3

Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
36 English 8 1 60
Learning Competency/ies: Use appropriate cohesive devices in composing Code:
(Taken from the Curriculum Guide) informative speech. EN8G-If-8
Key Concepts / Understandings Cohesive Devices
to be Developed
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or
condition of knowing
something with familiarity
gained through Understanding
experience or association
Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating
Attitude Valuing
Values Valuing
2. Content
3. Learning Resources
4. Procedures
4.1 Introductory Activity
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
Anlysis of Learners' Products
10 minutes
4.7 Assignment Enhancing / improving the day’s
10 minutes lesson
4.8 Concluding Activity
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
DINNAH B, SENINING CALAPE NATIONAL HIGH SCHOOL
Position/
Designatio Division:
n: T-III CEBU
Contact Email address:
Number: 9062219011 dinnah.senining@gmail.com
Date:
September 15,2017
Code:
EN8G-If-8
GH SCHOOL
om

Learning Area:
36 English 8 1 60
to be Developed
OBJECTIVES:
The fact or
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
September 15,2017
Code:
EN8G-If-8
GH SCHOOL
om

Learning Area:
12 English 8 1 60
Learning Competency/ies: Determine the meaning of idiomatic expressions by Code:
(Taken from the Curriculum Guide) noting context clues and callocations EN8V-1c&1d-10.2
Key Concepts / Understandings Idiomatic Expressions
to be Developed
OBJECTIVES:
The fact or Describe Afro-Asians using idiomatic expressions.
Applying
Skills
The
systematic, and sustained Differentiate Afro-Asians culture and traditions.
coming from one's
Creating
Attitude Valuing Write sentences using idiomatic expressios describing Afro-Asians.
Values Valuing
The learner demonstrate understanding of prosodic features that serve as carriers of

2. Content meaning.
3. Learning Resources TG, Internet,English ArtsI, English ExpresswaysIII
4. Procedures
Present picturesfor the students for them to analyze.Who were in the pictures? Can you describe them?
10 minutes
4.2 Activity
In a group of five, choose who will act as Africans and Asians. You are free to choose any of them..
10 minutes
4.3 Analysis
Why you choose Africans? Why you choose Asians?
10 minutes
4.4 Abstraction Based on the activity done, can you differentiate Aficans from Asians? Use can use idiomatic expressions in
10 minutes describing them.
4.5 Application Give the meaning of the underlined idiomatic expression in each of the sentences. Write your answer in your
10 minutes notebook. 1.I wanted to learn to read at any cost. 2. My sister's friend is a bag of bones.
4.6 Assessment
Anlysis of Learners' Products Write at least five sentences using idiomatic expressions.
10 minutes
4.7 Assignment Study the essay " Why Sinigang?" by Doreen Fernandez. 1. How can you describe
Enhancing / improving the day’s
the Philippine traditions you read in this essay? 2. Why is it important to know our
10 minutes lesson
own traditions and values as Filipinos to our identity as Asians?
Write at least 5 idiomatic expressions you know and use it in sentences.
10 minutes
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
June 23, 2017
Code:
EN8V-1c&1d-10.2
t serve as carriers of
you describe them?
any of them..
diomatic expressions in
rite your answer in your

es.
sions.
andez. 1. How can you describe

Why is it important to know our
as Asians?
GH SCHOOL
om

Learning Area:
10 English 8 1 60
(Taken from the Curriculum Guide) noting context clues and callocations EN8VC-1b-8
Key Concepts / Understandings Ediomatic Expressions
to be Developed
OBJECTIVES:
The fact or
gained through Understanding Discuss what are idiomatic expressions.
Applying
Skills
The
coming from one's
Creating
Construct an informative essay.
Attitude Valuing
Values Valuing Discuss sincerely what are idiomatic expressions.
2. Content
4. Procedures
Questions and answers are given to catch the interests of the learners.
10 minutes
4.2 Activity
Let the students read an article.
10 minutes
4.3 Analysis
Let them analyze the article read by underlining the expressions used.
10 minutes
4.4 Abstraction Can you give now the meaning of these expressions?How to deduce the meaning of words?Are these meanings
10 minutes special, specific, and surprising?
4.5 Application By group of five, write all the idiomatic expressions found on the article read. Give your own meaning of these
10 minutes expressions and be ready to support your answers..
4.6 Assessment
Anlysis of Learners' Products Ask students to report the activity by group.
10 minutes
Discuss what are idiomatic expressions.
10 minutes lesson
Write aninformative essay using ediomatic expressions.
10 minutes
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
June 21, 2017
Code:
EN8VC-1b-8
words?Are these meanings
ur own meaning of these

GH SCHOOL
om

Learning Area:
9 English 8 1 60
Learning Competency/ies: Determine the meaning of idiomatic expressions by noting Code:
(Taken from the Curriculum Guide) context clues and callocations EN8V-1a-10.2
to be Developed
OBJECTIVES:
The fact or Identify idiomatic expressions.
Applying
Skills Use idiomatic expressions in sentences.
The
coming from one's
Creating
Attitude Valuing Answer honestly the questions using idiomatic expressions.
Values Valuing

2. Content meaning.
3. Learning Resources TG, Internet, Expressways III
4. Procedures
10 minutes
4.2 Activity Sentences are presented and let the students to read it. 1. He imagined nuclear wiping out everything from the face
10 minutes of the world and garbage covering most of what is left on this planet.(more sentences are given to them)
4.3 Analysis All italicized words given are known as ediomatic expressions.Can you give now the meaning of these following
10 minutes expressions? Are these parts of the sentences given?
4.4 Abstraction
Based on the examples given, what are idiomatic expressions?
10 minutes
4.5 Application
Let the students read an exerpt of "My Bondage and my Freedom" by Frederick Douglass.
10 minutes
4.6 Assessment
Anlysis of Learners' Products Write down all the idiomatic expressions used in the excerpt.
10 minutes
Write at lest five sentence and underline the idiomatic expressions.
10 minutes lesson
By group of 5, write the idiomatic expressions used in the excerpt and give the meaning of each expressions.
10 minutes
5. Remarks Not carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
June 20, 2017
Code:
EN8V-1a-10.2
ng out everything from the face

s are given to them)
meaning of these following
glass.
e excerpt.
tic expressions.
ng of each expressions.
GH SCHOOL
om

Learning Area:
15 English 8 1 60
Learning Competency/ies: Present Afro-Asians contributions to their countries Code:
(Taken from the Curriculum Guide) using a variety of graphic organizers. EN8WC-1a-1.1
Key Concepts / Understandings Afro-Asians Contributions
to be Developed
OBJECTIVES:
The fact or List down persons who contributed an enduring values and traditions to their country.
Applying
Skills
The
coming from one's Describe Afro-Asians about their different contributions to their countries.
Creating
Attitude Valuing Create a compilation of works with great interest.
Values Valuing
The learners demonstrate understanding ways by which information may be organized,

2. Content related, and delivered orally.
4. Procedures
4.1 Introductory Activity Some of you are fortunate to be born into homes where parents and immediate community provide rich language
experiences. Are you one of them? If you aren't, then you make most out of the opportunities given to you by your
10 minutes family.
4.2 Activity Present a video clip of the Aro-Asians who give more enduring values and traditions to their countries.Contributions
10 minutes that make their countries more proud of. Not only to their own countries but so with the other.
4.3 Analysis 1. Who was Martin Luther King Sr.? What contributions he gave to his country?Is it connected to the present? What is
10 minutes it? How about you, Who you know persons related to Martin Luther's contributions to his country?
4.4 Abstraction
Are this traditions and values still practiced today?
10 minutes
4.5 Application
Do the activity " Who are the big players?"( Do what was given on the chart).
10 minutes
4.6 Assessment List down some prominent persons of any Afro-Asians. Write down all their works
10 minutes contributed to their countries.
Study Adjectives. What are adjectives? What are the types of adjectives.
10 minutes lesson
Compilation of works. Are these values and traditions still practiced today?
10 minutes
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
June 29, 2017
Code:
EN8WC-1a-1.1
ry.
tion may be organized,
munity provide rich language

rtunities given to you by your
o their countries.Contributions
he other.
onnected to the present? What is

his country?
ns. Write down all their works
e types of adjectives.
GH SCHOOL
om

Learning Area:
14 English 8 1 60
to be Developed
OBJECTIVES:
Applying
Skills
The
Creating
Values Valuing

3. Learning Resources TG, Internet, Books
4. Procedures
10 minutes family.
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes lesson
Compilation of works. Are these values and traditions still practiced today.
10 minutes
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
June 29, 2017
Code:
EN8WC-1a-1.1
ry.

he other.

his country?
GH SCHOOL
om

Learning Area:
14 English 8 1 60
to be Developed
OBJECTIVES:
Applying
Skills
The
Creating
Values Valuing

4. Procedures
10 minutes family.
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes lesson
Compilation of works. Are these values and traditions still practiced today?
10 minutes
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
June 30, 2017
Code:
EN8WC-1a-1.1
ry.

he other.

his country?
GH SCHOOL
om

Learning Area:
English VII Fourth 60
Learning Competency/ies: Code:
Determine tone, mood, technique and purpose of the
(Taken from the Curriculum Guide) author. EN7LT-IV-e-6-2.2.3
Key Concepts / Understandings

to be Developed Tone, Mood, Technique and Purpose of the Author
OBJECTIVES:
The fact or
gained through Understanding Discuss the meaning of tone, mood, technique and purpose of the author.
Skills Applying
The
Discover the tone, mood, technique and purpose of the author in different literary forms.
through deliberate,
systematic, and sustained Analyzing
coming from one's
etc., to do something Creating
Attitude Responding to Practice perseverance in pointing out the tone, etc. of the author in some literary
Phenomena pieces.
Values Valuing Demonstrate oneness in working on a team task.
2. Content Tone, Mood, Technique and Purpose of the Author
3. Learning Resources Internet Sources
4. Procedures
Brief Review: Play a Cabbage Game. Under the leaves of the cabbage are metacards where
questions are written. Play a contemporary song and let the cabbage be passed from one student
to another. When the music stops, whoever is holding the cabbage will peel off one leaf and read
10 minutes
aloud the question. Allow two minutes for the student to give the answer. The game will run until all
the questions are answered. Process the answers right away.
4.2 Activity
Show two video clips on Filipino writers of their masterpieces. Ask the students' reactions
10 minutes afterwards. Solicit feedbacks.
4.3 Analysis After the processing of the feedbacks, give time allotment for note-taking upon distribution of
10 minutes photocopies of the lesson. Then, discussion follows shortly.
4.4 Abstraction Guide Questions: 1. What is Tone? Mood? Technique? Purpose? 2. How do these elements affect
10 minutes a literary piece?
4.5 Application
Give a 20-item quiz on the topic. Checking of answers will immediately take place.
10 minutes
4.6 Assessment Anlysis of Learners' Group Task: Distribute samples of literary masterpieces. Have the
10 minutes Products students identify the tone, etc. of the author.
4.7 Assignment Reinforcing / strengthening
Give more literary pieces and let the class identify the tone, etc.
10 minutes the day’s lesson
4.8 Concluding Activity React on this quote:"A true artist is not one who is inspired, but one who inspires others."-Salvador
10 minutes Dali
5. Remarks
6. Reflections
Prepared by:
Name: Mrs. Fellini A. Orbiso School: Calape National High School
Position/
Designatio SHS Teacher III Division: Cebu Province
n:
Contact
09169380528 Email address: fellini768@gmail.com
Number:
Date:
February, 2018
Code:
EN7LT-IV-e-6-2.2.3
of the author.
or in different literary forms.
thor in some literary
are metacards where

e passed from one student
peel off one leaf and read
r. The game will run until all
students' reactions
ng upon distribution of
w do these elements affect
take place.
masterpieces. Have the

r.
dentify the tone, etc.
o inspires others."-Salvador
chool

Learning Area:
20 English 8 1 60
(Taken from the Curriculum Guide)

to be Developed
OBJECTIVES:
The fact or
Applying
Skills ICL
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
5. Remarks Acomplished
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
July 24, 2017
Code:
GH SCHOOL
om

Learning Area:
20 English 8 1 60
Use the correct sound of English.
(Taken from the Curriculum Guide) EN8OL-Ib-3.11
Key Concepts / Understandings Correct Sound of English
to be Developed
OBJECTIVES:
The fact or
Applying
Skills ICL
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
July 17, 2017
Code:
EN8OL-Ib-3.11
GH SCHOOL
om
(The process of systematically planning, developing, evaluating and managing the
instructional process by using principles of teaching and learning - D.O. 42, s.
2016)
Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
English 8 3 60 1/15/2018 (Mon)

to be Developed
Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge
The fact or Remembering Recognize students who get higher scores.
Applying
Skills
The
coming from one's Appraise test results.
Creating
Attitude Valuing Appreciate students who got higher scores.
Values Valuing
2. Content
3. Learning Resources Test Papers
4. Procedures
Checking of attendance.
10 minutes
4.2 Activity
Distribute the test papers not to the owner.
10 minutes
4.3 Analysis
Checking of their answers.
10 minutes
4.4 Abstraction
Give appreciation to those who got higher scores.
10 minutes
4.5 Application
Recording of scores.
10 minutes
4.6 Assessment Anlysis of Learners'
10 minutes Products
4.7 Assignment Enhancing / improving
4.8 Concluding Activity Everyone faces challenges in life.It's a matter of how you learn to overcome them and use them to your
10 minutes advantage. (Celestine Chua).
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
English 8 3 60 1/13/2018 (Fri)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
The fact or Remembering Identify the correct answer in each number.
Applying
Skills
The
coming from one's Measure ones learning of the past lessons.
Creating
Attitude Valuing
Values Valuing Answer the questions honestly.
2. Content Third Periodic Test
4. Procedures
10 minutes
4.2 Activity
Giving up of standards to be followed while taking a test.
10 minutes
4.3 Analysis
Reading and follow the istructions carefully.
10 minutes
4.4 Abstraction
Test Proper
10 minutes
4.5 Application
Answer the questions correctly.
10 minutes
10 minutes Products
People who do not understand your silence will never understand your works.
10 minutes
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
English 8 3 60 1/12/2018 (Thurs)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
The fact or Remembering Identify the correct answer in each number.
Applying
Skills
The
coming from one's Measure ones learning of the past lessons.
Creating
Attitude Valuing
Values Valuing Answer the questions honestly.
2. Content Third Periodic Test
4. Procedures
10 minutes
4.2 Activity
Giving up of standards to be followed while taking a test.
10 minutes
4.3 Analysis
Reading and follow the istructions carefully.
10 minutes
4.4 Abstraction
Test Proper
10 minutes
4.5 Application
Answer the questions correctly.
10 minutes
10 minutes Products
People who do not understand your silence will never understand your works.
10 minutes
5. Remarks Not able to finish.
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
21 English 8 3 60 1/11/2018 (Wed)
Use modals appropriately.
(Taken from the Curriculum Guide) EN8G-IIId-11
Key Concepts / Understandings The Correct Use of Modals
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
The fact or Remembering Identify the correct use of modals.
Applying
Skills Use modals in sentences.
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
21 English 8 3 60 1/9/2018 (Tues)
(Taken from the Curriculum Guide) EN8G-IIId-11
Key Concepts / Understandings The Correct Use of Modals
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
The fact or Remembering
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
21 English 8 3 60 1/8/2018 (Mon)
Learning Competency/ies: Observe the correct use of stress, pitch, and juncture when Code:
(Taken from the Curriculum Guide) delivering a persuasive essay. EN8OL-IIId-5
Key Concepts / Understandings The Correct Use of Pitch And Juncture in Delivering a Persuasive Essay
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
21 English 8 3 60 1/5/2018 (Fri)
Compose an informative essay.
(Taken from the Curriculum Guide) EN8WC-IIId-2.2.16
Key Concepts / Understandings Informative Essay
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
21 English 8 3 60 1/4/2018 (Thurs)
Express appreciation for sensory images used.
(Taken from the Curriculum Guide) EN8LT-IIIc-2.2.1
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
21 English 8 3 60 1/3/2018 (Wed)
Use appropriatestrategies for unlocking unfamiliar words.
(Taken from the Curriculum Guide) EN8VC-IIId-25
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
21 English 8 3 60 12/20/2017 (Wed)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills Teachers' Christmas Party
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
21 English 8 3 60 12/19/2017 (Tues)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills Classroom Christmas Party
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
21 English 8 3 60 12/18/2017 (Mon)
Learning Competency/ies: Determine the issue and stand presented in the material Code:
(Taken from the Curriculum Guide) viewed. EN8VC-IIId-18
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
21 English 8 3 60 12/15/2017 (Fri)
(Taken from the Curriculum Guide) viewed. EN8VC-IIId-18
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
21 English 8 3 60 12/14/2017 (Thurs)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
gained through Understanding CLASSES SUSPENDED DUE TO TYPHOON URDUJA
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
21 English 8 3 60 12/13/2017 (Wed)
Learning Competency/ies: Judge the relivance and worth of ideas presented in the EN8LC-IIID-12
(Taken from the Curriculum Guide) text listened to.

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
21 English 8 3 60 12/12/2017 (Tues)
Learning Competency/ies: Utilize coping reading strategies to process information in a Code:
(Taken from the Curriculum Guide) text. EN8RC-IIId-12
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
21 English 8 3 60 12/11/2017 (Mon)
Share ideas using opinion-marking signals.
(Taken from the Curriculum Guide) EN8RC-IIIc-10
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
21 English 8 3 60 12/8/2017 (Fri)
Learning Competency/ies: Observe the use of correct stress, pitch, and juncture when Code:
(Taken from the Curriculum Guide) delivering a persuasive speech. EN8OL-IIIc-5
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
21 English 8 3 60 12/7/2017 (Thurs)
Learning Competency/ies: Expand the content of an outline using notes from primary Code:
(Taken from the Curriculum Guide) and secondary sources. EN8WC-IIIc-1.1.6
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
English 8 3 01/01-02/2017 (Mon-Tues)
Learning Competency/ies: Explain how the elements specific to a genra contribute to Code:
(Taken from the Curriculum Guide) the theme of a particular literary selection. EN8LT-III-C-2.3
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills HOLIDAY
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
21 English 8 3 60 12/6/2017 (Wed)
Learning Competency/ies: Explain the meaning of a word through structural Code:
(Taken from the Curriculum Guide) analysis(prefixes, roots, suffrixes) EN8V-IIIc-15.3
Key Concepts / Understandings Arriving the Meaning of Words Through Affixes
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
The fact or Remembering Identify the meaning words through the help of affixes.
Applying
Skills
The
coming from one's Evaluate ones understanding of the sentences.
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
English 8 3 60 01/08/2017 ( Mon)
(Taken from the Curriculum Guide) viewed. EN8VC-IIIc-18
Key Concepts / Understandings The Issue and Stand of the Material Viewed
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
gained through Understanding Infer character traits of the characters in the story
Applying
Skills Dramatize the story read.
The
coming from one's
Creating
Attitude Valuing Explain honestly the point of view of the story.
Values Valuing Display oneness in coping up poroblems in life.
The learners demonstrate understanding of Southeast Asian literatureb as a mi8rror to a

2. Content shared heritage.
3. Learning Resources TG, Internet, Book
4. Procedures
4.1 Introductory Activity Are you fond of helping others? If you have a little business, selling slippers, then one of the customer
wanted to buy one right side slipper only and pay onloy a half price of it. Do you bwant him to buy the
10 minutes slipper? Why? Why not?
4.2 Activity
Read the story "The country's Good Son"'
10 minutes
4.3 Analysis Group 1 and 2, do the Frequency Word List. Why should we be sad? We are soldiers who offered even
our lives for our country. We are proud to lose our leg in protecting our country. A.happy, gloomy b. would
10 minutes gladly die, would fight gladly c, to lose our limbs, to lose our lives
4.4 Abstraction Do you like the story? How can you describe Burmese people?Is it really important to going back in the
10 minutes past to face the challenges in life?
4.5 Application Group 3 and 4, do the Revealation Figure by answering the questions. Present your work and defend your
answers. Which character do you like best? Why? How did the story reveal yhe the psyche and
10 minutes temperaments of the Burmese people in their response to the challenges of life?
4.6 Assessment Group 5 and 6 will simulate or role play in the colass the situation wherein the
Anlysis of Learners'
members pretend to be Lin Aung while the others play or act the roles of the
10 minutes Products
young soldiers. Try to come up the point of view or varied interpretations.
Write a precis or a summry honestly of the wstory.
4.8 Concluding Activity " Challenges are what make life interesting and overcoming them is what makes life meaningful." by
10 minutes Joshua J. Marine
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
21 English 8 3 60 12/5/2017 ( Tues)
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
The
coming from one's
Creating

4. Procedures
4.2 Activity
10 minutes
10 minutes Products
Write a precis or a summry honestly of the wstory.
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
English 8 3 60 01/05/2017 (Fri)
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
The
coming from one's
Creating

4. Procedures
4.2 Activity
10 minutes
10 minutes Products
Write a precis or a summary honestly of the wstory.
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
21 English 8 3 60 12/4/2017 (Mon)
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
The
coming from one's
Creating

4. Procedures
4.2 Activity
10 minutes
10 minutes Products
Write a precis or a summary honestly of the wstory.
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
English 8 3 60 01/04/2017 (Thurs)
Learning Competency/ies: Determine the target audience of a listening text and the Code:
(Taken from the Curriculum Guide) objectives of the speaker. EN8LC-IIIc-7
Key Concepts / Understandings The Target Audience and the Objectives of the Speaker
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
gained through Understanding Explain listening as important part of communication.
Applying
Skills Use constrastive stress in reading.
The
coming from one's
Creating
Attitude Valuing Read sincerely the listening text with emphasis as signalled by cotrastive stress.
Values Valuing Display oneness in reading the listening text.
The learners demonstrate understanding on strategies in examining features of a listening

2. Content text.
3. Learning Resources TG, Internet, Book(English ExpresswaysII)
4. Procedures
Next to reading, listening is probably the most iimportant skill you have for learning new information. How
10 minutes can you listen effectively? As a listener, think about the speaker's purpose.
4.2 Activity Present a videotaped speech.As you listen to it, jot bdown transition words that the speaker used to
10 minutes develop his or her topic.
4.3 Analysis 1.What is the main idea of the speech? What supporting details develop0 the mqain idea? What do you
10 minutes think the speaker's purpose?
4.4 Abstraction Describe the speaker's voice and intonation as he or she delivers his/her speech. To whom was the
10 minutes speakertalki8ngt?
4.5 Application Before listening to the teacher, go over the advertisement and give a one-sentence opinion. Read the
10 minutes listening text.
4.6 Assessment What is the text all about? What is your opinion of the entire text? If your
statement implies a negative reaction, how woulde you state it in such a way
10 minutes Products
that it will encourage people?
4.7 Assignment Enhancing / improving Listen to a newsreport and be ready to report it next meeting using the correct
10 minutes the day’s lesson intonation.
You have the power to say, "This is NOT How My Story Will End".
10 minutes
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
21 English 8 3 60 12/1/2017 (Fri)
Learning Competency/ies: Determine the target audience of a listening text and the Code:
(Taken from the Curriculum Guide) objectives of the speaker. EN8LC-IIIc-7
Key Concepts / Understandings The Target Audience and the Objectives of the Speaker
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
gained through Understanding Explain listening as important part of communication.
Applying
Skills Use constrastive stress in reading.
The
coming from one's
Creating
Attitude Valuing Read sincerely the listening text with emphasis as signalled by cotrastive stress.
Values Valuing Display oneness in reading the listening text.
The learners demonstrate understanding on strategies in examining features of a listening

2. Content text.
3. Learning Resources TG, Internet, Book(English ExpresswaysII)
4. Procedures
Next to reading, listening is probably the most iimportant skill you have for learning new information. How
10 minutes can you listen effectively? As a listener, think about the speaker's purpose.
4.2 Activity Present a videotaped speech.As you listen to it, jot bdown transition words that the speaker used to
10 minutes develop his or her topic.
4.3 Analysis 1.What is the main idea of the speech? What supporting details develop0 the mqain idea? What do you
10 minutes think the speaker's purpose?
4.4 Abstraction Describe the speaker's voice and intonation as he or she delivers his/her speech. To whom was the
10 minutes speakertalki8ngt?
4.5 Application Before listening to the teacher, go over the advertisement and give a one-sentence opinion. Read the
10 minutes listening text.
4.6 Assessment What is the text all about? What is your opinion of the entire text? If your
statement implies a negative reaction, how woulde you state it in such a way
10 minutes Products
that it will encourage people?
4.7 Assignment Enhancing / improving Listen to a newsreport and be ready to report it next meeting using the correct
10 minutes the day’s lesson intonation.
You have the power to say, "This is NOT How My Story Will End".
10 minutes
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
21 English 8 3 60 11/30/2017 (Thurs)
Differentiate facts from opinions.
(Taken from the Curriculum Guide) EN8LT-IIIb11.1
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
Analyzing
through deliberate,
systematic, and sustained HOLIDAY
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
English 8 3 60 01/03/2017 (Wed)
(Taken from the Curriculum Guide) EN8RC-IIIc-2.13
Key Concepts / Understandings Facts and Opinion
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
The fact or Remembering Explain facts and opinions.
Applying
Skills
The
systematic, and sustained Distinguish facts and opinion from the story read.
coming from one's
Creating
Attitude Valuing Identify the moral lessons found in the story.
Values Valuing Demonstrate love to ones work/nature.
The learners demonstrate understanding of grammatical signalsfor opinion-

2. Content making,persuasion and emphasis
3. Learning Resources TG, Intrnet, Books
4. Procedures
Present to the learners about some news on the newspaper. Let them read it.What was the news all
10 minutes about? Where was it happened?
4.2 Activity Present to the learners the different pictures showing different attractions. What can you say about the
10 minutes pictures presented? Have you been to these places?
4.3 Analysis
Based on the activities done, can you explain now what are facts? How about opinions?
10 minutes
4.4 Abstraction Identify the sentences whether it is fact or opinion and explain why this si fact or opinion. 1.Manny
Pacquiao was declaired the superweight champion by th WBC. 2.The trip makes me happy.Travel
10 minutes provides a richer experiences.
4.5 Application
Read a passage "The Lowly Kalan Comes of Age".
10 minutes
An opinion can expressa person's feelings about an idea or situation. It can also
4.6 Assessment Anlysis of Learners' express a jujgment based on facts or it ma6y make a prediction based on
10 minutes Products facts.Do you agree that there can be a good blend of old and new technology?
Support your answer. How can you make your opinion a fact?
4.7 Assignment Enhancing / improving Write paragraphs showing love of nature. How do you often go out and enjoy
10 minutes the day’s lesson nature? What do you like to do when you are amidst its bounty?
4.8 Concluding Activity The greatest challenge in life is discovering who you are. The second greatest is being happy with what
10 minutes you find.
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
21 English 8 3 60 11/30/2017 (Wed)
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating

4. Procedures
4.3 Analysis
10 minutes
4.5 Application
10 minutes
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
21 English 8 3 60 11/29/2017 (Wed)
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating

4. Procedures
4.3 Analysis
10 minutes
4.5 Application
10 minutes
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
21 English 8 3 60 11/28/2017 (Tues)
Learning Competency/ies: Identify the distinguishing features of notable short stories Code:
(Taken from the Curriculum Guide) contributed by Southeast Asian writers. EN8LT-IIIb11.1
Key Concepts / Understandings Short Stories Contibuted by Asian Writers
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
The fact or Remembering Identify the characters in the story.
Applying
Skills
The
systematic, and sustained Distinguish the different characters of the story.
coming from one's
Creating
Values Valuing Demonstrate love to one another.
The learners demonstrate understanding of Southeast Asianliterature aqs m9irror to a

4. Procedures
Present to the learners the different facial expressions and let them analyze what character traits they
10 minutes portrait.
4.2 Activity
Unlocking of difficulties through context clues.
10 minutes
4.3 Analysis
Read and discuss the story.
10 minutes
4.4 Abstraction Based on the story read, how can you distinguish the different characters of the story? Would you allow
10 minutes the the goodness of Korean psyche and temperament embrace you?
4.5 Application 1. Identify the characters of the story. 2. What roles do the characters play in thye tale? 3. What are the
10 minutes chracteristics of these characters that you admire/don’t admire?
4.6 Assessment 1. What particular event or circumstance in the story has contributed to yhe
Tiger's way of looking at things in a different way? How has this new way of
10 minutes Products
looking at thyings being passed on to the next generation?
4.7 Assignment Could this tale be used as the basis for you to have a glimpse of how the
Enhancing / improving
Koreans at present are coping with the challenges of modernity? Explain your
answer.
4.8 Concluding Activity By group, explain what is asked for in the Literary Elements Advance Organizer. Choose one element and
10 minutes use it as a basis for answering the questions.(chart)
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
21 English 8 3 60 11/27/2017 ( Mon)
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating

4. Procedures
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
10 minutes Products
answer.
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
21 English 8 3 60 11/24/2017 ( Fri)
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating

4. Procedures
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
10 minutes Products
answer.
5. Remarks Not able to discuss due to renewal of PRC.
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
26 English 8 3 60 11/23/2017 ( Thurs)
(Taken from the Curriculum Guide) EN8G-IIIb-3.6
Key Concepts / Understandings Uses of Modals
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
The fact or Remembering Identify the modals in the sentences.
Applying
Skills Use modals in the sentences.
The
coming from one's
Creating
Attitude Valuing Explain and give some suggestions to make our country Philippines competitive among the nearest Asian neighbors.
Values Valuing Show oneness to improve onesw country.
The learners demonstrate understanding of coping strategies in processing textual

2. Content information.
4. Procedures
4.1 Introductory Activity 1. Japans technology can help boost the country's economy.Japan may supply the robots to every
household. Japan could easily lead other countries. All of the underlined words are known as modals so
10 minutes what are modals?
4.2 Activity Work cooperatively as a group and do the following task:Considering the economic situation as well as
human and material resources of the Phils., think of the ways to make our country competitive among the
10 minutes nearest Asian neghbors.
4.3 Analysis Group yourselves into two.Read carefully the situation and take notes the tasks to be done. Situation: The
school wants computer education to be accessible or open to all students. Unfortunately, there are only a
few computer units in the laboratory. What suggestions can you give to solve the problem? Task A will give
10 minutes suggestions to realize the objective of the school. Group B will give reactions or replies to the suggestions
given by the group A. In giving reactions, offer other suggestions and write it on a sheet of paper. Use
modals appropriately.
4.4 Abstraction
Based on the activities done, what are modals? When can you use these?
10 minutes
4.5 Application Discuss your chosen topic in a panel discussion. Your group's goal is to share ideas with the audience.
Group A will act as facilitator while other members of the panel will discuss the effects of informationand
10 minutes communication technology in the country. Choose your topic: 1. education 2. health 3. economy 4. global
competitions 5. values
4.6 Assessment Anlysis of Learners' Write at least one problem in your community. Give at least 8 solutions on what
10 minutes Products to do to sove this problem by group.
4.7 Assignment Enhancing / improving Interview any persons in authority,about their problems in profession and thei
10 minutes the day’s lesson solutions to it. Be sure to pass this next meeting.
Write at least 5 sentences using modals and underline it.
10 minutes
5. Remarks Carried
6. Reflections
Prepared by:
Name: DINNAH B, SENINING School: CALAPE NATIONAL HIGH SCHOOL
Position/
Designatio T-III Division: CEBU
n:
Contact
9062219011 Email address: dinnah.senining@gmail.com
Number:
2016)
Learning Area:
24 English 8 3 60 11/22/2017 (Wed)
(Taken from the Curriculum Guide) EN8RC-IIIb-10
Key Concepts / Understandings Ideas using Opinion-making Signals
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
The fact or Remembering Recognize parallelism in the construction of ideas.
Applying
Skills
The
systematic, and sustained Identify the parallel structures of sentences.
coming from one's
Creating
Attitude Valuing Demonstrate cooperation in opinion making.
Values Valuing Display sincerity in answering the questions.
2. Content The learners demonstrate understanding of grammatical signals for opinion- making.
4. Procedures
4.1 Introductory Activity 1. Heron's forest is dark and luxuriant.2. It made him lonely, sad, or uneasy. Slowly, cautiosly, he
came down. What do you notice of the italicized words? Do they have the same patterns or similar
10 minutes structures?
4.2 Activity Read the following sentences and identify the parallel structures. Do this orally.1. In her grandfather's
farm, she enjoyed harvesting eggplants, string beans, and watermelons. 2. She craved for freshly boiled
10 minutes corn, newly picked mangoes, and fully ripened papaya.
4.3 Analysis 1.A quite neighborhood, clean surroundings, and a spacious recreational area are what he looks for in a
residetial area. 2. When they transferred to a new place, they considered the neighborhood. 3. She met
10 minutes her new neighbors and talked with them. What are the sentences that have/ no parallel structures?
4.4 Abstraction Based on the activities done, how can you identify sentences with parallel structures? How are these
10 minutes formed?
4.5 Application Complete each sentence by adding a structure parallel to the italicized Do this orally. 1.Some activities
that the family members enjoy doing together are visiting interesting places, going on picnics, and
10 minutes _________. 2.The boys prepare to hike, to snorkel and ______.
4.6 Assessment Sometimes you read the brochure about a tourist place w/c encourges you to
Anlysis of Learners' visit. What do you think about the brochure? How do you feel about what is
10 minutes Products written in it? The advertisement shows ____, _____, and _____. I believe the
advertisementis so ____, ____, and _____. I think _____, ____, and ____.
4.7 Assignment Enhancing / improving Make a brochure on any tourist pot you know.Be sure that this brochure can
10 minutes the day’s lesson really catch the interests of the interests of the costumer.
4.8 Concluding Activity Give your opinion of these advertisements. Use this format. Visit the Women's center. It is a complete, one
stop health institution. It is designed to be comprehensive, convenient, female friendly. 1. Be at Boracay
10 minutes Island…Three days of hot, hot, hot music and fun in the sun.
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
25 English 8 3 60 11/23/2017 ( Thurs)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
gained through Understanding Answer the test questions correctly.
Applying
Skills
The
systematic, and sustained Checking of answers.
coming from one's
Creating
Attitude Valuing
Values Valuing Appraise test results.
2. Content
4. Procedures
Checking the attendance.
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
Explain the items they failed to answer.
10+A30:C31 minutes
4.4 Abstraction
Recording of scores and the equivalents.
10 minutes
4.5 Application
Give appreciation to those who gothigher scores.
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
24 English 8 3 60 11/21/2017 (Tues)
(Taken from the Curriculum Guide) EN8RC-IIIb-10
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
4. Procedures
4.1 Introductory Activity 1. Heron's forest is dark and luxuriant.2. It made him lonely, sad, or uneasy. Slowly, cautiosly, he
came down. What do you notice of the italicized words? Do they have the same patterns or similar
10 minutes structures?
10 minutes her new neighbors and talked with them. What are the sentences that have/ no parallel structures?
10 minutes formed?
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
23 English 8 3 60 11/20/2017 (Mon)
(Taken from the Curriculum Guide) EN8G-IIIa-3.6
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
4. Procedures
1. Heron's forest is dark and luxuriant.2. It made him lonely, sad, or uneasy. Slowly, cautiosly, he came
10 minutes down. What do you notice of the italicized words? Do they have the same patterns or similar structures?
10+A30:C31 minutes her new neighbors and talked with them. What are the sentences that have/ no parallel structures?
10 minutes formed?
5. Remarks Not able to discuss due to Municipal English Festival in Tominjao NHS.
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
22 English 8 1 60 11/20/2017 ( Mon)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10+A30:C31 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
20 English 8 1 60 11/17/2017 ( Fri)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10+A30:C31 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
19 English 8 1 60 11/16/2017 ( Thurs)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10+A30:C31 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
18 English 8 1 60 11/15/2017 ( Wed)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10+A30:C31 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
17 English 8 1 60 11/14/2017 ( Tues)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10+A30:C31 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
16 English 8 1 60 11/13/2017 ( Mon)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10+A30:C31 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
15 English 8 1 60 11/10/2017 (Fri)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10+A30:C31 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
14 English 8 1 60 11/9/2017 ( Thurs)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10+A30:C31 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
13 English 8 1 60 11/8/2017 ( Wed)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10+A30:C31 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
12 English 8 1 60 11/7/2017 ( Tues)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10+A30:C31 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
11 English 8 1 60 11/6/2017 ( Mon)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10+A30:C31 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
10 English 8 1 60 11/3/2017 ( Fri)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10+A30:C31 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
9 English 8 1 60 11/2/2017 ( Thurs)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10+A30:C31 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
8 English 8 1 60 11/1/2017 ( Wed)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10+A30:C31 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
7 English 8 1 60 10/31/2017 ( Tues)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10+A30:C31 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
6 English 8 1 60 10/30/2017 ( Mon)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10+A30:C31 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
5 English 8 1 60 10/27/2017 ( Fri)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10+A30:C31 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
4 English 8 1 60 10/26/2017 ( Thurs)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10+A30:C31 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
3 English 8 1 60 10/25/2017 ( Wed)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10+A30:C31 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
2 English 8 1 60 10/24/2017 ( Tues)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10+A30:C31 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
1 English 8 1 60 10/23/2017 ( Mon)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10+A30:C31 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
53 English 8 1 60 10/20/2017 ( Fri)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10+A30:C31 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
52 English 8 1 60 10/19/2017 ( Thurs)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
The fact or Remembering Identify the correct answer in each question.
Applying
Skills
The
coming from one's Measure ones ability in answering the questions.
Creating
Attitude Valuing
Values Valuing Answer the questions correctly and religiously.
2. Content
4. Procedures
10 minutes
4.2 Activity
Reading the questions and clearing some clirical errors on the test papers.
10 minutes
4.3 Analysis
Setting up of standards to be followed in taking a test.
10+A30:C31 minutes
4.4 Abstraction
Test proper.
10 minutes
4.5 Application
Answer the questions correctly and religiously.
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
51 English 8 1 60 10/18/2017 ( Wed)
Learning Competency/ies: Explain how the elements specific to a genre contribute to Code:
(Taken from the Curriculum Guide) the theme of a particular literary selection. EN8LT-IIf-2.2
Key Concepts / Understandings Specific Elements that Contribute to a Theme of a Literary Selection
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
gained through Understanding Comprehend the selection read.
Applying
Skills Predict the outcome of the selection read.
The
coming from one's
Creating
Attitude Valuing Answer the questions religiously.
Values Valuing
The learners demonstrate understanding of relationship of visual, sensory, and verbal

2. Content signals in both literary and expository texts.
3. Learning Resources CG, LG, Internet, Books
4. Procedures
Present to the learners the pictures about two Asian countries (Malaysia and Singapore).How does the
10 minutes study of Afro-Asian literature help you increase your communicative competence?
4.2 Activity
Write a photo essay about the pictures by sensing the relationships among them.
10 minutes
4.3 Analysis Read the story "The Taximan's Story" by: Catherine Lim. Will you ride in a taxi with a driver willing to share
10+A30:C31 minutes his personal stories?
4.4 Abstraction Based on the story read, what is a short story?1. What is the irony of the story? 2. What are the themes
10 minutes raised in the story? 3. How realistic is the story?
4.5 Application How do you find the story? Did you understand it in your first reading? How do you find the language of
10 minutes the taximan? What form of literature is it?
4.6 Assessment Anlysis of Learners' What do you think of the taximan? Do you sympathize with him? Explain. What
10 minutes Products about the other characters in the story? Do you feel sympathy over them?
4.7 Assignment Enhancing / improving Study the story again, what are the elements of a plot present in the story? Can
10 minutes the day’s lesson you explin each?
How do conflict and point of view contribute to the development of a character in a short story?
10 minutes
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
10/16-17/2017 (Mon &
50 English 8 1 60 Tues)

to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
gained through
Understanding CLASSES SUSPENDED
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10+A30:C31 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
50 English 8 1 60 10/13/2017 (Fri)
Learning Competency/ies: Identify figures of speech that show Code:
(Taken from the Curriculum Guide) imphasis(hyperbole and litotes). EN8V-IIg-10.1.4
Key Concepts / Understandings Figures of Speech
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
The fact or Remembering Identify the different figures of speech.
Applying
Skills Use the different figures of speech in sentences.
The
coming from one's
Creating
Attitude Valuing Explain the different figures of speech with interests.
Values Valuing Display oneness in writing a paragraph of ten sentences describing wth the topic "Mountains of waves piled up on me".
2. Content The leasners demonstrate understanding the value of literal and figurative language.
3. Learning Resources CG, Books, Internet
4. Procedures
Review the literal and figurative language.
10 minutes
4.2 Activity
Present the different figures speech tother with their examples.
10 minutes
4.3 Analysis
Let them read and define the different figures of speech.
10+A30:C31 minutes
4.4 Abstraction
Based on the examples given, identify the different figures of speech in sentences.
10 minutes
4.5 Application Discuss and explain to the class the commonly used figures of speech (simile, metaphor, personification,
10 minutes apostrophe, hyperbole).
4.6 Assessment Identify the figure of speech in the following phrases from the Philippine National
Item. !. Land of the morning sun. 2. child of the sun returning 3. cradle of noble
10 minutes Products
heroes
Continuation of the activity.
4.8 Concluding Activity Write a paragraph of ten sentences describing one of the topics " Mountains of waves piled upon me". ;
10 minutes The waves roared mightly as they raced towards the shore".
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
49 English 8 1 60 10/12/2017 (Thurs)
Learning Competency/ies: Identify figures of speech that show Code:
(Taken from the Curriculum Guide) imphasis(hyperbole and litotes). EN8V-IIf-10.1.4
Key Concepts / Understandings Figures of Speech
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
The fact or Remembering Identify the different figures of speech.
Applying
Skills Use the different figures of speech in sentences.
The
coming from one's
Creating
Attitude Valuing Explain the different figures of speech with interests.
Values Valuing Display oneness in writing a paragraph of ten sentences describing wth the topic "Mountains of waves piled up on me".
2. Content The leasners demonstrate understanding the value of literal and figurative language.
4. Procedures
Review the literal and figurative language.
10 minutes
4.2 Activity
Present the different figures speech tother with their examples.
10 minutes
4.3 Analysis
Let them read and define the different figures of speech.
10+A30:C31 minutes
4.4 Abstraction
Based on the examples given, identify the different figures of speech in sentences.
10 minutes
4.5 Application Discuss and explain to the class the commonly used figures of speech (simile, metaphor, personification,
10 minutes apostrophe, hyperbole).
4.6 Assessment Identify the figure of speech in the following phrases from the Philippine National
Item. !. Land of the morning sun. 2. child of the sun returning 3. cradle of noble
10 minutes Products
heroes
4.8 Concluding Activity Write a paragraph of ten sentences describing one of the topics " Mountains of waves piled upon me". ;
10 minutes The waves roared mightly as they raced towards the shore".
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
48 English 8 1 60 10/11/2017 (Wed)
Learning Competency/ies: Explain visual-verbal relationships illustrated in tables, graphs, and Code:
(Taken from the Curriculum Guide) information maps found expository texts. EN8RC-IIg-1.2
Key Concepts / Understandings Visual-verbal Relationship
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
The fact or Remembering Identify yhe different types of graphs, tables and charts.
Applying
Skills Interpret the information presented in charts, tables and graphs.
The
coming from one's Evaluate ones learning on the different information presented in tables, charts and graphs.
Creating
Attitude Valuing Discuss with interests the visual-verbal relationships illustrated in tables, graphs, and information maps.
Values Valuing Display concern for others.
The learners demostrate understanding of relationship of visual, sensory, and verbal

2. Content signals in bothy literay and expository texts.
4. Procedures
Why is it important to listen to the details and warnings of the weather bulletin? How can you develop your
10 minutes ability to listen well to the weather bulletin?
4.2 Activity Listen to the weather bulletin reported . Who was the reporter? What radio program/ tv channel on which it
10 minutes was brad cast?
4.3 Analysis
Different sources of information were given by groups. Let them analyze the information they received.
10+A30:C31 minutes
4.4 Abstraction Based on the the activity given, explain to the class the information presented in diagrams, chart, tables
10 minutes and graphs.
4.5 Application
1.What is a bar graph? 2.What is reading a pictograh? 3. What is reading a line graph?
10 minutes
4.6 Assessment Anlysis of Learners' Each group should select one to report/discuss the different forms of information
10 minutes Products received.
4.8 Concluding Activity Let the students write a weather bulletin and repot it next meeting. Include the weather reporter and the
10 minutes radio program/tv channel on whict it was broadcast.
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
48 English 8 1 60 10/10/2017 (Tues)
Learning Competency/ies: Explain visual-verbal relationships illustrated in tables, graphs, and Code:
(Taken from the Curriculum Guide) information maps found expository texts. EN8RC-IIf-1.2
Key Concepts / Understandings Visual-verbal Relationship
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
gained through Understanding Explain the information presented in diagrams, chart, tables and graphs.
Applying
Skills
The
coming from one's Evaluate ones learning on the different information presented in tables, charts and graphs.
Creating
Attitude Valuing Discuss with interests to learn the visual-verbal relationships illustrated in tables, graphs, and information maps.
Values Valuing Display concern for others.
The learners demostrate understanding of relationship of visual, sensory, and verbal

2. Content signals in bothy literay and expository texts.
4. Procedures
What radio and programs do you like to listen to? Which programs give regular update on the weather?
10 minutes
4.2 Activity Learners are divided into 6 group. Each group are given different information presented in diagrams,
10 minutes charts, tables, and graphs.
4.3 Analysis
Let them analyze what informations they get out of the topic they receive.
10+A30:C31 minutes
4.4 Abstraction Based on the the activity given, explain to the class the information presented in diagrams, chart, tables
10 minutes and graphs.
4.5 Application
1.What is a bar graph? 2.What is reading a pictograh? 3. What is reading a line graph?
10 minutes
4.6 Assessment Anlysis of Learners' Each group should select one to report/discuss the different forms of information
10 minutes Products received.
4.8 Concluding Activity Let the students write a weather bulletin and repot it next meeting. Include the weather reporter and the
10 minutes radio program/tv channel on whict it was broadcast.
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
2016)
Learning Area:
47 English 8 1 60 10/9/2017 (Mon)
Learning Competency/ies: Use appropriate grammatical signals or Code:
(Taken from the Curriculum Guide) expessions suitable to each pattern of idea. ENG8-11-d-9
Key Concepts / Understandings Grammatical Signals or Epressions
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
The fact or Remembering Memorize the speech created.
Applying
Skills
The
coming from one's
Creating
Develop a speech based on the different traditions.
Attitude Valuing Discuss the Philippine traditions with self confidence.
Values Valuing
The leasners demonstrate understanding of appropriate grammatical signals or

2. Content expressions suitable to pattern of idea development.
3. Learning Resources CG, TG, Internet
4. Procedures
Review the highness and lowness of tones, stresses, etc.
10 minutes
4.2 Activity
Present a poem for the learners to practice. Let them read by group.
10 minutes
4.3 Analysis
Let them read and observe the proper intonation, pauses, etc. in delivering a speech.
10+A30:C31 minutes
4.4 Abstraction
Based on the activities done, create a speech about ones traditions.
10 minutes
4.5 Application
Read the speech created with life.
10 minutes
Each group should select one to discuss and explain infront of the class.
10 minutes Products
Memorize the speech created.
10 minutes
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU

Learning Area:
45 English 8 1 60
Learning Competency/ies: Produce the sounds of English correctly and effectively Code:
(Taken from the Curriculum Guide) in delivering an entertainment speech. EN8OL-IId-3.11
Key Concepts / Understandings Correct Sounds of English
to be Developed
OBJECTIVES:
Knowledge
The fact or Remembering Memorize the speech created.
Applying
Skills
The
coming from one's
Creating
Develop a speech based on the different traditions.
Attitude Valuing Discuss the Philippine traditions with self confidence.
Values Valuing
The leasners demonstrate understanding of appropriate grammatical signals or expressions

2. Content suitable to pattern of idea development.
4. Procedures
Review the highness and lowness of tones, stresses, etc.
10 minutes
4.2 Activity
Present a poem for the learners to practice. Let them read by group.
10 minutes
4.3 Analysis
Let them read and observe the proper intonation, pauses, etc. in delivering a speech.
10 minutes
4.4 Abstraction
Based on the activities done, create a speech about ones traditions.
10 minutes
4.5 Application
Read the speech created with life.
10 minutes
4.6 Assessment
Anlysis of Learners' Products Each group should select one to discuss and explain infront of the class.
10 minutes
10 minutes lesson
Memorize the speech created.
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
October 6, 2017
Code:
EN8OL-IId-3.11
tical signals or expressions
n infront of the class.

GH SCHOOL
om

Learning Area:
45 English 8 1 60
(Taken from the Curriculum Guide) EN8G-If-8
to be Developed
OBJECTIVES:
The fact or
Applying
Skills National Teachers Day Celebration
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
October 5, 2017
Code:
EN8G-If-8
bration
GH SCHOOL
om

Learning Area:
44 English 8 1 60
Use a variety of techniques to formulate a conclusion.
(Taken from the Curriculum Guide) EN8WC-Iid-2.8.9
Key Concepts / Understandings Variety of Techniques
to be Developed
OBJECTIVES:
Knowledge
gained through Understanding Describe Philippine traditions.
Applying
Skills Illustrate Filipino traditions towards an issue.
The
coming from one's
Creating
Attitude Valuing Explain and discuss Filipino traditions.
Values Valuing
The learners demonstrate understnding of ways by which information may be organized,

2. Content related, delivered orally.
3. Learning Resources TG, CG, Book, Internet
4. Procedures
Read a pamphlet about the Philippnes.
10 minutes
4.2 Activity Reread the data seets about the Philippines. Complete the following sentences by filling in each blank with a fact or
10 minutes general truth about the country.1. The data sheets give information_____. (CHART)
4.3 Analysis
Work with a partner. Both of you will practice on identifying verbs on the present tense based on the data read.
10 minutes
4.4 Abstraction
Based on the activities done, how can you describe Philppine traditions?
10 minutes
4.5 Application Write a short paragraph that describes the Philippines. Use the details about its people, its geography, its economy
10 minutes and other facts enumerated in the pamphlets.
4.6 Assessment
Anlysis of Learners' Products Read a legend of the Philippines.
10 minutes
Why do we have many islands in the Philippines? How are these islands formed?
10 minutes lesson
In group of 5, select one composition, explain and discuss it infront of the class.
10 minutes
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
October 4, 2017
Code:
EN8WC-Iid-2.8.9
ation may be organized,
ing in each blank with a fact or
e based on the data read.
le, its geography, its economy
How are these islands formed?

GH SCHOOL
om

Learning Area:
43 English 8 1 60
Compose effective paragraph.
(Taken from the Curriculum Guide) EN8WC-IIe-2.8
Key Concepts / Understandings Paragraph Writing.
to be Developed
OBJECTIVES:
The fact or
gained through Understanding Explain how to compose effective paragraph.
Applying
Skills
The
coming from one's
Creating
Construct effective paragraph.
Attitude Valuing
Values Valuing Report with self confidence the composed paragraph.
The learners demonstrate understanding and appreciate grammatical signals or expressions

2. Content suitable to patterns of idea development.
3. Learning Resources TG, CG, Internet, Books
4. Procedures
Present two articles taken from newspapers.Have the learners read the articles.
10 minutes
4.2 Activity Form small groups and have each group identify the most important informations. Afterwards, give an oral report on
10 minutes yhe articles.
4.3 Analysis
Based on the articles read, how can you explain and construct effetive paragraph or news?
10 minutes
4.4 Abstraction
1. How can you construct effective paragraph? How can you report effective news?
10 minutes
4.5 Application
Work in group of 5. Each group will be given a news item which will be reported by a member.
10 minutes
4.6 Assessment
Anlysis of Learners' Products Write a news story about the problems which were rampant as of today.
10 minutes
Interview persons in authority about the problems your place is facing as of today.
10 minutes lesson
Report what you have been interviewed and make solutions to these problems.
10 minutes
5. Remarks Not able to discuss due to NAT. (Grade 7)
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
October 3,2017
Code:
EN8WC-IIe-2.8
atical signals or expressions
erwards, give an oral report on
news?
member.
rampant as of today.
our place is facing as of today.

GH SCHOOL
om

Learning Area:
43 English 8 1 60
Compose effective paragraph.
(Taken from the Curriculum Guide) EN8WC-IiD-2.8
Key Concepts / Understandings Paragraph Writing.
to be Developed
OBJECTIVES:
The fact or
gained through Understanding Explain how to compose effective paragraph.
Applying
Skills
The
coming from one's
Creating
Construct effective paragraph.
Attitude Valuing
Values Valuing Report with self confidence the composed paragraph.
The learners demonstrate understanding and appreciate grammatical signals or expressions

2. Content suitable to patterns of idea development.
3. Learning Resources TG, CG, Internet, Books
4. Procedures
Present two articles taken from newspapers.Have the learners read the articles.
10 minutes
4.2 Activity Form small groups and have each group identify the most important informations. Afterwards, give an oral report on
10 minutes yhe articles.
4.3 Analysis
Based on the articles read, how can you explain and construct effetive paragraph or news?
10 minutes
4.4 Abstraction
1. How can you construct effective paragraph? How can you report effective news?
10 minutes
4.5 Application
Work in group of 5. Each group will be given a news item which will be reported by a member.
10 minutes
4.6 Assessment
Anlysis of Learners' Products Write a news story about the problems which were rampant as of today.
10 minutes
Interview persons in authority about the problems your place is facing as of today.
10 minutes lesson
Report what you have been interviewed and make solutions to these problems.
10 minutes
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
October 2,2017
Code:
EN8WC-IiD-2.8
atical signals or expressions
erwards, give an oral report on
news?
member.
rampant as of today.
our place is facing as of today.

GH SCHOOL
om

Learning Area:
42 English 8 1 60
Learning Competency/ies: Distinguish between and among verbal, situational, Code:
(Taken from the Curriculum Guide) and dramatic types of irony and give examples of each. EN8B-IIc-24.1
Key Concepts / Understandings Types of Figurative Language
to be Developed
OBJECTIVES:
The fact or Identify the types of figurative language.
Applying
Skills
The
coming from one's
Creating
Consruct sentences using the different types of figurative language.
Attitude Valuing Identify what figure of speech used in each sentence.
Values Valuing
2. Content The learners demonstrate understanding of the value of figurative languages.
3. Learning Resources TG, CG, Internet
4. Procedures
Review what were literal and figurative languages.
10 minutes
4.2 Activity
Explain and discuss what are figurative languages and its types.
10 minutes
4.3 Analysis
More sentences are given to the learners to analyze. (chart)
10 minutes
4.4 Abstraction
Based on the activity done, what are semilis, metaphors, hyperbole, irony, etc.?
10 minutes
4.5 Application
Let the learners construct sentences using, semile, hyperbole, irony, etc.
10 minutes
4.6 Assessment Of each type of figurative language, identify the sentences whwther it is metaphor,
10 minutes personification, simile, metaphor, irony, etc. (chart)
4.7 Assignment Enhancing / improving the day’s Write at least 2 examples in each type of figuarative language. Write it on your
10 minutes lesson activity notebook.
4.8 Concluding Activity Figurative language uses figures of speech. It can appear in multiple forms with the use of literary and rheotical
10 minutes devices.
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
September 29,2017
Code:
EN8B-IIc-24.1
e.
e languages.
tences whwther it is metaphor,
e language. Write it on your
se of literary and rheotical

GH SCHOOL
om

Learning Area:
42 English 8 1 60
Learning Competency/ies: Distinguish between and among verbal, situational, Code:
(Taken from the Curriculum Guide) and dramatic types of irony and give examples of each. EN8B-IIb-24.1
Key Concepts / Understandings Types of Figurative Language
to be Developed
OBJECTIVES:
The fact or Identify the types of figurative language.
Applying
Skills
The
coming from one's
Creating
Consruct sentences using the different types of figurative language.
Attitude Valuing Identify what figure of speech used in each sentence.
Values Valuing
2. Content The learners demonstrate understanding of the value of figurative languages.
4. Procedures
Review what were literal and figurative languages.
10 minutes
4.2 Activity
Explain and discuss what are figurative languages and its types.
10 minutes
4.3 Analysis
More sentences are given to the learners to analyze. (chart)
10 minutes
4.4 Abstraction
Based on the activity done, what are semilis, metaphors, hyperbole, irony, etc.?
10 minutes
4.5 Application
Let the learners construct sentences using, semile, hyperbole, irony, etc.
10 minutes
4.6 Assessment Of each type of figurative language, identify the sentences whwther it is metaphor,
10 minutes personification, simile, metaphor, irony, etc. (chart)
4.7 Assignment Enhancing / improving the day’s Write at least 2 examples in each type of figuarative language. Write it on your
10 minutes lesson activity notebook.
4.8 Concluding Activity Figurative language uses figures of speech. It can appear in multiple forms with the use of literary and rheotical
10 minutes devices.
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
September 28,2017
Code:
EN8B-IIb-24.1
e.
e languages.
tences whwther it is metaphor,
e language. Write it on your
se of literary and rheotical

GH SCHOOL
om

Learning Area:
41 English 8 1 60
Discriminate between literal and figurative language.
(Taken from the Curriculum Guide) EN8V-IIe-24
Key Concepts / Understandings Literal and Figurative Language
to be Developed
OBJECTIVES:
The fact or
gained through Understanding Discuss what is figurative language and literal language.
Applying
Skills
The
systematic, and sustained Differentiate literal from figurative language.
coming from one's
Creating
Attitude Valuing Explain what are literal languge and figurative language.
Values Valuing
2. Content The learners demonstrate understanding the value of literal and figurative language.
4. Procedures
Let the learners read the following sentences: 1. Grass looks green. 2. The grass looks like spiky green hair. 3. Sand
10 minutes feels rough. 4.Sand is solid water. Sentences 1&3 are literal descriptions. Sentences 2 & 4 are figurative descriptions.
4.2 Activity More sentences are given to the learners for them to analize and differentiate literal language from figurative
10 minutes language.
4.3 Analysis
Give at least 5 sentences using literal language and change it to figurative language.
10 minutes
4.4 Abstraction
Give at least 5 sentences using literal language and change it to figurative language.
10 minutes
4.5 Application Identify the sentences whether it is literal or figurative sentence. 1. The flower smells sweet. 2. Grasshopper make a
high pitched noise. 3. The flowers have the sweetest smelling petals in the the world. 4. Grasshoppers are fiddlers
10 minutes who play their legs.
4.6 Assessment By group write at least 5 sentences using literal and figurative language and explain
10 minutes each.
Continue studying figurative language and its forms. Give examles in each form.
10 minutes lesson
4.8 Concluding Activity Literal languagemeans exactly what it says , while figerative language uses similes, methapors, hyperbole,and
10 minutes personification to describe somethingoften through comparison with something different.
5. Remarks Ccarried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
September 27,2017
Code:
EN8V-IIe-24
figurative language.
ks like spiky green hair. 3. Sand

2 & 4 are figurative descriptions.
anguage from figurative
sweet. 2. Grasshopper make a

4. Grasshoppers are fiddlers
d figurative language and explain
. Give examles in each form.
methapors, hyperbole,and
ent.
GH SCHOOL
om

Learning Area:
40 English 8 1 60
Learning Competency/ies: Discern positive and negative messages conveyed in a Code:
(Taken from the Curriculum Guide) material viewed. EN8G-If-8
Key Concepts / Understandings Gist of Material Viewed
to be Developed
OBJECTIVES:
The fact or Identify The problems by the two brothers.
Applying
Skills Discover what solutios to be used of the problems presented.
The
coming from one's
Creating
Attitude Valuing Write sincerely the contributions of the Egyptians that help shaping the Filipinos unity, peace and progress.
Values Valuing
The learners demonstrate understanding of visual, sensory, and verbalsignals in bothliterary

2. Content and expository texts.
4. Procedures
Find out the similarities of Egyptians and Filipinos in terms of culture, beliefs, respect and love for family and
10 minutes reverence to God.
4.2 Activity 1. Unlocking of difficulties. 2. Reading an Egyptian folktale.
10 minutes
4.3 Analysis Wat are the beliefs and traditions of Egyptians which are similar to you as Filipinos? Which of those bring unity and
10 minutes harmony? Which do not?
4.4 Abstraction
Based on yhe selection read, what are the different problems presented in the story?
10 minutes
4.5 Application
By group, write the problems in your place and give your own solution to these. Explain these infront of the class.
10 minutes
4.6 Assessment
Anlysis of Learners' Products Select one of the problems and give give a short play on this problem and solution.
10 minutes
4.7 Assignment Enhancing / improving the day’s Of the short plays presented which do you think shoukl be given more attentions?
10 minutes lesson Why?
4.8 Concluding Activity What traditions and beliefs of Egyptians can contribute to and shape you as Filipino? What cultural diversity brought
10 minutes unity, peace and progress? 5-7 sentence paragraph.
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
September 26,2017
Code:
EN8G-If-8
e and progress.
verbalsignals in bothliterary
and love for family and
Which of those bring unity and
ain these infront of the class.
ay on this problem and solution.
oukl be given more attentions?
What cultural diversity brought

GH SCHOOL
om
Learning Area:
39 English 8 2 60
Learning
Predict the the gist of the material viewed Code:
Competency/ies:
(Taken from the Curriculum Guide) based on the title, pictures, and excerpt. EN8VC-IId-1.3-
Key Concepts /
Understandings to be Gist of Material Viewed
Developed Adapted Cognitive
(D.O. No. 8, s. 2015)
The fact or
gained through Understanding Summarize the story.
Applying
Skills
The
systematic, and sustained Differentiate Egyptian driver from Filipino driver.
coming from one's
Creating
Attitude Valuing Write a photo essay with sincerity.
Values Valuing po2
The learners demonstrate understanding of strategies in listening to long descriptive and

2. Content narrative text.
4. Procedures
4.1 Introductory
Activity Present to the class some pictures and ask them what they have observed on the pictures.
10 minutes
4.2 Activity
Write a short photo essay about the pictures by sensing the relationships among them. Read the text.
10 minutes
4.3 Analysis
What is the irony of this story? What are the themes raised in the story? How realistic is the story?
10 minutes
4.4 Abstraction
How do you find the story? Did you understand it in your first reading? What is the essence of the story?
10 minutes
4.5 Application
Discuss/ Explain the story.
10 minutes
Fill out the chart to describe the characters of the story "The Taximan's Story".
10 minutes Products
4.7 Assignment Enhancing / improving the
By group, get the essence of the story and present it to the class.
10 minutes day’s lesson
Based on yhe story read how can you differentiate Egyptian driver from Filipino driver?
10 minutes
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
September
25,2017
Code:
EN8VC-IId-1.3-
tening to long descriptive and
on the pictures.
mong them. Read the text.
ow realistic is the story?
at is the essence of the story?
the story "The Taximan's Story".
esent it to the class.
pino driver?
L HIGH SCHOOL
mail.com

Learning Area:
39 English 8 2 60
Learning Competency/ies: Predict the the gist of the material viewed based Code:
(Taken from the Curriculum Guide) on the title, pictures, and excerpt. EN8VC-IId-1.3-
Key Concepts / Understandings to Gist of Material Viewed
be Developed
OBJECTIVES:
The fact or Recognize the character traits of the different character of the story.
Applying
Skills
The
systematic, and sustained Differentiate Egyptian driver from Filipino driver.
coming from one's
Creating
Attitude Valuing Explain the essence of the story.
Values Valuing
The learners demonstrate understanding of strategies in listening to long descriptive and

2. Content narrative text.
4. Procedures
Present to the class some pictures and ask them what they have observed on the pictures.
10 minutes
4.2 Activity
Write a short photo essay about the pictures by sensing the relationships among them. Read the text.
10 minutes
4.3 Analysis
What is the irony of this story? What are the themes raised in the story? How realistic is the story?
10 minutes
4.4 Abstraction
How do you find the story? Did you understand it in your first reading? What is the essence of the story?
10 minutes
4.5 Application
Discuss/ Explain the story.
10 minutes
Fill out the chart to describe the characters of the story "The Taximan's Story".
10 minutes Products
By group, get the essence of the story and present it to the class.
Based on yhe story read how can you differentiate Egyptian driver from Filipino driver?
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
September 22,2017
Code:
EN8VC-IId-1.3-
g to long descriptive and
the pictures.
ng them. Read the text.
realistic is the story?
the essence of the story?
ory "The Taximan's Story".
it to the class.
o driver?
GH SCHOOL
om

Learning Area:
38 English 8 2 60
Learning Competency/ies: Determine the tone and mood of the speaker or code
(Taken from the Curriculum Guide) characters in the narrative listened to. EN8LC- IIc- 2.13
Key Concepts / Understandings Tone and Mood of the Speakers or Characters
to be Developed
OBJECTIVES:
Knowledge
gained through Understanding Summarize the story read.
Applying
Skills Describe the highlight of the story.
The
coming from one's
Creating
Attitude Valuing Explain respectively the plot used in the story.
Values Valuing
The learners demonstrate understanding of East Asian literature as an art form inspired and
2. Content influenced by nature.
4. Procedures
Present pictures about interesting Arab countries. Find out its unique traditions and beliefs.
10 minutes
4.2 Activity Do the activity " Paired Approach". Work with a partner and discuss relevant issues. Be guided with the following
10 minutes questions: What country is described?
4.3 Analysis What country describe in the pictures? What knowledge and information did you get after observing? Describe what
10 minutes you see and feel. What attracted you most about this country?
4.4 Abstraction What are the problems faced by the two brothers? Are these problems still present today? Is giving decision easily
10 minutes helpful in solving problems? Why?
4.5 Application Do the activity 'Solving" Using the problem-solution chart, identify the problems and provide solutions to these based
10 minutes on the selection you just read.
4.6 Assessment Do the activity " Building" Using the plot organizer , enumerate the events in the
10 minutes story by filling in the rectangles. Explain your work nto the class.
Describe the highlight of the story by writing it in a short bond paper.
10 minutes lesson
Using the plot organizer, summarize the story read.
10 minutes
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
September 21,2017
code
EN8LC- IIc- 2.13
as an art form inspired and
eliefs.
Be guided with the following
after observing? Describe what
day? Is giving decision easily
rovide solutions to these based
enumerate the events in the

nto the class.
hort bond paper.

GH SCHOOL
om

Learning Area:
38 English 8 2 60
Learning Competency/ies: Determine the tone and mood of the speaker or code
(Taken from the Curriculum Guide) characters in the narrative listened to. EN8LC- IIc- 2.13
Key Concepts / Understandings Tone and Mood of the Speakers or Characters
to be Developed
OBJECTIVES:
Knowledge
Applying
Skills Describe the highlight of the story.
The
coming from one's
Creating
Attitude Valuing Explain respectively the plot used in the story.
Values Valuing
4. Procedures
Present pictures about interesting Arab countries. Find out its unique traditions and beliefs.
10 minutes
4.2 Activity Do the activity " Paired Approach". Work with a partner and discuss relevant issues. Be guided with the following
10 minutes questions: What country is described?
4.3 Analysis What country describe in the pictures? What knowledge and information did you get after observing? Describe what
10 minutes you see and feel. What attracted you most about this country?
4.4 Abstraction What are the problems faced by the two brothers? Are these problems still present today? Is giving decision easily
10 minutes helpful in solving problems? Why?
4.5 Application Do the activity 'Solving" Using the problem-solution chart, identify the problems and provide solutions to these based
10 minutes on the selection you just read.
4.6 Assessment Do the activity " Building" Using the plot organizer , enumerate the events in the
10 minutes story by filling in the rectangles. Explain your work nto the class.
Describe the highlight of the story by writing it in a short bond paper.
10 minutes lesson
Using the plot organizer, summarize the story read.
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
September 20,2017
code
EN8LC- IIc- 2.13
eliefs.
Be guided with the following
after observing? Describe what
day? Is giving decision easily
rovide solutions to these based
enumerate the events in the

nto the class.
hort bond paper.

GH SCHOOL
om

Learning Area:
37 English 8 2 60
Evaluate the personal significance of a literary text.
(Taken from the Curriculum Guide) EN8RC-IId-2.22
Key Concepts / Understandings Personal Significance of a Literary Text
to be Developed
OBJECTIVES:
The fact or Identify the customs and traditions of Egyptians.
Applying
Skills
The
systematic, and sustained Differentiate Egyptianss customs and traditions from Filipinos.
coming from one's
Creating
Attitude Valuing Describe Thais customs and traditions honestly.
Values Valuing
2. Content The learner demonstrates understandingof literature as an art influenced by nature.
4. Procedures
Review the elements of short story. Rearrange the letters of the following: TRACREHAR , TLOP , GITETNS ,
10 minutes TCFIOCNL , ETLIT
4.2 Activity The selection is considered the oldest literary piece believed to have been written 3000 years before Christ. Find out
the similarities of Egyptians and Filipinos in terms of culture, beliefs, respect and love for family and reverence to God
10 minutes as depicted in the selection. Read the selection.
4.3 Analysis
Do activity 1. Fill in the Venn diagram about the different characters of the story.
10 minutes
4.4 Abstraction Do you agree with the beliefs and traditions practiced by the Egyptians? Which of those bring unity and harmony?
10 minutes Which do not?
4.5 Application
Do the activity."Solving" Answer the Problem-Solution Chart Chart.
10 minutes
4.6 Assessment
Anlysis of Learners' Products Differentiate Egyptians customs and traditions from Filipinos based on story read.
10 minutes
4.7 Assignment Enhancing / improving the day’s Using the plot organizer, enumerate the events in the story and explain each
10 minutes lesson element of plot.
10 minutes unity, peace and progress?
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
September 19,2017
Code:
EN8RC-IId-2.22
fluenced by nature.
AR , TLOP , GITETNS ,
00 years before Christ. Find out

for family and reverence to God
se bring unity and harmony?
Filipinos based on story read.
he story and explain each

GH SCHOOL
om

Learning Area:
36 English 8 1 60
Evaluate the personal significance of a literary text.
(Taken from the Curriculum Guide) EN8RC-IIc-2.22
Key Concepts / Understandings Personal Significance of a Literary Text
to be Developed
OBJECTIVES:
The fact or Identify the customs and traditions of Egyptians.
Applying
Skills
The
systematic, and sustained Differentiate Egyptianss customs and traditions from Filipinos.
coming from one's
Creating
Attitude Valuing Describe Thais customs and traditions honestly.
Values Valuing
2. Content The learner demonstrates understandingof literature as an art influenced by nature.
4. Procedures
Review the elements of short story. Rearrange the letters of the following: TRACREHAR , TLOP , GITETNS ,
10 minutes TCFIOCNL , ETLIT
4.2 Activity The selection is considered the oldest literary piece believed to have been written 3000 years before Christ. Find out
the similarities of Egyptians and Filipinos in terms of culture, beliefs, respect and love for family and reverence to God
10 minutes as depicted in the selection. Read the selection.
4.3 Analysis
Do activity 1. Fill in the Venn diagram about the different characters of the story.
10 minutes
4.4 Abstraction Do you agree with the beliefs and traditions practiced by the Egyptians? Which of those bring unity and harmony?
10 minutes Which do not?
4.5 Application
Do the activity."Solving" Answer the Problem-Solution Chart Chart.
10 minutes
4.6 Assessment
Anlysis of Learners' Products Differentiate Egyptians customs and traditions from Filipinos based on story read.
10 minutes
4.7 Assignment Enhancing / improving the day’s Using the plot organizer, enumerate the events in the story and explain each
10 minutes lesson element of plot.
10 minutes unity, peace and progress?
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
September 18,2017
Code:
EN8RC-IIc-2.22
fluenced by nature.
AR , TLOP , GITETNS ,
00 years before Christ. Find out

for family and reverence to God
se bring unity and harmony?
Filipinos based on story read.
he story and explain each

GH SCHOOL
om

Learning Area:
36 English 8 2 60
to be Developed
OBJECTIVES:
The fact or
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
September 15,2017
Code:
EN8G-If-8
GH SCHOOL
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Learning Area:
36 English 8 1 60
to be Developed
OBJECTIVES:
The fact or
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
September 14,2017
Code:
EN8G-If-8
GH SCHOOL
om

Learning Area:
36 English 8 1 60
to be Developed
OBJECTIVES:
The fact or
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
September 13,2017
Code:
EN8G-If-8
GH SCHOOL
om

Learning Area:
36 English 8 1 60
to be Developed
OBJECTIVES:
The fact or
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
September 12,2017
Code:
EN8G-If-8
GH SCHOOL
om

Learning Area:
36 English 8 1 60
to be Developed
OBJECTIVES:
The fact or
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
September 11,2017
Code:
EN8G-If-8
GH SCHOOL
om

Learning Area:
36 English 8 1 60
to be Developed
OBJECTIVES:
The fact or
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
September 8,2017
Code:
EN8G-If-8
GH SCHOOL
om

Learning Area:
36 English 8 1 60
to be Developed
OBJECTIVES:
The fact or
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
September 6,2017
Code:
EN8G-If-8
GH SCHOOL
om

Learning Area:
36 English 8 1 60
to be Developed
OBJECTIVES:
The fact or
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
September 5,2017
Code:
EN8G-If-8
GH SCHOOL
om

Learning Area:
36 English 8 1 60
to be Developed
OBJECTIVES:
The fact or
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
September 4,2017
Code:
EN8G-If-8
GH SCHOOL
om
instructional process by using principles of teaching and learning - D.O. 42, s. 2016)
Learning Area:
47 English 8 1 60 September I, 2017
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
The fact or
Applying
Skills
The
Analyzing
through deliberate,
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
4.7 Assignment Enhancing /
improving the day’s
10 minutes lesson
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU

Learning Area:
36 English 8 1 60
to be Developed
OBJECTIVES:
The fact or
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
August 31, 2017
Code:
EN8G-If-8
GH SCHOOL
om
Learning Area:
45 English 8 1 60
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
The fact or
Applying
Skills
The
Analyzing
through deliberate,
systematic, and sustained NCAE
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
August 30, 2017
Code:
EN8G-If-8
GH SCHOOL
om
Learning Area:
45 English 8 1 60
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
The fact or
Applying
Skills
The
Analyzing
through deliberate,
systematic, and sustained NCAE
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
August 29, 2017
Code:
EN8G-If-8
GH SCHOOL
om
Learning Area:
45 English 8 1 60 August 28, 2017
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
The fact or
Applying
Skills
The
Analyzing
through deliberate,
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
improving the day’s
10 minutes lesson
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU

Learning Area:
44 English 8 1 60
to be Developed
OBJECTIVES:
The fact or
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
August 25, 2017
Code:
EN8G-If-8
GH SCHOOL
om

Learning Area:
43 English 8 1 60
to be Developed
OBJECTIVES:
The fact or
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
August 24, 2017
Code:
EN8G-If-8
GH SCHOOL
om

Learning Area:
42 English 8 1 60
to be Developed
OBJECTIVES:
The fact or
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
August 23, 2017
Code:
EN8G-If-8
GH SCHOOL
om

Learning Area:
41 English 8 1 60
to be Developed
OBJECTIVES:
The fact or
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
August 22, 2017
Code:
EN8G-If-8
GH SCHOOL
om
Learning Area:
41 English 8 1 60
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
The fact or
Applying
Skills H O LIDAY
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
August 21, 2017
Code:
EN8G-If-8
GH SCHOOL
om

Learning Area:
40 English 8 2 60
Learning Competency/ies:
Descriminate between literal and figurative language.
(Taken from the Curriculum Guide) EN8V-IIe24
Key Concepts / Understandings Literal and Figurative Language
to be Developed
OBJECTIVES:
The fact or
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
August 18, 2017
EN8V-IIe24
GH SCHOOL
om
Learning Area:
39 English 8 1 60 August 17, 2017
Learning Competency/ies: Predict the gist of the matterial viewed based Code:
(Taken from the Curriculum Guide) on the title,pictures, and excerpts. EN8VC-Iia-1.3
Key Concepts / Understandings Gist of the Material Viewed
to be Developed
Adapted Cognitive
Process
Domain Dimensions (D.O.
OBJECTIVES:
No. 8, s. 2015)
Knowledge Rememberin
Identify the characters of the story.
The fact or g
something with familiarity Understandi
gained through
experience or association ng
Applying
Skills Dramatize the highlights of the story.
The
coming from one's
Creating
Attitude Valuing
Values Valuing Explain religiously the author's main purpose of the story.
The learners demonstrate understanding of the relationship of visual, sensory, and verbal
2. Content signals in both literary and expository text.
3. Learning Resources TG, CG, Books, Internet
4. Procedures
Present pictures for the students to analyze.
10 minutes
4.2 Activity
Questions and answer are given about the pictures presented.
10 minutes
4.3 Analysis
What country is described in the pictures.
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
improving the
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Learning Area:
38 English 8 2 60
Learning Competency/ies: Employ appropriate listening skills and Code:
strategies suited to long descriptive and
(Taken from the Curriculum Guide) EN8LC-IIA-7.2
narrative texts.
Key Concepts / Understandings Skills and Strategies Suited to Long Descreptive and Narrative Texts
to be developed.
Adapted Cognitive
(D.O. No. 8, s. 2015)
The fact or Identify yhe similarities of Thailand and Philippines.
Applying
Skills
The
systematic, and sustained Distinguish the causes of economic growth of Thailand.
coming from one's
Creating
Attitude Valuing Describe ones country with appreciation of their culture.
Values Valuing
2. Content The learners demonstrate understanding of strategies in listening to long and narrative texts.
Procedures:
4.1 Introductory Activity One way of getting information and knowledge is through listening. It requires focus and attention.It is a skill
that some people need to work on harder than others. We have to listen to get the general idea of the text,
10 minutes take down notes to recall important ideas, etc.
4.2 Activity
Reading the selection "Thailand at the Turn of the Century".
10 minutes
4.3 Analysis 1. Reading the selection Thailand at the Turn of Century". What is the Thailands goal at the end of the
10 minutes century?
4.4 Abstraction Based on the listening text, what are the similarities of Thailand and Philippines? What are Thailand's
reasons for shifting to manufacture? What are the diversified industries in Thailand? What are the causes of
10 minutes economic growth of Thailand?
4.5 Application Do the activity "Lay Your Cards".In Thailand's economy , what contributed bridging and shaping the success
10 minutes of Asian countries?
Do the activity "Build Me Up" Fill up the diagram and explain your answer. (chart)
10 minutes Products
4.7 Assignment Enhancing / improving Using the graphic organizer, compose a paragraph about The socio-economic
10 minutes the day’s lesson growth of Thailand and Philippines.
4.8 Concluding Activity You have learned the similarities of Philippines and Thailand, what other insights can you extract? Can unity
10 minutes be possible in diversity of culture, beliefs and traditions?
5. Remarks Carried
6. Reflections Write your reflections and insights in relation to the theme of the listening text. Provide your own title.
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
August 16, 2017
Code:
EN8LC-IIA-7.2
s
g to long and narrative texts.
es focus and attention.It is a skill

get the general idea of the text,
ands goal at the end of the
ines? What are Thailand's

hailand? What are the causes of
bridging and shaping the success
d explain your answer. (chart)
about The socio-economic
sights can you extract? Can unity
n title.
GH SCHOOL
om
Learning Area:
37 English 8 2 60
Learning Competency/ies: Employ appropriate listening skills and Code:
strategies suited to long descriptive and
(Taken from the Curriculum Guide) EN8LC-IIA-7
narrative texts.
Key Concepts / Understandings Skills and Strategies Suited to Long Descreptive and Narrative Texts
to be developed.
Adapted Cognitive
(D.O. No. 8, s. 2015)
The fact or Identify yhe similarities of Thailand and Philippines.
Applying
Skills
The
systematic, and sustained Distinguish the causes of economic growth of Thailand.
coming from one's
Creating
Attitude Valuing Describe ones country with appreciation of their culture.
Values Valuing
2. Content The learners demonstrate understanding of strategies in listening to long and narrative texts.
Procedures:
4.1 Introductory Activity One way of getting information and knowledge is through listening. It requires focus and attention.It is a skill
that some people need to work on harder than others. We have to listen to get the general idea of the text,
10 minutes take down notes to recall important ideas, etc.
4.2 Activity
Reading the selection "Thailand at the Turn of the Century".
10 minutes
4.3 Analysis 1. Reading the selection Thailand at the Turn of Century". What is the Thailands goal at the end of the
10 minutes century?
4.4 Abstraction Based on the listening text, what are the similarities of Thailand and Philippines? What are Thailand's
reasons for shifting to manufacture? What are the diversified industries in Thailand? What are the causes of
10 minutes economic growth of Thailand?
4.5 Application Do the activity "Lay Your Cards".In Thailand's economy , what contributed bridging and shaping the success
10 minutes of Asian countries?
Do the activity "Build Me Up" Fill up the diagram and explain your answer. (chart)
10 minutes Products
4.7 Assignment Enhancing / improving Using the graphic organizer, compose a paragraph about The socio-economic
10 minutes the day’s lesson growth of Thailand and Philippines.
4.8 Concluding Activity You have learned the similarities of Philippines and Thailand, what other insights can you extract? Can unity
10 minutes be possible in diversity of culture, beliefs and traditions?
5. Remarks Carried
6. Reflections Write your reflections and insights in relation to the theme of the listening text. Provide your own title.
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
August 15, 2017
Code:
EN8LC-IIA-7
s
g to long and narrative texts.
es focus and attention.It is a skill

get the general idea of the text,
ands goal at the end of the
ines? What are Thailand's

hailand? What are the causes of
bridging and shaping the success
d explain your answer. (chart)
about The socio-economic
sights can you extract? Can unity
n title.
GH SCHOOL
om
Learning Area:
36 English 8 2 60
Learning Competency/ies: Relate content or theme to previous Code:
(Taken from the Curriculum Guide) experiences and background knowledge. EN8RC-IIA-2.18
Key Concepts / Understandings Previous Experiences and Background Knowledge
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge Remembering Retrieve ones customs and traditions through experiences and background knowledge.
The fact or
Applying
Skills Illustrate how traditions and beliefs bring about diversity and or harmony.
The
coming from one's
Creating
Attitude Valuing Describe ones experiences and knowledge with sincerity.
Values Valuing
4. Procedures
Present to the learners a film clip/pictures about Thailand. What did you learn from the film? Can you see
10 minutes some connections? Do you think we have similarities in terms of culture, beliefs and traditions?
4.2 Activity Work with a partner and answer the following:What their customs and traditions? What landmarks are they
10 minutes noted for? Do they have cultures the same to us? What does this imply?
4.3 Analysis Find a partner and orally talk about the similarities of Thais and Filipinos in terms of customs, traditions and
10 minutes beliefs and the way of life as depicted in the pictures.
4.4 Abstraction Using the activiyy done do the activity "Pick and Match". Find out whether the words or symbols have you
written match with the selection below. Connect the pictures under column A with the vocabulary under
10 minutes column B and the meaning under column C. (chart)
4.5 Application
Read the selection "Sawatdee..Hello, Beautiful Bangkok".
10 minutes
Group yourselves into 5 and you will be assigned names such as
4.6 Assessment Anlysis of Learners' WHO,WHAT,WHERE,WHY and HOW. Each group will construct questions that
10 minutes Products 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.
4.8 Concluding Activity Draw on the chart interesting customs, traditions and culture or even landmarks distinctive of the country.
10 minutes Be able to explain or discuss it.
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
August 14, 2017
Code:
EN8RC-IIA-2.18
background knowledge.
harmony.
arn from the film? Can you see

eliefs and traditions?
tions? What landmarks are they
terms of customs, traditions and
he words or symbols have you

A with the vocabulary under
ames such as
will construct questions that
ill be taken from the selection
choice.
marks distinctive of the country.

GH SCHOOL
om
Learning Area:
35 English 8 1 60
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
The fact or Identify the correct answer.
Applying
Skills
The
coming from one's Measure ones ability of the past lesson.
Creating
Attitude Valuing Appraise test result.
Values Valuing
2. Content
3. Learning Resources Test papers
4. Procedures
1. Checking of attendance.
10 minutes
4.2 Activity
2. Checking of answer and explain the items they failed to answer.
10 minutes
4.3 Analysis
Recording of scores.
10 minutes
4.4 Abstraction
Give appreciation to those who got higher scores.
10 minutes
4.5 Application
10 minutes
10 minutes Products
4.7 Assignment Enhancing / improving Study the selection "Sawatdee..Hello, Beautiful Bangkok". Give the meaning of the
10 minutes the day’s lesson following: recline, spire, murals,mosaic, loquacious
10 minutes
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
August 11, 2017
Code:
EN8G-If-8
ngkok". Give the meaning of the

GH SCHOOL
om
Learning Area:
34 English 8 1 60

to be Developed
Domain Dimensions (D.O. No. 8, s. OBJECTIVES:
2015)
The fact or
Applying
Skills FIRST QUARTERLY ASSESSMENT
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
10 minutes Products
4.7 Assignment Enhancing / improving the
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
August 10, 2017
Code:
GH SCHOOL
om
Learning Area:
33 English 8 1 60
Learning Competency/ies: Read intensively to determine the author's Code:
(Taken from the Curriculum Guide) purpose. EN8G-Ih-7.1
Key Concepts / Understandings Intensive Author's Purpose in Reading
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
The fact or Identify author,s purpose in reading.
Applying
Skills
The
coming from one's Describe ones nature.
Creating
Attitude Valuing
Values Valuing Defend ones understanding of the selection read.
The learners demonstrate of the ways by which the information may be organized, related
2. Content and delivered orally.
4. Procedures
Recall what was skimming, scanning, etc.
10 minutes
4.2 Activity Give another type of reading which will help more understanding on accurate information and ideas and
10 minutes interpreting what you are reading in terms of experiences.
4.3 Analysis
Do an in depth reading.
10 minutes
4.4 Abstraction
Based on the activities done, what type of reading presented in the selection?
10 minutes
4.5 Application What are the four seasons mentioned on the selection? 2. Point out two passages that highlights the beauty
10 minutes of nature. (chart)
4.6 Assessment Anlysis of Learners' Does the author show preferences for a particular season? Prove your answer.
10 minutes Products Based on the author's description. Which season do you prefer?
Write a short paragraph about nature.State the topic sentence or the main idea.
Defend ones idea of the paragraph given.
10 minutes
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
August 9, 2017
Code:
EN8G-Ih-7.1
may be organized, related
te information and ideas and
n?
ssages that highlights the beauty
eason? Prove your answer.

o you prefer?
c sentence or the main idea.

GH SCHOOL
om
Learning Area:
33 English 8 1 60
Learning Competency/ies: Read intensively to determine the author's Code:
(Taken from the Curriculum Guide) purpose. EN8G-Ih-7.1
Key Concepts / Understandings Intensive Author's Purpose in Reading
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
The fact or Identify author,s purpose in reading.
Applying
Skills
The
coming from one's Describe ones nature.
Creating
Attitude Valuing
Values Valuing Defend ones understanding of the selection read.
The learners demonstrate of the ways by which the information may be organized, related
2. Content and delivered orally.
4. Procedures
Recall what was skimming, scanning, etc.
10 minutes
4.2 Activity Give another type of reading which will help more understanding on accurate information and ideas and
10 minutes interpreting what you are reading in terms of experiences.
4.3 Analysis
Do an in depth reading.
10 minutes
4.4 Abstraction
Based on the activities done, what type of reading presented in the selection?
10 minutes
4.5 Application What are the four seasons mentioned on the selection? 2. Point out two passages that highlights the
10 minutes beauty of nature. (chart)
4.6 Assessment Anlysis of Learners' Does the author show preferences for a particular season? Prove your answer.
10 minutes Products Based on the author's description. Which season do you prefer?
Write a short paragraph about nature.State the topic sentence or the main idea.
Defend ones idea of the paragraph given.
10 minutes
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
August 8, 2017
Code:
EN8G-Ih-7.1
may be organized, related
ate information and ideas and
on?
ssages that highlights the
eason? Prove your answer.

o you prefer?
c sentence or the main idea.

GH SCHOOL
om
Learning Area:
32 English 8 1 60 August 7, 2017
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
The fact or
gained through Understanding Discuss the use of cohesive devices.
Applying
Skills
The
coming from one's
Creating
Formulate late sentences using cohesive devices.
Attitude Valuing Make an informative speech using cohesive devices.
Values Valuing
2. Content The learners demonstrate understanding cohesive devices in presenting information.
3. Learning Resources TG, Internet, English Expressways II
4. Procedures
4.1 Introductory Activity What conjunctions introduce dependent clauses? What are subordinating conjunctions? What are the
functions of these conjunctions? Do you know that these Subordinating conjunctions are sometimes called
10 minutes as cohesive devices?
4.2 Activity What are those cohesive devices used to add ideas to the one already stated? To contradict or limit
something already said? To show an arragement of idea by time and place? To exemplify ideas? To sum
10 minutes up of what was stated?
4.3 Analysis 1. More fashion magazines deal with proper grooming, moreover, more and more women are becoming
conscious about proper grooming. 2. They always wear seatbelt therefore, they were not enjoured when
10 minutes the car crashed.
4.4 Abstraction Based on the activity presented, what are cohesive devices? What are their functions in sentences? Do
10 minutes these words make the flow of thought smooth and effective?
Restate the ff. sentences to make the flow of thoughts smooth and effective. Choose the appropriate
4.5 Application cohesive devices.(chart) 1. Breath in the air of a first class Batangas wooden environment. Live in a
10 minutes country club lifestyle. 2. Make your home in a secure community, in the bosom of nature. Be like a river
flowing effortlesslyto its destinations.
4.6 Assessment Anlysis of Learners' Read the paragraph with a partner. Focus on how you can improve this by using the
10 minutes Products appropriate cohesive devices.
improving the day’s Rewrite the paragraph and share the improvements you have shared.
10 minutes lesson
Write an informative speech using the cohesive devidevises.
10 minutes
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Learning Area:
(Taken from the Curriculum Guide) informative speech. EN8G-Ie-8
to be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
The fact or
gained through Understanding Discuss the use of cohesive devices.
Applying
Skills
The
coming from one's
Creating
Formulate late sentences using cohesive devices.
Values Valuing
4. Procedures
functions of these conjunctions? Do you know that these Subordinating conjunctions are sometimes called
10 minutes as cohesive devices?
something already said? To show an arragement of idea by time and place? To exemplify ideas? To sum up
10 minutes of what was stated?
4.3 Analysis 1. More fashion magazines deal with proper grooming, moreover, more and more women are becoming
10 minutes lesson
10 minutes
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Learning Area:
Learning Competency/ies: Use appropriate cohesive devices in Code:
(Taken from the Curriculum Guide) composing informative speech. EN8G-Id-8
Key Concepts / Understandings to Cohesive Devices
be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge Remembering Identify The use of cohesive devices.
The fact or
Applying
Skills
The
coming from one's
Creating
Construct sentences using cohesive devices.
Values Valuing
4. Procedures
functions of these conjunctions? Do you know that these Subordinating conjunctions are sometimes
10 minutes called as cohesive devices?
4.3 Analysis 1. More fashion magazinesdeal with proper grooming, moreover, more and more women are becoming
10 minutes lesson
10 minutes
5. Remarks Not finished
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Learning Area:
Learning Competency/ies: Use appropriate cohesive devices in Code:
(Taken from the Curriculum Guide) composing informative speech. EN8G-Ic-8
to be Developed
Adapted Cognitive
Process
Domain Dimensions (D.O.
OBJECTIVES:
No. 8, s. 2015)
Knowledge Rememberin
Identify The use of cohesive devices.
The fact or g
something with familiarity Understandi
gained through
experience or association ng
Applying
Skills
The
coming from one's
Creating
Construct sentences using cohesive devices.
Values Valuing
4. Procedures
functions of these conjunctions? Do you know that these Subordinating conjunctions are sometimes
10 minutes called as cohesive devices?
4.3 Analysis 1. More fashion magazinesdeal with proper grooming, moreover, more and more women are becoming
improving the Rewrite the paragraph and share the improvements you have shared.
10 minutes
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU

Learning Area:
27 English 8 1 60

to be Developed
OBJECTIVES:
The fact or
Applying
Skills ICL
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
August 3, 2017
Code:
GH SCHOOL
om

Learning Area:
26 English 8 1 60
Use parallel structures.
(Taken from the Curriculum Guide) EN8G-Ia-7
Key Concepts / Understandings Parallel Structures
to be Developed
OBJECTIVES:
The fact or Identify the parallei structures in sentences.
Applying
Skills
The
coming from one's
Creating
Formulate sentences expressing parallelism.
Attitude Valuing
Values Valuing Make a brochure about a tourist place which encourage you to visit using parallel structures.
2. Content The learners demonstrate understanding of parallelism.
3. Learning Resources TG, Internet, Expressways II
4. Procedures
4.1 Introductory Activity Let the students read the following:1.Heron's forest is dark and luxuriant. 2. It made him lonely, sad, or
uneasy. 3. Slowly, cautiously, he came down.What do you notice about the italicized words? Do they have
10 minutes
similar patterns or structures?
4.2 Activity Read the following sentences and identify the series of words, phrases, and clauses. 1. In her grandfather's farm, she
enjoyed harvesting eggplants, string beans,and watermelons. 2.She craved for freshly boiled corn, newly picked
10 minutes mangoes, and fully ripened papaya. 3. Her father drank lemonade and camote fritters.
4.3 Analysis
In sentence1, what are the series of phrases? How about number 2? Number 3?
10 minutes
4.4 Abstraction
Based on yhe activity done, what is parallelism? What is the simplest form of parallelism?
10 minutes
4.5 Application Copy the following sentences in your notebook. Place chek mark before the sentence that has parallel structure and a
cross mark before the sentence that has no parallel structure. 1. A quite neighborhood, clean yhe surroundings, and a
10 minutes spacuious recreational area are what he looks for in a residential area. 2. She met her new neighbors and talked with
them,
4.6 Assessment Complete each sentence by adding a structure parallel to the italicized parts. Do this
Anlysis of Learners' Products orally. Some activities that family members enjoy doing together are visiting interisting
10 minutes places, going on picnics, and_____. 2. The boys prefer to hike, to snorkel, and _____
Construct at least 5 sentences using parallel of words, pharases, and clauses.
10 minutes lesson
Make a brochure about the tourist place in your place using parallelim.
10 minutes
Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
July 31, 2017
EN8G-Ia-7
s.
made him lonely, sad, or

the italicized words? Do they have
1. In her grandfather's farm, she
y boiled corn, newly picked
s.
sm?
e that has parallel structure and a

d, clean yhe surroundings, and a
er new neighbors and talked with
allel to the italicized parts. Do this

oing together are visiting interisting
efer to hike, to snorkel, and _____.
ds, pharases, and clauses.

GH SCHOOL
om

Learning Area:
25 English 8 1 60
Use parallel structures.
(Taken from the Curriculum Guide) EN8G-Ia-7
Key Concepts / Understandings Parallel Structures
to be Developed
OBJECTIVES:
The fact or Identify the parallei structures in sentences.
Applying
Skills
The
coming from one's
Creating
Formulate sentences expressing parallelism.
Attitude Valuing
Values Valuing Make a brochure about a tourist place which encourage you to visit using parallel structures.
2. Content The learners demonstrate understanding of parallelism.
3. Learning Resources TG, Internet, Expressways II
4. Procedures
4.1 Introductory Activity Let the students read the following:1.Heron's forest is dark and luxuriant. 2. It made him lonely, sad, or
uneasy. 3. Slowly, cautiously, he came down.What do you notice about the italicized words? Do they have
10 minutes
similar patterns or structures?
4.2 Activity Read the following sentences and identify the series of words, phrases, and clauses. 1. In her grandfather's farm, she
enjoyed harvesting eggplants, string beans,and watermelons. 2.She craved for freshly boiled corn, newly picked
10 minutes mangoes, and fully ripened papaya. 3. Her father drank lemonade and camote fritters.
4.3 Analysis
In sentence1, what are the series of phrases? How about number 2? Number 3?
10 minutes
4.4 Abstraction
Based on yhe activity done, what is parallelism? What is the simplest form of parallelism?
10 minutes
4.5 Application Copy the following sentences in your notebook. Place chek mark before the sentence that has parallel structure and a
cross mark before the sentence that has no parallel structure. 1. A quite neighborhood, clean yhe surroundings, and a
10 minutes spacuious recreational area are what he looks for in a residential area. 2. She met her new neighbors and talked with
them,
4.6 Assessment Complete each sentence by adding a structure parallel to the italicized parts. Do this
Anlysis of Learners' Products orally. Some activities that family members enjoy doing together are visiting interisting
10 minutes places, going on picnics, and_____. 2. The boys prefer to hike, to snorkel, and _____
Construct at least 5 sentences using parallel of words, pharases, and clauses.
10 minutes lesson
Make a brochure about the tourist place in your place using parallelim.
10 minutes
Remarks Not Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
July 28, 2017
EN8G-Ia-7
s.
made him lonely, sad, or

the italicized words? Do they have
1. In her grandfather's farm, she
y boiled corn, newly picked
s.
sm?
e that has parallel structure and a

d, clean yhe surroundings, and a
er new neighbors and talked with
allel to the italicized parts. Do this

oing together are visiting interisting
efer to hike, to snorkel, and _____.
ds, pharases, and clauses.

GH SCHOOL
om

Learning Area:
24 English 8 1 60
Use the appropriate intensive reading for one's purpose.
(Taken from the Curriculum Guide) EN8RC-Ig-7
Key Concepts / Understandings Intensive Reading
to be Developed
OBJECTIVES:
The fact or
gained through Understanding Discuss the story.
Applying
Skills
The
systematic, and sustained Guess the meaning of words or expressions by noting keywords in expressions.
coming from one's
Creating
Attitude Valuing
Values Valuing Summarize the story read.
2. Content
4. Procedures
Do you love your parents? How aout your father? How will you show it? Can you give your life to show your love to him
10 minutes
4.2 Activity
Read the story.
10 minutes
4.3 Analysis
Why was it entitled the "Soul of the Great Bell"? What other traditions you may know related to the story?
10 minutes
4.4 Abstraction
Based on the story read, how can you differentiate Filipinos from Chinese?
10 minutes
4.5 Application Go over the following terms found on the story, figure out the meaning of each italicized word using context clues.
10 minutes ( Chart)
4.6 Assessment
Do the activity 'Ring that Bell". Describe the bell before KoNgai leaped to the furnace
10 minutes and after KoNgai leaped to the furnace.
4.7 Assignment Enhancing / improving the day’s Go on with the story you just read, try to find out those words used to connect the
10 minutes lesson paragraphs. What are these words?
Summarize the story using your own words.
10 minutes
Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
July 27, 2017
EN8RC-Ig-7
e your life to show your love to him?
related to the story?
ed word using context clues.
ore KoNgai leaped to the furnaced
ose words used to connect the

GH SCHOOL
om

Learning Area:
23 English 8 1 60
(Taken from the Curriculum Guide) EN8RC-If-7
to be Developed
OBJECTIVES:
The fact or
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing Describe values and tradition of Chinese people religiously.
2. Content
4. Procedures
10 minutes
4.2 Activity Do the activity Vocabulary Overload. Go over the following terms or expressions taken from the "Soul of the Great Bell
10 minutes Read them and figure out the meaning of each italicized word using context clues. (chart)
4.3 Analysis
10 minutes
4.4 Abstraction Based on the story read, how can you describe the people of China?How about you could you do as what Ko Ngai did
10 minutes to his father?
4.5 Application Go over the following terms found on the story, figure out the meaning of each italicized word using context clues.
10 minutes ( Chart)
4.6 Assessment Go over the story "The Soul of the Great Bell" Identify the values and traditions of the
Anlysis of Learners' Products Chinese people that you can deduce from reading selection.Cite the supporting detai
10 minutes in the story to prove your answer. (Chart)
By group do the "Different Acts For DifferentbFolks" G1-Visual Artists, G2-Singers G3- Actors and Actresses G4- Write
10 minutes
Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
July 26, 2017
EN8RC-If-7
n from the "Soul of the Great Bell".

hart)
could you do as what Ko Ngai did
ed word using context clues.
ify the values and traditions of the

selection.Cite the supporting details
- Actors and Actresses G4- Writers

GH SCHOOL
om

Learning Area:
22 English 8 1 60
(Taken from the Curriculum Guide) EN8RC-Ie-7
to be Developed
OBJECTIVES:
The fact or
gained through Understanding Comprehend the story read.
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing Describe the people of China with respect.
2. Content
4. Procedures
10 minutes
4.2 Activity Do the activity Vocabulary Overload. Go over the following terms or expressions taken from the "Soul of the Great Bell
10 minutes Read them and figure out the meaning of each italicized word using context clues. (chart)
4.3 Analysis
10 minutes
4.4 Abstraction Based on the story read, how can you describe the people of China?How about you could you do as what Ko Ngai did
10 minutes to his father?
4.5 Application What other Chinese traditions involve bells? Compare and contrast these traditions with Filipino traditions.Do Filipinos
10 minutes and Chinese have similar values? What makes you think so?
4.6 Assessment Go over the story "The Soul of the Great Bell" Identify the values and traditions of the
Anlysis of Learners' Products Chinese people that you can deduce from reading selection.Cite the supporting detai
10 minutes in the story to prove your answer. (Chart)
4.8 Concluding Activity Therefore the worthy mandarin Kouan-Yu assembled the master molders and the renowned bellsmiyhs of the empire,
10 minutes and all of the great repute and cunning in the foundry work…(chart)
Remarks Not carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
July 25, 2017
EN8RC-Ie-7
n from the "Soul of the Great Bell".

hart)
could you do as what Ko Ngai did
with Filipino traditions.Do Filipinos
ify the values and traditions of the

selection.Cite the supporting details
nowned bellsmiyhs of the empire,

GH SCHOOL
om

Learning Area:
21 English 8 1 60
Learning Competency/ies: Listen for important points signaled by volume, projection, pitch,
(Taken from the Curriculum Guide) stress, intonation,juncture, and rate of speech. EN8LC-Ie-5.1
to be Developed
OBJECTIVES:
The fact or Identify changes in meaning signaled by stress, intonation, and juncture.
Applying
Skills
The
coming from one's Describe one's place using the emotions, senses, and imagination.
Creating
Attitude Valuing
Values Valuing Answer the questions with critical thinking.
The learners demonstrate understanding of prosodic features that serve as a carrier of

2. Content meaning.
4. Procedures
Present to the class a conversation of two students talking about Masbate City.Let them take down notes to answer
10 minutes the questions and identify the changes in meaning signaled by stress, intination and juncture.
4.2 Activity 1. What is the topic of conversation? 2. What is the place to be visited? Write the words,phrases, and sentences that
10 minutes change the meanings as signaled by stress, juncture, and intonation.
4.3 Analysis
After listening to the conversation, emphasize the stress pattern, intonation, juncture, and tone of the voice.
10 minutes
4.4 Abstraction Based on the activities done, how can you identify the changes of meaning signaled by stress, intonation, and
10 minutes juncture?
4.5 Application
Read the conversation and observe yhe prosodic features used.
10 minutes
4.6 Assessment Work with a partner say the lines below and let your partner identify the function of
the utterance. Choose the items from the box. A. making suggestions b. Asking
10 minutes permission, Showing approval, Expressing joy, Giving an opinion, Staing an
apology.
Continue studying the lesson and prepare for a short dialogue about your place.
10 minutes lesson
Writing a descriptive paragrah to express one's feelings using the pictures presented.
10 minutes
Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
July 21, 2017
EN8LC-Ie-5.1
at serve as a carrier of
em take down notes to answer

uncture.
ds,phrases, and sentences that
and tone of the voice.
by stress, intonation, and
r partner identify the function of

aking suggestions b. Asking
ng an opinion, Staing an
rt dialogue about your place.
.
GH SCHOOL
om

Learning Area:
21 English 8 1 60
Learning Competency/ies: Listen for important points signaled by volume, projection, pitch,
(Taken from the Curriculum Guide) stress, intonation,juncture, and rate of speech. EN8LC-Id-5.1
to be Developed
OBJECTIVES:
The fact or Identify changes in meaning signaled by stress, intonation, and juncture.
Applying
Skills
The
coming from one's Describe one's place using the emotions, senses, and imagination.
Creating
Attitude Valuing
Values Valuing Answer the questions with critical thinking.
The learners demonstrate understanding of prosodic features that serve as a carrier of

2. Content meaning.
4. Procedures
Present to the class a conversation of two students talking about Masbate City.Let them take down notes to answer
10 minutes the questions and identify the changes in meaning signaled by stress, intination and juncture.
4.2 Activity 1. What is the topic of conversation? 2. What is the place to be visited? Write the words,phrases, and sentences that
10 minutes change the meanings as signaled by stress, juncture, and intonation.
4.3 Analysis
After listening to the conversation, emphasize the stress pattern, intonation, juncture, and tone of the voice.
10 minutes
4.4 Abstraction Based on the activities done, how can you identify the changes of meaning signaled by stress, intonation, and
10 minutes juncture?
4.5 Application
Read the conversation and observe yhe prosodic features used.
10 minutes
4.6 Assessment Work with a partner say the lines below and let your partner identify the function of
the utterance. Choose the items from the box. A. making suggestions b. Asking
10 minutes permission, Showing approval, Expressing joy, Giving an opinion, Staing an
apology.
Continue studying the lesson and prepare for a short dialogue about your place.
10 minutes lesson
Writing a descriptive paragrah to express one's feelings using the pictures presented.
10 minutes
Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
July 20, 2017
EN8LC-Id-5.1
at serve as a carrier of
em take down notes to answer

uncture.
ds,phrases, and sentences that
and tone of the voice.
by stress, intonation, and
r partner identify the function of

aking suggestions b. Asking
ng an opinion, Staing an
rt dialogue about your place.
.
GH SCHOOL
om

Learning Area:
21 English 8 1 60
Skim to determine one's identity.
(Taken from the Curriculum Guide) EN8RC-Id-5.1
Key Concepts / Understandings Skimming for One's Identity
to be Developed
OBJECTIVES:
The fact or Identify the meaning of the words through the use of prefix and suffix.
Applying
Skills
The
systematic, and sustained Distinguish Filipino identity.
coming from one's
Creating
Attitude Valuing Express emotional feelings of what was asserted in the text.
Values Valuing
The learners demonstrate understanding of various reading styles vis-à-vis purposes of

2. Content reading.
4. Procedures
As you will know libraries contain thousands of books, pamphlets, and magazines. How can you single out easily and
10 minutes rapidly the book that answers your need?What is easiest way if you want to read further?
4.2 Activity
Present to the learners the sample of table of contents.Notice that the book has two major ideas.
10 minutes
4.3 Analysis 1.What two main topics are covered in the table of contents? 2.What does the title of part 1 suggest? Which decade
10 minutes of the Filipino youth is fashionable?
4.4 Abstraction
Based on the activities done, how can you determine one's Identity?
10 minutes
4.5 Application
Read the text " Self Identity as Filipino".
10 minutes
4.6 Assessment 1. How does a person know himself/herself? In whaparagraph is this idea stated?
Skim through the second paragraph. Look for the sentence that describes the
10 minutes qualities that make the filipino adolascentdifferent from teenagers from other parts of
the world.
4.7 Assignment Enhancing / improving the day’s Continue studying the lesson. Study the prefix and suffix.What do you think the role
10 minutes lesson of the family in the shaping of the Filipino youth? Cite passages from the selection.
re you proud of being a Filino? Why? Support your answer.
10 minutes
Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
July 19, 2017
Code:
EN8RC-Id-5.1
s vis-à-vis purposes of
ow can you single out easily and

her?
major ideas.
part 1 suggest? Which decade
paragraph is this idea stated?

entence that describes the
om teenagers from other parts of
suffix.What do you think the role

te passages from the selection.
GH SCHOOL
om

Learning Area:
21 English 8 1 60
Skim to determine one's identity.
(Taken from the Curriculum Guide) EN8RC-IC-1.5
Key Concepts / Understandings Skimming for One's Identity
to be Developed
OBJECTIVES:
The fact or Identify the meaning of the words through the use of prefix and suffix.
Applying
Skills
The
systematic, and sustained Distinguish Filipino identity.
coming from one's
Creating
Attitude Valuing Express emotional feelings of what was asserted in the text.
Values Valuing
The learners demonstrate understanding of various reading styles vis-à-vis purposes of

2. Content reading.
4. Procedures
As you will know libraries contain thousands of books, pamphlets, and magazines. How can you single out easily and
10 minutes rapidly the book that answers your need?What is easiest way if you want to read further?
4.2 Activity
Present to the learners the sample of table of contents.Notice that the book has two major ideas.
10 minutes
4.3 Analysis 1.What two main topics are covered in the table of contents? 2.What does the title of part 1 suggest? Which decade
10 minutes of the Filipino youth is fashionable?
4.4 Abstraction
Based on the activities done, how can you determine one's Identity?
10 minutes
4.5 Application
Read the text " Self Identity as Filipino".
10 minutes
4.6 Assessment 1. How does a person know himself/herself? In whaparagraph is this idea stated?
Skim through the second paragraph. Look for the sentence that describes the
10 minutes qualities that make the filipino adolascentdifferent from teenagers from other parts of
the world.
4.7 Assignment Enhancing / improving the day’s Continue studying the lesson. Study the prefix and suffix.What do you think the role
10 minutes lesson of the family in the shaping of the Filipino youth? Cite passages from the selection.
re you proud of being a Filino? Why? Support your answer.
10 minutes
Remarks Not carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
July 18, 2017
Code:
EN8RC-IC-1.5
s vis-à-vis purposes of
ow can you single out easily and

her?
major ideas.
part 1 suggest? Which decade
paragraph is this idea stated?

entence that describes the
om teenagers from other parts of
suffix.What do you think the role

te passages from the selection.
GH SCHOOL
om

Learning Area:
19 English 8 1 60
Use the correct the correct sound of English.
(Taken from the Curriculum Guide) EN8OL-Ic-3.11
Key Concepts / Understandings The Correct Sound of English
to be Developed
OBJECTIVES:
The fact or
gained through Understanding Explain the rising and falling intonation pattern.
Applying
Skills
The
systematic, and sustained Distinguish the rising- falling intonation in a sentence.
coming from one's
Creating
Attitude Valuing Write notices/announcements for school drives.
Values Valuing
The learners demonstrate understanding of prosodic features that serve as carrier of

2. Content meaning.
4. Procedures
Review the kinds of sentence. Focus the simple statements.
10 minutes
4.2 Activity Present to the class the sentences to the class and its pattern used (2-3-1 patterrn, 2-3 pattern). This is my
10 minutes classmate. What's the matter? Come to see me. Ask students to give their own examples.
4.3 Analysis
More sentences presented for them to analyze the risin-falling intonation.
10 minutes
4.4 Abstraction Based on the activities done, how can you distinguish the rising-falling intonation in a sentence? If it is simple
10 minutes statements of facts, commands and interrogative words(who, what, why, etc.)
4.5 Application
Test
10 minutes
4.6 Assessment Read the following sentences using the rising- falling intonation. 1. Where is the
10 minutes library? This is my classmate.
4.7 Assignment Enhancing / improving the day’s Read each of these sentences first as statement, then as a question using
10 minutes lesson intonation.
Write a notice/announcement for school drive to be read infront of the class, be sure to make everything clear.
10 minutes
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
July 14, 2017
Code:
EN8OL-Ic-3.11
at serve as carrier of
-3 pattern). This is my
ples.
sentence? If it is simple
g intonation. 1. Where is the
en as a question using
to make everything clear.

GH SCHOOL
om

Learning Area:
10 English 8 1 60
Use the correct the correct sound of English.
(Taken from the Curriculum Guide) EN8OL-Ib-3.11
Key Concepts / Understandings The Correct Sound of English
to be Developed
OBJECTIVES:
The fact or
gained through Understanding Explain the rising and falling intonation pattern.
Applying
Skills
The
systematic, and sustained Distinguish the rising- falling intonation in a sentence.
coming from one's
Creating
Attitude Valuing Write notices/announcements for school drives.
Values Valuing

2. Content meaning.
4. Procedures
Review the kinds of sentence. Focus the simple statements.
10 minutes
4.2 Activity Present to the class the sentences to the class and its pattern used (2-3-1 patterrn, 2-3 pattern). This is my
10 minutes classmate. What's the matter? Come to see me. Ask students to give their own examples.
4.3 Analysis
More sentences presented for them to analyze the risin-falling intonation.
10 minutes
4.4 Abstraction Based on the activities done, how can you distinguish the rising-falling intonation in a sentence? If it is simple
10 minutes statements of facts, commands and interrogative words(who, what, why, etc.)
4.5 Application
Test
10 minutes
4.6 Assessment Read the following sentences using the rising- falling intonation. 1. Where is the
10 minutes library? This is my classmate.
4.7 Assignment Enhancing / improving the day’s Read each of these sentences first as statement, then as a question using
10 minutes lesson intonation.
Write a notice/announcement for school drive to be read infront of the class, be sure to make everything clear.
10 minutes
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
July 13, 2017
Code:
EN8OL-Ib-3.11
-3 pattern). This is my
ples.
sentence? If it is simple
g intonation. 1. Where is the
en as a question using
to make everything clear.

GH SCHOOL
om

Learning Area:
18 English 8 1 60
Use stress to signal changes in meaning.
(Taken from the Curriculum Guide) EN8OL-1a-3.11
Key Concepts / Understandings The Use of Stress
to be Developed
OBJECTIVES:
The fact or Recognize the stress found in each word.
Applying
Skills Use sress in a conversation.
The
coming from one's
Creating
Attitude Valuing Write a short dialogue about some popular fiesta celebrations.
Values Valuing

2. Content meaning.
4. Procedures
Present words from the chart for the students to read.The teacher read first the words and let the the students
10 minutes followed.
4.2 Activity Carefully listen to the pronounciation of the words and be able to distinctly produce the stressed and unstrssed
10 minutes syllables.
4.3 Analysis Let the students read the words from the chart using yhe stress found on the first syllable, second syllable, third
10 minutes syllable. Use these words in sentences.
4.4 Abstraction Based on the activites done, how can you recognize the use of stress? Does it affect the meaning of the words?
10 minutes How?
4.5 Application Pair the students and let them read the conversation on the meta cards using the correct pronunciation of words
10 minutes through stresses.
4.6 Assessment In a group of five, write a short dialogue about some popular fiesta celebrations in
10 minutes the Philippines.
4.7 Assignment Enhancing / improving the day’s Act out tour dialogue infront of the class. Note carefully the pronunciation of the
10 minutes lesson strssed and unstressed syllables of words in your dialogue.
Actual presentation of the dialogue by groups.
10 minutes
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
July 12, 2017
Code:
EN8OL-1a-3.11
s and let the the students
he stressed and unstrssed
able, second syllable, third
the meaning of the words?
rect pronunciation of words
e popular fiesta celebrations in
ully the pronunciation of the

alogue.
GH SCHOOL
om

Learning Area:
18 English 8 1 60
Use stress to signal changes in meaning.
(Taken from the Curriculum Guide) EN8OL-1a-3.11
Key Concepts / Understandings The Use of Stress
to be Developed
OBJECTIVES:
The fact or Recognize the stress found in each word.
Applying
Skills Use sress in a conversation.
The
coming from one's
Creating
Attitude Valuing Write a short dialogue about some popular fiesta celebrations.
Values Valuing

2. Content meaning.
4. Procedures
Present words from the chart for the students to read.The teacher read first the words and let the the students
4.2 Activity Carefully listen to the pronounciation of the words and be able to distinctly produce the stressed and unstrssed
10 minutes syllables.
4.3 Analysis Let the students read the words from the chart using yhe stress found on the first syllable, second syllable, third
10 minutes syllable. Use these words in sentences.
4.4 Abstraction Based on the activites done, how can you recognize the use of stress? Does it affect the meaning of the words?
10 minutes How?
4.5 Application Pair the students and let them read the conversation on the meta cards using the correct pronunciation of words
10 minutes through stresses.
4.6 Assessment In a group of five, write a short dialogue about some popular fiesta celebrations in
10 minutes the Philippines.
4.7 Assignment Enhancing / improving the day’s Act out tour dialogue infront of the class. Note carefully the pronunciation of the
10 minutes lesson strssed and unstressed syllables of words in your dialogue.
Actual presentation of the dialogue by groups.
10 minutes
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
July 11, 2017
Code:
EN8OL-1a-3.11
s and let the the students
he stressed and unstrssed
able, second syllable, third
the meaning of the words?
rect pronunciation of words
e popular fiesta celebrations in
ully the pronunciation of the

alogue.
GH SCHOOL
om

Learning Area:
English 8 1 60

to be Developed
OBJECTIVES:
The fact or
Applying
Skills ICL
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
July 10, 2017
Code:
GH SCHOOL
om

Learning Area:
17 English 8 1 60

to be Developed
OBJECTIVES:
The fact or
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
July 7, 2017
Code:
GH SCHOOL
om

Learning Area:
16 English 8 1 60

to be Developed
OBJECTIVES:
The fact or
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
July 6, 2017
Code:
GH SCHOOL
om

Learning Area:
15 English 8 1 60

to be Developed
OBJECTIVES:
The fact or
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
July 5, 2017
Code:
GH SCHOOL
om

Learning Area:
15 English 8 1 60

to be Developed
OBJECTIVES:
The fact or
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
July 4, 2017
Code:
GH SCHOOL
om

Learning Area:
14 English 8 1 60

to be Developed
OBJECTIVES:
The fact or
Applying
Skills ICL
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
July 3, 2017
Code:
GH SCHOOL
om

Learning Area:
13 English 8 1 60
Learning Competency/ies: Identify the distinguishing features of notable African Code:
(Taken from the Curriculum Guide) folktale. EN8LT-1a-8.1
Key Concepts / Understandings Afriacan Folktale
to be Developed
OBJECTIVES:
The fact or
Applying
Skills Make a paragraph outline based on the story discussed.
The
coming from one's
Creating
Attitude Valuing Retell the story with sincerity.
Values Valuing
The learners demonstrate understanding of African literature as a means of exploring forces

2. Content that human beings contend with.
4. Procedures
4.1 Introductory Activity In the previous activities , you were asked to read words, phrasesand isolated sentences. This time, you do purposive
reading to better understand the nature of our glbal brothers the Africans.Why the hands of blacks are lighter as it
10 minutes compared to the other parts of their body?
4.2 Activity Do the activity "Partner Chatter".In pairs describe an object common to African people.Show cue cards to help partner
10 minutes identify the object.Other members of the group lists down the descriptive words used.
4.3 Analysis
Read the story "The Hands of the Blacks". Why the hands of the Blacks are lighter?
10 minutes
4.4 Abstraction Based on the story read, what have you discovered of the Africans?Do you think the different opinions of the people
10 minutes around are reliable enough? Why?
4.5 Application
Create a paragraph frame that correspond to the organization of details in the text just read.
10 minutes
4.6 Assessment By group retell the story infront of the class using the paragraph frame. Choose one
10 minutes of the members to do it.
Study adjectives. What are adjectives? What are the types of adjectives?
10 minutes lesson
Did you feel that the activities were successful? Why or why not? List your reasons in your notebook.
10 minutes
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
June 28, 2017
Code:
EN8LT-1a-8.1
a means of exploring forces
nces. This time, you do purposive

nds of blacks are lighter as it
e.Show cue cards to help partner

.
different opinions of the people
st read.
e paragraph frame. Choose one
e types of adjectives?
your notebook.
GH SCHOOL
om

Learning Area:
13 English 8 1 60
Learning Competency/ies: Identify the distinguishing features of notable African Code:
(Taken from the Curriculum Guide) folktale. EN8LT-1a-8.1
Key Concepts / Understandings Afriacan Folktale
to be Developed
OBJECTIVES:
The fact or Describe the Africans.
gained through Understanding .
Applying
Skills Discover ones physical features through different opinions.
The
coming from one's
Creating
Attitude Valuing Retell the story with sincerity.
Values Valuing
The learners demonstrate understanding of African literature as a means of exploring forces

2. Content that human beings contend with.
4. Procedures
4.1 Introductory Activity In the previous activities , you were asked to read words, phrasesand isolated sentences. This time, you do purposive
reading to better understand the nature of our glbal brothers the Africans.Why the hands of blacks are lighter as it
10 minutes compared to the other parts of their body?
4.2 Activity Do the activity "Partner Chatter".In pairs describe an object common to African people.Show cue cards to help partner
10 minutes identify the object.Other members of the group lists down the descriptive words used.
4.3 Analysis
Read the story "The Hands of the Blacks". Why the hands of the Blacks are lighter?
10 minutes
4.4 Abstraction Based on the story read, what have you discovered of the Africans?Do you think the different opinions of the people
10 minutes around are reliable enough? Why?
4.5 Application
Create a paragraph frame that correspond to the organization of details in the text just read.
10 minutes
4.6 Assessment By group retell the story infront of the class using the paragraph frame. Choose one
10 minutes of the members to do it.
Study adjectives. What are adjectives? What are the types of adjectives?
10 minutes lesson
Did you feel that the activities were successful? Why or why not? List your reasons in your notebook.
10 minutes
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
June 27, 2017
Code:
EN8LT-1a-8.1
a means of exploring forces
nces. This time, you do purposive

nds of blacks are lighter as it
e.Show cue cards to help partner

.
different opinions of the people
st read.
e paragraph frame. Choose one
e types of adjectives?
your notebook.
GH SCHOOL
om

Learning Area:
12 English 8 1 60

to be Developed
OBJECTIVES:
The fact or
Applying
Skills HOLIDAY (Eidelfeter)
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
June 26, 2017
Code:
GH SCHOOL
om

Learning Area:
12 English 8 1 60
to be Developed
OBJECTIVES:
The fact or Describe Afro-Asians using idiomaticexpressions.
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing

2. Content meaning.
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
June 23, 2017
Code:
EN8V-1c&1d-10.2
you describe them?
any of them..

es.
sions.

as Asians?
GH SCHOOL
om

Learning Area:
3 English 8 1 60
Learning Competency/ies: Listen for important points signaled by volume, Code:
projection, pitch, stress, intonation, juncture, and rate
(Taken from the Curriculum Guide) EN8LC-1a-5.1
of speech.
to be Developed
OBJECTIVES:
The fact or
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.
B. No. of learners who require additional D. No. of learners who continue to require remediation.
activities for remediation.
E. Which of my learning strategies worked well?

Why did these work?
F. What difficulties did I encounter which my

principal or supervisor can help me solve?
G. What innovation or localized materials did I

use/discover which I wish to share with other
teachers?
Prepared by:
Name: School:
Position/
n:
Number:
Date:
June 8, 2017
Code:
EN8LC-1a-5.1

Learning Area:
English 8 1 60
to be Developed
OBJECTIVES:
Applying
The
coming from one's
Creating
Values Valuing

2. Content meaning.
4. Procedures
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
June 20, 2017
Code:
EN8V-1a-10.2

glass.
e excerpt.
tic expressions.
GH SCHOOL
om

Learning Area:
10 English 8 1 60
to be Developed
OBJECTIVES:
The fact or
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
June 21, 2017
Code:
EN8VC-1b-8

GH SCHOOL
om

Learning Area:
1 English 8 1 60
Scan for logical connectors to determine the text type.
(Taken from the Curriculum Guide) EN8RC-1a-7.2
Key Concepts / Understandings Logical Connectors
to be Developed
OBJECTIVES:
The fact or Identify the values and traditions of Asians and Africans.
Applying
Skills
The
coming from one's Describe values and traditions of Afro-Asians.
Creating
Attitude Valuing Discuss values and traditions of Afro-Asians
Values Valuing Write reflection about obout ones values and traditions.
2. Content The learners demonstrate understanding of values and traditions of Afro-Asians.
3. Learning Resources Internet, Youtube, Video-clip,TG, Pictures
4. Procedures
View some video-clips/pictures that show who are Afro-Asians are from the youtube.
5 minutes
4.2 Activity
Ask the students to find a partner. Let them discuss his/her views on the video-clip just have watched.
5 minutes
4.3 Analysis
1.What do you know about the people of Asia and Africa? What values and traditions revealed in the video-clip?
5 minutes
4.4 Abstraction Based on the activities presented, how can you describe Afro-Asians values and traditions? Is it important to know
10 minutes your identity? Why?
4.5 Application By group write down how much do you know about Aro-Asians based on the video- clip presented from the
10 minutes youtube.Choose one from the goup to report/discuss it to the class.
4.6 Assessment Process their reactions towards the ideas presented by each group. Critiquing
4.7 Assignment Enhancing / improving the day’s Write a paragraph on what do you know about the people of Asia and Africa. Start
10 minutes lesson your paragraph wth "My Initial Thoughts Are…..(should be done individually)
Knowing ones values and traditions plays an important part of identity.
5 minutes
5. Remarks Not able to discuss due to the orientation.
6. Reflections

Why did these work?


teachers?
Prepared by:
Name: School:
Mrs. Dinnah B. Senining Calape National High School
Position/
n: T-III Cebu
Date:
June 5, 2017
Code:
EN8RC-1a-7.2
s of Afro-Asians.
st have watched.
revealed in the video-clip?
itions? Is it important to know
lip presented from the
d by each group. Critiquing
people of Asia and Africa. Start

ould be done individually)
chool
om

Learning Area:
11 English 8 1 60
to be Developed
OBJECTIVES:
The fact or Describe Afro-Asians using idiomaticexpressions.
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing

2. Content meaning.
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
June 22, 2017
Code:
EN8V-1c&1d-10.2
you describe them?
any of them..

es.
sions.

as Asians?
GH SCHOOL
om

Learning Area:
10 English 8 1 60
to be Developed
OBJECTIVES:
The fact or
Applying
Skills
The
coming from one's
Creating
Attitude Valuing

2. Content meaning.
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction Can you give now the meaning of these expressions?How to deduce the meaning of words?Are these meanings
10 minutes special, specific, and surprising?
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
5. Remarks Carried
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
June 21, 2017
Code:
EN8VC-1b-8
words?Are these meanings

GH SCHOOL
om

Learning Area:
9 English 8 1 60
to be Developed
OBJECTIVES:
Applying
The
coming from one's
Creating
Values Valuing

2. Content meaning.
4. Procedures
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
June 20, 2017
Code:
EN8V-1a-10.2

glass.
e excerpt.
tic expressions.
GH SCHOOL
om

Learning Area:
English 8 1 60
(Taken from the Curriculum Guide) projection, stress, intonation, juncture,and speech.
Key Concepts / Understandings Prosodic Features: volume, projection, pitch, stress, intonation, juncture and rate of speech
to be Developed
OBJECTIVES:
The fact or
Skills
Applying
ICL
The
systematic, and sustained ( Independent Cooperative Learning )
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
5. Remarks
6. Reflections
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
June 19, 2017
Code:
nd rate of speech
g)
GH SCHOOL
om

Learning Area:
8 ENGLISH 8 1 60
(Taken from the Curriculum Guide) projection, stress, intonation, juncture,and speech. EN8VC-1b-8
Key Concepts / Understandings Prosodic Features:volume,projection, pitch, stress,intonation, juncture,and rate of speech
to be Developed
OBJECTIVES:
Knowledge
The fact or Remembering Recognize the prosodic prodic features used in a speech.
Skills Applying
The Use the prosodic features in delivering a speech.
coming from one's
Produce an informative paragraph.
Attitude Valuing
Values Valuing
The learners demonstrate the ways by which information may be organized, related, and
2. Content delivered orally.
3. Learning Resources Internet, TG, Books: Expressways II and III
4. Procedures
Let the students read the following sentences: Are you proud of the Filipino culture? It's more fun in the
Philippines.How do you find the delicasies of Samar? Its too delecious.Is the movement of the voice up or down along
10 minutes the line of the sound?
4.2 Activity
Present an informative article from the newspaper for the students to deliver. Focus on intonatio, stress and pause.
10 minutes
4.3 Analysis Where does the spoken language came from?What should you do to capture audience attention? What should we do
10 minutes to avoid embarassing moments in delivering a speech?
4.4 Abstraction
Based on the article read, how can you convey the audience undestand more of the message delivered?
10 minutes
4.5 Application
Let the students read the informative speech of Francisco Benitez "What is an Educated Filipino?"(an excerpt)
10 minutes
4.6 Assessment Did you feel that your activities were successful? Why or why not? List your reasons
10 minutes on your activity notebook.
Make your own informative speech about your place.
10 minutes lesson
4.8 Concluding Activity Do the activity " Let's Do It Again".The teacher provide some interesting activities from the excerpt. Ask students to
10 minutes present their own by group for them to enjoy.
5. Remarks Carried
6. Reflections

Why did these work?

teachers?
Prepared by:
Name: School:
DINNAH B. SENINING CALAPE NATIONAL HIGH SCHOOL
Position/
n: T-III CEBU
Number: dinnah.senining@gmail.com
Date:
June 15, 2017
Code:
EN8VC-1b-8
d rate of speech
e organized, related, and
t's more fun in the

ent of the voice up or down along
on intonatio, stress and pause.
ce attention? What should we do
message delivered?
ted Filipino?"(an excerpt)
hy or why not? List your reasons
e.
m the excerpt. Ask students to
GH SCHOOL
om

Learning Area:
7 English 8 1 60
(Taken from the Curriculum Guide) projection, stress, intonation, juncture,and speech. EN8VC-1a-8
Key Concepts / Understandings Prosodic Features:volume,projection, pitch, stress,intonation, juncture,and rate of speech
to be Developed
OBJECTIVES:
The fact or Identify the prosodic features:strees, intonation, and pauses serving as carriers of meaning.
Applying
Skills Interpret the poem "I am an African Child" by Eku Mcgred
The
coming from one's
Creating
Attitude Valuing Recite the poem "I am an African Child".
Values Valuing
The learners demonstrate the ways by which information may be organized, related, and
2. Content delivered orally.
4. Procedures
If you want to ask questions, how will you say it? If you are going to answer, how will you say it? Does manner of
10 minutes voice affect it?
4.2 Activity Present a picture of African people before: their means of living, education among the children, Introduce the poem "I
10 minutes am an African Child".
4.3 Analysis What have you observed the people Africa before, are they contented of their lives? How about the youths, are they
10 minutes provided nice schools?
4.4 Abstraction Based on the picture and poem presented, can you now interpret the poem? Are the Africans free to do what they
10 minutes want? Are they happy of their situations in their own country?
4.5 Application
Recite the poem " I am an African Child" by Eku McGred
10 minutes
4.6 Assessment
Anlysis of Learners' Products Each group must interpret the poem.
10 minutes
4.7 Assignment Let the students get an informative article from the newspapers.Use a tape recorder
and count the number of vocal fillers and other distructive expressions. Listen to
10 minutes lesson
your delivery and focus intonation, phrase, and pause.
4.8 Concluding Activity Do the activity "It's not What you said; It's How you said it! Sample informative text is shown on yhe chart.
10 minutes Consentrate on specific word choice to avoid vocal fillers.
5. Remarks Carried
6. Reflections
Why did these work?
teachers?
Prepared by:
Name: DINNAH B. SENINING School: CALAPE NATIONAL HIGH SCHOOL

Position/
n: T-III CEBU
Date:
June 14, 2017
Code:
EN8VC-1a-8
d rate of speech
meaning.
e organized, related, and
you say it? Does manner of
e children, Introduce the poem "I
How about the youths, are they
Africans free to do what they
newspapers.Use a tape recorder

uctive expressions. Listen to
se.
shown on yhe chart.
GH SCHOOL
om

Learning Area:
6 English 8 1 60
Learning Competency/ies: Listen for important points signaled by Code:
(Taken from the Curriculum Guide) stress,intonation,juncture,and rate of speech. EN8LC-1b-5.1
Key Concepts / Understandings Stress,Intonation,Juncture and Rate of Speech
to be Developed
OBJECTIVES:
Knowledge Remembering Recognize the stress, intonation,and pause as carriers of meaning.
The fact or
Skills Applying
The
activities or the ability,
Evaluating
coming from one's
Construct sentences using the stress, intonation and its volume.
Attitude Valuing
Values Valuing Recite an excerpt from a poem " I am an African Child" by: Eku McGrid
The learners demonstrate understanding of prosodic features that serves as a carriers of

2. Content meaning.
4. Procedures
If you want to ask questions, how will you say it? If you are going to answer, how will you say it? Does manner of
10 minutes voice affect it?
4.2 Activity Students are asked to read the sentences on the chart.The permit to travel given to us is only two days. My parents
10 minutes permit me to travel abroad.
4.3 Analysis Where can you find the sress on the word permit on the first sentence? How about the second sentence? DO they
10 minutes have the same meaning?
4.4 Abstraction Basing on the sentences presented and discussed, were you able to recognize the intonation used when you ask
10 minutes questions and answer the questions? How?
4.5 Application
Group yourselves into five. Each group must create a short poem about African people.
10 minutes
4.6 Assessment
Anlysis of Learners' Products Ask one member of each goup to recite the poem they created.
10 minutes
4.7 Assignment Continue studying the prosodic features of speech. Try to research the poem "I Am
An African Child" by:Eku McGred. Choose any lines/stanza from the to explain what
10 minutes lesson
have you understand.
10 minutes
6. Reflections

Why did these work?

teachers?
Prepared by:
Name: School:
Position/
n: TEACHER-III CEBU
Date:
June 13, 2017
Code:
EN8LC-1b-5.1
at serves as a carriers of
you say it? Does manner of
s is only two days. My parents
e second sentence? DO they
ntonation used when you ask
le.
hey created.
Try to research the poem "I Am
s/stanza from the to explain what
GH SCHOOL
om

Learning Area:
8 1 60

to be Developed
OBJECTIVES:
Knowledge
The fact or
Remembering HOLIDAY
gained through
Understanding ( INDEPENDENCE DAY )
Applying
Skills
The
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
5. Remarks
6. Reflections
Why did these work?


teachers?
Prepared by:
Name: School:
Position/
n: T-III CEBU
Date:
June 12, 2017
Code:
Y)
GH SCHOOL
om

Learning Area:
5 English 8 1 60
(Taken from the Curriculum Guide) EN8LC-1b-5.1
to be Developed
OBJECTIVES:
Applying
Skills
The
through deliberate,
Analyzing
Creating
Attitude Valuing
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
Knowing values plays an important part of knowing ones identity.
10 minutes
5. Remarks Carried
6. Reflections
Why did these work?
teachers?
Prepared by:
Name: School:
Position/
n: TEACHER-III CEBU
Date:
June 9, 2017
Code:
EN8LC-1b-5.1
s of Afro-Asians.
st have watched.

GH SCHOOL
om

Learning Area:
4 English 8 1 60
to be Developed
OBJECTIVES:
Knowledge
The fact or condition Remembering Identify the values and traditions of Asians and Africans.
of knowing something
with familiarity gained
through experience or Understanding
association
0 00 0 0 0 0 0
Applying
Skills
The ability and
capacity acquired through
deliberate, systematic, and Analyzing
sustained effort to smoothly
and adaptively carryout
complex activities or the
ability, coming from one's Evaluating
knowledge, practice, aptitude, Describe values and traditions of Afro-Asians.
Creating
0
0 0 00 0 0 0
Attitude Valuing
4. Procedures
5 minutes
4.2 Activity
5 minutes
4.3 Analysis
5 minutes
5 minutes
5. Remarks Carried
6. Reflections
B. No. of learners who require additional activities D. No. of learners who continue to require remediation.
for remediation.
Why did these work?


teachers?
Prepared by:
Name: School:
Position/
n: T-III Cebu
Number:
9062219011 dinnah.senining@gmail.com
Date:
June 8, 2017
Code:
EN8RC-1a-7.2
s of Afro-Asians.
st have watched.

chool
il.com

Learning Area:
3 English 8 1 60
to be Developed
OBJECTIVES:
Applying
Skills
The
Creating
4. Procedures
5 minutes
4.2 Activity
5 minutes
4.3 Analysis
5 minutes
5 minutes
5. Remarks Not carried.
6. Reflections
Why did these work?
teachers?
Prepared by:
Name: School:
Position/
n: T-III Cebu
Date:
June 7, 2017
Code:
EN8RC-1a-7.2
s of Afro-Asians.
st have watched.

chool
om

Learning Area:
2 8 1 60
to be Developed
OBJECTIVES:
Applying
Skills
The
Creating
4. Procedures
5 minutes
4.2 Activity
5 minutes
4.3 Analysis
5 minutes
5 minutes
5. Remarks Not able to discuss due to discuss due to Pre-Assessment.
6. Reflections
Why did these work?
teachers?
Prepared by:
Name: School:
Position/
n: T-III Cebu
Date:
June 6, 2017
Code:
EN8RC-1a-7.2
s of Afro-Asians.
st have watched.

chool
om

Learning Area:
2 8 1 60
to be Developed
OBJECTIVES:
Applying
Skills
The
Creating
4. Procedures
5 minutes
4.2 Activity
5 minutes
4.3 Analysis
5 minutes
5 minutes
5. Remarks Not able to discuss due to discuss due to the orientation.
6. Reflections
Why did these work?
teachers?
Prepared by:
Name: School:
Position/
n: T-III Cebu
Date:
June 5, 2017
Code:
EN8RC-1a-7.2
s of Afro-Asians.
st have watched.

chool
om

Learning Area:
1 8 1 60

to be Developed
OBJECTIVES:
The fact or
Applying
Skills
The
systematic, and sustained ORIENTATION
coming from one's
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
10 minutes
10 minutes lesson
10 minutes
5. Remarks
6. Reflections
Why did these work?


teachers?
Prepared by:
Name: School:
Position/
n:
Number:
Date:
June 5, 2017
Code:

3

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Instructional Planning

Detailed Lesson Plan (DLP) Format

Detailed Lesson Plan (DLP) Format

Detailed Lesson Plan (DLP) Format

Attitude Valuing Write sentences using idiomatic expressios describing Afro-Asians.

The learner demonstrate understanding of prosodic features that serve as carriers of

you describe them?

rite your answer in your

andez. 1. How can you describe

Detailed Lesson Plan (DLP) Format

Values Valuing Discuss sincerely what are idiomatic expressions.

3. Learning Resources TG, Internet,English ArtsI, English ExpresswaysIII

words?Are these meanings

ur own meaning of these

Detailed Lesson Plan (DLP) Format

Attitude Valuing Answer honestly the questions using idiomatic expressions.

The learner demonstrate understanding of prosodic features that serve as carriers of

5. Remarks Not carried

ng out everything from the face

meaning of these following

Detailed Lesson Plan (DLP) Format

Attitude Valuing Create a compilation of works with great interest.

The learners demonstrate understanding ways by which information may be organized,

tion may be organized,

munity provide rich language

onnected to the present? What is

ns. Write down all their works

Detailed Lesson Plan (DLP) Format

Attitude Valuing Create a compilation of works with great interest.

The learners demonstrate understanding ways by which information may be organized,

tion may be organized,

munity provide rich language

onnected to the present? What is

ns. Write down all their works

Detailed Lesson Plan (DLP) Format

Attitude Valuing Create a compilation of works with great interest.

The learners demonstrate understanding ways by which information may be organized,

tion may be organized,

munity provide rich language

onnected to the present? What is

ns. Write down all their works

Detailed Lesson Plan (DLP) Format

Key Concepts / Understandings

2. Content Tone, Mood, Technique and Purpose of the Author

3. Learning Resources Internet Sources

or in different literary forms.

thor in some literary

are metacards where

w do these elements affect

masterpieces. Have the

dentify the tone, etc.

Detailed Lesson Plan (DLP) Format

Key Concepts / Understandings

Detailed Lesson Plan (DLP) Format

Key Concepts / Understandings

Attitude Valuing Appreciate students who got higher scores.

3. Learning Resources Test Papers

Key Concepts / Understandings

Values Valuing Answer the questions honestly.

2. Content Third Periodic Test

3. Learning Resources Test Papers

Key Concepts / Understandings

Values Valuing Answer the questions honestly.