ST. JAMES SCHOOL OF SUBIC, INC.

Subic, Zambales

LEARNING PLAN

Grade: Grade 8
Subject: English Time Frame: 10 Days
UNIT I: Exploring African Culture and Literature
Lesson 1: Africa: The Dark Continent
Unit Designer:
Stage 1: Desired Results
CONTENT STANDARD
The learner demonstrates understanding of: African literature as a means of exploring forces that human beings
contend with; various reading styles vis-a 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 a persuasive speech 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.
ESSENTIAL UNDERSTANDING
Students will understand that…
1. African literature shapes the culture of the Africans and Filipinos through prosodic features.
2. Composing and delivering a persuasive speech is influenced by learning the different prosodic features of African
literature, various reading styles and purposes of reading.
3. Exploring African literature utilizes to strengthen the prior knowledge of the learners by composing and delivering
a persuasive speech on a specific topic of interest keeping in mind the proper and effective use of parallel structures
and cohesive devices and other communicative tools.
ESSENTIAL QUESTIONS
1. How does African literature shape the culture of the Africans and Filipinos?
2. How can a learner compose a persuasive speech?
3. Why is it important to learn African literature?
4. How to be an effective speaker?
5. What makes an interesting persuasive speech?
TRANSFER GOAL:
Students, on their own, will be able to…
Compose a informative speech through proper and effective use of parallel structures and cohesive devices,
appropriate prosodic features, stance and behavior and to deliver the speech using the proper volume, projection,
pitch, stress, intonation as well as the appropriate application of non-verbal communication.
COMPETENCIES
Students will know the…
 Introduction to Afro-Asian Literature
 African Arts, Literature, and their National Parks
 Variety of Graphic Organizer
 Context Clues
 Context Clues to Multiple Meaning Words
 Controlling Voice, Pitch and Projecting One’s Voice
 Word Stress
 Subject-Verb Agreement
 Students will do the following…
 Describe the notable literary genres contributed by African writers.
 Present ideas using a variety of graphic organizers.
 Extract meaning through Context Clues.
 Use context clues to Multiple Meaning Words.
 Control voice pitch and projecting one’s voice.
 Observe correct word stress.
 Recognize the properties of nouns and verbs and employ the rules on subject-verb agreement.

Stage 2: Assessment Evidence

DIAGNOSTIC ASSESSMENT
Knowing You More
KWL Chart
FORMATIVE ASSESSMENT
Exploring the Text
WriteShop
Let’s See the Clues
Word Power
The Voice
Speak Up!
Grammar in Focus
SUMMATIVE ASSESSMENT
Post-Assessment
SELF-ASSESSMENT
My Personal Response
Stage 3: Learning Plan of Activities
EXPLORE
Have you ever wondered how the ancient Africans live their life from the past? What are
the Afro-Asian countries? Do you think learning prosodic features of Afro-Asian will help
you to strengthen your reading skills? Are there moral values that you can derive from the
stories that you have learned? As you attempt to know their culture, think about these
questions:

 How does African literature shape the culture of the Africans and Filipinos?
 How can a learner compose a persuasive speech?
 Why is it important to learn African literature?
 How to be an effective speaker?
 What makes an interesting persuasive speech?

Activity 1: Knowing You More

 The students will complete the table by filling out the second and third column. They will accomplish it
through the questions given above.
Activity 2: KWL Chart
 The students will also accomplish the KWL Chart to check their understanding of the lessons in this unit.

End of Explore
Now that they have a little knowledge about this unit, they can determine what people
of the past talk about or believe in. Get to know more about these through the next
learning segments.
 FIRM UP
Your goal in this section is to describe the notable literary genres contributed by African writers,
empathize with the members of the Black race in their struggle for equal recognition and
construct a poem approximating a personal dialog with God, hear the cry of the Africans for
self-determination and recite the poem with passion, present ideas using a variety of graphic
organizers, and extracting meaning through context clues, use verbal and nominal idioms.

Activity 3:Exploring the Text

African Literature, Arts and their National Parks
 The students will answer the following questions derived from the poem.

Activity 4: Write Shop

 The students will compare and contrast the If I went to Heaven and African’s Plea using the Venn diagram.

Activity 5: Let’s See the Clues

 The students will read the following sentences and define the words in boldface based on the context clue.
Then, they will identify the six types of clues which are being used from the sentences. They will write their
answers in the graphic organizer.

Activity 6: Word Power

 The students will find the meaning of each idiom and use each idiom in a sentence.

End of Firm Up
In this section, the discussion was about learning more about volume and projection
of the voice, word stress and subject-verb agreement.

DEEPEN
Your goal in this segment is to deepen the understanding by controlling voice pitch
and projecting one’s voice, observing correct word stress, recognizing the properties
of nouns and verbs and employ the rules on subject-verb agreement.

Activity 7: The Voice

 The students will read the following poems aloud and project your voice by following the pointers just
studied.

Activity 8: Speak Up
 The students will say the following words using the correct word stress.

Activity 9: Grammar in Focus

 Students will do the exercise 1 and 2 to evaluate the student’s mastery in subject-verb agreement
 Assignment: They will also answer the given exercise from the book to follow up the students and determine
if they really understand the topic.
 End of Deepen
In this section, the discussion was about extending your
knowledge on performance techniques. Now that you
have a deeper understanding of the topics, you are ready
to answer these questions:

 How did you find the previous tasks?

 How did each task help you get ready for the final
tasks ahead of you?
 How do you feel in our tasks?

POST-ASSESSMENT

MINI TASK
The teacher will instruct the students to write their persuasive speech.
TRANSFER TASK:
G – Your task is to deliver a well-thought out and coherent informative speech which aims to educate the listeners
about a chosen topic.
R – You are chosen by your teacher to present your school in an interclass informative speech competition.
A– An expert on African culture and history and an expert on public speaking are invited by your school to serve as
judges.
S –An interclass informative speech for all grade 8 classes is held as part of the celebration of the English Month in
your school.
P – You will prepare and deliver an informative speech about a topic of your choice in front of the judges. The
following are the choices of topics to be discussed in your speech:
 an African culture and tradition
 the African norms and values
 promoting racial equality
 how to achieve peace through nonviolence
S – Your informative speech will be evaluated based on its introduction, content, conclusion and delivery.

Your task is to deliver a well-thought out and coherent informative speech which aims to educate
the listeners about a chosen topic. You are chosen by your teacher to present your school in an
interclass informative speech competition. An expert on African culture and history and an expert
on public speaking are invited by your school to serve as judges. An interclass informative speech
for all grade 8 classes is held as part of the celebration of the English Month in your school.– You
will prepare and deliver an informative speech about a topic of your choice in front of the judges.
The following are the choices of topics to be discussed in your speech:

 an African culture and tradition

 the African norms and values
 promoting racial equality
 how to achieve peace through nonviolence

Your informative speech will be evaluated based on its introduction, content, conclusion and
delivery.

Rubric for Speech Writing

Criteria 4 3 2 1 Total
 Outstanding Satisfactory Average Below Average
A. Introduction
1. Gets attention.
2. Clearly identifies topic.
3. Establishes credibility.
4. Previews the main points.
B. Body
Main points are clear, well
supported, and sources are
documented.
C. Conclusion
1. Reviews main points.
2. Restates thesis.
3. Wraps up speech with
connection to the
introduction.
4. Creates impact.
Rubric for Speech Delivery
D. Eye Contact
Eye contact with audience
virtually all the time (except
for brief glances at notes)
E. Body Language
Body language, gestures and
facial expressions add
greatly to the message.
F. Clarity
Speaks clearly and distinctly
all the time with no
mispronounced words.
G. Time
Within allotted time.

Self-Assessment
My Personal Response
The students will complete the following:
In this unit,

I will always I hope…

remember…

I wish my teacher I did not like…

would clarify
further…

VALUES INTEGRATION
1. How does African overcome the racism and discrimination against the other races?
2. As Filipino, do we experience the same social discrimination against the other races? How?
3. In what ways do Filipinos become famous in the whole world? Cite an example or specific person and explain.