t go well with the rest. For example, you
might love bananas, but you probably wouldn’t want them on
your hamburger.
Similarly, all the details that make up your body paragraphs

should relate to your controlling idea. A helpful way to generate
relevant supporting details is to create a web or cluster diagram
of possible details. The controlling idea goes into the center
circle and the supporting ideas connect to it.
184
3. Mustard or Ketchup: An Effective Introduction and Conclusion
When completing your made-to-order hamburger, you can’t

forget the bun. Whether you prefer mustard, mayonnaise,
ketchup, special sauce, or even nothing on the bun, the idea is to
make it a satisfying base and top for your burger. In an
expository text, the introduction and conclusion work much the
same way. You want to these paragraphs to create a satisfying
and whole experience for your readers.
You can choose to write the introduction first or the body

paragraphs first, whichever works better for you as a writer. The
primary purpose of the introduction is to grab the attention of
your readers so that they want to continue reading. The
introduction gives an overview of your subject or topic, but
because it is only an introduction, it doesn’t go into great detail;
this job belongs to the body paragraphs.
A successful introduction contains the following three important

components:
 A “hook” to get the reader’s attention

 Background information the audience may need about
the topic
 A central or controlling idea
4. The Conclusion
A good conclusion tells the reader why the ideas presented in the
essay are important. It should not simply restate the controlling
idea but should extend it based on the details provided in the
essay. This is the part of the essay that will leave the final
impression on the reader.
Writers use many types of conclusions to tie up the essay and

give it a sense of wholeness. Here are some ways to write a
conclusion:
 Use a summary to sum up all your main details.

 Link back to the beginning by referring to a certain
image, phrase, or anecdote in the introduction.
 Tie it to a larger context or bigger picture by explaining
why your topic matters.
185
 Call readers to action by asking them to respond to your
topic through specific actions
(https://www.texasgateway.org/resource/write-
expository-text-logically-organized)
C. After the Lesson
The teacher asks students to write their own Expository essay about the
traditions and culture of Indigenous people/“lumad” or any topic that are related
to their homeland.
-Please refer to the attached rubric.
Formal Essay Rubric
Areas of
A B C D
Assessment
Ideas Presents ideas in an Presents ideas in a Ideas are too Ideas are vague
original manner consistent manner general or unclear
Strong and Organized Some No
Organization organized beg/mid/end organization organization
beg/mid/end ; attempt at a ; lack
beg/mid/end beg/mid/end
Writing shows Writing shows Writing shows Writing
Understanding strong clear adequate shows little
understanding understanding understanding understandin
g
Sophisticated use of Nouns and verbs Needs more Little or no use
Word Choice nouns and verbs make essay nouns and verbs of nouns and
make essay very informative verbs
informative
Sentence structure Sentence structure Sentence No sense of
Sentence enhances meaning; is evident; structure is sentence
Structure flows throughout sentences mostly limited; structure or flow
piece flow sentences need
to flow
Mechanics Few (if any) errors Few errors Several errors Numerous
errors
186
IV. Remarks:

__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
__________________________________________________________________
No. of learners achieve 80%: _____
No. of learners who require additional activities for remediation: _____
Did the remedial lessons work? _____
No. of learners who have caught up the lesson: _____
No. of learners who continue to require remediation: _____
Which of my teaching strategies worked well? Why did these work? _____
What difficulties did I encounter which my principal or supervisor help me

solve? _____
What innovation or localized materials did I use/discover which I wish to share

V. Reflection:

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
187
I. Objectives:
A. Content Standards

B. Performance Standards
C. Learning Competencies / Objectives
At the end of the lesson, at least 80% of the learners are expected to arrange notes using
a variety of graphic organizers (EN8WR-Ie-6.1).
Quarter: I Week: 8 Day: 39 Date: __________
II. Content:
Subject Matter: Graphic Organizer

Integration : TLE (5s in Organizing)
Strategies :
Materials : Pictures, Copies of the Graphic Organizer

A. References:
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal

 http://www.educationandbehavior.com/how-to-use-graphic-organizers-to-
improve-reading-comprehension-writing-listening-note-taking-and-study-
skills/
 https://www.google.com/search?q=file+organizer&tbm=isch&source=iu&i
ctx=1&fir=3yEJqvctTjFulM%253A%252CDIgygbNWFRCZTM%252C_&
vet=1&usg=AI4_kRzKgW5UyJ7uLDYH5pcqh1nl9Xwg&sa=X&ved=2ah
UKEwjd7O7774XiAhUDb30KHefvCTQQ9QEwB3oECAcQEg&biw=136
0&bih=657#imgrc=3yEJqvctTjFulM:
‘IV. Procedure:
188
The teacher will motivate the students by showing a picture of an organizer.
Then, he/she will ask the students the following questions:
1. What is the picture all about? (filer)

2. What do you think is the purpose of the filer? (to organize)
3. Is there a subject that taught you how to organize? (Yes)
4. What subject was it? (TLE)
5. What do you call the way of organizing? (5s)
6. What does 5s stand for? (Sort/Seiri, Set in Order/Seiton, Shine/Seiso,
Standardize/Seiketsu, Sustain/Shitsuki)
7. In English, are there also organizers? (Yes)
8. If there are, what do you call them? (Graphic Organizers)
9. What are graphic organizers used for? (for organizing ideas)
The teacher will then let the students read-aloud the expected goal that they
should achieve.
Goal: At the end of the lesson, we should be able to arrange notes using a variety of
graphic organizers.
B. The Lesson Proper
The teacher will discuss the topic. He/she may say:
A graphic organizer is a visual representation of information, concepts, or ideas. It is

often used to help you understand what you are reading or to organize information in
order to report it, such as through writing or an oral presentation like a speech. It can
also be used to take notes while listening to a lecture.
Other than the graphic organizers that were already introduced to you, there are still a
lot. Because you are tasked today to arrange notes using a variety of graphic organizers,
189
we will be learning more of them. Some of these organizers are Web, Venn Diagram,
Hamburger, Story Mountain Map, and Timeline Wheel
1-Web Graphic Organizer
A web graphic organizer is often used to list ideas, facts, characteristics and/or traits related
to a single topic.
2-Venn Diagram Graphic Organizer
A Venn Diagram is used to compare and contrast information.
190
3-Hamburger Graphic Organizer
A Hamburger Graphic Organizer can be used to collect important points from a story (fiction
or non-fiction), lecture, play, movie, etc., in sequential or chronological order.
4-Story Mountain Map Graphic Organizer
A Story Mountain Map works very similarly to a Hamburger Graphic Organizer and
information for the Story Mountain Map can be collected in the same way that information is
collected for the Hamburger. However, Story Mountain Maps are primarily used to highlight
specific points of a fictional story (or movie). Because fictional stories often build up to a main
problem or conflict and then drop back down as the solution unfolds, story mountain maps are
often used to show this rise and fall, with the climax of the story being at the top of the
mountain.
191
5-
Timeline Wheel Graphic Organizer
Similar to a Hamburger and Story Mountain Map, the Timeline Wheel allows students to list
information in sequential order. Timeline Wheels are an excellent choice to show:
 what happens first, next, and last in a fictional or true story

 the dates or times events occurred in chronological order (e.g., timeline of World War II)
 the stages of development (e.g. how a caterpillar becomes a butterfly)
Generalization: After the discussion, the students will be asked to share their learning by
filling-in the graphic organizer.
192
(Note: If there are misconceptions, the teacher will correct them.)
C. After the Lesson
The students will be asked to arrange their notes using the suggested graphic organizer/s per
item.
1. Web Graphic Organizer
Dogs are furry animals with four legs. Dogs need exercise and like to go for walks.
They also like getting petted.
2. Venn Diagram Graphic Organizer
Whales and guppies have differences but also share characteristics. Whales and
guppies both live in water, swim, and have tails. Two differences between whales and
guppies are that whales are mammals, while guppies are fish, and whales are very
large, while guppies are very small.
3. Hamburger Graphic Organizer and Story Mountain Map Graphic Organizer
Michael’s birthday party was on Saturday. He got so many presents he didn’t know
what to do. His toy chest, closet, and drawers were already all filled up and he didn’t
know where to put his new toys and clothes. His new stuff was all over his room and
his mother kept coming in and telling him to find a place to put it. Michael was so
frustrated that he decided to take a break and look through his old baseball cards in the
garage. While he was out there, he saw some of his toys from when he was in preschool.
That was when he got his big idea. Michael asked his mom if he could donate his old
toys to other children who did not have a lot of toys. She said “Yes.” Now he would
have room for all of his new toys and clothes.
5. Timeline Wheel Graphic Organizer
193
I was so excited when my baby brother was born in January 2007. At 7 months old he
started crawling. He was walking by January of the next year when he turned one. My
brother spoke his first word at 16 months old and started talking in full sentences by
two. In December 2009, my brother learned how to use the potty. He was almost three.
He went to preschool that September. In September 2012 my brother started
kindergarten.
Answer Key:
1.
2.
194
3.
195
4.
V. Remarks:
__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
VI. Reflection:
I. No. of learners who earned 80% in the evaluation : _____
J. No. of learners who require additional activities for remediation: _____
196
K. Did the remedial lessons work? _____
L. No. of learners who have caught up the lesson: _____
M. No. of learners who continue to require remediation: _____
N. Which of my teaching strategies worked well? Why did these work?
_____________________________________________________________________
_____________________________________________________________________
O. What difficulties did I encounter which my principal or supervisor help me

solve? _________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
P. What innovation or localized materials did I use/discover which I wish to

_____________________________________________________________________
_____________________________________________________________________
197
I. Objectives:

At the end of the lesson, at least 80% of the learners are expected to arrange notes using
a variety of graphic organizers (EN8WR-Ie-6.1).
II. Content:
Subject Matter: Graphic Organizers

Integration : (ESP) The Parable of the Prodigal Son (Luke 15:11-32)
Strategies : Small Group Activity
Materials : Laptop, Fact Sheets, Chalkboard
A. References:
3. Textbook pages
biblegateaway.com
http://youtube.com/watch?v=X_QCQ5i7NKs
BibleVideos.org
http://www.english-for-students.com/The-Story-of-The-Prodigal-Son.html
IV. Learning Task:
198
1. Preliminary Activities
- Prayer
- Greetings
- Checking of attendance
2. Review
The teacher will facilitate the review of the previous lesson by asking the following
questions:
-What was our lesson yesterday?
-What was it all about?
-Can you give samples of our lesson yesterday?
-Did you find the knowledge of our lesson useful? Why?
1. Discussion
The teacher can say:
Today, our lesson is still on graphic organizer. As discussed yesterday, graphic organizers
are visual representations of written material. Charts, graphs, diagrams, and maps are all
examples of graphic organizers. The use of graphic organizers promotes critical reading
and thinking. In addition, writing information in a visual or an illustrated way helps you
clarify and categorize data for easier recall. Using graphic organizers also helps you
students see connections among parallel or related facts. In other words, graphic organizers:
 are great for visual learners
 are useful in group discussion
 can be used with almost any book
 provide beginners with a place to start
 allow us to make sense of information
 help us focus on key points and structures their thinking
 help us organize ideas and concepts into a visual, making it easier to remember
than a long piece of text
C. After the lesson
To practice your skill in using a graphic organizer, let us have a drill. In this activity, you
are directed to watch a Video of the “The Parable of the Prodigal Son” at BibleVideos.org
or http://youtube.com/watch?v=X_QCQ5i7NKs. As you watch the video, I want you to
work by four. Assign each one a graphic organizer to use in taking down notes about the
story.
Student 1: Venn Diagram
Student 2: Hamburger Organizer
Student 3: Story Mountain Map
Student 4: Timeline Wheel Graphic Organizer
(Note: If the video is not available, the teacher can also let the students read the story in
Luke 15:11-32.)
199
The Story of the Prodigal Son
There was a very rich person. He had two sons. The first son was hard working. He always
obeyed his father. He was very good and nice person. But the second son was totally different
from the first son. He was lazy. He did not work in his father’s field. He was disobedient to his
father. He wanted to lead a gay and free life.
One day, the younger son said to his father. “Father, give me my share of property." The father
felt very sad. He divided the property. The second son took his share of property. He left home
with his share. He went to a distant land. There he made a lot of friends. He spent his property
lavishly on his friends, foods and drinks. He had many bad habits too. He wasted all the money.
Soon he was left with no money. His friends saw this. They all deserted him one by one.
At that time, there was a famine in that land. He could not get any job. None of his friends gave
him food or money. He was forced to take up a very mean job. His job was to feed the pigs. Very
often he ate the food kept for the pigs. He was very sad about his present conditions. He soon
began to think of his father and his brother. He said to himself, “In my father’s house, even the
servants have enough food. They get good shelter too. But here, I am struggling for food and
shelter. I will go back to my father. I will beg him to take me as his servant."
So decided, the prodigal son set out for his father’s house. In the meantime, his father was always
thinking of his second son. He would sit near the windows. He would look out at the road,
expecting his son to return home.
One day his father saw his son coming at a distance. He ran out of his house in great joy. He met
his son on the way. His son knelt down. He said, “Father, I am not fit to be your son. Take me as
your servant."
His father lifted his lovingly. He embraced him. He turned to his servants. He said, “Bring the
best robe. Put it on my son. Put a ring on his fingers and shoes on his feet. Kill the fatted calf.
Prepare a feast. Let us eat and enjoy. My son was lost. Now he is fount."
The elder son was returning from his work. He heard the sound of the music and dancing from his
house. He asked one of his servants about it. His servant told his, “Your brother has come. Your
father is rejoicing at his return. A fatted calf has been killed to prepare for a delicious feast and
the celebration."
The first son was angry. He refused to enter his house. The father came out. He begged his elder
son to come in for rejoicing. The elder son said, “I have obeyed you all these years. I have done
all your works. But you never gave me even a kid to enjoy with my friends. This son wasted all
your money and property. And you order a fatted calf for him!"
His father replied, “My dear son, you are always with me. All my property is yours. Your
younger brother was dead. Now he is alive. He was lost. Now he is found. Therefore, should we
not rejoice?"
The elder son understood the love behind the words of his father. He forgot everything about his
younger brother. He decided to take part in the celebration. He was happy.
200
V. Remarks:
__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
VI. Reflection:
_____________________________________________________________________
_____________________________________________________________________

solve?
_______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
201
I. Objectives
A. Content Standard

forces that human beings contend with; various reading styles vis-à-vis purposes of
At the end of 60 minutes, 80% of the learners are expected to use appropriate prosodic
features of speech when delivering lines (EN8OL-Ief-5).
Quarter: 1 Week: 9 Day: 41 Date: __________
II. Content
Subject Matter: Prosodic Features of Speech

Integration :
Strategies :
Materials : Speech Sample
A. References:

2. Learner’s Materials pages 16-17
3. Textbook pages
Prosodic features of speech (2009). Retrieved from

https://www.englishonline.tki.org.nz/Prosodicfeature.htm
http://www.waynevisser.com/poetry/africa-calls-to-me
202
IV. Procedure
The class will be divided into 5 groups and will do a message relay. At the end of the
activity, the last person in each group will declare the message aloud.
Message: “Speak well. Not too slow or too fast. Beware of punctuations; each symbol
is there for a reason.”
B. Analysis
The teacher will ask the following guide questions:
1. How did you pass the message down to the last member?
2. What problems did you encounter during the activity? Please elaborate.
3. When you relay the message, have you understood its meaning? Why do you
think so?
C. Abstraction
When we speak, we have certain ways of getting our message across our listeners. We
use different sound patterns for different purposes, like asking a question versus
declaring an idea.
Prosodic Speech is the aspects of speech which deals with the auditory qualities of
sound. Below are fundamental features of speech.
The Features of Prosodic Speech:
1. Stress- the relative emphasis or prominence given to a certain syllable in a

word, or certain word in a phrase or sentence.
2. Volume- the degree of loudness or the intensity of a sound
3. Pitch- the degree of highness or lowness of a tone
4. Intonation – the rise and fall of the voice in speaking
5. Tempo- the person’s rate of speech
D. Application
With the teacher’s supervision, the class will read each sentence, applying the features
of prosodic speech.
1. Have you seen an African child before?

2. Humm! I think I saw one when I went to Tagaytay City last week.
3. You see, there is an international university near the city.
4. Are you proud of the Filipino culture?
5. How do you find the native delicacies of Samar?
6. He ate five pieces of moron, drank a cup of buko juice and ate a bowl of corn soup.
7. Did he finish them all?
8. It‘s more fun in the Philippines.
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9. I will save so that someday, I can visit South Africa, Nigeria and Morocco.
10. Have you read any African short story?
E. Assessment
With the previous grouping, students will be presenting a given material employing
the appropriate prosodic features of speech.
Africa Calls to Me by Wayne Visser
I. IV.
Africa calls to me The sounds of Africa

With the beat of her drums that mark my days Are the lashing of slaves that haunt her past
And the words of her poets that guide my ways And the victory songs of those who are free
With the crash of the waves that hug her shores The sounds of Africa
And the sounds of the rain that soak her pores Are the crumbling of ways that cannot last
Africa calls to me And the hopes for new possibilities
With the tears of mothers that stain her soil The sounds of Africa
And the laughter of children that ease her toil Are the whispers in a din of despair
With the rattle of guns that pierce her calm And the tunes in a maze of lost and found
And the bustle of streets that sing her psalm The sounds of Africa
Africa calls to me Are the notes in the symphony we share
And the joy in a land of light and sound
II.
V.
The sounds of Africa
Are the cries of the world’s forgotten child Africa calls to me
Taking us back into the womb of creation With the cry of eagles that frees my soul
The sounds of Africa And the hush of sand dunes that soothes my mind
Are the songs of the world’s untamed wild With the call of loeries that makes me whole
Filling our ears with hymns of oblation And the cicadas drone that blots out time
The sounds of Africa Africa calls to me
Are the screams of the world’s disturbing fears With the crackle of fires that light her skies
Begging us to embrace transformation And the rustle of leaves that swish her sighs
The sounds of Africa With the chant of her songs that move my feet
Are the words of the world’s neglected seers And the pulse of her heart that makes mine beat
Pointing us to the star of salvation Africa calls to me
III.
Africa speaks to me
Through the babble of markets on the breeze
And the lament of hawkers so forlorn
Through the heaving of fishers on the seas
And the hoot of taxis at dusk and dawn
Africa speaks to me
Through the roar of lions basking at noon
And the snigger of hyenas in the night
Through the rumble of elephants in tune
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And the stir of gorillas out of sight
Africa speaks to me
Rubric for Speaking Assessment

Criteria 5 points 3 points 1 point
Pronunciation/Di Student is easy to understand and Student makes many errors Student is very difficult
ction make few errors. in pronunciation, but can be to understand in English.
understood.
Fluency Student reads primarily in large, Student primarily in three- Student reads primarily
meaningful phrase groups. or-four-word phrase groups. word by word.
Although some regressions, Some smaller groupings Occasional two-word or
repetitions, and deviations from may be present. However, three-word phrases may
the text may be present, these do the majority of phrasing occur, but these are
not appear to detract from the seems appropriate and infrequent and/or they do
overall structure of the story. preserves the syntax of the not preserve meaningful
Preservation of the author’s syntax author. Little or no syntax.
is consistent. Some or most of the expressive interpretation is
story is read with expressive present.
interpretation.
Speaking Student uses exciting pitch and Student sometimes varies Student uses no change
Mechanics tone of voice. speech and tone. in pitch or tone.
Student is clear and easily Student is sometimes Student is difficult to

understood. difficult to hear. hear.
Student pauses and emphasizes Student uses some pauses Student uses pauses or
key words. and emphasis for keywords. emphasis for key words.
V. Remarks:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
VI. Reflection:
_____________________________________________________________________
_____________________________________________________________________
solve?
_______________________________________________________________
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_______________________________________________________________
_____________________________________________________________________
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I. Objectives

At the end of 60 minutes, 80% of the learners are expected to use the appropriate
reading style (speed reading) for one’s purpose (EN8RC-Ie-7).
II. Content
Subject Matter: Speed Reading

Integration: Science (Ceramics)
Strategy:
Materials: Reading Materials, Video

A. References:

3. Textbook pages

https://webapps.towson.edu/Speedreading.htm
www.freereadingtest.com
https://www.youtube.com/watch?v=3nPsByyrGVo
https://www.worldoftales.com/African_folktales/African_Folktale_6.html
https://www.slideshare.net/libraryyard/authors-purpose-18704746
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IV. Procedure
The class will watch a video at https://www.youtube.com/watch?v=3nPsByyrGVo
but before they watch, the teacher must first set the transition setting into faster than
normal.
B. Analysis
Guide Questions:
1. What was the video about?
2. What have you observed with the video?
3. Have you encountered any difficulty?
4. How did you cope with it?
5. Did you get the message or meaning of the material you viewed and the
purpose of the creator in creating the video?
C. Abstraction
Speed reading is fast, silent reading. In doing this, readers will have to expand their
vision to read and understand several words at a glance. This type of reading requires
reading horizontally and vertically simultaneously to take in as many words as one can
and create a meaning out of it by piecing them together.
Author’s Purposes:
D. Application
The students will be given a reading material that they will have to read for only 10
minutes. After the given time, reading materials will be immediately collected.
The Grasshopper and the Toad
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African folktale
Grasshopper and Toad appeared to be good friends. People always saw them together.
Yet they had never dined at each other's houses. One day Toad said to Grasshopper,
"Dear friend, tomorrow come and dine at my house. My wife and I will prepare a
special meal. We will eat it together."
The next day Grasshopper arrived at Toad's house. Before sitting down to eat, Toad
washed his forelegs, and invited Grasshopper to do the same. Grasshopper did so, and
it made a loud noise.
"Friend Grasshopper, can't you leave your chirping behind. I cannot eat with such a
noise," said Toad.
Grasshopper tried to eat without rubbing his forelegs together, but it was impossible.
Each time he gave a chirp, Toad complained and asked him to be quiet. Grasshopper
was angry and could not eat. Finally, he said to Toad: "I invite you to my house for
dinner, tomorrow."
The next day, Toad arrived at Grasshopper's home. As soon as the meal was ready,
Grasshopper washed his forelegs, and invited Toad to do the same. Toad did so, and
then hopped toward the food.
"You had better go back and wash again," said Grasshopper. "All that hopping in the
dirt has made your forelegs dirty again."
Toad hopped back to the water jar, washed again, then hopped back to the table, and
was ready to reach out for some food from one of the platters when Grasshopper
stopped him: "Please don’t put your dirty paws into the food. Go and wash them
again."
Toad was furious. "You just don't want me to eat with you!" he cried. "You know
very well that I must use my paws and forelegs in hopping about. I cannot help it if
they get a bit dirty between the water jar and the table."
Grasshopper responded, "You are the one who started it yesterday. You know I
cannot rub my forelegs together without making a noise."
From then on, they were no longer friends.
After the reading, the teacher will ask the following questions for oral recitation:
1. What is the title of the reading material? (The Grasshopper and the Toad)
2. What is the purpose the author in writing the material? (to entertain)
3. Who are the characters involved? (The Grasshopper and the Toad)
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4. What happened in the material’s ending? (They lost their friendship)
5. What lessons can be obtained from it? (If you wish to have true friendship with
someone, learn to accept each other's faults, as well as each other's good qualities.)
E. Assessment
The class will be given another set of reading material to read, after one (1) minute
the materials will be collected. In a piece of paper, the students will then answer the
comprehension questions that will follow.
1. Reading Material:
Ceramics come from ancient times. People used simple items to make them. One was
clay minerals. Another was quartz sand. People learned to mix them then bake them.
At high heat, the material got hard.
Ceramics are used to make pots. They are used in clay brick and tile. Dentists use
them to fill teeth. They do not break down. They do not conduct electricity. They also
resist heat.
Scientists can now make ceramics as strong as steel. They mix the ceramic with other
material to make it better.
2. Comprehension Questions:
1. Ceramics come from _____________

A. clays B. sand C. ancient times
2.Ceramics do not _____________

A. keep heat well B. conduct electricity C. Form everyday objects
3. Scientists can now make ceramics as strong as _____________

A. steel B. Silk C. Teeth
4. Ceramics are used in clay brick and _____________

A. pottery B. tile C. Dishes
5. The author’s purpose in writing is to _____________

A. persuade B. entertain C. inform
. Answers:
1. C 2. B 3. A 4. B 5. C
V. Remarks:
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__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
VI. Reflection:

_____________________________________________________________________
_____________________________________________________________________

solve?
_______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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I. Objectives

At the end of 60 minutes, 80% of the learners are expected to compare and contrast
the presentation of the same topic in different viewing genres (En8VC-li-15).
II. Content
Subject Matter: Severn Suzuki’s Speech
Integration : Science (Environmental Issues)
Strategy :
Materials : PPT Presentation, Television, HDMI and VGA connectors, Laptop,
Worksheets

A. References:
3. Textbook pages

Severn Suzuki’s Speech at the United Nations Conference on Environment
and Development, Rio De Janiero, Brazil, 1992.
https://www.youtube.com/watch?v=f17Tc1IwWuQ
https://www.youtube.com/watch?v=7uQBwT9Rv2g
IV. Procedure
A. Routine
 Prayer
 Arrangement of Seats
B. Motivation
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Today, I will show you a music video Mirror’. I want you to pay attention and
listen to the words of the song.
After the video presentation, the teacher will ask the following questions:
1. What is the title of the song?

(‘Man in the Mirror’ by Michael Jackson that is sung by the Glee Cast)
2. What was the song about?

(It’s about a man who looks at the mirror and tells himself to change his bad
ways.)
3. What is the message of the song?

(The song tells us that one of the things that we can do to make our world a
better place is to change our bad habits and become better citizens. It says that
we need to be someone who can become a reason for the change that makes the
world better. It tells us that we can start improving our world by improving
ourselves.)
C. Unlocking of Difficult Words

After the oral recitation, the teacher may say:
The song tells us that we need to be the change that changes the world to help
it become a better place to live in, not just for our generation but to the next
generations as well. Today, you are going to watch and read a speech that also
concerns about environmental issues, but first let us learn the meaning of some
difficult words.
In this activity, I’m going to group you into four. In each group I will be giving
you a set of mixed or jumbled letters. You will rearrange the letters to find out
the mystery word and afterwards, you will try to give its meaning based on given
synonym.
The teacher gives the set of jumbled letters to each group and asks the group
leaders to lead the members of the group to start working together.
GROUP JUMBLED SYNONYM ANSWER MEANING
NO. LETTERS
1 XETCINT vanished extinct no longer existing
synonym: vanished
2 GELETADE ambassador delegate a person who is chosen
to act for others
3 DEMERTOUNS massive tremendous very large or great
4 BLYASMES assembly conference a formal meeting in

which people gather to
talk about something
213
D. Speaker’s Background
As I have said earlier, the words that we unlocked are from a speech which we will be
having today. This speech is delivered by a young girl named Severn Suzuki who
silenced the world because of her words. She was a spokesperson for ECO- The
Environmental Children’s Organization, a group of 12 and 13 young people that aims
to raise awareness for the pressing environmental issues.
E. Viewing of the Speech
Now, let’s all pretend that we are in a conference. We will become delegates from all
over the country, representing groups of young adults who are very much concerned of
preventing the worsening environmental issues. And we have invited a speaker to talk
about it. But before we start our ‘conference’, what do we do when we are in a formal
meeting? (We listen and behave.)
214
F. Discussion
Guide Questions and Possible Answer:
1. What was Miss Suzuki’s speech all about?

(It’s about her experiences and her thoughts on the environmental conditions)
2. How did she begin her speech? What pieces of information about herself did she
reveal?
(She introduced herself and gave a personal background, and talked about what she is
fighting for, which she says is her future.)
3. As her speech progresses, what are the things that she emphasized on?
(She talked about the things that she is afraid of happening, like extinction of plants
and animals, starvation, and the depletion of the ozone. She also talked about the
inability of the adults to see the importance of the children’s future.)
4. What did you learn from her speech?

(I learned that even though we are still young, we can help make a difference by
speaking about our thoughts on these issues.)
5. How can you help in helping our world become a better place then, even if you’re
still young?
(We can help by doing small things like cleaning the surroundings, feeding street kids,
providing shelter for stray animals, or even just posting a message on social media like
Facebook and Twitter or pictures on Instagram.)
G. Evaluation
Now, let’s gauge your learning for today. Here is the worksheet that you have to
answer.
215
V. Remarks:
__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
VI. Reflection:

_____________________________________________________________________
_____________________________________________________________________

solve?
_______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
216
I. Objectives:

C. Learning Competency/Objective:
At the end of the lesson, 80% of the learners are expected to draw similarities and
differences of the featured selections in relation to the theme (EN8LT-Ig-2.3).
Quarter: 1 Week: 8 Day: 44 Date:__________
II. Content:
Subject Matter : Comparison and Contrast

Integration : ESP: Morals (Outlooks of life)
Strategies : Discussion, Collaborative Learning
Materials : Activity Sheets
A. References:

3. Textbook pages

I am a proud Filipino Child Retrieved @
https://aminoapps.com/c/poetry/page/blog/i-am-a-proud-filipino-child-
by-me/L2JG_kNGI8uMKqE3GYPe53kNx4WwwlW20KX 3/2/2019
Comparing and contrasting concept
http://www.readwritethink.org/files/resources/interactives/compcontras
t/
217
IV. Procedure:
c. Classroom Management/ Setting the mood

 Greetings
 Prayer
 Attendance Check
 Review of Previous Lesson

1. Motivation (5min)
What if I told you apples are more delicious than mangoes? Would you agree?
Why not?
I would like to group you into three, those who agree, those who don’t and those
who chose both, I want you make 3 arguments as to why you feel so.
(students present their various answers)
2. Lesson Proper
a. Presentation/Introduction of Topic (5min)
Class, what had you noticed from the arguments, reasons presented? Well
done! You had just pointed out the similarities and differences of both the
mango and the apple.
Generally speaking, comparing is showing the similarities, and contrasting is
showing differences between two things that are related in some way. For
example, you wouldn't compare/contrast a mango to a dog, but you would
compare the taste or smell of the apple with a mango.
b. Activities/Tasks (35 mins)

Directions: Students are going to compare and contrast items in cooperative
groups. The class will be divided into small groups and each group will be
provided an activity sheet. There are two columns on the sheet a column
for Compare (same) on top of the left-hand and Contrast (different) on top
of the right-hand. Each group shall also be provided 2 featured poems: 1. I
am a Proud Filipino Child and 2. I am an African Child. Students will now
list all of the characteristics that are the same about the poems and all of the
characteristics that are different.
218
When done students present their lists to the class. Other groups will be
allowed to suggest additions and changes to the lists.

Evaluation
1. Students accomplish the Venn Diagram to show the similarities and
differences of Filipino and African Child in relation to theme.
Filipino Child African Child
219
IV. Remarks:
__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
__________________________________________________________________

solve?
_______________________________________________________________
_______________________________________________________________

_______________________________________________________________
_______________________________________________________________
V. Reflection:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
220
I. Objectives:
A. Content Standards

At the end of the lesson, at least 80% of the learners are expected to explain how a
selection may be influenced by culture, history, environment, or other factors (EN8LT-Ih-3)
II. Content:
Subject Matter: Imagination Country

Integration : Social Studies- Map Making
Strategies : Active Learning
Materials : Cartolina, Markers
A. References:
3. Textbook pages
https://www.youtube.com/watch?v=MYr_FQ07MRE
https://www.youtube.com/watch?v=-6V902YqU94
221
IV. Procedure
1. Preliminaries
 Prayer
 Review of Past Lessons
2. Motivation/ Presentation
Teacher group the students into 4 groups of 10 members. Members will be
divided according to their roles- map makers (draw the map), historians
(provide the culture, tradition and history of the imaginary country) and writers
(writes either a poetry or prose reflecting the work of the historian)
Today you will make your imaginary country. Your country should have these
criteria:
1. The country should have its own name
2. The country should have at least five landforms
3. The country should include a compass rose on the map and labeled North,
South, East, and West
4. The student included at least five different land forms on his/her map and
named them in black ink:
5. The country should have at least four major cities designated by large black
dots and a capital designated by a star and named them in black ink
6. Make an imaginary culture, tradition and history of the country
7. On a separate paper, the country should have its own literature based on the
tradition, history and culture. It can either be in prose or poetry.
Literature is any factual, imaginative, and creative work about people’s life and
what they have done in their lives as an achievement, what they have believed,
and what they have created or have thought to create.
Let us take the TV series “Probinsyano” as an example. Which scenes illustrate

the culture of the Filipinos? The history? The environment? (Students give
varied answers)
C. After the lesson
Students present their map and their writings based on their imaginary
country.
Individual work (1/2 sheet of paper)

Explain how literature may be influenced by culture, history and environment
222
V. Remarks:
__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
VI. Reflection:

_____________________________________________________________________
_____________________________________________________________________

solve? _________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_______________________________________________
_____________________________________________________________________
_____________________________________________________________________
223
I. Objectives:

C. Learning Competency/Objective:
At the end of the lesson, 80% of the learners are expected to highlight important
points in an informative talk using appropriate presentation aids (EN8OL-Ih-3.12).
Quarter: 1 Week: 8 Day: 46 Date:
II. Content:
Subject Matter : Presentation Aids

Strategies : Discussion, Oral Recitation
Materials : Activity Sheet, Rubrics
References :
Voyages in Communication – Grade 8 English - Learner‘s Material First
Edition, 2013 ISBN: 978-971-9990-68-0, pp.26-27
Presentation aids for Oral Communication

https://press.rebus.community/uwmpublicspeaking/chapter/chapter-14-
presentation-aids/
Worst Speech
https://www.youtube.com/watch?v=IPIvwu-573Y
III. Learning Tasks/Procedure:

a. Classroom Management/ Setting the mood
 Greetings
 Prayer
 Attendance check
b. Review of Previous Lesson (1min)
224
In the previous meeting, you had learned about informative articles. Can
anyone give an example here of a recent selection they have read that is
an example of an informative article? Aside from what you’ve read, did
you do something relative to informative articles?
(Possible answers of students will be “Why Sinigang?” by Doreen G.

Fernandez, and they have started writing an informative article)
So what are the things we need to keep in mind when speaking English
or even when speaking in front of people?
(Students answer varies and might include Use the correct sounds of
English, Use appropriate prosodic features of speech, and Use the
correct stance and behavior)

1. Motivation (5min)
We will be having our oral recitation today, right? As agreed we will be using
the informative article you have written but before you do I would like to give
you something to add to your performance today. Aside from that I want you to
watch and avoid what this funny man is doing.
(students give various reactions on the do’s and don’ts in giving a speech
after watching the short video clip)
2. Lesson Proper
b. Presentation/Introduction of Topic (10min)
When you give a speech, you are presenting more than just words and ideas.
Because you are speaking live, your audience will experience your speech
through all five of their senses: hearing, vision, smell, taste, and touch. This
is the role of presentation aids.
225
Presentation aids, sometimes also called sensory aids, are the resources
beyond the speech itself that a speaker uses to enhance the message
conveyed to the audience. The type of presentation aids that speakers most
typically make use of are visual aids: pictures, diagrams, charts and graphs,
maps, and the like. Audible aids include musical excerpts, audio speech
excerpts, and sound effects. A speaker may also use fragrance samples or a
food samples as olfactory or gustatory aids. Finally, presentation aids can
be three-dimensional objects, animals, and people; they can unfold over a
period of time, as in the case of a how-to demonstration.
Presentation aids must be used at the time when you are presenting the
specific ideas related to the aid. For example, if you are speaking about coral
reefs and one of your supporting points is about the location of the world’s
major reefs, it will make sense to display a map of these reefs while you’re
talking about location. If you display it while you are explaining what coral
actually is, or describing the kinds of fish that feed on a reef, the map will
not serve as a useful visual aid.
Presentation aids can fulfill several functions: they can serve to improve
your audience’s understanding of the information you are conveying,
enhance audience memory and retention of the message, add variety and
interest to your speech.
b. Activities/Tasks (10 mins)

Students are given 10 minutes to finalize their write-up and determine the
presentation aid they will be using.
In the previous lesson the students wrote an article about any topic of their
choice and were guided by the following guidelines:
a. Identify the purpose for writing.

b. Consider your audience.
c. Have an interesting beginning sentence to hook your audience‘s interest.
d. Cite only relevant and accurate details.
e. Have a clear conclusion.
Students will have to submit a copy of their final writing task to the
teacher before speech proper. The rubric for the article is as follows:
226
1. Evaluation
After the students have submitted a copy of their article they will now deliver
their speech highlighting important points using appropriate presentation aids
227
IV. Remarks:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

solve?
_______________________________________________________________
_______________________________________________________________

_______________________________________________________________
_______________________________________________________________
V. Reflection:
__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
__________________________________________________________________
228
I. Objectives:

At the end of the 60 minutes, 80% of the students are expected to determine the
meaning of words and expressions that reflect the local culture by noting context
clues (EN8V-Ih-6).
II. Content:
Subject Matter: Local Color

Integration : AP (Culture)
Strategies :
Materials : Flash Cards, Work Sheet
A. References:

3. Textbook pages
http://languagesindanger.eu/book-of-knowledge/language-and-culture/
www.scielo.0rg.za
www.yourdictionary.com
www.smule.com
229
IV. Procedure:

1. Daily Routine
 Prayer
 Checking of Attendance
2. Motivation
The teacher will flash words and the students will guess the country of its origin.
WORDS TO FLASH ANSWER

Jeepney Philippines
Safari Africa
Himalayas India
Tea Ceremony Chinese
Sumo Japan
1. Discussion
Have you ever wondered why you guessed the answer to the words? What might have
helped you? (The words known to the country)
The words that were shown to you are samples of local colors. A local color is defined
as the characteristics and traits that make a location unique. It includes the behavior,
speech, characteristic of a certain region or time to add a feeling of authenticity. It can
be found in a story, novel, play and other literature. It helps a reader identify the setting
if the place is not directly stated in a story.
Since a local color is sometimes in dialect, it is also sometimes difficult to give right
away its meaning. As you have learned, for you to be helped in determining the meaning
of an unfamiliar term, you use context clues.
2. Drill
Instruction: Tell the local color in the statement and give its possible meaning by
using context clues.
1. Traditionally, lobola was paid in cattle, a valued commodity in many African

cultures, but today many modern couples pay lobola in cash.
2. The most iconic phrase coined by the film, The Lion King, is Hakuna Matata’.
[T:] Hakuna Matata! What a wonderful phrase
[P:] Hakuna Matata! Ain’t no passing craze
[T:]It means no worries for the rest of your days
230
3. The synergetic nature of African society is what made two or more individuals to
pool their resources together and uplift each other economically through osusu, the
system of contribution.
Possible Answer:
1. Lobola-traditional custom in African culture.
2. Hakuna matata- no worries
3. Osusu-African system of contribution
C. After the Lesson

The students will be asked to give the meaning of the underlined word by noting context
clues.
1. Pope John Paul II is an epitome of the word kulturalny (refined).

a. educated b. epitome c. pope
2. They prefer to speak in anyanyelv because they are more comfortable with it than a
second language.
a. second language b. mother tongue c. slang
3. Lea Salongga is a nemzetkozi singer. She performed in other countries and is known
internationally.
a. performer b. foreigner c. international
4. Let us celebrate this napia. Today is your day!

a. day b. week c. month
5. French fry is from fried pyra.

a. banana b. potato c. kamote
6. Don’t do that! That’s verboten to African culture.

a. forbidden b. hidden c. heaven
7. That is just a uang. Everyone faces an ordeal.

a. nothing b. ordeal c. piece of cake
8. The Western model of beauty is often pictured as slim-looking young ladies who move in
staggered steps however African beauty is epitomized in their mbopo.
a. slim maidens b. young maiden c. fat maidens
9. You are Pumbaa! As your name says, you are foolish, silly, weak-minded, and negligent!
a. foolish b. Zumba c. chilly
10. Traditionally in East Africa, Swahili speaking men wear kanzu.

a. traditional dress b. belt c. hat
231
Answer:
1. A 6. A
2. B 7. B
3. C 8. C
4. A 9. A
5. B 10. A
V. Remarks:
__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
VI. Reflection:

_______________________________________________________________
_______________________________________________________________

solve?
______________________________________________________________
_______________________________________________________________
_______________________________________________________________

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
232
I. Objectives:
At the end of the 60 minutes, 80% of the students are expected to deliver a self-
composed informative speech (EN8F-Ig-3).
II. Content:
Subject Matter: Informative Speech

Integration :
Strategies :
Materials : puzzle pieces, papers
A. References:
3. Textbook pages

http://www.lausd.k12.ca.us/District_8/options/cd/speech-rubric.pdf
https://www.youtube.com/watch?v=n9OnGM90O7k
IV. Procedure:
A. Preliminaries
 Prayer
233
B. Motivation
Teacher gives out paragraph puzzle pieces to students. They will try to connect puzzle
pieces to form an image of unordered paragraphs of a speech.
C. Activity
The students arrange the paragraphs found in the jigsaw puzzle to form a sensible
piece for a speech.
234
Arrangement of paragraph:
235
D. Analysis
Teacher gives out informative speech template for students to fill the information
taken from the puzzle
236
E. Abstraction
Teacher tackles about informative speech- making steps using the template and video
at https://www.youtube.com/watch?v=n9OnGM90O7k as guide. .
F. Application
Students create their speeches based on the steps suggested by the teacher and the
template presented earlier. Students deliver their own informative essays for speech
by reading them.
237
V. Remarks:
__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
VI. Reflection:

_____________________________________________________________________
_____________________________________________________________________

solve? _________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
238
I. Objectives:

At the end of the 60 minutes, 80% of the students are expected to use the correct
stance and behavior (EN8OL-Ig-3.8).
II. Content:
Subject Matter: Tips in Delivering Informative Speech

Integration :
Strategies :
Materials : video, puzzle pieces. papers
A. References:
3. Textbook pages

https://www.youtube.com/watch?v=eLr0f83hZrY
https://www.lifehack.org/articles/communication/take-these-12-public-
speaking-tips-and-deliver-impressive-speech.html
https: //www.pccua.edu
239
IV. Procedure:
A. Preliminaries
 Prayer
B. Motivation
The teacher shows a video of someone doing a funny informative speech found at
https://www.youtube.com/watch?v=eLr0f83hZrY.
C. Activity
After the video presentation, he/she will divide the class into two groups- One group
will be the criticizer while the other group, the defender of the speaker. Emphasis on
the stance and behavior of the speaker will be the main concern of the discussion
D. Analysis
Students decide what should be the correct stance and behavior of the speaker when
doing a speech.
E. Abstraction
Teacher replays the video and give tips on speech delivery.
Tips on Delivering an Informative Speech
Few people are naturally great at giving speeches and even fewer enjoy it. Therefore
the process of writing and delivering a speech is perceived as boring, uncomfortable,
and bothersome to most people.
There are plenty of tips out there for how to get better at public speaking in the long-
term period, but that’s not what this article is about.
Instead you will learn different short-term public speaking tips that you can
immediately apply to help your next speech become a success!
Before The Speech
1. Speak about something YOU are interested in.
Let go of the need to compromise for your audience. Make the speech about something
you are genuinely interesting in. By playing to your strengths, you’ll make it so much
easier for yourself.
In most cases the audience will actually like it more if you speak about something that
you enjoy rather than something that you think they might enjoy. By doing this you’ll
avoid coming off as a try-hard.
240
2. Basic speech structure
There is a reason why movies, books, and speeches follow a structure.
This is because the brain likes to chronologically divide things into different sections.
Therefore a typical speech has an introduction, a body and a conclusion.
By following this structure you are making it easier for the observer to process the
information of your speech, which increases the likelihood that your message is well
received.
For the intro you may want to start with a story or a question to get the audience’s
attention from the get-go.
The body is the main portion of the speech. It should contain the main points that you
want to make
The conclusion finalizes the speech and clarifies to the audience what the most
important points of the speech were.
People’s short-term memories are worse than you think. Don’t make the mistake of
forgetting to include a conclusion.
3. Write an outline and focus on key points
Write down the key points of what you would like to say.
Keep it as simple as possible. Bullet points work well.
When you’ve written a very simple outline, give it a go immediately and film yourself
while doing it if you can.
Continue doing this for as long as you can and feel free to improvise.
The point of this exercise is not to make a perfect speech, but to use it as inspiration for
writing the speech and getting new ideas that you can write down. You will probably
catch yourself saying smart things that weren’t already included in the speech.
Another reason why this is a good idea is that it gives you an extra repetition and
enforces a strong foundation of the key points in your memory. This is going to make
your speech come off as less scripted.
4. Simplify
Even though it can be tempting to show off your expertise by speaking about a lot of
different things and to provide a ton of information, it is usually a bad idea unless your
speech is long.
241
By simplifying and focusing on a few main points (3 is the magic number) you will
make it easier for the audience to fully grasp what you are saying.
Everything you say in the speech should relate to these main points and back up the
simple message that you want to convey.
5. Enunciate words clearly
It can be helpful to remind yourself to speak slowly and to enunciate words clearly
because many people have a tendency of speaking a bit too fast as a result of being
nervous.
Plus it makes you seem intelligent.
6. Take deliberate pauses
People don’t understand as quickly as you think they do.
They need some time to catch up with what you are saying. This is particularly
important when giving a humorous speech because pauses build tension and suspense
which in turn is what makes something funny.
You can capitalize on this by taking deliberate pauses when you make your key points
or your jokes.
7. Rehearse a lot
It goes without saying that you need to rehearse at least a couple of times. At the very
minimum, you should know your introduction
Just Before and During the Speech
8. Use appropriate hand gestures and body language
Most of our communication is made through body language, not by spoken words.
Therefore, it pays to have an expressive body language and purposefully move around
the stage, as opposed to standing still in one place.
A lot of people use the same hand gestures over and over. Try not to do that as it gets
confusing to the audience.
9. Get audience engagement in any way you can
The faster you are able to involve your audience, the more interested they will become.
Get them to invest into the speech somehow.
If you see a good opportunity to say something you think is funny, go for it. The things
that you say in the moment and are situation-specific are often much more funny than
scripted material.
242
Other ways of getting audience engagement might involve:
 Telling the audience to vote or raise their hands if they agree with what you’re
saying
 Playing a game with them
 Asking questions to individuals in the audience
 Passing around a prop of some kind
10. Get focused
I mentioned earlier how it is important to get into an ideal state of mind before
delivering the speech and how you could speak to people and also get to know the
audience. That’s the social part.
But to get into an ideal state, you also require a certain degree of mental focus. To
achieve this I would recommend you do at least one of the following three things prior
to the speech:
 Work out or go running.

 Meditate.
 Drink a cup of coffee or tea, or eat raw cocoa.
11. Get to know the audience
Speak to as many people as possible and introduce yourself. People will be much
friendlier to you after you do this. Familiarity and likeability play very large roles in
public speaking and sales. Take advantage of this.
Another key thing about getting this is the social warm-up it provides you with. If you
are about to deliver an important speech, it pays to have put yourself in a peak state.
You do that by deliberately speaking to as many people as possible and generating
social momentum as early as you can in the day.
This will dramatically boost your comfort and make you a lot more relaxed and likeable.
12. Get an inside man
Ask a member in the audience to do you a favor and ask you a question when/if you
ask for volunteers or questions. Set up some canned question to make yourself seem
smart. Researchers and professional speakers do this a lot.
You could ask this person to do other things as well. Perhaps you could ask him or her
to laugh a lot at a specific point of your speech, or to let you slightly heckle him or her.
243
F. Application
Students take out the informative speech they made yesterday and read them while
practicing stance and behavior.
Speech Rubric
Speaker’s name: _______________________ Evaluator: ____________________
Criterion Rating Rating Rating Rating Score

Excellent Good Satisfactory Needs
Improvement
Points 10-9 Points 9-8 Points 8-7 Points 7-6
Introduction (1) Gets attention Meets any three of Meets any two of Meets only one of
(2) Clearly the four criteria the four criteria the four criteria
identifies topic
(3) Establishes
credibility
(4) Previews the
main points
Body Main points are Main points are Main points Main points
clear, somewhat clear, need clarity are not clear
well supported, some support, and and support and have no
and some lack of support
sources are documentation sources and and no sources or
documented documentation documentation
Conclusion (1) Reviews main Reviews main Brings closure Does not bring
points points , brings closure; the
(2) Brings closure closure audience is left
(3) Memorable hanging
Eye Contact Eye contact with Eye contact with Eye contact with Little or no eye
audience virtually audience less than audience less than contact
all the time (except 80% of the time 75% of the time
for brief glances at
notes)
Use of Use of language Use of language Use of language Use of language is
Language contributes to does not have causes potential inappropriate
effectiveness of the negative impact, confusion, and/or
speech, and and vocalized vocalized pauses
vocalized pauses pauses (um uh er etc.)
(um uh er etc.) (um uh er etc.) are distracting
not distracting not distracting
Body Body language, Body language, Body language, Body language,

language gestures, and facial gestures, and facial facial expressions gestures, and
expressions expressions and gestures facial expressions
adds greatly to the compliment lack variety and are lacking or
message message spontaneity inappropriate
Clarity Speaks clearly and Speaks clearly and Speaks clearly and Often mumbles or
distinctly all the distinctly nearly all distinctly most of can not be
time with no the time with no the time with no understood with
mispronounced more than one more than two more than three
words mispronounced mispronounced mispronounced
word words words
Topic is Topic is specific, Topic is clear Topic lacks clarity No specific
specific, appropriate and appropriate and and focus purpose--
follows adapted somewhat adapted needs adapting to inappropriate for
assignment audience audience or
Adapted to occasion
audience
Visual Aids Visual aids well Minor problems Significant No visual aids
chosen and with visual aids problems with
presented visual aids
Time Within allotted Within 10% of Within 20% of Not within 20% of
time allotted time allotted time allotted time
(Adapted from Dan Rooney)
244
V. Remarks:
__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
VI. Reflection:

_____________________________________________________________________
_____________________________________________________________________

solve?
_______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_______________________________________________
_____________________________________________________________________
_____________________________________________________________________
245
I. Objectives

At the end of 60 minutes, 80% of the learners are expected to:
1. Deliver a self-composed informative speech (EN8F-Ig-3); and

2. Use the correct stance and behavior (EN8OL-Ig-3.8)
II. Content
Subject Matter: Culminating Activity- Informative Speech
Integration :
Strategy :
Materials : PPT Presentation, Television, HDMI and VGA connectors, Laptop,
Worksheets

A. References:
3. Textbook pages
https://www.teacherspayteachers.com/Product/Informational-Speech-Rubric-3738186
IV. Procedure:
A. Preliminaries
 Prayer
B. Reading of Criteria
246
C. Activity
Informative Speech Performance and Rating based on rubrics
V. Remarks:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
247
VI. Reflection:

_____________________________________________________________________
_____________________________________________________________________

solve?
_______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_______________________________________________
_____________________________________________________________________
_____________________________________________________________________
248

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A LESSON PLAN IN ENGLISH 8

Quarter: 1 Week: 1 Day: 1 Date: _______

A. Parts of the lesson that went well:

6. Who wrote “The Hands of the Blacks”

7. What is the theme of “The African Child”?

17. What sort of reading is skimming?

23. What is a graphic organizer?

25. Choose the author's purpose for this passage:

a. Persuade b. Inform c. Entertain d. Retell

26. What is the mood of the passage below?

28. Why is it important for an author to be able to use mood effectively?

29. What is the intonation marker for WH questions in English?

a. Regressive assimilation c. Suprasegmental features

Performance Standard: The learner transfers learning by composing and delivering an

Learning Competency and Code/s:

Quarter: 1 Week: 1 Day: 2 Date: _______

Subject Matter: Text types and Logical Connectors

III LEARNING RESOURCES

BEFORE THE LESSON

Setting the Mood

Previous Activity: Getting to Know You!

Presentation of the Lesson

DURING THE LESSON

DISCUSION ON INTRO TO TEXT TYPES AND LOGICAL CONNECTORS

The teacher shall discuss the four types of texts

A. Expository- Its main purpose is to explain. It is a subject-oriented writing style in

B. Descriptive – Its main purpose is to describe. It is a style of writing that focuses on a

AFTER THE LESSON

Paragraph Text Type Logical connectors

A. Parts of the lesson that went well:

Performance Standard: The learner transfers learning by composing and delivering an

Learning Competencies and Codes:

At the end of the lesson, 80% of the students

III LEARNING RESOURCES

BEFORE THE LESSON

Previous Activity: Logical Connectors, Text Types

Activity 1: STARTUP ACTIVITY

Making a study schedule is one important step in becoming a successful student in

4. Presentation of the Lesson

DURING THE LESSON

the teacher shall give a discussion on skimming for main ideas .

SKIMMING FOR MAIN DEAS

Activity 2: GETTING THE MAIN IDEA PRACTICE

Activity 3: SKIMMING PRACTICE

Read the passage below and answer question 1.

1. What is the main idea of this passage?

A. The Humanitarian work of the First Ladies is critical in American government.

Read the passage below and answer question 2.

2. What is the main idea of this passage?

A. Potatoes from Ireland started the Potato Revolution.

AFTER THE LESSON

A. Parts of the lesson that went well:

CONTENT The learner demonstrates understanding of: African literature as a

PERFORMANCE The learner proficiently plays an active part in a Chamber Theatre

Quarter: 1 Week: 1 Day: 4 Date: _______

A. Subject Volume and Projection

D. Material Video, PowerPoint lesson, flashcards

Motivation  Show “Sh sh Baby’s Sleeping” video

B. Analysis  Ask a member/s of each group the impact of speaking when

1. Dorothy, when will you arrive?