LP

Taysan High School and Child Development Center
Taysan, Batangas
Detailed Lesson Plan in English 8
FIRST QUARTER
I. Objectives
At the end of the lesson, the students should be able to:
a. understand the message of each paragraph;
b. point out the literary text in enabling one to grow in selfhood; and
c. participate actively in the discussion through assessment
II. Subject Matter

A. Topic: “What Is Youth?” by Ibrahim Jubaira
B. Reference: Proficiency In English 8, pp. 45-47
C. Learning Materials: TV, laptop, learning textbook, blackboard, and chalk
D. Values Integration: Self-Realization and Collaboration
III. Learning Activities
Teacher’s Activities Students’ Activities
A. PRE-ACTIVITY
1. Prayer
All students, kindly stand and let us put

In the name of the Father…
ourselves in the holy presence of God as
we pray.
2. Greetings
Good morning, sir!
Good morning class!
Before you take your seat, kindly pick-
(Students will do the task)
up all the trashes around you.
3. Checking of Attendance
Class secretary, do we have any

No one is absent sir.
absentees for today?
Very good! Give yourself a round of
(All students will clap)
applause.
4. Checking of Assignment
Yesterday, I gave you an assignment Yes, sir.

right?
Now, pass it sideward and then forward. (Students will do the task)
5. Review
Let’s have a short recapitulation about

(A student will give a short gist about the
our lesson yesterday. Who can give a short previous lesson)
gist?
Is there any question about our lesson

None, sir.
yesterday?
B. ACTIVITY
The teacher will present to the class a

short video clip on a TV by using a laptop. The (Students will watch the video clip)
video is entitled “Why Youth Empowerment?”
https://www.youtube.com/watch?
v=CzonRQfZ9vI
C. ANALYSIS
1. Based from the video you had
(Student’s answers may vary)
watched, what message can you
conclude?
2. What comes first into your mind
when you hear or see the word
YOUTH?
3. Why youth empowerment is
important based from the short video
clip?
D. ABSTRACTION
A. Introduction of the Topic
The teacher will introduce the topic by

writing the title of the text on the
blackboard entitled “What Is Youth?” by Ibrahim Jubaira is perhaps the best
Ibrahim Jubaira. After presenting the topic, known of the older generation of English
the teacher will give a short background language-educated Muslim Filipino writers and
about the author if the essay. one of the most prolific, with three volumes of
short stories published and two more
collections of unpublished material. Born in
1920, Jubaira began writing in high school.
Jubaira's father was an Arab and his mother, a
Tausug. He belonged to a wealthy Muslim
family in the province
After introducing the topic and the

author, the teacher will give the class
10 minutes to read and comprehend the
essay.
B. PROCESSING QUESTIONS Youth is the time of life when one is young,

and often means the time between childhood
1. What is youth? and adulthood.
The writer uses comparison or metaphors in

the selection to become more easily
understandable.
2. What does the writer use to make understand
what is youth?
Youth was being compared to the virgin
morning and the seedtime of life.
3. Where does youth being compared on the 3rd

Youth is being compared to the ever-
paragraph?
questioning boy because youth has not yet
caught the meaning of the world
4. On the 6th paragraph, why youth is being
compared to the ever-questioning boy?
5. What message can you get to the essay that

you have read?
E. APPLICATION
The class will be divided into three groups and

each group has designated activities to do
based from the given task.
GROUP 1: THE POET (Students will do the task)

The students will write 2 short stanza that
conveys the youth nowadays.
GROUP 2: THE ACTORS
The students will portray the youth in the
recent times.
GROUP 3: THE ARTIST
Students will create a poster that shows the
importance of youth to nation.
CRITERIA:
DELIVERY/PRESENTATION 40 pts.
CREATIVITY 25 pts.
CONTENT 20pts.
TEAMWORK 15pts.
100 pts.
C. VALUING (Student’s answers may vary)
 As yourself, how can you promote a better

nation nowadays?
IV. EVALUATION
DIRECTIONS: On 1/4 sheet of paper,

write TRUE if the statement is true and
TRUE
FALSE if it is wrong.
1. Youth is being compared at the shuffling FALSE
feet of a girl on the fifth paragraph. FALSE
2. Youth don’t belong in the community.
3. Ibrahim Jubairan wrote the essay entitled TRUE
“What Is Youth?”
4. The essay portrays the magnificence FALSE
of youth and the long journey through it.
5. The author was born in the year 1930.
V. ASSIGNMENT
Define infinitives and identify the kinds

of infinitive with its examples. Write your
answer on your notebook.
Prepared by:
Mark Dave B. Maderazo

English 8 Teacher

Taysan, Batangas

SECOND QUARTER
I. Objectives
a. identify the different kinds of verbs;
b. express cooperation in the discussion; and
c. perform the given task in each group
II. Subject Matter

A. Topic: Kinds of Verbs
C. Learning Materials: TV, laptop, blackboard, and chalk
D. Values Integration: Cooperation
A. PRE-ACTIVITY
1. Prayer

we pray.
2. Greetings
Good morning, sir!
Good morning class!

applause.

right?
5. Review
Let’s have a short recapitulation about (A student will give a short gist about the
previous lesson)
our lesson yesterday. Who can give a short
gist?
Is there any question about our lesson None, sir.

yesterday?
B. ACTIVITY
We will be having an activity for today

and that game is entitled “WHO AM I?”. All
you have to do is to think what does the picture
describes. The answer of it will complete the
sentence.
1. Your plans for the wedding ________ nice.

sounds
2. The cinnamon rolls _________ heavenly.

taste
3. He __________ burglar.
punched
4. The boy _________ quickly.
ran
5. The dog ________ ragely.
barked
C. ANALYSIS
(Students’ answer may vary)
1. How did you find our activity
earlier?
2. What can you conclude about the Those words are called VERB.
answers that you’ve mentioned?
D. ABSTRACTION
1. What is a verb? It is a word that describes an action.
2. Give an example of verb. (Students’ answer may vary)
3. Who has an idea what linking verb Verbs that link a subject to what is said about
is? the subject.
 The teacher will show examples

of various words about linking
verbs.
 The teacher will give some
examples and will elaborate it.
4. What is your idea when we say It expresses an action and is followed by a

TRANSITIVE VERB? direct object.
 The teacher will show some

examples and will elaborate
it.
5. What is your idea when we say It express an action, but not followed by a
INTRANSITIVE VERB? direct object.
 The teacher will show some

examples and will elaborate
it.
E. APPLICATION
“MINUTE TO WIN IT”
I will group you into three groups. All

you have to do is to put the sentences into its
corresponding column. The first group that will
finish it first will be the winner. LINKING TRANSITIVE INTRANSITIVE
VERBS VERBS VERBS
LINKING TRANSITIVE INTRANSITIVE I am putty in
I know Sarah. They napped.
VERBS VERBS VERBS his hands.
Ava looks We lost our The students will
tired. dog. play outside later.
We will
The cake The path ran over
continue the
smells good. the hill.
meeting later.
 I am putty in his hands.

 I know Sarah.
 They napped.
 The students will play outside today.
 Ava looks tired.
 We lost our dog.
 We will continue the meeting later.
 The path ran over the hills.
 The cake smells good.
F. SYNTHESIZING
The teacher will ask the class the kinds
of verbs and will let them to give one example
of each one.
IV. EVALUATION
Directions: Write LV if the sentence is linking

verb, TV if transitive verb and IV if it’s
intransitive verb. LV
TV
1. We are the champions!
2. Cornelius painted the canvas on Jackson
IV
Pollock fashion.
3. Around fresh ground pepper, Sheryl sneezes
LV
with violence.
TV
4. Sylvia tasted the spicy squid eyeball stew.
5. Javier returned the book to the library.
V. ASSIGNMENT
Construct 3 sentences on each kind of verbs

which are linking verbs, transitive verbs and
intransitive verbs. Write it on one whole sheet
of paper.
Prepared by:

English 8 Teacher

Taysan, Batangas

THIRD QUARTER
I. Objectives
a. classify sentences according to their uses;
b. construct declarative, interrogative, imperative, and exclamatory sentences;
c. read sentences correctly and clearly with expressions; and
d. show teamwork and cooperation through participating in a group activity.
II. Subject Matter

A. Topic: Types of Sentences According To Its Purpose
C. Learning Materials: TV, laptop, blackboard, and chalk
D. Values Integration: Participation
A. PRE-ACTIVITY
1. Prayer

we pray.
2. Greetings
Good morning, sir!
Good morning class!

applause.

right?
5. Review

(A student will give a short gist about the
our lesson yesterday. Who can give a short previous lesson)
gist?
Is there any question about our lesson

None, sir.
yesterday?
B. ACTIVITY
The students will be divided in to four; each
group will be given pieces of paper with words
written on them. They will be asked to arrange
the words in order to make a sentence.
They will come up with the following

sentences:
1. Philippines is rich in natural resources.

2. When did you go visit the white island?
3. Please give the certificate.
4. I can’t believe it! We won!
C. ANALYSIS
1. What have you noticed on our activity

for today?
2. Who can tell me what he/she notices

(Students will give their answers)
with the following sentences?
D. ABSTRACTION
“Very good observation! Now, let me “A declarative sentence states a fact or opinion
introduce you the four types of sentences. and ends with a period.
Would someone read this sentence for me?”
“Thanks. Now, let’s take a look at the sentence

that group 1 came up with. This one is a Sir, because it gives an idea and it states a fact.
declarative sentence. Could you tell me the It also ends with a period.
reason why it’s classified as declarative?”
“Very good. Well said. Now, can somebody (Students’ answer may vary)
give me an example of a declarative sentence?”
“Nice answers! Now let’s talk about the second

type of sentence. Would someone read the An interrogative sentence asks a question and
definition written on the board?” ends with a question mark.
“Nice one and could you give me an example

(The student will give an example.)
as well?”
“That is wonderful! So let’s proceed to the next “An imperative sentence expresses a request or
type of sentence which is the imperative gives a command or direction. It also and ends
sentence. Read the definition, ____________.” with a period or exclamation mark.”
Perfect! Now, I want you class to give me an

(Students volunteer to give their answers)
example of an imperative sentence that gives
an order or direction.”
Nice try for those who gave their answers!

Now let’s discuss the last type of sentence.
“An exclamatory sentence conveys emotion
Exclamatory sentence. Read the definition,
and ends with an exclamation mark.”
___________.”
“Thanks. That’s good. Now, I know you’ll find

it very easy to understand its function. Can
somebody give me an example?” (Students volunteer to give their answers)
“Well done, class! Do you have any questions?

Any clarifications?”
None, sir.
E. APPLICATION
“Nice. I am pleased with your
participation. Now let’s have a short activity
before you take the quiz.”
“Using the pictures shown on the board, I
want you to form different types of sentences
according to function.”
PICTURE 1:
Student answers:
1. Declarative: Daniel Padilla is an actor.
2. Interrogative: Is he famous?
3. Imperative: Could you please give me his
phone number?
4. Exclamatory: OMG! It’s I saw Daniel
PICTURE 2: Padilla!
Student answers:
1. Declarative: They are asking for directions.
2. Interrogative: Are they lost?
3. Imperative: Would you please tell us how to
get there?
4. Exclamatory: Help! We are lost!
PICTURE 3:
Student answers:
1. Declarative: The team won the contest.
2. Interrogative: Did they win the contest?
3. Imperative: Let’s clap our hands for the
winning team!
4. Exclamatory: Hurray! We won!
PICTURE 4:
Student answers:
1. Declarative: She reach the mountain top.
2. Interrogative: Did she hike alone?
3. Imperative: Please take me to the mountain
top.
F. SYNTHESIZING
4. Exclamatory: At last! I reached the top!
The teacher will ask again the tyeps of
sentences according to its purpose and will let
them to give one example of each one.
Students will give their answers.
IV. EVALUATION
Directions: Read each sentence carefully and

identify their function. Write DC if it is
declarative, INC if it is interrogative, IMC if it
is imperative and EC if it is Exclamatory.
1. Samar Island is known for its beautiful caves
and water falls.
2. Did the organization approve her proposal?
3. Isn’t her voice magnificent!
4. It’s a baby boy!
5. Call the insurance agent, please. DC
INC
EC
V. ASSIGNMENT EC
IMC
Write a short narrative about your most
unforgettable experience. Use at least 4
declarative, 4 imperative, 4 exclamatory and 4
interrogative sentences.
Prepared by:

English 8 Teacher

Taysan, Batangas
THIRD QUARTER
I. Objectives
a. Identify tone and mood in a given text;
b. Respond to a certain literature using the same tone and mood of a text; and
c. Compose an essay from the given tone and mood.
II. Subject Matter

A. Topic: Tone and Mood
C. Learning Materials: TV, laptop, blackboard, chalk, activity sheets, and handouts
D. Values Integration: Class Motto: The greatest enemy of knowledge is not ignorance;
it is the illusion of knowledge.
A. PRE-ACTIVITY
1. Prayer
ourselves in the holy presence of God as In the name of the Father…
we pray.
2. Greetings
Good morning class! Good morning, sir!

up all the trashes around you. (Students will do the task)

applause.
Yesterday, I gave you an assignment

Yes, sir.
right?
Now, pass it sideward and then forward.
5. Review

our lesson yesterday. Who can give a short (A student will give a short gist about the
previous lesson)
gist?
Are there any question about our lesson

None, sir.
yesterday?
B. ACTIVITY
Before we proceed to our next lesson, I

want you to read and observe a short literary
piece.Identify the feeling it gave you as a
(Students read the piece and fill-out the table
reader and the atmosphere of the text given as
under the given literary piece)
you list them on the first column of the table
located under the text. Identify the words that
helped you in identifying the words in the first
column. Do it within 5 minutes.
Here are your activity sheets.
C. ANALYSIS
(after five minutes)
Okay class, stop writing and compare your
answers to the answers in this table (showing
the answer key).
What are the words in the first column?
What are the words present in the second (The students will read the answers in the first
column?
column)
Now, observe the first column of the table. In
the table you will see bullets in forms of heart (The students will read the answers in the
and flower. What are the words that are in the second column)
hearts?
How about the words in the flowers? These are the words that show what we felt
while reading the text.
The words in the hearts are what we call the
MOOD and in the flowers is the TONE. These are words that show the atmosphere of
the given text.
D. ABSTRACTION
So our topic is all about Tone and Mood. But
before we proceed, read your objectives for
today.
Okay, thank you.
Out from the words in the given table, what are (Students read in chorus)
tone and mood and its differences?
Therefore, Tone is based on the text or the Tone is a manner, a feeling or atmosphere the
author and Mood is based on the readers’ author has meant to set in the story or towards
perspective. a subject while Mood is the feeling or
atmosphere perceived by the reader.
Here are some examples of the Tone and
Mood.
Who can give examples of literary pieces and (The teacher will present a list of examples of
what are their tone and mood? tone and mood)
Do you have any questions before we proceed (The students will raise their hands and give
to our activity? examples of literary pieces and identify their
tone and mood)
E. APPLICATION
You will be grouped into four. Wear (The students will ask questions if they have)
your thinking caps and have a brainstorming
about the activity. You will be given a manila
paper containing an unfinished line continued
to make a brief story. Identify the tone and
mood of the story and underline the words that
show it. After 10 minutes, post your stories in
front and discuss what you have formulated in
front. Reporters in each group will be selected
randomly.
Are there any questions before we proceed?
Team A, count off from one to two.

Team B, count off from one to two.
(Identify the area of each group)

(The students will ask some questions to clarify
Go to your groups silently within 5 seconds. 5- the instruction given.)
4-3-2-1.
(after 10 minutes)
Okay, time’s up.
Go back to your seats and arrange them
silently.
Present your stories in front.
Let us start from Team A-2. Do the honor in

presenting your story ____.
Very good Team A-2.
Next will be from Team B-1. Do the honor in
Very good Team B-1.
Next will be from Team B-2. Do the honor in (The students will post their outputs in the
presenting your story ____. board)
Very good Team B-2.
Next will be from Team A-1. Do the honor in
Very good Team A-1.
F. SYNTHESIZING
1. What is a Tone?
2. What is a Mood?
3. Give some examples of Tone and

Mood.
Tone is a manner, a feeling or atmosphere the
IV. EVALUATION author has meant to set in the story or towards

a subject.
Read the literary piece and identify the
tone and mood of the piece. Respond to the
Mood is the feeling or atmosphere perceived
piece using the same mood and tone by writing
by the reader.
a two-stanza-paragraph in the space provided
in your answer sheet. Do it for 5 minutes.
(after 5 minutes) (The students will give examples of tone and
mood)
Okay, pens’ up!
Pass your papers in front at the count of five. 5-
4-3-2-1.
V. ASSIGNMENT (Students will pass their paper forward)
Read the poem entitled “Annabelle Lee”

by Edgar Allan Poe and identify its mood and
tone. Underline the words that helped you
identifying the tone and mood of the story.
Prepared by:

English 8 Teacher

LP

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

LP

Uploaded by

Copyright:

Available Formats

Taysan High School and Child Development Center

Detailed Lesson Plan in English 8

II. Subject Matter

III. Learning Activities

Teacher’s Activities Students’ Activities

All students, kindly stand and let us put

Class secretary, do we have any

Yesterday, I gave you an assignment Yes, sir.

Let’s have a short recapitulation about

Is there any question about our lesson

The teacher will present to the class a

A. Introduction of the Topic

The teacher will introduce the topic by

After introducing the topic and the

B. PROCESSING QUESTIONS Youth is the time of life when one is young,

The writer uses comparison or metaphors in

3. Where does youth being compared on the 3rd

5. What message can you get to the essay that

The class will be divided into three groups and

GROUP 1: THE POET (Students will do the task)

C. VALUING (Student’s answers may vary)

 As yourself, how can you promote a better

DIRECTIONS: On 1/4 sheet of paper,

Define infinitives and identify the kinds

Mark Dave B. Maderazo

Taysan High School and Child Development Center

Detailed Lesson Plan in English 8

II. Subject Matter

Teacher’s Activities Students’ Activities

All students, kindly stand and let us put

Class secretary, do we have any

Yesterday, I gave you an assignment Yes, sir.

Is there any question about our lesson None, sir.

We will be having an activity for today

1. Your plans for the wedding ________ nice.

2. The cinnamon rolls _________ heavenly.

4. The boy _________ quickly.

1. What is a verb? It is a word that describes an action.

2. Give an example of verb. (Students’ answer may vary)

 The teacher will show examples

4. What is your idea when we say It expresses an action and is followed by a

 The teacher will show some

 The teacher will show some

“MINUTE TO WIN IT”

I will group you into three groups. All

 I am putty in his hands.

Directions: Write LV if the sentence is linking

Construct 3 sentences on each kind of verbs

Mark Dave B. Maderazo

Taysan High School and Child Development Center

Detailed Lesson Plan in English 8

b. construct declarative, interrogative, imperative, and exclamatory sentences;

c. read sentences correctly and clearly with expressions; and

d. show teamwork and cooperation through participating in a group activity.

II. Subject Matter

Teacher’s Activities Students’ Activities

All students, kindly stand and let us put

Class secretary, do we have any

Yesterday, I gave you an assignment Yes, sir.

Let’s have a short recapitulation about

Is there any question about our lesson

They will come up with the following