JC Excellente Christian Academy Inc.

CHRISTIAN VALUES. LEADERSHIP POTENTIAL. ACADEMIC EXCELLENCE

Blk. 40 Lot 73 Road 1 Minuyan II, CSJDM Bulacan

SUBJECT: English QUARTER: 3

GRADE LEVEL: 8
Tcacher: Abigail Rose DC. Urbano

LEARNING PLAN

EXPLORE
This unit is about: Persuasive Speech
Consider this question: How can one use persuasive speech in exercising tolerance in
discussion of varying religious beliefs in a panel discussion?
Map of Conceptual Change:

Direct Prompt Open Prompt Guided Transfer

Firm Up Firm Up Transfer 
Product: Product: Using Deepen Product: 
Forming Modals in Sentences Product: 
Opinions

In this unit, you In this unit , you will

will learn how learn how to use
to formulate modals correctly in
your own sentences.
opinion using
opinion-
marking signals.
LEARNING
COMPETENCY FIRM-UP (ACQUISITION)
LC1 EN8RC-IIIa-10: Activity 1 : Fact or Bluff?
Share ideas using
opinion-marking Instructions: Can you differentiate fact from opinion? Let’s put your skills into practice.
signals
Clickable Links : https://quizizz.com/admin/quiz/5d6dbe1d36367a001afe9e7b/fact-or-
I can distinguish
opinion
fact from
Screenshot of Online Resource:
opinion.

I can identify and

use opinion
marking signals.

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 Activity 2 Marked down!

Instructions: How can we identify opinions? Let’s know more about opinion marking
signals through this link.
Clickable Links :
https://quizizz.com/admin/presentation/5ffe7756393184001fa13460/opinion-marking-
signals

Screenshot of Online Resource:

LC2 EN8G-IIIa-3.6: Activity 3: Can You Spot them?

Use modals
appropriately Instructions: Identify the appropriate modals for each item.
Clickable Links : https://quizizz.com/admin/quiz/5f98e042761c01001be3891a/identifying-
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 modals
I can use modals Screenshot of Online Resource:
correctly in
sentences.

I can use modals

based on their
function.

Activity 4: Which is Which?

Instructions: Can you use modals based on their function in sentences? Let’s put your
mastery to a test!

Clickable Links : https://quizizz.com/admin/quiz/613e41f285831c001ee823a7/modals

Screenshot of Online Resource:

Scaffold for TRANSFER 1

Activity 5 :Suprasegmentals

Instructions: Let’s have a skill test on stress, pitch and juncture!

Clickable Links :
https://quizizz.com/admin/quiz/600931b668be43001b2c7df9/suprasegmentals-quiz
Screenshot of Online Resource:
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 Scaffold for TRANSFER 2
Activity 6: Critique it!
Instructions: As a critical reader, you must know how to judge the relevance and worth of
ideas. Let’s do so in this exercise!

Clickable Links : https://quizizz.com/admin/quiz/60740254cb9106001c5c4dc9/judging-the-

relevance-and-worth-of-ideas
Screenshot of Online Resource:

LEARNING DEEPEN (MAKE MEANING)

COMPETENCY
LC 3: EN8LT-IIIa- Instructions: Answer the CER table after reading the three texts.
11: Identify the GUIDED GENERALIZATION TABLE
notable literary
genres
contributed by

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Southeast Asian Essential Text 1 Text 2 Text 3
writers Question Indonesian Malaysian Literature Thai Literature
Literature

What are the https:// https:// https://

distinguishing www.youtube.c www.youtube.com/ www.youtube.com/
features of
SouthEast
om/watch? watch?v=IbPtRGV6R84 watch?v=Gtg2VPVb8EM
Asian v=BH3XKfGQucc
Literature?
Answer: Answer: Answer:

Supporting Texts: Supporting Texts: Supporting Texts:

Reason: Reason: Reason:

Common Ideas in Reasons:

Enduring Understanding/Generalization:

C-E-R Questions:
1. What are the features of Indonesian Literature?
2. Describe Malaysian Literature.
3. How is Thai Literature different from the others?
4. EQ: What are the distinguishing features of SouthEast Asian Literature?

Prompt for Generalization:

1. What are the similarities among the literature of the 3 countries?
2. What are the differences among the literature of the 3 countries?
3. Based on the three videos, what are the common distinguishing features of SouthEast-
Asian literature?

ASYCHRONOUS ONLINE LEARNING MATERIALS

Text 1: Indonesian Literature

Link: https://www.youtube.com/watch?v=BH3XKfGQucc

Text 2: Malaysian Literature

Link: https://www.youtube.com/watch?v=IbPtRGV6R84

Text 3: Thai Literature

Link: https://www.youtube.com/watch?v=Gtg2VPVb8EM

Instructions: Answer the CER table after reading the three texts.

Holistic Rubric for Guided Generalization:

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 4 In addition to Level 3.response, student’s reasoning shows in-depth inference that goes
points beyond other compelling evidences related to the text.

3 Claim is correct. Cited evidences from article supports claim. Reasoning is logical and
points connected to the evidence.

2 Claim is partially correct. Some of the cited evidences do not support the claim.
points Reasoning is partially not logical and not connected to the evidence.

1 point Claim is incorrect. Some of cited evidences do not support the claim.

0 point No claim, evidence or reasoning is found in the answer.

Direct Prompt Open Prompt Guided Transfer  Transfer

Firm Up Firm Up Deepen
Product: Forming Product: Using Product: CER table Product:
Opinions Modals in on southeast Asian Persuasive Speech
Sentences literature

In this unit, you In this unit, you In this unit, you In this unit, you
will learn how to will learn how to are going to are going apply
formulate your use modals identify the what you have
own opinion using correctly in distinguishing learned in
opinion-marking sentences. feature of formulating
signals. Southeast Asian opinions, using
Literature. modals and
southeast Asian
countries in
delivering a
persuasive speech
in a panel
discussion on
practicing
tolerance of
varying religious
beliefs.
Learning TRANSFER
Competency
PERFORMANCE Transfer Goal: Deliver a persuasive speech.
STANDARD: The
learner transfers Performance Task
learning by 1. One Product
composing and
delivering a PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a
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persuasive speech persuasive speech based on an informative essay featuring use of properly acknowledged
based on an information sources, grammatical signals for opinion-making , persuasion, and emphasis, and
informative essay appropriate prosodic features, stance,and behavior.
featuring use of
properly
acknowledged SITUATION:  The students will deliver a persuasive speech in a panel discussion about their
information spiritual belief.
sources,
grammatical GOAL: to persuade
signals for
ROLE: representative of a religious sect
opinion-making ,
persuasion, and
PRODUCT: panel discussion
emphasis, and AUDIENCE: classmates          
appropriate STANDARDS: based on an informative essay featuring use of properly acknowledged information
prosodic features, sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate
stance,and prosodic features, stance,and behavior.
behavior.

2. Differentiated Products
PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a
persuasive speech based on an informative essay featuring use of properly acknowledged
information sources, grammatical signals for opinion-making , persuasion, and emphasis, and
appropriate prosodic features, stance,and behavior.

SITUATION:  The students will deliver a persuasive speech in a panel discussion about their
spiritual belief.

GOAL: to persuade
ROLE: representative of a religious sect
PRODUCT CHOICES:
a. panel discussion
b. documentary
c. portfolio
AUDIENCE: classmates          
STANDARDS: based on an informative essay featuring use of properly acknowledged information
sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate
prosodic features, stance,and behavior.

3. Modality-based Products

PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a

persuasive speech based on an informative essay featuring use of properly acknowledged
information sources, grammatical signals for opinion-making , persuasion, and emphasis, and
appropriate prosodic features, stance,and behavior.

SITUATION:  The students will deliver a persuasive speech in a panel discussion about their
spiritual belief.

GOAL: to persuade
ROLE: representative of a religious sect
PRODUCT CHOICES:
a. panel discussion
b. documentary
c. portfolio

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 AUDIENCE: classmates          
STANDARDS: based on an informative essay featuring use of properly acknowledged information
sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate
prosodic features, stance,and behavior.

4. Integrated Subjects
PERFORMANCE STANDARD:

English 8: The learner transfers learning by composing and delivering a persuasive speech based
on an informative essay featuring use of properly acknowledged information sources, grammatical
signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features,
stance,and behavior.
ESP 8: Naisasagawa ang mga angkop na kilos tungo sa pagpapaunlad ng mga gawi sa pag-aaral at
pagsasabuhay ng pananampalataya sa pamilya

SITUATION:  The students will deliver a persuasive speech in a panel discussion about their
spiritual belief.

GOAL: to persuade
ROLE: representative of a religious sect
PRODUCT CHOICES: panel discussion
AUDIENCE: classmates          
STANDARDS:
English 8: based on an informative essay featuring use of properly acknowledged information
sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate
prosodic features, stance,and behavior.
ESP 8: pagpapaunlad ng mga gawi sa pag-aaral at pagsasabuhay ng pananampalataya sa pamilya

5. Design thinking:
a. Youtube
b. Google Meet
c. Portfolio

Analytic Rubric:

CRITERIA 4 3 2 1
EXEMPLARY SATISFACTORY DEVELOPING BEGINNING

Content Use of facts is Use of facts is Use of facts is Use of facts is

correct and correct and incorrect and erroneous and
explanation is explanation is explanation is explanations
compelling sufficient. lacking in are full of
some parts. misconceptio

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 The use of Language Language Language Language
appropriate choices choices choices choices
and polite oral enhance the generally partially minimally
language effectiveness support the support the support the
of the effectiveness effectiveness effectiveness
presentation of the of the of the
and are presentation presentation presentation
appropriate to and are and some and not
the audience. appropriate to words used inappropriate
the audience. were to the
inappropriate audience
to the
audience

The Different Different Different Different

application of multimedia multimedia multimedia multimedia
the correct elements are elements are elements are elements are
and suitable creatively combined in a combined to shown for
multimedia combined and clear way to illustrate special effects
resources done in an illustrate ideas ideas. rather than to
engaging way However, support any
to illustrate these distract idea.
ideas rather than
clarify ideas.

Stance and Delivery Delivery Delivery Delivery

Behavior techniques techniques techniques techniques
(posture, (posture, (posture, (posture,
gesture, eye gesture, eye gesture, eye gesture, eye
contact, and contact, and contact, and contact, and
vocal vocal vocal vocal
expressiveness expressiveness expressiveness expressiveness
) make the ) make the ) make the ) detract from
presentation presentation presentation the
compelling interesting less understandabi
and speaker and the interesting lity of the
appears to be speaker and the presentation
polished and appears speaker and speaker
confident comfortable. appears to be appears
tentative uncomfortable

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 Self-Assessment:

Value Integration:
How can we practice tolerance when it comes to varying religious beliefs?

Prepared by: Urbano, Abigail Rose DC.

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