Learning Plan

DIOCESE OF BAGUIO-SCHOOLS
Sacred Heart High School of Itogon, Inc

#15 Poblacion, Itogon, Benguet
Life – Transforming and Christ’s Disciple – Forming Catholic Educational Community
FIRST QUARTER
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past;
CONTENT STANDARD various reading styles; ways of determining word meaning; the sounds of English and the prosodic features of speech;
and correct subject-verb agreement.
The learner imbibes and possesses the core values of the Diocese of Baguio Schools and Sacred Heart High School of
FORMATION STANDARD Itogon which are INTEGRITY, EXCELLENCE, SERVANT-LEADERSHIP, CULTURAL SENSITIVITY, LOVE, MERCY, JUSTICE and
COMPASSION.
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using
appropriate reading styles; participating in conversations using appropriate context-dependent expressions; producing
PERFORMANCE STANDARD
English sounds correctly and using the prosodic features of speech effectively in various situations; and observing correct
subject-verb agreement.
 Riddles, Proverbs and sayings
SUBJECT ENGLISH 7 TOPIC  Quatrains, and Tanaga
)
DATE TEACHING
LEARNING REMARK
LEARNING COMPETENCIES AMT /WEEK STRATEGY/ LEARNING ACTIVITIES
TARGET S
ASSESSMENT
August 5 Conducted the Orientation for Transformative Discipline for Grade 7.

Also, the major offenses to be taken by the Prefect of Discipline.
DAY 1
August 6
DAY 2 Conducted the Orientation for Transformative Discipline for Grades 8,

9, 10, 11 and 12. Also, the major offenses to be taken by the Prefect
of Discipline.
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My grade 7 classes were supervised by Mrs. Myrna M. Zambrano
August 7
Objective/s: The learners will be able to
DAY 3  Acquaint themselves of the House Rules and daily
routines in the English Subject
 Prepare themselves about the future lessons
INTRODUCTION
-Meditation
-Greetings
-Checking of attendance
-Spelling (5)
-The teacher introduces his name and the subject
-The teacher also informs the class of the four days English schedule.
INTERACTION
-The teacher presents the House Rules and the daily routines to the
class. He also asks the learners if they have suggestions, comments,
and disagreements.
-The teacher also emphasizes English language as medium of
communication during the classes.
-Presentation of the Curriculum Guide to the students emphasizing
the major Performance Task for the First Quarter.
INTEGRATION
Ask a learner to summarize the things tackled during the period.
-Closing prayer
 Identify the ACQUISITION August 8  Pair- Share

EN7LT-I-a-1: Discover distinguishing Learning Objective/s: the learner should be able to
MEANING DAY 4
literature as a means of features of  Discuss riddles.
MAKING  Viewing-
connecting to a significant Riddles, Proverbs  Give examples of riddles.
past Slides on
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and Sayings Riddles and INTRODUCTION
Proverbs - Spelling (5) vocabulary
EN7LT-I-a-2: Describe the - Ask students what do you know about our past? What have
different literary genres you heard from your parents/grandfathers/grandmothers?
during the pre-colonial period - What comes to mind when you hear oral literature?
- Introduce the topic riddles by projecting examples on the
screen.
INTERACTION
-Ask the learners to decode the given examples.
-K-W about Riddles
-The teacher asks the learners the Filipino or the Ilokano term for
riddle so that learners can relate more.
-The teacher flashes more examples of riddles and ask the learners to
answer them.
-The learners will work in pair to create or translate Filipino riddles to
English, after that they will be partnered to another pair and
exchange and answer each given riddles. The pair who got the
correct answer will be given (5) points.
INTEGRATION
- To wrap up the lesson, ask a learner to summarize the lesson.
- Homework: Aside from the given riddles we have answered
and discussed, write at least (3) riddles.
August 9 Class Suspension

DAY 5
August 12 Holiday
DAY 1
August 13  Active
ACQUISITION Learning
DAY 2 Objective/s: the learner should be able to
MEANING  Explain the meaning of the given proverbs.
MAKING  Give examples of proverbs.
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INTRODUCTION
- Spelling (5) vocabulary
- Short reiteration and review of riddles
- The teacher introduces Proverbs by projecting an example on
the screen.
INTERACTION
- The teacher asks the learners to name the projected
sentence on the screen. The teacher will again project
another example of proverb until the learners are able to
name what are being projected.
- The teacher will also ask the Filipino term of Proverbs to the
learners for a meaningful insight.
- Give further examples of proverbs with its interpretation
- Activity: The class will be grouped into 8. Each group must
think of a proverb and discuss its interpretation. Also, come
up with a riddle and its answer. They will be paired with
another group and exchange its proverb and riddle for each
group to interpret and answer. 10 points for the correct
interpretation of the proverb and 5 points if the riddle is
answered correctly. 25 minutes is allotted for this activity.
- The teacher congratulates the group that got the highest
score.
INTEGRATION
- Sum up the activity by asking learners about the
importance/s of proverbs and riddles in writing and in
expressing one’s self.
August 14
 Identify the
Objective/s: the learner should be able to
distinguishing ACQUISITON DAY 3  Active  Differentiate Tanaga and Quatrain.
features of Learning  Compare Tanaga and Quatrain.
Quatrain and
Tanaga.
INTRODUCTION
- Ask the learners what comes to mind upon hearing Tanaga
and Quatrain.
- Introduce Tanaga and Quatrain by projecting examples on
the screen.
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INTERACTION
- Ask the learner to compare the given example of Tanaga and
Quatrain. When the learners are having difficulty, the teacher
guides the learner to observe the number of lines and
syllables in each line. Also its subjects and its intentions.
- K-W about Tanaga and Quatrain.
- The teacher gives another example of Tanaga and Quatrain
for the learners to compare following the guides the teacher
had given.
INTEGRATION
- Ask the learners to summarize the lesson.
- K-W-L about Tanaga and Quatrain
 Active
Learning Objective/s: the learner should be able to
August 15  Compose Quatrain and Tanaga (with 5-line stanza).
 Discuss the theme and mood of a poem.
Day 4
INTRODUCTION
- Meditation
MEANING - Spelling (5) vocabulary
MAKING - Short reiteration and review of Quatrain and Tanaga
-
INTERACTION
- The teacher will re-project an example of Quatrain and
Tanaga. The teacher asks the learners about the message of
the poem (theme), and how they feel as readers about the
poem (mood).
- The teacher will project a set of instructions on the board for
the learners’ activity. The teacher should emphasize that
following the given set of instructions is a part of the activity.
INTEGRATION
To sum up the activity, volunteers will be called to read their
composition in front and discuss its theme and mood.
August 16 MASS OF THE HOLY SPIRIT
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TRANSFER August 19  Oral Objective/s: the learner should be able to
recitation  Recall the lessons last week.
Day 1  Group  Recite responding to series of questions.
collaboratio
n INTRODUCTION
 Self- - Meditation
assessment - Check Attendance
- Last week, what had we discussed?
- The teacher prepares the learners for oral recitation by
letting them browse their notes for (5) minutes.
INTERACTION
- The teacher calls the learners’ attention, group the class and
start tossing the questions. Five questions would suffice.
- The teacher asks the learners to reposition the chairs and
tables to its original locations
- The teacher distributes the questionnaire for the quiz. (25
mins.) The teacher will explain that their score on the group
activity will be added to their individual scores in the quiz.
INTEGRATION
- Ask the learners to give their insights about the following:
 How and why are folk speeches passed down
from generation to another?
Prepared by: Checked by:
Leon Jr P. Gabaen Mrs. Myrna M. Zambrano, MA. Ed

English Teacher School Principal
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COMPASSION.
 Pronouncing VOWEL SOUNDS
 Stress, Volume, and Voice projection
SUBJECT ENGLISH 7 TOPIC  Folk Songs
 Colloquialism
)
 Subject-Verb Agreement
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
Objective/s: the learner should be able to

 Pronounce ACQUISITION August 27  Interactive
EN7F-I-a-3.11: Observe the  Familiarize the correct production of vowel sounds
correct production of vowel vowel sounds discussion  Perform choral reading.
and consonant sounds, correctly in DAY 2
reading words,  Pair- Share
diphthongs, blends, glides, INTRODUCTION
phrases, clauses, Learning
etc. - Meditation
sentences and - Check Attendance
 Choral
paragraphs. - Spelling (5) vocabulary
reading
EN7F-I-a-3.11.1: Read words - Motivate students by introducing a short Tongue Twister.
phrases, clauses, sentences INTERACTION
and paragraphs using the - The teacher projects group of words on the screen containing
correct production of vowel vowel sounds.
and consonant sounds, - The teacher reads each word correctly and applies proper
diphthongs, blends and glides stress. The learners read after the teacher.
- Let the learners practice the contrastive phrases noting the
correct production of the vowel sounds and correct stress.
INTEGRATION
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 To wrap up the lesson, the teacher projects list of proverbs
and the learners will read them observing proper
pronunciation, pitch, and stress.
EN7RC-I-a-7: Use the

appropriate reading style
(scanning, skimming, speed Objective/s: the learner should be able to
reading, intensive reading ACQUISITION August 28  Active  Familiarize the procedures in PSEP.
etc.) for one’s purpose Learning  Memorize the PSEP Confidence Booster Poem.
DAY 3 INTRODUCTION
- Meditation
- Check Attendance
- Short reiteration and review of vowel sounds
INTERACTION
- Distribution of the PSEP Drill Master.
- Instructs the learners to fill out the necessary information.
- Tell the learners to browse their Drill Masters.
- The teacher plays the audio for the learners to follow the
proper reading, pronunciation, and intonation of the
Confidence Booster Poem.
- Let the learners read the poem observing correct
pronunciation and intonation.
- Instruct the learners to memorize the Confidence Booster
Poem.
INTEGRATION
- To wrap up the lesson, ask the learners about the purpose of
the Practical Spoken English Program (PSEP).
Ask them, when is the schedule for the PSEP. Answer should
be every Wednesday.
 Identify the ACQUISITION August 29  Active Objective/s: the learner should be able to
distinguishing Learning  Discuss Folk songs as part of The Philippine Oral Literature.
features of Folk DAY 4  Identify the distinguishing features of Folk Songs.
Songs INTRODUCTION
- Meditation
- Check Attendance
- Short reiteration and review of the past discussions.
- What comes to mind when you hear the words Folk Songs?
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INTERACTION
- The teacher projects and explains the concepts in Folk Songs.
- The teacher projects on the screen example of a Folk Song.
- Ask the learners to sing the given folk song.
- The teacher and the learners discuss the song with the
following categories: Subject Matter, Classification, Purpose,
and Style.
INTEGRATION
- To wrap up the lesson, ask the learners about local Folk
Songs they can sing or they heard.
Ask them to give the Subject Matter, Classification, Purpose,
and Style of their examples.
EN7LT-I-h-1: Discover  Discuss MEANING  Self- Objective/s: the learner should be able to
literature as a means of intensively to MAKING August 30 assessment  Discuss the message of the folk song they can think of.
connecting to a significant find answers to  Share the theme of the folk song they have discussed.
DAY 1
past specific  Pair Work INTRODUCTION
questions. - Meditation
- Check Attendance
INTERACTION
- The teacher projects and explains the instructions for the
pair-work activity.
INSTRUCTIONS:
I. Pair up and discuss, and answer the following
a. The message of the folk song you can think of.
b. The theme/s of the folk song you have discussed.
c. In which Philippine tribal group does this song belong?
d. How can you help preserve Filipino culture and traditions?
- The teacher commends the learners’ participations.
INTEGRATION
- To wrap up the lesson, ask a learner to summarize the
discussions.
August 31
Saturday “Buwan ng Wika” Celebration
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September
2 Objective/s: the learner should be able to
TRANSFER
 Self-  Illustrate pre-colonial group of people or tribe.
DAY 2
assessment  Write a song that describes the people or tribe discussed.
INTRODUCTION
- Meditation
 Group Work - Check Attendance
INTERACTION
- Group Activity: The teacher projects the instructions and
explains them to the learners.
- Let the learners group themselves.
- Distribute the worksheet to each group.
- Set the time limit for the activity.
- Each group will present.
INTEGRATION
activity.
September
3
EN7V-I-e-22.2: Select an Objective/s: the learner should be able to
appropriate colloquial or  Distinguish ACQUISITION  Active  Define Colloquialism.
DAY 3
idiomatic word or expression between slang Learning  Identify the colloquial in a sentence.
as a substitute for another and colloquial INTRODUCTION
word or expression expressions in - Meditation
conversations. - Check Attendance
INTERACTION
- K-W about Colloquialism.
- The teacher projects 10 sentences on the screen let the
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learners encircle the colloquial used.
- The teachers with the learners check their answers.
- Let the learner who got the highest score define
colloquialism.
- The teacher projects the concept on the screen and explains
it by discussing the 10 sentences in the activity with the
learners.
- Let the learners have a seatwork on colloquialism.
INTEGRATION
- To wrap up the lesson, ask a learner to define colloquialism
and give a sentence containing colloquial.
- Let the learners complete the K-W-L Chart.
EN7F-I-a-3.11.1: Read words

September
phrases, clauses, sentences Objective/s: the learner should be able to
and paragraphs using the ACQUISITION
4  Recite the PSEP Confidence Booster Poem.
correct production of vowel  Pronounce vowel DAY 3  Perform with action the PSEP Confidence Booster Poem.
and consonant sounds, sounds correctly INTRODUCTION
diphthongs, blends and glides in reading words, - Meditation
phrases, clauses, - Check Attendance
sentences and - Spelling (5) vocabulary
paragraphs. - Short reiteration and review of the Procedures in PSEP.
INTERACTION
- Ask the learner to turn the pages of the Drill Master on page
12.
- Call a learner to read each Lecture Points and demonstrate
them.
- Present the Rubric and discuss it with the learners.
- Call each learner to recite the Confidence Booster Poem.
INTEGRATION
- To wrap up the lesson, ask a learner to tell his/her
observations during the performance.
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September
EN7G-I-e-11: Observe correct  Write a simple
5 Objective/s: the learner should be able to
ACQUISITION
subject-verb agreement and compound  Recall Subject-Verb Agreement.
DAY 4
sentences  Write sentences observing correct Subject-Verb Agreement.
observing  Active INTRODUCTION
subject-verb Learning - Meditation
agreement - Check Attendance
INTERACTION
- K-W Subject-Verb Agreement.
- The teacher writes sentences on the board with the
underlined verbs. Ask the learners, what do you notice about
the underlined words?
- The teacher gives the first rule of the Subject-Verb
Agreement and discusses with the learners through
examples.
- The teacher gives the second rule of the Subject-Verb
examples.
- The teacher gives the third rule of the Subject-Verb
examples.
- Short individual seatwork.
INTEGRATION
discussions.
- Let the learners complete the K-W-L Chart
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COMPASSION.
 Subject-Verb Agreement
 Literary vs. Academic Writing
Expository Paragraph
SUBJECT ENGLISH 7 TOPIC Descriptive Paragraph
Persuasive Paragraph
)
 Folk Narratives (Reading)
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
September
EN7G-I-f-11: Observe correct subject- Objective/s: the learner should be able to
 Write sentences ACQUISITION 23  Interactive
verb agreement  Discuss the fourth to seventh Subject-Verb Agreement Rules
observing discussion  Write sentences applying the fourth to seventh Subject-Verb
MEANING
Subject-Verb MAKING Agreement Rules
Agreement  Self-
DAY 1 Assessment
INTRODUCTION
- Meditation
- Check Attendance
- Reiteration of the first to third Subject-Verb Agreement Rules
INTERACTION
- Project on the screen the fourth S-VA Rule and let the
learners read.
- Provide examples and ask the learners about the agreement
of the Subject and Verb.
- The same process will be done until the seventh S-VA Rules.
- After the discussions:
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Activity: Seatwork – Let the learners write three examples of
each discussed S-VA Rules.
INTEGRATION
 To wrap up the lesson, the teacher picks one of the learners’
activities and discusses with the learners the given examples.
EN7WC-I-f-2.8.1: Recognize the parts  Identify the ACQUISITION September  Active Objective/s: the learner should be able to
of a simple paragraph parts of a 24 Learning  Name the parts of a simple paragraph
paragraph MEANING  Write an expository paragraph
EN7WC-I-e-4.3: Identify basic MAKING DAY 2 INTRODUCTION
features and kinds of paragraph - Meditation
- Check Attendance
EN7WC-I-e-2.8.1: Recognize the parts - Spelling (5) vocabulary
of a simple paragraph - Short reiteration of the past discussions
INTERACTION
- K-W on a paragraph
- Project the concept of an expository paragraph
- Discuss with the learners the projected expository paragraph
- The teacher emphasizes a certain part of a paragraph and
guide the learners to name the part, this goes on until the
learners can be able to give the three main parts of a
paragraph
- The teacher with the learners will make a simple paragraph
on the board-thinking of a topic/subject, introduction, body,
and conclusion
- Seatwork: Let the learners make their own expository
paragraph.
INTEGRATION
- Call a learner to summarize the discussion
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EN7OL-I-b1.14: Use  Perform on ACQUISITION September  Active Objective/s: the learner should be able to
appropriate prosodic features stage observing 25 Learning  Show confidence speaking on stage
MEANING
of speech like pitch, stress, Confidence and  Perform speaking on stage observing correct pronunciation
MAKING
juncture, intonation, volume prosodic DAY 3 and Intonation
and projection and features of INTRODUCTION
rate/speed of speech in speech - Meditation
differing oral communication - Check Attendance
situations - Spelling (5) vocabulary
- Short reiteration and review of last Wednesday’s activity.
INTERACTION
- Continuation on individual’s speaking activity-to be scored
following the rubrics contained in the drill master.
INTEGRATION
- Return the drill masters of the learners for them to check
their score.
- Remind the learners’ of the important points they have
missed while performing
EN7WC-I-e-4.3: Identify basic

features and kinds of paragraph  Write a sample  Active Objective/s: the learner should be able to
ACQUISITION September
of a Descriptive Learning  Discuss Descriptive paragraph
26
paragraph MEANING  Write a Descriptive paragraph
MAKING DAY 4 INTRODUCTION
- Meditation
- Check Attendance
- Short reiteration of the past discussions
INTERACTION
- Project the concept of a descriptive paragraph
- Discuss with the learners the projected descriptive paragraph
and conclusion
- Seatwork: Let the learners make their own descriptive
paragraph.
INTEGRATION
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COMPASSION.
SUBJECT ENGLISH 7 TOPIC )
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
November
EN7G-I-f-11: Observe correct subject- Objective/s: the learner should be able to
 Write sentences ACQUISITION 11  Interactive
verb agreement 
observing discussion 
MEANING
Subject-Verb MAKING
Agreement  Self-
INTRODUCTION
DAY 1 Assessment
- Meditation
- Check Attendance
- Reading comprehension (5 points question)
INTERACTION
- Project on the screen the fourth S-VA Rule and let the
learners read.
- Provide examples and ask the learners about the agreement
of the Subject and Verb.
- The same process will be done until the seventh S-VA Rules.
- After the discussions:
Activity: Seatwork – Let the learners write three examples of
each discussed S-VA Rules.
INTEGRATION
 To wrap up the lesson, the teacher picks one of the learners’
activities and discusses with the learners the given examples.
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 Identify the
EN7WC-I-f-2.8.1: Recognize the parts parts of a ACQUISITION Objective/s: the learner should be able to
of a simple paragraph paragraph September  Active  Name the parts of a simple paragraph
MEANING 24 Learning  Write an expository paragraph
EN7WC-I-e-4.3: Identify basic MAKING INTRODUCTION
features and kinds of paragraph DAY 2 - Meditation
- Check Attendance
EN7WC-I-e-2.8.1: Recognize the parts - Spelling (5) vocabulary
of a simple paragraph - Short reiteration of the past discussions
INTERACTION
- K-W on a paragraph
- Project the concept of an expository paragraph
- Discuss with the learners the projected expository paragraph
- The teacher emphasizes a certain part of a paragraph and
guide the learners to name the part, this goes on until the
learners can be able to give the three main parts of a
paragraph
and conclusion
- Seatwork: Let the learners make their own expository
paragraph.
INTEGRATION
EN7OL-I-b1.14: Use  Perform on ACQUISITION September  Active Objective/s: the learner should be able to
appropriate prosodic features stage observing 25 Learning  Show confidence speaking on stage
MEANING
of speech like pitch, stress, Confidence and  Perform speaking on stage observing correct pronunciation
MAKING
juncture, intonation, volume prosodic DAY 3 and Intonation
and projection and features of INTRODUCTION
rate/speed of speech in speech - Meditation
differing oral communication - Check Attendance
situations - Spelling (5) vocabulary
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- Short reiteration and review of last Wednesday’s activity.
INTERACTION
- Continuation on individual’s speaking activity-to be scored
following the rubrics contained in the drill master.
INTEGRATION
- Return the drill masters of the learners for them to check
their score.
- Remind the learners’ of the important points they have
EN7WC-I-e-4.3: Identify basic

features and kinds of paragraph September Objective/s: the learner should be able to
 Write a sample ACQUISITION 26  Active  Discuss Descriptive paragraph
of a Descriptive Learning  Write a Descriptive paragraph
paragraph MEANING DAY 4 INTRODUCTION
MAKING - Meditation
- Check Attendance
INTERACTION
- Project the concept of a descriptive paragraph
- Discuss with the learners the projected descriptive paragraph
and conclusion
- Seatwork: Let the learners make their own descriptive
paragraph.
INTEGRATION
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THIRD
QUARTER
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CONTENT STANDARD
WITH Love
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types
for a deeper appreciation of Philippine Culture and those of other countries.
COMPASSION.
The learner transfers learning by: showing ways of asserting one’s identity; comprehending informative and short
narrative texts using schema and appropriate listening and viewing strategies; expressing ideas, opinions, and feelings
through various formats; and enriching written and spoken communication using direct/reported speech, active/passive
voice, simple past and past perfect tenses and connectors correctly and appropriately.
 Logical Connectors
SUBJECT ENGLISH 7 TOPIC  Chronological order
)
 Sequential Pattern
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
1. Link sentences using logical INTRODUCTION

 Define Logical ACQUISITION January  Interactive
connectors that signal chronological  Meditation
and logical sequence and summation Connectors discussion  Check Attendance
MEANING
MAKING
20  Spelling
 Give examples of  Self-
 Short reiteration of the past discussions
logical Assessment
INTERACTION
Connectors
DAY 1  Classes have you heard of logical connectors? From the word
connector, what comes to mind?
 We have here a text I want you to read. To be posted on the
board.
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 Let the learners read the “Pancit Filipino” by Lydia D. Castillo.
To be done silently.
 Ask a volunteer to read aloud.
 The teacher picks the words first, second, and third from the
text and tells the learners that these are examples of Logical
connectors.
 The teacher will then ask the learners to give more examples
of logical connectors from the text.
 Who can define logical connectors basing from these
examples, and how they were used in the text. (The teacher
writes on the board the definition of logical connectors)
INTEGRATION
 Think of your daily routine and narrate it to the class using
logical connectors. Two to three volunteers will be called to
narrate.
ACQUISITION
 Classify January  Active
connectors Learning INTRODUCTION
MEANING
according to 21  Meditation
MAKING
their kinds.  Check Attendance
 Differentiate DAY 2  Spelling (5) vocabulary
chronological  Short reiteration of the past discussions
order and INTERACTION
sequential  BOARDWORK: Let the learners classify the given connectors
order. whether each fall under NUMERICAL, BEGINNING,
CONTINUATION, CONCLUSION, and SUMMATION.
Discussions and clarifications will be made after the activity.
 Class, moving forward, there is chronological order and
sequential pattern. These can be used for a well-organized
outline of information.
 After giving the background of the two patterns, ask a learner
to differentiate them.
 The teacher and learners will discuss the difference of the
two patterns. The teacher will elaborate.
INTEGRATION
 Call a learner to summarize the discussion
 Remind the learners to review their notes for upcoming
exercises.
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 Use the ACQUISITION January  Active INTRODUCTION
appropriate Learning  Meditation
MEANING 22
prosodic  Check Attendance
MAKING
features of  Spelling (5) vocabulary
speech. DAY 3
 Short reiteration and review of last Wednesday’s activity.
(Practical INTERACTION
Spoken English  Continuation on individual’s speaking activity-to be scored
Program) following the rubrics contained in the drill master.
INTEGRATION
 Return the drill masters of the learners for them to check
their score.
 Remind the learners’ of the important points they have
INTRODUCTION
 Apply the MEANING  Active  Meditation
correct January Learning
MAKING  Check Attendance
connectors in  Spelling (5) vocabulary
TRANSFER
23
writing.  Short reiteration of last Tuesday’s discussions
 Identify the DAY 4 INTERACTION
connectors in  Let the students answer the learning activity sheet.
from the (Attached)
given text.  Processing of answers and sharing of insights from the
activity.
INTEGRATION
 Call a learner to summarize the discussion.
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The learner demonstrates communicative competence through his/ her understanding of literature and other texts types
CONTENT STANDARD
for a deeper appreciation of Philippine Culture and those of other countries.
COMPASSION.
The learner transfers learning by: showing ways of asserting one’s identity; comprehending informative and short
narrative texts using schema and appropriate listening and viewing strategies; expressing ideas, opinions, and feelings
through various formats; and enriching written and spoken communication using direct/reported speech, active/passive
voice, simple past and past perfect tenses and connectors correctly and appropriately.
 Listening – What do they have?
 Interview
SUBJECT ENGLISH 7 TOPIC  Debate
)
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
 Use different ACQUISITION January 27
1. Use different listening strategies listening INTRODUCTION
MEANING  Self-
based on purpose, topic and levels of strategies  Meditation
MAKING Assessment
difficulty of simple informative and based on  Check Attendance
short narrative texts purpose, DAY 1  Spelling
 Active
2. Note specific details of the text topic and  Short reiteration of the past discussions
Listenin
listened to levels of INTERACTION
g
3. Recognize main points and difficulty of  The teacher writes on the board the learning goal and discuss
supporting ideas in the text listened simple  Interac- with the learners interactively.
to informative tive  The teacher will write the guide questions on the board and
and short Discus- discuss with the learners.
narrative  Before playing the audio, the teacher will instruct the
texts
26 | P a g e
 Note specific sion learners to sit properly, to be silent, and to listen attentively.
details of the  Listening Activity: The teacher plays the audio. (twice)
text listened  Questions for discussions will follow.
to
 Recognize INTEGRATION
main points  How important is listening attentively?
and
supporting
ideas in the
text listened
to
January
1. Use different listening strategies  Use different TRANSFER INTRODUCTION
based on purpose, topic and levels of listening 28  Self-
difficulty of simple informative and strategies Assessm  Meditation
short narrative texts based on DAY 2 ent  Check Attendance
2. Note specific details of the text purpose,  Active  Spelling (5) vocabulary
listened to topic and Listenin  Short reiteration of the past discussions
3. Recognize main points and levels of g INTERACTION
supporting ideas in the text listened difficulty of  Interac-  In connection to our previous activity, I want you to listen
to simple tive carefully to the last audio because your score for this activity
informative Discus- will be recorded.
and short sion  Before the teacher plays the final audio, the teacher will
narrative write on the board the questions the learners need to answer
texts after listening.
 Note specific  After the listening activity, the learners will now be given
details of the time to answer the comprehension questions in a ½
text listened crosswise.
to  The learners will be instructed to exchange their papers in a
 Recognize clockwise direction.
main points  Sharing of answers and insights will follow.
and INTEGRATION
supporting  To wrap up the lesson, a volunteer will be called to
ideas in the summarize the activity.
text listened
to
 Define ACQUISITION January  Active INTRODUCTION

 Use the appropriate prosodic interview Learning  Meditation
MEANING 29
features of speech during
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interviews, discussions and  Write a script MAKING DAY 3  Group  Check Attendance
forums for a talk collaboratio  Spelling (5) vocabulary
 Employ the appropriate oral show n  Short reiteration and review of last Wednesday’s activity.
language and stance in an  Perform an INTERACTION
interview interview  The teacher will ask the learners to define interview.
 Employ the  The teacher will show a short video on interviewing.
appropriate  Group work: The teacher will group the class into (9) each
oral language group has (5) members. They will be asked to brainstorm,
and stance in write a script for interview, and enact an interview.
an interview  The teacher will write and discuss with the class the criteria
in scoring the group’s presentation.
INTEGRATION
 A volunteer will be asked to summarize the lesson.
January  Remind the learners’ of the important points they have
TRANSFER
30  Active
Learning INTRODUCTION
DAY 4
 Group  Meditation
Collaboratio  Check Attendance
n  Spelling (5) vocabulary
 Short reiteration of the previous discussions
INTERACTION
 The teacher will rewrite on the board the criteria in scoring
the presentations of each group.
 Groups (1-4) will be called to prepare for the presentation.
INTEGRATION
 Call a learner to summarize the discussion.
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The learner demonstrates understanding of: African literature as a means of exploring forces that human beings contend
with; various reading styles vis a vis purpose of reading; prosodic features that serve as carriers of meaning; ways by
CONTENT STANDARD
which information may be organized, related, and delivered orally; and parallel structures and cohesive devices in
presenting information.
The learner transfers learning by composing and delivering an informative speech based on a specific topic of interest
PERFORMANCE STANDARD keeping in mind the proper and effective use of parallel structures and cohesive devices and appropriate prosodic
features, stance and behavior.
 Literary genres
SUBJECT ENGLISH 8 TOPIC *Chants and songs and Poems
)
*Myths
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
(SEPTEMBER
3-7)
DAY 1 INTRODUCTION
 Identify the ACQUISITION  Interactive
1. Describe notable genres - Motivate students by introducing singing a short song
different literary MAKE discussion
contributed by African entitled: Magtanim ay di biro from one of the Filipino folklore
genres MEANING
writers  Active songs (translated in English version)
 Define the learning INTERACTION
2. Identify the distinguishing different literary  Introduce to them the African literature and the different
features of notable African genres especially literary genres by short discussion:
Chants, poems, folktales and the Chants and 1. Chant and song
short stories. poems 2. Poems
3. Myths
4. Folktales
33 | P a g e
- Focus on discussing Chant and poems: Agricultural chants
and Hunting chant.
*chant originated from French word Chanter—it is the
measured or rhythmical singing or reciting. Chants are
repetitive, rhythmical and common.
a. Hunting chants or poems are sung or recited to express the
hazards and the uncontrolled thrill that a hunter experiences
when hunting for wild game.
b. Agricultural work songs or chants are mostly associated
with farm work like tilling the soil, planting, harvesting and
threshing.
- Common style of chanting and reciting among the different
African ethnic groups is the call and response.
- Answer the activity on page 8-9 of English in perspective 8.
INTEGRATION
 To wrap up the lesson, call a student to summarize the lesson
for today.
 Ask also students to differentiate the values that we have
Filipinos than that of the values of African chants and songs.
 Create a short TRANSFER DAY 2  Active INTRODUCTION
recital chant. Learning - Review on Chants, songs and poems of Africa.
 Group work INTERACTION
- Give more meaning to the chants and poems through a
listening activity to remind them the rhythmical pattern of a
chant.
- Group the class with eight members and let them create an
agricultural or hunting chant.
- Present to the class the chant they had created.
RUBRICS: 1. Content—10pts.
2. Rhythm and coordination—10pts.
3. Teamwork—5pts.
INTEGRATION
- To wrap up the lesson, ask a student to define chants and
poems.
- Ask them, “What lessons in life are these chants and poems
teach us?”
4. Identify the  Define the ACQUISITION DAY 3  Interactive INTRODUCTION
distinguishing features of literary genres learning - Motivate students by testing their prior knowledge on Myths.
MAKE
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notable African Chants, specifically the MEANING (True or false activity)
poems, folktales and myths INTERACTION
short stories. - Discuss Myths to the class.
*Myths are stories of the distant past which are believed to
be true by the peoples of a particular culture.
- Discuss the general features of myths.
- Differentiate African myths features from the other myths of
other countries.
INTEGRATION
- To sum up the lesson, ask the student, to define myth.
- Ask also, “How African myths are different from that of the
other countries.
- Ask also, “why do we have to learn myths though they are
not even factual?”
 Identify the TRANSFER DAY 4  Close INTRODUCTION
features of the reading and - Review the previous lesson by reiterating the definition og
literary genres— analysis myths and its features.
myths. INTERACTION
Give further explanation on the difference of African myth
than that of the other myths of different countries.
- Read the African myth entitled: Death, and Life and Death on
page 11 of English in perspective 8.
- Answer the Literature activity 3 on page 11 of English in
perspective 8.
- Present the answer to the class for further understanding of
the features of this literary genre.
INTEGRATION
- Ask the students, “Why do you think it is important for
people to know how myths were created?”
- Ask also, “How would you show your faith and gratitude for
your Creator?”
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CONTENT STANDARD
 Literary genres
SUBJECT ENGLISH 8 TOPIC *Folklores--fables
)
*Epic
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
(SEPTEMBER
10-14)
DAY 1 INTRODUCTION
1. Describe notable genres - Motivate students by watching a short fable entitled: the
different literary MAKE discussion
contributed by African monkey and the turtle.
genres MEANING
writers  Active INTERACTION
 Define the learning  Introduce to them the African Folktale using the video that
2. Identify the distinguishing different literary they watched.
features of notable African genres especially *Folktales of Africa is a traditional story which is verbally or
Chants, poems, folktales and Folklore orally transferred from one generation to another by a skilled
short stories. story teller.
- Discuss the features of folktales such as setting, characters,
plot and theme.
- Fable- is a short Imaginary story which features beasts or
36 | P a g e
animals that behave, speak, act and reason like a human
being.
- Discuss the features of fables.
- Trickster tale- is another form of folktale that features an
animal who is often childish, foolish, unpleasant and selfish.
The character is usually a male, enjoys being boastful and
playing tricks.
INTEGRATION
for today.
 Ask a student to enumerate the features of fable and
trickster.
 Ask also, “why do you think we have to study folktales and
fables? Why?”
 Assignment: read “How the spider obtained the sky God’s
stories?”
 Identify the TRANSFER DAY 2  Active INTRODUCTION
features of Learning - Review on Folktales such as Fables and trickster.
folktales and INTERACTION
fables  Interactive - Graded recitation on the reading assignment given yesterday.
discussion - Ask the following questions for reading comprehension test:
a. Context clues.
b. Literature activity 1 on page 26-27 on Perspective in
English 8.
- Give graphic organizers to sum up the features of folktales
such as settings, characters, plot and theme.
INTEGRATION
- To wrap up the lesson, ask them, “What lessons in life are
have you learned in the story of Anansi that you can carry
throughout your lives? Why do you think so?”
4. Identify the  Define the ACQUISITION DAY 3  Interactive INTRODUCTION

distinguishing features of literary genres learning - Motivate students by pairing them and ask them why do they
notable African Chants, specifically the MAKE  Think Pair love themselves?
poems, folktales and MEANING - Briefly discuss their reasons.
Epic share
short stories. INTERACTION
- Discuss Epic to the class.
*Epics are narratives born from the oral storytelling
traditions of ancient societies. It is legendary in nature, these
37 | P a g e
narratives are originally told in poetic form used by different
social groups to pass down from generation to generation
their age-old histories, religious beliefs, morals and practices.
- Discuss the general features/ qualities of epic.
- Include the poetic refrain and repetend.
- Sing an epic song using refrain and repetend using the songs
of our church Jesus in our hearts.
INTEGRATION
- To sum up the lesson,
- Ask students, just like folktales, myths and “why do we have
to learn epic?”
- Further, ask them “What values in life do this literary genres
give us?”
 Identify the TRANSFER DAY 4  Self- INTRODUCTION
features of the assessment - Review the previous lesson by reiterating the definition of
literary genres— Epic and its features.
chants and INTERACTION
poems, myths, - Further examples of epic story in African literature.
folklores, myths - Group the class by five members each.
and epic. - Create a graphic diagram on the features of literary genres
discussed on the previous topics such as chants and poems,
myths, folklores, myths and epic.
INTEGRATION
- To wrap up the lessons on literary genres and their features,
ask one student to summarize these genres.
- Ask the students, “As a student, what are the three main
values in life that these literary genres are teaching us?”
- Ask also, “How do these values shape and affect the behavior
of the human kind?”
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CONTENT STANDARD
 Reading style—scanning, skimming, speed reading and
SUBJECT ENGLISH 8 TOPIC intensive reading
)
 Parallelism
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
(SEPTEMBER
17-21)
DAY 1 INTRODUCTION
1. Use appropriate reading style - Review on the previous lesson, let the students reflect for
different reading MAKE discussion
(scanning, skimming, speed five minutes on the values that the literary genres give them.
style MEANING
reading and intensive reading) for  Active - Introduce the new topic by asking them if they love reading
one’s purpose.  Distinguish the learning and how they can read and understand a short text or story.
use of these style INTERACTION
in reading - Start the lesson by giving the students a reading material or
short passage.
- Explain the reading style on:
a. Scanning
b. skimming
- Let the students scan first, teach how they are they going to
39 | P a g e
scan. Next, skimming—teach how skimming is done and let
them skim.
INTEGRATION
for today.
 Ask a student/s, “Is reading important?”, If yes, why is it so
important?”
 Another is to ask them, “Is reading helpful to your daily lives?
If yes, why is it so?”
2. Use Parallel structures  Construct TRANSFER DAY 2  Active INTRODUCTION
sentences that Learning  Introduce the topic by giving sentences with equal
are parallel in grammatical structures.
structure  Interactive INTERACTION
discussion  Interactive discussion on asking the students what can they
observe on the pattern of the sentences.
 Parallelism- is the repetition of a chosen grammatical form
within a sentence.
 By making each compared item or idea in your sentence
follow the same grammatical pattern, you create a parallel
construction.
 Give further examples of parallel sentences.
 Answer the activity sheet. (attached)
INTEGRATION
 Ask a student to summarize the lesson for today.
 Ask also, “Why is it important to use a parallel structure in
communication?”
3. Determine the tone, mood,  Differentiate ACQUISITION DAY 3  Self- INTRODUCTION
technique and purpose of the tone from mood assessment  Ask students to recall what tone is and what is mood. From
author.  Identify tone  Interactive that, cull ideas that will retract them the meaning of tone and
words from MAKE discussion mode.
moods MEANING INTERACTION

 Discuss interactively the meaning of tone and the meaning of
mood.
TONE is the writer’s attitude towards his/her subject or
MEANING readers, or his/her way of looking at people, events, things
MAKING and so on.You can determine tone by the language or choice
of words by the author uses.
MOOD is the effect created by the writer’s words or the
40 | P a g e
interpretation of the reader basing on the choice of words of the
writer. These feelings may vary from situation to situation or reader
to reader.
 Give examples of contexts with tone and mood to
differentiate the two.
INTEGRATION
 To wrap up the activity, ask the students, “What could be the
purpose of the author why does he/she needs to set a tone
and create a mood for readers in his writings?”
 Further ask, “In reality, having your own tone, do you think
that this will be a very helpful technique in oral or written
communication? Why do you think so?”
features of the assessment - Review the previous lesson by reiterating the definition of
literary genres— Epic and its features.
chants and INTERACTION
poems, myths, - Further examples of epic story in African literature.
folklores, myths - Group the class by five members each.
and epic. - Create a graphic diagram on the features of literary genres
discussed on the previous topics such as chants and poems,
myths, folklores, myths and epic.
INTEGRATION
- To wrap up the lessons on literary genres and their features,
ask one student to summarize these genres.
- Ask the students, “As a student, what are the three main
values in life that these literary genres are teaching us?”
- Ask also, “How do these values shape and affect the behavior
of the human kind?”
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CONTENT STANDARD
 Informative Speech
SUBJECT ENGLISH 8 TOPIC  Cohesive Devices
)
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
(SEPTEMBER
24-28)
DAY 1
 Define
1. Highlight important points INTRODUCTION
Informative ACQUISITION
in an informative talk using  Interactive - Review on the previous topic such as mood and tone.
Speech
appropriate presentation discussion - Ask students to differentiate tone and mood.
MAKE
aids.  Compose an INTERACTION
MEANING
Informative  Active - Present a short video clip on “Informative speech.”
speech learning - Let students give their own definition on “Informative
Speech”.
- Informative speech is a speech intended to educate the
audience on a particular topic.
- The main goal of informative speech is to provide
enlightenment regarding specific topic the audience knows
nothing about.
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- How to write an informative speech?
First is to select a topic.
Construct the basic parts of a paragraph.
a. Introduction
b. Body
c. Conclusion
INTEGRATION
for today.
 Ask, “Do we need information to our daily lives?” and “Why
do we need new information to our daily lives? What is the
purpose of writing an informative speech?”
2. Use appropriate cohesive  Construct an TRANSFER DAY 2  Active INTRODUCTION
devices in composing an Informative Learning  Introduce the Cohesive by giving connectors like because,
informative speech. speech using and, firstly, moreover, lastly, in conclusion.
cohesive devices  Interactive INTERACTION
discussion  Interactive discussion by asking students what is the use of
the connectors given to them.
 Ask students to use these connectors in a sentence by using
sequential ideas of the class to form a paragraph.
 Sum up the discussion by defining what is Cohesive devices.
Cohesive devices are sometimes called “linking words” that
when used in sentences, it would make sentences, ideas and
the details fit together clearly and readers can easily
understand it.
 Let the students write a simple informative speech using
cohesive devices.
INTEGRATION
 Ask a student to summarize the lesson for today.
 Ask, “What do you think will happen to your writing if you
will not use cohesive devices? Why do you think so?”
3. Deliver a self-composed  Compose a well TRANSFER DAY 3  Self- INTRODUCTION
informative speech written assessment  Ask students to recall what is the previous topic. Let them
informative define informative speech and cohesive devices.
speech INTERACTION
 Give few instructions regarding their performance task.
 Group the class with four members each. Compose an
informative speech regarding the topic they had chosen.
 Plan on how they are going to present their chosen topic.
43 | P a g e
INTEGRATION
 To wrap up the activity, ask the students, “What do you think
is the key ingredient in order for you to succeed in writing
and delivering your informative speech?”
 In addition, ask, “How are you going to apply this key
ingredient to your performance task?”
 Compose a well TRANSFER DAY 4  Self- INTRODUCTION
written assessment - Reiterate the given instruction on their performance task.
informative INTERACTION
speech and - Let the students go to their group and continue the activity.
deliver the - Let students practice for their performance task.
speech INTEGRATION
- To wrap up the lessons Informative speech, ask students to
define it. And Ask also the importance of information to their
daily lives.
44 | P a g e
CONTENT STANDARD
 Performance Task: delivering an Informative Speech
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
(OCTOBER 1-
5)
INTRODUCTION
DAY 1-4 - Give the criteria on how students will be rated on their
 Deliver a well
1. Deliver a self-composed performance task.
composed TRANSFER
informative speech.  Self- INTERACTION
informative
Assessment - Students presentation on the performance task is rated
speech
based on:
a. Content—20
b. Organization—10
c. Information—15
d. Presentation—15
Total: 60pts
INTEGRATION
 To wrap up the lesson, let students make a reflection on the
things they learned on the First grading period.
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SECOND QUARTER
G8
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The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature;
relationship of visual, sensory, and verbal signals in both literary and expository texts; strategies in listening to long
CONTENT STANDARD
descriptive and narrative texts; value or literal and figurative language; and appropriate grammatical signals or
expressions suitable to patterns of idea development.
The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety
PERFORMANCE STANDARD of effective paragraphs, appropriate grammatical signals or expressions in topic development, and appropriate prosodic
 PSEP ID
SUBJECT ENGLISH 8 TOPIC  Poems, Folktales and Myths
)
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
(OCTOBER 8-
12)
INTRODUCTION
DAY 1
ACQUISITION  Introduce the PSEP CPI lesson # 1: Being with others by
 Pronunciation  Interactive
1. PSEP ID: CPI lesson # 1 listening to the CD.
skill MAKE Discussion
INTERACTION
MEANING  The students will repeat pronouncing the words after the
teacher given by the drillmaster.
TRANSFER
 The students will read after the teacher reads the paragraph.
INTEGRATION
 Ask students what words in particular they learned to
pronounce.
 In addition, ask, “Why do you think proper pronunciation is a
must?”
2. Identifying the  Identify the ACQUISITION DAY 2  Cooperative INTRODUCTION
distinguishing features of distinguishing Learning  Let students watch the short inspirational video clip, “the
notable East Asian poems, features of Poem  Interactive butterfly”.
folktales, and short stories. Haiku discussion INTERACTION
 Ask students to give their ideas regarding the video clip, let
them describe the butterfly and the relevance of butterfly to
their lives.
MAKE
MEANING  With the words they formed, ask them to compose a very
short poem with three lines only.
 Then discuss the poem pattern.
47 | P a g e
Haiku is a Japanese poem with three lines and seventeen
syllables. Its structure is five syllables on the first lie, seven on
TRANSFER
the second and five again on the last line.
 Ask students what is the distinguishing feature of the poem
Haiku to that of the other poems.
 Let students compose a Haiku basing on the words they had
describe the butterfly earlier.
INTEGRATION
 Ask students, “What is the difference of Haiku to that of the
other poems?”
 In addition, ask them, “What is the importance of composing
Haiku to our nature?”
 Identify the ACQUISITION DAY 3  Self- INTRODUCTION

3. Identifying the distinguishing distinguishing assessment  Recall the distinguishing features of the poem Haiku.
MAKE
features of notable East Asian poems, features of a INTERACTION
MEANING
folktales, and short stories. folktale  Interactive  Introduce a new short story entitled, “Lord of the Cranes”.
learning  Let the students read the short story and answer the follow
up learning activity sheet. (Activity attached)
 Discussion, answering and processing of the folktale, “The
Lord of the Cranes”.
INTEGRATION
 Ask students, “What lesson does the folktale wants to
convey to you as a student?”
 Further ask, “How are you going to value the word
“generosity”?”

3. Identifying the distinguishing distinguishing assessment  Recall the folktale, The Lord of the Cranes”.
features of notable East Asian poems, features of a INTERACTION
folktales, and short stories. folktale  Interactive  The students continue answering the Learning Activity sheet.
Learning  Discussion, answering and processing of the folktale, “The
Lord of the Cranes”.
 Identify the features of a folktale found in the story as
evidenced by citing examples from the story.
INTEGRATION
 Ask students to reflect on the theme or lesson of the story
and share it in the class.
 Further, ask, “How are you going to value the word
48 | P a g e
“generosity”?”
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CONTENT STANDARD
 PSEP ID
SUBJECT ENGLISH 8 TOPIC  Folktale
)
 Myth
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
(OCTOBER
15-19)
INTRODUCTION
DAY 1  Introduce the PSEP CPI lesson # 2: Entertainment by listening
 Pronunciation ACQUISITION  Interactive
1. PSEP ID: CPI lesson # 2 to the CD.
skill Discussion
INTERACTION
 The students will repeat pronouncing the words after the
MAKE
MEANING
TRANSFER INTEGRATION
pronounce.
must?”
2. Identifying the distinguishing  Identify the ACQUISITION DAY 2  Cooperative INTRODUCTION

features of notable East Asian distinguishing Learning  Recall the values of the folktale, “The Lord of the cranes”
poems, folktales, and short features of  Interactive  Ask students how are they going to apply “generosity” in
stories Folktale discussion their everyday lives.
INTERACTION
 Discussion of the distinguishing features of a folktale.
 Give example of these features from the story, “The Lord of
MAKE
MEANING the cranes”.
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 Let students track the discussed features basing it from the
story and also ask students to give their own examples on the
features discussed.
 Ask students, “Why do you think it is important to distinguish
the different features of literary genres?”
ACQUISITION DAY 3  Self- INTRODUCTION
3. Identifying the distinguishing  Define Myth assessment  Call a student to recall the features of a folktale.
features of notable East Asian poems, INTERACTION
folktales, and short stories  Interactive  Introduce a new topic by letting students give meaning to the
learning pictures flashed on the PPT presentation about a mother
MAKE taking good care of her child and a picture of a child taking
MEANING care of his mother.
 Let students read the myth, “The elephant and his old blind
mother,” a Kye-rab from Tibet.
 Students will also answer the learning activity sheet after
reading. (Learning activity sheet was lifted from English
Perspective 8 on page 183)
INTEGRATION
 To wrap up the activity, ask students what is the moral of the
story they had read.
 Determine the MAKE DAY 4  Self- INTRODUCTION
3. Identifying the distinguishing distinguishing MEANING assessment  Ask a student to retell the story of “The Elephant and his Old
features of notable East Asian poems, features of a Blind Mother”.
TRANSFER
folktales, and short stories myth  Interactive INTERACTION
Learning  Discussion and answering the learning activity sheet.
 Processing of answers and sharing of insights from the story.
INTEGRATION
 To sum up the lesson, ask the students, “How are you going
to apply the moral of the story, ‘What comes around, goes
around’ in your everyday lives?”
51 | P a g e
CONTENT STANDARD
 Myth
SUBJECT ENGLISH 8 TOPIC  Tone and mood
)
 Figurative Language
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
(OCTOBER
22-26)
INTRODUCTION
DAY 1  Recall the previous story, “The Elephant and his Old Blind
 Identify the ACQUISITION  Cooperative
1. Identifying the distinguishing Mother”.
distinguishing learning
features of notable East Asian  Ask students what is the learnings they got from the story.
features of a  Interactive
poems, folktales, and short stories INTERACTION
myth MAKE discussion
MEANING  Discussion on the distinguishing features of myth.
 Give example of these features from the story, “The Elephant
TRANSFER and his old blind mother”.
 Let students track the discussed features basing it from the
story and also ask students to give their own examples on the
features discussed.
INTEGRATION
 To wrap up the lesson, ask students to differentiate a folktale
and a myth by enumerating their distinguishing features.
2. Determine tone and mood of the  Define Tone and ACQUISITION DAY 2  Cooperative INTRODUCTION
speaker or characters in the narrative Mood Learning  Recall the distinguishing features of a folktale and myth.
listened to.  Interactive  Review on what is tone and mood basing on the given
 Determine tone discussion sentences.
and mood INTERACTION
 Using the quotations from the two previous stories, “The
Lord of the cranes” and the “The Elephant and His Old Blind
MAKE
MEANING Mother”, ask the students to determine if the sentences
52 | P a g e
flashed in the PPT is either TONE or MOOD.
 Give more sentences and the students will determine the
Tone and Mood of the characters.
TRANSFER  Explain the difference of tone and mood used by the speaker
in narrating, questioning and how sentences are uttered.
INTEGRATION
 Ask students, “Why do you think it is important to determine
the tone and the mood on how they are uttered?”
 Define ACQUISITION DAY 3  Self- INTRODUCTION

3. Identify figure of speech that show Hyperbole assessment  Call a student to recall the difference of tone and mood.
emphasis (Hyperbole and Litotes) and Litotes  Reiterate the difference of tone and mood especially how
 Interactive they are used.
learning INTERACTION
MAKE  Introduce a new topic by showing words like “mountain of
MEANING dishes”, “short tempered” and “not so pretty”.
 Ask students what are the words: Words are examples of
Figurative language and Literal meaning of the word.
 In particular, give examples of Litotes and Hyperbole—let
students define the figurative language by the examples
given.
 Let the students construct particular examples of Litotes and
Hyperbole that are commonly used.
 Explain their examples by differentiating the meaning of
figurative language and its literal meaning.
INTEGRATION
 To wrap up the activity, ask the students to differentiate
Figurative language and Literal meaning of the word.
 Ask students, “Why do we have to shift our words to
figurative language rather than saying our ideas into its literal
meaning?”
 MAKE DAY 4  Self- INTRODUCTION
3 Identify figure of speech that show MEANING assessment  Recall and review the previous lesson. Ask student to
emphasis (Hyperbole and Litotes) differentiate Figurative Language and Literal meaning of the
TRANSFER
 Interactive word.
Learning INTERACTION
 Discuss the distinguishing features of a myth through an
interactive participation of the students.
 Compare and contrast the distinguishing features of a myth
53 | P a g e
and a folktale by using the Venn diagram.
INTEGRATION
 To sum up the lesson, ask the students to recall the lessons of
the previous stories—The Lord of the Cranes and The
Elephant and his Old Blind Mother.
 Ask the students, “How are you going to apply these two
learnings and values in your daily lives?”
54 | P a g e
CONTENT STANDARD
 Myth and Folktale
SUBJECT ENGLISH 8 TOPIC  Tone and mood
)
 Figurative Language
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
(OCTOBER
29-
NOVEMBER INTRODUCTION
ACQUISITION 2)  Review for five minutes and preparation as well.
 Identify the  Self
1. Summative Test INTERACTION
distinguishing DAY 1 Assessment
 Give instruction on how to answer the unit test. (Attached).
features of a DAY 2  Answering of the test questionnaire.
Literary genre MAKE No Classes
MEANING INTEGRATION
 Distinguish Tone  Let students to answer their papers and review their
DAY 3 answers.
and Mood TRANSFER
No Classes
 Differentiate
Figurative DAY 4
Language
No Classes
CONTENT STANDARD
55 | P a g e
 Narrative writing
SUBJECT ENGLISH 8 TOPIC  Essay
)
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
(NOVEMBER
5-9)
INTRODUCTION
DAY 1  Give back the papers of the students.
 Identify the  Self-
1. Summative Test INTERACTION
distinguishing MAKE assessment
 Review and rechecking of the papers.
features of a MEANING INTEGRATION
myth  Interactive
 Reflect on their scores—what are their weaknesses and
TRANSFER discussion
 Distinguish Tone strengths basing on the scores they got.
and Mood
 Differentiate
Figurative
Language
2. Develop a paragraphs that  Familiarization on ACQUISITION DAY 2  Cooperative INTRODUCTION

illustrate each type (narrative in the Analects of Learning  Recall the previous stories we had discussed. Focus on the
Literature, expository, explanatory, Confucius  Interactive elements of a short story and how it is written.
factual and personal recount, discussion INTERACTION
persuasive)  Discuss the Analects of Confucius.
 Discuss the four fundamental virtues of Analects.
 Also the Six concepts of the Analects.
MAKE
MEANING  Give a short activity. Expound the Analects of Confucius that
says, “To study and not to think is a waste. To think and not
study is dangerous”
INTEGRATION
 Ask students, “What major learnings from the Analects of
Confucius strikes you the most? Why?”
 Develop a TRANSFER DAY 3  Self- INTRODUCTION

3. Develop a paragraphs that narrative assessment  Call a student to recall the Analects and teachings of
illustrate each type (narrative in story using Confucius.
Literature, expository, explanatory, the analects INTERACTION
56 | P a g e
factual and personal recount, of Confucius  Ask students to choose a particular teaching of Confucius.
persuasive) as theme  Instruct students to write a short story using the theme of
the chosen teaching of Confucius. Focus on the elements of
short story, which are characters, setting and plot.
INTEGRATION
 To wrap up the activity, ask a student to read the story
he/she had written.
3. Develop a paragraphs that  Develop a MAKE DAY 4  Self- INTRODUCTION
illustrate each type (narrative in personal recount MEANING assessment  Recall and review the previous lesson by reading some of
Literature, expository, explanatory, writing students works on the previous day.
TRANSFER
factual and personal recount,  Interactive
persuasive) Learning
INTERACTION
 Discuss Personal recounts.
Personal recounts is to tell a story about an experience or
experiences including your perceptions and understanding of
what the experience taught you and its value.
 Let students write their personal recounts about their
experiences towards their teacher and the lesson they had
learned from that experience.
INTEGRATION
 To sum up the lesson, let students reflect on their writings—
especially the value that they had been experiencing.
57 | P a g e
CONTENT STANDARD
 Persuasive writing
SUBJECT ENGLISH 8 TOPIC
)
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
(NOVEMBER
12-16)
1. Develop a paragraphs that
illustrate each type (narrative in DAY 1  Cooperative INTRODUCTION
 Define Persuasive ACQUISITION
Literature, expository, explanatory, Learning  Recall the previous writings—narrative writing and personal
Text
factual and personal recount,  Interactive recounts.
persuasive) discussion INTERACTION
 Discuss Persuasive Text.
MAKE Persuasive text or writing intends to convince readers to
MEANING believe in an idea and to do an action.
 Ask students to differentiate a persuasive text from
Informative text.
 Sharing insights on how to use informative texts and
persuasive text.
 Using a Venn diagram, ask students to differentiate
Informative and persuasive texts.
INTEGRATION
 Ask students, “Do we need to be persuaded by someone?
Why do you think so?
 Further ask, “What is the very essence why do we need to
persuade and to be persuaded?”
 Develop a TRANSFER DAY 3  Self- INTRODUCTION
3. Develop a paragraphs that Persuasive assessment  Call a student to recall difference of Persuasive and
illustrate each type (narrative in informative texts.
58 | P a g e
Literature, expository, explanatory, Text  Group students with four members each.
factual and personal recount,  Ask students to select a product— either to create their own
persuasive) product or invent their own product.
 Then let students make a persuasive writing about their
chosen product.
 The writing must persuade someone to buy, or to do an
action towards what are he or she is persuading.
INTEGRATION
 To sum up the lesson, let the students reflect on their written
output.
 Ask, “What did you learn about persuasion?”
3. Develop a paragraphs that  Develop a MAKE DAY 4  Self- INTRODUCTION
illustrate each type (narrative in personal recount MEANING assessment  Let students watch a short video clip advertisement.
Literature, expository, explanatory, writing  Sharing insights about the advertisement—are you convinced
TRANSFER
factual and personal recount,  Interactive to buy the product. Why or why not.
persuasive) Learning INTERACTION
 Let students go to their same group.
 Ask students to plan how to make an advertisement.
 Steps:
a. Select a product, a program or a business.
b. Select on how are you going to lay out the physical
appearance of that product.
c. Use the elements of Persuasion such as Repetition, positive
words, discounts and information.
 Give the members the tasking on how to make their
advertisements.
INTEGRATION
 To sum up the lesson, let students reflect on their writings—
especially the value that they had been experiencing when
they are persuaded by someone or something.
59 | P a g e
CONTENT STANDARD
 Irony
SUBJECT ENGLISH 8 TOPIC  Persuasive writing
)
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
(NOVEMBER
1. Dramatic Irony 19-23)

ACQUISITION  Cooperative INTRODUCTION
 Define Irony DAY 1
Learning  Review the Persuasive Text.
 Differentiate the  Interactive  Ask student to define it and the use of it.
three types of discussion INTERACTION
Irony  Introduce a new topic by using PPT presentation showing
MAKE pictures.
MEANING  Ask students, “What is strange about the pictures?”
 Discuss Irony.
Irony- is the opposite of what is expected.
Three kinds of Irony
Verbal
Dramatic
Situational
 Show pictures and let students identify what type of Irony is
showed in the slides.
INTEGRATION
• Ask students, “Do we need to be persuaded by someone?
Why do you think so?
• Further, ask, “What is the very essence why do we need to
persuade and to be persuaded?”
 Distinguish TRANSFER DAY 2  Self- INTRODUCTION
2. Dramatic Irony the three  Review the previous lesson by asking students to define Irony
60 | P a g e
types of Irony assessment and its types.
INTERACTION
 Using a PPT presentation, let students identify the types of
Irony. Ask students to answer the activity in one-half sheet
crosswise of paper.
 Summative quiz includes Hyperbole and Litotes.
 Process the answers.
INTEGRATION
 To sum up the lesson, ask students to define Irony, Dramatic
Irony, Verbal Irony and Situational Irony.
3. Develop a paragraphs that  Identify the DAY 3  Self- INTRODUCTION
illustrate each type (narrative in features of assessment  Review on the previous lesson.
ACQUISITION
Literature, expository, explanatory, Persuasive using INTERACTION
factual and personal recount, Advertisement MAKE  Interactive  Show students a video advertisement.
persuasive) MEANING Learning  Ask students what are their on the observations basing on
the video they had watched.
 Discuss the elements of Persuasive Text.
a. Repetition of words
b. Capitalization of letters
c. Use of exclamation marks.
d. Use of rhetorical questions
e. Appeal to emotions
f. Use humor
INTEGRATION
 To sum up the lesson, ask students, “What is the importance
of advertisements?”
4. Develop a paragraphs that  Make a video TRANSFER DAY 4  Self- INTRODUCTION
illustrate each type (narrative in Advertisement assessment  Review on the previous lesson.
Literature, expository, explanatory, INTERACTION
factual and personal recount,  Group students into eight members each.
persuasive)  Ask students to make an advertisement. This activity is for
their performance task.
 Let students plan their own product and how they are gig to
advertise their product.
 Students may opt to adopt the same product and idea
regarding the last activity on persuasion.
 Let students do the taking of the activity.
 Output: to come up with a video advertisement.
 Present to students the individual monitoring sheet.
61 | P a g e
INTEGRATION
 To sum up the lesson, let students evaluate the tasking of
each member.
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CONTENT STANDARD
 Persuasive writing
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
(NOVEMBER
1. Develop a paragraphs that 26-30)

illustrate each type (narrative in TRANSFER  Cooperative INTRODUCTION
 Make a video DAY 1-4
Literature, expository, explanatory, Learning • Reiterate the instruction in making video advertisement
Advertisement
factual and personal recount,  Interactive together with the written output of the product.
persuasive) discussion INTERACTION
• Let the students proceed with their own groups to make the
video advertisement.
• Strictly monitor the monitoring sheet to make every member
of the group work.
INTEGRATION
• Ask the students to reflect on their works and tasks for the
day. What are their contributions to make the project
5555+successful?
63 | P a g e
CONTENT STANDARD
 Performance Task: Video Advertisement and Persuasive
SUBJECT ENGLISH 8 TOPIC Text
)
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
(DECEMBER
3-7)
INTRODUCTION
DAY 1-4 - Give the criteria on how students will be rated on their
 Show a well-
1. Make a Video performance task.
crafted video TRANSFER
Advertisement and written  Self- INTERACTION
advertisement.
Persuasive Text Assessment - Students presentation on the performance task is rated
based on:
A. Video Advertisement:
CONCEPT (10pts) QUALITY (10pts)
Has a clear picture of what they are trying Movie was completed and had all required elements. The vid
to achieve. Adequate description of what smoothly from scene to scene with proper use of transitions.
they are trying to do and generally how were well used.
his/her work will contribute to the final
project.
CONTENT/ ORGANIZATION (10pts) TIMELINESS (10pts)
The content includes a clear statement of ALL PROJECT DEADLINES WERE MET
purpose or theme and is creative,
compelling and clearly written. A rich
variety of supporting information in the
video contributes to the understanding of
the project’s main idea. Events and
messages are presented in a logical order.
Includes properly cited sources.
TOTAL: 40pts
B. Persuasive Text
64 | P a g e
CRITERIA
1. CONTENT (10PTS) 3. ORGANIZATION (10POINTS)
- Attention-getting material, Issue arrangement:
Orienting material, (organized to meet time limit)
Relevancy to central idea, Transitions:
Appealing to costumers Comprehension: (logical arguments)
2. INFORMATION (10 POINTS) 4. CONCLUSION (10 POINTS)

Interesting, Summary: Is the persuasion effective?
Developing of central idea:
(supporting material, psychological
appeals and length)
Documentation of sources: credibility
TOTAL: 40pts
INTEGRATION
 To wrap up the lesson, let students make a reflection on the
things they learned on the First grading period.
65 | P a g e
66 | P a g e
THIRD
67 | P a g e
QUARTER
The learner demonstrates understanding of: South East Asian literature as mirror to a shared heritage; coping strategies
CONTENT STANDARD in processing textual information; strategies in examining features of a listening ad viewing material; structural analysis of
words and propaganda techniques; and grammatical signals for opinion-making, persuasion, and emphasis.
The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring
PERFORMANCE STANDARD use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis,
and appropriate prosodic features, stance and behavior.
 PSEP ID
SUBJECT ENGLISH 8 TOPIC  Modals
)
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
68 | P a g e
(JANUARY 7-
11)
INTRODUCTION
DAY 1-2  Introduce the PSEP CPI lesson # 3: Entertainment by listening
 Pronunciation ACQUISITION  Interactive
1. PSEP ID: CPI lesson # 3 to the CD.
skill Discussion
INTERACTION
 The students will repeat pronouncing the words after the
MAKE
MEANING
pronounce.
must?”
2. PSEP ID: IGT lesson # 1  Identify the ACQUISITION DAY 3-4  Cooperative
distinguishing Learning INTRODUCTION
features of  Interactive  Introduce the PSEP IGT lesson # 1 by defining IGT.
Folktale discussion INTERACTION
 Explain the pattern the students need to follow.
 Give the topic: Do you believe in love at first sight?
 Give students time to write their ideas and let them
MAKE
MEANING memorize the speech.
 Presentation and delivery of speech.
INTEGRATION
 Ask students, “How did you come up with your ideas?”
 In addition, ask, “Did IGT helped you generate your ideas
TRANSFER clearly? Do you think it is helpful? Why is that so?”
69 | P a g e
 Modals
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
(JANUARY  INTRAMURALS
14-18)
70 | P a g e
(JANUARY
21-25)
1. Use of Modals DAY 1 INTRODUCTION

 Define Modals ACQUISITION  Interactive
appropriately  Introduce the competencies for the third quarter.
Discussion
 Distinguish the  Discuss the expected learnings and the Performance Task.
different uses of INTERACTION
MAKE
Modals MEANING  Show sentences with Modals.
 Ask students what are the underlines words.
 Let students define Modals basing on the sentences.
 Modals are used when you need to express ability, possibility
and obligation, or to request permission.
 Discussion through a PPT presentation: Can vs. Could
 Let students practice in constructing sentences using the
functions of modal CAN and COULD.
INTEGRATION
 Ask students, “When do we use modal can and modal
could?”
2. Use of Modals appropriately  Distinguish the DAY 2  Cooperative INTRODUCTION

different uses of Learning  Recall the use of CAN and COULD by asking the students.
ACQUISITION
Modals  Interactive INTERACTION
discussion  Using the contrastive sentences of modal “will” and modal
“would”, ask students what is the difference on how the two
modals were used in the sentences.
 Give another set of sentences sing modal “may” and modal
MAKE
MEANING “might”, ask students how these two functions.
 Discussion of modal WILL vs. WOULD and MAY vs. MIGHT
through a PPT presentation.
 Let students practice in constructing sentences using the
functions of modal WILL and WOULD and MAY and MIGHT.
INTEGRATION
 Ask students, “When do we use modal will and modal would
and modals may and might?”
ACQUISITION DAY 3  Self- INTRODUCTION
3. Use of Modals appropriately Distinguish assessment  Recall the use of WILL and WOULD, also MAY and MIGHT by
the different asking the students.
uses of  Interactive INTERACTION
Modals  Using the contrastive sentences of modal “shall and modal
71 | P a g e
MAKE learning “should”, ask students what is the difference on how the two
MEANING modals were used in the sentences.
 Discussion of modal SHALL vs. SHOULD and MUST vs. OUGHT
TO through a PPT presentation.
 Let students construct sentences using the functions of
modal SHALL and SHOULD; and, MUST vs. OUGHT TO.
INTEGRATION
 Ask students, “When do we use modal shall and modal
should and modals must and ought to?”
 Distinguish the TRANSFER DAY 4  Self- INTRODUCTION
4. Use of Modals appropriately functions modals assessment  Review the topic under modals and its functions.
INTERACTION
 Summative Test  Interactive  Let the students answer the learning activity sheet.
Learning (Attached)
 Processing of answers and sharing of insights from the story.
INTEGRATION
 To sum up the lesson, ask the students, “Is it important to
know the functions and appropriate use of modals? Why”
 Modals Prefixes
 Suffix
SUBJECT ENGLISH 8 TOPIC  Root words

)
Propaganda Techniques
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
72 | P a g e
(JANUARY
28-
FEBRUARY 1) INTRODUCTION
 Self-  Recall the previous lesson by asking students to define
 Use modals TRANSFER
1.Use Modals appropriately DAY 1 assessment Modals and its functions.
properly
INTERACTION
according to its
 Instruct the students to do a comic strip using modals.
function
 Theme will depend on students’ imagination and creativity.
INTEGRATION
 To wrap up the lesson, ask students, to reflect on their comic
strip if they use appropriate modals to their activity.
 Define Prefix, DAY 2 INTRODUCTION

2. Explain the meaning of a suffix and  Recall the previous lesson by asking students to define
ACQUISITION  Interactive
word through structuralism root words Modals and its functions.
(Prefixes, root words, suffix) Discussion INTERACTION
 Give students a table of root words + prefixes and suffixes.
MAKE  Let students form new word by adding a prefix or suffix. The
MEANING more words a student can create the higher the points
he/she may get.
 From the activity, ask students, what s prefix, a suffix and a
root word.
 Discussion using a PPT presentation.
 Short activity: Fill out the blanks by using appropriate word
with either prefix or suffix.
INTEGRATION
 To wrap up the lesson, ask students, “How is a new word
created?”
 Further, ask, “What is the importance of creating new
words?”
 Determine TRANSFER DAY 3  Self- INTRODUCTION

3. Explain the meaning of a word the prefix, assessment  Review on the previous lesson.
through structuralism (Prefixes, root suffix and the INTERACTION
words, suffix) root word  Interactive  In a one whole sheet of paper, students will answer the
learning summative quiz on Prefix, suffix and root words.
 Processing of answers after through a graded recitation.
INTEGRATION
 Ask students, “Why do we have to create new words using
73 | P a g e
prefix and suffix?”
 Identify different ACQUISITION DAY 4  Cooperative INTRODUCTION

4. Recognize propaganda techniques propaganda Learning  Review the previous topic. Call student to define Prefix, suffix
used in a given text. techniques and root words.
 Interactive INTERACTION
Learning  Show students pictures of different advertisements.
 Ask students insights from the story.
 What could be those pictures and statements all about?
 Discussion of Propaganda Techniques and its kinds.
 Propaganda- A set of the messages intended to influence
opinion of the masses, not giving the opponents any
opportunity to rebut the idea.
 Give and explain examples of the following techniques.
INTEGRATION
 To sum up the lesson, ask the students, “What is the
importance of propaganda techniques to our daily lives?”
 Propaganda Techniques
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
(FEBRUARY
74 | P a g e
4-8) INTRODUCTION
 Interactive  Recall the previous lesson by asking students to define
 Identify the ACQUISITION DAY 1
1. Recognize propaganda learning Propaganda Technique.
techniques used in a given Different types of INTERACTION
text. Propaganda  Continue on the discussion of the different types of
techniques MAKE Propaganda Techniques.
MEANING Types:
a. Emotional Words: Glittering generalities, Name calling and
Plain Folk
b. Repetition
c. Bandwagon
d. Testimonial
 Let students give their own examples on the different types
of Propaganda techniques.
INTEGRATION
 To wrap up the lesson, ask students, to summarize the
lesson.
 Assignment: Please bring newspaper for the next activity.
 Distinguish DAY 2 INTRODUCTION
2. Recognize propaganda the different  Review the different types of propaganda by calling students.
TRANSFER  SELF
techniques used in a given types of INTERACTION
text. Propaganda ASSESSMENT  With the use of newspaper, cut and paste the different types
Techniques of propaganda techniques.
 Classify and organize the propaganda techniques.
 Label the cut outs as to what type of propaganda technique is
being used in the newspaper.
INTEGRATION
 To sum up the lesson, ask the students to reflect on the
activity if they identified and labeled the propaganda
techniques properly.
 Distinguish TRANSFER DAY 3  Self- INTRODUCTION
3. Recognize propaganda techniques the different assessment  Review on the previous lesson.
used in a given text. types of INTERACTION
Propaganda  Interactive  In a one whole sheet of paper, students will answer the
Techniques learning summative quiz on Propaganda Techniques.
 Processing of answers after through a graded recitation.
INTEGRATION
 Ask students, “Why do we have to patronize advertising with
the use of propaganda techniques?”
75 | P a g e
 Assignment: Bring magazines and art materials for the next
activity.
 Make a portfolio ACQUISITION DAY 4  Cooperative INTRODUCTION
4. Portfolio assessment Learning  Review the previous topic. Call student to define Propaganda
and its types.
MAKE  Self- INTERACTION
MEANING assessment  Show students an example of Portfolio and its content. Let
students make this as their pattern in making their own
portfolio.
TRANSFER  Content: Autobiography and table of contents for the
compilations of their activities in English.
INTEGRATION
 To sum up the lesson, ask the students, “What is the purpose
of making a Portfolio?”
 APA and MLA
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
( FEBRUARY
11-15) INTRODUCTION
 Review the previous lessons, which includes modals, prefixes
76 | P a g e
DAY 1 and suffixes and propaganda Techniques.
1. SUMMATIVE TEST  Self- INTERACTION
TRANSFER assessment  Let students answer the Unit test.
INTEGRATION
 To sum up the activity, let the students reflect on their
answers.
DAY 2 INTRODUCTION
2. SUMMATIVE TEST  Return the Papers of the students.
MAKE  Self- INTERACTION
MEANING assessment  Give a short review on their papers.
 Cooperative  Processing the unit test together with the students’ answers.
learning INTEGRATION
 To sum up the lesson, let students reflect on their scores, ask
them what do they need to improve further.
3. Portfolio Assessment MAKE DAY 3  Self- INTRODUCTION
MEANING assessment  Give back the papers of the students’ outputs and so with
their portfolio.
INTERACTION
 Ask the students to compile, organize and sort their activities
according to dates.
 Let students make a table of contents for their activities.
 Let students do their portfolio creatively.
 Criteria: Creativity- 10pts
Content- 15pts.
Completeness of activities- 15 pts.
Total- 40pts.
INTERGARTION
 Let students reflect on their works if they are satisfied with
their outputs or not, what do they need to improve further.
 Define ACQUISITION DAY 4 INTRODUCTION
4. Acknowledge sources by Bibliography  Show students some Portfolio outputs that are well crafted
creating bibliography.  Differentiate  Interactive and well designed to inspire others.
a discussion INTERACTION
MAKE
Bibliography MEANING  Self-  Ask students to say something about themselves—
to that of a assessment information about themselves. Call at least three.
Biography  Define Biography.
 Ask Students to cite a quotation from someone else.
 Define Bibliography.
 Ask students to define Biography and Bibliography and let
77 | P a g e
them differentiate the two.
 Let students find a pair. Each partner will write each other’s
biography through interview to extract information from
their classmates.
 Make sure to cite the source of information—either through
quotations, statements and others.
INTEGRATION
 To sum up the lesson, “why do we need to know each
other?”
 Further, ask, “Why is a source important?”
 Assignment: Students will bring at least two books for the
next activity.
 APA
SUBJECT ENGLISH 8 TOPIC  MLA
)
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
( FEBRUARY
18-20)
INTRODUCTION
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 Cite proper TRANSFER DAY 1  Cooperative - Recall the previous lesson by asking students.
1. Acknowledge sources by sources learning INTERACTION
creating bibliography. - Let students finish the previous work.
- Make sure students cite necessary sources from their
writings.
- Let students finalize their writings.
INTEGRATION
- To sum up the activity, let he students reflect on their
writings.
 Define APA DAY 2 INTRODUCTION
2. Acknowledge sources by and MLA - Review the definition of Biography and Bibliography
ACQUISITION  Cooperative
creating bibliography. format - How are these two different from each other?
 Distinguish learning INTERACTION
APA format - Ask students to bring out the books they brought their
to MLA assignment.
format - Let students proceed to the Bibliography part of the book.
- Let students identify the parts of a cited source—author,
date, place, year and others.
- Ask students to find two different format as it was written in
the Bibliography.
- How are these two different from each other?
- Define APA—American Psychological Association and MLA—
Modern Language Association
- Discussion on the contents of APA and MLA
INTEGRATION
- To sum up the lesson, ask students, “Why do we have to
follow a certain format in citing sources?”
3. Acknowledge sources by  Distinguish MAKE DAY 3  Interactive INTRODUCTION
creating bibliography. APA format MEANING discussion - Review the previous lesson.
to MLA INTERACTION
format - Discussion on the contents of APA and MLA.
TRANSFER - Give examples of APA format and MLA format.
- Let students write citations using APA and MLA format based
on the given information.
INTEGRATION
- To sum up the lesson, ask students, “Why do we have to
acknowledge authors though Bibliography?”
- Assignment: Make a Biography of your Parents/ Guardians.
- Note: Do not forget citations if there is any.
- Cite your parents as our Bibliography.
79 | P a g e
 Primary Sources
SUBJECT ENGLISH 8 TOPIC  Secondary sources.
)
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
( FEBRUARY
25-MARCH 1)
INTRODUCTION
 Self-
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 Cite proper TRANSFER DAY 1 Assessment - Recall the previous lesson by asking students.
1. Acknowledge sources by sources - Reiterate the difference of Biography and Bibliography.
creating bibliography. INTERACTION
- Collect students’ assignments.
- The class will proceed to the library to cite 10 MLA format
from a book and 10 APA format from a book.
- Process the activity by checking it with the students.
INTEGRATION
- To sum up the activity, let he students reflect on their scores
and activity.
 Define DAY 2 INTRODUCTION
2. Expand context of an Primary - Review the previous lessons.
outline using notes from source and INTERACTION
primary and secondary secondary learning - Show statements using PPT presentation.
sources. source  Interactive - These statements’ contents are from interviews, reporting
MAKE
discussion and quotations.
MEANING
- Ask students what is the difference of each statements in
form—tenses of verbs, quotations and sources.
- Process their insights by discussing primary sources and
secondary sources.
- Give examples of Primary sources and secondary sources.
INTEGRATION
- To sum up the lesson, ask students, “What do you think is
more important, a primary source or a secondary source?
Why?”
3. Expand context of an  Distinguish TRANSFER DAY 3  Self- INTRODUCTION
outline using notes from Primary assessment - Review the previous lesson about primary sources and
primary and secondary source to  Interactive secondary sources.
sources. that of a discussion INTERACTION
secondary - Give students information; let students make an outline using
source primary source and secondary source.
- Processing of output.
INTEGRATION
- To wrap up the lesson, ask students, “How is primary source
different to secondary source?”
4. Summative Test DAY4  Self- INTRODUCTION
Assessment - Review the previous lesson about APA and MLA; and, primary
sources and secondary sources.
INTERACTION
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- Give the instruction of the activity.
- Give the summative test through a PPT presentation to be
answered in one whole sheet of paper.
- Processing of output and answers.
INTEGRATION
- To wrap up the lesson, let students reflect on their outputs.
- Further, ask, “How are you going to use these learnings to
your everyday life?”
 Interpretative Dance
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
(MARCH 4-8)
DAY 1-4 INTRODUCTION

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 Interpret a  Self- - Group the class into four groups.
1. Performance Task dance and Assessment INTERACTION
impart its - Explain the Performance task.
meaning - Explain the criteria.
a.
b.
c.
d.
e.
- Let students practice until the performance day.
INTEGRATION
- To sum up the activity, let he students reflect on their
functions as a group as to how will the group succeed.
Prepared by:
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FOURTH
QUARTER
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The learner demonstrates understanding of: South and west Asian literature as an expression of Philosophical and
religious belief; Information flow in various text types; reality, fantasy, opinion in listening and viewing materials; word
CONTENT STANDARD
decoding strategies; and use of information sources, active/passive constructions, direct/reported speech, perfect tenses,
and logical connectors in journalistic writing.
The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in
composing and delivering a memorized oral speech featuring use of properly acknowledged information sources,
grammatical signals for opinion-making, persuasion, and emphasis and appropriate prosodic features, stance and
behavior.
 Religious Texts
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
(MARCH 18-
22)
INTRODUCTION
DAY 1  Interactive - Motivate students by letting them watch a short video clip
ACQUISITION
discussion about a cup of water.
- Let students reflect on the message of the video clip.
INTERACTION
- Present to the students the competencies for the fourth
quarter and the performance task.
INTEGRATION
- To sum up the activity, let the students write their
expectations for the quarter and sharing insights and
expectations.
 Identify DAY 2 INTRODUCTION
1. Identify the distinguishing features of a - Motivate students by showing pictures of the ancient people
features found in religious Hebrew of Jerusalem, Jesus and other bible characters.
texts, epics, myths, drama Prose learning - Let students tell insights about the pictures.
and short stories contributed  Interactive INTERACTION
MAKE
by south and west Asian discussion - Using a PPT presentation, discuss Hebrew Prose.
MEANING
writers Prose Narration- is developed by Hebrew writers to
distinguish it from the archetypal or the standard epic genre
closely associated with the world of Paganism.
- Discuss further the characteristics of a prose narration.
INTEGRATION
- To sum up the lesson, ask students, “What is the importance
of learning the writings/stories of the ancient times?”
85 | P a g e
2. Identify the distinguishing  Identify the MAKE DAY 3  Self- INTRODUCTION
features found in religious features of a MEANING assessment - Review the characteristics of Prose narration.
texts, epics, myths, drama religious text INTERACTION
and short stories contributed - Introduce to the students the story, “he Creation and the
by south and west Asian  Determine Fall”—Genesis 1-3
writers the theme of - Let students answer the learning activity sheet. (Attached)
the story INTEGRATION
from the - To wrap up the lesson, ask students to reflect on their
Bible answers.
3. Identify the distinguishing  Identify the TRANSFER DAY4  Self- INTRODUCTION

features found in religious features of a Assessment - Return the papers of the students.
texts, epics, myths, drama religious text  Interactive INTERACTION
and short stories contributed discussion - Short review on their answers.
by south and west Asian  Determine - Rereading of the story and processing the answers in the
writers the theme of activity sheet.
the story INTEGRATION
from the - To wrap up the lesson, ask students, “What is the theme of
Bible the story?”
- Further, ask, “What do you think will happen to human kind if
Eve is not deceived by the serpent?”
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CONTENT STANDARD
behavior.
 Short story
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
(MARCH 25-
29)
INTRODUCTION
DAY 1  Interactive - Motivate students by showing pictures of squatters, dirty
 Define Social ACQUISITION
1. Identify the distinguishing discussion children and let students share their insights.
Realism  Self-
features found in religious INTERACTION
texts, epics, myths, drama assessment - Present to the students a new short story entitled, ‘Oli
MAKE
and short stories contributed Impan” by Alberto Florentino.
MEANING
by south and west Asian - Read the story and let students answer the learning activity
writers sheet. (Attached)
INTEGRATION
- To sum up the activity, let the students reflect on the theme
of the short story.
 Characterize TRANSFER DAY 2 INTRODUCTION
2. Identify the distinguishing a Social - Return the answer sheets of the students.
features found in religious Realism  Cooperative INTERACTION
texts, epics, myths, drama learning - Short review on their answers.
and short stories contributed  Interactive - Rereading of the story and processing the answers in the
by south and west Asian discussion activity sheet.
writers INTEGRATION
- To sum up the lesson, ask students, “Why do you think it is
necessary for you students, to see the realities of the world?”
3. Identify the distinguishing  Define Social ACQUISITION DAY 3  Self- INTRODUCTION
features found in religious Realism assessment - Review the short story, “Oli Impan”
texts, epics, myths, drama MAKE INTERACTION
MEANING
87 | P a g e
and short stories contributed - Introduce to the students the definition of Social Realism
by south and west Asian through a PPT presentation.
writers Social Realism describes society’s day-to-da realities not in
rosy pictures or in a romantic angle but in a stark and clear-
cut approach.
- Discuss further the characteristics of Social Realism
- Let students cite an example of Social Realism happening in
their community.
- Sharing of insights to the class.
INTEGRATION
- To wrap up the lesson, ask students, “What kind of life do
you have? Are you satisfied with the kind of life your parents
can give you?”
3. Identify the distinguishing  Define Social ACQUISITION DAY 3  Self- INTRODUCTION
features found in religious Realism assessment - Review the characteristics of Social Realism.
and short stories contributed MEANING - Introduce to the students the story, “Foot Note to Youth”—
by south and west Asian Jose Garcia Villa
writers - Let students answer the learning activity sheet. (Attached)
INTEGRATION
- To wrap up the lesson, ask students to reflect on their
answers.
88 | P a g e
CONTENT STANDARD
behavior.
 Short story
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
(APRIL 1-5)
1. Identify the distinguishing  Characterize TRANSFER

features found in religious a Social  Self- INTRODUCTION
DAY1
texts, epics, myths, drama Realism Assessment - Return the papers of the students.
and short stories contributed  Interactive INTERACTION
by south and west Asian discussion - Short review on their answers.
writers - Rereading of the story and processing the answers in the
activity sheet.
INTEGRATION
- To wrap up the lesson, ask students, “What is the theme of
the story?”
- Further, ask, “What do you think will happen to you if you
will marry early?”
 Characterize TRANSFER DAY 2 INTRODUCTION
2. Identify the distinguishing a Social - Review on the short story—Oli Impan and Footnote to Youth
features found in religious Realism  Cooperative INTERACTION
texts, epics, myths, drama learning - Ask students to characterize the content of the two short
and short stories contributed  Self- stories in one whole sheet of paper.
by south and west Asian assessment - Ask students to write real life situations or stories related to
writers the two short stories.
- Write their reflections on the morals of the two stories.
INTEGRATION
- To sum up the lesson, ask students, “What can you do to
address poverty?”
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3. Identify the distinguishing  Role Play ACQUISITION DAY 3  Self- INTRODUCTION
features found in religious assessment - Review the previous stories that were discussed.
and short stories contributed MEANING - Group the class into four.
by south and west Asian - Task the grouping the story they are going to enact.
writers - Group 1- The creation
- Group 2- the Fall
- Group 3- Oli Impan
- Group 4- Foot Note to Youth
- Assign tasking from the group leaders.
INTEGRATION
- To wrap up the lesson, ask students, “What is the value of
teamwork?”
4. Identify the distinguishing  Role Play TRANSFER DAY4  Self- INTRODUCTION
features found in religious Assessment - Let students go to their own groups.
texts, epics, myths, drama  Interactive INTERACTION
and short stories contributed discussion - Discuss the criteria for the activity.
by south and west Asian Criteria:
writers a. Organization- 10 pts
b. Verbal expressions- 10pts
c. Props and costumes- 20 pts
d. Dialogues- 10 pts
e. Delivery- 20 pts.
TOTAL: 70pts.
- Ask students to write their scripts, plan their props, costumes
and other necessary needed for the play.
INTEGRATION
- To sum up the lesson, ask students to reflect on their
assigned works, “How are you going to make the play worth
it?”
90 | P a g e
CONTENT STANDARD
behavior.
 Short story
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
(APRIL 8-12)
INTRODUCTION
1. Identify the distinguishing  Performance TRANSFER - Reiterate the criteria to the students.
features found in religious Task  Self- INTERACTION
DAY1-4
texts, epics, myths, drama Assessment - Let students practice for their play and Performance Task.
and short stories contributed  Interactive INTEGRATION
by south and west Asian discussion - To wrap up the lesson, ask students, “What is the key value
writers to succeed in the group activity and achieve high grade?”
(APRIL 15-16)
INTRODUCTION
2. Identify the distinguishing  Performance TRANSFER - Reiterate the criteria to the students.
features found in religious Task  Self- INTERACTION
DAY1-2
texts, epics, myths, drama Assessment - Drama Play Presentation of different groups.
and short stories contributed  Interactive INTEGRATION
by south and west Asian discussion - To wrap up the lesson, ask students to reflect on their
writers performance, ask, “are you satisfied with your grades?, If no,
what will you improve then?
Prepared by:
CONTENT STANDARD
PERFORMANCE STANDARD The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in
91 | P a g e
behavior.
 Past and Past Perfect Tenses
SUBJECT ENGLISH 8 TOPIC  Active and Passive voice
)
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
(APRIL 22-26)
1. Use past and perfect  Determine ACQUISITION  Interactive INTRODUCTION

tenses in journalistic writing the use of discussion - Motivate students by asking how their vacations is.
DAY1  Cooperative
past tense - Let students share experiences in pat tense forms.
MAKE Learning INTERACTION
and perfect
MEANING
tenses - Introduce the tenses of verbs through a PPT presentation.
- Show a table using the tenses of the verbs.
- Ask students to familiarize the structure of present tense and
simple past tense.
- Activity: give the simple past tense of the verbs shown in the
slides.
- Use the simple past tense of the verbs to construct
sentences.
- Discuss another tense of verb: perfect tenses.
- Let students familiarize with the structure of perfect tenses.
- Activity: give the perfect tenses of the following verbs.
- Processing of answers.
INTEGRATION
- To wrap up the lesson, ask students, “Why do you think
grammar is important?”
 Determine TRANSFER DAY 2 INTRODUCTION
2. Use past and perfect the use of - Review on the structures of simple past tense and perfect
tenses in journalistic writing past tense  Cooperative tenses.
and perfect learning INTERACTION
tenses  Self- - Let students answer the activity sheet. (Attached)
assessment - Processing of the answers.
INTEGRATION
- To sum up the lesson, ask students, “What is the importance
of the tenses of verbs in Journalistic writing?”
3. Use active and Passive  Determine ACQUISITION DAY 3  Cooperative INTRODUCTION
constructions in journalistic the active - Review the tenses of the verbs.
92 | P a g e
contexts. and passive MAKE learning INTERACTION
form of the MEANING  Self- - Introduce Active and Passive Voice using a PPT presentation.
sentences assessment - Show slides consisting sentences in the active or passive
voice.
- Let students answer the activity.
INTEGRATION
- To wrap up the lesson, ask students, “Why do we have to
transfer active from passive voice and from passive to active
voice?”
4. Use active and Passive  Convert TRANSFER DAY4  Self- INTRODUCTION
constructions in journalistic Active voice Assessment - Review on the rules of Active and Passive voice.
contexts to Passive  Interactive INTERACTION
voice discussion - Let students answer the activity sheet. (Attached).
INTEGRATION
- To sum up the lesson, ask students to reflect on their scores.
- Further, ask, “What is the use of active and passive voice in
our daily lives?
93 | P a g e
CONTENT STANDARD
behavior.
 Story book presentation
SUBJECT ENGLISH 8 TOPIC  Performance Task
)
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
(APRIL 29-
MAY 3)
1. Identify the distinguishing  Deliver a TRANSFER  Self- INTRODUCTION
features found in religious story telling assessment - Let students finalize their chosen storybook presentation to
texts, epics, myths, drama presetation  Cooperative be presented in the class.
DAY1-4 Learning
and short stories contributed INTERACTION
by south and west Asian - Give students time to regroup and plan the presentation as
writers part of the performance task.
- Checking of story book with the following criteria:
a. Cover—10pts.
b. Length—10pts.
c. Story—10pts.
d. Writing of Paragraph—15pts
e. Timeliness—5pts.
Total—60pts.
- Presentation of story with the following criteria:
a. Delivery—15pts.
b. Language use/fluency—10pts.
c. Overall presentation—20pts.
d. Audience Impact—10pts.
TOTAL—45pts.
INTEGRATION
- To wrap up the lesson, ask students, “Why do you think
literature is important in our life?”
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CONTENT STANDARD
behavior.
 Direct speech
SUBJECT ENGLISH 8 TOPIC  Indirect/ reported speech
)
DATE TEACHING
LEARNING REMARK
TARGET S
ASSESSMENT
(MAY 6-10) INTRODUCTION
- Motivate students by showing a video clip of news reports.
1. Use Direct and reported  Use direct ACQUISITION  Interactive INTERACTION
speech in journalistic writing speech discussion - Show the statement of the report to the students by using a
DAY1-2  Cooperative PPT presentation.
MAKE Learning - Ask students to observe the tense of the verbs used in the
MEANING  Self- sentence.
Assessment - Further, ask what punctuations are being used in the
reported statement.
- Let students define Direct speech and its rules.
- Short explanation on the rules trough a recitation.
- Let students answer the answer sheet. (Attached).
- Let students familiarize the rules of direct speech.
INTEGRATION
- To wrap up the lesson, ask students, “Why do we need to
directly quote a person to what he/she have to say?”
 Use indirect Make DAY 3-4 INTRODUCTION
2. Use indirect speech in speech in meaning - Review on the structures of direct speech and its rules.
journalistic writing  Cooperative INTERACTION
learning - Let students reiterate the rules of direct speech.
TRANSFER  Self- - Introduce to the students a statement: this statement is in
assessment the form of indirect speech.
- Ask the students, what is the difference of the statement to
96 | P a g e
that of a reported speech.
- Let students observe the structure of the statements: Its
tenses, conjunctions, pronouns and verbs used.
- Let students answer the activity sheet. (Attached)
- Discussion of rules and structure of indirect speech.
INTEGRATION
- To sum up the lesson, ask students, “Why do you think we
have to report a past event?”
- Further ask, “What is the importance to reporting some else’s
statement?”
97 | P a g e

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DIOCESE OF BAGUIO-SCHOOLS

Sacred Heart High School of Itogon, Inc

August 5 Conducted the Orientation for Transformative Discipline for Grade 7.

DAY 2 Conducted the Orientation for Transformative Discipline for Grades 8,

 Identify the ACQUISITION August 8  Pair- Share

August 9 Class Suspension

August 16 MASS OF THE HOLY SPIRIT

Prepared by: Checked by:

Leon Jr P. Gabaen Mrs. Myrna M. Zambrano, MA. Ed

Objective/s: the learner should be able to

EN7RC-I-a-7: Use the

Saturday “Buwan ng Wika” Celebration

EN7F-I-a-3.11.1: Read words

Prepared by: Checked by:

Leon Jr P. Gabaen Mrs. Myrna M. Zambrano, MA. Ed

EN7WC-I-e-4.3: Identify basic

Leon Jr P. Gabaen Mrs. Myrna M. Zambrano, MA. Ed

EN7WC-I-e-4.3: Identify basic

Prepared by: Checked by:

Leon Jr P. Gabaen Mrs. Myrna M. Zambrano, MA. Ed

1. Link sentences using logical INTRODUCTION

Leon Jr P. Gabaen Mrs. Myrna M. Zambrano, MA. Ed

 Define ACQUISITION January  Active INTRODUCTION

Prepared by: Checked by:

Leon Jr P. Gabaen Mrs. Myrna M. Zambrano, MA. Ed

Prepared by: Checked by:

Leon Jr P. Gabaen Mrs. Myrna M. Zambrano, MA. Ed

4. Identify the  Define the ACQUISITION DAY 3  Interactive INTRODUCTION

Prepared by: Checked by:

Leon Jr P. Gabaen Mrs. Myrna M. Zambrano, MA. Ed

Prepared by: Checked by:

Leon Jr P. Gabaen Mrs. Myrna M. Zambrano, MA. Ed

Prepared by: Checked by:

Leon Jr P. Gabaen Mrs. Myrna M. Zambrano, MA. Ed

Leon Jr P. Gabaen Mrs. Myrna M. Zambrano, MA. Ed

 Identify the ACQUISITION DAY 3  Self- INTRODUCTION

Prepared by: Checked by:

Leon Jr P. Gabaen Mrs. Myrna M. Zambrano, MA. Ed

2. Identifying the distinguishing  Identify the ACQUISITION DAY 2  Cooperative INTRODUCTION

Prepared by: Checked by:

Leon Jr P. Gabaen Mrs. Myrna M. Zambrano, MA. Ed

 Define ACQUISITION DAY 3  Self- INTRODUCTION

Prepared by: Checked by:

Leon Jr P. Gabaen Mrs. Myrna M. Zambrano, MA. Ed

2. Develop a paragraphs that  Familiarization on ACQUISITION DAY 2  Cooperative INTRODUCTION

 Develop a TRANSFER DAY 3  Self- INTRODUCTION

Prepared by: Checked by:

Leon Jr P. Gabaen Mrs. Myrna M. Zambrano, MA. Ed

Prepared by: Checked by:

Leon Jr P. Gabaen Mrs. Myrna M. Zambrano, MA. Ed

1. Dramatic Irony 19-23)

Prepared by: Checked by:

Leon Jr P. Gabaen Mrs. Myrna M. Zambrano, MA. Ed

1. Develop a paragraphs that 26-30)

CONTENT/ ORGANIZATION (10pts) TIMELINESS (10pts)

2. INFORMATION (10 POINTS) 4. CONCLUSION (10 POINTS)

Prepared by: Checked by:

Leon Jr P. Gabaen Mrs. Myrna M. Zambrano, MA. Ed

Prepared by: Checked by:

Leon Jr P. Gabaen Mrs. Myrna M. Zambrano, MA. Ed

1. Use of Modals DAY 1 INTRODUCTION

2. Use of Modals appropriately  Distinguish the DAY 2  Cooperative INTRODUCTION

Prepared by: Checked by: