Learning Area English 8

Learning Modality Online Distance Learning (ASYNCHRONOUS)

School San Pedro NHS Grade Level Eight (8)
Teacher Louiegrace G. Margallo Learning Area English
Teaching Date(s) September 21-25, 2020 Quarter First Quarter
September 28-30, 2020
Teaching Time No. of Days 8 days

I.OBJECTIVES At the end of the lesson, the learners are expected to:
1. Identify verbs, adjectives and adverbs used to convey emotional response or
reaction to an issue to persuade.
2. Use verbs, adjectives and adverbs used to convey emotional response or
reaction to an issue to persuade in a sentence.
3. Write a short persuasive paragraph on keeping safe during Covid-19 pandemic.
A. Content Standards The learner demonstrates understanding of: African literature as a means of exploring
forces that human beings contend with; various reading styles vis – à-vis purposes of
reading; prosodic features that serve as carriers of meaning; ways by which information
may be organized, related, and delivered orally; and parallel structures and cohesive
devices in presenting information.
B. Performance Standards The learner transfers learning by composing and delivering an informative speech based
on a specific topic of interest keeping in mind the proper and effective use of parallel
structures and cohesive devices and appropriate prosodic features, stance, and behavior.
C. Most Essential Learning MELC 5
Competencies (MELC) Use a range of verbs, adjectives and adverbs to convey emotional response or reaction to
(If available, write the indicated an issue to persuade.
MELC)
D. Enabling Competencies There are no available enabling competencies in BOW 4A and no available learning
(If available, write the attached competency in the Curriculum Guide for this MELC.
enabling competencies)
II. CONTENT Persuasive Languages (Verbs , Adjectives and Adverbs)
III. LEARNING RESOURCES
A .References
a. Teacher’s Guide n/a
b. Learners’ Materials n/a
pages
c. Textbook pages Altenberg, E. and Vago, R., 2010. English Grammar. Cambridge: Cambridge University
Press.
Swan, M. and Walter, C., 2011. Oxford English Grammar Course. Oxford: Oxford
University Press.
d. Additional Materials from Learning notes from online source.
Learning Resources
B. List of Learning Resources for Activity sheets in an online platform (asynchronous)
Development and Engagement
Activities
IV. PROCEDURES
A.Introduction WHAT I NEED TO KNOW?

The teacher reminds the students of the learning rules in the online class. The Grade 8
netiquette is as follows:

1. Stay online and updated.

2. Post queries about our lesson in our
google classroom only.
3. Always visit our classroom.
4. Download and read the lectures.
5. Accomplish your tasks on time.
LGMargallo

Also, reminders on the submission of previous tasks not yet submitted by the students will
be channelled through the Google Classroom announcement page.
 The teacher informs the students the following objectives of the lesson:

1.Identify verbs, adjectives and adverbs used to convey emotional response or

reaction to an issue to persuade
2.Use verbs, adjectives and adverbs used to convey emotional response or
reaction to an issue to persuade in a sentence
3.Write a short persuasive paragraph using emotional response words.

WHAT’S NEW

The teacher will ask the students to vote for a YES or a NO in “MY VOTE SHEET” shared
in the Google Drive which contains the pictures of the products.

Situation: Your mother will go out of your house to buy essentials, tick the YES column if
you want your mother to use the products and tick the NO column if you do not want your
mother to use the products.
Product YES NO
1.

2.

3.

B. Development WHAT I KNOW?

The teacher will ask the students to answer the following pre-test items on their Google
Sheets.

Directions: Write the letter of the correct answer.

1. Which of the following words is the verb?

a. happy b. often c. annoy d. always
2. Which of the following verbs is not emotive in nature?
a. amuse b. run c. baffle d. frustrate
3. How do you call the describing words, which are most commonly used to make the
audience feel a specific way regarding something?
a. verbs b. adjectives c. nouns d. adverbs
4. How do you call the words which modify verbs or adjectives?
a. verbs b. adjectives c. nouns d. adverbs
5. How do you call the words that express an action or a state of an emotional or
psychological nature?
a. verbs b. adjectives c. nouns d. adverbs

WHAT’S IN?
The teacher will inform the students through their Google Classroom platform to
accomplish the following tasks.

On your Google worksheet, complete the words by filling out the blanks with the missing
letters.

1. P__ RSU__DE
2. VE__BS
3. A__JE__TI__ES
4. AD__ER__S

The teacher will tell the students to think about the word they unlocked and what meanings
of these words do they have in mind. The students will answer in the
Google Sheets shared in the group.

WORD MY WORD MEANING

1.

2.

3.

4.

The teacher will inform the students to watch the video on Youtube to activate their
thoughts about the lesson.

Link: https://www.youtube.com/watch?v=cFdCzN7RYbw

WHAT IS IT?

The teacher presents the content of the lesson as learning gist in the Google Files as
learning notes.

Persuasive Language

You can use a wide range of persuasive language techniques. While you are reading a
text which includes persuasive language-or when you write persuasive text yourself-you
should think to persuade the reader to accept a specific view point by using such
techniques.

Some of the persuasive languages are as follow:

1. Verb

An “emotional response verb" is a verb that expresses an action or a state of an

emotional or psychological nature. With an emotional response verb, generally
someone feels something.

Examples of emotional response verbs are the following:

amuse, annoy, baffle, bewilder, bore, confuse, depress, disappoint, excite,

frighten, frustrate, interest, motivate, overwhelm, please, puzzle, shock, surprise

A feature of these verbs is that the emotion has a SOURCE, or stimulus, and it
has a EXPERIENCER, or receiver, who feels the emotional response. The
SOURCE can be a person, thing, or event; the EXPERIENCER is usually a
person, although animals, too, can exhibit responses that we might label
emotional (S. Polowe, NTID curriculum materials, 2013).
 Here is an example of a sentence containing the emotional response verb thrilled:

The water slide thrilled the children.

Emotional response verb = thrilled

Source = the water slide
Experiencer = the children

2. Adjective

These are describing words, which are most commonly used to make the audience
feel a specific way regarding something. Adjectives modify nouns and pronouns. It's
how we know the woman was gorgeous or the sunset was glittering.

Example: “Some TV shows make us feel an artificial version of the thrill one get
from chasing ones ambitions.”

List of some Expressive Adjectives

adorable intrepid adventurous joyful

acclaimed jubilant accomplished keen
acrobatic kooky brave lanky
bright lazy brilliant limp
composed luxurious concerned mediocre
concrete mellow conventional miserable
delirious nocturnal demanding organic
flustered ornate focused ordinary
foolhardy powerless gregarious practical

3. Adverbs

These are words which modifies verbs or adjectives. Just like the adjectives, they
are also choose and used to make the audience or reader feel a certain way
about an issue.

While adjectives provide further description for nouns, adverbs add on to verbs.
Adverbs take things up a notch, though. They can also modify other adverbs, as
well as adjectives. Adverbs can be used to describe concepts such as time, place,
circumstance, manner, or degree. Pretty impressive right?

Even though these modifiers are multi-faceted, it's wise to use them with caution.
Writing that's doused in too many adverbs (or adjectives) is quickly earmarked as
amateur.

As you scroll through the list, you'll notice that the adverbs all end in -ly, but
remember that there are adverbs, like "almost" or "seldom," that do not share this
ending.

angrily meagerly apathetically methodically

amusingly neglectfully assertively normally
begrudgingly pointlessly blissfully quickly
cooly rapidly dutifully rashly
eagerly seriously faintly tactfully
frivolously tragically greedily vacantly
hastily vividly intelligently weirdly
Kindly youthfully lazily zealously

C. Engagement WHAT’S MORE?

The teacher will inform the students through their Google Classroom platform to
accomplish the following tasks.

Group the following words according to their kind as expressive language used in
persuasion.

angrily adorable intrepid adventurous joyful

meagerly apathetically methodically bewilder bore
confuse depress amuse annoy baffle

verb adjective adverb

Pick-out three words that you fully understand from the wordlists on verbs, adverbs and
adjectives. Write down the words on the” I Own these Words” chart.

I OWN THESE WORDS

VERBS ADJECTIVES ADVERBS
1. 1. 1.
2. 2. 2.
3. 3. 3.

WHAT I CAN DO?

The teacher will inform the students through their Google Classroom platform to
accomplish the following tasks.

From the wordlist, choose five new words and use them in a sentence based on the
situation that you are persuading your mother to use the products listed in the “What’s
New” phase.

Five new words from the wordlist:

1.
2.
3.
4.
5.
Sentences using the words
1.
2.
3.
4.
5.

Write a persuasive paragraph using the sentences above with the title: “Keeping you Safe
Mom during Covid 19”
 WHAT OTHER ENRICHMENT ACTIVITIES CAN I ENGAGE IN? (ADDITIONAL
ACTIVITIES)

The teacher will inform the students through their Google Classroom platform to
accomplish the following tasks.

Send your mother a message using messenger application, persuading her to use the
products you put inside her bag. Send the screenshot of your message through our Google
Classroom platform.

Review some online sellers post in the Facebook, choose one (1) product and prepare a
three-sentence commercial post about the product using persuasive languages.

PRODUCT OWN COMPOSITION OF FACEBOOK

COMMERCIAL POST

D.Assimilation WHAT I HAVE LEARNED?

The teacher will ask the students to complete the following prompts through a group post
in the Google Classroom platform.
1. Persuasive languages are used to________________________________.
2. Some examples of persuasive languages are_______________________.
3. The three examples of verbs as persuasive language are______________.
4. The three examples of adverbs as persuasive language are____________.
5. The three examples of adjectives as persuasive language are__________.

WHAT CAN I DO? (ASSESSMENT)

Write T if the statement is TRUE about persuasive languages and write F if the statement
is FALSE about persuasive languages.

1. You can use a wide range of persuasive language techniques to persuade the
reader to accept a specific view point by using such techniques.

2. An “intentional response verb" is a verb that expresses an action or a state of an

emotional or psychological nature.

3. The words amuse, annoy, baffle, bewilder, bore, confuse, depress, disappoint,
excite, frighten, frustrate, interest, motivate, overwhelm, please, puzzle, shock,
surprise are examples of adjectives.
 4. Adverbs modify nouns and pronouns. It's how we know the woman was gorgeous
or the sunset was glittering.

5. While adjectives provide further description for nouns, adverbs add on to verbs.

For Items 6-10. Write a five sentence paragraph persuading the people through an FB
Post about staying safe even we are already under MGCQ.

Rubrics for rating will be shared to the Google Classroom platform.

V. Reflection  The learners, in their notebook, journal or portfolio will write their personal insights
about the lesson using the prompts below.

I understand that _________________________________________________

I realize that_____________________________________________________