G8 English Lesson Exemplar 3rd Quarter PDF

CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: THIRD
Theme: Overcoming Challenges
Sub-Theme: Resilience in Embracing Challenges
Content Standard: Performance Standard:
The learner demonstrates The learner transfers learning by

understanding of: Southeast Asian literature as composing and delivering a persuasive speech
mirror to a shared heritage ; coping strategies based on an informative essay featuring use of
in processing textual information; strategies in properly acknowledged information sources,
examining features of a listening and viewing grammatical signals for opinion-making ,
material; structural analysis of words and persuasion, and emphasis, and appropriate
propaganda techniques; and grammatical prosodic features, stance, and behavior.
signals for opinion- making, persuasion, and
emphasis.
I. LEARNING COMPETENCY
 EN8LT-IIIc-2.2.1 Express appreciation for sensory images used.

 EN8LT-IIIe-10: Appreciate literature as a mirror to a shared heritage of people
with diverse backgrounds.
Objectives:
1. Discuss the sensory images of the traditions and beliefs practiced by Thais
2. Enumerate and describe the characteristics of Thais as well as the attractions
in Thailand that captivated the heart of the writer while telling the story.
3. Appreciate Thais’ literature as a mirror to a shared heritage of people with
diverse backgrounds through painting.
II. LEARNING CONTENT
Lesson: Sawatdee… Hello Beautiful Bangkok!

Materials:
1. Projector and laptop
2. Copy of the story
3. Pictures, art materials
References:
1. K-12 Curriculum Guide p. 182
2. Grade 8 English Learner’s Module (p.134-135)
3. https://www.google.com.ph/search?q=thailand+attractions
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
III. LEARNING TASKS
Introduction:
The Kingdom of Thailand is one of the fast-growing and developing
countries in Southeast Asia. She is known as the ―Land of the Free.
To further know this country, watch the film.
(Source: https://www.google.com.ph/search?q=thailand+attractions )
Preliminary Activity:
Observe the pictures, then answer the questions below:
1. What did you notice in the pictures?

2. What are the culture, beliefs and traditions of Thais presented in the pictures?
3. Do you think we have similarities in terms of culture, beliefs and traditions? Explain.
Activity
Task 1: Silent Reading of the Selection
The learners will find out what Filipino traditions and beliefs are practiced
by Thais as depicted in the selection. They will discover, too, the attractions in
Thailand that captivated the heart of the writer while telling the story.
Task 2: Who’s The Next?

Group yourselves into five (5) and you will be assigned names such as
WHO, WHAT, WHERE, WHY, and HOW. Each group will construct questions that
begin with the name of the group. Your questions will be taken from the
selection read, and these will be thrown to the group of your choice. Your
performance as a group will depend on how well you have responded to the
questions asked.
Example: Group WHAT: What is the mood of the writer while telling the story?
Group WHERE?
Answer: The mood of the writer while telling the story is happy and excited.
Analysis: Face To Face

Find a partner and orally talk about the similarities of Thais and Filipinos
in terms of customs, traditions, beliefs and way of life as depicted in
the pictures. In the process of your sharing, you may also bring out the
differences of both countries in terms of forms of government, religion and
socio –economic status.
Abstraction: Share It!
1. How does diversity contribute to unity?

2. How do traditions and beliefs bring about diversity and or harmony in a
country?
Unity in diversity means oneness in the varieties. Unity in diversity focuses

on the existence of unity even after lots of differences of cultural, social,
physical, linguistic, religious, political, ideological, psychological, etc.
People are united in spite of the much diversity of races, religions, castes,
sub-castes, communities, languages and dialects because they live
together without affecting each others feelings and believes to their
religion.
Application: Draw Or Sketch

Draw on this canvas interesting customs, traditions and culture or even
landmarks distinctive of the Thailand. Be able to explain or discuss your drawing
in a 5-sentence paragraph. Provide your own title.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Art Rubric
SAWATDEE....HELLO, BEAUTIFUL BANGKOK
by Ethel Soliven-Timbol
B angkok known as Krun Thep, which is Thai for ―City of Angels, beckons with its golden
roofed temples and spicily curried cuisine. Seven million visitors come to Thailand each year
spending an average of six to seven days because there is so much to see and to relish in
this ―Exotic Orient as one enamored traveller dubbed the country.
Our agenda for the first day of our tour started with a tour of Wat Po. One of the 370 temples
in Bangkok alone, it is home to the famous Reclining Buddha, which is said to be 46 meters
long. Also world–famous are the golden Buddha at the Wat Trinig (―wat being Thai for
―temple) and the dazzling Emerald Buddha. There are 2100 temples in all of Thailand, where
90 percent of the people are Buddhists.
Our loquacious guide regales us with the colorful history of Bangkok and how it
became the imperial city 300 years ago, when the god-king Rama I moved the royal
residence to this side of the Chao Phraya River. Today, a boat excursion takes visitors on a
tour of the old city, winding down the ―klong canals for a glimpse of the water dwellers and
the ancient edifices, remnants of an era when Rama I divided his city into three sections: for
the Thais, the Chinese and the Indians. The best buys of Thai silks, spices and crafts are still at
the riverside markets where one can also produce gold, jade and other precious jewelry.
Not to be missed are the Temple of the Dawn along the Chao Phraya, a showcase of
Chinese porcelain mosaics, and the Temple of the Giant Swing for some of the finest murals.
Only for strong knees is the Temple of the Golden Mount, atop a climb of 300 steps, housing
one of the largest bronze buddhas in the world.
The Reclining Buddha was shipped from China by King Rama I, who also built the Wat
Po Temple on a 20-hectare compound adjacent to the Royal Palace, circa 1782, in the
2222-old Chinese section. The King had also brought with him excellent samples of porcelain,
which the court artisans used to decorate pagodas using their elaborate spires. At the main
temple, devotees buy one–inch gold leaf squares which they stick to smaller buddhas as
offering to their god.
Everyday, morning ceremonies are held at an adjacent temple surrounded by four
magnificent monuments: the first in red built by Rama I; the second in yellow, by Rama II; the
third in green by Rama III; and the fourth in blue, by Rama IV. Just as fascinating is the sala
tree under which, according to legend, Buddha was born (although in India). Its pink and
red flowers are sweet-smelling, a contrast to the brown gourd which are the ―fruit ―of the
sala tree.
To cap a hectic first day, we had dinner at the Baa Thai Restaurant while watching heavily
costumed folk dancers from the lowland and highland villages, including favorite
destinations, like Chiang Mai, the second largest city up north, from whence one can visit
the winter palace of the Royal Family and the training school for working elephants.
Amazingly, Bangkok is clean, especially the day after Wednesday, which is ―Clean
Up Day‖ according to our guide. So the sidewalk eateries are relatively sanitary, although
foreign visitors are advised to stick to bottled mineral water or soft drinks. In spite of the
colossal traffic jams, no thanks to the ubiquitous ―toktok‖ pedicabs the air smells cleaner
and less polluted than in Manila.
Source: English for Secondary Schools, Myrna S. Torres

Adapted from The Manila Bulletin, June 2, 1996
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: THIRD

emphasis.
 EN8RC-IIIa-12.1: Recognize propaganda techniques used in a given text.

 EN8VC-IIIc-18: Determine the issue and stand presented in the material viewed.
Objectives:
1. Define propaganda.
2. Determine the issue and stand presented in the propaganda strategies.
3. Create advertisements that will convince the consumers to buy products in
Tayabas using the different propaganda strategies.
4. Accurately identify the strategy used in each of the propagandas.
Lesson: Propaganda Strategies

Materials:
1. Pictures
2. Video clips
3. Visual aids
References:
1. K-12 Curriculum Guide p.
2. Learning module pp. 360- 361
3. https://www.youtube.com/watch?v=nJub11RBEPs&list=PLi8t4ejK8-UgGs2aD-
pAvo794Xb0S92AB&index=34
III. LEARNING TASKS
Introduction:
Differentiate how the two countries promote their place.
The class will be divided into 7 groups. Each group will
receive an improvised board and a piece of chalk. The task
of the group is to guess the name of the television commercial
based on the “tagline” that will be read by the teacher.
Mechanics:
a. The teacher will read the tagline twice.
b. When the students hear the word “go”, they will start their brainstorming.
c. They will be given 10 seconds to think and write their answer.
d. When they hear the word “stop and raise your board”, they will raise
their board.
e. In case of late response, the group’s answer will not be credited, but
they may participate again in the next item .
f. The highest pointer will be declared as winner.
1.Banco de Oro (BDO) – “We find ways.”

2.Nescafe Creamy White - The Milkiest Ever
3.Bonakid - Batang May Laban
4.Jolibee -I love You Sabado
5.Surf FabCon- Para sa Malinis at Bangong Tumatagal
6.Mang Tomas Siga and Spicy- Macho Ganado
7.Bear Brand- Tibay Araw-Araw
8.Dolfenal - Para Laging Good Vibes
9.Fudgee Barr- O’ Barr sa Sarap
10. Axe- The Ligh and Refined Fragrance
11.Bostik Super Vulca Seal- The Tapal King
12.Chao King Pork Chao Pan -Chao Panalo
13.Johnson's Shiny Drops Shampoo -Shine Like A princess
14.Double Control Diatabs -Nothing Works Better
15.Ceelin Plus-Proteksyon Plus- Laba sa Sakit
16.Plemex- Basta Lagundi
17.KFC-It’s Finger Lickin Good
18.Ariel- Better Stain Removal in 1 Wash
19.Eight O’ Clock- Timplang Pinoy Para sa Pamilyang Pinoy
20.Nesfruta- Real Fruit Juice ang Sarap
Activity
Discussion about Propaganda
Propaganda
 Publicly to promote something: information put out by an
organization or government to promote a policy, idea, or
cause misleading publicity: deceptive or distorted information
that is systematically spread.
Basic Propaganda Strategies

1. Bandwagon - persuading consumers by telling them that others are
doing the same thing.
2. Testimonial - when a product is sold by using words from famous people

or authority figures.
3. Transfer - when a product is sold by the name or picture of a famous

person or thing but no words from the said person or thing.
4. Repetition - when the product‘s name is repeated at least four times in

the ad
5. Emotional Words - words that will make a consumer feel strongly about
someone or something are used.
Analysis
The students will watch the Breeze-Good Experiment Commercial, Voice
Combo Sandwich and Nolan’s Cheddar. After that, they will answer the checklist
about the commercial.
Directions: Put a check at the opposite of the possible characteristics of the

commercial below.
Commercial No.1: Breeze-Good Experiment Commercial

Characteristic Strongly Disagree Agree Strongly
Disagree Agree
1.gives us enough
information about the
product
2.maximizes the time
3.teaches about the

human values
4. very entertaining
5.suitable to all ages
Commercial No.2: Voice Combo Sandwich
Characteristic Strongly Disagree Agree Strongly
Disagree Agree
1.gives us enough
information about the
product
2.maximizes the time
3.teaches about the

human values
5.suitable to all ages
Commercial No.3: Nolan’s Cheddar
Characteristic Strongly Disagree Agree Strongly Agree

Disagree
1.gives us enough
information about
the product
2.maximizes the
time
3.teaches about
the human values
5.suitable to all
ages
Abstraction
The students will answer the following questions orally.
1. What did you observe in the presented commercials?
2. Do the commercials affect you in different ways?
3. Which among the three commercials do you like the most? Why?
4. Did the commercials persuade/ encourage you to buy or patronize them product?
5. Which among the 5 characteristics of Commercial No.1 encouraged you to
buy the product?
How about Commercial No.2?
How about Commercial No.3?
Application
The class will pick a piece of paper inside the box. Each paper has the
name of the propaganda strategy. The word that they pick will be the name of
group where they will be included. However, they will have the draw lots for the
historical place/product that they will endorse.
a. Malagonlong Bridge
b. Rodillas Yema Cake
c. Tayabas Cassava Cake
d. Minor Basilica of Saint Michael the Archangel
e. Casa Comunidad de Tayabas
Assessment
Task 1: Where do I Belong?
Direction: The teacher will present 10 propagandas. The students will identify the
device used in each of the propaganda. The answers will be written in their
notebook.
The propagandas are the following:
1."OK" | NESTEA- https://youtu.be/sgOR2SY2sGU
2. Jollibee - I love You Sabado
https://youtu.be/mFDGPu0hosk?list=PLC1C5hxn_j98zPhWW3y4TDymjOX_lxEpI
3. Stik-O- https://youtu.be/TF3eXcrvpS0
4.MAGGI Magic Sinigang –https://youtu.be/xDBu6qkoY60
5.Jollibee-https://youtu.be/Br0s7GB_dms
6.Camay- https://youtu.be/SOA-kr2-GkQ
7. Skyflakes- https://youtu.be/xkLRcd5RhkE
8. Double Control Diatabs- https://youtu.be/VNI5eMF4wn8
9.KFC PH Sino'ng Manok Mo? - https://youtu.be/OXd2D6e2ejI
10.Lucky Me Spicy Hot Beef- https://youtu.be/N3kVb1bBH_s
ANSWER KEY
1. Emotional Words
2. Bandwagon
3. Repetition
4. Testimonial
5. Repetition
6. Transfer
7. Emotional Words
8. Transfer
9. Testimonial
10. Emotional Words
Task 2:
Direction: Read the following lines, phrases or sentences from the scenes in the
Philippine TV Commercials. Tell whether they fall under bandwagon, testimonial,
transfer, repetition and emotional words. Write your answer on the space before
the number.
______________1. The ladies sing…Caronia…Caronia…Caronia

______________2. The father in the commercial of PLDT NDD said to his son “Kung
saan ka masaya,suportahan taka.
______________3. Manny Pacquiao says “Hindi ako takot umaray,may Alaxan FR
naman”,expert sa body pain, bilis magpagaling.
______________4. Alden Richards and Maine Mendoza sing Paniwalaan Mo in the
endorsement of Mc Donalds.
______________5. Six women who are washing their clothes using Ariel 7.50
endorsed the product.
ANSWER KEY
1. Repetition 2.Emotional Words 3.Testimonial 4. Transfer 5. Bandwagon
RUBRIC FOR PROPAGANDA PRESENTATION
3 2 1
Creativity The commercial is The commercial is The commercial
and creative and somewhat creative shows little
presentation effectively written and is and effective and/or creativity or
presented well. the presentation is effectiveness and/or is
adequate. not well
presented.
Need for The commercial clearly The commercial The commercial
product explains the need for the somewhat explains does not adequately
product the need for the explain the need for
product the product
Visual aids The commercial makes The commercial is The commercial
(props) good use of visual aids presented does not include any
or props. significantly outside visual aids or props.
the time frame
Enunciation/ Presenters’ Presenters’ Presenters’
diction enunciation/diction is enunciation/ enunciation/
excellent. diction is average. diction is below
average.
Within time The commercial is The commercial is The commercial is
frame (1-2 presented within the presented slightly presented
minutes) time frame. outside the time significantly outside
frame. the time frame
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: THIRD

emphasis.
 EN8RC-IIIc-2.13: Differentiate facts from opinions.

 EN8LC-IIIf-2.10: Distinguish facts from opinion cited in the text listened to.
Objectives:
1. Define what is a fact and opinion.

2. Distinguish which parts of a newspaper are factual and which are opinion.
3. Differentiate facts from opinions based from the news listened to.
4. Express one’s view about a certain topic.
Lesson: Fact and Opinion
Materials:
1. Audio-visual materials
2. Newspaper
3. Activity Sheets
References:
1. K to 12 Curriculum Guide (May, 2016) p. 183
2. Learning Module pp. 392-393
3.https://www.youtube.com/watch?v=XGxrjrLgYIE&list=PLgyY1WylJUmgXrWw
qBT6tYKFbimTzj4ah
III. LEARNING TASKS
Introduction:
The ability to distinguish fact from opinion is a foundational skill that is
central to developing and analyzing arguments. Students commonly believe
that what is printed, aired on TV, or found on the internet are all facts. It’s critical
for them to distinguish between what people say is so and what is so.
The teacher will post sentences on the board about Thailand. The learners
will identify them whether they are fact or opinion.
1. All the people in Thailand are friendly, who epitomize

Thailand’s “land of smiles” reputation.
2. Thailand is a wondrous kingdom, featuring Buddhist
temples, exotic wildlife, and spectacular islands.
3. There are 2100 temples in all of Thailand, where 90
percent of the people are Buddhists.
4. For me, the air in Bangkok smells cleaner and less
polluted than in Manila.
5. Only for strong knees is the Temple of the Golden
Mount, atop a climb of 300 steps, housing one of the
largest bronze buddhas in the world.
Activity:
 Task 1: News Alert!
Listen carefully to a news report and list down facts and opinions they
have heard from it.
Analysis:
After listening, you will answer the following questions:
1. What is the news all about?

2. Are all the information given by the reporter based from facts? How did
you say so?
3. For you, what is a fact? an opinion?
4. Cite some statements given by the reporter which are facts and which
are opinions.
Abstraction:
Task 2: Fact or Opinion
Your teacher will project sentences on the board. You will determine whether it is
a fact or an opinion and explain your reasoning.
1. All people must breathe to live.

2. Luis Palad National High School is located at
Brgy. Ipilan, Tayabas City.
3. My car has been driven 32, 864 miles.
4. Yema cake tastes great.
5. All the students love playing Pokemon Go.
6. Purple is the best color.
Examples of Factual
Information Opinion Signal Words
names believe should / should not
statistics feel may / may not
places possibly / probably think
dates in my opinion best (good) / worst (bad)
times my point of view My impression is . . .
always / never, none advice / suggest
least / most expect
Task 3: Cut it Out!
Group Task 1: Each group will be given a newspaper. Students should

examine and distinguish which parts of a newspaper are factual and which
are opinion. Make a two-column chart for Fact and Opinion.
sports scores
letters to the editor restaurant reviews weather prediction
birth announcements rainfall measurements advice columns astrology reports
obituaries calendar of events wedding announcements movie reviews
Group Task 2: Each group will receive a part of “The Paladian” school paper.
The groups will be instructed to find examples of fact and examples of opinion
in a single article of the school paper. They will be instructed to underline facts
and to circle opinions. The groups will then cut out their article and will present it
to the class.
Application:
 Final Task: My Opinion Matters!
You will voice out your own opinion and reaction towards a certain issue
or topic through pen and paper activity.
These are some suggested topics:
a. Duterte’s personality as a leader
b. Ms. Pia Wurtzbach as Miss Universe 2015
c. Filipinos attitude towards the trending game Pokemon Go.
Assessment:
Read the sentences below, and choose if the statement is a fact or an opinion.
Write F for fact and O for Opinion.
_______1. There are seven days in a week.

_______2. English is an easy language to learn.
_______3. The cookies my mom makes are the best in town.
_______4. Movies are generally more interesting than books.
_______5. Shihtzu is one breed of dogs.
_______6. Calcium is important for bone health.
_______7. Exercising burns more calories than sitting around.
_______8. The television show Bubble Gang is just not as funny as it used to be.
_______9. April is a month with 30 days.
_______10. There are 12 months in the year.
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: THIRD

emphasis.
 EN8LT-IIf-2.2.3: Determine tone, mood, technique, and purpose of the author.
 EN8V-IIId-25: Use appropriate strategies for unlocking unfamiliar words.
 EN8OL-IIIf-3: Deliver a self-composed persuasive speech.
Objectives:
1. Identify the tone, mood, technique and purpose of the author as they discuss
the story.
2. Unlock unfamiliar words through context clues.
3. Plot the events that led Makato to success through a story board.
4. Confidently deliver a self-composed persuasive speech.
Lesson: Makato and the Cowrie Shell (A Thai Folktale)
by Supanee Khanchanathiti
Materials:
1. Maze
2. Copy of the story
References:
1. K-12 Curriculum Guide (May 2016) p. 179
2. Grade 8 English Learner’s Module (p.144-149)
3. https://cam.bvsd.org/academics/library/Documents/Storyboard%20rubric.pdf
III. LEARNING TASKS
Introduction:
All of us have dreams in life and of course we want to succeed in the end.
That’s why, we are doing our best to achieve what we want. No matter how
hard the challenges are, we will make ways to courageously face them
because in the end, we believe that we will achieve the fruit of our labor…which
is success.
This success will bring us happiness as long as we know to ourselves that
we got it in an honest and legal way wherein we do not hurt and affect other
people.
Help this man find the way to get the pot of gold. The students who will
find the way will receive ten points, however, the first student who will submit the
maze will receive additional 3 points.
Answer
Activity
Task 1: Silent Reading of Makato and the Cowrie Shell (A Thai Folktale)
Task 2: Vocabulary Development

Read and study the meaning of each of the following words inside the shell.
1. - a child whose parents are dead
2. - luck
3.
- spent time doing nothing
4. - suffer severely or die from hunger.
5. - a person who works with, rides, and tends an

Elephant
6.
- beautiful, very impressive
7. - enthusiastically
8. - pleased
9. - push or pull hard to remove dirt or other matter
10. - abundant, bringing wealth and success.
Direction: Fill in the blanks with the appropriate word to correctly complete the
sentence.
1. He was ___________ at whatever game he played as he closed the distance

between them once more.
2. "You look like you just won 'Wheel of ____________ '," Dean said as he emptied
a package of pasta into a boiling pot.
3. He was left an ___________ at an early age, his mother dying in 2000 and his
father four years later.
4. He lived in a ___________ palace where there was everything that could give
delight.
5. I examined this particular elephant's eyes afterwards, and the _______________
admitted he had done this.
6. The prominent businessman lives a ________________ life.
7. She ________________ bones from a plate into a hole she had dug in the sand.
8. The poor man became hungry and weak and he _____________ to death.
9. He never ________________ in his life because he wants to achieve his dreams.
10. In spite of his nearly useless arm, he ____________ helped with the chores.
ANSWER KEY
1. amused 6.prosperous
2. fortune 7.scraped
3. orphan 8.starved
4. splendid 9.idled
5. mahout 10.eagerly
Task 3: Find Me, Color Me!

Color the 10 things, including values and characteristics that you believe will
bring you to success.
Creating Value for

Others Flexibility Patience Lack of Self-
Reliance
Looking for the Easy Exerting Being Faithful Kindness

Way effort to God
Narrow- Persistence
A Humility Being proud mindedness
N
S Enthusiasm Self- Centered Being Timidness
W ness Strategic
E
R
ANSWER KEY
Creating
Value for Flexibility Patience Lack of Self-
Others Reliance
Looking for Exerting Being Faithful Kindness

the Easy Way effort to God
Narrow- Persistence
Humility Being proud mindedness
Enthusiasm Self- Centered Being Timidness

ness Strategic
Analysis
 Oral Discussion
Answer the following questions:
1. Describe Makato. What character traits does he possess?
2. What could be the reason why Makato left his place?
3. Through inferring what the character says, does and thinks, one can
recognize the traits of a literary character. Cite lines, actions and thoughts
which show Makato‘s traits.
4. What were those changes in Makato‘s life after meeting the king?
Enumerate.
5. What lessons in life does the author want to convey to you? Are these
true to all ages and races?
Abstraction
Plot the events that lead Makato to success through a story board.
Be guided by the following key questions.Draw the event inside the box that
corresponds to the given number of questions.
1. What kind of life did he have at the beginning of the story? Describe.
2. What motivated him to leave his place?
3. How did the king recognize him? Cite the incident that showed it.
4. What did he do with the cowrie shell?
5. What was his reward from the king?
1 2 3 4 5
Application: Persuasive Speech
The students will compose a persuasive speech to persuade their
friends to focus on their study and aim for the attainment of their dreams.
Grading Rubric for Story Board
Makato and the Cowrie Shell
(A Thai Folktale)
O nce upon a time, there was a boy whose name was Makato. He was an orphan, for his father and
mother died when he was very young. He had no brothers, sisters, cousins or friends to take care of him, so he had to make
a living for himself. He did every kind of work—carrying heavy things, clearing away the forest, or feeding pigs. He never
idled. Although he was paid only small wages, he was satisfied. He knew that if he would not work, he would starve.
Wherever he went, his employers praised him for being sensible, hardworking, good-tempered and cheerful.
One fine evening after he had finished chopping up a big pile of wood, he sat down to rest and thought of all he would like
to do in the future. He wanted to try his luck in far–off strange lands, for he longed for exciting adventures.
―What are you thinking about so deeply, my boy?‖ asked his employer.
―I would like to go on a journey for adventure,‖ said Makato, pointing to the northeast. ―I heard that the land is fertile and
the people are kind. I wish I could see the land for myself.‖ His eyes sparked with excitement.
―The land you wish to go to is called Sukhothai,‖ said his employer. ―They say Pra Ruang of Sukhothai is a very kind–hearted
king. You might be lucky if you could go there.‖
Sometime later, Makato decided to try his fortune. He left his village and set out in the wide world .He walked along
cheerfully, enjoying new insights and talking to the people he met on the way. After a month‘s journey, he reached a
village on the boundary of the Kingdom of Sukhothai.
―Please, can I have some water to drink? Makato asked an old woman with a big water pot on her head. ―I‘m so thirsty.
―Where did you come from? Why are you here alone? You look as if you‘ve come a long way, said the old woman,
pouring cold water from her pot into a small cup and handling it to Makato.
―Thank you so much,‖ said the boy. ―Who are your father and mother? Haven‘t you any family? the old woman asked
again.
―I come from the City of Mon over there, replied Makato. ―Good heavens! Have you really come from Môn? How is it that
you are travelling alone, such a young boy as you are?
―I wanted to see Pra Ruang of Sukhothai, replied Makato.‖They say he is a very kind-hearted king. ―You are a very
determined boy! said the woman.‖Come along with me .Who knows? You might see Pra Ruang someday.
Makato was glad to go with her. If he could work with this kind of woman, he would have a place to sleep, some food to
eat and perhaps someday, he might be lucky enough to see the king.
The old woman was one of the Pra Ruang Mahouts, which meant that she helped the mahout find the food for the
elephant and clean out the elephants‘ sheds. He worked hard and well, and the mahout and his wife grew fond of him.
One day, the sky was clear and the weather so fine, it seemed to Makato that it must be a lucky day. As he worked in the
elephants‘ sheds, a tall young man in a splendid costume, followed by attendants, came in. It was Pra Ruang himself.
Makato bowed low at once with his hands clasped together before him.
His heart beat fast. ―Where did the boy come from? the king asked the mahout, who was attending him. ―How old is he?‖
the king asked further. ―12 years old, your Majesty, replied the mahout. ―A good-looking and hardworking boy,‖ said the
king. ―Take good care of him.
As the king walked away, Makato saw a little cowrie shell lying on the ground .He ran to pick up and held it to the king, but
the king said with a smile, ―You may keep it
―How wonderful!‖ Makato thought, ―the king has given me a cowrie shell.
At the time, the people of Sukhothai used cowrie shells as money. Although one cowrie had little value, Makato wanted to
make as much use of it as possible, for it was the king‘s gift. For a long time, he could not think of a way to use it so that it
would earn money for him.
One day, he passed by a stall in the market where the seeds of many different plants were sold. He looked along the stall
and caught sight of a basket full of lettuce seed. Lettuces! He could grow small plants like that. He asked the joyful woman
at the stall, ―Can I buy some lettuce seed?‖
―Oh yes, my boy. How much do you want?‖ said the old woman. ―I have one cowrie shell!‖ said Makato. ―One cowrie
shell!‖ said the woman, laughing.‖ That won‘t buy anything. I can‘t even measure that much.‖
―Look!‖ said Makato eagerly. ―I will dip my finger into the pile of seeds. Then, I will take the seeds that stick to it. That must
be right for one cowrie shell.‖ ―Well, why not?‖ said the amused woman at his suggestions. ―All right boy. Help yourself.‖
Makato paid the woman his one cowrie shell .Then, he dipped his finger into the pile of seeds. When he pulled his wet finger
out, it was covered with seeds. He carefully scraped them of his finger into the palm of his hand and went away, happily
clutching the seeds.
Now that he had seeds, Makato broke the soil and sowed them at once. He watered the seed bed every day and soon,
the young plants appeared. Day by day, he cleared more ground and planted more lettuce seedlings until the kitchen
garden was covered with them. He was very proud of himself because he had done so well.
―I wish I could give the king some lettuces,‖ he thought.
One day, the king passed by the elephants‘ sheds again. Makato waited for an opportunity, then knelt down and proudly
presented his biggest lettuces to the king.
―Where did you get this?‖ the king asked, surprised. ―I grew them from the cowrie shell you gave me, Your Majesty,‖
answered Makato, beaming with a smile.
―How could you do that?‖ asked the puzzled king. Makato told the king the whole story. The king was impressed with his
intelligence and industry, so much so that later on, he gave Makato a job in the palace.
As the years passed, Makato grew tall and handsome. He mastered every grace and served the king well. He was so loyal
that the king trusted him absolutely. He was promoted to higher positions until he was given a title of Kun Wang, which
meant that he was the most important person in the king‘s court. He was also happily married to the beautiful young
daughter of the king. After that, the king made him the ruler of the Mon.
So it was that Makato, who had once been a poor orphan, became the king of that prosperous kingdom.
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: THIRD

emphasis.
 EN8SS-IIIa-1.10: Organize information about a chosen subject using a graphic

organizer.
Objectives:
1. Identify the purpose of using graphic organizer.
2. Organize information about a chosen subject using a graphic organizer.
3. Display positive working attitude while creating graphic organizer.
Lesson: Graphic Organizer

Materials:
1. Activity Sheets
2. Copies of the Literary Text
3. Pictures
References:
2. http://www.inspiration.com/visual-learning/graphic-organizers
3. http://www.enchantedlearning.com/graphicorganizers/storymap/
III. LEARNING TASKS
Introduction:
Graphic organizers guide learners’ thinking as they fill in and build upon a
visual map or diagram. Graphic organizers are some of the most effective visual
learning strategies for students and are applied across the curriculum to
enhance learning and understanding of subject matter content. In a variety of
formats dependent upon the task, graphic organizers facilitate students’ learning
by helping them identify areas of focus within a broad topic, such as a novel or
article. Because they help the learner make connections and structure thinking,
students often turn to graphic organizers for writing projects.
Preliminary Activity: 4 Pics, 1 Word!

Your teacher will show different pictures, you have to guess that one word
which is common to all.
____ R ____ ____ N I ____ ____ R

Activity:
Discussion of the types of graphic organizer.
 Task 1: Organizational Chart
You will be shown an Organizational Chart of Luis Palad National High School.
Analysis:
After the picture has been shown, you will answer the following questions:
1. What can you say about the chart?

2. What do you think is the purpose of this kind of graphic organizer?
Abstraction:
The teacher will lead the students to the formation of the following concepts:
A 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. They are also
informally used as a term to describe all visual learning strategies such as
concept mapping, webbing, mind mapping, and more.
Application/Assessment:
 Final Task: Start Organizing!
Task 2: You will make your own graphic organizer based on the story “Makato
and the Cowrie Shell” which you have already discussed in the previous lesson.
These are some graphic organizers that you can use:
GRAPHIC ORGANIZER RUBRIC
DIRECTIONS: Using the following criteria, choose the appropriate number from the
following scale that reflects your assessment of the student’s work.
1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong
1. The graphic organizer has an appropriate title and labels.

2. The graphic organizer’s lines, boxes, and text are neat and
legible.
3. The information in the graphic organizer is accurate.
4. The spelling, grammar, and punctuation of the text on the
graphic organize are accurate.
5. The graphic organizer presents the information in a manner
that is easy to follow.
6. The relationships presented in the graphic organizer are
correct and clear.
7. The form in which the graphic organizer portrays the
information is appropriate to the relationships being
represented.
8. The graphic organizer demonstrates an understanding of
the topic, its relationships & related concepts.
9. The graphic organizer fulfills all the requirements of the
activity.
10. Overall, the graphic organizer represents the student’s full
potential.
TOTAL:
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: THIRD

understanding of: Southeast Asian composing and delivering a persuasive
literature as mirror to shared heritage; speech based on an informative essay
coping strategies in processing textual
featuring use of properly acknowledged
information; strategies in examining
features of listening and viewing material; information sources, grammatical signals
structural analysis of words and for opinion-making, persuasion, and
propaganda techniques; and emphasis, and appropriate prosodic
grammatical signal for opinion-making, features, stance, and behavior.
persuasion, and emphasis.
 EN8G-IIIa-3.6: Use modals appropriately
Objectives:
1. Define modals and give its characteristics.
2. Use the appropriate modal verbs that express different functions.
3. Exhibit courteousness in constructing sentences using the different modals.
Lesson: Modals
Materials:
1. Copy of the lesson
2. Activity Sheets
References:
2. www.gingersoftware.com/content/grammar-rules/verbs/modal-verbs/
III. LEARNING TASKS
Introduction:
Modals (also called modal verbs, modal auxiliary verbs, modal auxiliaries)
are special verbs which behave irregularly in English. They are different from
normal verbs like "work, play, visit..." They give additional information about
the function of the main verb that follows it. They have a great variety
of communicative functions.
Here are some characteristics of modal verbs:

 They never change their form. You can't add "s", "ed", "ing"...
 They are always followed by an infinitive without "to" (e.i. the bare infinitive.)
 They are used to indicate modality allow speakers to express certainty, possibility,
willingness, obligation, necessity, ability
The teacher will ask the students to read the sentences from the story (Makato
and the Cowrie Shell) which contain modal verbs. Exploring the use of modal verbs will
help them build their confidence in using them.
1. I would like to go on a journey for adventure.

2. I wish I could see the land for myself.
3. You might be lucky if you could go there.
4. Can I have some water to drink?
5. You might see Pra Ruang someday.
6. If he could work with this kind of woman, he would have a place
to
sleep, some food to eat and perhaps someday, he might be lucky
enough to see the king.
7. It seemed to Makato that it must be a lucky day.
8. You may keep it.
9. That won‘t buy anything.
10. I can‘t even measure that much.
Activities
Discussion and Board Activity
Can, Could, Be Able To are used to express a variety of ideas in English:

Ability/Lack of Ability
can/could/ be able to + base form of the verb
1. Tom can write poetry very well.
2. I wasn’t able to visit her in the hospital.
3. I could fly via Amsterdam if I leave the day before.
Task 1: Fill in the correct form of can, could or be able to as in the examples.
1. _______ Tony run long distances when he was a boy?

2. ______ you please call a tow truck for me? My car broke down. (polite)
3. The students _______ to buy their textbooks today. The bookstore is all out of
them.
4. ______ you teach me how to fix my computer? You’re so good at it.
5. ______ you ______ reach the customer if you call him at 4:00 his time?
Answers: Could Could aren’t able Can Will/be able to
May, Might
Formal Permission / Formal Prohibition
may / may not + base form of the verb
1. You may start your exam now.
2. You may not wear sandals to work.
Polite Request
May + subject + base form of the verb
1. May I help you?
Possibility / Negative Possibility
may/ might + base form of the verb
1. We may go out dinner tonight. Do you want to join us?
2. Our company might get the order if the client agrees to the
price.
may not / might not + base form of the verb
1. Adam and Sue may not buy that house. It’s very expensive.
2. They might not buy a house at all.
To Make a Suggestion (when there is no better alternative)
may as well / might as well + base form of the verb
1. You may as well come inside. John will be home soon.
2. We might as well take Friday off. There’s no work to be done
anyway.
Polite Suggestion
might + base form of the verb
1. You might like to try the salmon fillet. It’s our special today.
Task 2: Fill in the correct form of may or might as in the example.
1. They ______ finish the project on time. The main engineer is ill.
2. You _____ want to stop by the museum gift shop on your way out.
3. _____ I have your autograph?
4. He _______ visit the Louvre. He’s in Paris anyway.
5. You ______ park your car here. It’s reserved for guests of the hotel only.
Answers: might not might May may as well may not
Shall, Should, Ought to
To Offer of Assistance or Polite Suggestion (When you are quite sure
of a positive answer)
Shall + subject + base form of the verb
1. Shall we go for a walk?
Note: Shall is only used with I or we. It is used instead of will only in
formal English.
To Offer of Assistance or Polite Suggestion (When you are not sure
of a positive answer)
Should + subject + base form of the verb
1. Should I call a doctor?
A Prediction or Expectation that Something Will Happen

should/shouldn’t + base form of the verb
1. The proposal should be finished on time.
2. I shouldn’t be late. The train usually arrives on time.
To Give Advice
should / ought to + base form of the verb
1. You should check that document before you send it out.
2. You ought to have your car serviced before the winter.
To Give Advice (about something you think wrong or
unacceptable)
shouldn’t + base form of the verb
1. James shouldn’t teach him words like those.
Task 3: Fill in should, shouldn’t or ought in the following sentences as in the

example.
1. You _____ get your teeth cleaned at least once a year.
2. The house ______ be ready to move into by next month. It’s almost finished.
3. Ron ________ to improve his attitude. If he doesn’t, he might get fired.
4. ________ I get your jacket? It’s cold in here.
5. You ________ put your feet on the table. It’s not polite.
Answers: should should ought shall shouldn’t
Must, Have to, Need to, Don’t have to, Needn’t
Necessity or Requirement
Present and Future:
must / have to / need to + base form of the verb
1. You must have a passport to cross the border.
2. Elisabeth has to apply for her visa by March 10th.
3. I need to drop by his room to pick up a book.
Past:
had to / needed to + base form of the verb
1. I had to work late last night.
2. I needed to drink a few cups of coffee in order to stay awake.
Note: have to and need to are often used in the same context, but many
times, need to is used to express something that is less urgent, something in
which you have a choice.
Almost 100% Certain
must + base form of the verb
1. Thomas has lived in Paris for years. His French must be very good.
To Persuade
must / have to + base form of the verb
1. You must try this wine. It’s excellent.
2. You have to visit us while you’re in town.
Prohibited or Forbidden
must not / mustn’t + base form of the verb
1. You must not drive over the speed limit.
2. You mustn’t leave medicines where children can get to them.
Lack of Necessity
don’t /doesn’t /didn’t + have to + base form of the verb
1. You don’t have to park the car. The hotel valet will do it for you.
2. Tim doesn’t have to go to school today. It’s a holiday.
3. You didn’t have to shout. Everyone could hear you.
needn’t + base form of the verb
1. You needn’t worry about me. I’ll be fine.
Task 4: Fill in the blanks with one of these modals: must, must not, have to, has to,
don’t have to, doesn’t have to, needn’t as in the examples. There may be more
than one correct answer.
1. You ______ tell Anna about the party tomorrow night. It’s a surprise! (must not,
need to, doesn’t have to)
2. Tina _______ register for her classes on Monday, otherwise she won’t get a place
in them. (doesn’t have to, mustn’t, has to)
3. You ________ send that fax. I’ve already sent it. (must, will have to, don’t have to)
4. A dog ______ get special training in order to be a guide dog. (must, need to,
don’t have to)
5. Jeremy _______ get up early tomorrow. His class was cancelled. (mustn’t, doesn’t
have to, don’t need to)
Answers: must not has to don’t have to must doesn’t have to
Will / Would
will / won’t + base form of the verb
1. John will pick you up at 7:00am.
2. Beth won’t be happy with the results of the exam.
Polite Request or Statement
Will / Would + base form of the verb
1. Will you please take the trash out?
2. Would you mind if I sat here?
3. I’d (I would) like to sign up for your workshop.
Habitual Past Action
Would/Wouldn’t + base form of the verb
1. When I was a child, I would spend hours playing with my train set.
2. Peter wouldn’t eat broccoli when he was a kid. He loves it now.
Task 5: Fill in the blanks with one of the following words: will, won’t, would,
wouldn’t.
1. I ______ like to order the onion soup please.
2. The manager _______ be pleased to hear that a customer slipped on the wet
floor.
3. _______ it be okay if I slept here tonight?
4. When Igor lived in Russia, he ________ call his mother as often as he does now.
5. I can assure you sir, the order ______ be shipped out tonight.
Answers: would won’t would wouldn’t wil
Analysis
All Modals: Fill in the blanks with the correct form of the following modals:
can, could, be able to, may, might, shall, should, must, have to, don’t have to,
need to
– You may have to make the modals negative according to the context of the
sentence.
– There may be more than one possibility.
1. If you are sick, you ________ go to work. You’ll infect everyone there.
2. Drivers _______ stop at red lights.
3. You _______ finish the proposal today. You can finish it tomorrow.
4. She ______ hear much better with her new hearing aids.
5. ______ I order us a bottle of wine?
6. Sam ______ pick his daughter up from school. She’s taking the bus home.
7. You _____________ smoke here. It’s a smoke-free building.
8. You ________ eat so many sweets. They are bad for you.
9. _________ you mind walking a little faster? We’re going to be late.
10. I’m sorry. I _______ help you. I don’t know how to do it.
Answers:
1. shouldn’t 5. Shall 8. shouldn’t
2. must 6. needn’t 9. would
3. don’t have to 7. mustn’t 10. can’t
4. can
Abstraction
 Modal verbs (can, could, must, should, ought to, may, might, will, would,
shall) are modal auxiliary verbs that express ability, necessity, obligation,
duty, request, permission, advice, desire, probability, possibility, etc.
 Modal verbs express the speaker's attitude to the action indicated by the
main verb.
 They never change their form. You can't add "s", "ed", "ing"...
Application: You Can Do It!

Write your own sentence using one of the modals.
1. (asking permission)
_____________________________________________________________________
2. (asking for an advice)

_____________________________________________________________________
3. (making an offer)
_____________________________________________________________________
4. (expressing a possibility)
_____________________________________________________________________
5. (showing determination)
_______________________________________________________________
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: THIRD
Sub-Theme: Faith in Times of Challenges

emphasis.
 EN8LT-IIIc-2.2: Explain how the elements specific to a genre contribute to the

theme of a particular literary selection.
 EN8LC-IIIb-8.2: Judge the relevance and worth of ideas presented in the text
listened to.
Objectives:
1. Explain how the elements contribute to the theme of the legend of Singapore.
2. Discuss how a certain country began and got her name.
3. Honestly express their opinion about the relevance and worth of ideas of the
text listened to.
Lesson: “The Singa”

Materials:
1. Pictures
2. Metacards
3. Activity sheets
References:

II. LEARNING TASKS
Introduction: Toss A Name Game

You will share some facts about where you get your name or its origin by
playing Toss A Name Game.
1) Arrange the group in a circle.

2) One person starts off by saying the name of someone else
in the circle, and tossing the ball to them.
3) That person then in turn says his/her name and where did
he/she gets his/her name, then that person will call a different person, and tosses
the ball to someone else who has not yet received the ball.
4) That continues until everyone in the circle has received the ball once.
5) Generally, the objective is to pass the ball around the circle without dropping
it. If the ball is dropped, the group restarts until completed without dropping.
Students will identify the country where the following tourist spots can be
found. (SINGAPORE)
You have enjoyed reading legends all this time. Legends tell the
beginning of things. Just like how other countries got their names, Singapore too
has her own story to tell. Read on and find out how Singapore began, evolved
and got her name.
Activity:
Task 1: Word Puzzle
Solve the word puzzle by studying the clues below.
Task 2: In the Beginning…

Directions: Give the meaning of the italicized words using context clues.
1. When the tourist went to his farm, he climbed a knoll to take a good look at
the beautiful surroundings.
a. stairs b. chair c. hill
2. The ground attendant advised the passenger to reduce the things he had in
his suitcase for jettisoning; he had exceeded the required weight for his check-in
baggage.
a. inspection b. donation c. discarding
3. The traveller‘s goal is to reach the summit of the mountain.
a. lowest part b. middle part c. highest part
4. The King‘s subjects obey his rules faithfully.
a. followers b. courses to study c. enemies
5. The fan stood in awe when he saw his favorite movie actor.
a. fear b. surprise c. respect
Task 3: Listen Up!
You will listen carefully to the song that will be played by your teacher.
(Can You Feel the Love Tonight, OST- The Lion King)
After listening, answer the following questions:

1. What can you say about the song played?
2. What is the title of the song?
3. From what movie do you think the song is?
4. What did you feel while listening to the song?
Task 4: Read Me!

Your teacher will let you read silently the legend “The Singa”
THE SINGA
Sang Nila Utama, an imaginative and adventurous king was restless by nature and wanted to travel to faraway places. He loved
hunting wild animals, so when he heard that there were stags in the jungles of Tanjong Bentam, which were not easy to hunt, he was excited
and took with him a great fleet of ships to Tanjong Bentam.
When the king arrived upon the island, he and his subjects had a hunting expedition that lasted several hours, slaying many wild and savage
beasts, but no stags. This disappointed the king, for he had a sense of unfulfillment in his heart.
Suddenly, a large stag darted out of the bush in front of Sang Nila Utama, giving the king a shock…but the king drew his silver dagger and
hurled it at the stag, only grazing the animal. The stag began to run and the king pursued it (in those days, it was either your feet or nothing).
The stag run through the jungle and darted up a knoll. The king followed the stag up the hill, but upon reaching the summit, the stag was
nowhere to be seen. There was a large rock, so the king climbed it and looked at the land and the sea spread out around him. In the
distance, he saw a stretch of white sand- an island.
Sang Nila Utama was fascinated by the sight of the island. He turned to one of his subjects who had followed him.
―What is the name of that island?
The subject looked into the distance and smiled.
―That is Temasek, Your Highness.
―Then we are going there.
The king ordered his fleet to set sail and they began on their journey towards the island.
Suddenly the once clear blue skies were covered with black clouds, heavy rain poured from them, and strong bursts of wind threatened to
tear the ships apart. The ship carrying Sang Nila Utama was in the very eye of the storm. The crew lowered the sails, started to bail the water
from the ship and get most of the cargo for jettisoning.
However, an idea came to the king‘s head. He remembered a story his grandfather told him of how one of his ancestors became the Sea-
King and that his crown was the only thing which belonged to his ancestor. He removed his crown immediately and threw it into the sea.
All at once, the storm broke. As suddenly as it started, the skies began to clear and the crew gave a shout of joy and set sail once more to
the island of Temasek.
When the king stepped upon the island, a creature stepped out of nowhere, and the king and his men were awe-struck by the magnificent
creature. It was large and moved with grace, had a black head, covered in a furry mane, a whitish neck and a red body. When the king
drew his bow and arrow, the beast stared back at him with golden eyes and let out a deafening roar before leaping into the jungle.
―What sort of animal was that?, the king asked.
A wise old man stepped forth.
―I have seen animals in portraits from the Far West. Perhaps this is a ‗singa‘ but I wonder how he got all the way here.
―This must be a great place if it breeds such a beautiful animal. Let us live here…here in the island of Singapura. ―That is Temasek, Your
Highness.
―Then we are going there.
The king ordered his fleet to set sail and they began on their journey towards the island.
Suddenly the once clear blue skies were covered with black clouds, heavy rain poured from them, and strong bursts of wind threatened to
tear the ships apart. The ship carrying Sang Nila Utama was in the very eye of the storm. The crew lowered the sails, started to bail the water
from the ship and get most of the cargo for jettisoning.
However, an idea came to the king‘s head. He remembered a story his grandfather told him of how one of his ancestors became the Sea-
King and that his crown was the only thing which belonged to his ancestor. He removed his crown immediately and threw it into the sea.
All at once, the storm broke. As suddenly as it started, the skies began to clear and the crew gave a shout of joy and set sail once more to
the island of Temasek.
When the king stepped upon the island, a creature stepped out of nowhere, and the king and his men were awe-struck by the magnificent
creature. It was large and moved with grace, had a black head, covered in a furry mane, a whitish neck and a red body. When the king
drew his bow and arrow, the beast stared back at him with golden eyes and let out a deafening roar before leaping into the jungle.
―What sort of animal was that?, the king asked.
A wise old man stepped forth.
―I have seen animals in portraits from the Far West. Perhaps this is a ‗singa‘ but I wonder how he got all the way here.
―This must be a great place if it breeds such a beautiful animal. Let us live here…here in the island of Singapura!
Analysis: Character Analysis Pyramid
Identify major traits and information of the main character of the story using
the pyramid below.
Abstraction
Think about these:
1. If you were Sang Nila Utama, would you throw away your crown to the sea?
2. Why do you think the king decided to live in Singapore? Would you have done
the same thing?
3. What is the importance of legends, myths, and other literary genres you have
learned in the present society?
4. How would you relate the legend ―The Singa to what Singapore was and
what she has become?
Application: Final Task: Story Board

Group Task: Draw the events of the story on the story board. Record them in
correct order. The output of the group will be presented to the class.
STORY BOARD RUBRIC
CRITERIA 5 4 3 2
Choice of Lists all the most Lists most of the Lists most of Lists some events
Scenes important events important events the important in the story, but
that occur in the in the story , but events in the information is
story. misses 2 or 3 story, but incomplete or
major events includes focused on less
unimportant important
events.
Captions Captions are Captions are Captions are Captions do not
related to the related to the related to the relate well to
scenes and the scenes and the scenes and the the scenes.
story and the story and the story, but the There seems to
connections are connections are connections be no
easy to easy to are less connection or
understand. understand. obvious. connections are
very vague.
Characters The main The main The main It is hard to
characters are characters are characters are tell who are the
clearly identified, clearly identified, identified, but main
and their actions and their actions their actions characters.
are well- are well- are too general
matched to their matched to their
actions in the to their actions in actions in the
story. the story. story.
Setting and Props Setting and props Setting and Setting and Setting and
are directly props are directly props are props seem
related to the related to the generally related randomly chosen
purpose of the purpose of the to the purpose of OR distract the
story and story. the story. reader.
enhance
understanding of
the scene.
Spelling, There are no There are 1-3 There are 4-5 There are more
Punctuation, and spelling, spelling, spelling, than 5 spelling,
Grammar punctuation, or punctuation, or punctuation, or punctuation, or
grammar errors. grammar errors. grammar errors. grammar errors.
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: THIRD

understanding of: South and West Asian composing a variety of journalistic texts,
literature as an expression of philosophical the contents of which may be used in
and religious beliefs; information flow in composing and delivering a memorized
various text types; reality, fantasy, and oral speech featuring use of properly
opinion in listening and viewing materials; acknowledged information sources,
word decoding strategies; and use of grammatical signals for opinion-making,
information sources, active/passive persuasion, and emphasis, and
constructions, direct/reported speech, appropriate prosodic features, stance,
perfect tenses, and logical connectors in and behavior.
journalistic writing.
 EN8V-IIIa-15.3: Explain the meaning of a word through structural analysis (prefixes,

roots, suffixes)
Objectives:
1. Define prefixes, roots, and suffixes.
2. Explain the meaning of a word through structural analysis (prefixes, roots,
suffixes).
3. Use the appropriate affixes and suffixes to complete the idea.
4. Express enjoyment in playing the interactive game about Affixes.
Lesson: Affixes
Materials:
1. Copy of the word hunt search activity and other paper-and-pencil-
activities
2. Video clip of the interactive game
References:
1. Grade 8 English Learner’s Module p.224
2.http://www.slideshare.net/nicapabs/semidetailed-lesson-plan-in-affixes
3.http://www.esl-galaxy.com/prefixsuffix.html
4. http://www.enchantedlearning.com/grammar/prefixsuffix/fillinprefixsuffix/1/
III. LEARNING TASKS
Introduction:
You have enjoyed reading the legend of Singapore. Legends tell the
beginning of things. Just like how Singapore got its name, some words too have
their origin and we call them root words or base words.
Preliminary Activity
Word - Building
Prepare two sets of paper. One set have base words written on them, and
the other set has prefixes or suffixes. Then, randomly hand each student a piece
of paper. Their goal is to form a meaningful word by looking around the
classroom for their partner by using the prefix, suffix, or base word found on their
paper. After finding their partner, they have to sit together and come up with
five new words
using the prefix, and five new words by adding affixes to the base word. They
may write their answer on the paper. These words are then evaluated by the
class.
Activity
Task 1: Word Hunt Search Activity
Look for the affixes and suffixes in the pool of letters. Encircle them.
B D I B O V F K Y I X X F M V X B L X C
J Y U C G N I K I L O E U H S K A G P Z
E S H Z A I D M L N S R L R A I Q A Q T
L A U T O L V G Z S I T N E C P O L Y S
B K R S X P I E M H L W M A P Z N P B O
A N V D R E D N U Y P E G U G G P I R P
P B D F I D K V O P T K S B Y E H H E B
L I I X F S E N M E W R M S A E M S P S
M M T Y P L O U J R A M A M I L L I U Z
U C X J V M L N O R P O F N W C R E S A
T N D W M T T T K I K D P Q S S H B Z P
G N U W I K S F P A D W I D E A E U W D
A N T E E T I E R I O U S P H E A U M P
B C O R Q M N T E J J S Y O F F D F A M
P E P N C N X E D R I R V E L E G K A S
E J N N L E E R M R Z E Y P P J N X T X
J O I U A L B A O Q R O R D G T Z X F G
N V O V Y I K L X F W A I N H A B U S L
X D G J S X J P I L S S E N V J Y A I S
Q B Z R H V Q A P C O E J D N I F A V T
ABLE ANTE AUTO CENTI DIS DOM EER

ESS EXTRA FUL HYPER ICAL ING IOUS
ISM IST IVE KILO LESS MEGA MENT
MID MILLI MONO MULTI NESS NON OVER
POLY POST PRE PRO SHIP SUB SUPER
TRANS UNDER
Solution
+ + I B + + + + + + + + F M + + + + + +
+ + U C G N I K I L O E U + S + + + + +
E S + + A I + + + + S + L + + I + + + T
L A U T O L V + + S I T N E C P O L Y S
B + + + + + + E + H L + + A + + + P + O
A + + D R E D N U Y + E + + G + + I R P
+ + D + I + + + O P T + S + + E + H E +
+ I + + + S + N M E + R + S + + M S P +
M + + + + + O U + R + M A M I L L I U +
+ + + + + M L + O R P O + N + + + + S +
+ + + + + T T + + + + D + + S + + + + +
+ + + + I + S + + A + + + + + + + + + +
A N T E E T I E R I O U S + + + + + + +
+ + + R + + N T E + + + + O + + + + + +
+ + P + + + X E + R + + V + + + + + + +
+ + N + + E + + M + + E + + + + + + + +
+ O + + + + + + + + R + + + + + + + + +
N + + + + + + + + + + + + + + + + + + +
+ + + + + + + + + + S S E N + + + + + +
+ + + + + + + + + + + + + + + + + + + +
Task 2: Form new words by joining two or more words below. Write your answer
in 1/2 crosswise. Write as many as you can.
im mark polite marine ed
possible less ly care way
re use sub start standard
ANSWER KEY
1. impossible 9. careless
2. impolite 10. carelessly
3. remark 11. subway
4. reuse 12. substandard
5. restart 13. marked
6. useless 14. started
7. politely 15. impolitely
8. submarine
Analysis
Encircle the letter of the correct answer.
1. What is the meaning of the word prefix?

A) a word within a word
B) a group of letters put before a root word which changes its meaning
C) a group of letters put at the end of a root word which changes its meaning
2. What does the word unhurt mean?
A) hurt badly B) hurt C) not hurt
3. If you take away the prefix from disagree, the root word is agree.
A) True B) False
4. If you add the prefix ‘un’ to the word wrap, what is the correct spelling of the
new word?
A) unwrap B) unrap C) unwrap
5. What do you do if you reread a book?
A) don't read it B) read it again C) read it for the first time
6. A suffix is a group of letters that you add to the start of a root word
A) True B) False
7. Which of the following is a suffix?
A) pre B) un C) ed
8. Which of the following is not a suffix?
A) ful B) ing C) re
9. Which suffix can you add to the end of cook to make a new word?
A) ing B) ful C) est
10. Which suffix can you add to the word peace to make a new word?
A) ing B) ful C) est
Abstraction
A prefix is an affix which is placed before the stem of a word. Adding it to the
beginning of one word changes it into another word.
A suffix is a letter or a group of letters that is added to the end of a word to

change its meaning or to form a different word.
A root word has no prefix or suffix — it's the most basic part of a word.
Application
Prefixes & Suffixes Adjectives - Interactive Game
The students will play the Prefixes & Suffixes Adjectives - Interactive Game from
http://www.eslgamesplus.com/adjectives-prefixes-suffixes-extreme-adjectives-
opposites-jeopardy-game/
Details: The class will be divided into four groups. Blue Team, Red Team, Green
Team and Yellow Team. The groups will have the turn in choosing the questions
with the amount of 100 per question. After each group had their turn, the first
group will start again with the question worth 200 and so on with the other
groups, until they finish with the worth 500.
Prefixes/ Adjective Adjective Extreme
Suffixes Synonyms Opposites Adjectives
Adjectives
100 100 100 100
200 200 200 200
300 300 300 300
400 400 400 400
500 500 500 500
Assessment
A. Use the bank of prefixes and suffixes to complete each word. There may be
more than one answer for some words.
Bank of Prefixes Bank of Suffixes
dis- im- re- -able -ful -ly

il- pre- un- -al -ion -y
Prefix - Root Word - Suffix Prefix - Root Word - Suffix
____cover____ ____predict____
____like____ ____proper____
____agree____ ____success____
____logic____ ____comfort____
____order____ ____equal____
____expected____ ____construct____
____act____ ____reason____
____luck____ ____honor____
____trust____ ____usual____
____connect____ ____new____
B. Analyze the following questions. Encircle the letter of the correct answer.
1. What prefix would you add to the word 'finished' to show that there is still some
work to be done?
A) un B) dis C) mis
2. What suffix would you add to the word 'air' to show that a room is very stuffy?
A) ed B) ful C) less
3. What prefix would you add to the word 'view' to indicate that you see
something before other people do?
A) re B) pre C) dis
4. What suffix would you add to the word 'blame' to show you have done
nothing wrong?
A) ness B) less C) ed
5. Which two suffixes have the same meaning?
A) ful and less B) less and ness C) s and es
6. Which of these words cannot be made into another word by adding the prefix
'sub'?
A) way B) marine C) book
7. Which of these prefixes means below?
A) under B) pre C) over
8. What does the prefix do to the word 'cooked' in this sentence?
“The pies were precooked.”
A) It tells you you need to cook the pies.
B) It tells you the pies need cooking again.
C) It tells you the pies have already been cooked.
9. What does the prefix 'dis' do to the word appeared in this sentence?
“The cat disappeared before her very eyes.”
A) It tells you that the cat appeared bigger than before.
B) It tells you that the cat vanished.
C) It tells you that the act appeared to be further away.
10. What does the suffix 'ful' do to the word house in this sentence?
“She had a houseful that weekend.”
A) It tells you that her house was empty that weekend.
B) It tells you that her house was a mess that weekend.
C) It tells you that she had lots of people staying in her house that weekend.
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: THIRD

 EN8SS-IIIf- 1.6.3: Acknowledge sources by creating a bibliography.
Objectives:
1. Identify the meaning of bibliography and its importance.
2. Create a bibliography with a correct format.
3. Acknowledge sources by creating a bibliography.
Lesson: Bibliography
Materials:
1. Activity Sheets
2. Copy of bibliography format
References:
III. LEARNING TASKS
Introduction:
1. Can words and ideas really be stolen?
2. What is the legal case that you can brought to court when a writer
duplicates another writer's language or ideas and then calls the work his
or her own? PLAGIARISM
In gathering information for a research or an assigned task, it is important to

learn how to annotate and write bibliographies. This is to properly cite your
sources of information, as well as to avoid possible plagiarism.
Preliminary Activity: Just Read it and Understand!

Directions: Read and understand the following examples:
Citation from a Book:

Carpio, Rustica C. Crisscrossing Through Afro-Asian Literature. Pasig City.
Anvil Publishing, Inc. 2006
Citation from a Magazine:

Harlow, H. F. (1983). Fundamentals for preparing psychology journal
articles. Journal of Comparative and Physiological Psychology, 55, 893-896.
Citation from a Webpage:

Devitt, T. (2001, August 2). Lightning injures four at music festival. The Why?
Files. Retrieved January 23, 2002, from
http://whyfiles.org/137lightning/index.html
Activities
 Discussion of the lesson.
A bibliography is a list of the sources you use to get information for your
report. It is included at the end of your report, on the last page (or last few
pages). In writing a bibliography, you need to note down the following
information: the full title, author, place of publication, publisher, and date of
publication for each source.
Here are the formats on how to write a bibliography with APA Format (American
Psychological Association)
Book Format: Author's last name, first initial. (Publication date). Book title. Additional
information. City of publication: Publishing company. (LFDTACPC)
 Boorstin, D. (1992). The creators: A history of the heroes of the imagination.

New York: Random House.
Magazine & Newspaper Article Format: Author's last name, first initial.
(Publication date). Article title. Periodical title, volume number(issue number if
available), inclusive pages.
A. If a periodical includes a volume number, italicize it and then give the page
range (in regular type) without "pp."
 Harlow, H. F. (1983). Fundamentals for preparing psychology journal
articles. Journal of Comparative and Physiological Psychology, 55, 893-
896.
B. If the periodical does not use volume numbers, as in newspapers, use p. or
pp. for page numbers.
 Trillin, C. (1993, February 15). Culture shopping. New Yorker, pp. 48-51.
Note: Unlike other periodicals, p. or pp. precedes page numbers for a
newspaper reference in APA style.
Website or Webpage Format:

Online periodical:
Author's name. (Date of publication). Title of article. Title of Periodical,
volume number, Retrieved month day, year, from full URL
 Fredrickson, B. L. (2000, March 7). Cultivating positive emotions to
optimize health and well-being. Prevention & Treatment, 3, Article
0001a. Retrieved November 20, 2000, from
http://journals.apa.org/prevention/volume3/pre0030001a.html
Online document:
Author's name. (Date of publication). Title of work. Retrieved month day,
year, from full URL
 Devitt, T. (2001, August 2). Lightning injures four at music festival. The
Why? Files. Retrieved January 23, 2002, from
http://whyfiles.org/137lightning/index.html
Note: When citing Internet sources, refer to the specific website document. If
a document is undated, use "n.d." (for no date) immediately after the
document title.
Analysis: Arrange and Complete it!
Directions: Analyze the given information then use them to write a bibliography.
Follow the APA format. Write your answer on the blank.
A. Book
1. Skillbuilders for Efficient Reading
2003
Villamin, A.
Phoenix Publishing House
Quezon City
______________________________________________________________________________
______________________________________________________________________________
2. (1979).
Facts of File, Inc.
A reader’s guide to science fiction.
Searles, B., Last, M.
New York:
________________________________________________________________________________
________________________________________________________________________________
B. Website or Webpage
3. Retrieved November 21,2000
Hilts, P. J.
In forecasting their emotions, most people plunk out.
(1999,February 16).
from http://. nytimes.com
New York Times
________________________________________________________________________________
________________________________________________________________________________
4. Cultivating positive emotions.
http://journals.apa.org/prevention/vol.3
Fredrickson, B.L.
Retrieved November 20, 2000,
(2000, March 7)
Prevention and Treatment, 3 ,Article 0001a
________________________________________________________________________________
________________________________________________________________________________
C. Magazine and Newspaper
5. Time,
113,71-72
Kanfer,S.
Heard any good books lately?
(1986, July 21)
________________________________________________________________________________
________________________________________________________________________________
6. California town counts town to big quake

(1986, July 21).
USA Today.
Kalette, D.,
9,p.A1
________________________________________________________________________________
________________________________________________________________________________
Abstraction:
A bibliography is a list of the sources you use to get information for your
report. Preparing bibliographies helps you keep track of the sources you
consulted or cited for their written material and give readers a framework of
how the writers' arguments were formed.
Application
Directions: Go to the library and list at least five sources where you can find more
information about Singapore and Thailand. Prepare your bibliography on a 1/8
index card. Follow the format of the given example.
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: THIRD

 EN8LT-IIIa- III: Identify the notable literary genres contributed by Southeast Asian
writers.
 EN8G-IIIc-11: Use appropriate documentation.
Objectives:
1. Identify the form of literature used in the selection.
2. Create a story house by writing the details of the story.
3. Use appropriate documentation by improving sentence construction.
4. Show appreciation of their parents’ efforts through a letter.
Lesson: “The Taximan‘s Story” by Catherine Lim

Materials:
1. Activity Sheets
2. Copies of the Literary Text
References:
2. Learning Package (Third Quarter) pp. 177-178
III. LEARNING TASKS
Introduction:
Sometimes, the simplest person can be

the most truthful person you will ever meet.
Will you ride in a taxi with a driver willing to
share his personal stories?
Preliminary Activity: Check Your Vocabulary

Study the words in Column A. Then match these words with their corresponding
definition in Column B.
Column A Column B
1. Taximan a. a cunning or deceitful action or
2. tricks device
3. tourists b. someone who drives a taxi for living
4. boasting c. having committed unrighteous acts
5. coaching d. wear or display in an ostentatious or
6. wicked proud manner
e. someone who travels for pleasure
f. teach and supervise
Activity:
Task 1: Silent Reading of the Story
Task 2: Asks the following questions:

1. How do you find the story?
2. Did you understand it in your first reading?
3. How do you find the language of the taximan?
4. What form of literature is it?
Analysis: Answer the following questions:
1. What is the irony of this story?

2. What are the themes raised in the story?
3. How realistic is the story?
4. What do you think of the taxi man? Do you sympathize with him? Explain.
5. Do you agree with his lamenting?
6. What about the other characters in the story? Do you feel sympathy over
them?
7. What do you think on the way the story is written? How does it relate to the taxi
man?
8. How does this story appeal to the ―strict discipline image of Singapore?
Abstraction:
The text you have just read is a short story. It is a brief imaginative narrative,
unfolding a single predominating incident and a single or a few characters. It contains
a plot, the details of which are so compressed and the whole treatment so organized
as to provide a single impression. A short story can be compared to a photograph; it
captures a single moment in life, as compared to a novel which covers more. That is
why a short story is shorter than a novel, but short stories are not always ―short‖ as you
may think. For as long as they depict single plots, they are short stories, no matter how
many pages they may take.
Task 3: Complete the story house below by writing the details about the ―The Taximan‘s
Story.
Task 4: A Letter to my Parents

The students will make a letter stating their appreciation for their parents’ efforts
in providing them their needs.
Application: A Day As An English Translator
English is one of the official languages of Singapore. As you have read ―The
Taximan‘s Story, act as an English translator for him. Help him improve his sentence
construction skills and correct his sentences by referring to the previous lecture.
Set A
1. Luck for me, all my children big now.
2. This way better, less traffic, less car jams.
3. Must work hard if wants to success in Singapore.
4. Long time ago. Singapore not like this so crowded so busy.
5. Sure, will take you there in plenty good time for your meeting, madam.
Set B
1. No, not married yet---Very shy and her health not so good, but a good, and obedient
girl.
2. Oh, madam, she my favorite child, and I ask her what she want to be after left
school, and she says go to University.
3. Do not want to study, but run away, and go to night clubs and take drugs and make
love.
4. My eldest daughter, she is twenty plus, stay at home, help the mother.
5. Today young people not to trust, like young people in many years ago.
Set C
1. You know or not that young schoolgirls, fifteen, sixteen years old, they go to public
lavatory or hotel and change into these clothes, and they put make-up on their face.
2. They usual is wait in bowling alley or coffee house or hotel, and they walk up, and
friend, friend, the European and American tourists, and this is how they make fun and
also extra money.
3. She study at home, and help the mother, but sometime a little lazy, and she say
teacher want her to go back to school to do extra work, extra coaching, in her weak
subject, which is maths, madam.
4. So I let her stay back in school and day after day she come home in evening, then
she do her studies and go to sleep.
5. I rush up to this wicked daughter and I catch her by the shoulders and neck, and slap
her and she scream, but I don‘t care.
RUBRIC FOR NARRATIVE WRITING
Criteria 2 1 0
Graphic Organizer – The story map contains The story map contains The story map contains
Story Map all story elements: some story elements. few or no story
character, setting, elements.
problem, and solution.
Writing – Story Elements The story contains all The story contains most The story contains few or
and Organization story elements that were of the story elements that no story elements from
present in the story map. were in the story map. the story map. The story
The events are The events may be lacks sequence and
sequential. There is a sequenced closure.
sense of closure at the inappropriately. There is
end of the story. an attempt at closure.
Writing - Details and The story includes The story includes details The story includes
Temporal Words relevant details to that attempt to describe insufficient details.
describe what happens. what happens. Temporal words are not
Temporal words are Temporal words are used used.
used to signal event to signal event order
order most of the time. some of the time.
Conventions There are minimal errors There are some errors in There are many errors in
in capitalization and capitalization and capitalization and
punctuation. Spelling punctuation. Spelling punctuation. Spelling
and grammar are and grammar are and grammar are
appropriate for first appropriate for first inconsistent with grade-
grade. Errors do not grade some of the time. level expectations.
interfere with readability. Errors may interfere with Errors interfere with
readability. readability.
Editing/Revising – Appropriate edits were Some edits were made No edits or revisions
Attached checklist made to conventions to to conventions. Student were attempted.
strengthen writing. made some revisions
Student made all based on peer/teacher
revisions based on feedback.
peer/teacher feedback.
Total Grade: /10 =
%
The Taximan‘s Story
by Catherine Lim
1 Very good, Madam. Sure, will take you there in plenty good time for your meeting, madam. This way better, less
traffic, less car jams. Half hour should make it, madam, so not to worry.
2 What is it you say, madam? Yes, yes, ha, ha, been taxi man for twenty years now, madam. Long time ago. Singapore
not like this so crowded so busy. Last time more peaceful, not so much taximen, or so much cars and buses.
3 Yes madam, can make a living. So so. What to do. Must work hard if wants to success in Singapore. People like us, no
education, no capital for business, we must sweat to earn money for wife and children.
4 Yes, madam, quite big family---eight children, six sons, two daughters. Big family! Ha! Ha! No good, madam. In those
days. Where got Family Planning in Singapore? People born many, many children, every year, one childs. Is no good at all.
Today is much better. Two children, three children, enough, stop. Our government say stop.
5 Luck for me, all my children big now. Four of my sons working---one a businessman, two clerks, one a teacher in
Primary school, one in National Service, one still schooling, in Secondary Two. My eldest daughter, she is twenty plus, stay at
home, help the mother. No, not married yet---Very shy and her health not so good, but a good, and obedient girl. My other girl
Oh, Madam! Very hard for father when daughter is no good and go against her parents. Very sad like punishment from God.
Today, young people not like us when we are young. We obey. Our parents say don‘t do this, we never do. Otherwise, the
cane. My father cane me. I was big enough to be married, and still, got caning. My father he was very strict, and that is good
thing for parents to be strict. If not, young boys and girls become very useless. Do not want to study, but run away, and go to
night clubs and take drugs and make love. You agree with me madam?
6 Today, young people they are very trouble to their parents. Madam, you see this young people over there, outside
the coffee house? See what I mean, madam? They are only school boys and school girls, but they act like big shots, spending
money, smoking, wearing latest fashion, and making love. Ah, Madam, I know, I know! As taximan, I know them and their habits.
Madam, you are a teacher, you say? You know or not that young school girls, fifteen, sixteen years old, they go to public
lavatory or hotel and change into these clothes, and they put make-up on their face. Their parents never know. They tell their
Mum got school meeting, got sports and games, this, that, but they really come out and play the fool.
7 Ah, madam, I see you surprise, but I know, I know all their tricks. I take them about in my taxi. They usual is wait in
bowling alley or coffee house or hotel, and they walk up, and friend, friend, the European and American tourists, and this is how
they make fun and also extra money. Madam, you believe or not when I tell you how much money they got? I say! Last night,
madam, fourth floor flat---and she open her purse to pay me, and I say! All American notes---ten dollar notes all, and she pull
one out and say keep change as she has no time already. Madam, I tell you this, every month, I get more money from these
young girls and their American and European boyfriends in my taxi, more than I get from other people who bargain and say
don‘t want go by meter and wait even for ten cents change. Phui!! Some of them really make me mad. But these young girls
and their boyfriends don‘t bargain, they just pay, pay, and they make love in taxi so much they don‘t know if you go round and
round and charge them by meter! I tell you, Madam, some of them don‘t care how much they spend on taxis. It is like this: after
the 1 a.m. taxi fare double, and I prefer working this time, because naturally, much more money. I go and wait outside Elroy
Hotel or Tung Court or Orchid mansions, and sure enough, madam, will have plenty business. Last Saturday, madam, no joking,
on one day alone I make nearly one hundred and fifty dollars! Some of it for services. Some of tourists don‘t know where, so I tell
them and take them there, and that‘s extra money. Ah, madam, if I tell you, no end to the story.
8 But I will tell you this, Madam. If you have a young daughter and she says Mummy I got meeting today in school and
will not come home, you must not say, Yes, yes but you must go and ask her where and why and who, and you find out. Today
young people not to trust, like young people in many years ago. Oh, Madam, I tell you because I myself have a daughter---oh,
madam, a daughter I love very much, and she is so good and study hard. And I see her report cards and her teacher write
―Good work‖ and ―Excellent‖ so on, so on. Oh, madam, she my favorite child, and I ask her what she want to be after left
school, and she says go to University. None of my other children could go to University, but this one, she is very smart and
intelligent---no boasting, madam her teachers write ―Good‖ and ―Excellent‖, and so on, so on, in her report cards. She study at
home, and help the mother, but sometime a little lazy, and she say teacher want her to go back to school to do extra work,
extra coaching, in her weak subject, which is maths, madam. So I let her stay back in school and day after day she come home
in evening, then she do her studies and go to sleep. Then one day, oh madam, it makes me so angry even now---one day, I in
my taxi driving, driving along and hey! I see a girl looking like my Lay Choo, with other girls and some European outside a coffee-
--house but I think, it cannot be Lay Choo, how can, Lay Choo is in school, and this girl is all dressed up and make-up, and very
bold in her behavior, and this is not like my daughter at all. Then they all go inside the coffee-house, and my heart is very, very---
hoe you describe it, madam, my heart is very ―susah hati‖ and I say to myself, I will watch that Lay Choo and see her monkey
tricks.
9 The very next day she is there again I stop my taxi, madam, and I am so angry. I rush up to this wicked daughter and I
catch her by the shoulders and neck, and slap her and she scream, but I don‘t care. Then I drag her to my taxi and drive all the
way home, and at home I trash her stupid fool and I beat her and slap her till like hell. My wife and some neighbors they pull me
away, and I think if they not pull me away, I sure to kill that girl. I lock her up in her room for three days, and I ashamed to tell her
teacher, so I just tell the teacher that Lay Choo is sick, so please to excuse her. Oh, madam, how you feel in my place? Make
herself so cheap, when her father drive taxi all day to save money for her University.
10 Wat is it, Madam? Yes, yes, everything okay now, thank you. She cannot leave the house except to go to school, and I
tell her mother always check, check, in everything she do, and her friends---what sort of people they are. Ah, madam, young
people today, what trouble they are… What, madam? Oh, sorry, madam, cannot wait for you to finish your meeting. Must go
off, please to excuse me. In a hurry, madam. Must go off to Hotel Elroy- there plenty young people pick up. So very sorry.
madam, and thank you very much.
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: THIRD

understanding of: East Asian literature as composing and delivering a brief and
an art form inspired and influenced by creative entertainment speech featuring a
nature; relationship of visual, sensory, and
variety of effective paragraphs,
verbal signals in both literary and
expository texts; strategies in listening to appropriate grammatical signals or
long descriptive and narrative texts; value expressions in topic development, and
of literal and figurative language; and appropriate prosodic features, stance,
appropriate grammatical signals or and behavior.
expressions suitable to patterns of idea
development.
 EN8RC-IIIa-12.1: Recognize propaganda techniques used in a given text

 EN8VC-IIIi-19: Judge the relevance and worth of ideas presented in the material
viewed
Objectives:
1. Identify the different propaganda devices
2. Apply the different propaganda devices in promoting a product.
3. State the relevance of using propaganda devices in making advertisements.
4. Demonstrate creativity in presenting their output about advertisements.
Lesson: Propaganda Devices

Materials:
1. Pictures
2. Audio clip
References:
1. Grade 8 English Learner’s Module (page 410-411)
2. http://idahoptv.org/ntti/nttilessons/lessons2001/wells.html
III. LEARNING TASKS
Introduction:
Propaganda is a form of communication that is aimed at influencing the
attitude of a community toward some cause or position by presenting only one
side of an argument. Propaganda is usually repeated and dispersed over a wide
variety of media in order to create the chosen result in audience attitudes.
The students will listen to the audio clip of the television commercials to
guess the name of the products that they are endorsing. The audio clip will be
played twice.
Here are the URL of the commercials to be used:
1. Cornetto #UbebeILoveYourWay https://youtu.be/wBa4y1HBrBQ -
2. Palmolive Naturals White + Papaya Soap -https://youtu.be/pFTKC3LQrh8
3. Aldub-McDonalds-https://youtu.be/zoqM_QFCuh4
4. Macronutrient Deficiency- https://youtu.be/kQyAJv_Ordg
5. Nido Fortifgrow- https://youtu.be/7G6-N5cqBdM
ANSWER KEY
1. Cornetto #UbebeILoveYourWay
2. Palmolive Naturals White + Papaya Soap
3. Aldub-McDonalds
4. Macronutrient Deficiency-Bear Brand
5. Nido Fortigrow
Activity:
 Discussion of the lesson
1. Card Stacking: The strategy of showing the product‘s best features, telling half-
truths, and omitting or lying about its potential problems.
Ex. Drug manufacturers do this frequently in ads in which they skim over the possible
harmful side effects of their products. Facts are Selected and presented which most
effectively strengthen and authenticate the point of view of the propagandist.
2. Name calling: The use of names that evoke fear or hatred in the viewer. The name-
calling technique links a person, or idea, to a negative symbol. The most obvious type
of name calling involved ―bad names. Ex. Racist, dictator, communist, etc.
3. Plain Folks: The use of everyday people to sell a product or service. Speakers and
ads appear to make the person to be ―one of the people.‖ Ex. America‘s recent
presidents have all been millionaires, but they have gone to great lengths to present
themselves as ordinary citizens. Bill Clinton eats at McDonalds. Ronald Reagan chops
wood.
4. Glittering Generalities: The act of referring to words or ideas that evoke a positive
emotional response from an audience. Virtue words are often used. Ex. Food
products will quickly label their foods as low fat hinting that they are more healthy,
when, in fact, the product might be high in calories. Advertisers will sometimes give
an incomplete comparison like ―better tasting.‖ Better tasting than what? Spam?
Dirt?
5. Soft soap: Flattery or insincere compliments designed to get the audience on the
side of the speaker. Ex. "I love visiting you folks in Bohol where the people are
wholesome, hardworking and family- centered. You all know what works in your
province better than Metro Manila."
Task 1: Match the picture in Column A with the picture which is almost the same
in Column B. Draw a line to connect them.
1. a.
2. b.
3. . c.
4. d.
5. e. e.
ANSWER KEY
1. d 2. b 3. e 4. a 5. c
Analysis
1.What did you consider in matching the pictures?
2. Does the picture in letter A have the similarity with your answer?
Abstraction
The teacher will lead the students to the formation of the following concept:
 Propaganda is intended to make us accept or approve something

without looking closely at the evidence. Most of the propaganda
devices utilize emotion and avoid critical thinking.
Application: Poster-Making
The class will be grouped into 5. Each group will make a poster to
promote a product that they want to advertise. Based on the draw lots, they will
apply the propaganda device that they got. They will be graded based on the
poster rubric form below.
Assessment
Study the following situations. Each contains a propaganda technique/
device, identify the device used. Write your answer on the space before the
number.
___________1. "Sen. Ramos is a tax and spend liberal." "Pres. Santos is an elitist
who's in the pocket of big oil companies."
___________2. "Secure, safe and stable. That's the advantage of a Togofa. No
other car on the road is as reliable."
____________3. Bar charts of differing tax programs presented side by side.2
____________4. No true Filipino would vote to take away our rights by outlawing
hunting.
____________5. "Don't let those bunny huggers take away our right to hunt."
____________6. If you want to spend the night at a friend's house and you tell your
parents that your friends parents will be home, that you'll be in bed
by 10pm, and that your friend isn't allowed out of the house after
dark, but fail to mention that your friend is allowed to watch "R"
rated movies (if your parent's don't allow them).
____________7. Juan dela Cruz needs you to fight all the bullies in the world!
____________8. Buy Coca cola now in new King size bottle!
____________9. It‘s a great honor talk to the talented students, the cream of the
crop! This new batch of graduates will definitely bring a difference
in our country. Congratulations!
____________10. A brand of snack food is loaded with sugar (and calories). The
commercial boasts that the product is low in fat, which implies that
it is also low in calories.
POSTER RUBRIC

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CITY SCHOOLS DIVISION OF TAYABAS

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by

 EN8LT-IIIc-2.2.1 Express appreciation for sensory images used.

II. LEARNING CONTENT

Lesson: Sawatdee… Hello Beautiful Bangkok!

1. What did you notice in the pictures?

Task 2: Who’s The Next?

Analysis: Face To Face

1. How does diversity contribute to unity?

Unity in diversity means oneness in the varieties. Unity in diversity focuses

Application: Draw Or Sketch

Source: English for Secondary Schools, Myrna S. Torres

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by

 EN8RC-IIIa-12.1: Recognize propaganda techniques used in a given text.

II. LEARNING CONTENT

Lesson: Propaganda Strategies

1.Banco de Oro (BDO) – “We find ways.”

Basic Propaganda Strategies

2. Testimonial - when a product is sold by using words from famous people

3. Transfer - when a product is sold by the name or picture of a famous

4. Repetition - when the product‘s name is repeated at least four times in

Directions: Put a check at the opposite of the possible characteristics of the

Commercial No.1: Breeze-Good Experiment Commercial

3.teaches about the

5.suitable to all ages

3.teaches about the

5.suitable to all ages

Commercial No.3: Nolan’s Cheddar

Characteristic Strongly Disagree Agree Strongly Agree

______________1. The ladies sing…Caronia…Caronia…Caronia

RUBRIC FOR PROPAGANDA PRESENTATION

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by

 EN8RC-IIIc-2.13: Differentiate facts from opinions.

1. Define what is a fact and opinion.

Lesson: Fact and Opinion

1. K to 12 Curriculum Guide (May, 2016) p. 183

2. Learning Module pp. 392-393

1. All the people in Thailand are friendly, who epitomize

1. What is the news all about?

1. All people must breathe to live.

Task 3: Cut it Out!

Group Task 1: Each group will be given a newspaper. Students should

_______1. There are seven days in a week.

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by

Task 2: Vocabulary Development

1. - a child whose parents are dead

4. - suffer severely or die from hunger.

5. - a person who works with, rides, and tends an

9. - push or pull hard to remove dirt or other matter

10. - abundant, bringing wealth and success.

1. He was ___________ at whatever game he played as he closed the distance

Task 3: Find Me, Color Me!

Creating Value for

Looking for the Easy Exerting Being Faithful Kindness

Looking for Exerting Being Faithful Kindness

Enthusiasm Self- Centered Being Timidness

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by

 EN8SS-IIIa-1.10: Organize information about a chosen subject using a graphic

R N I R