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LESSON PLAN FOR GRADE 8 ENGLISH SECTIONS G8-EBONY, G8-MAHOGANY AND G8-TANGUILE

DATE: June 19, 2017 (DAY 1- Monday)

  • I. Objectives/ Learning Outcomes

At the end of the session, the students shall have been able to:

recognize unfamiliar words and use context clues to decode them

identify different strategies to help improve vocabulary

II. Subject Matter: Strategies to Help Improve Vocabulary (Context Clues)

Reference: Voyages in Communication, English, Learner’s Material” (p. 12) From DepEd K-12 Curriculum Guide: EN8VC-Ib-8: Use context clues from the material viewed to determine the meaning of unfamiliar words or expressions

  • A. Materials

 

Visual Aids

 
  • B. References:

DepEd Learner’s Material, English 8

DepEd English Curriculum Guide

http://examples.yourdictionary.com/examples-of-context-clues.html https://www.slideshare.net/JessLeMere/context-clues-powerpoint http://highered.mheducation.com/sites/0073123587/student_view0/chapter3/context_clues exercise_1.htl __

III. Learning Procedure

  • A. Preliminaries/Review

Let the students arrange their chairs and prepare for the session

Call for a volunteer to lead the prayer

Check the attendance.

  • B. Motivation/Opening Activity

Task 1. What Do You Mean?

Ask the students to read the following sentences:

  • - It was an idyllic day; sunny, warm and perfect for a walk in the park.

  • - She hums continuously, or all the time, and it annoys me.

  • - The team was elated when they won the trophy.

  • - Sometimes he is perplexed by Sudoku puzzles, but others find them much easier to solve than a crossword puzzle.

  • - The hero was virtuous, not like the evil villain.

After reading, inquire with the following question:

  • - What word in sentence one is unfamiliar to you? How about in sentence two?

Three? Four? Five?

  • - What do you think are their meanings?

  • C. Lesson Proper After hearing the answers, proceed with a discussion on context clues.

  • D. Generalization/Synthesis Discuss:

By using the acronym, SAID, you can remember the four types of context clues:

S- Synonym A- Antonym I- Inference D- Definition Ask the students the following questions:

  • - What are the different types of context clues we have discussed?

  • - Why are context clues important?

E.

Application

Task 2. Decode Me

Ask the students to read each sentence and define the highlighted words using context clues:

  • - Since it was raining outside, I used my bumbershoot to keep from getting wet.

  • - Unlike Kyle who is a conformer and a follower, Jeremy is a maverick.

  • - The ravenous hawk, an animal that eats frogs, is found in Central Africa.

  • - In class, Julia was so cantankerous that her grumpy behavior negatively affected everyone.

IV. Evaluation Instructions: Identify the meaning of the italicized word using context clues. Write your answers in a ¼ sheet of paper.

  • 1. Because there was so little precipitation this year, the crops dried up and died.

fertilizer

  • a. b. planting

c. rain

  • 2. Although I was unable to understand all of the details of the presentation, I did get the gist of it.

    • a. b. main point

humor

c. notes

  • 3. At a special ceremony, the police chief gave the officer a commendation for bravery.

    • a. an award for outstanding achievement

    • b. an object designed to bring luck

  • c. a lecture

  • 4. One brother is an erudite professor; the other brother, however, has never shown any interest in books

or learning.

  • a. old; elderly

  • b. well-educated; well-read

  • c. snobbish; stuck-up

  • 5. Night is the time when many animals forage, or search, for food.

  • a. b. sleep

come out at night

c. search for food

V. Assignment

Instructions: Read the excerpt of, “The Hands of the Blacks”. Find unfamiliar words and write it on your notebook. Then, decode the meaning by using context clues or the dictionary.

Prepared by:

Florli Beth Zeruiah R. Josol

LESSON PLAN FOR GRADE 8 ENGLISH SECTIONS G8-EBONY, G8-MAHOGANY AND G8-TANGUILE

DATE: June 22, 2017 (DAY 4- Thursday)

  • I. Objectives/ Learning Outcomes

At the end of the session, the students shall have been able to:

define adjectives and its use

utilize adjectives in composing a sentence

II. Subject Matter: Adjectives

Reference: Voyages in Communication, English, Learner’s Module” (p. 20-21)

  • A. Materials

Visual Aids

 
  • B. References:

DepEd Learner’s Material, English 8

DepEd English Curriculum Guide

III. Learning Procedure

  • A. Preliminaries/Review

Let the students arrange their chairs and prepare for the session

Call for a volunteer to lead the prayer

Check the attendance.

  • B. Motivation/Opening Activity

Task 1. Picture Description

Ask the students to describe the following pictures:

 Ask the students to describe the following pictures:  Guide Question:
 Ask the students to describe the following pictures:  Guide Question:
 Ask the students to describe the following pictures:  Guide Question:

Guide Question:

LESSON PLAN FOR GRADE 8 ENGLISH SECTIONS G8-EBONY, G8-MAHOGANY AND G8-TANGUILE DATE: June 22, 2017 (DAY
  • - Using one word, describe what you have seen in the picture.

  • C. Lesson Proper After hearing the answers, proceed with a discussion on adjectives.

  • D. Generalization/Synthesis

Guide Questions:

E.

Application

-

-

What are adjectives?

Why are adjectives important?

Task 2. Getting To Know Each Other

Ask the students to get to know more about heir seatmates. Ask them to share little facts

about themselves. From their sharing, ask them to describe their seatmate using one adjective.

IV. Evaluation Instruction: In a ¼ sheet of paper, write a sentence using the following adjectives:

  • V. Assignment

1. lonely

2.

rich

3.

poor

4.

strong

5.

noisy

Instruction: Make an acronym of your name by using adjectives. The adjectives you will use must also describe your personality. For example:

Prepared by:

Z- zealous

I- independent

A- awesome

H- honest

Florli Beth Zeruiah R. Josol

LESSON PLAN FOR GRADE 8 ENGLISH SECTIONS G8-EBONY, G8-MAHOGANY AND G8-TANGUILE

DATE: June 23, 2017 (DAY 5- Friday)

  • I. Objectives/ Learning Outcomes

At the end of the session, the students shall have been able to:

differentiate simple, compound, complex and compound-complex sentences

use the different types of sentences

II. Subject Matter: Types of Sentences (Simple, Compound, Complex, Compound-Complex)

Reference: Voyages in Communication, English, Learner’s Module” (p. 21-22)

  • A. Materials

Visual Aids

  • B. References:

DepEd Learner’s Material, English 8 DepEd English Curriculum Guide https://www.slideshare.net/guest2e9cea2a/simple-compound-complex-compound-complex-sentences https://www.lamission.edu/learningcenter/docs/asc/worksheets/Grammar/Sentence%20Types.pdf

III. Learning Procedure

  • A. Preliminaries/Review

Let the students arrange their chairs and prepare for the session

Call for a volunteer to lead the prayer

Check the attendance.

  • B. Motivation/Opening Activity

Task 1. What type of sentence am I?

Let students read the following sentences:

  • - The baby cried for food.

  • - The shoplifter had stolen clothes, so he ran once he saw the police.

  • - After eating lunch at the cafeteria, Tom went to the gym.

  • - The man believed in the system, and he knew that justice would prevail after the murderer was sent to jail.

Guide Question:

  • - What have you observed from the sentences?

  • - How do these sentences differ?

  • C. Lesson Proper Discuss the different types of sentences.

  • D. Generalization/Synthesis What are the different types of sentences we have discussed?

IV. Evaluation Instruction: Identify whether the sentences are simple, complex, compound or compound-complex.

  • 1. Vampires Dairies is my favorite television show, but I also love True Blood.

  • 2. The student wiped the white board that was filthy with last week’s notes.

  • 3. The trendy fashion designer released her new line on Wednesday.

  • 4. Trina and Hareem went to a bar in Hollywood to celebrate their anniversary.

  • 5. Wicked Regina cast a spell on the entire city, so the citizens decided to rebel.

  • 6. While waiting for the paint to dry, Angela went to Home Depot, and Martin organized the kitchen appliances.

  • 7. After listening to the Kanye West CD, I have new respect for his music.

  • 8. After the teacher chose groups, John and Sara were selected as partners for a project, yet Sarah did most of the work.

  • 9. Their practice field is a stretch of asphalt, and their heroes make a living driving cars.

10. The training rooms of these college athletes smell of grease and gasoline.

  • V. Assignment

Instruction: Make your own example of a simple, compound, complex and compound-complex sentences. Write it in your notebook.

Prepared by:

Florli Beth Zeruiah R. Josol

LESSON PLAN FOR GRADE 8 ENGLISH SECTIONS G8-EBONY, G8-MAHOGANY AND G8-TANGUILE

DATE: June 21, 2017 (DAY 3- Wednesday)

  • I. Objectives/ Learning Outcomes

At the end of the session, the students shall have been able to:

retell the selection, “The Hands of the Blacks

review on African literature through discussing the poem and the selection

II. Subject Matter: Hands of the Blacks

Reference: Voyages in Communication, English, Learner’s Module” (p. 14-15)

  • A. Materials

 

Handouts

 

Visual Aids

  • B. References:

DepEd Learner’s Material, English 8

DepEd English Curriculum Guide

III. Learning Procedure

  • A. Preliminaries/Review

Let the students arrange their chairs and prepare for the session

Call for a volunteer to lead the prayer

Check the attendance.

  • B. Motivation/Opening Activity

Task 1. Read My Mind

Instructions: In pairs, spend two minutes describing an object common to African people.

This is how the activity is done. 1. You will show cue cards to help your partner in identifying the object. 2. As you describe the object aided by the cue cards, your partner will describe the hidden/secret object. 3. When finished, your partner will announce his guess. 4. The process will be repeated. It is now your turn to guess the right object.

  • C. Lesson Proper

Let students read the excerpt, “The Hands of the Blacks” Proceed with a discussion on the excerpt and the poem, “I am An African Child”

  • D. Generalization/Synthesis Ask the following questions:

-What are the common symbolisms present in both the selection and the poem?

IV. Evaluation

Instructions: In the column labeled ME, place a check next to any statement with which you tend to agree. Be prepared to defend and support your opinions with specific examples. After reading “The Hands of the Blacks” and “I am an African Child”, place a check before each statement which you think the authors will

agree to.

ME

AUTHOR

The teacher in the story the Hands of the Blacks is a racist.

_____

_____

_____

_____

The author, Luis Bernardo Honwana is a realist.

_____

_____

The Africans in generations were slaves of the Whites.

_____

_____

The characters in the story are religious.

_____

_____

The Africans are discriminated against.

_____

_____

Africans became slaves because they had no choice.

  • V. Assignment

Instruction: Research more on African Literature. Write your findings in your notebook.

Prepared by:

Florli Beth Zeruiah R. Josol

LESSON PLAN FOR GRADE 8 ENGLISH SECTIONS G8-EBONY, G8-MAHOGANY AND G8-TANGUILE

DATE: June 20, 2017 (DAY 2- Tuesday)

  • I. Objectives/ Learning Outcomes

At the end of the session, the students shall have been able to:

understand the selection, “What is an Educated Filipino?”

use prosodic features while reading the selection

II. Subject Matter: “What is An Educated Filipino?”

Reference: “Voyages in Communication, English, Learner’s Material” (pp. 12-13) From DepEd K-12 Curriculum Guide EN8LC-Ia-5.1: Listen for important points signaled by volume, projection, pitch, stress, intonation juncture, and rate of speech

  • A. Materials

 

Handouts

 

Visual Aids

  • B. References:

DepEd Learner’s Material, English 8

DepEd English Curriculum Guide

III. Learning Procedure

  • A. Preliminaries/Review

Let the students arrange their chairs and prepare for the session

Call for a volunteer to lead the prayer

Check the attendance.

  • B. Motivation/Opening Activity

Task 1. Four Pics, One Word

 Present the following pictures and let student guess what they mean.  Guide Question: What
Present the following pictures and let student guess what they mean.
Guide Question: What do these pictures mean?
C. Lesson Proper
Introduce and discuss the excerpt, “What is an Educated Filipino?”
  • D. Generalization/Synthesis Why is it important to be educated?

IV. Evaluation

Instruction: From the selection, what are the things you have comprehend in being educated? What will you do to achieve them? Write your answers in a ¼ sheet of paper.

  • V. Assignment

Instruction: Complete the graphic organizer below:

EDUCATION
EDUCATION

Prepared by:

Florli Beth Zeruiah R. Josol