GRADE 8-3rd Quarter DLP in English Final PDF

DETAILED
LESSON
PLAN IN
ENGLISH 8
(Third Quarter)
i
Region V/Daily Lesson Plan/2019-2020
ii
DETAILED LESSON PLAN DEVELOPMENT TEAM
Quarter 3 English 8
WRITERS PROCESS OBSERVERS
JESSICA T. SARMIENTO SONIA V. PRENSANDER

LUCY D. BERNAL MILAGROS V. LIM
ATHENA MAE T. TABELIN JOSALIE T. TONIO
MICHAELA R. CHAVEZ SLAJ A. SUMALDE
CHENNIE ANN O. OGALESCO LORAINE T. CHIONG
VANESSA PADAYAO RAMON T. TEMPLONUEVO
JERIC C. SAN JOSE ROSARIO B. SOCITO
ELA RUZ J. BONGALON MARIA ROSARIO VILLAFLOR
THELMA M. SOLIVERES GINA B. PANTINO
LEA R. NAZARENO
DEMONSTRATION TEACHERS
KRISTINE S. ADILLE
ALVIN B. BIÑAS
NICOLE SAN JUAN
ANJENETTE B. SAN JUAN
FRANCIS T. TERNIDA
MA. GINA T. RODULFO
REYMOND S. MOLOD
CHARIS C. DASIGAN
NELSIN D. ISORENA
CHARMAINE I. SANCHEZ
JULIE ANNE T. LAURENTE
DAISYLYN G. REYES
iii
TABLE OF CONTENTS
ENGLISH 8 QUARTER 3 DETAILED LESSON PLAN
Week 1 Day 1 ---------------------------------------------------------------------------- 1

Day 2 ---------------------------------------------------------------------------- 14
Day 3 ----------------------------------------------------------------------------24
Day 4 ----------------------------------------------------------------------------36
Day 5 ----------------------------------------------------------------------------46
Week 2 Day 1 ----------------------------------------------------------------------------61

Day 2 ----------------------------------------------------------------------------67
Day 3 ----------------------------------------------------------------------------73
Day 4 ----------------------------------------------------------------------------80
Day 5 ----------------------------------------------------------------------------85
Week 3 Day 1 ----------------------------------------------------------------------------91

Day 2 ----------------------------------------------------------------------------104
Day 3 ----------------------------------------------------------------------------113
Day 4 ----------------------------------------------------------------------------123
Day 5 ----------------------------------------------------------------------------131
Week 4 Day 1 ----------------------------------------------------------------------------140

Day 2 ----------------------------------------------------------------------------151
Day 3 ----------------------------------------------------------------------------163
Day 4 ----------------------------------------------------------------------------172
Day 5 ----------------------------------------------------------------------------183
Week 5 Day 1 ----------------------------------------------------------------------------193

Day 2 ----------------------------------------------------------------------------203
Day 3 ----------------------------------------------------------------------------216
Day 4 ----------------------------------------------------------------------------223
Day 5 ----------------------------------------------------------------------------227
iv
Week 6 Day 1 ----------------------------------------------------------------------------241
Day 2 ----------------------------------------------------------------------------256
Day 3 ----------------------------------------------------------------------------268
Day 4 ----------------------------------------------------------------------------279
Day 5 ----------------------------------------------------------------------------287
Week 7 Day 1 ----------------------------------------------------------------------------298

Day 2 ----------------------------------------------------------------------------321
Day 3 ---------------------------------------------------------------------------- 336
Day 4 ---------------------------------------------------------------------------- 358
Day 5 ---------------------------------------------------------------------------- 368
Week 8 Day 1 ---------------------------------------------------------------------------- 386

Day 2 ---------------------------------------------------------------------------- 395
Day 3 ---------------------------------------------------------------------------- 400
Day 4 ---------------------------------------------------------------------------- 408
Day 5 ---------------------------------------------------------------------------- 416
Week 9 Day 1 ---------------------------------------------------------------------------- 425

Day 2 ---------------------------------------------------------------------------- 438
Day 3 ---------------------------------------------------------------------------- 444
Day 4 ---------------------------------------------------------------------------- 454
Day 5 ---------------------------------------------------------------------------- 461
v
vi
Detailed Lesson Plan in English
Grade: 8
Quarter: 3 Week: 1 Day: 1
I. OBJECTIVES
A. Content The learner demonstrates understanding of: Southeast
Standards Asian literature as mirror to a shared heritage; coping
strategies in processing textual information; strategies
in examining features of a listening and viewing
material; structural analysis of words and propaganda
techniques; and grammatical signals for opinion-
making, persuasion, and emphasis.
B. Performance The learner transfers learning by composing and
Standards delivering a persuasive speech based on an
informative essay featuring use of properly
acknowledged information sources, grammatical
signals for opinion-making, persuasion, and emphasis,
and appropriate prosodic features, stance, and
behavior.
C. Learning EN8RC-IIIa-12.1: Recognize propaganda techniques
Competencies/ used in a given text
Objectives EN8RC-IIIa-10: Share ideas using opinion-marking
(Write the LC signals
code for each)
II. CONTENT PROPAGANDA TECHNIQUES
OPINION-MARKING SIGNALS
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Materials Pages
3. Textbook Pages
4. Additional
Materials from
the LR Portal
B. Other Learning
Resources https://pixabay.com/images/search/singapore/
https://pixabay.com/images/search/singapore/
https://www.youtube.com/watch?v=BJE3HIkQ4zU
http://www.pinterest.com
http://www.youtube.com/watch?v=9DbKxWUZqas&feat
ure=share
http://rachelleb.com/images/2005_08_19/mcdonalds_a
d.jpg
http://www.slideplayer.com
1
http://www.propaganda2a.weebly.com
https://www.emergelocal.com
http://www.retroplanet.com
http://www.eromick.wordpress.com
IV. PROCEDURE Advanced Learners Average Learners

A. Reviewing the TASK 1. PUZZLING TRIP TASK 1. PUZZLING
previous lesson or The teacher posts an TRIP
presenting the new unsolved picture puzzle on The teacher posts an
lesson the board. Then, let the unsolved picture puzzle
students solve the puzzle. on the board. Then, let
the students solve the
(The teacher prepares and puzzle.
reproduces the picture to
form the puzzle. There (The teacher prepares
should be only six (6) and reproduces the
puzzle pieces for easy picture to form the puzzle.
completion.) There should be only five
(5) puzzle pieces for easy
completion.)
Source:https://pixabay.com/images/search/singapore
/
(The Merlion in Singapore) Source:https://pixabay.com/images/search/singap
ore/
(The Merlion in
In which country can we Singapore)
find this fascinating view?
In which country can we
It is in Singapore. find this fascinating view?
The teacher gives an It is in Singapore.
overview that Quarter 3
shall focus on Southeast The teacher gives an
Asian literature and in overview that Quarter 3
which Singapore is shall focus on Southeast
included. Asian literature and in
(3 minutes)
which Singapore is
included.
(3 minutes)
B. Establishing a Since we will be journeying Since we will be
purpose for the around Singapore, let’s journeying around
lesson watch a commercial from Singapore, let’s watch a
this country. commercial from this
country.
2
(Prior to watching the (Prior to watching the
video commercial, the video commercial, the
teacher will ask the teacher will ask the
following questions.) following questions.)
Motivation Question: Motivation Question:
What is your favorite TV or What is your favorite TV

radio commercial? What is or radio commercial?
featured in your favorite What is featured in your
advertisement? favorite advertisement?
Motive Question: Motive Question:
What is featured in the ad? What is featured in the

ad?
TASK 2. AD LOVE IT!

Study the advertisement TASK 2. AD LOVE IT!
below then answer the Study the advertisement
questions that follow: below then answer the
questions that follow:
Before watching the video
commercial, the teacher Before watching the video
will present the process commercial, the teacher
questions which will serve will present the process
as a guide as they study questions which will serve
the advertisement. as a guide as they study
the advertisement.
Source:https://www.youtube.com/watch?v
=BJE3HIkQ4zU
Source:https://www.youtube.com/watch?
Process Questions: v=BJE3HIkQ4zU
1. What is featured in the Process Questions:
ad? 1. What is featured in the
2. How does the ad ad?
encourage the viewers to 2. How does the ad
visit Singapore? encourage the viewers to
3. How does the ad try to visit Singapore?
get the message across? 3. How does the ad try to
(5 minutes) get the message across?
(5 minutes)
3
C. Presenting Sometimes you read, Sometimes you read,
examples/instances listen and or watch an listen and or watch an
of the new lesson advertisement which advertisement which
encourages you to buy or encourages you to buy or
avail the services it offers. avail the services it offers.
D. Discussing new The commercial that we The commercial that we
concepts and have watched used have watched used
practicing new skills various propaganda various propaganda
#1 techniques or strategies. techniques or strategies.
What are propaganda What are propaganda

strategies? strategies?
The teacher will discuss The teacher will discuss

Propaganda Techniques Propaganda Techniques
or Strategies. or Strategies.
Propaganda Propaganda
something: information put something: information

out by an organization or put out by an organization
government to promote a or government to promote
policy, idea, or cause a policy, idea, or cause
deceptive or distorted deceptive or distorted

information that is information that is
systematically spread systematically spread
(Microsoft® Encarta® 2009. © 1993- (Microsoft® Encarta® 2009. ©
2008 Microsoft Corporation. All rights 1993-2008 Microsoft Corporation.
reserved as cited in the Grade 8 All rights reserved as cited in the
Learner’s Module) Grade 8 Learner’s Module)
Basic Propaganda Basic Propaganda

Strategies Strategies
1. Bandwagon - 1. Bandwagon -
persuading consumers by persuading consumers by
telling them that others are telling them that others
doing the same thing. are doing the same thing.
2. Testimonial – when Example:
product is sold by using
words from famous people
or authority figures
3. Transfer – when a
product is sold by the
name or picture of a
famous person or thing but
no words from the said Source:
http://www.pinterest.com
person or thing
4. Repetition – when the
4
product’s name is
repeated at least four 2. Testimonial – when
times in the ad product is sold by using
5. Emotional Words – words from famous
words that will make a people or authority
consumer feel strongly figures
about someone or Example:
something are used
(Source:http://modernhumorist.com/0004/
propaganda/mp3.cfm
Five Types of Propaganda Used in
Advertisinghs.riverdale.k12.or.us/~
dthompso/exhib_03/tianaa/propaganda.ht
ml as cited in the Grade 8 Learner’s
Module)
(After discussing the

characteristics of the Basic
Propaganda Strategies,
the teacher posts Source:
examples of http://www.novuhair.com
advertisements and let the
students discover or 3. Transfer – when a
identify what particular product is sold by the
technique is used in each name or picture of a
ad.) famous person or thing
but no words from the
Examples of said person or thing
Advertisements Example:
a. ___________________
Source:http://
www.youtube.com/watch?v=9DbKx
WUZqas&feature=share
Source: http://www.pinterest.com
4. Repetition – when the
b. ___________________ product’s name is
repeated at least four
times in the ad
Example:
Source:http://
www.youtube.com/watch?v=9DbKx
WUZqas&feature=share
5
c.
____________________
Source:
5. Emotional Words –
words that will make a
Source: http://www.novuhair.com consumer feel strongly
d. ___________________ about someone or
something are used
Example:
Source:http://www.propaganda2
a.weebly.com
Source:http://www.propaganda
2a.weebly.com
e. ___________________
(Source:http://modernhumorist.com/000
4/
propaganda/mp3.cfm
Five Types of Propaganda Used in
Advertisinghs.riverdale.k12.or.us/~
dthompso/exhib_03/tianaa/propaganda.
html as cited in the Grade 8 Learner’s
Module)
Source:
TASK 4. LUCKY TO
KNOW YOU, AD!
Identify the propaganda
technique or strategy
TASK 4. LUCKY TO used in each
KNOW YOU, AD! advertisement below.
Identify the propaganda
technique or strategy used 1.
in each advertisement
below.
6
1.
Source:http://rachelleb.com/images
/2005_08_19/mcdonalds_ad.jpg
Source:http://rachelleb.com/images/2
005_08_19/mcdonalds_ad.jpg 2.
2.
Source:
Source: https://www.emergelocal.com
https://www.emergelocal.com
3.
3.
Source:
Source:
4.
4.
Source:
Source: http://www.eromick.wordpress.com
http://www.eromick.wordpress.com
(10 minutes)
(10 minutes)
7
E. Discussing new (The teacher will ask the (The teacher will ask the
concepts and following questions:) following questions:)
practicing new skills
#2 *What can you say about *What can you say about
the advertisements? the advertisements?
*Do the advertisements *Do the advertisements
encourage you to buy or encourage you to buy or
avail the products? avail the products?
*Do you really believe it or *Do you really believe it
do you disagree with it? or do you disagree with
it?
(The teacher elicits
responses/opinions from (The teacher elicits
the students. Then, tells responses/opinions from
them that their responses the students. Then, tells
are called opinions.) them that their responses
are called opinions.)
Opinion is a belief,
judgment, or way of Opinion is a belief,
thinking about something: judgment, or way of
what someone thinks thinking about something:
about a particular thing what someone thinks
(Merriam-Webster about a particular thing
Dictionary) (Merriam-Webster
Dictionary)
In stating one’s opinion, it
is necessary to use some In stating one’s opinion, it
signal words in order to is necessary to use some
strengthen as well as signal words in order to
emphasize the ideas that strengthen as well as
we have as a speaker/ emphasize the ideas that
writer. “In my opinion, I we have as a speaker/
believe, I think, In my point writer. “In my opinion, I
of view, I feel, and I guess believe, I think, In my
are examples of opinion point of view, I feel, and I
marking signals. guess are examples of
opinion marking
TASK 3. SPEAK UP! signals.
Give your opinion of these
advertisements. Use the TASK 3. SPEAK UP!
format below. Give your opinion of
(This can be done orally.) these advertisements.
Use the format below.
“The advertisement shows (This can be done orally.)
_________, ________,
and __________. “The advertisement
I believe the advertisement shows _________and
is so _______________. ________.
I think _______________. I believe the
8
In my opinion, the advertisement is so
advertisement is _______________.
_________ and I think
_________.” _______________.
In my opinion, the
1. Visit the Women’s advertisement is
Center. It is a complete, ___________________.
one-stop health institution.
It is designed to be
comprehensive, 1. Visit the Women’s
convenient, and female Center. It is a complete,
friendly. one-stop health
2. Be at Boracay institution. It is designed
Island…three days of hot, to be comprehensive,
hot, hot music and fun in convenient, and female
the sun. friendly.
3. Not to be missed is the 2. Be at Boracay
mini-butterfly farm where Island…three days of hot,
one can see the dazzling hot, hot music and fun in
butterflies in a garden the sun.
setting. 3. Not to be missed is the
4. Enjoy your stay in the mini-butterfly farm where
Samales Group of Islands! one can see the dazzling
Delight in fresh seafoods – butterflies in a garden
sea urchins, abalone, setting.
crabs, lobsters, shells and (8 minutes)
endless sea and sky that
fuse on the horizon.
(8 minutes)
F. Developing GROUP ACTIVITY GROUP ACTIVITY
mastery (Leads to
Formative Before giving the Before giving the
Assessment 3) instructions for the group instructions for the group
activity, the teacher will activity, the teacher will
divide the class into three divide the class into two
groups. groups.
TASK 5. COMMERCIAL TASK 5. COMMERCIAL

TIME! TIME!
Create your own 2-minute Create your own 2-
commercial or minute commercial or
advertisement using any of advertisement using any
the propaganda strategies of the propaganda
discussed. Each group will strategies discussed.
identify the propaganda Each group will identify
strategies used in each the propaganda
presentation. Additional strategies used in each
points will be given to the presentation. Additional
group/s with correct points will be given to the
9
answers. group/s with correct
answers.
Criteria
Originality and Criteria
Uniqueness- Originality and
15% Uniqueness-
Creativity - 15%
25% Creativity -
Entertainment Quality- 25%
40% Entertainment Quality-
Clarity of Expression and 40%
Delivery- Clarity of Expression and
20% Delivery-
TOTAL ------------------- 20%
100% TOTAL -------------------
100%
The teacher will remind the
students to prepare their The teacher will remind
commercial in 5 minutes the students to prepare
only. their commercial in 5
minutes only.
(15 minutes) (15 minutes)
G. Finding practical
application of concepts What is/are the importance Do you think
and skills in daily living of advertisements in our advertisements are
daily living? important in our daily
How can we apply our living?
knowledge about How can we apply our
propaganda knowledge about
techniques/strategies in propaganda
evaluating products and techniques/strategies in
services before using or evaluating products and
availing it? services before using or
availing it?
H. Making TASK 6. YOU MAKE ME TASK 6. YOU MAKE ME

generalizations of SHINE! SHINE!
concepts and skills Complete the Shining Star Complete the Shining
in daily living below with the different Star below with the
Propaganda Strategies. different Propaganda
Strategies.
Propaga
Propag
nda
anda
Strategi
Strate
es
gies
10
How does the knowledge How does the knowledge
of the practice of of the practice of
propaganda change the propaganda change the
effectiveness of a effectiveness of a
message? message?
I. Evaluating TASK 7. WHAT THE AD! TASK 7. WHAT THE AD!
learning Recognize propaganda Recognize propaganda
techniques used in each techniques used in each
item below. item below. Write the
letter of the correct
1. As United States answer on your paper.
senator, I urge you to re-
elect President Grant in 1. As United States
our election. My long senator, I urge you to re-
experience in office tells elect President Grant in
me that he is your best our election. My long
choice. experience in office tells
me that he is your best
2. Don’t be a misfit. Now choice. a. Bandwagon
you can fit in with our b. Repetition
Good Fit jeans. c. Testimonials
Everybody’s wearing them.
2. Don’t be a misfit. Now
3. Air Philippines will take you can fit in with our
you where you’re going no Good Fit jeans.
matter what it takes. This Everybody’s wearing
is our commitment. them.
a. Emotional Words
4. “I’m no different from the b. Bandwagon
other girls,” says Emilie c. Transfer
Roxas, the twenty-eight-
year-old super 3. Air Philippines will take
entrepreneur and Asia’s you where you’re going
most eligible lady. no matter what it takes.
This is our commitment.
5. iPhone5. Loving it is a. Emotional words
easy. That’s why so many b. Bandwagon
people do. c. Testimonials
(Source: Skill Builders for 4. “I’m no different from

Efficient Reading 9, p. 283) the other girls,” says
Emilie Roxas, the twenty-
(8 minutes) eight-year-old super
entrepreneur and Asia’s
most eligible lady.
a. Emotional Words
b. Bandwagon
c. Testimonials
11
5. iPhone5. Loving it is
easy. That’s why so many
people do.
a. Bandwagon
b. Testimonials
c. Repetition
(Source: Skill Builders for

Efficient Reading 9, p. 283)
(8 minutes)
J. Additional From old newspapers, cut- From old newspapers,
activities for out at least 2 cut-out at least one
application or advertisements and advertisement and
remediation identify the propaganda identify the propaganda
technique/strategy used. technique/strategy used.
Paste it on a short coupon Paste it on a short
bond. coupon bond.
Reading Assignment: Reading Assignment:

“The Taximan’s Story” by “The Taximan’s Story” by
Catherine Lim Catherine Lim
V. REMARKS
VI. REFLECTION
A. No. of Learners who

earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
12
F. What difficulties did I
encounter which my
supervisor/principal/dep
artment head help me
solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?.
13
Grade 8
I. OBJECTIVES
Standards Asian literature as mirror to a shared heritage; coping
strategies in processing textual information; strategies in
examining features of a listening and viewing material;
structural analysis of words and propaganda techniques;
and grammatical signals for opinion- making,
persuasion, and emphasis.

Standards delivering a persuasive speech based on an informative
essay featuring use of properly acknowledged
information sources, grammatical signals for opinion-
making, persuasion, and emphasis, and appropriate
prosodic features, stance, and behavior.
C. Learning EN8LT-IIIa-11: Identify the notable literary genres

Competencies/ contributed by Southeast Asian writers
Objectives EN8LT-IIIa11.1: Identify the distinguishing features of
(Write the LC notable poems, short stories, dramas, and novels
code for each) contributed by Southeast Asian writers
II. CONTENT “The Taximan’s Story” by Catherine Lim
III. LEARNING
RESOURCES
A. References
Pages
2. Learner’s
Materials Pages
3. Textbook Pages
4. Additional
Materials from
the LR Portal
B. Other Learning https://www.readingandwritinghaven.com/5-brain-based-
Resources vocabulary-activities-for-the-secondary-classroom/
Lai, Amy. "Catherine Lim". The Literary Encyclopedia.
First published 10 October 2003
[https://www.litencyc.com/php/speople.php?rec=true&UI
D=2732, accessed 03 August 2019.]
http://eresources.nlb.gov.sg/infopedia/articles/SIP_461_
2005-01-17.html
Catherine Lim Image: openlibrary.org
14
https://www.google.com/imgres?imgurl=https%3A%2F%2Fcovers.openlibrary.org%2Fa
%2Fid%2F3372477M.jpg&imgrefurl=https%3A%2F%2Fopenlibrary.org%2Fauthors%2F
OL223734A%2FCatherine_Lim&docid=lGM_in9R-
Wws1M&tbnid=VdcEnZ4Xo1VtCM%3A&vet=10ahUKEwi00czQpObjAhU8K6YKHRzmAc
YQMwhLKAAwAA..i&w=154&h=198&bih=657&biw=1366&q=photos%20of%20catherine
%20lim&ved=0ahUKEwi00czQpObjAhU8K6YKHRzmAcYQMwhLKAAwAA&iact=mrc&ua
ct=8
http://www.tsfx.com.au/wp-
content/uploads/2013/04/nsw-sample-notes-english.pdf
http://www.tsfx.com.au/wp-
content/uploads/2013/04/nsw-sample-notes-english.pdf
http://sharevideo1.com/v/VIZja1VqakZZbE0=?t=ytb&f=
me
Interactive and Innovative Teaching Strategies 1: A
Resource Book for 21st Century Teachers
http://sharevideo1.com/v/VIZja1VqakZZbE0=?t=ytb&f=
me

A. Reviewing the Review about the Review about the
previous lesson or Propaganda Strategies by Propaganda Strategies
presenting the letting the students present by letting the students
new lesson their preparations on the present their preparations
assignment given on the assignment given
yesterday. Let the students yesterday. Let the
volunteer, one from the students volunteer, one
boys and the other from the from the boys and the
girls. other from the girls.
Pre-Reading Activities Pre-Reading Activities
Unlocking of Difficulties Unlocking of Difficulties
The teacher tells the class The teacher tells the

that their journey toward the class that their journey
realm of Singaporean toward the realm of
literature will lead them to a Singaporean literature will
particular story. But before lead them to a particular
heading to the text, the story. But before heading
teacher encourages the to the text, the teacher
students to play a game encourages the students
titled “3 Truths and a Lie.” to play a game titled “3
Truths and a Lie.”
TASK 1. 3 TRUTHS AND A
LIE TASK 1. 3 TRUTHS AND
The teacher will divide the A LIE
class into five groups. Each The teacher will divide
group will be given a the class into five groups.
vocabulary word in which Each group will be given
the students will write down a vocabulary word in
four statements about the which the students will
word assigned to them. The write down four
15
statements should be statements about the
composed of 3 TRUTHS word assigned to them.
and a LIE wherein they can The statements should be
give about the word’s composed of 3 TRUTHS
definition, part of speech, and a LIE wherein they
synonyms, antonyms, and can give about the word’s
the word’s personality. One definition, part of speech,
of the statements should be synonyms, antonyms,
a lie. and the word’s
personality. One of the
(The teacher should present statements should be a
an example so that the lie.
students will be guided.) (The teacher should
present an example so
Example: that the students will be
guided.)
Obedient
1. Obedient is willing to do Example:
what someone tells you to Obedient
do. 1. Obedient is willing to
2. Obedient is an adverb. do what someone tells
3. Obedient is synonymous you to do.
to submissive. 2. Obedient is an adverb.
4. That little girl is so 3. Obedient is
obedient that she willingly synonymous to
does everything that her submissive.
mother asks. 4. That little girl is so
obedient that she willingly
(Three minutes will be given does everything that her
to students to write down mother asks.
their statements. The
teacher will facilitate the (Five minutes will be
revealing of the truths and a given to students to write
lie by asking each group down their statements.
what will be the truths and The teacher will facilitate
the lie in each the revealing of the truths
presentation.) and a lie by asking each
group what will be the
Words to be described: truths and the lie in each
Group 1: Excellent presentation.)
Group 2: Tricks
Group 3: Scream Words to be described:
Group 4: Cane Group 1: Excellent
Group 5: Punishment Group 2: Tricks
Group 3: Scream
(8 minutes) Group 4: Cane
Group 5: Punishment
(8 minutes)
16
B. Establishing a Motivation: Motivation:
purpose for the In Singapore, taxi drivers In Singapore, taxi drivers
lesson are often called as taximan. are often called as
taximan.
Do you know relatives/
neighbors or anybody who Do you know relatives/
works as a taximan? Based neighbors or anybody
on your own observation, who works as a taximan?
what could be the possible Based on your own
problems faced by a observation, what could
taximan? be the possible problems
faced by a taximan?
(The teacher instructs the
students to complete the (The teacher instructs the
graphic organizer below.) students to complete the
graphic organizer below.)
Problems
Problems of a
of a Taximan
Taximan

What is the problem faced What is the problem
by the taximan in the story? faced by the taximan in
the story?
C. Presenting (The teacher provides short (The teacher provides

examples/instance description of the author.) short description of the
s of the new author.)
lesson
Source: openlibrary.org
17
Catherine Lim Poh Imm Source: openlibrary.org
(b. 21 March 1942, Penang, Catherine Lim Poh Imm
Malaysia–) is the doyenne (b. 21 March 1942,
of Singapore stories. Lim is Penang, Malaysia–) is the
an accomplished and doyenne of Singapore
critically acclaimed author stories. Lim is an
who has published a dozen accomplished and
collections of short stories, critically acclaimed author
five novels, two volumes of who has published a
poems and even a play. dozen collections of short
stories, five novels, two
The author of eleven short- volumes of poems and
story collections and four even a play.
novels, she is best known
for Little Ironies: Short The author of eleven
Stories of Singapore and or short-story collections
Else, The Lightning God and four novels, she is
and Other Stories, both best known for Little
collections having been Ironies: Short Stories of
used as literature texts in Singapore and or Else,
the G.C.S.E. Level The Lightning God and
Examinations conducted by Other Stories, both
Cambridge. (Source: collections having been
[https://www.litencyc.com/php/speople used as literature texts in
.php?rec=true&UID=2732, accessed the G.C.S.E. Level
03 August 2019.])
Examinations conducted
Reading Activity by Cambridge. (Source:
[https://www.litencyc.com/php/speo
Silent Reading: Let the ple.php?rec=true&UID=2732,
accessed 03 August 2019.])
students read the selection
silently. It is better if the Reading Activity
selection, “The Taximan’s
Story” by Catherine Lim, Silent Reading: Let the
was assigned as a reading students read the
homework to maximize the selection silently. It is
time. (5 minutes) better if the selection,
“The Taximan’s Story” by
(see attached File A: The Catherine Lim, was
Taximan’s Story) assigned as a reading
homework to maximize
(7 minutes) the time. (5 minutes)
(see attached File A:
The Taximan’s Story)
(7 minutes)
D. Discussing new Post Reading Activity Post Reading Activity
concepts and
practicing new TASK 2. PROCESS TASK 2. PROCESS
skills #1 QUESTIONS QUESTIONS
1. What is the problem 1. What is the problem
18
faced by the taximan in the faced by the taximan in
story? the story?
2. What is the irony in the 2. What is the irony in the
story? story?
3. What are the themes 3. What are the themes
raised in the story? raised in the story?
4. What do you think of the 4. What do you think of
taxi man? Do you the taxi man? Do you
sympathize with him? sympathize with him?
Explain. Explain.
5. What about the other 5. What about the other
characters in the story? Do characters in the story?
you feel sympathy over Do you feel sympathy
them? over them?
6. What do you think on the 6. What do you think on
way the story is written? the way the story is
How does it relate to the written? How does it
taxi man? relate to the taxi man?
7. How does this story 7. How does this story
appeal to the ”strict appeal to the ”strict
discipline” image of discipline” image of
Singapore? Singapore?
8. If you were the 8. If you were the
taximan/father, would you taximan/father, would you
agree to his lamenting? agree to his lamenting?
E. Discussing new The text you have just read The text you have just
concepts and is a short story. It is a brief read is a short story. It is
practicing new imaginative narrative, a brief imaginative
skills #2 unfolding a single narrative, unfolding a
predominating incident and single predominating
a single or a few characters. incident and a single or a
It contains a plot, the details few characters. It
of which are so compressed contains a plot, the
and the whole treatment so details of which are so
organized as to provide a compressed and the
single impression. A short whole treatment so
story can be compared to a organized as to provide a
photograph; it captures a single impression. A short
single moment in life. story can be compared to
(see attached File B: a photograph; it captures
Distinctive Features of a single moment in life.
Short Stories) (see attached File B:
(3 minutes) Distinctive Features of
Short Stories)
(3 minutes)
F. Developing TASK 3. SKETCH TO
mastery (Leads to STRETCH
Formative Since, a short story is like a
19
Assessment 3) photograph on a piece of
paper, make an illustration
or drawing about the theme
of the short story discussed.
Write one sentence
explanation of your sketch.
This will be done
individually.
After 5 minutes, the teacher Same task will be given

will ask for 2 volunteers, to students but they
one from the boys and the should do it by pair.
other from the girls, to
present their sketches and
to explain and/or interpret it
in one sentence.
Criteria:
Aesthetic Appeal ------ 25%
Creativity -------25%
Originality -------10%
Interpretation --------40%
____________________
TOTAL-------– 100%
(7 minutes)
G. Finding TASK 4: LET’S VOLT IN! TASK 4: LET’S VOLT
practical IN!
application of Small Group
concepts and skills Differentiated Tasks Small Group
in daily living The teacher gives Differentiated Tasks
differentiated activities to The teacher gives
students. differentiated activities to
students.
Group 1: Create your own
rap and or parody which Group 1: Create your own
conveys the realistic rap and or parody which
situations of youths and conveys the realistic
parents in Singapore and situations of youths and
even in the Philippines. parents in Singapore and
Group 2. Using a Venn even in the Philippines.
Diagram, compare and Group 2. Using a Venn
contrast the characteristics Diagram, compare and
of youths before and today. contrast the
Group 3. In 2 minutes, role characteristics of youths
play a scenario which before and today.
presents the message Group 3. In 2 minutes,
conveyed in the story. role play a scenario which
20
Group 4. Create an acrostic presents the message
presenting the distinctive conveyed in the story.
features of a short story. Group 4. Create an
acrostic presenting the
Criteria for Judging distinctive features of a
short story.
Presentation -- 30%
Content -- 45% Criteria for Judging
Cooperation -- 25%
TOTAL 100% Presentation --
30% Content --
(15 minutes) 45% Cooperation --
25%
TOTAL
100%
(15 minutes)
H. Making TASK 5. WOWS AND WISHES
generalizations of Let the students accomplish the template below:
concepts and skills WOWS: Things I liked in the discussion
in daily living
WISHES: Things I should improve as

son/daughter/student
(5 minutes)
I. Evaluating TASK 6. PICTURE FEATURE!

learning
Identify the distinguishing features of the short story by
answering the questions below.
Pierre has worked for many years as a milkman in

Montreal, making his deliveries to his long-time
customers. His milk wagon is drawn by a horse named
Joseph, who has learned the route so well that he stops
by instinct. Together, Pierre and Joseph demonstrate a
love, trust, and efficiency that is compelling to all.
One morning, Pierre learns that Joseph has died.
21
Distraught by the news, Pierre stumbles into the street,
where he is hit and killed by a truck. Only then do we
learn that Pierre has been blind for years. Because
Joseph knew the milk route so well, Pierre’s blindness
was a secret between the two.
Source: http://www.tsfx.com.au/wp-content/uploads/2013/04/nsw-sample-notes-
english.pdf
Features of a Short Story

1. Who are the characters in the story?
2. What is the focus of the short story?
3. State briefly the surprise ending of the short story.
(5 minutes)
J. Additional Write a short reflection note Write a short reflection
activities for on the video shared by the note on the video
application or teacher. shared by the teacher.
remediation
Video: The Importance of Video: The
Overcoming Challenges in Importance of
Life Overcoming
Source: Challenges in Life
http://sharevideo1.com/v/VIZj Source:
a1VqakZZbE0=?t=ytb&f=me http://sharevideo1.com/
v/VIZja1VqakZZbE0=?t
(The teacher should stop the =ytb&f=me
video at 1:43 minutes.)
(The teacher should
stop the video at 1:43
minutes.)
V. REMARKS
VI. REFLECTION

earned 80% on the
formative
assessment
remediation
C. Did the remedial
lesson/s work? No.
of learners who
have caught up with
the lesson
22
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did this work?

encounter which my
supervisor/principal/
department head
help me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?.
23
Grade 8
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of:
Southeast Asian literature as mirror to a shared
heritage; coping strategies in processing textual
information; strategies in examining features of a
listening and viewing material; structural analysis
of words and propaganda techniques; and
grammatical signals for opinion- making,

signals for opinion-making, persuasion, and
emphasis, and appropriate prosodic features,
stance, and behavior.
C. Learning EN8LC-IIIa-7.3: Determine the target audience of

Competencies/Obje a listening text and the objective/s of the speaker
ctives EN8OL-IIIa3.11: Use the correct sounds of
(Write the LC code English during speech delivery
for each)
II. CONTENT Determining Target Audience and The Objective of
the Speaker
Using the Sounds of English During Speech
Delivery
III. LEARNING
RESOURCES
A. References
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from the LR Portal
B. Other Learning Resources https://www.google.com/amp/s/speakact.wordpres
s.com/2016/10/30/outsmart-
outlast/amp/#ampshare=https://speakact.wordpres
s.com/2016/10/30/outsmart-outlast/
https://sg.linkedin.com/in/darrentaywcps
24
https://www.youtube.com/watch?v=v26CcifgEq4&f
eature=share
https://sg.linkedin.com/ in/darrentaywcps)
http://3.bp.blogspot.com/-_vptmhCaudw/UoWH-
j8ud-
I/AAAAAAAAEvg/5vbW7vN69mo/s1600/078en.jpg
https://zoomingjapan.com/photos/recommendation
/evacomics_05.jpg
https://www.google.com/amp/s/speakact.wordpres
s.com/2016/10/30/outsmart-
outlast/amp/#ampshare=https://speakact.wordpres
s.com/2016/10/30/outsmart-outlast/
https://www.fearlessmotivation.com/2016/12/13/str
uggle-makes-stronger-motivational-speech/
English Expressways II
A. Reviewing the TASK 1. MYSTERY
previous lesson or WORD
presenting the new
lesson UNLOCKING OF
DIFFICULTIES
Study the definitions and

word forms. Then,
rearrange the letters in
bold to form the correct The same activity will
word for each item be given but the
below. Write the word on teacher can rearrange
the blank provided. the letters if needed for
easy understanding of
1. to defeat or trick the students.
someone by being more
intelligent or clever
(verb)
TOUSMATR -
__________
Answer: Outsmart
2. to continue to exist
(verb)
OTULSAT -
___________
Answer: Outlast
3. someone who attacks

or tries to harm another
(noun)
25
EMYNE - ___________
Answer: Enemy
4. to shake slightly
because you are afraid,
nervous, excited etc.
(verb)
BELTERM -
___________
Answer: Tremble
5. a person who
introduces the speakers
at a formal occasion
(noun)
TOSTAMSATER -
_____________
Answer: Toastmaster
(The teacher instructs

the students to use the
new words in
sentences.)
(5 minutes)
B. Establishing a Motivation Question: Motivation Question:
purpose for the lesson Have you ever felt so Have you ever felt so
fearful, that you cannot fearful, that you cannot
eat or sleep? eat or sleep?
What did you do to What did you do to
overcome your fear? overcome your fear?

What did the speaker do What did the speaker
to overcome his fear? do to overcome his
fear?
(5 minutes)
(5 minutes)
C. Presenting The teacher leads the The teacher leads the
examples/instances of students to the viewing students to the viewing
the new lesson of the video of a 27- of the video of a 27-
year-old newly minted year-old newly minted
lawyer from Singapore, lawyer from Singapore,
who won the who won the
Toastmasters World Toastmasters World
Championship of Public Championship of Public
Speaking. Speaking.
26
Before watching the Before watching the
video of the speech, the video of the speech,
teacher will give a short the teacher will give a
discussion of the short discussion of the
biography of the speaker biography of the
and about the public speaker and about the
speaking competition. public speaking
competition.
About Toastmasters
International About Toastmasters
International
Toastmasters
International is a Toastmasters
worldwide nonprofit International is a
educational organization worldwide nonprofit
that empowers educational
individuals to become organization that
more effective empowers individuals
communicators and to become more
leaders. Headquartered effective
in Rancho Santa communicators and
Margarita, California. leaders. Headquartered
The organization's in Rancho Santa
membership exceeds Margarita, California.
345,000 in more than The organization's
15,900 clubs in 142 membership exceeds
countries. 345,000 in more than
(Source:https://sg.linkedin.co 15,900 clubs in 142
m/ in/darrentaywcps)
countries.
(Source:https://sg.linkedin.co
About Darren Tay m/ in/darrentaywcps)
About Darren Tay
(Source: Toastmaster
International)
Experienced Managing (Source: Toastmaster
Director with a International)
demonstrated history of Experienced Managing
working in the Director with a
professional training & demonstrated history of
coaching industry. working in the
27
Skilled in Negotiation, professional training &
Overcome Obstacles, coaching industry.
Criminal Law, Skilled in Negotiation,
Linguistics, and Sales. Overcome Obstacles,
Strong human resources Criminal Law,
professional with a Linguistics, and Sales.
Master’s Degree Strong human
focused in Law resources professional
(Corporate and Finance) with a Master’s Degree
from National University focused in Law
of Singapore. (Corporate and
Finance) from National
With a humorous University of
speech titled “Outsmart; Singapore.
Outlast,” Darren Tay, a
27-year-old newly With a humorous
minted lawyer from speech titled
Singapore, won the “Outsmart; Outlast,”
Toastmasters World Darren Tay, a 27-year-
Championship of Public old newly minted
Speaking last Aug. 20, lawyer from Singapore,
2016. Tay, along with won the Toastmasters
nine other finalists, World Championship of
reached the Public Speaking last
championship level after Aug. 20, 2016. Tay,
several elimination along with nine other
rounds that began six finalists, reached the
months ago with 30,000 championship level
participants from more after several
than 100 countries. elimination rounds that
began six months ago
He said he entered the with 30,000 participants
contest “to discover my from more than 100
limitations” and to “share countries.
my message with a
larger audience.” He said he entered the
contest “to discover my
Viewing/Listening limitations” and to
Activity: “share my message
with a larger audience.”
The students will tune in
the video of the speech Viewing/Listening
which will be played Activity:
through a projector. Tell
the students to The students will tune
determine the target in the video of the
audience and the speech which will be
objective/s of the played through a
speaker in the video. projector. Tell the
28
students to determine
the target audience and
the objective/s of the
speaker in the video.
(Source:https://www.youtube.com
/watch?v=v26CcifgEq4&feature=s
hare)
Video: 2016 World

(Source:https://www.youtube.co
Champion of Public m/watch?v=v26CcifgEq4&featur
Speaking, Darren Tay e=share)
Wen Jie (3 minutes and
15 seconds) Video: 2016 World
Champion of Public
Before watching the Speaking, Darren Tay
video, the teacher Wen Jie (3 minutes and
should present TASK 2 15 seconds)
below to guide the
students as they watch Before watching the
the video. video, the teacher
should present TASK 2
Furthermore, while below to guide the
watching the video, let students as they watch
the students take note of the video.
how the speaker
delivers his speech. Furthermore, while
What did he do to make watching the video, let
his speech interesting the students take note
and sustain his audienceof how the speaker
attention? Let them delivers his speech.
observe the speaker’s What did he do to
voice and intonation as make his speech
he delivers his speech. interesting and sustain
(7 minutes) his audience attention?
Let them observe the
speaker’s voice and
intonation as he
delivers his speech.
(7 minutes)
D. Discussing new (Note: The teacher should give this activity
concepts and practicing before watching the video.)
new skills #1
TASK 2.
29
FOR ADVANCED LEARNERS:
Complete the table below:
1. What did the speaker do

to overcome his fear?
2. What do you think is the
speaker’s purpose in
delivering the speech?
3. To whom was the
speaker talking?
4. What mood was the
speaker in when he
delivered his speech?
5. Describe the speaker’s
voice and intonation as he
delivers his speech?
FOR AVERAGE LEARNERS:
TASK 2.
(Group the students into five (5). Give one

question for each group on strips of paper.
Then, let the students answer.)
Group 1. What did the speaker do to overcome

his fear?
Group 2. What do you think is the speaker’s

purpose in delivering the speech?
Group 3. To whom was the speaker talking?
Group 4. What mood was the speaker in when he

delivered his speech?
Group 5. Describe the speaker’s voice and

intonation as he delivers his speech?
(7 minutes)
E. Discussing new (The teacher asks: “What should we observe in
concepts and practicing delivering a speech?”)
new skills #2
To fully comprehend on what did Darren Tay do in
winning the championship and in grabbing and
sustaining the attention of a large audience,
considerations in speech delivery must be given
attention.
30
1. Stress Pattern refers to the emphasis given on
a particular word or syllable which is pronounced
more forcefully.
2. Intonation is the rising and falling pitch of the
voice when somebody says a phrase or a
sentence, or it is the rising and falling pattern of
voice.
3. Juncture refers to the break between one
spoken word and another, or the pronunciation
features that help recognize the break
distinguishing, e.g., between “gray day” and “grade
A.”
4. Tone of the voice is the general quality or
character as an indication of what the person is
feeling or thinking.
Source: English Expressways II
TASK 3.
Ask for two volunteers, one from the boys and the
other from the girls to deliver the lines presented in
the comic strip.
Source: https://zoomingjapan.com/photos/recommendation/evacomics_05.jpg
(5 minutes)
F. Developing mastery TASK 4. TASK 4.
(Leads to Formative Let the students read and Let the students read
Assessment 3) or deliver the following and or deliver the
quotations lifted from the following quotations
text or speech following lifted from the text or
proper stress pattern, speech following
intonation, juncture, and proper stress pattern,
tone of the voice. intonation, juncture,
and tone of the voice.
31
1. “The way to deal with
bully is not to hide or run, 1. “The way to deal
the way to deal with bully with bully is not to
is to OUTSMART and hide or run, the way
OUTLAST.” It was like a to deal with bully is to
light bulb in my mind and OUTSMART and
“Bing”. I CAN DO THAT. OUTLAST.” It was
2. ” The best way to deal like a light bulb in my
with inner bully is not to mind and “Bing”. I
run or hide. You cannot CAN DO THAT.
run away from the bully 2. ” The best way to
here. The best way to deal deal with inner bully
with it is to stand firm. is not to run or hide.
3. Face it and You cannot run away
acknowledge its presence. from the bully here.
When you do so, you are The best way to deal
no longer identifying with with it is to stand firm.
it. You are stepping out 3. Face it and
and observing it. It’s like acknowledge its
instead of being out there presence. When you
in the storm. do so, you are no
4. I am in control because longer identifying with
I am acknowledging it, I it. You are stepping
am stepping out of it, out and observing it.
observing it and watching It’s like instead of
it weaken and fade. being out there in the
5.. My friends, let’s all not storm.
run away from our inner 4. I am in control
bullies anymore. Let us all because I am
face our inner bullies and acknowledging it, I
acknowledge its presence am stepping out of it,
and fight. observing it and
(3 minutes) watching it weaken
and fade.
5.. My friends, let’s all
not run away from
our inner bullies
anymore. Let us all
face our inner bullies
and acknowledge its
presence and fight.
(3 minutes)
G. Finding practical TASK 5. TASK 5.
application of concepts
and skills in daily living GROUP ACTIVITY GROUP ACTIVITY
The teacher divides the The teacher divides

class into three groups. the class into three
groups.
32
You are the tourism
ambassadors of the You are the tourism
Philippines who are tasked ambassadors of the
to promote the best Philippines who are
features of the country and tasked to promote
its overall positive image the best features of
to local and foreign the country and its
visitors. Your task is to overall positive image
prepare and deliver a to local and foreign
three-minute speech in a visitors. Your task is
World Tourism Expo in to prepare and
Singapore to convince the deliver a three-
participants to visit the minute speech in a
Philippines. Choose your World Tourism Expo
best speaker who will in Singapore to
deliver the prepared convince the
speech of the group. participants to visit
the Philippines.
(Use the Speech Delivery Choose your best
Rubric in evaluating the speaker who will
performance of the deliver the prepared
students. Moreover, inform speech of the group.
the students about the
performance indicators.) (Use the Speech
Delivery Rubric in
(see attached File: evaluating the
Speech Delivery Rubric performance of the
1) students. Moreover,
inform the students
Remind the students to about the
take note the about the performance
stress pattern, intonation, indicators.)
juncture, and tone of the
voice as they deliver the (see attached File:
speech. Speech Delivery
(15 minutes) Rubric 1)
Remind the students
to take note the
about the proper rate,
volume, articulation,
pronunciation and
fluency as they
deliver the speech.
(15 minutes)
H. Making Why is it important to use Why is it important to
generalizations of the correct sounds of use the correct
concepts and skills in English not only in sounds of English not
daily living delivering speech but also only in delivering
in our daily conversations? speech but also in
33
(3 minutes) our daily
conversations?
(3 minutes)
I. Evaluating learning TASK 6. USE IT! TASK 6. USE IT!
Use the correct sounds of Use the correct

English through delivering sounds of English
a two-minute inspirational through delivering a
speech about overcoming two-minute
challenges. inspirational speech
about overcoming
The students will deliver a challenges.
two-minute prepared
speech entitled “Struggle The students will
Makes You Stronger” deliver a two-minute
(Motivational Speech) prepared speech
| Fearless Motivation entitled “Struggle
Makes You
(see attached File: Stronger”
Struggle Makes You (Motivational
Stronger) Speech) | Fearless
Motivation
(Speech Delivery Rubric 2
will be used in evaluating (see attached File:
the delivery of the Struggle Makes You
speech.) Stronger)
(see attached File: (Speech Delivery

Speech Delivery Rubric Rubric 2 will be used
2) in evaluating the
delivery of the
speech.)
(see attached File:

Speech Delivery
Rubric 2 )
J. Additional activities Reading Assignment: The Reading Assignment:

for application or Bumboat Cruise on the The Bumboat
remediation Singapore River by Cruise on the
Miriam Wei Wei Lo Singapore River by
Miriam Wei Wei Lo
V. REMARKS
34
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial lesson/s
work? No. of learners
who have caught up with
the lesson
continue to require
remediation
Why did this work?

encounter which my
supervisor/principal/depar
tment head help me
solve?
use/discover which I wish
to share with other
teachers?.
35
Grade 8
I. OBJECTIVES
listening and viewing material; structural analysis of
words and propaganda techniques; and grammatical
signals for opinion- making, persuasion, and
emphasis.
stance, and behavior.
C. Learning EN8V-IIIa-15.3: Explaining the meaning of a word
Competencies/Obj through structural analysis (prefixes, roots, suffixes)
ectives EN8LT-IIIa-11: Identifying the notable literary genres
(Write the LC code contributed by Southeast Asian writers
for each) EN8LT-IIIa11.1: Identifying the distinguishing
features of notable poems, short stories, dramas,
and novels contributed by Southeast Asian writers
II. CONTENT PREFIXES
“Lion Heart” By Amanda Chiong
III. LEARNING
RESOURCES
A. References
Pages
Pages
3. Textbook Pages
from the LR Portal
B. Other Learning https://www.myenglishteacher.eu/blog/prefixes-
Resources suffixes-list/
http://www.amandachong.com/#about
http://musicprints.blogspot.com/
English Expressways II
Voyages in Communication : English Learner’s
Module 8
https://www.google.com/amp/s/littletalksandlittlethoughts.
36
wordpress.com/2016/02/25/lionheart-by-amanda-
choong/amp/#ampshare=https://littletalksandlittlethoughts.
wordpress.com/2016/02/25/lionheart-by-amanda-choong/

A. Reviewing the Review about the use of Review about the use of
previous lesson or correct sounds of English correct sounds of
presenting the new during speech delivery. English during speech
lesson Pre-Reading Activities delivery.
Pre-Reading Activities
TASK 1. Unlocking of
Difficulties TASK 1. Unlocking of
Difficulties
1. Those who have
beheld the beauty of 1. Those who have
Singapore never forget it. beheld the beauty of
a. see Singapore never forget
b. miss it.
c. ignores a. see
b. miss
2. “The next decade in c. ignores
Medina, during which
swords were unsheathed 2. “The next decade in
and battles were fought, Medina, during which
complicates it.” – Los swords were
Angeles Time, 2013 unsheathed and battles
a. wrap were fought,
b. clothe complicates it.” – Los
c. expose Angeles Time, 2013
a. wrap
3. Mary and John b. clothe
embraced one last time c. expose
before going their
separate ways. 3. Mary and John
a. hug embraced one last time
b. miss out before going their
c. exclude separate ways.
a. hug
(The teacher asks the b. miss out
students to use the new c. exclude
words in sentences.)
(The teacher asks the
(6 minutes ) students to use the new
words in sentences.)
(6 minutes )
purpose for the lesson
Have you experienced Have you experienced
being compared to being compared to
37
someone or something? someone or something?
To what have you been
compared? Motive Question:
Motive Question: To what did the poet

compare Singapore?
To what did the poet
compare Singapore?
C. Presenting The teacher provides short description of the author.

examples/instances of
the new lesson
Source: http://www.amandachong.com/#about
Amanda Chong is a lawyer trained in Cambridge and

Harvard, who writes poems on her lunch breaks. Her
poetry has been engraved on the Marina Bay Helix
Bridge and included in the Cambridge International
GCSE syllabus. Her first collection of poetry,
Professions, was published in 2016 and shortlisted
for the 2018 Singapore Literature Prize.
Reading Activity
ORAL READING: Let the students read the poem.
(5 minutes)
(see attached File A: Lion Heart)
D. Discussing new TASK 2. Process Questions TASK 2.

concepts and Process
practicing new skills #1 1. To what did the poet compare Questions
Singapore?
1. To what did
38
2. What do the lines mean: the poet
compare
“You conquered the shore, its ivory Singapore?
coast.
2. What do the
Your legs still rocked with the lines mean:
memory of waves.”
“You
3. What are the themes raised in conquered the
the poem? shore, its ivory
coast.
4. What impression does the author
have of Singapore? Your legs still
rocked with the
5. Do we have the same feeling memory of
towards our country? waves.”
Expound your answer.
3. What are
6. As we analyze the text, what are the themes
the distinguishing features of raised in the
poem? poem?
(8 minutes ) 4. What
impression
does the
author have of
Singapore?
5. Do we have
the same
feeling towards
our country?
6. As we
analyze the
text, what are
the
distinguishing
features of
poem?
(8 minutes )
E. Discussing new
concepts and Think once more of the words that we encountered
practicing new skills #2 in the poem “Lion Heart.”
How did you get the meaning of the words below?
39
(The teacher presents some of the words lifted from
the text. Let the students go to the board and
underline the prefix in each word.)
BEHELD
UNSHEATHED
EMBRACED
You can guess the meaning of the word by studying

the meaning of its word parts.
For example:
UNSHEATHED means to draw from or as if from a

sheath or scabbard
*UN means not

*SHEATH means to case or cover with something
(such as sheets of metal) that protects
So what are prefixes?
Prefix is a word part added to the beginning of a

base word or root. When a prefix is added, the
meaning of the word changes, sometimes even part
of speech. Prefix is itself a word formed with a prefix:
pre- before + to fix. A prefix then is something
affixed before a word.
A prefix is a letter or a group of letters that attaches

to the beginning of a word and helps to indicate or
modify its meaning. An easy example would be the
word ‘prefix’ itself! It begins with the prefix pre-,
which means ‘before’.
It is quite important to understand what different
prefixes mean as they can help to understand the
meanings of any new vocabulary that you learn.
However, you do need to be careful, as sometimes a
prefix can have more than one meaning!
Another example would be im-, this can mean ‘not’
or ‘into’.
Prefix Meaning Examples

re- Again return, rediscover
un- Not unfinished, unfriendly,
undone
40
Multi- Many Multinational,
multicultural
mis- Wrongly misinterpret, misfire,
mistake
dis- opposite disagree, disappear,

of, not disintegrate
em-, cause to, embrace, encode,

en- put into embed, enclose, engulf
Not impossible, illegal, ,

il-, im-, indefinite
in-, ir
im-, in Insert import, inside
omni- all, every omnibus, omnivore,
omniscient
para- Beside parachute, paradox
de- Off, down devalue, defrost,
away from demotivate
bi- Two Bicycle, bipolar
(10 minutes )
F. Developing mastery TASK 3. PREFIX BINGO
(Leads to Formative
Assessment 3) Divide the class into 2 groups. Each group will be
given a big bingo card. The students should supply
the correct prefix for each word and give the new
meaning. The first group to answer earns the point.
(Note: For advanced learners, give them 3 seconds

to answer and 5 seconds for average learners in
giving them the chance to answer.
The first group to complete the Prefix Bingo Card

wins.)
____honest ____place _____medic
PREFIX
____code BINGO ____interpret
41
____perfect _____learn ____lingual
(Note: For average learners, the teacher may give

additional one bonus chance to the group who can
immediately give the new word and its meaning
correctly before 5 seconds is done. The bonus
chance is an opportunity for them to choose a
particular root word which they know. Thus, it will
lead the players to answer as fast as they can, thus it
maximizes time.)
(The teacher should instruct the students that they

should raise their hands before giving their answers,
and wait for the approval of the teacher for them to
speak. Failure to follow these instructions means
giving the chance to the other group.)
(10 minutes)
G. Finding practical Changes create Changes create
application of concepts challenges. So, with the challenges. So, with the
and skills in daily living challenges experienced challenges experienced
by Singapore in the by Singapore in the poem
poem “Lion Heart” and “Lion Heart” and with the
with the changes changes brought by
brought by Prefixes in Prefixes in words - similar
words - similar to life, to life,
“How can we become “How can we become

adaptable to the daily adaptable to the daily
changes and challenges changes and challenges
happening around us? “ happening around us? “
H. Making
generalizations of TASK 5. OSS (One TASK 5. OSS (One
concepts and skills in Sentence Summary) Sentence Summary)
daily living
The teacher will ask the The teacher will ask the
students to give a students to give a
sentence summary that sentence summary that
answers the “who, what, answers the “who, what,
where, when, why, and where, when, why, and
how” questions about how” questions about the
the topic. topic.
42
Example: Example:
My teacher taught me My teacher taught me

(Who) (Who)
today about magnets today about magnets

(When) (What) (When) (What)
at the Science at the Science Laboratory

Laboratory through through
(Where) (Where)
demonstration so that I demonstration so that I

(How) (How)
can better apply this in can better apply this in

(Why) (Why)
real life. real life.
I. Evaluating learning TASK 6. EXPLAIN TO TASK 5. SUPPLY TO
CLAIM CLAIM
Read and study the
sentences that follow. Supply the correct prefix
The underlined word in of the given root words.
each sentence contains Choose from the pool of
a prefix and a root word. prefixes below:
Select the meaning of
each underlined word by
writing the letter of the Omni- ir-
correct answer on your
Mis- dis-
paper. Adjacent to your
letter answer, explain en- pre-
why did you choose your
answer by conducting
structural analysis. 1. ________APPROVE
(opposite of approve)
Example:
2. _____UNDERSTOOD
a. It is impossible for the
(wrongly understood; to
Viracnons to lose hope
interpret incorrectly)
amidst challenges.
a. likely 3. _____RESPONSIBLE
b. viable (not responsible or
c. very difficult lacking sense of
d. feasible responsibility)
Answer: C –
43
“impossible”= im (means 4. _____COURAGE
not) + possible ; not (to inspire with courage)
possible is synonymous
to very difficult.
5. _____POTENT
1. God is omnipotent
that He created the (all-powerful; having
heavens and the earth complete or unlimited
and the fullness thereof. power)
a. weak
b. limited power (10 minutes)
c. infinite power
Answer: C – omni- (all)

+ potent (power)
2. Paul encourages
everyone to keep a good
fight of faith especially
during times of trials.
a. strengthens
b. weakens
c. saddens
Answer: A – en ( to put
into) + courage
3. Irresponsible youths
will reap whatever they
sowed in their lives.
a. very careful
b. lacks concern
c. mindful
Answer: B – ir (not) +
responsible (shows
concern)
For numbers 4-5,
Supply the correct prefix

of the given root words
below:
4. _______approve
(opposite of approve)
5. _______ understand
(to fail to understand)
(10 minutes)
44
J. Additional activities Give the meaning of the Give the meaning of the
for application or following words by following words by
remediation identifying the prefix and identifying the prefix and
the root word. the root word.
1. malnourished 1. malnourished
2. antibiotic 2. antibiotic
3. ultramicroscopic 3. ultramicroscopic
4. hypersensitive 4. hypersensitive
5. interdisciplinary 5. interdisciplinary
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
Why did this work?

encounter which my
supervisor
/principal/department head
help me solve?
teachers?.
45
Grade 8
I. OBJECTIVES
A. Content The learner demonstrates understanding of:
Standards Southeast Asian literature as mirror to a shared
signals for opinion- making, persuasion, and
emphasis.
emphasis, and appropriate prosodic features, stance,
and behavior.
C. Learning EN8SS-IIIa-1.10: Organizing information about a
Competencies/Obj chosen subject using a graphic organizer
ectives EN8G-IIIa-3.6: Using modals appropriately
(Write the LC code
for each)
II. CONTENT GRAPHIC ORGANIZERS
MODALS *Modals of Ability
III. LEARNING
RESOURCES
A. References
Pages
Pages
3. Textbook Pages
from the LR Portal
B. Other Learning https://www.edb.gov.hk/attachment/en/curriculum-
Resources development/kla/pshe/references-and-
resources/economics/use_of_graphic_organizers.pdf
https://www.enchantedlearning.com/graphicorganizer
s/
https://www.myenglishpages.com/site_php_files/gram
mar-lesson-modals.php
https://www.myenglishpages.com/site_php_files/gram
mar-lesson-modals.php
https://www.bellenglish.com/news/story-modal-verbs
46
Average
IV. PROCEDURE Advanced Learners
Learners
A. Reviewing the TASK 1. PREFIX CUBE
previous lesson or
presenting the new Review the previous topic about the prefixes.
lesson
The teacher will prepare a large cube with prefixes
written on the 6 faces.
The teacher will ask for volunteers who will roll the
large cube/dice and as it stops rolling, the assigned
student should give an example of word beginning
with the prefix shown in the Prefix Cube. If he/she
gave a correct answer, he/she has the chance to pass
the cube to his/her classmates.
RE-
1. re- 4. im-
2. mis- 5. un-
3. multi- 6. dis-
(3 minutes)
Cube Pattern

purpose for the
lesson Task 2. RANK GAME! Task 2. RANK GAME!
47
Are you familiar with the Are you familiar with the
trending video game trending video game
“Mobile Legends?” “Mobile Legends?”
particularly about the particularly about the
ranking it has? ranking it has?
If so, complete the If so, complete the

Inverted Pyramid of Ranks Inverted Pyramid of
in the Mobile Legends Ranks in the Mobile
below. Legends below.
Inverted Pyramid of Inverted Pyramid of

Ranks in the Mobile Ranks in the Mobile
Legends Legends
MYTHIC
MYTHIC
EPIC
MASTER
Elite Warrior
Elite Warrior Epic Master
Epic Master Legend Mythic
Legend Mythic Grand Master
Grand Master
Answer:
Answer:
MYTHIC
MYTHIC LEGEND
LEGEND EPIC
EPIC GRAND
MASTER
GRAND MASTER
MASTER
MASTER ELITE
WAR
RIO
ELITE R
WAR
RIO
R
(3 minutes)
(3 minutes)
C. Presenting (The teacher explains to (The teacher explains to
examples/instances the students that the the students that the
of the new lesson inverted pyramid that they inverted pyramid that
48
have just completed is an they have just
example of a graphic completed is an
organizer.) example of a graphic
organizer.)
(The teacher leads the
students to the discussion (The teacher leads the
of graphic organizers.) students to the
discussion of graphic
So what are graphic organizers.)
organizers?
So what are graphic
organizers?
D. Discussing new (The teacher discusses about the graphic organizers

concepts and and some of its examples.)
#1 Graphic organizers are visual representation of
knowledge that structures information by arranging
important aspects of a concept or topic into a pattern
using labels (Bromley, DeVitis & Modlo, 1999). Their
main function is to help present information in concise
ways that highlight the organization and relationships
of concepts.
Reasons for Using Graphic Organizers
1. Tools for critical and creative thinking

2. Tools for organizing information
3. Tools for understanding information and
relationships
4. Tools for depicting knowledge and understanding
5. Tools for self-learning
TYPES OF GRAPHIC ORGANIZERS
1. Star, Webbing, Cluster diagrams are a type

of graphic organizer that condense and organize data
about multiple traits, fact, or attributes associated a
single topic. Star diagrams are useful for basic
brainstorming about a topic or simply listing all the
major traits related to a theme.
For example, a star diagram can be used to create a

graphic display describing all you know
about dinosaurs (when they lived, what kinds there
were, how big they were, what they ate, where fossils
have been found, etc.) or a graphic display of
methods that help your study skills (like taking notes,
reading, doing homework, memorizing, etc.).
49
Another use is a story star, a star diagram used to
describe the key points of a story or event, noting the
5 W's: who, when,
where, what, and why.
Source:
https://www.enchantedlea
rning.com/graphicorganiz
ers/
2. Venn Diagram
This organizer can be used to help students develop

skill in comparing and contrasting similar and/or
different information. A Venn diagram may consist of
two or more circles. Venn diagrams can also be used
to compare and contrast the characteristics of any
other items, like groups of people, individual people,
books, characters, animals, etc.
Example:
Free Goods and Economic Goods
Source: https://www.edb.gov.hk/attachment/en/curriculum-
development/kla/pshe/references-and-
50
3. Tree Diagrams are a type of graphic organizer that
shows how items are related to one another. The
tree's trunk represents the main topic, and the
branches represent relevant facts, factors, influences,
traits, people, or outcomes.
Tree diagrams can be used to sort items or classify
them. A family tree is an example of a tree diagram
Tree diagrams are also used as visual in statistics to
document the outcomes of probabilistic events (like
tossing a coin).
4. Cause and Effect Diagrams, also called sequence

of events diagrams, are a type of graphic
organizer that describe how events affect one another
in a process.
51
(8 minutes)
TASK 3. LET’S TRY THIS!
GROUP ACTIVITY
(The teacher gives various tasks to each group.)
Note:
*For advanced learners, let the students decide on
what particular graphic organizer to use in their tasks.
*For average learners, guide the students on what
appropriate organizer to use in the text or task they
have.
Group 1: (Venn Diagram)

Compare and contrast the attributes of
Singapore and Philippines in terms of people, culture,
places, beliefs and behavior.
Group 2: (Tree Diagram)

Organize the information below by using the
appropriate graphic organizer.
Types of Production
Production is the process by which resources
are transformed to satisfy human wants. Primary
production refers to activities that directly utilize
natural resources in the process of production.
Fishing and mining are typical examples. Secondary
production refers to production activities that turn raw
materials into goods for future production or final
consumption. Manufacturing and construction
industries are typical examples. Tertiary production
refers to the provision of services. Financial services
and social services are typical examples.
52
Group 3. (Cluster Diagram)

Complete the Cluster Diagram below by the
things that one should do in overcoming challenges in
life. Start your sentences with the phrase in each
circle.
I could...
I have I
to... would...
To
overcome
challenges
in life...
I can... I must...
I
should...
To overcome challenges in life…

I have to ______________________________.
I can _______________________________.
I should ____________________________.
I must ______________________________.
I would _____________________________.
I could ______________________________.
(The teacher tells the students that they will be given

5 minutes to prepare and 3 minutes to present their
work.)
(After checking the answers of the students, the

teacher will lead the discussion about Modals.)
(The teacher uses the output of Group 3. Choose 3

statements and underline the modals present in each.
Then, ask the students about the function of the
underlined word.)
(15 minutes )
53
E. Discussing new The teacher asks the students: What are Modals?
concepts and
practicing new skills (The teacher elicits responses from the students and
#2 afterwards, discusses about Modals.)
Modals (also called modal verbs, modal auxiliary

verbs, modal auxiliaries) are special verbs which
behave irregularly in English. They are different from
normal verbs like "work, play, visit..." They give
additional information about the function of the main
verb that follows it. They have a great variety
of communicative functions.
Here are some characteristics of modal verbs:
 They never change their form. You can't add "s",

"ed", "ing"...
 They are always followed by an infinitive without
"to" (e.i. the bare infinitive.)
 They are used to indicate modality allow
speakers to express certainty, possibility,
willingness, obligation, necessity, ability
List of Modal Verbs

Here is a list of modal verbs:
can, could, may, might, will, would, shall, should, must
The verbs or expressions dare, ought to, had

better, and need not behave like modal auxiliaries to
a large extent and may be added to the above list
Use of Modal Verbs:

Modal verbs are used to express functions such as:
1. Ability
2. Permission
3. possibility
4. Obligation
5. Prohibition
6. Lack of necessity
7. Advice
8. Probability
Source: https://www.myenglishpages.com/site_php_files/grammar-lesson-
modals.php
54
(The teacher clarifies to the students that today’s
coverage of lesson will only be about the modals of
ability. Furthermore, let the students give their own
examples on each modal.)
Examples of modal verbs which expresses ability:
Can, Could, Be Able To
Can, could and be able to are used to express a

variety of ideas in English:
Ability/Lack of Ability
Present and Future:

can/can’t + base form of the verb
1.
2. Tom can write poetry very well.
3. I can help you with that next week.
4. Lisa can’t speak French.
5.
am / is / are / will be + able to + base form of the verb
am not/ isn’t / aren’t/ won’t be + able to + base form of
the verb
1.
2. Mike is able to solve complicated math equations
3. The support team will be able to help you in about
ten minutes.
4. I won’t be able to visit you next summer.
Past:
Could / couldn’t + base form of the verb

1. When I was a child I could climb trees.
was / were + able to + base form of the verb

wasn’t / weren’t + able to + base form of the verb
hasn’t / haven’t + been able to + base form of the verb
55
1. I wasn’t able to visit her in the hospital.
2. He hasn’t been able to get in touch with the client
yet.
Note: Can and could do not take an infinitive (to verb)

and do not take the future auxiliary will.

 Incorrect: I can to help you this afternoon.
 Correct: I can help you this afternoon.
 Correct: I will (I’ll) be able to help you this afternoon.
Source:https://www.myenglishpages.com/site_php_files/grammar-
lesson-modals.php
TASK 4. YES, I CAN!
Fill in the correct form of can, could or be able to as

in the examples.
1. Ben could not help his little brother with his

homework yesterday.
2. Can I call you later tonight?
1. _______ Tony run long distances when he was a

boy?
2. ______ you please call a tow truck for me? My car
broke down. (polite)
3. ______ you teach me how to fix my computer?
You’re so good at it.
4. ______ you ______ reach the customer if you call
him at 4:00 his time?
Answers:
1. Could
2. Could
3. Can
4. Will/be able to
(10 minutes )
F. Developing
mastery (Leads to TASK 5. KNOW AND DRAW
Formative
Assessment 3) For advanced learners: Let the students do this by
pair.
For average learners: Group the students with (5)
56
members each.
Identify the modals shown in the text and present it

using an appropriate graphic organizer.
Regrets
As we get older and when we think about our
past we sometimes ponder the things that we should
have done. And we also may regret those things we
did badly and the mistakes we made. In reality, we
can always learn from our mistakes and hope to never
make them again. For example, if I failed a test
because of a lack of study, the next test I will hope to
pass because of hard work. Remember too that some
regrets are not based in reality and we may waste
time thinking that they are. Would I have really not
have been involved in a car crash if I had been driving
more slowly? After all, the other driver ought to have
been concentrating and not playing with their radio.
We have to be honest with ourselves and live in the
now. The only things we can control are the things
happening now, in this moment.
Source: https://www.bellenglish.com/news/story-modal-
verbs
Answer:
may
will would
Modals
ought present in
the text may
to titled
"Regrets"
have
to should
can
57
(The teacher may ask for volunteers (a pair for
advanced learners and a group for average learners
only to maximize time) to present their answers.
(5 minutes)
G. Finding practical If we are going to relate our If we are going to relate
application of topics, Graphic organizers our topics, Graphic
concepts and skills and Modals, in life, what organizers and Modals,
in daily living lessons or ideas can we in life, what lessons or
get? ideas can we get?
Possible answers: Possible answers:
*Life is like building *Life is like building

connections and creating connections and
relationships. creating relationships.
*In our daily conversations, *In our daily

we tend to make conversations, we tend
connections and to make connections
relationships with not just and relationships with
with persons but also with not just with persons
the words and ideas but also with the words
around, like of using modals and ideas around, like
and graphic organizer. of using modals and
graphic organizer.
(3 minutes)
Follow-up question:
Is it necessary to make
connections and build
relationships with one
another? Why?
(3 minutes)
H. Making TASK 6. SING ALONG TASK 6. SING ALONG
generalizations of (The teacher will let the (The teacher will let the
concepts and skills students give a students give a
in daily living generalization of the lesson generalization of the
by completing the following lesson by completing
statements. the following
statements.
To determine who will
complete the statements, To determine who will
the teacher may lead the complete the
song “What’s your statements, the teacher
Learning?” to the tune of may lead the song
“Are you Sleeping (Brother “What’s your
John).” While everybody is Learning?” to the tune
singing the song, the of “Are you Sleeping
teacher passes an (Brother John).” While
58
improvised microphone everybody is singing
then let the students pass it the song, the teacher
to one another. When the passes an improvised
song is finished, the one microphone then let the
who is holding the students pass it to one
improvised microphone will another. When the
complete the first song is finished, the
statement. one who is holding the
improvised microphone
After the first student will complete the first
shared his/her learning, statement.
everybody will sing again
the song until the last two After the first student
statements are completed.) shared his/her learning,
everybody will sing
“What’s your learning? again the song until the
(2x) last two statements are
Jessica (name of completed.)
classmate) (2x)
Would you like to share “What’s your
it? (2x) learning? (2x)
That’s so good! (2x) Jessica (name of
classmate) (2x)
I learned _____________. Would you like to
I realized _____________. share it? (2x)
I expect ______________. That’s so good! (2x)
(3 minutes) I learned
_____________.
I realized
_____________.
I expect
______________.
(3 minutes)
I. Evaluating learning TASK 7. I OVERCOME! TASK 6. I
OVERCOME!
A. Using an appropriate
graphic organizer, organize A. Using a Cluster
information/ideas about Diagram or a Web,
“How to Become a organize
Responsible Student.” information/ideas about
“How to Become a
B. From your graphic Responsible Student.”
organizer, write a paragraph
about the things that you B. From your graphic
should do in order to organizer, write a
become a responsible paragraph about the
student things that you should
59
Use modals in your do in order to become
sentences. a responsible student
Use modals in your
(10 minutes) sentences.
(10 minutes)
J. Additional Look for other examples of Look for other
activities for Modals and identify each examples of Modals
application or function. and identify each
remediation function.
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
strategies worked
well? Why did this
work?

encounter which my
supervisor/principal/de
partment head help
me solve?
localized materials did
I use/discover which I
wish to share with
other teachers?.
60
Grade 8
I. OBJECTIVES
Standards literature as a mirror to a shared heritage; coping strategies
in processing textual information; strategies in examining
features of a listening and viewing material; structural
analysis of words and propaganda techniques; and
grammatical signals for opinion-making, persuasion and
emphasis.
B. Performance The learner transfers learning by composing and delivering

Standards a persuasive speech based on an informative essay
featuring use propaganda acknowledged information
sources, grammatical signals for opinion-making,
persuasion, and emphasis, and appropriate prosodic
features, stance and behavior.
C. Learning
Competencies/ EN8LT-IIIb-
Objectives 11.1: Identifying the distinguishing features of notable
(Write the LC poems, short stories and drama contributed by
code for each) Southeast Asian writers.
EN8VC-IIIb-3.4/4.4/5.4:
Determining the target audience of a material viewed.
II.CONTENT Father and Son
( Vietnamese Drama trailer)
III.LEARNING
RESOURCES
References
Pages
2. Learner’s
Materials Pages
3. Textbook Pages
4. Additional
Materials from
the LR Portal
5. Other https://www.youtube.com/watch?v=bVUgczxkofQ
Learning https://www.bing.com/videos/search?q=features+of+drama
Resources &&view=detail&mid=C7725F68139E3F30F25A&&FORM=V
RDGAR
61
IV.PROCEDURE Advanced Learners Average Learners
A. Reviewing
the previous Unlocking of Difficulties Unlocking of Difficulties
lesson or Task 1. Word Puzzle Task 1. Word Puzzle
presenting the
new lesson The teacher asks the The teacher asks the
students to arrange the students to arrange the
jumbled letters to get the Jumbled letter to get the
correct meaning of the correct meaning of the word
word.
‘ 1. She son’s death was a
1. Her son’s death was a
terrible Terrible
DYGETAR DYGETAR
Answer. Tragedy 2. He is the only
2. He is the only VORVISUR
VORVISUR in that tragedy.
3. He is the only
In that tragedy.
MESENAVIET
Answer: Survivor
Left in the war.
3. He is the only
4. He is the
MM
ESE SEENN A
A V II EETT
left in the war. ERTHAF

of three small children.
Answer: vietnamese
5. He is the
4. He is the
ONS
ERHTFA
ERHTFA
of the lawyer and a doctor.
of three small children.
Answer: Father
5. He is the
ONS
of a lawyer and a doctor.

Answer: Son
62
B. Establishing Motivation Motivation
a purpose for The teacher shows a The teacher shows a picture
the lesson picture of a father and Son of a father and son to the
to the class and let them class and let them say
say something about the something about the picture.
picture. (The teacher will provide the
(The teacher will provide picture)
the picture)
1. What can you say about
1. What can you say about the relationship of the father
the relationship of the father to his son?
to his son?
C. Presenting Motive Question Motive Question

examples/insta
nces of the How did the characters How did the characters
new lesson face challenges in their face challenges in their
relationship? relationship?
Before playing the video, Before playing the video, the

the teacher show teacher show screenshots
screenshot images from images from one of the
one of the scenes in the scenes in the video. Let the
video. Let the students students predict the gist of
predict the gist of the story the story based on the
based on the pictures. pictures.
During Viewing/Listening During viewing/ Listening

Activity Activity
Let the students watch the

short video clip about a Let the students watch the
Vietnamese drama. Tell short video clip about a
them to observe the images Vietnamese drama. Tell
used in the video and focus them to observe the images
on its message. used in the video and focus
on its message.
(The teacher plays the
video clip “FATHER AND (The teacher plays the video
SON’ (5 MINUTES) clip of Father and Son (5
https://www.youtube.com/w minutes)
atch?v=bVUgczxkofQ https://www.youtube.com/wat
ch?v=bVUgczxkofQ
63
D. Discussing
new concepts Post-Viewing/Listening Post-Viewing/Listening
and practicing Activities Activities
new skills #1
Comprehension Comprehension
Questions: Questions:
Task 2A: THE WAY I Task 2A: THE WAY I
UNDERSTAND UNDERSTAND
1. Did you find the story 1. Did you find the story
interesting? Why? interesting? Why?
2. What can you say about 2. What can you say about
the relationship of the father the relationship of the father
and his son? and child?
3. How many children did 3. How many children did the

the father have? father have?
4. Why did the characters 4. Why did the characters

suffer in life? suffer in life?
5. How did the father 5. How did the father survive

survive in life? in life?
E. Discussing The teacher will give the The teacher will give the
new concepts students the features of students the features of
and practicing drama. drama.
new skills #2
Drama/play- is a story that is Drama/play- is a story that is
meant to be acted out on meant to be acted out on
stage in front of an stage in front of an audience.
audience.
Features of Drama
Features of Drama
1. Cast of Characters-the
1 .Cast of characters- the actors in a drama or play
actors in a drama or play
2. Setting-When and Where
the story takes place.
2. Setting- When and where 3.Dialogue- The lines that
the story takes place the actors speak
4. Stage directions-the
3. Dialogue- The lines that instructions that tell the
the actors speak. actors what to do on stage.
5. Acts and scenes
4. Stage directions- the Acts-Divide the play into
instructions that tell the smaller parts like chapters in
actors what to do on stage. a book
64
Scenes-divide the acts
5. Acts and scenes- each time the setting
changes
Acts-Divide the play into (10 minutes)
smaller parts like chapters
in a book
Scenes-divide the acts

each time the setting
changes
(10 MINUTES)
F. Developing The teacher ask the The teacher ask the

mastery (Leads students to recall the students to recall the
to Formative drama they have just drama they have just
Assessment 3) viewed and let them answer viewed and let them
the following questions to answer the following
identify the different questions to identify the
features of drama. different features of drama.
1. Who are the characters 1. Who are the characters

in the drama? in the drama?
2. Where is the setting of 2. Where is the setting of

the story? the story?
3. Quote a line from the 3. Quote a line from the

characters that you like characters that you like
most. most.
4. How did the actors and 4. How did the actors and
actresses act their roles actresses act their roles in
in the drama? the drama?
5. Did you like the drama? 5. Did you like the drama?
Why? Why?
How can you be a good How can you be a good

son/daughter to your son/daughter to your
parents? parents?
H. Making What have you learned What have you learned from
generalizations of from the drama that you the drama that you just
concepts and skills just viewed? viewed?
in daily living
I. Evaluating TASK: GROUP CHALLENGE TASK : GROUP CHALLENGE
learning
The teacher asks the The teacher asks the
students to role play their students to role play their
65
favorite scenes taken from favorite scenes taken from
the movie they have viewed the movie they have viewed
at home and tell the target at home and tell the target
audience of the movie. (20 audience of the movie. (20
minutes) minutes)
J. Additional View another movie at View another movie at home
activities for home and identify the and identify the theme or the
application or theme or the lesson learned lesson learned from the
remediation from the movie. movie.
V. REMARKS
VI. REFLECTION
A. No. of Learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
activities for
remediation
C. Did the remedial
lesson/s work?
No. of learners
who have caught
up with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did this
work?
F. What difficulties
did I encounter
which my
supervisor/princip
al/department
head help me
solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
66
Grade 8
I. OBJECTIVES
Southeast Asian as mirror to a shared heritage;
coping strategies in processing textual information;
strategies in examining features of a listening and
viewing material; structural analysis of words and
propaganda techniques; and grammatical signals for
opinion-making, persuasion, and emphasis.
Standards delivering a persuasive speech base on an
informative essay featuring use of propaganda,
acknowledge information sources, grammatical
emphasis and appropriate prosodic features, stance
and behavior.
C. Learning EN8LT-IIIb-11:
Competencies/Obj Identifying the notable literary genres contributed by
ectives Southeast Asian writer.
(Write the LC code EN8LC-IIIb-82
for each) Judging the relevance and worth of ideas presented
in the text.
II. CONTENT
III. LEARNING
RESOURCES
References
1. Teacher’s Guide -
Pages
Pages
3. Textbook Pages -
4. Additional -
Materials from the
LR Portal
5. Other Learning https://www.youtube.com/watch?v=rH14thFbB k
Resources
A. Reviewing the Pre-Listening Activity Pre-Listening Activity
previous lesson or
presenting the new
Unlocking of Difficulties Unlocking of
lesson
Difficulties
Task 1. GUESS What?
Let the students arrange Task 1. CONNECT
67
the jumbled letters to Let the students
arrive at the correct connect Column A to
answer. Column B.
1. TERSNGGA Column A
A member of a group of 1.Gangster
violent criminals 2. war
3. liberation
4. dynamics
2. AWR 5. survivor
- a state of fighting 6.trauma
between countries.
7.refugee
3. ERATIONLIB Column B
The removal of a. a person who
traditional, social or continue to function or
sexual rules, attitudes prosper after the death
etc. of someone
4. MICSNADY b. a pattern or process
A pattern or process of of change, growth or
change, growth or activity.
activity. c. the removal of
traditional, social or
5. VORVISUR sexual rules, attitudes
etc.
d. a state of fighting
A person who continue
between countries
to function or prosper
after the death of e. a member of group of
someone. violent criminals.
6. UMATRA f.an emotional upset
g. someone who has
been forced to leave a
An emotional upset country because of war
7. GEEFURE
Answers:
Someone who has been 1.e
forced to leave a
2.d
country because of war
3.c
4.b
5.a
6.f
7.g
68
B. Establishing a Motivation Motivation
purpose for the The teacher will present The teacher will present
lesson a picture of a child a picture of a child
surviving in a war and surviving in a war.
let the student tell
something about the
picture.
How do you think the How do you think the

character survive in character survive in
challenges of her life? challenges of her life?
C. Presenting Motive Question Motive Question

examples/instances
of the new lesson What did the character What did the character
do to overcome do overcome
challenges in her life? challenges in her life?
During Listening Activity During Listening

Activity
The teacher tells the class
that they will be Watching The teacher tells the
the excerpt of the novel” class that they will be
The Gangster We Are All listening to the story:
Looking Story :” Before The Gangster that we
the viewing activity, inform are all looking for”
the students of their task Before the listening
to listen carefully and jot activity, inform the
important notes about students of their task to
Vietnamese culture. listen carefully and jot
down important notes
about vietnamese
culture.
D. Discussing new Post-Listening Activities Post-Listening

concepts and Activities
practicing new skills Comprehension
#1 Questions Comprehension
Task 2A: Grasping the Story Questions
Task 2: Grasping the
1.What did the character Story
do to overcome 1.What did the
challenges in her life? character do to
2. Where did the story overcome challenges
happen? in her life?
3. What was the narrator 2. Where did the story

trying to tell us? takes place?
69
3. What was the
4. Who is the author of the narrator trying to tell us?
story?
4.. Who is the author of
5. What are the themes of the story?
the story?
5. What are the themes
6. How did the character of the story?
face the challenges in her
life? 6. How did the
7. If you were the character face the
character would you do challenges in her life?
the same? Why? Why
not? 7. If you were the
character would you do
the same? Why? Why
not?
E. Discussing new Group Task Group Task1

concepts and Task 3. Child needs advise Task 3: Child needs
practicing new skills advise
#2 YOUR advice
1. Your Advice
2.
3. 1.
4. 2.
5. 3.
4.
5.
F. Developing Individual Task Individual Task
mastery (Leads to Task 3.2 Task 3.2
Formative INTERSECTION INTERSECTION
Assessment 3)
Recall the previous Recall the previous
selection discussed, selection discussed,
FATHER AND SON and FATHER AND SON and
THE GANGSTER WE THE GANGSTER WE
ARE ALL LOOKING FOR. ARE ALL LOOKING
What can you say about FOR. What you say
the two selections? about the two
selections?
G. Finding practical Share to the class a text Share to the class a text
application of about Vietnamese Culture about Vietnamese
concepts and skills in and tradition. Culture and tradition.
daily living
70
Task 4. Culture Connection Task 4. Culture
Ask the students if the Connection
culture and practices Ask the students if the
among Vietnamese culture and practices
families are different from among Vietnamese
or the same with those of families are different
Filipinos. Ask them how from or the same with
these Filipino cultures and those of Filipinos. Ask
practices guide their daily them how these Filipino
living. cultures and practices
guide their daily living.
H. Making Did our lesson about Did our lesson about
generalizations of Father and Son and The Father and Son and
concepts and skills in Gangster we are all The Gangster we are all
daily living looking for teach you looking for teach you
something? What have something? What have
you realized after viewing you realized after
the story? viewing the story?
I. Evaluating learning The students will compare The students will

and contrast the two compare and contrast
reading selections. the two reading
selections.
J. Additional activities In 3 paragraphs, write a In 3 paragraphs, write a

for application or personal reflection about personal reflection
remediation the two story. about the two story.
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
caught up with the
lesson
71
continue to require
remediation
Why did this work?

encounter which my
supervisor/principal/de
partment head help me
solve?
wish to share with
other teachers?.
72
Grade 8
I. OBJECTIVES
information, strategies in examining features of a
signal for opinion-making, persuasion, and
emphasis.
informative essay featuring use of proper
signals for opinion-making persuasion and emphasis
and appropriate prosodic features of stance and
behaviour.
C. Learning EN8RC-IIIb-12.1: Recognizing propaganda
Competencies/Obj techniques used in a given text. (Repetition, Transfer
ectives and emotional words
(Write the LC code EN8G-IIIb-3.6:Using Modals (asking
for each) permission)appropriately
EN8RC-IIIB-10
Sharing ideas using opinion-marking signal (I
believe)
II. CONTENT Propaganda Strategies
Modals(asking permission)
Opinion-marking signal I believe
III. LEARNING
RESOURCES
References
Pages
2. Learner’s Materials -
Pages
3. Textbook Pages English Expressways for Second Year pp173-174
4. Additional Materials -
from the LR Portal
5. Other Learning https://www.youtube.com/watch?v=BR-brmp1UP4
Resources https://www.youtube.com/watch?v=AtotMyDSXK4
https://www.tube.com/watch?v=h1B6fe1mZ8k
https://www.youtube.com/watch?v=wNPe84ojfvA
73
A. Reviewing the Review the previous Review the previous
previous lesson or lesson. lesson.
presenting the new
lesson
B. Establishing a TASK 1. COMMERCIAL Task 1. COMMERCIAL
purpose for the lesson (3 minutes) (3 minutes)
Present the commercial Present the commercial
to the class. to the class.
(let students watch the (Let students watch the

video clip) video clip)
1. What is the 1. What is the

commercial all about? commercial all about?
2. What specific details

helped you to 2. What specific details
understand the helped you to understand
commercial? the commercial?
Lead the students to the Lead the students to the

idea that there are many idea that there are many
propaganda strategies. propaganda strategies.
C. Presenting Discuss the use of Discuss the use of

examples/instances of propaganda devices, propaganda devices,
the new lesson strategies and strategies and
differences of each. differences of each.
Have a review of the first Have a review of the first

four propaganda four propaganda
techniques. (2 minutes ) techniques. ( 2 minutes.)
1. Exaggerated Claims- 1. Exaggerated Claims-

to make a thing seem to make a thing seem
larger or more than it larger or more than it
really is really is
2. Glittering generalities- 2. Glittering generalities-

to use words that reveal to use words that reveal
the writers opinion and the writers opinion and
tend to make the listener tend to make the listener
feel good without feel good without
understanding why understanding why
74
3. Bandwagon appeal- to
urge others to join a 3. Bandwagon Appeal- to
group before it is too urge others to join a
late. To Avoid left out, group before it is too late.
the listener is urged to To avoid left out, the
take a specific action. listener is urged to take
specific action
4. Glad Names- to use
only pleasant words. 4. Glad Names- to use
only pleasant words.
D. Discussing new Guided Practice Guided Practice
concepts and (15 minutes) (15 MINUTES)
practicing new skills Provide the class about Provide the class
#1 the different propaganda The different propaganda
techniques. techniques.
1. REPETITION- is 1. REPETITION- is
used in advertising as a used in advertising as a
way to keep a brand or way to keep a brand or
product in the forefront of product in the forefront of
consumer’s mind. It can consumer’s
build brand familiarity, Mind. It can build brand
but it can also lead to familiarity, but it can also
consumer fatigue, where lead to consumer fatigue,
consumers become so Where consumers be
tired of an ad that they Come so tired of an ad
tune out or actively avoid That they tune out or
the product. actively avoid the
product.
Let the students watch
the video clip Let the students watch
the video clip
2. TRANSFER- is a
technique used in 2. TRANSFER- is a
propaganda and technique used in
advertising. Also known propaganda and
as association, this is a advertising. Also known
technique of projecting as association, this is a
positive or negative tech-
qualities of a person, nique of projecting
entity , object, or value to positive or negative
one another in order to qualities of a person,
make the second more entity
acceptable or to discredit object or value to one
it. It evokes an emotional another in order to make
response which the second more accept-
stimulates the target to able or to discredit it. It
identify with recognized evokes an emotional
authorities. response which
75
stimulates
the target to identify with
recognized authorities.
3. Emotional Words-
are a way of advertising 3. Emotional words-
and a technique used in are a way of advertising
propaganda. By using and a technique used in
emotional words, propaganda. By using
advertisers and emotional words, adverti
propagandists can bring sers and propagandists
across positive feelings can bring across posi
about their product to tive feelings about their
consumers. Words such product to consumers.
as these bring out the Words such as these
positive emotions and bring out the positive
feelings in people emotions and feelings
without needing to In people without need-
include the facts. ing to include the facts.
(let the students watch

the video clip)
E. Discussing new The teacher will discuss The teacher will discuss
concepts and the modals on asking the modals on asking
practicing new skills permission permission
#2
MODAL AUXILIARIES- MODAL AUXILIARIES-
are special type of are special type of
helping verbs. They are helping verbs. They are
joined with the simple joined with the simple
form of the verb. form of the verb.
May- it expresses May- it expresses

permission(more formal permission (more formal
and polite than can) and polite than can)
Example. Example.
May I leave the children May I leave the children
with you? with you?
May I leave my luggage
with you? Might- it expresses
permission(most formal
Might-it expresses and polite)
permissi0n (most formal
and polite) Example.
Example. Might I request the copy
of the document?
Might I request the copy
of the document?
76
F. Developing Group Task Group Task
mastery (Leads to Task 5. The Endorser Task 5. The Endorser
Formative
Assessment 3) Divide the class into Divide the class into
three groups. Each three groups. Each group
group will be given an will be given an
advertisement which advertisement which they
they will be used in their will be used in their
performance. A performance. A
representative from each representative from each
group will discuss the group will discuss the
strategy used in their strategy used in their
advertisement. advertisement
Assign propaganda Assign propaganda

strategy per group: strategy per group:
Group 1 – (repetition) Group 1 –( repetition)

Group 2.- (transfer) Group2- (transfer)
Group 3- (emotional Group 3- (emotional
words words)
application of How does advertisement How does advertisement
concepts and skills in help you in your daily help you in your daily
daily living life? life?
Give examples of Give examples of

situation where you situations where you
apply advertisement in apply advertisement in
your life. Use the opinion your life .Use the opinion
marking signal I believe marking signal I Believe
in your statement in your statement.
H. Making (3 minutes) (3 minutes)

generalizations of 1. How did you connect 1. How did you connect
concepts and skills in the use of advertisement the use of advertisement
daily living in your daily life? in your daily life?
2. What are the factors 2. What are the factors

that you consider in that you consider in
choosing propaganda choosing propaganda
technique? technique?
3. When do we use
modal may? How about 3. When do we use
might? modal may? How about
might?
77
I. Evaluating learning
Identify the propaganda Identify the propaganda
techniques used in the techniques used in the
following advertisement. following advertisement.
1. More people are 1. More people are

eating exotic food. Be eating exotic food. Be
one of them. one of them.
2. The magazine shows 2. The magazine shows

smiling families sitting smiling families sitting
around tables with the around tables with the
best and most best and most
sumptuous dishes sumptuous dishes.
3. …tempts the viewers’
taste buds 3….tempts the viewers’
with exceptionally exotic taste buds with
delicacies from the exceptionally exotic
world’s most far-flung delicacies from the
locations. world’s most far-flung
locations.
4. The view here is so
exceptional that you can 4. The view here is so
see all of Oedo Island at exceptional that you can
a glance. see all of Oedo Island at
a glance
5. “let it snow, let it snow,
let it snow” and miles to
go before I sleep, and 5. “let it snow, let it snow,
miles to go before I let it snow” And miles to
sleep. go before I sleep, and
miles to go before I
Answer key sleep.
1.Bandwagon appeal
Answer key
2.Glad names
1. Bandwagon appeal
3.Glittering generalities
2.glad names
4.Exaggerated
Claims 3.glittering generalities
5. Repetition 4.Exaggereted Claims
5.Repetition
78
J. Additional activities Look for examples of Look for examples of
for application or propaganda/ propaganda/advertiseme
remediation advertisement in nt in newspaper or
newspaper/ magazine magazine and mount it
and mount it on bond on bond papers.
papers.
V. REMARKS
VI. REFLECTION
earned 80% on the
remediation
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
Why did this work?

encounter which my
solve?
teachers?.
79
Grade 8
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of: South
East Asian literature as mirror to a shared heritage;
coping strategies in processing textual information

informative essay featuring use of propaganda
emphasis, and appropriate prosodic features, stance
and behaviour.
C. Learning EN8V-IIIb 15,3:
Competencies/Obj Explain the meaning of a word through structural
ectives analysis (prefix, roots and suffix )
(Write the LC code
for each)
II. CONTENT EXPLAINING THE MEANING OF A WORD
THROUGH STRUCTURAL ANALYSIS ( prefix ,roots
and suffix)
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages English Expressways for Second year 5,22,23,26
from the LR Portal
5. Other Learning
Resources
A. Reviewing the
previous lesson or Review the previous Review the previous
presenting the new lesson. lesson.
lesson
The teacher presents the The teacher presents
new lesson about root the new lesson about
words. root words.
( 5 minutes) (5 minutes)
80
See attached file.1.1 See attached file 1.1
Building New words Building New words
Using Roots Using Roots
B. Establishing a TASK 1A. Identifying TASK1A. Identifying

purpose for the lesson roots Roots
Tell whether the affix
Tell whether the affix
used is a prefix or suffix.
used is a prefix or suffix.
1.geography 1. geography
2.imports 2. imports
3.exports 3.exports
4.internet 4.internet
5.transport
6.telephone 5.transport
7education 6. telephone
8.hopefully 7.education
9.happiness 8. hopefully
10.acceptable
9.happiness
Answers 10.acceptable
1.Graph Answers
2.ports
1.graph
3.ports
4.net 2.ports
5.port 3.ports
6.phone 4.net
7.educate
5.port
8.hope
9.happy 6.phone
10.accept 7.educate
8.hope
9.happy
10.accept
C. Presenting TASK2:Fix Me Please?!
examples/instances of (Group activity) TASK 2: Fix Me
the new lesson Form a new word by Please?!
adding a prefix/suffix to
each word below. Use the (Group Activity)
prefixes/suffixes from the Form a new word by
chart to build new words. adding a prefix/suffix
Then use each word to each word below.
correctly in the sentence. Use the prefixes/suffixes
Check with a dictionary if from the chart to build
necessary. Each group new words then use
will present their outputs each word correctly in
81
on the board.(20 minutes) the sentence.
Check with a dictionary
1. continental if necessary. Each group
will present their outputs
on the board.(20
2.market minutes)
3.scope 1. continental
4.poverty
2.market
5.meter
3.scope
6.dependent
4.poverty
7.accidental
5. meter
8.imaginary
6.dependent
9.excitement
7.accidental
10.division
8.imaginary
9. excitement
10. division
D. Discussing new Independent Practice Independent Practice
concepts and Task 2 Prefix or suffix? Task 2.Prefix or suffix?
#1 Let the students identify Let the students identify
whether the word added Whether the word added
is prefix or suffix then is prefix or suffix then
write the root word. write the root word.
1. combination 1. combination
2. alternation 2. alternation
3. misspell 3. misspell
4. recreation 4. recreation
5. transportation 5. transportation
6. preschool 6. preschool
7. projection 7. projection
82
8. international 8. international
9. education 9. education
10. antibiotic 10. antibiotic
Answer Answer
1. suffix, combine 1. suffix, combine
2. suffix, alternate 2. suffix, alternate

s
3. prefix ,spell 3. prefix, spell
4. prefix, suffix, create

4. prefix ,suffix, create
5. prefix, ation
5. prefix, ation
6. prefix, school
6. prefix, school
7. suffix ,project
7. suffix, project
8. prefix, national
8. prefix, national
9. suffix, ion 9. suffix, ion
10.prefix, biotic
10. prefix ,biotic
E. Discussing new
concepts and
#2
F. Developing Find one or two words Find one or two words

mastery (Leads to which contain each of the which contain each of
Formative roots listed below. After the roots listed below.
Assessment 3) each word write each After each word write
meaning. each meaning.
Geo, logos and bio Geo, logos and bio
G. Finding practical See how many words See how many words
application of you can build by adding a you can build by adding
concepts and skills in prefix , a suffix or both a prefix, a suffix or both
83
daily living
H. Making What is the difference Give the difference of
generalizations of between root, prefix and the ff. roots, prefix, suffix
concepts and skills in suffix?
daily living
I. Evaluating learning Find ten words which Find ten words which
contain suffix, after each contain suffix, after each
word, write the root word word, write the root word
and suffix. and suffix.
Example. Celebration- Example. Celebration-
Celebrate+tion Celebrate+tion
J. Additional activities Use the given (10 words) Use the given (10
for application or in a sentence. words) in a sentence.
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
Why did this work?
encounter which my
solve?
teachers?.
84
Grade 8
I. OBJECTIVES
Southeast Asian literature as a mirror to a shared
emphasis.

informative essay featuring use of propaganda
emphasis, and appropriate prosodic features, stance
and behavior.
C. Learning EN8OL-IIIb-5:
Competencies/Obje Observing the use of correct stress, pitch, and
ctives juncture when delivering a persuasive speech.
(Write the LC code EN8RC-IIIb-10
for each) Sharing ideas using opinion- marking signal(I
believe)
II. CONTENT Observing the use of correct stress, pitch and

juncture when delivering a persuasive speech.
Sharing ideas using opinion-marking signal (I

believe)
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages MOVING AHEAD IN ENGLISH III p282
from the LR Portal
5. Other Learning https://www.youtube.com/watch?v=cVxXUFIVUEI
Resources
85
A. Reviewing the
previous lesson or Have a recap of the Have a recap of the
presenting the new previous lesson. previous lesson.
lesson
Remind the students of Remind the students of
their pre-assigned task on their pre-assigned task
suffix. on suffix.
B. Establishing a The teacher presents a The teacher presents a

purpose for the lesson video of persuasive video of persuasive
speech. speech.
See attached video

See attached video
1. What can you say

1. What can you say about the video?
about the video?
2. What do you think is 2. What do you think is

the purpose of the the purpose of the
speaker in delivering the speaker in delivering the
speech? speech?
3. How did the speaker 3. How did the speaker

deliver his/her speech? deliver his/her speech?
The teacher reviews on The teacher reviews on

how to write a persuasive how to write a
speech. persuasive speech.
The teacher also remind
The teacher also remind
the students to select a
the students to select a
current topic that interest
current topic that interest
them.
them.
Here are some hints for Here are some hints for
their writing: their writing:
1. Write your opening and 1. Write your opening

concluding statements and concluding
which define your goal. statements which define
your goal
86
2. Begin with an atten 2. Begin with an
Tion - getting device-not attention-getting device
necessarily a joke. An un –not neces sarily a joke.
usual fact or a surprising An unusual fact or a
bit of news will bring the surprising bit of news will
audience to attention: bring the audience to
You can add a touch of attention: You can add a
humor where it is touch of humor where it
suitable. Tell a joke about is suitable.
yourself. Tell a joke about
yourself.
3. Use your own words. If
the subject is clear to 3. Use your own words.
you, you can express If the subject is clear to
yourself spontaneously. you,
You can express
4. Talk about people. yourself
Make your listeners Spontaneously.
visualize what you are
trying to impart. 4. Talk about people.
Make your listeners
visualize what you are
5. Use anecdotes, trying to impart.
examples, illustrations,
snatches of conversation,
Comparisons, contrasts 5. Use anecdotes,
and odd bits of examples, illustrations,
information. snatches of
conversation,
6. Remember your Comparisons, contrasts
audience. How can you and odd bits of
catch their interest? information
6. Remember your
audience. How can you
catch their interest?
C. Presenting
examples/instances of Independent Practice Independent Practice
the new lesson Task 1. Opinion? Task 1. Opinion?
The teacher presents The teacher presents

various examples of various examples of
sentences having opinion sentences having
marking signal I believe opinion marking signal
I believe.
87
1. I believe in the power 1. I believe in the
of prayer. power of prayer.
2. I believe she will make 2. I believe she will

it. make it.
3. I believe I can touch 3. I believe I can touch

the sky in my dreams. the sky in my dreams.
4. I believe being 4. I believe being

optimistic is the best optimistic is the best
attitude to achieve our attitude to achieve our
goals in life. goals in life.
5. I believe we can build a 5. I believe we can

better nation if we are build a better nation if
united. we are united.
The teacher ask the The teacher ask the

students to give their students to give their
opinion about the video opinion about the
Using the opinion video using the
marking signal I opinion marking signal
believe. I believe.
D. Discussing new The teacher further The teacher further

concepts and explains the importance explains the importance
practicing new skills #1 of opinion-marking signal of opinion-marking signal
E. Discussing new Task. PERSUASION

concepts and The teacher divide the Task. PERSUASION
practicing new skills #2 class into three groups
and assign each group to The teacher divide the
F. Developing mastery compose their own class into three groups
(Leads to Formative persuasive speech using and assign each group
Assessment 3) the propaganda to compose their own
strategies and opinion persuasive speech using
marking signal( I believe) the propaganda
strategies and opinion
marking signal( I believe)
application of concepts How important is How important is
and skills in daily living persuasion skill in your communication skill in
daily activities? your daily activities?
H. Making How do we deliver How do we deliver

generalizations of persuasive speech? persuasive speech?
concepts and skills in
daily living
88
I. Evaluating learning Task. PERSUASIVE Task. PERSUASIVE
SPEECH SPEECH
The students will present
their outputs by group The students will present
using the following guide. their outputs by group
using the following
1. Is the subject of guide.
speech of general interest
and sufficiently limited? 1. Is the subject of
speech of general
2. Is the purpose of interest and sufficiently
speech stated clearly? limited?
3. Do the opening 2. Is the purpose of

statements catch the speech stated clearly?
audience’s attention?
3. Do the opening
4. Does the rest of the statements catch the
speech sustain the audience’s attention?
attention of the audience?
4. Does the rest of the
5. Is the conclusion speech sustain the
strong and effective? attention of the
audience?
6. Is correct stress
observed in the speech? 5. Is the conclusion
How about pitch? strong and effective?
6. Is correct stress
observed in the speech?
How about pitch?
J. Additional activities State the message of the State the message of
for application or speech. To whom was it speech. To whom was it
remediation addressed? addressed?
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
89
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
Why did this work?

encounter which my
solve?
teachers?.
90
Grade 8
I. OBJECTIVES
A.Content The learner demonstrates understanding of how world
Standards literature serves as a way of expressing and resolving
one’s personal conflicts through using strategies in
linking, textual information, repairing or enhancing
communication, and crafting formal/informal word
definitions; the ethics and strategies of public speaking;
and using of emphasis markers in persuasive texts.

making , persuasion, and emphasis, and appropriate
C.Learning Explain how the elements specific to a genre contribute

Competencies/ to the theme of a particular literary selection
Objectives EN8LT-IIIc-2.2
Express appreciation for sensory images used.
EN8LT-IIIc-2.2.1:
II. CONTENT Elements of poetry

Sensory images
III. LEARNING RESOURCES
A. References
pages
2.Learner’s
Material pages
3.Textbook pages English Expressways Textbook for Second Year
Bermudez, Virginia F. Ed.D. et.al.
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Resources:
https://www.poetrysoup.com/poem/a_filipino_dream_-my_spirit_645256
https://renzpaz.blogspot.com/2010/11/ballad-of-a-mothers-heart-by-jose-
la.html?m=1
91
IV. PROCEDURE ADVANCED LEARNERS AVERAGE LEARNERS
A. Reviewing previous I. PRE-READING I. PRE-READING
lesson or presenting A.UNLOCKING OF A.UNLOCKING OF
the new lesson DIFFICULTIES DIFFICULTIES
Say: Today, we will meet a Say: Today, we will

character in one of the meet a character in one
poems of Filipino writer, of poem of Filipino
Jose La Villa Tiera . Before writer, Jose La Villa
reading, let us first do this Tiera . Before reading,
activity for better let us first do this activity
understanding of the for better understanding
poem. of the poem.
Divide the class into 5 Divide the class into 5

groups, then assign a groups, then assign a
rapporteur to write the rapporteur to write the
group’s answer on the group’s answer on the
manila paper. The group manila paper. / The
with the most number of teacher will provide a
correct answers after show board and the
three (3) minutes wins student will write
the game. group’s answer on the
board.
TEXTTWIST Unlock the The group with the
meaning of the unfamiliar most number of
terms in the poem by correct answers after
unscrambling/arranging the three (3) minutes wins
letters to form the word the game.
being used in the
sentence. TEXTTWIST Unlock the
meaning of the
1. ENDIMA- Maria, a unfamiliar terms in the
young girl from poem by
barangay Capilihan unscrambling/arranging
does not want to marry the letters to form the
the boy she does not word being used in the
love. (MAIDEN) sentence.
2. DLPEA- James
a. maiden b. ballad c.plead
emotionally asks Carla
to accept her wedding d.asleep e.youth f. shed
proposal. (PLEAD)
g.deeds h. persistent
3. HSIWERP- Marjorie
speaks softly as she i. whisper
tells her secret to
Carlito. (WHISPER) h
92
1. ENDIMA- Maria,
4. RPEISSNTTE –Joan a young girl from
rejected her suitor many barangay Capilihan
times but he continue to does not want to marry
do something just to win the boy she does not
the love of his life. love. (MAIDEN)
(PERSISTENT)
2. DLPEA- James
5. DBAALL-Corazon wrote emotionally asks Carla
a poem that tells a story to accept her wedding
to express her love to proposal. (PLEAD)
his husband. (BALLAD)
3. HSIWERP-
Marjorie speaks softly
as she tells her secret
to Carlito. (WHISPER)
4. RPEISSNTTE –
Joan rejected her
suitor many times but
he continue to do
something just to win
the love of his life.
(PERSISTENT)
5. DBAALL-
Corazon wrote a poem
that tells a story to
express her love to his
husband. (BALLAD)
B. Activating prior B. MOTIVATION B. MOTIVATION

knowledge/ developing Glimpse of the Past. Do Glimpse of the Past
a purpose for reading the activity in 5 minutes .Do the activity in 5
minutes
The teacher shows a
picture of a Mother. The teacher shows a
picture of a Mother.
93
1. List down some Then ask:
situations that you like
most being with your What are the
mother? characteristics of your
mother that you love
2. Give some instances most?
that hurt your mother.
Mother
Mother
MOTIVATION QUESTION: MOTIVATION

What does your mother QUESTION:
say when you were hurt? What does your mother
say when you were
C. MOTIVE QUESTION hurt?
What did the heart say to
the youth when he fell C. MOTIVE QUESTION
down? What did the heart say
to the youth when he fell
down?
C. Presenting The selection we are Orient the class about

examples/ instances of going to discuss is a the selection to be
the new lesson ballad. Who among you discussed. (5 minutes)
can define what a ballad
is?
(5 minutes) -Ballad is a narrative
poem/composition in
-Ballad is a narrative rhythmic verse suited for
poem/composition in singing.
rhythmic verse suited for
singing.
The teacher will post
The teacher will post the the graphic organizer
graphic organizer to be to be accomplished by
accomplished by the the students after
students after reading reading the selection.
the selection.
1 .Give a brief
1. Who are the characters description of the
in the poem. Give brief following characters in
description. the story.
94
CHARACT
ERS
CHARACTE
RS Youth Mother
Maiden
2. Summarize the poem by

completing the timeline. 2. Summarize the poem
by arranging the events.
Use the timeline below.
a. A youth fell in love

C. DURING READING with a Maiden
(See attached file:
BALLAD OF A b. The youth took the
MOTHER’S HEART) heart of his Mother.
Reading aloud of the
c. On his way to the
selection
Maiden, he fell down.
d. The Maiden asked

the Youth to prove his
love by bringing his
Mother’s heart to her.
e. The Mother’s heart is

still concern with the
Youth’s feeling when
he fell down.
C. DURING READING
(See attach file:
BALLAD OF A
MOTHER’S HEART)
Guided reading of the
selection
(The teacher should
read the poem and the
students follow)
95
D. Discussing new D. POST READING (15 C. POST READING
concepts and minutes) (15 minutes)
practicing new skills (To have a maximum
participation of the class
1. Engagement activities in the discussion, the
teacher can use the
a) What did the heart same groupings and
say to the youth every correct answer of
when he fell down? the member will be
b) Who are the counted as group
characters score.)
in the poem?
1. Engagement
c) Summarize the activities
events in the poem
a. What did the
d) Are the events heart say to the
realistic? How can youth when he
you say so? Cite fell down?
some instances
similar to the b) Who are the
events in the poem characters in the
that happens in real poem?
life. c) Describe the
setting of the
e) If you were the poem.
youth? Would you d) Why did the
do the same? youth killed his
Why? mother?
e) What is the
f) What is the theme message of the
of the poem? poem?
g) What is message of 2. Defense Against

the poem? Memory Gap
2. Defense Against Ask students to recall

Memory Gap the elements of poetry
by identifying what is
Ask students to recall the being defined
elements of poetry and below.(The meaning can
their meaning. Call be written in meta
students to quickly recite cards.)
them.
1. Creates mental
( Imagery, symbolism, images about a poem’s
figurative language, subject.- Imagery
sound and voice)
2. It is the way poems
96
Imagery-Creates mental “talk to the reader”-
images about a poem’s Voice
subject.
3. It helps with the task
Voice- the way poems of “telling, not
“talk to the reader” “showing”.- Figurative
Language-
Figurative Language-
help with the task of 4. The practice of
“telling, not “showing”. representing things by
symbols, or of investing
Symbolism – The practice things with a symbolic
of representing things by meaning or character.
symbols, or of investing - Symbolism
things with a symbolic
meaning or character. 5. It gives balance and
please the ear, it can
Sound- they give balance create a pattern in the
and please the ear, it can poem. –Sound
create a pattern in the
poem. 2. Literary Extender
3. Literary Extender Divide the class into four

groups and let them
Divide the class into 4 discuss their answers to
groups and let them the following
discuss their answers to questions/activity.
the following
questions/activity. Group 1
Group 1-Image in my List down and classify

Mind the different words/
Pick-out the words that phrases that appeal to
appeal to senses. senses.
Ta si To sm hea
ste gh uc ell ring
Group 2- Symbolism t h
Illustrate the different
symbols used in the poem
and give its possible
meaning.
Group 3 Figures of
Speech Example:
List down the different Dark
figures of speech used. Whisper
Group 4 Theme
Give the meaningful
97
lesson of the poem through Group 2
a poster. Match the symbols and
figurative language to its
possible meaning.
1. rain
2. took her heart-
3. Knife
4. Heart
5. Youth
6. Maiden
a) Country’s natural
resources
b) Problem/somethi
ng that can hurt
someone
c) an action that
hurts
d) hindrances
e) human
f) Wicked things
Group 3
Identify the figures of
speech used in the
poem (simile, metaphor,
personification,
hyperbole etc.)
The moon was young

-personification
The stars were asleep
-personification
Group 4
What meaningful lesson
did the poem teach you
as a youth?
E. Discussing New The teacher will pass the Work with the same
Concepts and bowl with questions and group and explain how
Practicing New Skills as the music stops, the the elements of a poem
#2 student who holds the contribute to the theme
bowl will pick and of the poem “Ballad of a
answer one question. Do Mother’s Heart” in 5
this activity in 5 minutes minutes
Explain how the elements Group 1-Imagery
98
of a poem contribute to the Group 2-Voice/ Sound
theme of the poem “Ballad Group 3-Figurative
of a Mother’s Heart” Language
Group 4-Symbolism
Questions:
1. How does imagery
contribute to the theme of
the poem?
2. How does voice

the poem?
3. How does figurative

language contribute to the
theme of the poem?
4. How do symbolism
the poem?
5. How does sound

the poem?
Answers:
Imagery-Creates mental
images about a poem’s
subject.
Voice- the way poems
“talk to the reader”
Figurative Language-
help with the task of
“telling, not “showing”. It
helps the reader to think
critically.
Symbolism – It gives
symbolic meaning or
character through
representation.
Sound- they give balance

and please the ear, it can
create a pattern in the
poem.
99
F. Developing mastery Task 1 –Imagery Link Task 1 –Imagery Link
(leads to formative 1. Distribute the hand-outs 1. Distribute the hand-
assessment) (See attachment No. 2) outs
Call students to recite the Call students to recite
poem. the poem.
2. Ask these 2. Ask these

comprehension questions: comprehension
(3Minute-Quiz Bee) questions:
1. Why is this poem 1. What is the title of the

entitled poem?- These
“These Lovely Things”? Lovely Things
(It is entitled These
Lovely Things 2. What are the words
because the poem that makes the nature
contains descriptions lovely?
of beautiful creations
of God.) 3. List down words that
describes the nature.
2. Does Jose La Villa
Tierra live in the city or 4. How do sensory
in the province? Prove images/the words that
your answer. describe nature help you
in understanding the
3. What beauties of nature poem?
around his place does
the author picture to the
reader? List them down.
4. How do sensory images

help in understanding
the poem?
G. Finding practical RELATE TO LIFE: Let the RELATE TO LIFE: Let

applications of students do the task in 5 the students do the
concepts and skills in minutes. task in 5 minutes.
daily living
Cite two situations that you Give an advice to your
can use some of the friend who wants to
elements of poetry in your commit suicide, use
daily life. How? some of the elements of
poetry in giving your
advice.
H. Making Give Me the Mic! - Music will be played and as the

Generalizations and music stops, the student who holds the mic will
Abstractions about the cite important learnings from the lesson. Do this
Lesson in 5 minutes.
100
I. Evaluating Learning
Using the poem “These Using the poem “These
Lovely Things” by Jose La Lovely Things” by Jose
Villa Tierra, answer the La Villa Tierra, answer
following questions in ½ the following questions in
sheet of paper for 10 ½ sheet of paper for 10
minutes minutes
1. What are the elements 1. What are the elements

of poetry found in the of poetry found in the
poem? poem? Choose from the
words written on the
2. How do these elements table.
the poem? Image Figura Plot
ry tive
3. How do the sensory Langu
images used help you in age
understanding the poem? body conclu Voice
sion
symbo Theme Sound
lism
2. How do these
elements contribute to the
theme of the poem?
3. Cite some lines which

shows sensory images.
4. How do the sensory

images used help you in
understanding the poem?
J. Additional Activities Read the poem and answer the following questions.
for Application or
Remediation 1. What is the title of the poem?
2. Who is the author?
3. List and classify sensory images found in the
poem.
4. How did these elements contribute to the theme of
the poem?
5. How did the sensory images used help you in

understanding the poem?
A Filipino Dream - My Spirit

I have a Filipino dream!
101
Stop the war and wild loud of scream
I have a dream not for myself.
Not a selfish man who thinks of himself.

Cease the pain of a poor at the stream.
Three stars are united as one.
My dreams and love are bounded as one.

Be the best in our craft and one of the prim.
Eight rays of sun symbolize hope.
Filipinos will rise and reach the peak of slope.

Rapidly admired coz we’re now the cream.
I have a dream for my one country land.
An endless peace and success for my one true land.
Copyright © Lei Strauss | Year Posted 2015
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
continue to require
remediation
strategies work well?
Why did these work
102
encounter which my
principal or supervisor
can help me solve?
G. What innovations or
I used/discover which
I wish to share with
other teachers?
103
Grade 8
I. OBJECTIVES
Standards literature serves as a way of expressing and resolving one’s
personal conflicts through using strategies in linking, textual
information, repairing or enhancing communication, and
crafting formal/informal word definitions; the ethics and
strategies of public speaking; and using of emphasis
markers in persuasive texts.
featuring use of properly acknowledged information sources,
grammatical signals for opinion-making , persuasion, and
emphasis, and appropriate prosodic features, stance, and
behaviour.
C. Learning Explain the meaning of a word through a structural analysis
Competen (prefixes, roots, suffixes)- EN8V-IIIc-15.3
cies/Objec
tives Determine the issue and stand presented in the material
viewed
-EN8VC-IIIc-18
II. CONTENT
Suffixes
Issue presented in the material viewed
A. References
pages
2. Learner’s
Material pages
3. Textbook pages
4. Additional English 10 Learner’s Material

Materials from
Learning Celebrating Diversity through World Literature
Resource (LR)
portal
B. Other Learning https://m.youtube.com/watch?v=5RVmXyF7jJg

Resources https://m.youtube.com/watch?v=I4WshJyi3X4
104
A. Reviewing
previous lesson (Each student will be given (Each student will be given an
or presenting the an orange paper if they give orange paper if they give the
new lesson the correct answer. Every correct answer. Every orange
orange paper is equivalent paper is equivalent to one
to one point. At the end of point. At the end of the lesson,
the lesson, they can claim they can claim their prize by
their prize by presenting presenting their orange
their orange papers to the papers to the canteen
canteen manager.) manager.)
UNLOCKING OF UNLOCKING OF
DIFFICULTIES DIFFICULTIES
Group the students into
five and let the class 1. Carlo expresses his anger
have a quiz bee. Given by his cruel actions, he
a time allotment of 30 hurts his classmates who
seconds, they should is weaker than him. Carlo
answer each item. is a ______.
First two items has
choices and the a. Bully
remaining three not b. Bullying
have choices. c. Bullied
1. Carlo expresses his

anger by his cruel2.2. James hurt Christian
actions, he hurts his physically by punching,
classmates who is kicking, pushing, inflicting
weaker than him. Carlo school pranks, He is also
is a ______. hurting him emotionally by
a. Bully name-calling and saying
b. Bullying bad words. James is
c. Bullied ____________ Christian.
2.2. James hurts Christian a. Bully

physically by punching, b. Bullying
kicking, pushing, c. Violence
inflicting school pranks,
He is also hurting him
emotionally by name- 3. People need to learn how
calling and saying bad to settle their arguments
words. James is without using physical force
____________ that can harm others. They
Christian. must avoid ____________.
a. Bully a. Bully
b. Bullying b. Bullying
c. Bullied c. Cyber Bullying
105
4. Christian is a victim of
3. People need to learn bullying, he was hurt
how to settle their physically and emotionally.
arguments without using Christian is a _______.
physical force that can
harm others. They must a. Violence
avoid ____________. b. Bullied
c. Cyber Bullying
4. Christian is a victim of
bullying, he was hurt
physically and emotionally. 5. Using social media
Christian is a _______. account, Carla is bullying
Clara. She humiliates Clara by
5. Using social media posting her reactions and
account, Carla is bullying encouraged her classmates to
Clara. She humiliates Clara give their comments.
by posting her reactions What kind of bullying did Carla
and encouraged her commits?
classmates to give their
comments. a. Violence
What kind of bullying did b. Bullied
Carla commits? c. Cyber Bullying
ANSWER:
1. Bully MOTIVATION: Who among

2. Bullying you experienced bullying?
3.Violence
4.Bullied
5. Cyber Bullying
MOTIVATION: Who among

you experienced bullying?
B. Establishing a MOTIVE QUESTION: From MOTIVE QUESTION: From

Purpose for the the video, how many the video, how many students
Lesson students experienced experienced bullying?
bullying?
C. Presenting Let the class watch an Let the class watch an

examples/ Anti- Bullying Campaign. Anti- Bullying Campaign.
instances of the Let them do Task 1 and 2. Let them do Task 1 and 2.
new lesson
Video can be viewed in this site: Video can be viewed in this

https://m.youtube.com/watch site:
?v=5RVmXyF7jJg https://m.youtube.com/watch
?v=5RVmXyF7jJg
106
Task 1- What’s all about?
Task 1- What’s it all about?
1. Determine the issue
presented by the speakers 1. Determine the issue
by answering the following presented by the speakers
question. by answering the following
question.
a. How many students
experience bullying? a. How many students
b. How many students drop- experience bullying?
out from school because of b. How many students drop-
bullying? out from school because of
c. How can we stop bullying? bullying?
c. How can we stop
TASK 2: Give me some! bullying?
2. While watching list 5
words with suffixes and TASK 2: Give me some!
identify the suffix added to 2. While watching list 5
each word. words with suffixes and
(Give answer based from the identify the suffix added to
video presented.) each word.
(Give answer based from the
video presented.)
Discuss the issue presented Discuss the issue presented

D. Discussing in the video. in the video.
new concepts -Who are the speakers? -Who are the speakers?
and practicing -What is the video all about? -What is the video all about?
new skills -Are you one of those -Are you one of those
bullies? /bullied? bullies? /bullied?
-What is the feeling of being -What is the feeling of being
a bully or being bullied? a bully or being bullied?
-How can you help in solving -How can you help in solving
the problem? the problem?
E. Discussing
New Concepts SAY: A while ago, you listed TASK 2. Divide the class
and Practicing some words with suffixes. into two and after the
New Skills #2 Who among you knows teacher discussed the
about suffix? How about its common suffix and its
example and meaning, do meaning, students will
you know some of them? give example of words
Who can give me one? having that particular
suffix in 30 seconds. Every
The teacher presents the correct answer will be
table, as he/she discusses counted as group score.
the lesson, the students will
give example/s of new
word/s formed after the suffix
107
was added to the base word
and they will give the Suffix Meaning Example
meaning of the new word. -S,ES More Characte
than rs
Suffix Meaning Example one, Reaches
verb
-S,ES More than Characters maker
one, verb Reaches
-ED In the Walked
maker
past; Talked
-ED In the Walked quality,
past; Talked State
quality,
-ING Doing Walking,
state
somethi
-ING Doing Walking, ng;
somethin
quality,
g; quality,
state
state,
-LY How Safely
An action
-LY How Safely - One Drummer
ER,O who; , bigger
- One who; Drummer,
R action
ER,OR action bigger compar
compares
es, the
-TION, Noun, Tension person
quality,
-TION, Noun, Tension
action
quality,
-ABLE, Able to be Reversible action
-IBLE Chargeabl Able to
- Reversibl
e be
ABLE, e
-Al, Related Partial -IBLE Chargea
AIL to, like ble
-OUS Full of Joyous -Al, Related Partial
-LESS Without Careless AIL to, like
-OUS Full of Joyous
-FULL Full of Beautiful
-LESS Without Careless
-IST The one Guitarist
who -FULL Full of Beautiful
-IST The one Guitarist
Teacher will post the who
sentences on the board, call
a student to identify and
underlined the words with
suffix, encircle the suffix and
give the meaning of the new
word formed.
1. James is a victim of
bullying.
2. John is a 7-year old
drummer, he often plays
drum during Sunday mass.
3. John’s sister is very
beautiful, she is one of the
candidates in Mutya ng
Virac.
108
F. Developing Task 4- Define Me Task 4- Define me
mastery (leads to
formative Group the students into Group the students into
assessment) four. Let them do the task four.
No. 4 where they will Work in 10 minutes.
identify the suffix added in
the words they listed while For Group 1 and 2. Give the
watching the video and possible suffix that can be
give the meaning of the added to the words found in
root word and the new the video and identify the
word formed after adding meaning of the new word
the suffix. formed.
Work in 10 minutes.
Root Root Suffi Meanin
word word x g of
Root Root Meaning meani adde the
word word of the ng d word
with
meanin word
suffix
g with
A
suffix
group
of
people
or
organi
zation
Some of the words from the s that
video: Network
are
closely
conne
1. Students cted
2. Witnessed and
3. Bullying that
4. Skips work
with
5. Bullied
each
6. Networking other
7. Provided Bully one
8. Effects habitu
9. Consequences ally
cruel
10. Responsibility to
others
who
are
weake
r.
Provide To
supply
somet
hing
Conseq Somet
uences hing
that
happe
ns as
a
result
109
of a
particu
lar
action.
Effect A
chang
e that
results
when
somet
hing is
done
Group 3 and 4 WHO AM I?
1. I sing for a living. Who am

I?
2. I paint walls, homes and
buildings. Who am I?
3. I like to write novels, short
stories and poems. Who am
I?
4. I love to play guitar. Who
am I?
5. I was assigned to the
reception area of a hotel.
Who am I?
G. Finding Pair-Work: Pair-Work: Sometimes as

practical you talk to your teacher,
applications of With your partner, create a especially this session, you
concepts and dialogue about your stand in mentioned words with
skills in daily the SOGIE bill using words suffixes. Write them down,
living with suffixes. Underline the identify their root words and
suffix and encircle the root give their meaning after
word. adding a suffix. Use the table
Accomplish the table below below. Each pair should
after creating the dialogue. provide minimum of 5 words
R Root Su Mea in 5 minutes.
o word ffix nin Ro Root Suff Mean
ot meani ad g of ot word ix ing
w ng de the wo meaning add of
or d wor rd ed the
d d word
with with
suff suffi
ix x
110
H. Making HELP ME BUDDY: Students will find a partner, they will
Generalizations answer these questions and share their ideas to the
and Abstractions class. (ask at least three pairs to do this activity)
about the Lesson
1. What is a suffix?
2. What are examples of suffix and its meaning?
3. What happens to a word when suffix was added?
4.How do you identify the issue presented in the video?
I. Evaluating Video can be viewed in this 1. Let the students watched

Learning site: the video that talks about
https://m.youtube.com/watch?v Extra Judicial Killing. Let
=I4WshJyi3X4 them identify the suffix
1. Using the Video that talks added to the words taken
about Extra Judicial Killing, from the speech and explain
Let the students list down 10 the meaning of root word
words with suffixes and let through structural analysis.
them explain the meaning of
root word through structural 1.Killings
analysis. 2.Issues
3.Experiencing
4.Countless
Root Suffix Root
word added word 5.Controversies
meaning 6.Corruption
7.Banded
8.Marched
9.Exhilarating
10.Refreshing
2. What is the video all

about? / What is the issue
presented by the speaker?
2. Identify the issue being
presented in the video.
J. Additional
Activities for
Application or
Remediation
111
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies work
well? Why did
these work
did I encounter
which my
principal or
supervisor can
help me solve?
G. What
innovations or
localized
materials did I
used/discover
which I wish to
share with other
teachers?
112
Grade 8
I. OBJECTIVES
B.Performance The learner transfers learning by composing and delivering

featuring use of properly acknowledged information
sources, grammatical signals for opinion-making ,
features, stance, and behaviour.
C.Learning Differentiate facts from opinion. ENRC-IIIc-2.13

Competencies/O Share ideas using opinion-marking signals EN8RC-IIIc-10
bjectives Use modals appropriately EN8G-IIIC-3.6
II. CONTENT Facts and opinions
Opinion-marking signal.
Modals (possibility)

A. References
pages
2. Learner’s Material
pages
3. Textbook pages Science Links Worktext for Scientific and
Technological Literacy for grade 7
Madriaga, Estrellita A. et.al.
English Expressways Textbook for Second Year

Bermudez Virginia F. Ed. D. et.al
4. Additional Mathematics 8 Learners Module

Materials from
Learning Resource
(LR) portal
B. Other Learning Resources
https://www.britanica.com/place/Philippines
https://writing explained.org/may-vs-might-difference
113
AVERAGE
IV. PROCEDURE ADVANCED LEARNERS
LEARNERS
A. Reviewing previous Motivation: Say something about this photo. Write
lesson or presenting your answer in complete sentence. Write your answer
the new lesson in the coloured paper provided.
PICTURE PICTURE
#1 #2
BULLYIN
PICTURE PICTURE
#3 #4
PICTURE
#5
B. Establishing a TASK 1-FINDING TASK 1-Classifyng

Purpose for the Lesson COMMONALITIES Facts and Opinions.
Divide the class into two (Students should post

groups. their answer on the
Each group will pick board.)
sentences which has
commonalities. (Students Classify the sentences by
should post their answer answering this questions:
on the board.)
Group 1: Which among
Answer the question: these sentences can be
proven?
114
What do the sentences
have in common? Group 2: Which among
these sentences include
(Teacher can add follow- feelings?
up questions)
What do you call these
What do you call these sentences that can be
sentences that can be proven?
proven?
What do you call these
What do you call these sentences that includes
sentences that includes feelings?
feelings?
Who among you can
Who among you can define fact and
define fact and opinion? opinion?
FACT- is a statement that FACT- is a statement that

can be proven by can be proven by
objective evidence. objective evidence.
Evidence is not subject Evidence is not subject
for interpretation. It can for interpretation. It can
be proven by physical be proven by physical
proof or witness proof or witness
testimony. testimony.
OPINION- an opinion is a OPINION- an opinion is a

personal belief or personal belief or
judgement that is judgement that is
subjective. It cannot be subjective. It cannot be
measured or quantified. measured or quantified.
There may be emotions There may be emotions
involved. The statement is involved. The statement
open to question or is open to question or
debate. Opinion debate. Opinion
statements uses value statements uses value
words, these words words, these words
subjectively evaluate or subjectively evaluate or
interpret reality. interpret reality.
C. Presenting (Sentences should be (Sentences should be

examples/ instances of written on strips of paper written on strips of paper
the new lesson and teacher can use two and teacher can use two
glasses.) glasses.)
Which of the following Which of the following

sentences states a fact sentences states a fact
and an opinion? Identify and an opinion? Identify
and group the statements and group the statements
115
by dropping it into the by dropping it into the
barrel. barrel.
1. Frogs are 1. Frogs are

amphibians. amphibians.
2. Wild frog is delicious. 2. Wild frog is delicious.
3. Kittens are huggable 3. Kittens are huggable
than puppies. than puppies.
4 .Bats are nocturnal. 4. Bats are nocturnal.
5. Polar bears needs fat 5. Polar bears are more
to stay warm. friendly than human.
FACTS OPINION
Which among these

FACTS OPINION
sentences is a fact and
which among them is an
opinion?
Which among these What words do you think

sentences state a fact makes the statement a
and which among them is fact/opinion?
an opinion?
If it is a fact, how it can be

you prove that it is fact?
What words do you think

make the statement a
fact/opinion?
D. Discussing new You can identify facts from opinion by Looking for
concepts and signal words. Here are some opinion and fact
practicing new skills sentence starters.
Based from the given definition of the words,

classify the signal words.
 According to the results
 Scientists discovered
 I feel
 I prefer
 I Think
 Doctors confirmed
 The Investigation demonstrated
 I know
 I believe
 In my opinion
 The best thing about
116
 Everyone should
 The worst thing about
OPINION sentence Starters FACT Sentence Starters
I Think According to the results
I prefer Scientists discovered

I feel Doctors confirmed
I know The Investigation

demonstrated
I believe
In my opinion
The best thing about

Everyone should
The worst thing about
Task 1- Group activity

Today we are going to use in sentences one of the
signal words/phrase in stating an opinion, the phrase
“I think”.
Use the phrase “I think” in

stating your opinion about
this picture. Write sentences
as many as you can in 2
minutes. The group with
highest number of correct
sentences wins.
E. Discussing New
Concepts and 1. The clouds are black. May- is more formal and
Practicing New Skills 2. Stratus cloud is one kind is often found in writing.
#2 of clouds. It is used to express
what is possible, factual,
or could be factual.
For some instances, using
might and may makes the Might- is less formal
sentence opinion than may, and is more
What are the modals used common in
in expressing possibility?- conversation. It is used
Might and May to express what is
hypothetical,
2.Give the similarities and counterfactual or
differences of the two remotely possible.
modals
Using the definition of
the two words that
expresses possibility, fill
117
the blanks with the
MIGHT MAY correct modal.
1. If you hurry,
you___get there on
Both expresses time.
possibility in
the present
2. If I perform well,I
and future. ____kept my job.
3. He ___lose his job.
4. I ___have dessert
after dinner.
Might/May- expresses 5. If I win the lottery, I
possibility in the present or ____buy a Ferrari.
future.
May- is more formal and is

often found in writing. It is
used to express what is
possible, factual, or could
be factual.
Might- is less formal than

may, and is more common
in conversation. It is used
to express what is
hypothetical,
counterfactual or remotely
possible.
3. Give opinionated
sentences that express
possibility.
F. Developing mastery Task 2 Task 2
(leads to formative By group. Write fact and By group. Write a fact
assessment) opinion statements in and opinion statement
doing the activity. for each topic.
Group 1. –The
Group 1. The Script Scientists
Writers.
1. Birds
Make a script of a debate Fact: ____________
about same sex marriage Opinion:___________
Group 2. The Guidance 2. Cockroach

Counsellor Fact: _____________
Opinion:_____________
Write an advice to your
best friend who wants to
118
abort her baby. 3. Snakes
Fact: ______________
Group 3. The Guest Opinion:_____________
speakers
Make a dialogue about 4. Bats
bullying and its effect. Fact: _____________
Opinion:_____________
5.Fish
Fact: _____________
Opinion:_____________
Group 2. –The
Historians
1.Ferdinand Magellan
Fact: _____________
Opinion:____________
2. Philippines
Fact: ______________
Opinion:_____________
3. Luzon
Fact: ______________
Opinion:__________
4. Filipino
Fact: _____________
Opinion:___________
5. Dr. Jose P. Rizal

Fact: _____________
Opinion:___________
Group 3.-The
Mathematicia
ns
1.Mathematics
Fact: ____________
Opinion:___________
2. Pi
Fact:______________
Opinion:__________
119
3. Finding area of
square
Fact: _____________
Opinion:____________
4. Polynomials
Fact: ______________
Opinion:_____________
5.Factoring
Fact: ______________
Opinion:_____________
G. Finding practical Using factual, Cite 5 situations that

applications of opinionated statements, you can use
concepts and skills in the phrase I think and the opinionated and
daily living modals that express factual sentences. (The
possibility: teacher can ask
students opinion and
factual statements on
A. Give an advice to your the given situations.)
best friend who wants to
abort her baby.
B. Perform a debate about

same sex marriage
C. Perform a dialogue
about bullying and its
effect.
H. Making Say something about Let Me Know! -

Generalizations and this hashtag! Students will give their
Abstractions about the significant learning in
Lesson Students will pick one the lesson.
hashtag and give their
insights about this topic. 1. What is your most
significant learning in
#opinionated statements this session?
#factual sentences 2. How can you use it in
# “I Think” your daily living?
# might
# may
I. Evaluating Learning Answer the following Answer the following

questions in ½ sheet of questions in ½ sheet
paper. of paper.
120
Identify each sentence if I. Group the
it is a fact or opinion. statements by
differentiating factual
____1. If a black cat and opinionated
crosses your path, it statements.
is a bad luck.
____2.Philippines is found 1. Tigers are carnivorous.
in South East Asia. 2. Mathematics is one of
____3.The Philippines the subjects in K-12
were claimed in the Curriculum.
name of Spain in 3. Mother Theresa is the
1521 by Ferdinand kindest person on
Magellan. earth.
____4. It is more fun in the 4. Blue is one of the
Philippines. primary colours.
____5.Philippines consists 5. Negrito is the bravest
of about 7,100 ethnic group in the
islands and islets. Philippine
archipelago.
2. Make 5 sentences using
the sentence starter “I II. Share your ideas
Think” in presenting your about bullying
opinion about the SOGIE using the sentence
bill. starter “I Think”.
4.-5. Construct sentences III. Use the modals that

using might and may. express possibility in
sentences.
J. Additional Activities Read about primary and secondary sources and its
for Application or example.
Remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
activities for
remediation
121
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
strategies work well?
Why did these work
encounter which my
can help me solve?
G. What innovations or
I used/discover which
I wish to share with
other teachers?
122
Grade 8
I. OBJECTIVES
strategies of public speaking; and using of emphasis markers
in persuasive texts.
B.Performance The learner transfers learning by composing and delivering a

Standards persuasive speech based on an informative essay featuring
use of properly acknowledged information sources,
behaviour.
C.Learning Expand the content of an outline using notes from primary

Competencies/ and secondary sources- EN8WC-IIIc-1.1.6
Objectives
II. CONTENT Expanding the content of an outline using notes from primary
and secondary sources
A. References
1. Teacher’s
Guide pages
2. Learner’s
Material pages
3. Textbook
pages
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning
Resources https://subjectsguides.library.american.edu/primary
https://www.healthline.com/health/mental-
health/effects-of-emotional-abuse#short--term-effects
https://www.dshs.wa.gov/altsa/home-and-community-
services/preventing-abuse
https://www.google.com/search?sxsrf=ACYBGq8REr-
HinfJvh2sDe3iyhm2dltw%3A1569878746670&source=h
p&ei=2nKSXdWLJ9CA-
Qbygqj4Bg&q=child+abuse+meaning&oq=&gs_I=mobi
le-gws-wiz-
123
hp.1.4.35i362i398I8.0.0..16922...1.0..0.0.......0...........8.10
X3k4LtiD4
https://www.mayoclinic.org/diseases-conditions/child-
abuse/symtoms-causes/syc20370864
IV. PROCEDURE ADVANCED AVERAGE LEARNERS

LEARNERS
A. Reviewing
previous lesson Group the class into Group the class into two. In
or presenting the two. In every activity, every activity, record group’s
new lesson record group’s score score on the board to
on the board to motivate the groups.
motivate the groups.
Motivation. GUESS ME! What
Motivation. What comes do these words have in
into your mind when you common? Write your answers in
hear the word source? a strip of paper.
Write your answers in a
strip of paper. Speeches Magazines
Interviews Handbooks
Conversations Videos
SOURCE Encyclopaedia Dictionaries

S?
Recordings Textbooks
YouTube Google
GUESS ME!- Activity

#1. Classify the following Complete the sentence by giving
sources of information
the missing letter:
according to its kind.
Speeches Magazines The words written in the box are

examples of S_U_CE.
Interviews Handbooks
What comes into your mind
Conversations Videos when you hear the word source?
Encyclopedia Dictionaries
Recordings Textbooks
SOURCE?
124
PRIMARY SECONDARY
SOURCES SOURCES
B. Establishing a Why did you classify it as What is a source?

Purpose for the primary and secondary
Lesson sources?
C. Presenting Guess Me!-Activity #2- Guess Me! -Activity #2

examples/ The teacher asks these
instances of the questions. 1. You, want a first-hand
new lesson information about how it feels
1. You want a first-hand being bullied, what will you do to
information about how it get the answer to your query?
feels being bullied, what
will you do to get the a. conduct an interview
answer to your query? b. read a magazine
(Ans.: conduct an c. watch television
interview)
2. Your assignment is to list
2. Your assignment is to down the effects of drugs in
list down the effects of human body, where will you get
drugs in human body, the information?
where will you get the
information? a. newspaper
(Ans.: Science/Health b. interview
Book) c. textbooks
d. Diary
SAY: An interview is an
example of primary
source and
Science/Health book is
an example of
secondary source.
D. Discussing Let the students give the Let the students give the
new concepts meaning of primary and meaning and the example of
and practicing secondary sources and primary and secondary sources.
new skills its examples. Students Students should fill the blanks
should fill the table with and the table with correct words.
125
the correct information Group with highest number of
from the given choices. correct answer wins.
Group with highest
number of correct answer ______ are materials that the
wins. eyewitness accounts or as close
to the original sources as
(Teacher may disarrange possible.- PRIMARY SOURCE
the information to make
the activity challenging.) _______are interpretation and
analyses of the first-hand
CHOICES: information.- SECONDARY
SOURCES
These are materials
that the eyewitness Emails, Blogs, Twitter
accounts or as close to Feeds, Images, Videos,
the original sources as Maps, Government
possible.- PRIMARY Documents, Court
SOURCE Decisions, Polls,
Newspaper, Handbooks,
These are interpretation Dictionaries,
and analyses of the Documentaries,
first-hand information.- Newspaper, textbooks
SECONDARY
SOURCES
Speeches, Interviews, PRIMARY SOURCE

Conversations, EXAMPLES
Autobiographies, 1. Speeches
Memoirs, Personal 2. Interview
Journals, Diaries, 3. Conversations,
Letters, Emails, Blogs,
4. Autobiographies
Twitter Feeds, Images,
Videos, Maps, 5. Memoirs
Government 6. Personal Journals,
Documents, Court 7. Diaries,
Decisions, Polls, 8. Letters
Newspaper 9.
10.
Biography, Scholarly 11.
Journal Articles,
12.
Magazines, Reports,
Encyclopaedias, 13.
Handbooks, 14.
Dictionaries, 15.
Documentaries, 16.
Newspaper, textbooks 17.
18.
126
Primary Secondary SECONDARY SOURCE
Source Source EXAMPLES
1. Biography,
2. Scholarly Journal
Articles
3. Magazines
4. Reports
5. Encyclopaedia
6.
7.
8.
9.
10.
E. Discussing Let the students give the possible sources of
New Concepts information in expanding the topic below. Give the
and Practicing hand-outs and let the students provide the information
New Skills #2 needed in the outline lifted from the source.
STOP CHILD ABUSE

I. Introduction
A. Child Abuse Meaning
B. Forms of child Abuse
C. Signs and Symptoms
II. Short and Long Term Effects
A. Short term effects to the abused child
B. Long term effects of the abuse child
III. Preventions
A. Personal Experiences
B. Ways to avoid being abused/ Why should stop child
abuse
F. Developing Group Challenge- Determine the possible

mastery (leads to Expand the topic using sources of information in
formative primary and secondary expanding the following
assessment) sources. topic.
Mobile Game Addiction Be a friend, not a bully!
I. Introduction I. Introduction
A. Game Addiction A. Bullying meaning
meaning B. Republic Act 10627
B. Common
Games Played by II. Causes
Students A.Family Orientation
B.Early childhood
II. Signs and Symptoms experiences
of Mobile Game
Addiction
127
III. Effects III. Psychological Effects
A. Loss of A. Self-Esteem
productivity Deterioration
B. Sleep Problems B. Suicide
C. Out of Control
Spending
D. Poor Hygiene
Habits
G. Finding Pair work:

practical
applications of After determining the possible sources of information,
concepts and students will now expand the topic by group. (15-20
skills in daily minutes).
living
TOPIC 1
Be a friend, not a bully!
I. Introduction
A. Bullying meaning
II. Causes
A. Family Orientation
B. Early childhood experiences
III. Psychological Effects

A. Self-Esteem Deterioration
B. Suicide
H. Making GIVE ME ONE- Students will I. Identify whether the

Generalizations give a single information source is primary or
and Abstractions about the topic being asked secondary.
about the Lesson
1. What is primary and ____1.Speeches
secondary sources? ____2.Interviews
____3.Biography
2. Give examples of primary
____4.Conversations
and secondary sources.
____5.Autobiographies
3. What is the role of primary ____6.Memoirs
and secondary sources in ____7.Personal Journals,
expanding our topics? ____8.Diaries
____9.Letters
____10. Magazines
128
II. How can we identify a
primary and
secondary source?
How can it help in
expanding an outline
topic?
I. Evaluating ON MY OWN- Expand the topic using primary and

Learning secondary sources.
Causes and Effects of Tardiness
I. Introduction
A. Tardiness meaning
B. No. of Students who are habitually tardy
II. Common Causes

A. Location
B. Poor time Management
C. Accepting Adult Responsibility
III. Effects
A. Lack of Interest
B. Low School Performance
C. Low Self-Esteem
D. Dropping from School
J. Additional Expand the topic:

Activities for
Application or Why we should avoid Alcohol
Remediation
I. Introduction
A. Alcohol meaning and chemical component
II. Psychological Effects

A. Mental Impairment
B. Mental Addiction
III. Physical Effects

A. Liver Disease
B. Alcohol poisoning
IV. Economic and Social Effects

A. Cost of alcohol and its effect economically
B. Social behaviour of a drunk person
V. REMARKS
129
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies work
well? Why did
these work
did I encounter
which my
principal or
supervisor can
help me solve?
G. What
innovations or
localized
materials did I
used/discover
which I wish to
share with other
teachers?
130
Grade 8
I. OBJECTIVES
B.Performance The learner transfers learning by composing and delivering
C.Learning EN8OL-IIIc-5: Observe the use of correct stress, pitch, and
Competencies/ juncture when delivering a persuasive speech
Objectives
Employ different listening strategies suited to the topic,
purpose, and difficulty of the listening text. -EN8LC-IIIc-7:
II. CONTENT Use of correct stress, pitch, and juncture when delivering a persuasive
speech
Different listening strategies
A. References
1.Teacher’s
Guide pages
2.Learner’s
Material pages
3.Textbook
pages
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning https://subjectsguides.library.american.edu/primary

Resources https://www.kibin.com/essay-examples/a-personal-
reflection-on-overcoming-my-fear-of-spiders-
arachnophobia-NqRONzHX
http://tbms.wpusd.org/subsites/KateHill/documents/Per
suasive%20Essay%20Bullying%20Sample.pdf
http://newsmanager.commpartners.com/tesolc/issues/2
014-06-01/3.html
131
A. Reviewing Group 1 and 2: Let the
previous lesson or students read the sentence I. Call students to read the
presenting the written on a strip of paper sentence written on a strip
new lesson and give the possible of paper and let them
meaning. explain its meaning.
LET’S EAT GRANDMA!

THE TEACHER SAID THE
DOCTOR IS PREGNANT. How does the sentence
give you different meaning?
(Students give their answers)
What do you call with the
What causes the meaning pause when you read?
to change?
II. Write your ideas about
the word juncture on the
paper provided.
II. Write your ideas about
the word juncture on the
paper provided.
JUNCTURE
JUNCTURE
B. Establishing a III. Define the word

Purpose for the juncture based from the III. What is being defined?
Lesson given words.
It refers to a break between
one spoken word and
another. --JUNCTURE
C. Presenting Let the student read the Let the student read the
examples/ sentence. Give the sentence.
instances of the meaning of the two
new lesson sentences. 1. The principal/ said the
teacher is incompetent.
1. The principal/ said the
teacher is incompetent. What does this sentence
mean?
2. The principal/ said the
teacher/ is incompetent. 2. The principal/ said the
teacher/ is incompetent.
132
Answers: How about sentence
1. The principal/ said the number 2?
teacher is incompetent.
2. The principal/ said the What does the single bar

teacher/ is incompetent. indicates as used in the
sentence?
What does the single bar What does the double bar
indicate as used in the indicates as used in the
sentence? sentences?
What does the double bar
indicate as used in the Answer:
sentences? 1. Single bar juncture- It
indicates the need for a
Answer: slight pause between two
1. Single bar juncture- It thought groups in a
indicates the need for a slight sentence.
pause between two thought 2. Double bar juncture-
groups in a sentence. indicates the need for a
2. Double bar juncture- longer pause between two
indicates the need for a thought groups in a
longer pause between two sentence.
thought groups in a
sentence. NOTE:
If the sentence consists
NOTE: only one thought group,
If the sentence consists juncture is no longer
only one thought group, needed.
juncture is no longer
needed.
D. Discussing new Let the students watch a Let the students watch a
concepts and persuasive speech video sample video about Extra
practicing new about Extra Judicial Judicial Killing. Ask these
skills Killing. Ask these questions before and
questions before and after after viewing.
viewing. (See attached Video
(See attached Video https://m.youtube.com/watc
https://m.youtube.com/watch h?v=I4WshJyi3X4)
?v=I4WshJyi3X4)
1. What is the issue being 1. What is the issue being

presented by the speaker? presented by the speaker?
2. What is his purpose in 2. Why do you think the

delivering his speech? speaker tackles about this
topic?
3. What kind of speech did
the speaker delivers?
133
4. What is the importance of 3 .How the speaker
employing correct juncture in presents his discussion
delivering a persuasive about the topic?
speech?
4. What do you call of the
speech which aims to
A persuasive speech is
persuade or convince a
given for the purpose of reader?
persuading the audience to
A persuasive speech is
feel a certain way, to take a given for the purpose of
certain action, or to support a persuading the audience to
feel a certain way, to take a
specific view or cause. certain action, or to support
Notice that the purpose of a specific view or cause.
Notice that the purpose of
a persuasive speech is a persuasive speech is
similar to the purpose for similar to the purpose for
writing an argumentative or
writing an argumentative or persuasive essay. The
persuasive essay. The organizational structure and
type of information in
organizational structure and a persuasive
type of information in speech would be similar to
that in an persuasive essay
a persuasive speech would
be similar to that in a 5. What is the importance
of juncture in delivering a
persuasive essay. persuasive speech?
5. What is the importance

of juncture in delivering a
persuasive speech?
E. Discussing New
Concepts and A while ago, you watched the video about EJK and you also
Practicing New listen attentively. Why do we need to listen attentively?
Skills #2 What are the different listening strategies?
Discuss the different listening strategies. Remind students

to listen attentively because they are going to cite some
situation and example where they can use the listening
strategy.
134
Before-Listening Strategies
1. Connect
Help yourself better understand a listening assignment by
thinking of things you already know about a topic. This
helps your mind build connections between what you know
and new information you will hear.
2. Predict
Make guesses about what you may learn as you listen.
Guessing helps your brain focus on the assignment. It
doesn’t matter if your guesses are right or wrong.
3. Talk About New Words

If there is a list of preselected vocabulary words from the
assignment, go through the list and think about what you
know about them. If you don’t know the words, talk about
them with a friend or use a free audio dictionary.
During-Listening Strategies
4. Listen for Answers

As you listen, be listening for answers to questions you
have. To identify questions to ask, preview activities you
need to complete after you listen or turn the title of an
assignment into a question
5. Take Notes
Write notes that help you remember ideas. Outlining and
layering information is always a good idea, but try other
imaginative ways of taking notes: Use connected circles
and shapes, create a chart, or draw a map. Use
abbreviations and symbols that help you keep up with the
speaker’s rate of speech.
6. Re-listen/Find a Fix
When you get bored or when ideas are hard, you need to
find a way to get back on track. The best way to fix things is
to re-listen. You don’t have to wait until the end to re-listen.
Sometimes a quick backtracking and re-listening to a line or
two can quickly clear up confusion. This is especially
important at the beginning of an audio assignment. If you
can’t re-listen, shift to a different listening strategy that
helps you regain your focus.
135
After-Listening Strategies
7. Respond
What do you agree and disagree with? What parts do you
like best? What parts are confusing? Use symbols, such an
exclamation mark (!) before an idea you like or an “X” next
to something you disagree with, that help you quickly write
your reactions so you won’t forget them.
8. Summarize
Read your lecture notes several times before and after
class all week. In your head, summarize what the
assignment was about and test yourself on your notes.
Occasionally, you will be asked to write a formal summary.
You will read your summary aloud or make a recording of it.
9. Extend
Read and listen to other sources for more information about
the topic. Learning more information makes a topic more
meaningful and interesting, especially if you share these
ideas with others.
By Group: Give examples/ situations that we can use

these strategies.
F. Developing I. This time, watch again I. When your teacher asked

mastery (leads to the video and summarize you to watch a video about
formative its content using the Extra Judicial Killing and
assessment) different listening you have to answer these
strategies. Observe the questions, what kind of
use of juncture in listening strategy you need
presenting ideas. to use?
1. What is the issue being

presented by the speaker?
2. What is his purpose in

delivering his speech?
II. Read and employ correct

use of juncture by placing
bar junctures in the
persuasive speech.
As a student, I think we
should have our own lockers.
Having lockers in our rooms
136
will minimize stealing cases
and it would create a safe
place for student’s valuable
properties like cellular phones,
money and others. If you want
to have a safe place for your
valuables, ask lockers to your
principal, anyway the budget
can be slashed to
Maintenance and Other
Operating Expenses.
G. Finding Peer Challenge: Let’s Do Peer Challenge: Let’s
practical It! Make a dialogue on Practice!
applications of this particular situation:
concepts and I. Read and employ correct
skills in daily I. You are doing your juncture in delivering the
living homework and your dialogue.
mother wants you to run
for an errand. (Make a Situation: You are busy
persuasive response in playing Mobile legend and
refusing her errand.) your mother wants you to run
Employ correct use of for an errand.
juncture in delivering your
response. Mother: James, please buy
me one galloon of
dishwashing liquid, five kilos
of rice, three litres of soy
sauce and vinegar and 500 ml
of muriatic acid. Do it now! I
need those things
immediately!
James: Mommy, I am still

busy attacking my opponents.
If I won, I’ll be on the highest
rank of this game. I’ll be a
mythic player ma! It can’t be
paused. I will wait for another
day to attack again. Mommy, I
will do the errands later.
Please. I will also help you in
cooking our dinner.
II. In what particular situations

can we use our learnings
about listening strategies?
Give examples.
137
H. Making SAY something about Let students to answer
Generalizations ME! - Students will pick a these questions
and Abstractions strip of paper containing .
about the Lesson the words and their task
is to say something What do I learn today?
about the word. How can I use it in daily
living?
Juncture
Persuasive speech
Single juncture bar
Double juncture bar
Listening strategies
I. Evaluating Students will present a persuasive speech using

Learning correct juncture. (Present the rubrics for the
presentation.)
Bullies Are Criminal

(An excerpt
Mikayla Student
Mrs. Arnold
Language Arts, Period 3
19 January 2011)
In short, bullying needs to stop! Bullying is a criminal act.

Bullies harass, make threats, terrorize, and use verbal and
physical abuse on their victims. We need to stand up to
bullies and not let them strip us of our self-esteem. Bullies
must face the consequences of their actions with either
therapy or some version of criminal punishment. Maybe if
we take a group of bullies to visit a jail to show them how
rough their life could turn out, they may rethink their
behaviour. Please sign my petition asking the principal to
arrange such an outing
J. Additional
Activities for
Application or
Remediation
V. REMARKS
138
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies work
well? Why did
these work
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovations
or localized
materials did I
used/discover
which I wish to
share with other
teachers?
139
Grade 8
I. OBJECTIVES
The learner demonstrates understanding of: Southeast Asian
Literature as a mirror to a shared heritage; coping strategies
A. Content features of a listening and viewing material; structural
Standard 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
B. Performance
Standard
behaviour.
EN8V-IIId-25: Use appropriate strategies for unlocking

C. Learning
unfamiliar words.
Competency/
Objectives
EN8RC-IIId-12: Utilize coping reading strategies to process
.
information in a text.
Reading Strategies (The Century Wood Carver –
II. CONTENT
Indonesian Short Story)
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning
Resource
140
IV. PROCEDURE
AVERAGE LEARNERS ADVANCED LEARNERS
S
A. Reviewing UNLOCKING OF UNLOCKING OF
previous UNFAMILIAR WORDS. (5 UNFAMILIAR WORDS. (5
lesson or minutes) minutes)
presenting the TASK 1. IT’S WORD A TASK 1. PICTURE
new lesson WHILE! PERFECT!
Find the correct meaning of Find the correct meaning of
the underlined words through the underlined words
the surrounding words and through the surrounding
picture below each sentence. words and picture below
Choose your answer from the each sentence.
choices given.
1. He detected a strange
smell coming from the
direction of the door, an 1. He detected a strange
aroma of dry leaves and smell coming from the
damp wood. direction of the door, an
a. sniff aroma of dry leaves and
b. smell damp wood.
c. snout
2. The smell made him feel

2. The smell made him feel so so agitated.
agitated.
a. troubled
b. angry 3. Kopag’s voice was tense
c. peaceful and his thoughts are in a
muddle.
141
3. Kopag’s voice was tense 4. Her screech was enough
and his thoughts are in a to blunt his chiselling
muddle. knives.
5. It was such an onerous

thing, so unsettling when
a. confusion his body began to need of
b. indecision another to feast upon.
c. dismay
4. Her screech was enough

to blunt his chiselling knives.
a. big mouth
b. husband
c. loud voice
5. It was such an onerous

thing, so unsettling when his
body began to need of
another to feast upon.
a. exciting
b. applausive
c. difficult
142
B. Establishing a (2 minutes) (2 minutes)
purpose for the The teacher presents a map The teacher presents a map
lesson of Indonesia and let them of Indonesia and let them
guess what country it is. Also, guess what country it is.
a short geographical Also, a short geographical
background of the country is background of the country
to be presented. is to be presented.
(See attached file) (See attached file)
Motivation Motivation
Ask: What is beauty to you? Ask: What is beauty to you?
Motive Question: What is Motive Question: What is

Kopag’s definition of a Kopag’s definition of a
beautiful woman? beautiful woman?
Note to the teacher: Please Note to the teacher: Please

present the short biography of present the short biography
Indonesia in bulleted format to of Indonesia in bulleted
minimize the time. format to minimize the time.
C. Presenting READ ME ALOUD. Students READ ME ALOUD.

examples/Insta are to be divided into five Students are to be divided
nces of the groups and each will be given into five groups and each
new lesson a copy of the part of the short will be given a copy of the
story, The Century Carver by part of the short story, The
Oka Rusmini, assigned to Century Carver by Oka
their group. (15 minutes) Rusmini, assigned to their
group. (15 minutes)
(See attached file)
(See attached file)
Note to the teacher: The short
story definition and the Note to the teacher: The
author’s life are presented in short story definition and
paragraph form. You can the author’s life are
shorten it by picking out the presented in paragraph
important details and form. You can shorten it by
presenting them in bulleted picking out the important
format. You may also give the details and presenting them
copy a day before the conduct in bulleted format. You may
of the lesson for an advanced also give the copy a day
reading. before the conduct of the
lesson for an advanced
reading.
143
D. Discussing
new concepts UNDERSTANDING THE UNDERSTANDING THE
and practicing TEXT. TEXT.
new skills # 1 TASK 2. LIT’Z LINE UP. (5 TASK 2. THE BEAUTY
minutes) AND BRAINS. (10 minutes)
Answer the following Answer the following

comprehension questions: comprehension questions:
1. What is Kopag’s definition 1. What is Kopag’s

of a beautiful woman? definition of a beautiful
a. A beautiful woman means a woman?
beautiful face and body
b. A beautiful woman means 2. Which of the following is
having a lot of money the correct set of important
c. A beautiful woman means characters in the short
having a beautiful heart and story?
attitude
3. How would you describe
2. Which of the following is the the main character, Kopag?
correct set of important
characters in the short story? 4. How did he survive from
a. Kopag, Gubreg, Srenggi, his life’s greatest
Jero Melati challenge?
b. Kopag, Gubreg, Srenggi
c. Kopag, Gubreg, Kopag’s 5. How would you describe
brother Gubreg?
3. How would you describe 6. What are the

the main character, Kopag? characteristics of Kopag’s
a. a rich man but blind sister-in-law?
b. a rich blind man who sees
beauty according to attitude 7. How did Kopag describe
c. a blind man carving woods Srenggi?
4. How did he survive from his

life’s greatest challenge?
a. Kopag asked help from his Note for the Teacher:
brother. Comprehension check will
b.Kopag used his talent to be in a form of a quiz bee.
make his life easier and Using the same groupings,
comfortable. each group will be provided
c. Kopag used his assistant to seven pieces of paper and
help him all the time. a marker. The teacher will
ask the question and the
5. How would you describe students will answer.
Gubreg? Answers should be in one
a. He is an old man who sentence only.
served Kopag.
144
b. He is Kopag’s trusted
assistant.
c. He is Kopag’s assistant
who sees beauty through
physical appearance.
6. What are the characteristics

of Kopag’s sister-in-law?
a. Jero Merlati is kind-hearted.
b. Jero Merlati treats Kopag
like her own brother.
c. Jero Merlati is a beautiful
woman with bad attitude.
(See attached file for the
7. How did Kopag describe acceptable answers)
Srenggi?
a. Srenggi is the most
beautiful woman because she
is kind and loyal.
b. Srenggi is the ugliest
woman in their town.
c. Srenggi is their family
servant.
Note for the Teacher:

Comprehension check will be
in a form of a game. Letters
‘A’, ‘B’, and ‘C’ will be held by
three students. The remaining
students will play as the
players. Each question and
choices will be read by the
teacher and the students will
line up to the letter of their
choice. Students who will be
eliminated will go back to their
seats. In case of everyone
getting eliminated, all students
shall again join the
comprehension check.
(Answers are on the attached

file)
E. Discussing The Seven Effective The Seven Effective
new concepts Reading Strategies by Reading Strategies by
and practicing Elaine K. McEwan Elaine K. McEwan
new skills # 2 (3 minutes) (3 minutes)
(See attached file) (See attached file)
145
F. Developing
mastery GROUP ACTIVITY (10 GROUP ACTIVITY (15
(leads to minutes) minutes)
Formative
Assessment 3) Using the same groupings, Using the same groupings,
each group is expected to do each group is expected to
the following: do the following:
Group 1. FLOWER WING. Group 1. FLOWER WING.

Use the image of the flower to Use the image of the flower
write down the remaining to write down the
characteristics of the main characteristics of the main
character in the short story. character in the short story.
Group 2. THE SHORT STORY Group 2. THE SHORT

KEY FACTS. Be able to STORY KEY FACTS. Be
supply the missing information able to supply the missing
in the diagram given. One information in the diagram
blank space has been given.
provided.
Group 3. SEQUENCE OF
Group 3. SEQUENCE OF EVENTS. Pick out the
EVENTS. Fill out the blanks important details or events
by picking up important events that happened in the short
in the story to complete the story to complete a short
summary timeline. summary of the text read.
Group 4. OUR FIELD TRIP. Group 4. OUR FIELD TRIP.

Be able to supply what is Be able to supply what is
being asked for in the missing being asked for in the
parts of the diagram. diagram.
Group 5. THE WOOD Group 5. THE WOOD

CARVER. Using the image of CARVER. Using the image
the man, list down the of the man, list down the
differences between the two differences between the two
women in the short story, Ni women in the short story, Ni
Luh Putu Sari and Srenggi Luh Putu Sari and Srenggi
according to Kopag’s according to Kopag’s
description of a woman. The description of a woman.
first characteristics of each
have already been given.
Note for the Teacher: For the

average learners, some
answers are already provided.
(See attached file for the (See attached file for the
different graphic organizers) different graphic organizers)
146
G. Finding (5 minutes)
(5 minutes)
practical Ask:
Ask:
application of 1. Do you know of a man or
1. Do you know of a man or
concepts and woman from your own place
woman from your own place
skills in daily who is living the same fate
who is living the same fate as
living as Kopag, blind but
Kopag, blind but talented?
talented? How is he/she
How is he/she coping with
coping with life’s
life’s challenges?
challenges?
2. Do you know of a woman
who is like Srenggi, not so
who is like Srenggi, not so
beautiful in appearance but
beautiful in appearance but
with a beautiful heart?
with a beautiful heart?
Describe her.
Describe her.
who is like Ni Luh Putu Sari,
who is like Ni Luh Putu Sari,
beautiful but with an ugly
beautiful but with an ugly
heart? Describe her.
heart? Describe her.
H. Making TASK 3. THE BUSY SPIDER. TASK 3. CHARTer
generalizations (5 minutes) CHANGE. (5 minutes)
and Using the spider diagram, be Change someone’s view of
abstractions able to web out the different beauty by completing the
about the reading strategies to process chart - giving your opinion
lesson information in a text. to the different questions.
What Physic To find

beauty al someo
means appear ne’s
to me? ance beauty,
should it is
not best
be… to…
147
I. Evaluating SHORT QUIZ: Choose the SHORT QUIZ: Choose the
learning correct letter of your answer to correct letter of your answer
the following questions: (5 to the following questions:
minutes) (5 minutes)
1. Which of the following is 1. Which of the following is

NOT a reading strategy? NOT a reading strategy?
a. character mapping a. character mapping
b. inferring b. inferring
c. questioning c. questioning
2. True or False. When Ni Luh 2. True or False. When Ni

Putu Sari married a rich man, Luh Putu Sari married a rich
she changed her name. man, she changed her
a. false name.
b. maybe a. false
c. true b. maybe
c. true
3. Which of the following
statements is a good 3. Which of the following
characteristic of Gubreg, statements is a good
Kopag’s loyal assistant? characteristic of Gubreg,
a. He is an inconsiderate Kopag’s loyal assistant?
assistant. a. He is an inconsiderate
b. He is a responsible assistant.
assistant and friend to Kopag. b. He is a responsible
c. He is a loving husband to assistant and friend to
Dayu Centaga. Kopag.
c. He is a loving husband to
4. Her skin feels like bark. The Dayu Centaga.
underlined word means
_______. 4. Her skin feels like bark.
a. hard The underlined word means
b. rough _______.
c. brown a. hard
b. rough
5. Why did Kopag choose to c. brown
marry his servant, Srenggi?
a. because Srenggi is 5. Why did Kopag choose to
hardworking marry his servant, Srenggi?
b. because he thinks that she a. because Srenggi is
is good hardworking
c. because Srenggi is his b. because he thinks that
definition of a beautiful woman she is good
although her skin is like a c. because Srenggi is his
bark. definition of a beautiful
woman although her skin is
like a bark.
148
J. Additional ASSIGNMENT: Read the ASSIGNMENT: Read the
activities short story that the teacher short story that the teacher
will give you. Then answer the will give you. Then answer
following questions below: (2 the following questions
minutes) below: (2 minutes)
1. What are the difficult words 1. What are the difficult

you find in the story? Find words you find in the story?
each meaning from the Find each meaning from the
dictionary. dictionary and use it on your
2. If you were to write your own sentences.
own ending of the story, what 2. If you were to write your
would it be? own ending of the story,
what would it be?
(See attached file for the copy (See attached file for the
of the short story) copy of the short story)
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue to
require
remediation
149
E. Which of my
teaching
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other teachers?
150
Grade 8
I. OBJECTIVES
Literature as a mirror to a shared heritage; coping strategies
A. Content features of a listening and viewing material; structural
Standard analysis of words and propaganda techniques; and
emphasis.

B. Performance
Standard
behaviour.
C. Learning EN8LT-IIId-2.2: Explain how the elements specific to a genre

Competency/ contribute to the theme of a particular literary selection.
Objectives EN8LT-IIId-2.2.4: Explain the figurative language used.
Figures of Speech/Elements of a Short Story (The

II. CONTENT Century Carver)
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials 18 – 20
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning
Resource
151
IV. PROCEDURES AVERAGE LEARNERS ADVANCED LEARNERS
A. Reviewing
previous TASK 1. WHO AM I. (5 TASK 1. CHARACTER
lesson or minutes) CONNECTION. (5 minutes)
presenting the
new lesson As a review on the previously Pictures of several
discussed Indonesian short important characters in the
story entitled The Century story are given. Make
Carver by Oka Rusmini, there connections by stating their
are pictures to be shown and roles on the short story.
the students should be able to
guess who is in the picture
and tell something about
them.
Kopag – the rich blind man

who sees true beauty in one’s
attitude.
Ni Luh Putu Sari/Jero Melati –

the beautiful sister-in-law of
Kopag with an ugly attitude
152
Gubreg – Kopag’s loyal
assistant who sees beauty
through a woman’s physical
appearance.
Srenggi – Kopag’s loyal

servant. An ugly lady with a
beautiful character and heart.
153
B. Establishing a Say: This time let us examine Say: This time let us
purpose for the some of the scenes in the examine some of the
lesson short story, The Century scenes in the short story,
Carver and identify them as to The Century Carver and
what their element is. identify them as to what
their element is.
(5 minutes)
(5 minutes)
TASK 2. RAISE YOUR
FLASH CARDS. Group the TASK 2. RAISE YOUR
students into five. Each group FLASH CARDS. Group the
will be given flash cards with students into five. Each
the following names: group will be given flash
SETTING, CONFLICT, cards with the following
CLIMAX, DENOUEMENT, names: SETTING,
and THEME. The teacher will CONFLICT, CLIMAX,
be posting several statements DENOUEMENT, and
or situation taken from the THEME. The teacher will be
short story, The Century posting several statements
Carver. Each group will raise or situation taken from the
the flash card that shows their short story, The Century
answer. Carver. Each group will
raise the flash card that
Note to the teacher: After this shows their answer.
short activity, be able to
discuss the elements of a Note to the teacher: After
short story briefly. Point out this short activity, be able to
important elements only. discuss the elements of a
short story briefly. Point out
(See attached file for the important elements only.
examples)
examples)
C. Presenting Say: This time, I pick out Say: This time, I pick out
examples/Insta some sentences or dialogues some sentences or
nces of the found in the short story. dialogues found in the short
new lesson Together… story. Together…
TASK 3. LITZ FIGURE IT TASK 3. LITZ FIGURE IT
OUT. Here are sentences or OUT. Here are sentences
dialogues by the characters or dialogues by the
lifted out from the short story, characters lifted out from
The Century Carver. Let us the short story, The Century
figure them out by plotting Carver. Let us figure them
them to the following figures out by plotting them to the
of speech. following figures of speech.
154
Simile Metap Perso Hyper Simil Meta Pers Hype
hor nificati bole e phor onific rbole
on ation
1. The woman’s skin felt like 1. The woman’s skin felt like
bark. bark.
2. The indentations of her 2. The indentations of her
body and face resembled body and face resembled
those in a piece of timber. those in a piece of
3. His wealth evaporated. timber.
4. He is a bloody nuisance! 3. His wealth evaporated.
5. For the first time, the nature 4. He is a bloody nuisance!
had surrendered to his 5. For the first time, the
power. nature had surrendered
to his power.
Note to the teacher: Note to the teacher:

Let the students go to the Let the students go to the
board and paste the board and paste the
sentences to the figures of sentences to the figures of
speech that they think is fitted speech that they think is
for each sentence or fitted for each sentence or
statement. statement.
Questions leading to the Questions leading to the

discussion of Figure of discussion of Figure of
Speech: Speech:
1. What do you think of these 1. What do you think of
sentences? these sentences?
2. What do you think do they 2. What do you think do
mean? they mean?
3. Is it literal? If not, what are 3. Is it literal? If not, what
they? are they?
155
D. Discussing Say: Now we proceed to the Say: Now we proceed to the
new concepts discussion of Figure of discussion of Figure of
and practicing Speech used in the short Speech used in the short
new skills # 1 story, The Century Carver. story, The Century Carver.
This figure of speech is used This figure of speech is
in stories in order to make the used in stories in order to
description vivid and make the description vivid
interesting. and interesting.

Figures of Speech
- are words or phrases Figures of Speech
that mean something - are words or
more and are the phrases that mean
opposite of the literal something more and
expression. are the opposite of
1.Simile – a figure of speech the literal
involving the comparison of expression.
one thing with another using 1.Simile – a figure of
‘as’ and ‘like’ speech involving the
comparison of one thing
Example: The woman’s skin with another using ‘as’ and
felt like bark. ‘like’
2.Metaphor – makes an 2.Metaphor – makes an

implicit, implied, or hidden implicit, implied, or hidden
comparison between two comparison between two
things that share common things that share common
characteristics without the use characteristics without the
of ‘as’ and ‘like’. use of ‘as’ and ‘like’.
Example: The indentations of 3.Personification – gives

her body and her face human traits and qualities
resembled those in a piece of such as emotions, desires,
timber. sensations, gestures and
speech.
3.Personification – gives
human traits and qualities
such as emotions, desires, 4. Hyperbole –
sensations, gestures and exaggerated statements or
speech. claims not meant to be
taken literally.
Example: For the first time,
nature had surrendered to his Note to the teacher: The
power. discussion should not
include any more examples.
4. Hyperbole – exaggerated After discussion, let the
statements or claims not students re-arrange their
meant to be taken literally. answers into their correct
156
places. Give a short
Example: His wealth explanation on their
evaporated. meanings.
He is a bloody nuisance!
Note to the teacher: After

discussion, let the students re-
arrange their answers into
their correct places. Give a
short explanation on their
meanings.
E. Discussing TASK 3. PRACTICE PA TASK 3. PRACTICE PA

new concepts MORE. (5 minutes) MORE. (5 minutes)
and practicing
new skills # 2 Here are some more Here are some more
examples of the different examples of the different
figures of speech. As the figures of speech. As the
teacher flashes the sample teacher flashes the sample
sentence, the students will sentence, the students will
raise their answer. raise their answer.
1. My classmate is as busy as 1. I cried a river when I

a bee. passed the final test.
2. Finally I won the rank battle 2. Finally I won the rank
in ML. I was exhausted I battle in ML. I was
could sleep for a year! exhausted I could sleep
3. Our class is like cats and for a year!
dogs. 3. Education provides
4. My alarm clock shouts at students with the skills to
me every morning so I won’t create and follow their
be late. personal road map
5. Learning is a seed you through life.
plant. Nurture it and it 4. I heard the last slice of
grows. cake calling me.
5. Waiting for my turn to
order a cup of milk tea is
like watching a flower to
bloom.

Please prepare cards with the Please prepare cards with
labels of the different figures the labels of the different
of speech discussed. figures of speech
Distribute those to the discussed. Distribute those
students. Also, you can let the to the students. Also, you
students translate the figures can let the students
of speech into their own translate the figures of
157
dialects for better speech into their own
understanding. dialects for better
understanding.
F. Developing TASK 4. DO THE FIGURE.
mastery (10 minutes) TASK 4. DO THE FIGURE.
(leads to (10 minutes)
Formative Metaphor:
Assessment 3) My family is my treasured Hyperbole:
gold. This is the best day of my
life!
Directions: Each student will
select one activity among the Directions: Each student will
following tasks according to select one activity among
their interest and skill. the following tasks
according to their interest
1. For Visual Learners – and skill.
Draw an image of your
family showing how 1. For Visual Learners –
important they are to you. Draw an image of you
having the best day of
2. For Bodily – Kinaesthetic your life.
Learners – Make a short
play depicting a beautiful 2. For Bodily –
family and children having Kinaesthetic Learners
good manners. – Make a short play
depicting a student
3. For Musical Learners – enjoying his/her life to
Compose a short song the fullest
that you will dedicate to
your family. 3. For Musical Learners –
Compose a short verse
(See attached file for rubric) describing your best day
in your life.
(See attached file for rubric)

G. Finding
practical TASK 5. CLAPPLAUSE! TASK 5. FIGURES IN
application of (5 minutes) CONTEXT
concepts and (5 minutes)
skills in daily The teacher will be posting
living some of the common figure of The teacher will ask the
speech used at home and in students about common
school. One clap if it’s figures of speech used at
common at home and a round home or in school with the
of applause if it’s common in following
school. situations/questions.
Afterwards, let them identify
Common Figures of Speech the figures of speech used.
at home.
158
1.“Eat your food or the big pot 1. When your mother has
eats you!” - HYPERBOLE finished cooking but
nobody is getting in to
2.“My patience with you is as the dining area to eat.
thin as the thread already.” - - The food is already crying
SIMILE because no one wants to
eat it.
3.“Your parents are the banks
in your family.” – 2. What do you say in
METAPHOR exaggeration when your
teacher gives you a lot of
4.“The food is calling you.
homework?
Don’t let it wait.” - - Oh my goodness! What a
PERSONIFICATION ton of burden!
Common Figures of Speech in
school. 3. What does your mother
1.The teacher is the backbone say when you are asking
of the education system. – for an extra allowance?
METAPHOR - I am not a bank! Earning
money isn’t like pooping.
2.What do you have in your
bag? It weighs a ton! –
HYPERBOLE
3.This classroom is like a

jungle! - SIMILE
4.The silence during

examinations is deafening. -
PERSONIFICATION
Note to the teacher: You can

let the students translate the
figures of speech into their
own dialects for better
understanding
H. Making TASK 6. THOUGHT TASK 6. THINKING OUT

generalizations BUBBLE. (5 minutes) LOUD. (5 minutes)
and
abstractions
about the
lesson
159
The stick man on the left side In the cloud balloons, write
wants you to write words or down your guesses about
phrases that made a mark in the lesson and on the
your thought while the stick dialogue balloons, write
man on the right side wants down your learnings in the
you to write down the lesson conducted.
importance of the words or
phrases.
I. Evaluating SHORT QUIZ: Read each SHORT QUIZ: Read each

learning sentence or question sentence and answer them
carefully. Choose the correct correctly. Use a clean
letter as your answer. (5 answer sheet. (5 minutes)
minutes)
1. “He was as brave as a

1. “He was as brave as a lion.” What figure of
lion.” What figure of speech speech was used?
was used?
a. simile 2. “The sun opens its
b. metaphor eyes every morning.”
c. hyperbole What figure of speech was
2. “The sun opens its eyes used?
every morning.” What figure
of speech was used? 3. “My parent’s love is like
a. simile a hug I share with my
b. hyperbole teddy bear.” What figure
c. personification of speech was used?
3. “My parent’s love is like a
hug I share with my teddy 4. Which element of a short
bear.” What figure of speech story tells us about the time
was used? and place of the events?
a. metaphor
b. simile 5. “If I can’t eat at
c. personification McDonalds twice a week, I
4. Which element of a short could die!” What figure of
story tells us about the time speech was used?
160
and place of the events?
a. conflict
b. setting
c. theme
5. “If I can’t eat at
McDonalds twice a week, I
could die!” What figure of
speech was used?
a. hyperbole
b. metaphor
c. simile
J. Additional ASSIGNMENT: (2 minutes) ASSIGNMENT: (2 minutes)
activities Compose five sentences Compose a five sentence
using the four different figures paragraph using the
of speech discussed. different figures of speech
discussed highlighting
about your favourite
vacation.
V.REMARKS
VI.REFLECTION
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of
learners who
continue to
require
remediation
161
E. Which of my
teaching
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other teachers?
162
Grade 8
I. OBJECTIVES
The learner demonstrates understanding of:
Southeast Asian Literature as a mirror to a shared
A. Content information; strategies in examining features of a
Standard listening and viewing material; structural analysis of
signals for opinion – making, persuasion, and
emphasis.
The learner transfers learning by composing and
delivering a persuasive speech based on an
B. Performance
Standard
and behaviour.
C. Learning EN8VC-IIId-18: Determine the issue and stand
Competency/Ob presented in the material viewed.
jective
EN8LC-IIId-8.2: Judge the relevance and worth of
ideas presented in the text listened to.
II. CONTENT Determining Issue and Stand in a Text
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
from Learning
Resource (LR)portal
B. Other Learning
Resource
ADVANCED
IV. PROCEDURES AVERAGE LEARNERS
LEARNERS
A. Reviewing previous UNLOCKING OF UNLOCKING OF
lesson or presenting UNFAMILIAR WORDS. (5 UNFAMILIAR WORDS.
the new lesson minutes) (5 minutes)
163
TASK 1. PICTURE TASK 1. JUMBLE ME
PUZZLE. From the four NOT. Arrange the
pictures given for each jumbled letters in each
item, find the one word that flash cards posted on
best fit their meanings. the board according to
1. slums the meanings below.
2. freedom 1. slums
3. chemical 2. sovereignty
4. culture 3. castration
5. buildings 4. norms
5. infrastructure
(See attached file for the (See attached file for the
task) task)
Note to the teacher: Divide Note to the teacher:
the class into five groups Divide the class into five
before the lesson begins. groups before the lesson
Each group will be begins. Each group will
answering the task be answering the task
according to their group according to their group
number. These groups will number. These groups
also be the same on the will also be the same on
different tasks on this the different tasks on
lesson. this lesson.
TASK 2. MEET THE TASK 2. MEET THE

PRESIDENT. (5 minutes) PRESIDENT. (5
Below are images of three minutes)
famous presidents who are Below are images of
known for their unique way three famous presidents
of leadership. Tell the who are known for their
class who they are and unique way of
their contributions to solve leadership. Tell the class
some of the challenges in who they are and their
their country. contributions to solve
some of the challenges
in their country.
DNOALD UMTRP
164
_O_ _LD TR_ _
LVADIMRI PUNTI P
VL_ D_M_R _UT

_N
IGORORD UTDRTEE
Motivation: What do you

think are the
characteristics of a good
leader?
Motive Question: What

are the good RO__I_G_ D_TE
characteristics of President _T_
Joko Widodo?
Motivation: What do
you think are the
characteristics of a good
leader?
Motive Question: What

are the good
characteristics of
President Joko Widodo?
B. Establishing a purpose Video Presentation: (10 Video Presentation:
for the lesson minutes) Interview with the (10 minutes) Interview
Indonesian president. with the Indonesian
Please take note of president. Please take
important issues brought note of important issues
up in the interview. brought up in the
interview.
165
Before the video Before the video
presentation, it would be presentation, it would be
best to introduce first who best to introduce first
Joko Widodo is. You may who Joko Widodo is.
also cut the video. You may also cut the
(See attached file for Joko video.
Widodo’s short biography (See attached file for
and the interview) Joko Widodo’s short
biography and the
interview)
C. Presenting Processing Questions: Processing Questions:
examples/Instances of
the new lesson TASK 3. THE QUESTION TASK 3. THE
WHEEL. (10 minutes) QUESTION WHEEL.
Using the same grouping, (10 minutes)
the teacher will present the Using the same
questions in a form of a grouping, the teacher
wheel where all the will present the
questions are written. First, questions in a form of a
spin the wheel. Then wheel where all the
choose from the box the questions are written.
group that will answer the First, spin the wheel.
question. Questions that Then choose from the
were already answered box the group that will
must be taken off the answer the question.
wheel. Questions that were
already answered must
1.What are the good be taken off the wheel.
characteristics of President
Joko Widodo? 1.What are the good
characteristics of
2. What was the President Joko Widodo?
President’s life before he
became the president? 2. What was the
President’s life before he
3. How would you describe became the president?
the President?
3. How would you
4. What are the challenges describe the President?
that he is currently facing Cite examples to prove
in his country? your ideas.
5. What are his plans on 4. What are the

overcoming those challenges that he is
challenges? currently facing in his
country?
6. What are the major
issues addressed by the 5. What are his plans on
166
President? overcoming those
challenges? Do you
7. What is his stand on the think that his plans are
issues? effective? How?
6. What are the major

Note to the teacher: issues addressed by the
Please prepare a box with President?
numbers 1 – 5, two pieces
each. 7. What is his stand on
the issues?
Note to the teacher:
Please prepare a box
with numbers 1 – 5, two
pieces each.
D. Discussing new ISSUES AND STAND IN ISSUES AND STAND
concepts and A TEXT IN A TEXT
practicing new skills #
1 A social issue is some A social issue is some
problem or concern problem or concern
connected to a larger issue connected to a larger
that affects society in issue that affects society
general. Often, the social in general. Often, the
issues brought forward in social issues brought
fiction reflect contemporary forward in fiction reflect
concerns in the author's contemporary concerns
own world. This type of in the author's own
issue in literature often world. This type of issue
shows up as a theme that in literature often shows
affects the plot and up as a theme that
outcome of the story. affects the plot and
outcome of the story.
A stance/stand in a text is
a person's official opinion A stance/stand in a text
or their "position" about is a person's official
an issue presented. It talks opinion or their
about their agreement or "position" about an
disagreement on the issue presented. It talks
concerns raised. about their agreement or
(5 minutes) disagreement on the
concerns raised.
(5 minutes)
E. Discussing new Issues presented in the Issues presented in
concepts and material viewed: the material viewed:
2 1. Death penalty for drug- 1. Death penalty for
related issues. drug-related issues.
2. Chemical castration 2. Chemical castration
167
penalty for paedophilias. penalty for paedophilias.
3. Government’s stand on 3. Government’s stand

the LGBT community. on the LGBT
community.
President Widodo’s
Stance on the Different President Widodo’s
Issues: Stance on the Different
Issues:
answers) (See attached files for
the answers)
F. Developing mastery TASK 3. TAKE A “stand”. TASK 3. CREATE
(leads to Formative (5 minutes) YOUR “stand”. (15
Assessment 3) Using two round cards minutes)
plastered on the floor and The teacher presents an
labelled as: Agree and issue. Each group will
Disagree, the teacher will present it in a creative
present issues and way. The following
students will decide what instructions shall be
their stand is by standing executed by each group.
on the labelled card They should state first
according to their opinion. whether they agree or
disagree to the
statement.
- To separate
Senior High Statement/Issue:
School and
Junior High To allow House Bill
School (in No. 3611 or the No
terms of school Homework Policy.
premises) GROUP 1. Skit. Come
- To allow No up with a short situation
Uniform, No ID, that your group will re-
No Proper enact and show your
Haircut Policy: stand to whether you
No Entry agree or disagree with
among students the statement.
of your school.
- To allow 50 GROUP 2. Rap Making.
students or Make a short rap that will
more as a show your stand to
regular class whether you agree or
size. disagree with the
- To allow House statement.
Bill No. 3611 or
GROUP 3. Slogan
the No
Writing. Write a catchy
168
Homework and rhyming phrase to
Policy whether you agree or
- To allow the disagree to the
confiscation of statement.
mobile phones
GROUP 4. Song
during class
Composition. Write a
hours
catchy and rhyming
phrase to whether you
agree or disagree to the
statement.
GROUP 5. Poster
Making. Draw images
that show your stand to
whether you agree or
disagree with the
statement.
rubric)
G. Finding practical TASK 4. YOU SEE ME, TASK 4. YOU SEE ME,
application of concepts EYE SEE YOU. (8 EYE SEE YOU. (5
and skills in daily living minutes) minutes)
Using the comparison Using the comparison
glasses diagram below, be glasses diagram below,
able to list down problems be able to list down
that the Philippines is problems that the
facing which are similar to Philippines is facing
Indonesia issues and which are similar to
stand of the President. Indonesia issues and
stand of the President.
Note to the teacher: In the

attached file given, there Note to the teacher: In
few issues in the the attached file given,
Philippines opposite the there few issues in the
President’s response. Philippines opposite the
Using the rubric provided President’s response.
judge the relevance and Using the rubric
worth of ideas presented in provided judge the
169
the response made by the relevance and worth of
president. ideas presented in the
response made by the
president.
H. Making generalizations TASK 5. SUMMARY TASK 5. SUMMARY
and abstractions about CHART. CHART.
the lesson (5 minutes) (2 minutes)
Complete the data on the Complete the data on
chart to come up with a the chart to come up
meaningful learning from with a meaningful
the lesson. learning from the lesson.
Respond whether you

Write a short paragraph
agree or disagree to the
discussing about your
question: “Should our
stand on the following
entertainment industry be
issue: (2 minutes)
focused more on
presenting Korean Pop
I. Evaluating learning singers than Filipino
To allow the Chinese
singers?” Support your
answer by writing a short fishermen to catch fish
paragraph with at least five across the South
sentences. (5 minutes) China Sea.
(See attached rubric)
(See attached rubric)
ASSIGNMENT: (2 ASSIGNMENT: (1
minutes) minute)
Watch the video once Watch the video once
again. Take note some of again. Take note some
J. Additional activities
the President’s words in of the President’s words
which he had to change in which he had to
his tone, stress, and pitch change his tone, stress,
in speaking. and pitch in speaking.
V. REMARKS
170
VI. REFLECTION

earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial

learners who have
caught up with the
lesson

continue to require
remediation
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?
171
Grade 8
I. OBJECTIVES
A. Content Standard
emphasis.
B. Performance
Standard
and behaviour.
C. Learning
EN8OL-IIId-5:
Competency/
Observe the use of correct stress, pitch, and
Objective
juncture when delivering a persuasive speech
PROSODIC FEATURES in DELIVERING a

II. CONTENT PERSUASIVE SPEECH
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s Materials English Expressways II
pages
3. Textbook pages Pages 64-65, 185,211
from Learning
Resource (LR)portal
https://www.rappler.com/world/regions/asia-
pacific/indonesia/72529-text-jokowi-inauguration-
B. Other Learning speech
Resource
Differentiated Learning Rubric by Maxine –
www.atozteacherstuff.com999
172
http://atozteacherstuff.com/pdf.htm?rubric_differentiat
ed.pdf
https://www.rcampus.com/rubricshowc.cfm?sp=yes&code
=F6W345&
ADVANCED AVERAGE LEARNERS

IV. PROCEDURES LEARNERS
A. Reviewing previous Pre-Reading Activity: Pre-Reading Activity:

lesson or presenting
the new lesson Unlocking of Unlocking of Difficulties:
Difficulties: TASK I. Find the correct
TASK I. Find the correct meaning of the underlined
meaning of the words through the context
underlined words clues in each sentence.
through the context Choose the letter of the
clues in each sentence. correct answer.
1. The little boy 1. The little boy

implored or implored or begged
begged his his kidnapper to let
kidnapper to let him him go.
go. a. Request someone
2. The country was on to do or not to do
the verge of something
becoming b. Threatened
prosperous and someone to do or
successful. not to do
3. When Sally would something
constantly urge her c. Pray that someone
friends to join her does something
soccer team, her
pleadings grew 2. The country was on
irritating to them. the verge of
4. The ship’s mast, becoming
the tall pole prosperous and
supporting its sails successful.
was bent by the
strong wind. a. impoverished
5. He won the b. rich
people’s trust c. crime-free
through his noble, a
generous heart. 3. When Sally would
constantly urge her
friends to join her
soccer team, her
173
pleadings grew
irritating to them.
a. force
b. intimidate
c. encourage
4. The ship’s mast, the

tall pole anchoring its
sails was bent by the
strong wind.
a. A tall post used to
support a ship’s sails
b. A rope that is used
to hold the ship’s
sails
c. A piece of cloth
that holds the ship’s
sails
5. He won the people’s

trust through his
noble, generous
heart.
a. heroic
b. showing high moral
quality
c. brave
B. Establishing a purpose MOTIVATION: MOTIVATION:

for the lesson
1. Did you ever 1. Did you ever dream
dream of of becoming a
becoming a country leader
country leader someday? What
someday? What would you do if you
would you do if were a president of
you were a a country?
president of a
country? The teacher tells the
students that they’ll be
The teacher tells the reading a speech of
students that they’ll be President Jokowi Widodo.
reading a speech of While reading, they are to
President Jokowi find the answer to the
174
Widodo. While reading, question below:
they are to find the
answer to the question Motive Question:
below:
1. What does
Motive Question: President Widodo
want for his country,
1. What does Indonesia?
President
Widodo want for
his country,
Indonesia?
C. Presenting
examples/Instances of READING ACTIVITY: READING ACTIVITY: (Do
the new lesson (Do a Round Robin a Round Robin reading)
reading)
The students will be
The students will be grouped into four and each
grouped into four and group will be given a copy
each group will be given of the excerpt.
a copy of the excerpt.
(See attachment #1)
(See attachment #1) An excerpt of President
An excerpt of President Jokowi Widodo's speech
Jokowi Widodo's speech at his official swearing-in
at his official swearing-in ceremony on Monday,
ceremony on Monday, October 20, 2014.
October 20, 2014
D. Discussing new UNDERSTANDING THE UNDERSTANDING THE
concepts and TEXT. TEXT.
1 TASK 2: FLASH YOUR TASK 2: FLASH YOUR
ANSWERS ANSWERS
(Note: This will be a (Note: This will be a

contest between the contest between the
groups. The students groups. The students shall
shall be given a marker be given a marker and a
and a piece of cardboard piece of cardboard o
o anything where they anything where they could
could write their answers write their answers to the
to the questions. The questions. The group with
group with the most the most number of correct
number of correct answers/points shall be
answers/points shall be declared as the winner.
declared as the winner.
175
Ask the following
comprehension questions:
Ask the following
comprehension 1. What does
questions: President Widodo
want for his country,
1. What does Indonesia? (Motive
President Question)
Widodo want for 2. According to him,
his country, who are responsible
Indonesia? in building a
(Motive country?
Question) 3. Through his speech,
2. According to him, what is he trying to
who are make the people of
responsible in Indonesia do for
building a their country?
country? 4. What do you think
3. Through his does he mean by
speech, what is this line:
he trying to make “I urge you all to get
the people of on the ship of the
Indonesia do for Republic of Indonesia
their country? and sail towards
4. What do you Indonesia Raya
think does he (Great Indonesia)”?
mean by this line: 5. What do you think is
“I urge you all to the purpose of Pres.
get on the ship of Widodo in this
the Republic of speech?
Indonesia and sail
towards Indonesia
Raya (Great
Indonesia)”?
5. What do you
think is the
purpose of Pres.
Widodo in this
speech?
E. Discussing new Note: The response of Note: The response of the

concepts and the students to question students to question #5
practicing new skills # #5 shall be the cue of shall be the cue of the
2 the teacher to recall their teacher to recall their past
past lessons about lessons about persuasive
176
persuasive speech. speech.
The teacher shall also Ask:

mention that in 1. What is persuasive
delivering a persuasive speech?
speech, some prosodic Answer: A
features are necessary persuasive speech
to be used correctly. is a specific type of
speech in which
Elicit ideas from the the speaker has a
students about stress, goal of convincing
pitch and juncture which the audience to
they have also accept his or her
previously learned. point of view.
TASK 3: Speak It Up! The teacher shall also

(Group Activity) mention that in delivering a
After recalling the persuasive speech, some
prosodic features, prosodic features are
introduce to them this necessary to be used
activity. correctly.
Say the following Elicit ideas from the

phrases/sentences students about stress,
following correct use of pitch and juncture which
stress, pitch and they have also previously
juncture: learned.
1. What do you know 1. What is stress?

about politics? (stress Stress is the
you) emphasis placed
on a sound,
2. There are lots of syllable, or word by
candies in the box. saying it more
(stress lots) relatively, more
loudly and more
3. I think that is a good forcefully.
idea. (stress that) 2. How about pitch?
Pitch refers to how
4. Will you drive to the high or low a
office tomorrow? (rather speaker’s voice is.
than the driver)
3. What is juncture?
5. Will you drive to the Juncture refers to
office tomorrow? (rather the break between
than walk) one spoken word
177
and another, or the
6. It’s my brother who pronunciation
needs it. (rather than I) features that help
recognize the
7. all that I'm after today break
all the time after today distinguishing.
8. made it up
9. slept an hour TASK 3: COPYCAT
10. keep it up (Group Activity)
After recalling the prosodic

features, introduce to them
this activity. Tell the
students that you would
say some sentences and
they should be able to
copy how you said them.
Say the following

phrases/sentences
following correct use of
stress, pitch and juncture:
1. What do you know

about politics? (stress
you)
2. There are lots of

candies in the box.
(stress lots)
3. I think that is a good

idea. (stress that)
4. Will you drive to the

office tomorrow? (rather
than the driver)
5. Will you drive to the

office tomorrow? (rather
than walk)
6. It’s my brother who

needs it. (rather than I)
178
7. all that I'm after today
all the time after today
8. made it up
9. slept an hour
10. keep it up
F. Developing mastery
(leads to Formative TASK 4:
Assessment 3) TASK 4:
With the same grouping,
With the same grouping,
let the students choose
let the students choose a
a particular
particular line/paragraph in
line/paragraph in the
the excerpt that they would
excerpt that they would
like to deliver in front of the
like to deliver in front of
class. They should be able
the class. They should
to apply the correct use of
be able to apply the
stress, pitch and juncture
correct use of stress,
in delivering a persuasive
pitch and juncture in
speech.
delivering a persuasive
speech.
application of concepts TASK 5: Differentiated TASK 5: Differentiated
and skills in daily living Activity Activity
Group 1: The Patriots Group 1: The Patriots

Make a slogan to Make a slogan to convince
convince students in students in your school to
your school to always always attend the flag
attend the flag ceremony.
ceremony.
Group 2: The
Group 2: The Environmentalists
Environmentalists Make an ad-campaign
Make an ad-campaign encouraging people in
encouraging people in your community to
your community to segregate and dispose
segregate and dispose their garbage properly.
their garbage properly.
Group 3: The Singers
Group 3: The Singers Through a song, motivate
Through a song, others to overcome the
motivate others to challenges and problems
overcome the in their lives. You can look
challenges and for a song that has the
179
problems in their lives. same message. Be ready
You can make use of a to sing 5 or more lines
song’s melody and write from that song in front of
your own lyrics or look the class.
for a song that has the
same message. Group 4: The Leaders
Pretend that you are
Group 4: The Leaders student leaders. Make a
Pretend that you are tagline of your organization
student leaders. Make a which will encourage
tagline of your students to help you in
organization which will making your school a
encourage students to better place for the
help you in making your students.
school a better place for
the students. (See attachment #2 for the
Rubric)
(See attachment #2 for
the Rubric)
H. Making generalizations
and abstractions about (Individual activity):
the lesson Complete the following
statements orally using the
(Individual activity): correct stress, pitch and
Complete the following juncture.
statements orally using
the correct stress, pitch 1. Today, I learned that a
and juncture. persuasive speech
aims to ___________.
1. Today, I learned
that ____________. 2. I realized that the
correct use of stress,
2. I realized that pitch and juncture are
______________. important in delivering
a persuasive speech
because _________.
Using a voice recorder, Using a voice recorder,

say the following say the following
advertisements/sentenc advertisements/sentences.
es. Use the persuasive Use the persuasive tone of
tone of voice. Make sure voice. Make sure to
to observe the correct observe the correct use of
use of stress, pitch and stress, pitch and juncture
juncture in delivering the in delivering the lines.
lines. (Note: This should be done
180
(Note: This should be with their group. The
done with their group. students could make use
The students could of their cell phone’s voice
make use of their cell recorder. The individual
phone’s voice recorder. audio recording should be
The individual audio submitted by the group
recording should be leader.)
submitted by the group
leader.) 1. Look Young. Feel
Young. Renew
1. Look Young. your skin’s
Feel Young. radiance. Call 892-
Renew your S-K-I-N.
skin’s radiance. 2. “Hang on to your
Call 892-S-K-I-N. hat. Hang on to
2. “Hang on to your your hope. And
hat. Hang on to wind the clock, for
your hope. And tomorrow is
wind the clock, another day.”
for tomorrow is – E.B. White
another day.” 3. Reach your goals
– E.B. White with a savings plan
3. Reach your goals designed by you for
with a savings you.
plan designed by
you for you.
(See attachment #3 for

the Rubric)
Create an “Inspiration
Create an “Inspiration
Wall” where they should
Wall” where they should
post motivating
post motivating
phrases/quotes for their
phrases/quotes for their
teachers in celebration
teachers in celebration of
of the National
the National Teacher’s
J. Additional activities Teacher’s Month.
Month.
Encourage students to
Encourage students to
make use of colored
make use of colored paper
paper or other
or other decorative
decorative materials for
materials for their posts.
their posts.
181
V. REMARKS
VI. REFLECTION

earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial

learners who have
caught up with the
lesson

continue to require
remediation
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?
182
Grade 8
I. OBJECTIVES
A. Content Standard
emphasis.
B. Performance
Standard
and behaviour.
EN8G-IIId-3.6
C. Learning
Use modals appropriately –
Competency/Objec
1. Modals for logical deduction
tive
EN8WC-IIId-2.2.16
Compose an informative essay
- Apply the pointers in writing an informative essay
Modals for Logical Deduction
II. CONTENT
Writing an Informative Article/Essay
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
from Learning
Resource (LR)portal
https://www.espressoenglish.net/modal-verbs-in-
english-deduction/
B. Other Learning
Resource https://2qdocg2za8g336a8w21fo83z-wpengine.netdna-
ssl.com/wp-content/uploads/2015/01/AEG-Lesson10-
183
Worksheet.pdf
https://www.gettyimages.com/detail/photo/high-angle-
view-of-boats-selling-vegetables-royalty-free-
image/720069947?adppopup=true
https://www.gettyimages.com/detail/photo/indonesian-
dish-with-satay-chicken-skewers-royalty-free-
https://www.gettyimages.com/detail/photo/padar-island-
the-icon-of-komodo-national-park-royalty-free-
ADVANCED AVERAGE LEARNERS

IV. PROCEDURES LEARNERS
A. Reviewing previous TASK 1: GUESS THE ANSWER. Show the pictures

lesson or presenting below to the students. Tell them that they should
the new lesson make a guess about what the images might be. Ask
the guide questions for each picture. Encourage them
to answer in complete sentences.
(Note: Ask follow-up questions if necessary so that

students would arrive at the expected responses.)
1. What might this image be?
Indonesian Floating Market (View Of Boats Selling

Vegetables)
2. What must her job be?
Traditional Ramayana dancer in a temple of Bali
184
3. Can this food be sweet?
Indonesian dish with satay chicken skewers
4. Could this place be a tourist

attraction?
Padar Island - The icon of Komodo National Park - Labuan

Bajo in Flores Island- East Nusa Tenggara - Indonesia
B. Establishing a purpose Write the responses of the students on the board.

for the lesson Underline the modals.
Expected responses:
1. They might be boats with vegetables.

2. She must be a dancer.
3. It can’t be sweet. It must be spicy.
4. It could be a tourist attraction.
Ask this question:
 Are you familiar with the underlined words?

 What are they called?
The underlined words in the sentences are
examples of modal auxiliaries, also called modals.
C. Presenting
examples/Instances of The students have already studied about modals so
the new lesson the teacher could just review what they have
previously learned.
185
Ask the following questions:
 What are modals/modal auxiliaries?

They are a special group because they have
only one form for all persons of the verb, but
they can have several meanings and time frames,
depending on the context in which they are used.
 What types of modals have we previously

talked about/studied?
Modals expressing ability, permission and
possibility.
D. Discussing new Ask:

concepts and How were you able to answer the questions about the
practicing new skills # pictures earlier?
1
- Through guessing/deducing
What did you use to express your guess?

- Made use of modals
Tell students that today, you will be talking about

another type of modal.
MODALS – Logical Deduction
“Deduction” means using the information available to

make a guess or draw a conclusion about the facts.
MODALS FORM USE EXAMPLE
> Must when you > The

(present) are very doctor’s
certain diagnosis
that must be
must
> Must + something right.
have is/was
> He must
(past) true
have based
it on the lab
tests.
Can + not when you > It can’t be

Can (present) are very possible to
certain change
186
that habits
something immediately.
Could +
is/was
not + have
impossibl
(past)
e > She
couldn’t
have done
that all by
herself.
Should + to talk
not about
Tessie
(present) things you
shouldn’t
expect to
have been
be true,
successful
Should Should + although
without the
have you don’t
help of her
(past) have
parents.
complete
Should + certainty
not + have
(past)
to talk It might rain

about later.
Might,
present
Might, may, The guest
and future
may could could may arrive
possibilitie
(present) late because
s
of the heavy
rain.
Might + to talk Things might

have about past have
possibilitie been/could
May +
s have been/
Might, have
may have
may could
Could + been
have different had
you followed
my advice.
187
ADVANCED LEARNERS:
(Note: This activity will be done orally. Remember

to process how the students arrived at their
answers.)
TASK 2. Exercise 1 – Complete the blanks with

must, can’t, or might:
1. Look at that guy's enormous muscles. He

___________ work out a lot.
2. You ______ be right - but I'm going to check to

make sure.
3. He's working full-time and studying for his Ph.D.

That _____________ be easy.
Exercise 2 – Now complete the blanks with must,

should, shouldn’t, or couldn’t:
1. I'm so thankful for your help with this project. I

_______ have done it without you!
2. The repairs I made _____ have fixed the problem,

but they didn't - so I'll have to take another look.
3. I ___________________ have watched that horror

movie; it gave me nightmares.
4. It ___________________ have rained a lot last

night - there are puddles everywhere.
AVERAGE LEARNERS:
TASK 2. PUT IT INTO PRACTICE!

You’ll see pictures accompanied by sentences. For
each one, fill in the blank with must (if you think it is
true) or can’t (if you think it’s not possible).
1. They ______________ be in love.
2. You studied all night. You

___________ be exhausted.
188
3. That __________ be right…
II. For each one, fill in the blank with must have (if
you think it happened), must not have (if you think it
didn’t happen) or couldn’t have (if you think it’s
impossible).
1. The thief ______ gotten in through

the window.
2. She ____________ been happy

when she heard the good news.
3. They _________ bought a house

without a loan because they had no
savings.
E. Discussing new
concepts and Ask:
practicing new skills # How were you able to make logical deductions using
2 the modals?
- Through the help of the information available or
through the given facts.
Tell them that these facts are also very important in

writing an informative article and not just in making
logical deductions.
An Informative Article/Essay
An informative article gives the reader unbiased facts

about a topic. It also provides readers with details on
a given topic. The informative article is not an
argumentative article that tries to persuade the reader
to one side or the other. It covers all the pertinent
details: who, what, when, where, and why.
Newspaper reporting uses informative articles.
Informative text is always nonfiction.
189
Informative text can appear in newspapers, textbooks,
reference materials, and research papers.
Guidelines in Writing an Informative Essay:

1. Identify the purpose for writing.
2. Consider your audience.
3. Have an interesting beginning sentence to hook
your audience’s interest.
4. Cite only relevant and accurate details.
5. Have a clear conclusion.
F. Developing mastery TASK 3: TASK 3:
(leads to Formative DIFFERENTIATED DIFFERENTIATED
Assessment 3) ACTIVITIES ACTIVITIES
Group 1: Student Group 1: Student

Leaders Leaders
This group will a student This group will a student

organization planning for organization planning for
an event or activity in the an event or activity in the
school. They will make school. They will make an
an announcement announcement informing
informing the students of the students of the
the upcoming upcoming event/activity.
event/activity. They They should be able to
should be able to cover cover pertinent details as
pertinent details as to to Who, What, Where,
Who, What, Where, When, Why and/or How.
When, Why and/or How.
Group 2: Logical Group 2: Logical

Thinkers Thinkers
This group will be given This group will be given

pictures. They will make pictures. They will make
logical deductions out of logical deductions out of
the given pictures. They the given pictures. They
should be able to write should be able to write
sentences using modals sentences using modals
for logical deductions for logical deductions
correctly. correctly.
(see attachment # 3) (see attachment # 3)
190
application of concepts Ask:
and skills in daily living Ask:
What is the relevance
What is the relevance and
and importance of
importance of informative
informative texts in our
texts in our daily lives?
daily lives?
H. Making generalizations Ask: Ask:

and abstractions about
the lesson 1. What did you learn 1. What did you learn
about modals of logical about modals of logical
deduction today? deduction today?
About informative texts? About informative texts?
Write a short informative

essay about the sample
flyer below. Be sure to
follow the guidelines in
writing an informative
essay.
Write a short informative

essay about the sample
flyer below. Be sure to
follow the guidelines in
writing an informative
essay.
See attachment #4 See attachment #4
Research on a particular Research on a particular

issue, event, or tourist issue, event, or tourist
J. Additional activities destination in your destination in your
community (e.g. waste community (e.g. waste
management, local management, local tourist
tourist spots, upcoming spots, upcoming events,
191
events, community community projects, etc)
projects, etc) and write a and write a short
short informative essay informative essay about it.
about it.
V. REMARKS
VI. REFLECTION

earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial

learners who have
caught up with the
lesson

continue to require
remediation
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?
192
Grade 8
I. OBJECTIVES
A. Content The learner demonstrate understanding of: African literature
Standard as a means of exploring forces that human beings contend
with; various reading styles vis-à-vis purposes of reading;
prosodic features that serve as carriers of meanings; ways by
which information may be organized, related, and delivered
orally; and parallel structures and cohesive devices in
presenting information.
B. Performan The learner transfers learning by composing and delivering an
ce informative speech based on a specific topic of interest
Standard keeping in mind the proper and effective use of parallel
structures and cohesive devices and appropriate prosodic
features, stance, and behavior.
C. Learning EN8OL-IIIe-1.14Use appropriate persuasive devices

Competen EN8G-IIIe-12Use emphasis markers for persuasive purposes
cies/Objec (Rhetorical Questions)
tives EN8V-IIIe-123Arrive at meanings through context clues
II.CONTENT Persuasive Devices and Emphasis Markers for Persuasive

Purposes
III.LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s
material
pages
3. Textbook
pages
4. Additional
materials
from
Learning
Resource
(LR) portal
B. Other
learning
Resources
193
IV.PROCEDURE ADVANCED LEARNERS AVERAGE LEARNERS
A. Reviewing UNLOCKING OF UNLOCKING OF

the DIFFICULTIES DIFFICULTIES
previous Word Up ! Word Up !
lesson or The teacher will divide the The teacher will divide the
presenting students into four. The students into four. The
the new teacher will give each groups teacher will give each groups
lesson set of words which defines set of words which defines the
the underlined word in the underlined word in the
sentence that will flash. sentence that will flash. When
When the teacher says go the teacher says go the
the students will look for the students will look for the
meaning of the word and meaning of the word and raise
raise it up. it up.
1. Whenever I am mad I 1. Whenever I am mad I want
want to go to the place to go to the place where is
where is idyllic so that I find idyllic so that I find peace in
peace in there. there.
2. The hammock is under 2. The hammock is under the
the mango tree, it is inviting mango tree, it is inviting for a
for a sound sleep. sound sleep.
3. I see my house burning 3. I see my house burning
and I carry our television and I carry our television
outside, they say it is the outside, they say it is the
adrenaline rush that makes adrenaline rush that makes
me do it. me do it.
4. During Monday, everyone 4. During Monday, everyone
is in hustle in preparing for is in hustle in preparing for
school and work. school and work.
5. I wish I never walk away 5. I wish I never walk away
from them now I am here in from them now I am here in a
a brooding jungle, this is so brooding jungle, this is so
creepy. creepy.
B. Establishi MOTIVATION MOTIVATION

ng a Have you ever tried Have you ever tried
purpose convincing your friend/s, convincing your friend/s,
for the classmate/s or other people classmate/s or other people to
lesson to visit the most favorite visit the most favorite place
place you have visited? How you have visited? How were
were you able to convince you able to convince them in
them in such a way that they such a way that they will also
will also be interested to be interested to come and see
come and see that favorite that favorite place of yours?
place of yours?
C. Presentin MOTIVE QUESTION MOTIVE QUESTION
g In the essay that we are In the essay that we are going
examples/ going to read today, we will to read today, we will know
194
instances know how the author was how the author was able to
of the new able to convince the people convince the people to visit
lesson to visit Laos. Laos.
D. Discussin The teacher will post rhetoric The teacher will post rhetoric
g new questions which is one of the questions which is one of the
concepts focuses of the lesson which focuses of the lesson which is
and is lifted from the text. lifted from the text.
practicing
new skill How did the How did the
#1
author author
convince her convince her
reader to go to reader to go to
Laos? Laos?
What makes What makes
Laos different Laos different
from other from other
places? places?
What are the What are the
fun and fun and
exciting things exciting things
in Laos? in Laos?
Should You Should You

Travel to Laos? Travel to Laos?
Is travelling to Is travelling to
Laos safe? Laos safe?
Which Which
waterfalls are waterfalls are
the best in the best in
Laos? Laos?
Here the teacher will have to Here the teacher will have to
create a graphic organizer to create a graphic organizer to
be used in soliciting the be used in soliciting the
answer of the learners. answer of the learners.
195
LAOS LAOS
Compreh Compreh
Rhetoric Rhetoric
ension ension
Questions Questions
Question Question
s s
The teacher will let the The teacher will let the
students to answer the students to answer the
comprehension questions. comprehension questions.
How are the previous How are the previous
questions different from questions different from these
these questions? questions?
The teacher will process The teacher will process the
the answers of the answers of the students.
students.
R-hetorical Questions-needs
R-hetorical Questions-needs no response- used to focus
no response- used to focus the attention on the answer or
the attention on the answer the main point of the
or the main point of the argument.
argument.
E. Discussin The teacher will let the The teacher will let the
g new students know about what students know about what
concepts emphasis markers are which emphasis markers are which
and will be used in writing a will be used in writing a
practicing persuasive essay. persuasive essay.
new skill EMPHASIS MARKERS used
#2 EMPHASIS MARKERS if you are to change the
used if you are to change perspective of a previous
the perspective of a idea
previous idea In Addition (supplementing
In Addition (supplementing ideas to make an argument
ideas to make an argument more convincing)
more convincing) although, even if, even
although, even if, even though, conceding that, it
though, conceding that, it may appear that, although it
may appear that, although is true that, in spite of the
it is true that, in spite of fact that (denote an illogical
the fact that (denote an fact that either supports or
illogical fact that either changes an idea)
supports or changes an idea) in fact (stresses the truth of
in fact (stresses the truth of assertion)
196
assertion) actually, as matter of fact
actually, as matter of fact (emphasize the existing truth)
(emphasize the existing really, truly, indeed, namely,
truth) clearly, certainly, naturally,
really, truly, indeed, definitely, undoubtedly, of
namely, clearly, certainly, course, by all means,
naturally, definitely, without a doubt (verify a
undoubtedly, of course, by previous idea)
all means, without a doubt particularly, specifically,
(verify a previous idea) that is, I mean, to clarify, to
particularly, specifically, repeat, to rephrase, to
that is, I mean, to clarify, to illustrate, to demonstrate,
repeat, to rephrase, to for example, for instance, in
illustrate, to demonstrate, particular, in other words,
for example, for instance, as an illustration, that is to
in particular, in other say, this can be seen in, to
words, as an illustration, put in another way (expound
that is to say, this can be further)
seen in, to put in another WORDS AND
way (expound further) EXPRESSIONS THAT
WORDS AND EMPHASIZE A POINT
EXPRESSIONS THAT ACCORDING TO THEIR
EMPHASIZE A POINT CATEGORIES/FUNCTIONS.
ACCORDING TO THEIR  for, since, because,
CATEGORIES/FUNCTIONS. the reason why (stress
 for, since, because, the cause of
the reason why something)
(stress the cause of
something)  so, thus, hence,
therefore, accordingly,
 so, thus, hence, thereupon,
therefore, subsequently,
accordingly, consequently, so that,
thereupon, after that, as a resutt,
subsequently, as a consequence, for
consequently, so that, that reason, an
after that, as a resutt, account of (present an
as a consequence, outcome)
for that reason, an
account of (present  instead (replace a
an outcome) previous idea)
 instead (replace a  yet, but, still, though,

previous idea) however, conversely,
even so in contrast, on
 yet, but, still, though, the contrary, on the
however, conversely,
197
even so in contrast, other hand (disagree)
on the contrary, on
the other hand  still, despite,
(disagree) nonetheless,
nevertheless,
 still, despite, notwithstanding, in
nonetheless, spite of (present a
nevertheless, logical idea)
notwithstanding, in
spite of (present a  otherwise (suggests
logical idea) contrasting result
when certain condition
 otherwise (suggests is not met)
contrasting result
when certain Contrast Expressing
Opposition
condition is not met)
and, too, also, plus, again,
another, moreover, afterward,
Contrast Expressing
Opposition furthermore, additionally, and
then, in addition, as a matter
and, too, also, plus, again,
of fact, equally important (add
another, moreover,
information)
afterward, furthermore,
likewise, similarly, as well as,
additionally, and then, in
at the same time, in a like
addition, as a matter of fact,
manner, in the same manner,
equally important (add
e same token (indicate
information)
similarity)
likewise, similarly, as well as,
besides (add an idea and
at the same time, in a like
defend a negative position
manner, in the same
previously stated)
manner, e same token
on top of that, to top it all off
(indicate similarity)
(add surprising information)
besides (add an idea and
 first, second,
defend a negative position
previously stated) third...firstly, secondly,
on top of that, to top it all off thirdly... initially, in the
(add surprising information) first place, then, next,
 first, second, later, eventually,
third...firstly, finally, lastly (denote
secondly, thirdly... order)
initially, in the first
place, then, next,  meanwhile, in the
later, eventually, moment (present an
finally, lastly (denote action occurring at the
order) same time with
another action.
 meanwhile, in the
EMPHASIS MARKERS
198
moment (present an SUMMARY INDICATING
action occurring at CONCLUSION
the same time with so, in the end (provide last
details)
another action.
to end, in short, after all, in
EMPHASIS MARKERS summary, all in all (capsulize
SUMMARY INDICATING previous statement)
CONCLUSION to conclude, in conclusion, to
so, in the end (provide last summarize (end a
details) presentation)
to end, in short, after all, in Diminishing or upholding
summary, all in all (capsulize an accompanying idea
previous statement) anyway, anyhow, after all, at
to conclude, in conclusion, to any rate, in any case
summarize (end a ~ to present an idea that is
presentation) more important than the
Diminishing or upholding previous one.
an accompanying idea
anyway, anyhow, after all, at
any rate, in any case
~ to present an idea that is
more important than the
previous one.
\
F. Developin If You were given a chance If You were given a chance to
g mastery to promote Catanduanes, promote Catanduanes, how
(leads to how would it be? Use the would it be? Use the different
formative different option per group option per group (Please be
assessme (Please be guided by this guided by this question) The
nt 3) question) The teacher may teacher may select another
select another place that will place that will be suited for the
be suited for the students. students.
Group 1. Q & A Group 1. Q & A

Beauty Pageant’ Beauty Pageant’
Group 2. On the Spot Group 2 On the Spot

Mock Interview Mock Interview
Group 3. Voice Over Group 3. Voice Over

Radio Blog Radio Blog
199
RUBRICS for Developing RUBRICS for Developing
Mastery Mastery
Content- 30%
Content- Oral Presentation- 30%
30% Timeliness 30%
Oral Presentation- Cooperation and Teamwork
30% 20%
Timeliness
20% 100%
Cooperation and Teamwork
20%
100%
G. Finding
practical
applicatio
As a student , why is there a
ns of As a student , why is there a
need for you to promote your
concepts need for you to promote your
own cultural heritage?
and skills own cultural heritage?
in daily
living
H. Making
generaliza The teacher will let his/her The teacher will let his/her
tions and students to go in front and students to go in front and
abstractio write their most significant write their most significant
ns about learnings they’ve learned learnings they’ve learned
the lesson about the days lesson. about the days lesson.
The most The most

important important
lesson I lesson I
learned learned
from the from the
lesson lesson
I. Evaluating Make a persuasive essay Make a persuasive essay

about promoting cultural about promoting the cultural
200
learning heritage in your place. Be heritage in your place. Be
able to use and underline the guided by the following
persuasive devices and questions:
rhetoric devices in your 1.If you are going to rank the
essay. cultural heritage in your place,
which will be your first choice
and why?
2.If you were a tourist guide
how will you convince the
tourist to visit that cultural
heritage in your place?
J. Assignme Prepare a Video Blog in Prepare a Video Blog in

nt promoting the scenic promoting the scenic places
places that can be found that can be found in your
in your place. place.
(Be able to use emphasis Be able to use emphasis
markers in your speech) markers in your speech)
V.REMARKS
VI.REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation.
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
D. No. of
learners who
continue to
require
remediation.
201
E. Which of my
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me
solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with
other
teachers?
202
Grade 8
I. OBJECTIVES
A. Content The learner demonstrate understanding of: African
Standard literature as a means of exploring forces that human
beings contend with; various reading styles vis-à-vis
purposes of reading; prosodic features that serve as
carriers of meanings; ways by which information may be
organized, related, and delivered orally; and parallel
structures and cohesive devices in presenting
information.
Standard delivering an informative speech based on a specific
topic of interest keeping in mind the proper and effective
use of parallel structures and cohesive devices and
appropriate prosodic features, stance, and behavior.
C. Learning Use modals appropriately (REQUEST)
Competencies/
Objectives
II.CONTENT MODALS of Request
III.LEARNING
RESOURCES
A. References
Pages
2. Learner’s
material pages
3. Textbook pages
4. Additional
materials from
Learning
Resource (LR)
portal
B. Other learning
Resources https://learnenglishteens.britishcouncil.org/grammar/interme
diate-grammar/can-could-would-invitations-offers-requests-
permission
A. Reviewing the
previous
lesson or On the board are several
presenting the sentences lifted from the On the board are several
new lesson persuasive essay from the sentences lifted from the
203
previous lesson, here, the persuasive essay from the
teacher will ask the previous lesson, here, the
learners regarding their teacher will ask the learners
observation about the regarding their observation
words which are written in about the words which are
BOLD. written in BOLD.
We would be visiting We would be visiting

ancient temples, ancient temples,
witnessing the sunrise witnessing the sunrise
over UNESCO World over UNESCO World
Heritage Sites, and Heritage Sites, and
losing ourselves in losing ourselves in
fairytale landscapes fairytale landscapes and
and fascinating fascinating histories.
histories.
On researching what to
On researching what to do in Laos, we couldn’t
do in Laos, we find much
couldn’t find much
Why You Should You

Why You Should You Stop What You are
Stop What You are Doing and Travel to
Doing and Travel to Laos?
Laos?
What do you call these What do you call these

words which are written in words which are written in
bold? bold?
 They are called
MODALS  They are called
MODALS.
204
B. Establishing a
purpose for
the lesson Here the teacher will Here the teacher will
present three statements present three statements
whereas the teacher will whereas the teacher will be
be asking with regards asking with regards their
their observation in the observation in the use of
use of these modals. these modals.
Table 2. Table 2.
Can you give me Can you give me possible

possible ways on how ways on how to escape
to escape from from poverty?
poverty?
Could you give me
Could you give me reasons on how to beat
reasons on how to beat odds?
odds?
Would you mind to close
Would you mind to your eyes and imagine
close your eyes and that you were able to
imagine that you were meet a street vendor
able to meet a street selling foods in the street
vendor selling foods in at 12:00 p.m
the street at 12:00 p.m
C. Presenting What are the functions of What are the functions of

examples/insta the modals used in the first the modals used in the first
nces of the table? table?
new lesson
What are the functions of What are the functions of
the modals used in the the modals used in the
second table? second table?

the answer/s of the answer/s of the student/s.
student/s.
205
D. Discussing A modal verb (also called A modal verb (also called
new concepts modal verbs, modal modal verbs, modal
and practicing auxiliary verbs, modal auxiliary verbs, modal
new skill #1 auxiliaries) are special auxiliaries) are special
verbs which behave verbs which behave
irregularly in English. They irregularly in English. They
are different from normal are different from normal
verbs like “work, play, verbs like “work, play,
visit…” They give visit…” They give additional
additional information information about the
about the function of the function of the main verb
main verb that follows it. that follows it. They have a
They have a great variety great variety of
of communication communication functions.
functions. Here are some
Here are some characteristics of modal
characteristics of modal verbs:
verbs: They never change their
They never change form. You can’t add “s” ,
their form. You can’t add “ed”, “ing”
“s” , “ed”, “ing” They never always
They never always followed by an infinitive
followed by an infinitive without “to” (e.i. the bare
without “to” (e.i. the bare infinitive.)
infinitive.) They are used to
They are used to indicate modality allow
indicate modality allow speakers to express
speakers to express certainty, possibility,
certainty, possibility, willingness, obligation,
willingness, obligation, necessity, ability.
necessity, ability.
We use modals for asking
We use modals for asking for something (making a
for something (making a request or asking
request or asking permission).
permission).
Can you do me a
Can you do me a favour? (more
favour? (more informal)
informal) Could you say
Could you say thanks to your mum
thanks to your mum for me? (more polite)
for me? (more I’ve finished my
polite) homework. Can I go
I’ve finished my now? (more informal)
homework. Can I go Could I speak to
now? (more Amy, please? (more
206
informal) polite)
Could I speak to
Amy, please? (more What’s the answer? Yes,
polite) you can. / No, you can’t.?
What’s the answer? Yes,

you can. / No, you can’t.?
Not normally. Usually the
positive answer is:
Not normally. Usually the Yes, sure. / Yes, of

positive answer is: course. / Certainly.
Yes, sure. / Yes, of We usually avoid a direct

course. / Certainly. “No” in the negative
answer. We’d say
We usually avoid a direct something like:
“No” in the negative
answer. We’d say Well, I’m not sure. /
something like: Tomorrow night’s a
bit difficult. / Um,
Well, I’m not sure. / actually, she’s not
Tomorrow night’s a here at the moment.
bit difficult. / Um,
actually, she’s not Do you need to listen
here at the moment. carefully to see if the
answer is yes or no.
Do you need to listen
carefully to see if the
answer is yes or no.
Absolutely. We don’t like
saying no in English.
Absolutely. We don’t like We also like to use longer

saying no in English. structures in more formal
situations:
We also like to use longer
structures in more formal Do you think
situations: you could do me a
favour?
Do you think Would you mind
you could do me a closing the window,
favour? please?
Would you mind Could you tell me
closing the window, how to get to the
207
please? town centre, please?
Could you tell me
how to get to the Isn’t the pronunciation
town centre, please? important too?
Isn’t the pronunciation Yes, that’s very important,

important too? I’m glad you mentioned
that. It can make all the
Yes, that’s very important, difference between
I’m glad you mentioned sounding polite and rude.
that. It can make all the It’s very important to get it
difference between right if you want a stranger
sounding polite and rude. to do something for you.
It’s very important to get it You need to get 'up and
right if you want a stranger down' movement in your
to do something for you. voice.
You need to get 'up and
down' movement in your
voice.
E. Discussing
new concepts
and practicing
new skill #2
F. Developing
mastery (leads
to formative Group 1. The Caller Group 1. The Caller Agent
assessment 3) Agent
Here the group members
Here the group members will choose a group
will choose a group member to make a call with
member to make a call a friend. One would act as
with a friend. One would Caller A while the other one
act as Caller A while the will act as the caller B.
other one will act as the
caller B.
Read the following
conversations below and fill
Read the following in the gaps with the words
conversations below and and phrases from the list.
fill in the gaps with the
words and phrases from
the list.
208
Do you mind if I Do you mind if I
here you are here you are
is it ok if i is it ok if i
telling me telling me
could you turn could you turn
thanks thanks
Conversation:
what’s problem Conversation:
what’s problem
A: I’mcan I borrow A: I’m can I borrow
sorry,……………leave sorry,……………leave early
early go
today?
aheadI’m going to today?goI’m going to take my
ahead
take my dog to see the dog to see the veterinarian.
veterinarian.
B: You’re going to take your
B: You’re going to take dog to the veterinarian?
your dog to the What’s the matter with her
veterinarian? What’s the then?
matter with her then?
A: I don’t know, that’s why I
A: I don’t know, that’s why wanted to take her to the
I wanted to take her to the veterinarian..
veterinarian..
B: Oh, I see. Sure,
B: Oh, I see. Sure, ……..Thanks for………..
……..Thanks for………..
Conversation 2 Conversation 2
A: David do you have your A: David do you have your

mobile phone with you? mobile phone with you?
B: Uhmm.. Yes, Why? B: Uhmm.. Yes, Why?
A: ……………it please?I A: ……………it please?I

need to make a quick call need to make a quick call
for my mother. for my mother.
209
B: Ok, B: Ok,
………………………… …………………………
Conversation 3 Conversation 3
A: ...................................... A: ......................................
change seats? change seats?
B: Yes, all right. B: Yes, all right.

......................................? ......................................?
A: I can’t see because of A: I can’t see because of

the sun. the sun.
B: OK, then. Why don’t B: OK, then. Why don’t you

you sit there, next to sit there, next to Andrea.
Andrea.
GROUP 2. ACT it OUT!

GROUP 2. ACT it OUT!
With your group members,

With your group members, act out four-line
act out four-line conversations for four of the
conversations for four of situation below.
the situation below.
It’s very hot in the room and

It’s very hot in the room you would like to open the
and you would like to open window.
the window.
You need to borrow some

You need to borrow some money from a friend
money from a friend because you have lost your
because you have lost tricycle fare.
your tricycle fare.
Someone’s mobile phone is

Someone’s mobile phone always ringing during a film
is always ringing during a showing
film showing.
210
You didn’t understand
someone gave you and you
You didn’t understand would like them to spell it
someone gave you and out for you.
you would like them to
spell it out for you.
The person behind you is

always talking all the time
during the lesson.
The person behind you is
always talking all the time
during the lesson. You are watching the TV
but you can’t hear because
the volume is very low.
Your friend has the remote
control.
You are watching the TV
but you can’t hear
because the volume is You would like someone to
very low. Your friend has take photo of you and your
the remote control. friend in front of a famous
monument.
You can’t see a timetable at

a bus station because a
You would like someone to stranger is standing in front
take photo of you and your of it.
friend in front of a famous
monument.
Group 3. HELLO LOVE I-

MATCH
Match the sentences (a-h)

You can’t see a timetable with the correct reactions
at a bus station because a (1-8)
stranger is standing in
front of it.
211
Group 3. HELLO LOVE I- a. Can I have 1. d
1.Yes of
MATCH a glass of d
course.
water? d
Match the sentences (a-h) What
about? d
with the correct reactions
d
(1-8)
b. Is it ok if I 2. Oh, d
a. Can I have 1.Yes of make a phone 1. dsorry, I s
a glass of course. call? dsaid we s
water? What donly s
about? have
d f
P500
d v
2. Oh, tickets
b. Is it ok if I sorry, I d g
c. Could you left.
make a phone said we s d
call? say that again
only s3. Well, f
please?
have salright if j
P500 d. Can I fit is a g
tickets speak to you vlocal call. g
left. for a g k
c. Could you 4. Oh,
moment? d k
say that again 3. Well, sure the
fremote is k
please? alright if e. Do you
j
it is a mind if I look on the 2.
d. Can I gtable.
local at your CDs?
speak to you call. g 3.
for a f. Is it Ok if I k5. Well
moment? 4. Oh, miss English knot 4.
sure the lesson kreally,
e. Do you remote tomorrow? why 5.
mind if I look is on 2. can’t you
at your CDs? g. Could you 6.
the
table. move 3. you
over
f. Is it Ok if I come? 7.
please?
miss English 5. Well 4.
8.
lesson not h. Do you 6. Of
tomorrow? mind if I turn5. course
really, k
the TV up? there’s a
why 6. bottle in
g. Could you
can’t
move over the
you 7.
please? fridge.
you 8.
h. Do you 7. You
come?
mind if I turn kcan
the TV up? 6. Of borrow
course some if
there’s you
212
want.
Region V/Daily Lesson Plan/2019-2020a bottle Group 3. COULD YOU DO
in the
ME A FAVOUR? 8. Yes
fridge.
sorry, I
B. Finding The teacher will present a
practical scenario and will let the The teacher will present a
applications of students respond to the scenario and will let the
concepts and scenario. students respond to the
skills in daily scenario.
living You were absent for a
week because you got You were absent for a week
sick, and you need to because you got sick, and
catch up the missed you need to catch up the
lesson, how are you going missed lesson, how are you
to let your classmate copy going to let your classmate
his/her notes? copy his/her notes?
C. Making
generalization What modals should we What modals should we
s and use if we are making use if we are making
abstractions request? request?
about the
lesson If we want to request for If we want to request for
something what other something what other
words are we going to words are we going to use?
use?
Answer: Please
Answer: Please
D. Evaluating
learning Directions: Choose Directions: Choose among
among the choices of the choices of modals to
modals to what is what is appropriate in the
appropriate in the given given sentences.
sentences. (The answers are all typed
(The answers are all typed in bold). Here the teacher
in bold). Here the teacher will provide option to the
will not provide options.) students).
1. They 1. They ______(must/may)
______(must/may) be be away for the weekends
away for the weekends but but I’m not sure
I’m not sure
2. He_____(can/could) be
2. He_____(can/could) be Lao judging by his accent.
Lao judging by his accent. 3. I ______(could/shall) go
3. I ______(could/shall) go to the town plaza on
go go to the town plaza Saturday.
on Saturday. 4. This ______
4. This ______ (must/could) be the right
(must/could) be the right answer but we’ll have to
answer but we’ll have to check with your teacher to
check with your teacher to make sure.
make sure. 5. ________(May/Can) you
213
5. ________(May/Can) play the guitar.
you play the guitar. 6. That looks very
6. That looks very expensive! It ____(should,
expensive! It ____(should, must) have cost a fortune.
must) have cost a fortune. 7. Hello Juan! Diego
7. Hello Juan! Diego ______(may, might) cook a
______(may, might) cook sphagetti if we visit him.
a sphagetti if we visit him. 8. If I go to Laguna, I
8. If I go to Laguna, I _____(would, will) see the
_____(would, will) see the house of Jose Rizal’s and
house of Jose Rizal’s and family.
family. 9. I think you ________
9. I think you ________ (should, can) take the train,
(should, can) take the its faster than the bus.
train, its faster than the 10. ___________(Will,
bus. Would) you lend me five
10. ___________(Will, hundred pesos to buy a
Would) you lend me five coffee please.
hundred pesos to buy a
coffee please.
E. Assignment Give students five Give students five
professions (doctor, professions (doctor,
teacher, farmer, driver and teacher, farmer, driver and
pilot) and tell them to write pilot) and tell them to write
five sentences telling what five sentences telling what
they can do. they can do.
Tell the students to write Tell the students to write

two sentences on what two sentences on what they
they shouldn’t do so that shouldn’t do so that their
their house will not house will not become dirty.
become dirty.
V.REMARKS
VI.REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional activities
for remediation.
214
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
strategies worked
well? Why did
these work?
did I encounter
which my principal
or supervisor can
help me solve?
localized material/s
did I use/discover
which I wish to
share with other
teachers?
215
Grade 8
I. OBJECTIVES
information.
C. Learning EN8RC-III-e-2.1.7 React to what is asserted or
Competencies/ expressed in a text.
Objectives) EN8LT-III-e-10Appreciate literature as a mirror to a
shared heritage of people with diverse background
II.CONTENT
III.LEARNING
RESOURCES
A. References
Pages
2. Learner’s
material pages
3. Textbook pages
4. Additional
materials from
Learning
Resource (LR)
portal
B. Other learning
Resources
A. Reviewing the The teacher will give The teacher will give
previous each group unfamiliar each group unfamiliar
lesson or words, then he/she words, then he/she will
presenting the will call a call a representative from
new lesson representative from the group to roll the dice.
the group to roll the Then the corresponding
dice. Then the number that will appear
corresponding will have a task to do.
216
number that will 1. 2.Dra 3.Find
appear will have a Define w it its
task to do. it synon
yms
1. 2.Dr 3.Fin 4. Use 5.Act 6.Find
Define aw it d its it in a it out its
it syno sentec Anton
nyms e yms
4. Use 5.Ac 6.Fin
it in a t it d its
sente out Anto
ce nyms 1. Idyllic
2. Urbanization
1. Idyllic
3. Accumulation
2. Urbanization
4. Sanitary land fields
3. Accumulation
4. Sanitary land littering
fields
5. littering
B. Establishing a The teacher will let the The teacher will let the
purpose for the learners to describe the learners to describe the two
lesson pictures.
How can you describe
the two picture?
What campaign are you
going do to solve the
problem regarding solid
two pictures. waste management?
How can you describe

the two picture?
What campaign are
you going do to solve
the problem regarding
solid waste
management?
C. Presenting In the article that we are In the article that we are

examples/insta going to read for today, going to read for today, what
nces of the what campaign did they campaign did they do in
new lesson do in order to solve the order to solve the problem
problem regarding solid regarding solid waste
waste management. management.
The students will read the The students will read the
article article
217
D. Discussing Comprehension Comprehension Questions
new concepts Questions 1. What campaign did
and practicing 1. What campaign they do in order to
new skill #1 did they do in solve the problem
order to solve the about solid waste
problem about management?
solid waste 2. Why do you think
management? they come up with
2. Why do you think that kind of
they come up with campaign?
that kind of 3. Do you think that the
campaign? film making
3. Do you think that competition can help
the film making solve the problem
competition can about solid waste
help solve the management?
problem about 4. What is your reaction
solid waste about their campaign,
management? entitled Love Laos;
4. What is your Keep it Clean?
reaction about 5. If you were the
their campaign, organizer of the said
entitled Love campaign, how are
Laos; Keep it you going to extend
Clean? your advocacy to the
5. If you were the people of Laos?
organizer of the 6. What are your
said campaign, considerations in
how are you going reacting on the
to extend your assertions made by
advocacy to the the author on
people of Laos? selections you have
6. What are your read?
considerations in
reacting on the
assertions made
by the author on
selections you
have read?
E. Discussing What is your What is your reaction

new concepts reaction about the about the recent
and practicing
recent statement of statement of Mayor
new skill #2
218
Mayor Isko Moreno Isko Moreno about the
about the issue issue regarding Andres
regarding Andres Bonifacio’s shrine
Bonifacio’s shrine which became a public
which became a toilet of some Filipino
public toilet of citizen?
some Filipino
citizen? The teacher will show a picture
of the Andres Bonifacio’s
The teacher will show a Shrine.
picture of the Andres
Bonifacio’s Shrine.
That is the offense of

the Mayor the seat of
power of the City of
Manila
That is the offense of
the Mayor the seat of “Amoy tae na rito,
power of the City of nagkalat
Manila
“Amoy tae na rito,

nagkalat”
F. Developing GROUP 1. Paint Me. GROUP 1. Paint Me.

mastery (leads Make a poster of your Make a poster of your
to formative campaign preserving a campaign preserving a
assessment 3) cultural heritage of your cultural heritage of your
place. place.
Group 2. Reactors Group 2. Reactors
React on the following React on the following lines
lines from the text. from the text.
1. The tourist will 1. The tourist will move
move on but this on but this litter
litter dumped in dumped in the fields
the fields and and along the
along the riverbanks will not.
riverbanks will not. 2. However, awareness
2. However, of the negative
219
awareness of the impacts from
negative impacts improper waste
from improper disposal, including
waste disposal, environmental issues
including caused by the
environmental leaching of
issues caused by hazardous
the leaching of substances into soils
hazardous and water, and
substances into human health
soils and water, problems due to
and human health inhalation of the
problems due to smoke given off by
inhalation of the burning plastics and
smoke given off other hazardous
by burning materials, remains
plastics and other low in Laos.
hazardous Group 3. Create Me.
materials, remains Create a blog spreading
low in Laos. awareness on how to take
Group 3. Create Me. good care of the
Create a blog spreading environment. Be able to
awareness on how to share it with the class.
take good care of the
environment. Be able to Rubrics:
share it with the class.
Creativity- 20%
Rubrics: Presentation- 30%
Content-40%
Creativity- 20% Teamwork-10%
Presentation- 30% Total: 100%
Content-40%
Teamwork-10%
Total: 100%
G. Finding Have you ever Have you ever experienced
practical experienced reacting on a reacting on a post on social
applications of post on social media media regarding pressing
concepts and regarding pressing issues issues about distractions of
skills in daily about distractions of cultural heritage and
living cultural heritage and environment? What are your
environment? What are reactions?
your reactions?
H. Making Why do we need to react Why do we need to react on

generalizations on we have read? we have read.
and
abstractions Why should we have to Why should we have to
about the appreciate cultural appreciate cultural heritage?
lesson heritage?
220
I. Evaluating React on the following React on the following lines.
learning lines. And justify your Draw an emoticon to show
reaction. your reaction and explain
1. Solid waste why did you choose it?
management 1. Solid waste
should be given management should
full attention to be given full attention
reduce pollution. to reduce pollution.
2. Preserving 2. Preserving cultural
cultural heritage is heritage is only a
only a work of the work of the
government. government.
3. Ignoring the 3. Ignoring the proper
proper segregation of waste
segregation of is a practice that
waste is a practice should be tolerated.
that should be 4. Replacing cultural
tolerated. heritage with
4. Replacing cultural commercial or
heritage with industrialized
commercial or buildings.
industrialized 5. Paying respect
buildings. through visiting,
5. Paying respect promoting and
through visiting, appreciating cultural
promoting and heritage is one way to
appreciating pay tribute to all
cultural heritage is heroes.
one way to pay
tribute to all
heroes.
J. Assignment Create a slogan showing Create a slogan showing

appreciation to the appreciation to the cultural
cultural heritage. heritage.
V.REMARKS
221
VI.REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
for remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
strategies worked
well? Why did
these work?
did I encounter
which my principal
or supervisor can
help me solve?
localized material/s
did I use/discover
which I wish to
share with other
teachers?
222
Grade 8
I. OBJECTIVES
A. Content The learner demonstrate understanding of: African literature
Standard as a means of exploring forces that human beings contend
with; various reading styles vis-à-vis purposes of reading;
prosodic features that serve as carriers of meanings; ways
by which information may be organized, related, and
delivered orally; and parallel structures and cohesive
devices in presenting information.
Standard an informative speech based on a specific topic of interest
keeping in mind the proper and effective use of parallel
structures and cohesive devices and appropriate prosodic
C. Learning Determine the stand of the speaker on a given issue
Competencie presented in the text
s/Objectives EN8VC-IIIe-18Determine the issue and stand presented in
the material viewed.
II.CONTENT Determining the issue and stand presented in the material

viewed.
III.LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s
material pages
3. Textbook
pages
4. Additional
materials from
Learning
Resource (LR)
portal
B. Other learning
Resources
A. Reviewing The teacher will ask the The teacher will ask the
the previous students about the students about the
lesson or yesterday’s lesson. yesterday’s lesson.
presenting
the new
lesson
223
B. Establishing Aside from the campaign Aside from the campaign that
a purpose that is highlighted is highlighted yesterday,
for the yesterday, what other what other advocacy do you
lesson advocacy do you know to know to combat problems
combat problems regarding regarding solid waste
solid waste disposal? disposal?
C. Presenting The teacher will post a The teacher will post a
examples/in picture about solid waste picture about solid waste
stances of management and will let the management and will let the
the new students give their students give their
lesson observation about the observation about the
picture. picture.
D. Discussing What is the issue being What is the issue being

new raised in the video? raised in the video?
concepts What is the stand of the What is the stand of the
and people in the video? people in the video?
practicing
new skill #1
E. Discussing
new How can a citizen help in How can a citizen help in the
concepts the plastic waste plastic waste management?
and management? The teacher will use the
practicing The teacher will use the answer of the students to
new skill #2 answer of the students to discuss the lesson.
discuss the lesson.
F. Developing The teacher will show a The teacher will show a
mastery video about Plastic video about Plastic
(leads to Scavengers Fight Laos’ Scavengers Fight Laos’
formative Pollution. Pollution.
assessment
3) Group 1. Related Links Group 1. Related Links
Relate the scenario or Relate the scenario or
situation of the Plastic situation of the Plastic
Scavengers of your place to Scavengers of your place to
the one in the video. the one in the video.
Group 2. Organize Ways Group 2. Organize Ways
Using a graphic organizer, Using a graphic organizer,
show the ways done by the show the ways done by the
plastic scavengers to help plastic scavengers to help
fight the Laos Pollution. fight the Laos Pollution.
224
Group 3. Bottled Stand Group 3. Bottled Stand
Using an image of a plastic Using an image of a plastic
bottle enumerate the bottle enumerate the
different stands on the issue different stands on the issue
of pollution. of pollution.
Rubrics: Rubrics:
Creativity-40% Creativity-40%
Content- 40% Content- 40%
Relevance to the theme- Relevance to the theme-
10% 10%
Participation-10% Participation-10%
Total- 100% Total- 100%
G. Finding As a student what can you As a student what can you
practical do to make the plastic do to make the plastic bottles
applications of bottles more useful in your more useful in your school?
concepts and school?
skills in daily
living
H. Making How important is How important is determining
generalizations determining the stand of the the stand of the speaker in a
and speaker in a given issue? given issue?
abstractions
about the
lesson
I. Evaluating The teacher will present a The teacher will present a
learning videoclip, entitled videoclip, entitled
Matanglawin: Philippines’ Matanglawin: Philippines’
Growing problem with Growing problem with
Plastics. Here the title Plastics. Here the title should
should not be revealed by not be revealed by the
the teacher Let the students teacher.Let the students
determine the issue and determine the issue and
write their stand about it. write their stand about it.
J. Assignment Watch or listen to a news Watch or listen to a news

and determine your stand and determine your stand on
on the issues presented. the issues presented.
V.REMARKS
225
VI.REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
226
Grade 8
I. OBJECTIVES
structures and cohesive devices in presenting information.
Standard delivering an informative speech based on a specific topic
of interest keeping in mind the proper and effective use of
parallel structures and cohesive devices and appropriate
C. Learning EN8SS-IIIe-1.6
Competencie Show respect to the intellectual property rights by
s/Objectives acknowledging citations made in an informative essay.
EN8SS-IIIe-1.6.3
Acknowledging sources by creating a bibliography
II.CONTENT 10 FACTS ABOUT POVERTY IN LAOS THAT
EVERYONE SHOULD KNOW
Creating Bibliography
III.LEARNING
RESOURCES
A. References
Pages
2. Learner’s
material pages
3. Textbook pages
4. Additional
materials from
Learning
Resource (LR)
portal
B. Other learning
Resources
A. Reviewing Laos, officially known as the Laos, officially known as the

the previous Lao People’s Democratic, is Lao People’s Democratic, is
lesson or the only landlocked country the only landlocked country
presenting in Southeast Asia. Ranked in Southeast Asia. Ranked
the new as one of the most corrupt as one of the most corrupt
lesson countries in the world by countries in the world by
227
Transparency International, Transparency International,
Laos also suffers from Laos also suffers from
major poverty. major poverty.
“Ten Facts About Poverty in Laos “Ten Facts About Poverty in Laos
That everyone Should Know”. That everyone Should Know”.
Retrieved on 2018, August 08 Retrieved on 2018, August 08
from from
https://borgenproject.org/facts- https://borgenproject.org/facts-
about-poverty-in-laos/ about-poverty-in-laos/
B. Establishing a What is the source of the What is the source of the
purpose for information? information?
the lesson The teacher will ask the The teacher will ask the
students this questions: students this questions:
Can words and ideas Can words and ideas
really be stolen? really be stolen?
What is the legal case What is the legal case
that can be brought to court that you can brought to
when a writer duplicates court when a writer
another writer’s language or duplicates another writer’s
ideas and then calls the language or ideas and then
work his or her own? calls the work his or her
own?
C. Presenting The Teacher will post three The Teacher will post three
examples/inst statements from the statements from an
ances of the informative essay informative essay. Here the
new lesson presented. Here the teacher teacher will ask the learners
will ask the learners what is what is common term that
common term that they they have observed from
have observed from the the statements
statements.
According to Vision Launch According to Vision Launch

Discover, 90 percent of Lao Discover, 90 percent of Lao
people lived off $1 a day in people lived off $1 a day in
1990s; now, this number is 1990s; now, this number is
about $1.25. The other 10% about $1.25. The other 10%
live in Vientine, the capital live in Vientine, the capital
and largest city of Laos. and largest city of Laos.
According to United Nations According to United Nations

Lao PDR, 70 percent of Lao PDR, 70 percent of
employed people work in employed people work in
agriculture and over a third agriculture and over a third
of them don’t make enough of them don’t make enough
to live sufficiently. to live sufficiently
228
According to UNESCO, According to UNESCO,
more than 4000 villages more than 4000 villages
lack access to education. lack access to education.
What is common What is common

among them is the among them is the
term “According to”. term According to
Tell the learners that the The teacher will agree to

word According to is being this answer, and tell the
use when we are citing a learners that the word
reference from a particular According to is being use
text in order to avoid when we are citing a
plagiarism reference from a particular
text in order to avoid
plagiarism
D. Discussing
new concepts A bibliography is the list of A bibliography is the list of
and practicing the sources you use to get the sources you use to get
new skill #1 information for your report. information for your report.
It is included at the end of It is included at the end of
your report, on the last page your report, on the last page
(or last few pages). In (or last few pages). In
writing a bibliography, you writing a bibliography, you
need to note down the need to note down the
following information: the following information: the
full title, author, place of full title, author, place of
publication, publisher, and publication, publisher, and
date of publication for each date of publication for each
source. source.
Here are the formats on Here are the formats on
how to write a bibliography how to write a bibliography
with APA Format (American with APA Format (American
Psychological Association) Psychological Association)
Book Format: Author's last Book Format: Author's last

name, first initial. name, first initial.
(Publication date). Book (Publication date). Book
title. Additional information. title. Additional information.
City of publication: City of publication:
Publishing company. Publishing company.
(LFDTACPC) (LFDTACPC)
Boorstin, D. (1992). The Boorstin, D. (1992). The
creators: A history of the creators: A history of the
heroes of the imagination. heroes of the imagination.
New York: Random House. New York: Random House.
Citation from a Book: Citation from a Book:
Carpio, Rustica C. Carpio, Rustica C.
229
Crisscrossing Through Afro- Crisscrossing Through Afro-
Asian Literature. Pasig City. Asian Literature. Pasig City.
Anvil Publishing, Inc. 2006 Anvil Publishing, Inc. 2006
Citation from a Magazine: Citation from a Magazine:
Harlow, H. F. (1983). Harlow, H. F. (1983).
Fundamentals for preparing Fundamentals for preparing
psychology journal articles. psychology journal articles.
Journal of Comparative and Journal of Comparative and
Physiological Psychology, Physiological Psychology,
55, 893-896. 55, 893-896.
Magazine & Newspaper Magazine & Newspaper
Article Format: Author's last Article Format: Author's last
name, first initial. name, first initial.
(Publication date). Article (Publication date). Article
title. Periodical title, volume title. Periodical title, volume
number (issue number if number (issue number if
available), inclusive pages. available), inclusive pages.
A. If a periodical includes a A. If a periodical includes a
volume number, italicize it volume number, italicize it
and then give the page and then give the page
range (in regular type) range (in regular type)
without "pp." without "pp."
Fundamentals for preparing Fundamentals for preparing

psychology journal articles. psychology journal articles.
Journal of Comparative and Journal of Comparative and
Physiological Psychology, Physiological Psychology,
55, 893-896. 55, 893-896.
B. If the periodical does not B. If the periodical does not
use volume numbers, as in use volume numbers, as in
newspapers, use p. or pp. newspapers, use p. or pp.
for page numbers. for page numbers.
C. (1993, February C. (1993, February
15). Culture shopping. New 15). Culture shopping. New
Yorker, pp. 48-51. Yorker, pp. 48-51.
Note: Unlike other Note: Unlike other
periodicals, p. or pp. periodicals, p. or pp.
precedes page numbers for precedes page numbers for
a newspaper reference in a newspaper reference in
APA style. APA style.
Citation from a Webpage: Citation from a Webpage:
Devitt, T. (2001, August 2). Devitt, T. (2001, August 2).
Lightning injures four at Lightning injures four at
music festival. The Why? music festival. The Why?
Files. Retrieved January 23, Files. Retrieved January 23,
2002, from 2002, from
http://whyfiles.org/137lightni http://whyfiles.org/137lightni
ng/index.html ng/index.html
Website or Webpage Website or Webpage
230
Format: Format:
Online periodical: Online periodical:
Author's name. (Date of Author's name. (Date of
publication). Title of article. publication). Title of article.
Title of Periodical, volume Title of Periodical, volume
number, Retrieved month number, Retrieved month
day, year, from full URL day, year, from full URL
March 7). Cultivating March 7). Cultivating

positive emotions to positive emotions to
optimize health and well- optimize health and well-
being. Prevention & being. Prevention &
Treatment, 3, Article 0001a. Treatment, 3, Article 0001a.
Retrieved November 20, Retrieved November 20,
2000, from 2000, from
http://journals.apa.org/preve http://journals.apa.org/preve
ntion/volume3/pre0030001a ntion/volume3/pre0030001a
.html .html
Online document: Online document:
Author's name. (Date of Author's name. (Date of
publication). Title of work. publication). Title of work.
Retrieved month day, year, Retrieved month day, year,
from full URL from full URL
2). Lightning injures four at 2). Lightning injures four at

music festival. The Why? music festival. The Why?
Files. Retrieved January 23, Files. Retrieved January 23,
2002, from 2002, from
http://whyfiles.org/137lightni http://whyfiles.org/137lightni
ng/index.html ng/index.html
Note: When citing Internet Note: When citing Internet
sources, refer to the specific sources, refer to the specific
website document. If a website document. If a
document is undated, use document is undated, use
"n.d." (for no date) "n.d." (for no date)
immediately after the immediately after the
document title. document title.
E. Discussing What is now then the What is now then the
new concepts difference between difference between
and practicing reference lists and reference lists and
new skill #2 bibliographies? bibliographies?
The reference list only The reference list only

includes the sources cited includes the sources cited
in your text. It is not the in your text. It is not the
same thing as a same thing as a
bibliography, which uses bibliography, which uses
the same referencing style, the same referencing style,
but also includes all but also includes all
231
material (for example, material (for example,
background readings) used background readings) used
in the preparation of your in the preparation of your
work. work.
What is PLAGIARISM? What is PLAGIARISM?

Plagiarism is a term that Plagiarism is a term that
describes the describes the
unacknowledged use of unacknowledged use of
someone's work. This someone's work. This
includes material or ideas includes material or ideas
from any (published or from any (published or
unpublished) sources, unpublished) sources,
whether print, web-based whether print, web-based
(even if freely available) or (even if freely available) or
audiovisual. Using the audiovisual. Using the
words or ideas of others words or ideas of others
without referencing your without referencing your
source would be construed source would be construed
as plagiarism and is a very as plagiarism and is a very
serious academic offence. serious academic offence.
At the end of the day, it is At the end of the day, it is
regarded as stealing regarded as stealing
intellectual property. intellectual property.
The following are The following are

considered forms of considered forms of
plagiarism: plagiarism:
 Passing off as your  Passing off as your

own a piece of work own a piece of work
that is partly or that is partly or
wholly the work of wholly the work of
another student another student
 Citing and  Citing and
referencing sources referencing sources
that you have not that you have not
used used
 Quoting, summaris  Quoting, summaris
ing or paraphrasin ing or paraphrasin
g material in your g material in your
assignment without assignment without
citing the original citing the original
source source
 'Recycling' a piece  'Recycling' a piece
of your own work of your own work
that you have that you have
previously submitted previously submitted
232
for another module for another module
or course (i.e. self- or course (i.e. self-
plagiarism). plagiarism).
How are we going to How are we going to

avoid PLAGIARISM? avoid PLAGIARISM?
In many cases, students In many cases, students

who find themselves who find themselves
accused of plagiarizing accused of plagiarizing
often have done so often have done so
unintentionally. Poor unintentionally. Poor
organization and time organization and time
management, as well as a management, as well as a
failure to understand failure to understand
good academic practice, good academic practice,
are often to blame. You are often to blame. You
might therefore find it might therefore find it
helpful to note the following helpful to note the following
points: points:
 Manage your time  Manage your time

and plan your work and plan your work
– ensure that you – ensure that you
have enough time to have enough time to
prepare, read and prepare, read and
write write
 When paraphrasing  When paraphrasing
an author's text, an author's text,
ensure that you use ensure that you use
your own words and your own words and
a sentence structure a sentence structure
sufficiently different sufficiently different
from the original text from the original text
 In your notes,  In your notes,
highlight in highlight in
colour/bold any colour/bold any
direct quotations direct quotations
you want to use in you want to use in
your assignment - your assignment -
this will help to this will help to
ensure you use ensure you use
quotation marks with quotation marks with
an appropriate an appropriate
reference when you reference when you
are writing up your are writing up your
work work
 Allow enough time  Allow enough time
to check your final to check your final
233
draft for possible draft for possible
referencing errors or referencing errors or
omissions: for omissions: for
example, check that example, check that
all your in-text all your in-text
citations have a citations have a
corresponding entry corresponding entry
in your reference in your reference
list, and vice versa list, and vice versa
 Save all your notes,
files, printouts and Save all your notes, files,
so on until you printouts and so on until you
receive your final receive your final mark or
mark or grade. grade
F. Developing Task: Conquer Citation Task: Conquer Citation

mastery Chaos Kits Chaos Kits
(leads to
formative The teacher will give an The teacher will give an
assessment envelope containing strips envelope containing strips
3) of papers. In each strip are of papers. In each strip are
jumbled citations that the jumbled citations that the
teacher had prepared for teacher had prepared for
the students to arrange in the students to arrange in
correct order. They have to correct order. They have to
paste it in a manila paper paste it in a manila paper
which will be provided by which will be provided by
the teacher. The criteria will the teacher. The criteria will
be used by the teacher in be used by the teacher in
facilitating the said activity facilitating the said activity
is given below: is given below:
Here the teacher will

provide the format to the
students.
Criteria: Criteria:
Organization- 10 pts Organization- 10 pts
Presentation- 5 pts Presentation- 5 pts
Teamwork- 5 pts Teamwork- 5 pts
_____________ _____________
Total: 20 pts Total: 20 pts
GROUP 1: The Builders GROUP 1: The Builders

1. Skillbuilders for  Skillbuilders for
Efficient Reading Efficient Reading
2003 2003
Villamin, A. Villamin, A.
234
Phoenix Publishing Phoenix Publishing
House House
Quezon City Quezon City
2. Time,  Time,
113, 71-72 113, 71-72
Kanfer, S. Kanfer, S.
Heard any good Heard any good
books lately? books lately?
(1986, July 21) (1986, July 21)
__________________ __________________
__________________ __________________
__________________ __________________
______ ______
3. Retrieved November  Retrieved November

21, 2000 21, 2000
Hilts, P. J Hilts, P. J
In forecasting their In forecasting their
emotions, most people emotions, most people
plunk out. plunk out.
(1999, February 16). (1999, February 16).
From From
http://.nytimes.com http://.nytimes.com
New York Times New York Times
__________________ __________________
__________________ __________________
__________________ __________________
__________________ __________________
________ ________
GROUP 2. The Architech

1. (1979)
Facts of File, Inc.
A reader’s guide to
science fiction.
Searies, B., Last, M. GROUP 2. The Architech
New York:  (1979)
________________ Facts of File, Inc.
________________ A reader’s guide to
________________ science fiction.
________ Searies, B., Last, M.
New York:
2. California town ________________
counts town to big ________________
quake ________________
(1986, July 21) ________
USA Today.
235
Kalette, D.,  California town
9, p.A1 counts town to big
________________ quake
________________ (1986, July 21)
________________ USA Today.
_________ Kalette, D.,
3. Cultivating positive 9, p.A1
emotions. ________________
http://journals.apa.or ________________
g/prevention/vol.3 ________________
Fredrickson, BL. _________
Retrieved November  Cultivating positive
20, 2000 emotions.
(2000, March 7) http://journals.apa.or
Prevention and g/prevention/vol.3
Treatment, 3, Article Fredrickson, BL.
0001a. Retrieved November
________________ 20, 2000
________________ (2000, March 7)
________________ Prevention and
_________ Treatment, 3, Article
GROUP 3. The Creator 0001a.
1. 2016 ________________
Labour Unions ________________
Pasig City ________________
Hope Press _________
Bora, E.N. et.al GROUP 3. The Creator
______________________ 1. 2016
______________________ Labour Unions
______________________ Pasig City
______________________ Hope Press
_________ Bora, E.N. et.al
2. ______________________
“Critical Evaluation of ______________________
UST High School Language ______________________
Books” ______________________
M.A UST _________
UST 2.
Dolores G. Ocampo “Critical Evaluation of
______________________ UST High School Language
______________________ Books”
______________________ M.A UST
______________________ UST
___________ Dolores G. Ocampo
3. Simmons, B. ______________________
The tale of two ______________________
Flaccos. Retrieved ______________________
from ______
http://grantland.com/th 3. Simmons, B.
236
e-triangle/the-tale-of- The tale of two
two-flaccos/ Flaccos. Retrieved
(2015, January 9). from
__________________ http://grantland.com/th
__________________ e-triangle/the-tale-of-
__________________ two-flaccos/
__________________ (2015, January 9).
________ __________________
__________________
__________________
__________________
________
G. Finding
practical As a student why is there a As a student why is there a
applications need for you to understand need for you to understand
of concepts the general principles to the general principles to
and skills in apply when citing sources? apply when citing sources?
daily living
Possible answer: Possible answer:
Preparing bibliographies Preparing bibliographies
helps you keep track of the helps you keep track of the
sources you consulted or sources you consulted or
cited for their written cited for their written
material and give readers a material and give readers a
framework of how the framework of how the
writers' arguments were writers' arguments were
formed. It also help you not formed. It also help you not
to be sued with to be sued with
PLAGIARISM. PLAGIAISM.
H. Making The teacher will lead the The teacher will lead the
generalization students to the formation of students to the formation of
s and the following concepts. The the following concepts. The
abstractions teacher will distribute leaves teacher will distribute leaves
about the where students will write the where students will write the
lesson following: following:
Leaf 1= What I learned Leaf 1= What I learned

from the lesson. from the lesson.
Leaf 2= What concept/s are Leaf 2= What concept/s are
difficult for me to difficult for me to
understand. understand.
Leaf 3= What are the things Leaf 3= What are the things
that I need to know more that I need to know more
about the topic. about the topic.
237
A bibliography is a list of
A bibliography is a list of the sources you use to get
the sources you use to get information for your report.
information for your report.
I. Evaluating The teacher will give two The teacher will give two
learning items of a bibliographical items of a bibliographical
entry. The students will entry. The students will
have to arrange the entry have to arrange the entry
according to its proper according to its proper
sequence. Each item will be sequence. Each item will be
given 5 points if written given 5 points if written
correctly. correctly.
1. “There will always
1. “There will always be a demand for
be a demand for teachers. Whether
teachers. Whether there will also
there will also always be a demand
always be a demand for public schools is
for public schools is an issue that will
an issue that will resolve itself within
resolve itself within this generation.”
this generation.” Sabu, Larry. “We Should
Sabu, Larry. “We Should Have Let Them Pray.”
Have Let Them Pray.” Teaching May 2003: 3+.
Teaching May 2003: 3+. MAS Ultra School Edition.
MAS Ultra School Edition. EbscoHost, Durango High
EbscoHost, Durango High School Media Center. 11
School Media Center. 11 Mar. 2004
Mar. 2004 <www.epnet/3927_2/
<www.epnet/3927_2/ dustbunny/vacuum>.
dustbunny/vacuum>. ______________________
______________________ ______________________
______________________ ______________________
______________________ ______________________
______________________ ______________________
238
______________________ ___________________
___________________ ______________________
______________________ ______________________
______________________ ______________________
______________________ ______________________
______________________ ______________________
______________________ ___________________
___________________
2. “Whatever you do
2. “Whatever you do for work in life, the
for work in life, the most important thing
most important thing to remember is not
to remember is not how much money
how much money you make or how big
you make or how big a title you have, it is
a title you have, it is whether you look
whether you look forward to getting up
forward to getting up in the morning and
in the morning and doing it again.
doing it again. Money can buy
Money can buy things; things can be
things; things can be replaced. Titles can
replaced. Titles can be bought, which
be bought, which makes them simply
makes them simply things.”
things.” Guthrie, Woody. “Way
Guthrie, Woody. “Way Over Yonder in a Minor
Over Yonder in a Minor Key.” The Unofficial Woody
Key.” The Unofficial Woody Guthrie Homepage. 14
Guthrie Homepage. 14 June
June 2006. The Wooden Box
2006. The Wooden Box Society. 11 Mar. 2007
Society. 11 Mar. 2007 <www.woodenbox.org/unoff
<www.woodenbox.org/unoff /index.htm>.
/index.htm>. ______________________
______________________ ______________________
______________________ ______________________
______________________ ______________________
______________________ ____________
____________
Note: The teacher can also
look for any published
Note: The teacher can also articles online and let
look for any published his/her learners to make a
articles online and let bibliographical entries of
his/her learners to make a them.
bibliographical entries of
them.
239
J. Assignment Research about some Research about some
controversial cases of controversial cases of
plagiarism. Write the plagiarism. Write the
moral/legal implication moral/legal implication of
of plagiarism about the plagiarism about the case.
case.
V.REMARKS
VI.REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
strategies worked
well? Why did
these work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
240
Grade 8

I. OBJECTIVES
A. Content The learner demonstrates understanding of: African
beings contend with; various reading styles vis – à-vis
carriers of meaning; ways by which information may be
information.
C. Learning
Competency EN8LT-IIIf2.2.5: Determine key ideas, tone, and
/ Objectives purposes of the author.
EN8LC-IIIf-2.10: Distinguish facts from opinion cited in

the text listened to.
II. CONTENT The Country‘s Good Son by Minn New Thein
Distinguishing between Facts and Opinion
III. LEARNING Voyages in Communication English 8
RESOURCES English Expressways
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook 367 – 368
pages 276 - 277
4. Additional
Materials
from
Learning
Resource
(LR)portal
B. Other
Learning
Resources
241
IV. ADVANCED LEARNERS AVERAGE LEARNERS
PROCEDURES
A. Reviewing Pre-Listening Activity: Listening Activities
previous
lesson or Task 1: Unlocking of Task 1: Unlocking of
presenting the Difficulties Difficulties
new lesson (What Am I?) (What Am I?)
Directions: Guess the word (5 minutes)
that is being described in
the following clue Directions: Guess the word
sentences that I will be that is being described in
saying. the following clue
Students should raise their sentences.
hand and say the word “I Students should raise their
THINK I KNOW, ITS hand and say the word I
(answer) before giving the THINK I KNOW, ITS
answer. (answer) before giving the
 I am a disyllabic answer.
word. ( word having  I am a disyllabic
two syllables) word. ( word having
 I am another term two syllables)
for shop.  I am another term of
 I sounds like ticket. shop.
 What am I?  I sounds like ticket.
Answer: Market  I start with M and
 I am a six letter end with T.
word.  What am I?
 I am another term Answer: Market
for warrior or police.  I am a six letter
 I serve and protect word.
our country.  I am another term of
 I sounds like warrior.
shoulder.  I serve and protect
 What am I? our country.
Answer: Soldier  I start with S and
 I am a monosyllabic end with R.
word. ( word having  What am I?
one syllable) Answer: Soldier
 I am a five letter  I am a disyllabic
word. word. ( word having
 I am a large number two syllables)
of people.  I am seven letter
 I sounds like loud. word.
 What am I?  I am another term of
242
Answer: Crowd full and busy.
 I am usually worn by  I start with C and
professionals. end with D.
 I am another term  What am I?
for pants Answer: Crowded
 I am a seven letter  I am usually worn by
word professionals.
 I sounds like  I am another term of
browser. pants
 What am I?  I am a seven letter
Answer: Trouser word
 I am a monosyllabic  I sounds like
word (word having browser.
one syllable)  I start with T and
 I am a term you use end with R.
when you someone  What am I?
walks slowly Answer: Trouser
because of injury.  I am a monosyllabic
 I sounds like limb. word (word having
 What am I? one syllable)
Answer: Limp  I am a term you use
 I am a polysyllabic when you someone
word (word having walks slowly
three or more because of injury.
syllables)  I sounds like limb.
 I am a seven letter  I start with L and end
word. with P.
for fulfilment. Answer: Limp
 I am a term when  I am a polysyllabic
you get what you word (word having
want or desire. three or more
 What am I? syllables)
Answer: Satisfy  I am another term of
 I am a polysyllabic fulfilment.
word (word having  I am a term when
three or more you get what you
syllables) want or desire.
 I am a five letter  I start with S and
word. end with N.
for opponent. Answer: Satisfaction
 I sounds like  I am a polysyllabic
economy. word (word having
243
 What am I? three or more
Answer: Enemy syllables)
 I am another term of
The teacher will remind the opponent.
students to remember the  I sounds like
definitions of the given economy.
words as it will appear in  I start with E and
the selection that they are end with Y.
about to listen.  What am I?
Answer: Enemy
The teacher will remind the

students to remember the
definitions of the given
words as it will appear in
the selection that they are
about to listen.
purpose for the
lesson - Do you consider - Do you consider
yourself as a good yourself as a good
son/daughter? son/daughter?
- What - What
quality/qualities do quality/qualities do
you have to be you have to be
considered as a considered as a
good son/daughter? good son/daughter?
(Before reading the (Before reading the

selection, the teacher will selection, the teacher will
present the motive question present the motive question
below.) below.)

What qualities do the What qualities do the
soldiers have to be soldiers have to be
considered as the country’s considered as the country’s
good son? good son?
(The teacher may post the (The teacher may post the
motive question before the motive question before the
listening activity to guide listening activity to guide
the students on what to the students on what to
take note of.) take note of.)
244
C. Presenting Inform the class that the Inform the class that the
examples/Instan country in Southeast Asia country in Southeast Asia
ces of the new that they are going to visit that they are going to visit
lesson is the country of Burma, is the country of Burma,
which was later on which was later on
changed to Myanmar in changed to Myanmar in
1989 also known as 1989 also known as
Myanmar. Myanmar.
During Listening Activity: During Listening Activity:
Reading Activity Using Reading Activity Using

“Read Aloud Strategy” “Read Aloud Strategy”
Introduce the story by Introduce the story by

discussing the title. Ask the discussing the title. Ask the
students to make students to make
predictions regarding what predictions regarding what
they think the story might they think the story might
be about. be about.
Read the story aloud to the Read the story aloud to the
students using appropriate students using appropriate
inflection and tone. Pause inflection and tone. Pause
and ask the students to and ask the students to
make predictions. Ask brief make predictions. Ask brief
questions to determine questions to determine
students' comprehension students' comprehension
level. level.
(See attached file #1) (See attached file #1)
Post Reading Activity: Post Reading Activity:

After reading the selection, After reading the selection,
ask the students the ask the students the
following comprehension following comprehension
questions. questions.
Task 2: You denote!

Task 2: You denote!
Process Questions
1. What qualities Process Questions
soldiers have to be 1. What qualities do
considered as the the soldiers have to
country’s good son? be considered as the
country’s good son?
245
Answer: the story shows Answer: the story shows
the patriotism of Burmese the patriotism of Burmese
soldier as it was shown that soldier as it was shown that
they are very much willing they are very much willing
to sacrifice their own lives to sacrifice their own lives
to protect their country and to protect their country and
achieve peace. achieve peace.
2. Which character do 2. Which character do

you like best? you like best?
Answers: (student may Answers: (student may
give one of the following give one of the following
reasons) reasons)
 Lin Aung  Lin Aung
 Two soldiers  Two soldiers
Discussion of Tone and Discussion of Tone and

Key Ideas Key Ideas
- What is the attitude - What is the attitude
of the author toward of the author toward
the topic? the topic?
Answer: light, inspiring, and Answer: light, inspiring, and
motivational motivational
The teacher will highlight The teacher will highlight

the answer and explain that the answer and explain that
this is the ‘tone’ of the this is the ‘tone’ of the
selection. selection.
Ask the students:

- How do you define Ask the students:
tone based on your - How do you define
answer? tone based on your
answer?
The answer will lead to the
discussion of tone in a form The answer will lead to the
of review of the lesson discussion of tone in a form
about the quarter 1 lesson of review of the lesson
about identifying the about the quarter 1 lesson
authors’ tone. about identifying the
authors’ tone.
Tone – is the author’s
attitude toward the topic. Tone – is the author’s
attitude toward the topic.
246
D. Discussing Task 3: Guess the Gist Task 3: Guess the Gist
new concepts
and practicing - What is the key idea - What is the key idea
new skills # 1 of the story? of the story?
Answers: These young Answers: These young
men were the country‘s men were the country‘s
good sons who were good sons who were
protecting the country from protecting the country from
its enemies. Their aims its enemies. Their aims
and intentions were as and intentions were as
different from those of the different from those of the
addicts as east from west, addicts as east from west,
north from south. Although north from south. Although
these young men had one these young men had one
leg missing, they still leg missing, they still
wanted to serve their wanted to serve their
country. country.
The teacher will highlight The teacher will highlight

the answer and explain that the answer and explain that
this is the ‘main idea/key this is the ‘main idea/key
idea’ of the selection. idea’ of the selection.
Ask the students: Ask the students:

- How do you define - How do you define
key idea based on key idea based on
your answer? your answer?
The answer will lead to the The answer will lead to the
discussion of key idea and discussion of key idea and
how to determine key ideas how to determine key ideas
in a sentence. in a sentence.
Discussion: Determining Discussion: Determining

the Key Idea of the author the Key Idea of the author
in the story. in the story.
Key ideas – or main idea, Key ideas – or main idea,

is the point of the is the point of the
paragraph and is the most paragraph and is the most
important thought about the important thought about the
topic. topic.
See attached file #1 for See attached file #1 for
discussion. discussion.
(File #2 : Finding the Main (File #1 : Finding the Main
247
Idea) Idea)
Source: Study Skills: A Source: Study Skills: A

Landmark School Student Landmark School Student
Guide Guide
(out of print) (out of print)
by Diane Vener, by Diane Vener,
© 2002 Landmark School, © 2002 Landmark School,
Inc Inc
E. Discussing Task 4: OPINION OR Task 4: OPINION OR

new concepts FACTS FACTS
and practicing Directions: The teacher will Directions: The teacher will
new skills # 2 present statements taken present statements taken
from the selection for the from the selection for the
students to identify whether students to identify whether
it’s a fact or opinion. it’s a fact or opinion.
- It was more crowded - It was more crowded

on Sundays. on Sundays.
(OPINION) (OPINION)
- Many soldiers could - Many soldiers could
be seen moving be seen moving
about busily. (FACT) about busily. (FACT)
- They were very - They were very
different from the different from the
young drug addicts young drug addicts
about whom he had about whom he had
often read in the often read in the
newspapers. (FACT) newspapers. (FACT)
- They were wasting - They were wasting
their lives and killing their lives and killing
themselves. themselves.
(OPINION) (OPINION)
- You good sons of - You good sons of
the country are the the country are the
jewels of our jewels of our
country.(OPINION) country.(OPINION)
- ―We admire your - ―We admire your
intention. Our intention. Our
country‘s future will country‘s future will
really be bright if really be bright if
there are more there are more
young people in our young people in our
country with the country with the
248
same aim and same aim and
intention as yours. intention as yours.
(OPINION) (OPINION)
a. Inform the students that a. Inform the students that

being able to discern the being able to discern the
difference between fact and difference between fact and
opinion will help them opinion will help them
evaluate the reliability and evaluate the reliability and
usefulness of text they usefulness of text they
encounter. encounter.
c. The teacher then c. The teacher then

introduces the topic on how introduces the topic on how
to distinguish facts from to distinguish facts from
opinions. opinions.
Discussion: Discussion:
File #2: DISTINGUISHING File #2: DISTINGUISHING

BETWEEN FACTS AND BETWEEN FACTS AND
OPINION OPINION
FACT: is something which FACT: is something which

can be verified. A piece of can be verified. A piece of
information that can be information that can be
proven to be true. proven to be true.
OPINION: is based on OPINION: is based on

belief and viewpoint. It can belief and viewpoint. It can
express a person’s feelings express a person’s feelings
about an idea or situation. about an idea or situation.
FACT FACT
A fact is something which A fact is something which
can be verified with can be verified with
evidence, for example, the evidence, for example, the
river which flows through river which flows through
London is called the London is called the
Thames. Thames.
249
Examples: Examples:
- The earth is round. - The earth is round.
- Summer follows - Summer follows
spring. spring.
- The 2010 world cup - The 2010 world cup
took place in South took place in South
Africa. Africa.
- The British Winter of - The British Winter of
2009/2010 was the 2009/2010 was the
coldest for 30 years. coldest for 30 years.
OPINION OPINION
An opinion is based on An opinion is based on
belief and viewpoint. belief and viewpoint.
Opinions are often personal Opinions are often personal
interpretations and cannot interpretations and cannot
be verified with evidence. be verified with evidence.
For example, 'summer For example, 'summer
evenings are nicer than evenings are nicer than
winter evenings'. Opinions winter evenings'. Opinions
are often (though not are often (though not
always) preceded with always) preceded with
terms such as 'I think', or terms such as 'I think', or
with adjectives, with adjectives,
comparatives and comparatives and
superlatives, such as, superlatives, such as,
'good', 'better', 'the best'. 'good', 'better', 'the best'.
Examples: Examples:
- I think that rock - I think that rock
music is awful. music is awful.
- The legal age for - The legal age for
drinking should be drinking should be
lowered to 16. lowered to 16.
- London is the best - London is the best
city in the world. city in the world.
- Today seems hotter - Today seems hotter
than yesterday than yesterday
- -
It is also important to It is also important to
remember... remember...
- That facts can be - That facts can be
influenced by influenced by
opinion and bias, opinion and bias,
especially in the especially in the
250
media and in (some) media and in (some)
research projects research projects
(especially (especially
qualitative research). qualitative research).
That is, even facts That is, even facts
presented as facts, presented as facts,
are not always are not always
completely objective completely objective
and 'sacred' as once and 'sacred' as once
claimed (Scott, C.P. claimed (Scott, C.P.
cited in Edwards, D cited in Edwards, D
& D. Cromwell & D. Cromwell
(2009). (2009).
F. Developing Task 5: (ArtiFACTS) Task 5: (ArtiFACTS)

mastery Group Activity Group Activity
(leads to Using a graphic organizer Using a graphic organizer
Formative below, group the facts and below, group the facts and
Assessment) opinions separately. opinions separately.
FACTS OPINION FACTS OPINION
1. Burma is officially 1. Burma is officially

named the Republic named the Republic
of the Union of of the Union of
Myanmar since Myanmar since
1989. (FACT) 1989. (FACT)
2. Burmese are the 2. Burmese are the
most hardworking most hardworking
people in the world. people in the world.
(OPINION) (OPINION)
3. Burma was one of 3. Burma was one of
only 3 countries in only 3 countries in
the world (including the world (including
the United States the United States
and Liberia) who and Liberia) who
had not adopted had not adopted
metric system of metric system of
measurement. measurement.
(FACT) (FACT)
251
4. The legal age for 4. The legal age for
marrying in Burma marrying in Burma
should be lowered to should be lowered to
20. (OPINION) 20. (OPINION)
5. The Capital of 5. The Capital of
Burma is Yangon. Burma is Yangon.
(FACT) (FACT)
G. Finding - How will you know if an - How will you know if

practical article you are reading on an article you are
application of Facebook is a fact? reading on
concepts and Facebook is a fact?
skills in daily - How will you know if
living someone is saying a - How will you know if
fact or opinion? someone is saying a
fact or opinion?
-
H. Making Task 6: You Fill Me, I Fill Task 6: You Fill Me, I Fill
generalizations You. You.
and abstractions Complete the sentence Complete the sentence
about the lesson using the knowledge you using the knowledge you
have gained in the lesson. have gained in the lesson.
- I learned that - I learned that

____________. ____________.
- Distinguishing facts - Distinguishing facts
from opinion is from opinion is
important because important because
______________. ________________
- Knowing the tone _____.
and the key idea - Knowing the tone
help me to and the key idea
________________ help me to
______. ________________
______.
I. Evaluating Task 5: #F.O (Fact or Task 5: #F.O (Fact or

learning Opinion) Opinion)
Directions: Draw a smiley Directions: Draw a smiley
emoticon (  ) if the emoticon (  ) if the
statement is a fact, and statement is a fact, and
draw a thinking face draw a thinking face
emoticon (:-/) if it’s an emoticon (:-/) if it’s an
opinion. opinion.
252
(1.) The United States 1. Summer is a
seems to be in love with wonderful time to
the idea of going out to eat. spend at West
Because of this, a real Beach. (2.) It is a
variety of restaurants has beach with light-
come about specializing in colored, soft
all kinds of foods. (2.) sand. The
McDonald’s is the king of a coastline goes on
subgroup of restaurants for a long way
called fast-food and many people
restaurants. (3.) Chances enjoy walking
are, no matter where you along it. Children
live, there is a McDonald’s like to play in the
restaurant near you. There surf and walk
are even McDonald’s in the along the rocks
Soviet Union. Now that are visible at
McDonald’s is trying low tide. (3.) This
something new. It is called is a fun beach for
McDonald’s express and people of all
there is a test site in ages.
Peabody, Massachusetts. It
is part of a Mobil gas 4. What is the tone in the
station. This allows you to paragraph?
fill up with gas and fill up on
food at the same time. 5. What is the main idea in
What will they think of the paragraph?
next?
Answer:
4. What is the tone in the
paragraph? 1. (:-/)
5. What is the main idea in 2. 

the paragraph?
3. (:-/)
Answer:
4. The tone is lively.
1. (:-/)
2.  5. the main idea (what
3. (:-/) the writer is saying
4. The tone is about the topic) is that
appreciative. summer is a wonderful
5. The main idea is in time at West Beach
the middle of the
paragraph, in the
253
third
sentence: McDonald
’s is the king of fast
food
J. Additional
activities for 1. Write five facts
application and about your school. 1. Write five facts
remediation 2. Based on the facts about your school.
you have written,
formulate a
sentence to make it
an opinion.
V. REMARKS
VI.
REFLECTION
A. No. of
learners who
earned 80% in
the evaluation
B. No. of
learners who
require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of
learners who
continue to
require
remediation
254
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
teachers?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
teachers?
255
Grade 8
I. OBJECTIVES
carriers of meaning; ways by which information may
be organized, related, and delivered orally; and
parallel structures and cohesive devices in presenting
information.
topic of interest keeping in mind the proper and
effective use of parallel structures and cohesive
devices and appropriate prosodic features, stance,
and behavior.
C. Learning
Competency/ EN8V-IIIf-12.3: Arrive at meanings through context
Objectives clues.
II. CONTENT Vision by Feraya

Giving meaning through context clues.
III. LEARNING Voyages in Communication English 8
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials pages
3. Textbook pages 357
4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning https://www.cpp.edu/~ramp/program-
Resources materials/context-clues.shtml
Context Clues Test | Reading Quiz quizizz.com
256
IV.PROCEDURES ADVANCED AVERAGE LEARNERS
LEARNERS
A. Reviewing Task 1: Blue’s Clues Task 1: Blue’s Clues
previous lesson Present to the class the four Present to the class
or presenting the images and ask them to find the four images and
new lesson out the words they are ask them to find out
portraying. the words they are
(See attached file #1) portraying.
(See attached file #1)

Task 2: Let’s Visualize!

purpose for the
lesson - How do you want - How do you
your country to be, want your
ten years from country to
now? be, ten years
from now?
Tell the class that
they are about to read Tell the class
a poem “Vision” by that they are
FERAYA, dedicated about to read a
to the country of poem “Vision”
Burma/Myanmar. by FERAYA,
dedicated to the
(The teacher may country of
post the motive Burma/Myanma
question before the r.
listening activity to
guide the students on (The teacher
what to take note of.) will post the
motive question
Motive Question: before the
What was the vision listening activity
of the author for to guide the
Burma and its students on
people? what to take
note of.)
Motive Question:
What was the
vision of the
author for
257
Burma and its
people?
C. Presenting During Reading: During Reading:

examples/Instance
s of the new Task 2: Poem Reading Task 2: Poem
lesson The teacher distributes a Reading
copy of the poem entitled The teacher distributes
“Vision” by Feraya and let a copy of the poem
the students listen first as entitled “Vision” by
the teacher reads it. Feraya and let the
students listen first as
1. Students are asked to the teacher reads it.
take note of the
unfamiliar words used 1. Students are
in the poem. asked to take
note of the
The teacher will instruct the unfamiliar words
students to read the poem used in the
aloud and find out the poem.
answer to the motive
question presented a while The teacher will
ago. instruct the students to
read the poem aloud
and find out the
(See attached file #3) answer to the motive
question presented a
while ago.
D. Discussing new Post Reading Activity Post Reading Activity

concepts and
practicing new After reading the After reading
skills # 1 selection, ask the the selection,
students the following ask the students
comprehension the following
questions. comprehension
questions.
Task 3: ONE’S VISION:
Note: The teacher will post Task 3: ONE’S
the questions on the board VISION:
for the students to Note: The teacher will
remember. post the questions on
the board for the
258
1. What was the vision students to remember.
of the author for
Burma and its 1. What was the
people? vision of the
2. According to the author for
speaker in the poem, Burma and its
what is happening in people?
his/her country 2. According to the
Burma? speaker in the
poem, what is
3. What can be done to happening in
counter the problem his/her country
of Burma according to Burma?
the author?
4. What are the roles of 3. What can be
the Burmese people done to counter
for their country? the problem of
5. Why is the poem Burma
entitled, ―Vision? according to the
6. How did the author author?
describe Burma and 4. What are the
its people? roles of the
Burmese people
in their country?
After discussing the poem, 5. Why is the
ask volunteer to write on the poem entitled,
board the unfamiliar words ―Vision?
they have encountered while
reading the poem.
After discussing the
Note: The teacher will post poem, ask volunteer to
the unfamiliar words on the write on the board the
board and let the students unfamiliar words they
identify the context clue have encountered
used. The teacher will ask while reading the
the following questions: poem.
1. What do you usually Note: The teacher will

do to find the post the unfamiliar
meaning of unfamiliar words on the board
words? and let the students
- We use dictionary identify the context
or search on the clue used. The teacher
internet to find its will ask the following
meaning. questions:
259
2. For instance, you are
prohibited to use 6. What do you
dictionary or the usually do to
internet, what can you find the
do in order to find the meaning of
meaning of the unfamiliar
unfamiliar words? words?
- We use
dictionary or
The questions will lead the search on
teacher to the discussion of the internet
context clues. to find its
meaning.
7. For instance,
you are
prohibited to
use dictionary
or the internet,
what can you do
in order to find
the meaning of
the unfamiliar
words?
The questions will lead

the teacher to the
discussion of context
clues.
E. Discussing new (Note to Teacher: Explain Discussion of

concepts and to the class that even CONTEXT CLUES:
practicing new without the use of dictionary The teacher discusses
skills # 2 or internet, one can still the context clues and
know the meaning of the its type.
unfamiliar word using (Note to Teacher:
context clues.) Explain to the class
that even without the
use of dictionary or
Discussion of CONTEXT internet, one can still
CLUES: know the meaning of
The teacher discusses the the unfamiliar word
context clues and its type. using context clues.)
260
The clue may appear within The clue may appear
the same sentence as the within the same
word to which it refers, or it sentence as the word
may follow in a preceding to which it refers, or it
sentence. Because most of may follow in a
your vocabulary is gained preceding sentence.
through reading, it is Because most of your
important that you be able to vocabulary is gained
recognize and take through reading, it is
advantage of context clues. important that you be
able to recognize and
Types of context take advantage of
clues. There are at least context clues.
four kinds of context clues
that are quite common. Types of context
clues. There are at
Syn A synonym, or word least four kinds of
ony with the same context clues that are
m meaning, is used in quite common.
the sentence.
Syn A synonym, or
My opponent's ony word with the
argument m same meaning, is
is fallacious, mislead used in the
ing – plain wrong. sentence.
My opponent's
Anto A word or group of argument
nym words that has the is fallacious, mis
opposite meaning leading – plain
reveals the meaning wrong.
of an unknown term.
Ant A word or group
Although some men ony of words that has
are loquacious, othe m the opposite
rs hardly talk at all. meaning reveals
the meaning of
an unknown
Expl The unknown word is term.
anat explained within the
ion sentence or in a Although some
sentence immediately men
preceding. are loquacious,
others hardly talk
The patient is
261
so somnolent that sh at all.
e requires medication
to help her stay
awake for more than Exp The unknown
a short time. lan word is explained
atio within the
n sentence or in a
sentence
immediately
preceding.
The patient is
so somnolent th
at she requires
medication to
help her stay
awake for more
than a short time.
F. Developing Task 4: What I Mean Is… Task 4: What I Mean
mastery GROUP ACTIVITY: Is…
(leads to Underline the context clue GROUP ACTIVITY:
Formative of the word. Identify what Underline the context
Assessment) type of context clue is used clue of the word.
in the italicized word. Identify what type of
Determine if it is context clue is used in
SYNONYMS, ANTONYMS, the italicized word.
EXPLANATION, or Determine if
EXAMPLE. Underline the underlined words are
context clue of the word. the SYNONYMS,
1. ANTONYMS,
There is also ugliness EXPLANATION, or
And cruelty EXAMPLE of the
Fleeing and hiding italicized words in the
2. sentence.
And foraging for food
To survive 1. Synonym
3. There is also ugliness
Our people are in pain And cruelty
Suffering like no hell on Fleeing and hiding
earth 2. Explanation
4. And foraging for food
Darkness and despair To survive
5. 3. Explanation
Beaten and battered by life Our people are in pain
Death and diseases Suffering like no hell
262
Of the mind and spirit on earth
6. 4. Synonym
Swallowed up by Darkness and despair
gloominess
And bitterness 5. Synonyms
How can they carry on? Beaten and battered
7. by life
A vision that‘s vast and Death and diseases
spacious Of the mind and spirit
8. 6. Synonym
So that Burma‘s people may Swallowed up by
rise up gloominess
Like a beautiful lotus And bitterness
From a muddy pond. How can they carry
on?
Answer: 7. Synonym
1. Synonym A vision that‘s vast
There is also ugliness and spacious
And cruelty 8. Example
Fleeing and hiding So that Burma‘s
2. Explanation people may rise up
And foraging for food Like a beautiful lotus
To survive From a muddy pond.
3. Explanation
Our people are in pain Answer:
Suffering like no hell on 1. Synonym
earth 2. Explanation
4. Synonym 3. Explanation
Darkness and despair 4. Synonym
5. Synonyms
5. Synonyms 6. Synonym
Beaten and battered by life 7. Synonym
Death and diseases 8. Example
Of the mind and spirit
6. Synonym
Swallowed up by
gloominess
And bitterness
How can they carry on?
7. Synonym
A vision that‘s vast and
spacious
8. Example
So that Burma‘s people may
rise up
263
Like a beautiful lotus
From a muddy pond.
G. Finding Task 5: Situational Activity Task 5: Situational

practical Activity
application of You have learned that in
concepts and skills getting the meaning of You have learned that
in daily living unfamiliar word, you can use in getting the meaning
context clue. of unfamiliar word, you
If it happens that you meet a can use context clue.
stranger, how will you know If it happens that you
him better? meet a stranger, how
will you know him
better?
H. Making Task 6: Reflection Task 6: Reflection

generalizations
and abstractions Suggested Activity: Suggested Activity:
about the lesson  The lesson for  The lesson
today enabled me for today
to learn…. enabled me
to learn….
 It made me realize
that…  It made me
realize
that…
I. Evaluating Task 7: Giving Meaning Task 7: Giving

learning Be able to come up with Meaning
meaning using context clues Be able to come up
in the sentence. with meaning using
context clues in the
1: The girl who used to be sentence.
very vociferous doesn't talk
much anymore. 1: The girl who used to
be very vociferous
2: Pedagogical institutions, doesn't talk much
including high schools, anymore.
kindergartens, and colleges,
require community support 2: Pedagogical
to function efficiently. institutions, including
high schools,
3: He was so parsimonious kindergartens, and
that he refused to give his colleges, require
own sons the few pennies community support to
264
they needed to buy pencils function efficiently.
for school. It truly hurt him to
part with his money. 3: He was so
parsimonious that he
4: Rather than be involved in refused to give his own
clandestine meetings, they sons the few pennies
did everything quite openly. they needed to buy
pencils for school. It
5: Ecclesiastics, such as truly hurt him to part
priests, ministers, and with his money.
pastors, should set models
of behavior for their 4: Rather than be
congregants. involved in
clandestine meetings,
6: The girl was churlish – they did everything
rude, sullen and absolutely quite openly.
ill-mannered.
5: Ecclesiastics, such
7: Because the as priests, ministers,
conflagration was aided by and pastors, should
wind, it was so destructive set models of behavior
that every building in the for their congregants.
area was completely burned
to the ground. Excerpted from Irwin L.
Joffe's Opportunity for
Excerpted from Irwin L. Successful Reading,
Joffe's Opportunity for 3rd ed., 153-55
Successful Reading, 3rd ed.,
153-55 ANSWER KEY TO
CONTEXT CLUES
ANSWER KEY TO
CONTEXT CLUES 1. Type of Context
Clue -contrast
1. Type of Context Clue - definition of vociferous
contrast -talkative; outspoken
definition of vociferous -
talkative; outspoken 2. Type of Context
Clue -example
2. Type of Context Clue - definition pedagogical -
example having to do with
definition pedagogical - teaching
having to do with teaching
3. Type of Context
3. Type of Context Clue - Clue -explanation
explanation definition of
265
definition of parsimonious - parsimonious - stingy;
stingy; tight-fisted tight-fisted
4. Type of Context Clue - 4. Type of Context

synonym Clue -synonym
definition of pertinacity - definition of pertinacity
mulish; stubborn -mulish; stubborn
5. Type of Context Clue - 5. Type of Context

contrast Clue - contrast
definition of clandestine - definition of
secret; hidden clandestine - secret;
hidden
6. Type of Context Clue -
example
definition of ecclesiastics -
member of the clergy

synonym
definition of sullen -rude

explanation
definition of conflagration –
fire
J. Additional
activities for Look for a short passage Look for a short
application and and be able to identify passage and be able
remediation context clues from the to identify context
passage by underlining the clues from the
word and its clue and passage by underlining
identifying what type of the word and its clue
context clue is used. and identifying what
type of context clue is
used.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
266
B. No. of learners
who require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
267
Grade 8
I. OBJECTIVES
information.
and behavior.
C. Learning
Competency/ EN8VC-IIIf-19: Judge the relevance of ideas
Objectives presented in the material viewed.
EN8LT-IIIf2.2: Explain how the elements specific to a

genre contribute to the theme of a particular literary
selection. (Drama)
II. CONTENT Elements of Drama

III. LEARNING
RESOURCES
A. References
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning http://www.youtube.com/watch?v=vcRv-BVsOT8
Resources https://youtu.be/ofutwB54Md0
https://www.google.com/url?sa=i&rct=j&q=&esrc=s&s
268
ource=images&cd=&cad=rja&uact=8&ved=0ahUKEwj
02-
WorbvkAhVNyYsBHYeIBjkQMwiJASgQMBA&url=http
s%3A%2F%2Fccrsk12.org%2Fdrama-
club%2F&psig=AOvVaw0mjCTXXAUSMKMHUeSs6R
_R&ust=1567830347982242&ictx=3&uact=3
https://www.google.com/search?q=drama&client=ms-
android-
vivo&tbm=isch&prmd=vin&sxsrf=ACYBGNTE7LX98e
96MxcLSdQDSnDwCAHVaw:1569813903271&sourc
e=lnms&sa=X&ved=0ahUKEwjrjsXAzPfkAhWDP3AK
HT9gCR8Q_AUIFCgC&biw=360&bih=654&dpr=3#im
grc=l6Iq_Oous93lrM
http://www.newsminer.com/features/latitude_65/teen-
drama-camp-brings-pinocchio-to-the-
stage/article_c05ba500-b3fe-11e9-a3b0-
43561e29e1f9.html
Drama Courses | Drama Classes & Studies | Excelsia
College
The Passover Seder: More Freedom, Less Drama

LEARNERS
A. Reviewing Task 1: 4 Pics 1 Word Task 1: 4 Pics 1 Word
previous lesson
or presenting the
new lesson
269
D M
Answer: DRAMA
Answer: DRAMA
Task 2: Unlocking of
Difficulties: Arrange Task 2: Unlocking of
the jumbled letter to Difficulties: Arrange the
form a word based on jumbled letter to form a
its definition. word based on its
1. HTMEE – refers definition.
to a central idea.
It can be clearly Fill in the blank the missing
stated through letter to form a word based
dialog or action, on its definition.
or can be 1. PL_ T – the order of
inferred after events occurring in a
watching the play.
entire 2. CH _R_ C T_ R–
performance. responsible of
2. OTLP – the order bringing the play to
of events life.
occurring in a 3. D_AL_G _ E – a
play. conversational
3. AHACTRECR – passage, or a
responsible of spoken conversation
bringing the play between two or a
to life. group of people in a
4. ILOUDAGE – a play.
270
conversational 4. S_ T T _ _ G – the
passage, or a time and place
spoken where a story is set.
conversation 5. P E_ F_ R _ A _ C_
between two or a – an event in which
group of people performers present
in a play. one or more works
5. EITSNGT – the of art to an
time and place audience.
where a story is 6. M _ S_ C – includes
set. the use of sounds
6. EMCERPORFA and rhythm in
N – an event in dialogs as well as
which performers compositions that
present one or are used in the
more works of art plays.
to an audience. 7. V_ S_ _ L EL _ M_
7. UIMCS – NT– deals with the
includes the use scenes, costumes,
of sounds and and special effects
rhythm in dialogs used in play.
as well as
compositions
that are used in
the plays.
8. UAVILS
LEMTENE –
deals with the
scenes,
costumes, and
special effects
used in play.
B. Establishing a Pre-Viewing Activity Pre-Viewing Activity
purpose for the The teacher asks the The teacher asks the
lesson following questions: following questions:
- Have you - Have you watched a

watched a movie?
movie?
- What is your favorite
- What is your movie?
favorite movie?
- What’s in that movie
- Why do you for you to consider it
consider it as as your favorite
271
your favorite movie among any
movie? other movies?
- What is the most - What is the most

interesting part in interesting part in the
the movie that movie that strike you
strike you most? most?
C. Presenting Viewing Activity Viewing Activity

examples/Instance Tell the class that they Tell the class that they will
s of the new will be watching a short be watching a short drama
lesson drama play: "The play: "The Dictionary
Dictionary Salesman". Salesman". As the students
As the students watch watch the play they will be
the play they will be guided by the following
guided by the following previewing questions.
previewing questions.
Task 3: Previewing
Task 3: Previewing Questions:
Questions:
1: How many characters
1: How many did you see? What are they
characters are there? doing? Can you grasp the
What are they doing? idea of the story through
Can you grasp the idea the words of the
of the story through the characters?
words of the
characters? 2: Characters: What is the
role of the boy holding a
2: Characters: What is dictionary? How about the
the role of the boy boy holding a sack? How
holding a dictionary? about the man and the
How about the boy woman whom the boy is
holding a sack? How selling the dictionary? How
about the man and the about the girl who arrived in
woman to whom the the middle of the video?
boy is selling the
dictionary? How about 2: Plot Structure: What is
the girl who arrived in the conflict in the story
the middle of the video? based on the dialogues?
3: Plot Structure: What 3: Setting: What type of

is the conflict in the setting is employed in the
story based on the drama presented? How did
dialogues? you say so?
272
4: Setting: What type of 4: What do you think is the
setting is employed in central idea of the featured
the drama presented? drama based on the video
How did you say so? clip?
5: What do you think is (See attached file #1(One-

the central idea of the Act Play: "The first
featured drama based Dictionary Salesman")
on the video clip?
https://www.youtube.com/w
(See attached file atch?v=0gseK8eSCPk
#1(One-Act Play: "The
first Dictionary - This is a 7 minutes
Salesman") video, the teacher
may forward the
https://www.youtube.co video clip at
m/watch?v=0gseK8eSC (00: 50) for the
Pk drama proper.
- This is a 7
minutes video,
the teacher may
forward the video
clip at
(00: 50) for the
drama proper.
D. Discussing new Task 4: DIRECTOR Task 4: DIRECTOR FOR
concepts and FOR A DAY A DAY
practicing new Comprehension Check: Comprehension Check:
skills # 1 - Based on the - Based on the video
video you have you have watched,
watched, how do how do you define
you define drama?
drama? Note: Teacher will let the
Note: Teacher will let students give one word
the students give one which they can relate to the
word which they can word drama.
relate to the word
drama. Possible Answer:
- Play
Possible Answer: - Performance
- Play - An act
- Performance - Theater
- An act - Mine
273
- Theater - Opera
- Mine
- Opera - Based on the words
they have given, let
- Based on the them define what
words they have drama is?
given, let them
define what Answer: Drama is a
drama is? specific mode of fiction
represented in
Answer: Drama is a performance: a play, opera,
specific mode of fiction mime, performed in a
represented in theatre.
performance: a play,
opera, mime, performed - Does the drama
in a theatre. “The Dictionary
Salesman” depict
- Does the drama the reality of life? Is
“The Dictionary it still happening
Salesman” depict nowadays? What
the reality of life? specific life’s reality
Is it still is depicted in the
happening drama?
nowadays? What
specific life’s Answer: The drama
reality is depicted depicts the ignorance of the
in the drama? people and how they are
easily persuaded by the
Answer: The drama different advertising
depicts the ignorance of companies.
the people and how
they are easily
persuaded by the
different advertising
companies.
E. Discussing new Discussion of THE Discussion of THE

concepts and ELEMENTS OF ELEMENTS OF DRAMA:
practicing new DRAMA: Present another video
skills # 2 Present another video about the lesson (Viewing
about the lesson Comprehension)
(Viewing
Comprehension)
274
(See Attached file #2 (See Attached file #2
)(Introduction to Drama: )(Introduction to Drama:
The Essential The Essential Elements)
Elements) http://www.youtube.com/wa
http://www.youtube.com tch?v=vcRv-BVsOT8
/watch?v=vcRv-
BVsOT8
F. Developing Task 5: Group Task 5: Group Activity: 1,

mastery Activity: 1, 2, 3, 2, 3, ACTION!
(leads to ACTION!
Formative Based on the (Introduction
Assessment) Based on the to Drama: The Essential
(Introduction to Drama: Elements), group the class
The Essential into 8 groups and present
Elements), group the the task to each group.
class into 8 groups and
present the task to each Group 1: How many
group. characters did you see?
What are they doing? Can
Group 1: How many you grasp the idea of their
characters did you see? story through their words?
What are they doing?
Can you grasp the idea Group 2: Characters: What
of their story through is the role of the man
their words? seated in front of the
woman? How about the
Group 2: Characters: woman? How did you know
What is the role of the their roles?
man seated in front of
the woman? How about Group 3: Dialogue: How
the woman? How did were the two characters
you know their roles? able to interact?
Group 3: Dialogue: Group 4: Plot Structure:

How were the two What can you say about
characters able to the two women? Who are
interact? they? What is the conflict in
the story based on their
Group 4: Plot Structure: dialogues?
What can you say about
the two women? Who Group 5: Protagonist and
are they? What is the Rising Action: What did you
conflict in the story notice on the scene? How
based on their is it related to the previous
275
dialogues? part? Are there more
actions and characters
Group 5: Protagonist involved? Who is the
and Rising Action: What protagonist? Who is the
did you notice on the antagonist? What
scene? How is it related happened to the
to the previous part? protagonist?
Are there more actions
and characters Group 6: Monologue,
involved? Who is the Soliloquy, Aside: How are
protagonist? Who is the you going to differentiate
antagonist? What the three types of dialogue
happened to the in drama?
protagonist?
Group 7: Setting: What
Group 6: Monologue, type of setting is employed
Soliloquy, Aside: How in ―True West? How did
are you going to you say so?
differentiate the three
types of dialogue in
drama? Group 8: Theme: What do
you think is the central idea
Group 7: Setting: What of the featured drama
type of setting is based on the video clip?
employed in ―True
West? How did you say
so?
Group 8: Theme: What

do you think is the
central idea of the
featured drama based
on the video clip?
G. Finding
practical Do you consider your Do you consider your life as
application of life as a drama? a drama?
concepts and skills
in daily living What made you say so? What made you say so?
H. Making What have you learned What have you learned

generalizations today? today?
and abstractions
about the lesson What are the elements What are the elements of
of drama and how do drama and how does it
they contribute to the contribute to the theme of a
276
theme of a specific specific literature?
literature?
I. Evaluating
learning Task 6: DIRECTORS Task 6: DIRECTORS CUT
CUT 1. What are the
elements of drama?
1. What are the
elements of 2. How does it
drama? contribute to the
theme of a specific
2. How does it literary piece?
contribute to the
theme of a
specific literary
piece?
J. Additional Compose a short plot of Search for an example of a
activities for story adopting the drama piece and identify
application and theme of the legend of the different elements of
remediation your place, considering drama present in the piece.
the different elements of
drama.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
277
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
278
Grade 8
I. OBJECTIVES
beings contend with; various reading styles vis – à-
vis purposes of reading; prosodic features that serve
as carriers of meaning; ways by which information
may be organized, related, and delivered orally; and
parallel structures and cohesive devices in
presenting information.
and behaviour.
C. Learning EN8SS-IIIf-1.6: Show respect for intellectual property
Competency/ rights by acknowledging citations made in an
Objectives informative essay lifted from online sources.
EN8SS-IIIf1.6.3: Acknowledge sources by creating a
bibliography. (online sources)
II. CONTENT How To Write A Bibliography

III. LEARNING
RESOURCES
A. References
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning http://www.asianinfo.org/asianinfo/myanmar/pro-
Resources transportation.htm
http://www.atlapedia.com/online/countries/myanmar.
htm
279
IV. PROCEDURES ADVANCED LEARNERS AVERAGE LEARNERS
A. Reviewing Task 1: REMEMBER ME Task 1: REMEMBER
previous lesson 1. ME
or presenting the B B L G R 1. P Y
new lesson - A list of all the B B L G R P Y
sources you have - A list of all the
used in the process sources you have
of researching your used in the
work. process of
2. researching your
S R C S work.
- A person, thing, or 2.
place which S R C S
information comes, - A person, thing,
arises, or is or place which
obtained. information
3. comes, arises, or
C T T N is obtained.
- A quotation from or 3.
reference to a C T T N
book, paper, or - A quotation from
author, especially or reference to a
in a scholarly work. book, paper, or
4. author, especially
A K N W L D Ein a scholarly
- Acceptance of the work.
truth or existence of 4.
something; an A K N W L D E
author’s or - Acceptance of
publisher’s the truth or
statement of existence of
indebtedness to something; an
others. author’s or
Answer: publisher’s
1. Bibliography statement of
2. Sources indebtedness to
3. Citation others.
4. Acknowledge Answer:
5. Bibliography
The teacher will ask the 6. Sources
question as a review of 7. Citation
their past lesson. 8. Acknowledge
- What do you The teacher will ask the

remember about question as a review of
280
these words? their past lesson.
Note to the teacher: - What do you

Lead the student to come remember about
up with the correct answer these words?
that these words are used
in creating a bibliography. Note to the teacher:
Lead the student to
come up with the correct
answer that these words
are used in creating a
bibliography.
purpose for the - Is it right to own the - Is it right to own
lesson things which is not the things which
originally yours? is not originally
What should you yours? What
do? should you do?
In this 21st century world In this 21st century world

where internet has where internet has
become a catalyst of become a catalyst of
change and became change and became
widely used by many widely used by most
people in the different people in the different
walks of life, the need of walks of life, the need of
awareness to avoid awareness to avoid
plagiarism is a must. plagiarism is a must.
Introduce to the class that Introduce to the class

the lesson that you will be that the lesson that you
discussing is will be discussing is
acknowledging citations acknowledging citations
lifted in online sources by lifted in online sources
creating bibliography. by creating bibliography.
Reiterate to the class that Reiterate to the class

in todays’ lesson, they will that in todays’ lesson,
be using the knowledge they will be using the
they have learned about knowledge they have
creating a bibliography as learned about creating a
you narrow down the bibliography as you
lesson on how to make a narrow down the lesson
bibliography from the on how to make a
information gathered in an bibliography from the
281
online sources. information gathered in
an online sources.
C. Presenting Present the Informative Present the Informative
examples/Instances essay. essay.
of the new lesson (See attached file # 1) (See attached file # 1)
Myanmar Essay: Myanmar Essay:
Process Questions: Process Questions:
1. What kind of essay is 1. What kind of essay

it? is it?
2. Why is the essay 2. Why is the essay

presented considered presented
an informative essay? considered an
informative essay?
3. What important
information did you 3. What important
learn from the essay? information did you
learn from the
essay?
D. Discussing new
concepts and The essay presented a while The essay presented a
practicing new skills ago is taken from online while ago is taken from
source. online source.
#1
- What is online - What is online
source? source?
Note: The teacher may Note: The teacher may

solicit answers and may solicit answers and may
let the class give some let the class give some
examples of online examples of online
sources then discusses sources then discusses
what online source is. what online source is.
DISCUSSION: DISCUSSION:
An online source is An online source is
material you find online. It material you find online.
can be an online It can be an online
newspaper, magazine or newspaper, magazine
television website such as or television website
NBC or CNN. Peer- such as NBC or CNN.
reviewed journals, Peer-reviewed journals,
webpages, forums and webpages, forums and
282
blogs are also online blogs are also online
sources. Some other sources. Some other
names for online sources names for online
are electronic sources, sources are electronic
web sources and Internet sources, web sources
sources. Since so many and Internet sources.
sources are available Since so many sources
online, it's important to are available online, it's
know which ones are important to know which
reliable and how to cite ones are reliable and
them. how to cite them.
E. Discussing new After discussing the online After discussing the
concepts and source, the teacher asks online source, the
practicing new skills the class the following teacher asks the class
#2 questions: the following questions:
1. Have you ever 1. Have you ever

surfed the internet surfed the
in answering an internet in
assignment? answering an
2. Is it right to take assignment?
credit of the idea 2. Is it right to take
that is not originally credit of the idea
yours? that is not
3. What can you do in originally yours?
order to 3. What can you do
acknowledge the in order to
person, the book, acknowledge the
or the website person, the book,
where you lifted the or the website
information you where you lifted
have used or will the information
be using? you have used or
will be using?
(The questions will lead
you in the discussion on (The questions will lead
How to Write a you in the discussion on
Bibliography lifted from How to Write a
online sources) Bibliography lifted from
online sources)
- How to Write a (See attached file #2)
Bibliography lifted How to Write a
from online Bibliography lifted from
sources. online sources.
283
F. Developing Task 2: exCITEd! Task 2: exCITEd!
mastery Individual Activity: Pair Activity:
(leads to Formative Present to the class a Instruct the students to
Assessment) sample informative essay find a partner and
about Myanmar lifted in answer following
the internet. questions:
(See attached file #1 ) Present to the class a
sample informative
- Based on the essay about the
citation, what kind Myanmar lifted in the
of bibliography are internet.
present in the (See attached file #1 )
essay?
- Based on the
- What specific citation, what
online source is the kind of
essay? bibliography are
present in the
essay?
- What specific
online source is
the essay?
G. Finding practical For instance, you have For instance, you have
application of found money, would you found money, would you
concepts and skills own it? Why or Why not? own it? Why or Why
in daily living not?
When you borrow
something, what are the When you borrow
things that you should something, what are the
consider? things that you should
consider?
H. Making Task 3: Cite Something Task 3: Cite

generalizations and Directions: Let the Something
abstractions about students choose what Directions: Let the
the lesson group they would like to students choose what
be. group they would like to
be.
Group 1: The Artist
- Illustrate/draw Group 1: The Artist
something that - Illustrate/draw
shows the something that
284
importance of shows the
creating a importance of
bibliography from creating a
the information bibliography from
lifted in an online the information
source. lifted in an online
Group 2: The Singer source.
- Perform a song that Group 2: The Singer
explains the - Perform a song
importance of that explains the
giving credit to the importance of
things/ideas you giving credit to
borrowed. the things/ideas
Group 3: The Poets you borrowed.
- Compose a two- Group 3: The Poets
stanza poem that - Compose a two-
explains the stanza poem that
importance of explains the
showing respect for importance of
intellectual property showing respect
rights by for intellectual
acknowledging the property rights by
owner. acknowledging
the owner.
I. Evaluating Task 4: Cite Seeing Task 4: Cite Seeing

learning Directions: Choose the Directions: Choose the
correct bibliography used correct bibliography
in the different online used in the different
sources. online sources.
J. Additional Write bibliography in the Write 1 sample of

activities for following online sources. bibliography in your
application and (2 samples each) preferred online
remediation - Blog sources.
- Video/Movie - Blog
- Online newspaper - Video/Movie
- Online
newspaper
V. REMARKS
285
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation who
scored below
80%
C. Did the remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
286
Grade 8
I. OBJECTIVES
information.
and behavior.
C. Learning EN8RC-IIIf-2.1.7.1: Evaluate the details that support
Competency/ assertions in a text.
Objectives EN8OL-IIIf-3: Deliver a self-composed persuasive
speech.
EN8G-IIIf-3.6: Use modals appropriately. (modals of
suggestion)
EN8G-IIIf-12: Use emphasis markers for persuasive
purposes.
II. CONTENT Emphasis Marker
Modals to Express Suggestions
Assertion
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
287
(LR)portal
B. Other https://www.coursehero.com/file/23741408/EMPHASI
Learning S-MARKERS/
Resources https://www.grammaring.com/modals-to-express-
suggestions-should-could-might-shall
https://www.pccua.edu/images/uploads/content_files/
Speech_Rubric_Revised.doc
LEARNERS
A. Reviewing REVIEW: REVIEW:
previous lesson - The teacher asks - The teacher asks
or presenting the students on the students on the
new lesson previous topic: previous topic:
- What is a - What is a
persuasive persuasive speech?
speech?
- How to Write and
- How to Write and Deliver Persuasive
Deliver Speech.
Persuasive
Speech. TASK 1: (See Attached file
#1 : VOCABULARY
ACTIVITY)TASK 2: (See
TASK 1: (See Attached Attached file # :
file #1 : VOCABULARY VOCABULARY
ACTIVITY) ACTIVITY)
Give the clue in the box.
1.
S G G S T N
2.
E P A S S
3.
A S R T N
B. Establishing a - Have you ever - Have you ever

purpose for the experienced the need of experienced the need of
lesson giving your opinion, giving your opinion,
suggestion or your suggestion or your strong
strong belief to belief to something but
something but you you couldn’t?
couldn’t?
For instance, your parent
For instance, your parent doesn’t want you to
288
doesn’t want you to continue your study, how
continue your study, how will you convince your
will you convince your parent to let you finish it?
parent to let you finish it?
The teacher explains to

The teacher explains to the class that the lesson to
the class that the lesson be discussed is how to
to be discussed is how to deliver a self-composed
deliver a self-composed persuasive speech using
persuasive speech using modals of suggestion,
modals of suggestion, emphasis markers, and
emphasis markers, and assertion.
assertion.
(Note: The teacher may
(Note: The teacher may not discuss how to write a
not discuss how to write persuasive speech
a persuasive speech because it has already
because it has already been discussed in the past
been discussed in the week.)
past week.) (Note: The teacher may
not discuss how to write a
persuasive speech
because it has already
been discussed in the past
week.)
C. Presenting The teacher presents a The teacher presents a
examples/Instance Persuasive Speech Persuasive Speech
s of the new entitled: The Case for entitled: The Case for
lesson School Uniforms. School Uniforms.
Note to teacher: The Note to teacher: The

persuasive should be persuasive should be
played in audio. The played in audio. The
teacher will distribute a teacher will distribute a
copy of speech to serve copy of speech to serve as
as guide to the students guide to the students while
while listening. listening.
Process Questions: Process Questions:

- What kind of - What kind of essay
essay is is presented?
presented? - What makes it a
289
- What makes it a persuasive essay?
persuasive - Based on your
essay? answer, how do you
- Based on your define persuasive
answer, how do essay?
you define - What is the essay
persuasive about?
essay? - What are the words
- What is the essay used in the essay
about? that persuades?
- What are the (The process questions
words used in the will lead the teacher in the
essay that discussion of assertion
persuades? used in the speech.)
(The process questions
will lead the teacher in
the discussion of
assertion used in the
speech.)
D. Discussing new Discussion: Discussion:

concepts and Assertion is a confident Assertion is a confident
practicing new and forceful statement of and forceful statement of
skills # 1 fact or belief. fact or belief.

TYPES OF ASSERTION TYPES OF ASSERTION
Note to teacher: Since Note to teacher: Since that

that the discussion of the the discussion of the types
types of assertion will of assertion will take a lot
take a lot of time, you of time, you can focus
can focus your your discussion only to the
discussion only to the types of assertion used in
types of assertion used the speech.
in the speech.
E. Discussing new In your past lesson, you In your past lesson, you
concepts and have known that modals have known that modals
practicing new function in different function in different ways.
skills # 2 ways. Today, we will Today, we will know what
know what modals modals function as a
function as a suggestion. suggestion.
Using their prior Using their prior

knowledge about knowledge about modals,
290
modals, ask the students ask the students to identify
to identify the modals the modals used in the
used in the speech and speech and zero-in your
zero-in your discussion discussion by discussing
by discussing that that modals used to
modals used to express express suggestions.
suggestions.
Discussion:
Discussion:
Modals to express
Modals to express suggestions: SHOULD,
suggestions: SHOULD, COULD, MIGHT, SHALL
COULD, MIGHT,
SHALL Should, could, might and
shall are used to express
Should, could, might and suggestions:
shall are used to express
suggestions: Shouldn't we have a
pizza instead?
Shouldn't we have a You could talk to your
pizza instead? parents and ask them.
You could talk to your You might consider
parents and ask them. taking up meditation.
You might consider Shall we throw a party
taking up meditation. sometime next week?
Shall we throw a party
sometime next week? Might is often used with
want or like to add
Might is often used with politeness:
want or like to add
politeness: I thought you might
want/like to read this.
I thought you might
want/like to read this. May/might as well is often
used in everyday
May/might as well is conversation to suggest
often used in everyday something when you can't
conversation to suggest think of anything better to
something when you do:
can't think of anything
better to do: We may as well call it off.
You might just as well
We may as well call it order it on the internet.
off.
291
You might just as well Grammaring – A guide to
order it on the internet. English grammar |
Copyright © 2009-2019
Grammaring – A guide to https://www.grammaring.c
English grammar | om/modals-to-express-
Copyright © 2009-2019 suggestions-should-could-
https://www.grammaring. might-shall
com/modals-to-express-
suggestions-should-
could-might-shall Discussion:
There are other words that
Discussion: function as a highlighter of
There are other words your thoughts in a
that function as a sentence, we call that
highlighter of your EMPHASIS MARKER.
thoughts in a sentence,
we call that EMPHASIS EMPHASIS MARKERS -
MARKER. Emphasis is a form of
exaggeration or
EMPHASIS MARKERS - amplification making
Emphasis is a form of things bigger in some way
exaggeration or than they really are.
amplification making
things bigger in some - The use of
way than they really are. emphasis in speech
is very common
- The use of and is an accepted
emphasis in way of talking that
speech is very sends subtle (and
common and is an sometimes not so
accepted way of subtle) signals to
talking that sends tell the listener
subtle (and where the important
sometimes not so parts are and so
subtle) signals to focus their
tell the listener attention.
where the Examples of Emphasis
important parts Markers
are and so focus To show contrast
their attention. between ideas-
Examples of Emphasis contrary, however,
Markers notwithstanding
To show contrast To denote time-
between ideas- after, at last, before
contrary, however, To add previous point in
292
notwithstanding the essay-
To denote time- furthermore, besides,
after, at last, before To show similarity or
To add previous point comparison between
in the essay- ideas-
furthermore, besides, likewise, similarly, in like
To show similarity or fashion
comparison between To concede a point in
ideas- the essay-
likewise, similarly, in like although, at least, at any
fashion rate
To concede a point in To emphasize a point-
the essay- indeed, above all, truly
although, at least, at any To bring attention to
rate details-
To emphasize a point- especially, specifically, in
indeed, above all, truly particular
To bring attention to To show consequence
details- or a result
especially, specifically, - with the result that, so
in particular that, consequently
To show consequence To illustrate a point or
or a result provide examples-
- with the result that, so for instance, for example,
that, consequently to illustrate
To illustrate a point or To make a suggestion in
provide examples- the essay-
for instance, for to this end, for this
example, to illustrate purpose, with this in mind
To make a suggestion
in the essay- https://www.coursehero.co
to this end, for this m/file/23741408/EMPHASI
purpose, with this in S-MARKERS/
mind
- After the
https://www.coursehero. discussion, let the
com/file/23741408/EMP class identify the
HASIS-MARKERS/ emphasis markers
used in the
- After the persuasive essay.
discussion, let the
class identify the
emphasis markers
used in the
persuasive essay.
293
F. Developing TASK #2: TASK #3:
mastery GROUP ACTIVITY: LET GROUP ACTIVITY: LET
(leads to YOUR VOICE BE YOUR VOICE BE
Formative HEARD! HEARD!
Assessment) The teacher divides the The teacher divides the
class into three groups. class into three groups.
MODAL GROUP: MODAL GROUP:

- Using modals of - Using modals of
suggestions, suggestions,
Convince other Convince other
Filipinos to visit Filipinos to visit
Myanmar. Myanmar.
MARKER GROUP MARKER GROUP

- Using emphasis - Using emphasis
markers, markers, Convince
Convince other other Filipinos to
Filipinos to visit visit Myanmar.
Myanmar.
ASSERTION GROUP
ASSERTION GROUP - Using assertion,
- Using assertion, convince other
convince other Filipinos to visit
Filipinos to visit Myanmar.
Myanmar.
Choose one
Choose one representative from your
representative from your group to deliver the
group to deliver the speech.
speech.
(See attached file #4 for
(See attached file #4 for the Rubrics of the
the Rubrics of the Persuasive Speech)
Persuasive Speech)
G. Finding
practical How will you convince How will you convince
application of your friends to help in your friends to help in
concepts and skills cleaning the barangay to cleaning the barangay to
in daily living avoid dengue? avoid dengue?
294
H. Making Task 3: COMPLETION Task 3: COMPLETION OF
generalizations OF SUGGESTIONS SUGGESTIONS
and abstractions
about the lesson Explain what you have Explain what you have
learned from the lesson learned from the lesson
and what can you do and what can you do using
using the knowledge you the knowledge you have
have gained, using these gained, choosing from
specific details. these specific detail.
I learned that I I learned that I SHOULD…

SHOULD… I COULD…
I COULD… I MIGHT …
I MIGHT … I SHALL…
I SHALL…
TRULY…
When you __________
,"
It affects __________ ,"
Describe your feelings:
"and I feel __________
;"
Therefore, I would like
__________."
I. Evaluating Task 4: SAY NO TO Task 4: SAY NO TO

learning BULLYING BULLYING
Directions: Deliver a 3- 4 Directions: Deliver a 3- 4
line persuasive speech line persuasive speech
convincing your convincing your
classmates to diminish classmates to diminish
bullying inside the bullying inside the school.
school. Highlight by Highlight by underlining
underlining the modals of the modals of suggestions
suggestions and and emphasis markers
emphasis markers used used in your speech.
in your speech.
(Note to the Teacher:
(Note to the Teacher: The task may not be done
The task may not be by all the students
done by all the students depending on the number
depending on the of your students in a class.
number of your students You may let them continue
in a class. You may let the evaluation the
them continue the following day).
295
evaluation the following
day). (See attached file #4 for
the Rubrics of the
(See attached file #4 for Persuasive Speech)
the Rubrics of the
Persuasive Speech)
J. Additional
activities for Using modals of Using modals of
application and suggestion and suggestion and emphasis
remediation emphasis marker, write a marker, write a letter
letter addressed to the addressed to the Editor-In-
Editor-In-Chief of your Chief of your school paper
school paper regarding regarding the maintenance
the maintenance of of cleanliness and
cleanliness and orderliness in your school.
orderliness in your
school.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
296
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me
solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with
other
teachers?
297
Grade 8
I. OBJECTIVES
The learner demonstrates understanding of: Southeast
Asian literature as mirror to a shared heritage ; coping
A. Content strategies in processing textual information; strategies in
Standards examining features of a listening and viewing material;
and grammatical signals for opinion- making, persuasion,
and emphasis.
B. Performance delivering a persuasive speech based on an informative
Standards essay featuring use of properly acknowledged
C. Learning EN8LT-IIIg-2.2:
Competencies/ Explain how the elements specific to a genre contribute to the
Objectives theme of a particular literary selection
EN8LT-IIIg-2.2.5:
Determine key ideas, tone, and purposes of the author
EN8G-IIIg-3.6:
Use modals appropriately. – future tense
II. CONTENT Makato and the Cowrie Shell
(A Thai Folktale)
Modals
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s Grade 8 Learning Module, pages 144-147
Materials
Pages
3. Textbook Asian & African Literature and Communication Arts,
Pages pages 578-586
4. Additional
Materials from
the LR Portal
5. Other Learning Literature and Language Arts (Warriner’s Handbook), pages
Resources 197-199
https://www.artofmanliness.com/articles/idleness-kills-
manliness/
https://www.iconfinder.com/icons/4012592/hunger_hungry_
298
need_starvation_starve_icon
https://m.huffpost.com/us/entry/us_5c4777b0e4b083c46d631f11/a
mp
https://shopwheeloffortune.com/products/wheel-of-fortune-
spinning-wheel-ornament
https://openthemagazine.com/wp-
content/uploads/2015/11/mahout1.jpg
https://cdn.shopify.com/s/files/1/0739/2175/products/Photo
Grid_1522881578691_grande.jpg?v=1522882583
https://guypedliham.files.wordpress.com/2011/12/3-3.jpg
https://www.clipartwiki.com/clipimg/detail/227-
2279755_clip-art-industrious-man-transprent-png-free-.png
https://cdn.friendlystock.com/wp-
content/uploads/2019/03/3-little-boy-doing-homework-
cartoon-clipart.jpg
https://image.shutterstock.com/image-photo/little-girl-studio-
isolated-writing-600w-567254428.jpg
https://image.shutterstock.com/image-vector/little-girl-
sitting-table-draws-450w-236411185.jpg
https://image.shutterstock.com/image-photo/girl-folded-her-
hands-prayer-450w-345670844.jpg
http://clipart-library.com/img1/1587393.jpg
https://image.shutterstock.com/image-photo/business-team-
group-workers-people-450w-247024657.jpg
https://us.123rf.com/450wm/prettyvectors/prettyvectors160
4/prettyvectors160400122/54960968-successful-man-vector-
flat-cartoon-illustration.jpg?ver=6
https://us.123rf.com/450wm/ichbinsam/ichbinsam1608/ichbi
nsam160800015/61250259-businessman-successful-cup-joy-
clipart.jpg?ver=6
https://www.worldatlas.com/r/w525-h306-
c525x306/upload/cc/c8/e0/shutterstock-93129790-1.jpg
IV. PROCEDUR Advanced Learners Average Learners
E
A. Reviewing the Pre-Reading Activities Pre-Reading Activities
previous lesson Unlocking of Difficulties Unlocking of Difficulties
or presenting the
new lesson Task 1: How strong are you, Task 1: Name that Thing
Lexis? Given below are some words
Given below are some found in the selection,
words found in the “Makato and the Cowrie
selection, “Makato and Shell.” Let the students guess
the Cowrie Shell.” Let the word by filling in the
the students guess the missing letters. A picture and
jumbled letters with the a definition is also given for
guide of the picture. each word.
299
1.
1.
Answer: idle
Answer: idle
2.
2.
Answer: starve
Answer: starve
3.
3.
Answer: wage
Answer: wage 4.
4.
Answer: fortune
Answer: fortune 5.
5.
300
Answer: mahout Answer: mahout
6. 6.
Answer: cowrie Answer: cowrie
7. 7.
Answer: clutching Answer: clutching
The teacher will remind The teacher will remind the

the students that the students that the words above
words above will appear will appear in the selection that
in the selection that they they are about to read.
are about to read.
B. Establishing a Task 2: The Formula to Task 2: The Formula to Success
purpose for the Success (The teacher will present
lesson (The teacher will present series of pictures. Storyline:
series of pictures. How a person becomes
Storyline: How a person successful)
becomes successful)
301
MOTIVATION:
What are the values and MOTIVATION:
traits that you must What are the values and traits
possess for you to that you must possess for you
become a successful to become a successful
person? person?
(Students’ answers may (Students’ answers may vary.)
vary.)
C. Presenting The teacher will show a The teacher will show a flag of
examples/instanc flag of Thailand and will Thailand and will give a
es of the new give a short background background.
lesson on the country.
302
Thailand, officially the
Thailand, officially the Kingdom of Thailand, formerly
Kingdom of Thailand, known as Siam, is a country
formerly known as Siam, at the centre of the
is a country at the centre Indochinese peninsula in
of the Indochinese Southeast Asia. With a total
peninsula in Southeast area of approximately 513,000
Asia. With a total area of km2 (198,000 sq mi), Thailand
approximately 513,000 is the world’s 51st largest
km2 (198,000 sq mi), country. It is the 20th-most-
Thailand is the world’s populous country in the world,
51st largest country. It is with around 66 million people.
the 20th-most-populous The capital largest city is
country in the world, with Bangkok.
around 66 million
people. The capital The teacher reveals to the
largest city is Bangkok. students that the text they are
about to read and discuss is a
The teacher reveals to folktale from Thailand.
the students that the text
they are about to read Before reading the story, the
and discuss is a folktale teacher will discuss the short
from Thailand. biography of Supanee
Khanchanathiti, the author of
Before reading the story, the folktale.
the teacher will discuss
the short biography of Little is known about Supanee
Supanee Khanchanthiti, retailer and
Khanchanathiti, the translator of “Makato and the
author of the folktale. Cowrie Shell,” a story about a
boy who was born poor and
Little is known about worked hard, and one day
Supanee Khanchanthiti, decided to go on a journey.
retailer and translator of Through a series of events, he
“Makato and the Cowrie became a king.
Shell,” a story about a
boy who was born poor (Since the selection to be
and worked hard, and discussed is an example of a
one day decided to go folktale, the teacher will have
on a journey. Through a a recapitulation on folktale.)
series of events, he
became a king. A folktale is a story or legend
forming part of an oral
(Since the selection to tradition. Folktales are
be discussed is an generally passed down from
example of a folktale, one generation to another and
the teacher will have a often take on the
recapitulation on characteristics of the time and
folktale.) place in which they are told.
303
A folktale is a story or The teacher will present the
legend forming part of motive question to the
an oral tradition. students. This will be
Folktales are generally answered after the selection
passed down from one was read.
generation to another
and often take on the MOTIVE QUESTION:
characteristics of the What are the values and traits
time and place in which that Makato possessed which
they are told. enabled him to become a
successful person?
The teacher will present
the motive question to Reading Activity
the students. This will be The students will be asked to
answered after the do an in-depth reading of the
selection was read. story “Makato and the Cowrie
Shell” to get into the main
MOTIVE QUESTION: ideas. (It is advisable that the
What are the values and selection was given as an
traits that Makato assigned task.)
possessed which
enabled him to become
a successful person?
Reading Activity
asked to do an in-depth
reading of the story
“Makato and the Cowrie
Shell” to get into the
main ideas. (It is
advisable that the
selection was given as
an assigned task.)
D. Discussing Post-Reading Activity Post-Reading Activity

new concepts After reading the After reading the selection,
and practicing selection, the teacher the teacher will ask the
new skills #1 will ask the students the students the following
following questions. questions.
Task 3: Process Task 3: Process Questions

Questions
1. What are the values and
1. What are the values traits that Makato possess
and traits that Makato which enabled him to become
possess which enabled a successful person?
him to become a
304
successful person? 2. What could be the reason
why he left his place?
2. What could be the 3. Through inferring what the
reason why he left his character says, does and
place? thinks, one can recognize the
3. Through inferring traits of a literary character.
what the character says, Cite lines, actions and
does and thinks, one thoughts which show
can recognize the traits Makato’s traits.
of a literary character.
Cite lines, actions and 4. What were those changes
thoughts which show in Makato’s life after meeting
Makato’s traits. the king? Enumerate.
5. Which of Makato’s traits are
4. What were those similar to yours?
changes in Makato’s life
after meeting the king? 6. How would you nurture and
Enumerate. enhance your positive traits?
5. Which of Makato’s
traits are similar to 7. What lessons in life does
yours? the author want to convey to
the readers?
6. How would you Are these true to all ages and
nurture and enhance races?
your positive traits?
8. What is the main idea (or
7. What lessons in life key ideas) of the story? What
does the author want to is the tone? Differentiate key
convey to the readers? ideas from tone.
Are these true to all Answers:
ages and races? 1. Makato is an orphaned boy
for his father and mother had
8. What is the main idea died when he was very young.
(or key ideas) of the He is kind, determined,
story? What is the tone? determined, hardworking,
Differentiate key ideas good-tempered, intelligent,
from tone. cheerful, and sensible.
Answers:
1. Makato is an 2. Makato left his place (City
orphaned boy for his of Mon) because he wanted to
father and mother had try his fortune in the land of
died when he was very Sukhothai which he heard that
young. He is kind, the land is fertile and the
determined, determined, people are kind.
hardworking, good-
tempered, intelligent, 3. Students’ answers may
cheerful, and sensible. vary.
305
2. Makato left his place 4. After meeting the king, first,
(City of Mon) because he thought of a way to earn
he wanted to try his money out of the cowrie shell
fortune in the land of he received from the king as a
Sukhothai which he gift. Then having received a
heard that the land is job in the palace, he mastered
fertile and the people are every grace and served the
kind. king well. He was promoted to
higher positions until he
3. Students’ answers became the most important
may vary. person (Kun Wang) in the
king’s court. Eventually, he
4. After meeting the married the beautiful young
king, first, he thought of daughter of the king and
a way to earn money out became the ruler of the Mon.
of the cowrie shell he
received from the king 5. Students’ answers may
as a gift. Then having vary.
received a job in the
palace, he mastered 6. Students’ answers may
every grace and served vary.
the king well. He was
promoted to higher 7. Students’ answers may
positions until he vary.
became the most
important person (Kun 8. The main idea of the story
Wang) in the king’s is good karma. In the story,
court. Eventually, he Makato had planted a seed
married the beautiful eagerly and had waited
young daughter of the patiently for it to grow and
king and became the bear fruits. He had obtained
ruler of the Mon. the seeds in a good way,
through kindness and thus he
5. Students’ answers had been rewarded because
may vary. of his patience and
hardwork.The tone of the
6. Students’ answers story is happy.
may vary. Key ideas or main idea, is the
point of the paragraph and is
7. Students’ answers the most important thought
may vary. about the topic.
Tone is the attitude of the
8. The main idea of the author towards the subject.
story is good karma. In
the story, Makato had
planted a seed eagerly
and had waited patiently
for it to grow and bear
fruits. He had obtained
306
the seeds in a good way,
through kindness and
thus he had been
rewarded because of his
patience and
hardwork.The tone of
the story is happy.
Key ideas or main idea,
is the point of the
paragraph and is the
most important thought
about the topic.
Tone is the attitude of
the author towards the
subject.
E. Discussing Task 4: Author’s Task 4: Author’s Purpose
new concepts Purpose
and practicing Why did the author write this
new skills #2 Why did the author write story?
this story?
Introduce the acronym PIE

Introduce the acronym (Persuade, Inform, Entertain)
PIE (Persuade, Inform,
Entertain)
Author’s Purpose PIE
Author’s Purpose For the folktale “Makato and

PIE the Cowrie Shell,” the author’s
purpose is to entertain.
For the folktale “Makato
and the Cowrie Shell,” What structure did the author
the author’s purpose is use?
to entertain.
307
Authors use different
What structure did the structures – sequence,
author use? problem and solution,
compare and contrast – for
Authors use different different purposes. For
structures – sequence, example, one author may use
problem and solution, sequence to explain an event,
compare and contrast – while another author uses
for different purposes. compare and contrast to put
For example, one author that event into perspective.
may use sequence to
explain an event, while After reading the text, what
another author uses did you feel? How did the
compare and contrast to author get you to feel this
put that event into way?
perspective.
Often when authors write,
After reading the text, they’re trying to get readers to
what did you feel? How feel a certain way.
did the author get you to
feel this way? Author’s purpose is often
studied through the text as a
Often when authors whole, but authors have
write, they’re trying to different reasons for writing
get readers to feel a within text as well.
certain way. For example, an author may
include a funny anecdote to
Author’s purpose is often draw in the reader. Then they
studied through the text may launch into a list of facts
as a whole, but authors that make the reader feel
have different reasons frustrated about the situation.
for writing within text as And finally, they may conclude
well. with an appeal.
For example, an author
may include a funny Task 5: The Contributing
anecdote to draw in the Elements to the Theme
reader. Then they may
launch into a list of facts Use the chart below to
that make the reader analyse the story “Makato and
feel frustrated about the the Cowrie Shell.” Use the
situation. And finally, questions provided as your
they may conclude with guide.
an appeal.
Element Description
1. Character(s):
Task 5: The Who are the
Contributing Elements characters in the
story?
to the Theme 2. Setting:
Where and when does
the story take place?
Use the chart below to
308
analyse the story 3. Conflict:
What is the main
“Makato and the Cowrie problem in the story?
Shell.” Use the 4. Plot:
What is happening in
questions provided as the story? What is the
your guide. story about?
5. Tone/Mood:
What is the author’s
Element Description
attitude towards the
1. Character(s): subject? What kind of
Who are the characters emotion or feelings did
in the story? you get after reading
2. Setting: the story?
Where and when does
the story take place? 6. Point of View:
3. Conflict: Who is telling or
What is the main narrating the story?
problem in the story? Is one character
acting as a narrator
4. Plot:
(first person) or
What is happening in
someone telling what
the story? What is the
is going on (third
story about?
person)?
5. Tone/Mood:
What is the author’s
attitude towards the
subject? What kind of
Task 6: Modals
emotion or feelings did Take note of the following
you get after reading
the story? statements taken from the
6. Point of View: story. What can you notice
Who is telling or
narrating the story? from the italicized words?
Is one character acting
as a narrator (first
person) or someone 1. “I would like to go on a
telling what is going on
(third person)?
journey for adventure,” said
Makato.
Task 6: Modals
Take note of the 2. He could grow small plants
following statements like that.
taken from the story.
What can you notice 3. You might be lucky if you
from the italicized could go there.
words?
4. He might be lucky enough
1. “I would like to go on to see the king.
a journey for adventure,”
said Makato. 5. One day, the sky was clear
and the weather so fine, it
2. He could grow small seemed to Makato that is
plants like that. must be a lucky day.
3. You might be lucky if 6. I will dip my finger into the

you could go there. pile of seeds.
4. He might be lucky The words in italics are

enough to see the king. modals. A modal is a helping
(or auxiliary) verb that is
5. One day, the sky was joined with a main verb or an
clear and the weather so infinitive to express an attitude
toward the action or state of
309
fine, it seemed to being the main verb.
Makato that is must be
a lucky day. Discuss modals focusing on
future tense.
6. I will dip my finger
into the pile of seeds. (1) The modal can or could is
used to express ability.
The words in italics are Example:
modals. A modal is a He could grow small plants
helping (or auxiliary) like that.
verb that is joined with a
main verb or an infinitive (2) The modal may is used to
to express an attitude express permission or
toward the action or possibility.
state of being the main Example:
verb. “You may leave this place for
Sukhothai,” said Makato’s
Discuss modals focusing employer.
on future tense.
(3) The modal might, like may
(1) The modal can or is used to express possibility.
could is used to express Often the possibility
ability. expressed by might is less
Example: likely than the possibility
He could grow small expressed by may.
plants like that. Example:
He might be lucky enough to
(2) The modal may is see the king.
used to express (4) The modal must, is used
permission or possibility. most often to express a
Example: requirement. Sometimes,
“You may leave this must is used to express an
place for Sukhothai,” explanation.
said Makato’s employer. Example:
a. Makato must not idle in
(3) The modal might, order for him not to starve.
like may is used to (requirement)
express possibility. b.One day, the sky was clear
Often the possibility and the weather so fine, it
expressed by might is seemed to Makato that is
less likely than the must be a lucky day.
possibility expressed by (explanation)
may.
Example:
He might be lucky (5) The modal ought is used
enough to see the king. most often to express a
(4) The modal must, is obligation or a likelihood.
used most often to
express a requirement. (6) The modal will or shall is
310
Sometimes, must is used most often to express
used to express an future time.
explanation.
Example:
a. Makato must not idle Example:
in order for him not to I will dip my finger into the
starve. pile of seeds. Then, I will take
(requirement) the seeds that stick to it. That
b.One day, the sky was must be right for one cowrie
clear and the weather so shell,” said Makato making the
fine, it seemed to woman amused by his
Makato that is must be suggestion.
a lucky day.
(explanation) (7) The modal should is used
to express a recommendation,
(5) The modal ought is an obligation, or a possibility.
used most often to Example:
express a obligation or a a. Makato should go to
likelihood. Sukhothai to see Pra Ruang,
a very kind-hearted king.
(6) The modal will or (recommendation)
shall is used most often b. Mahouts should take good
to express future time. care of the elephants.
(obligation)
c. Should you have dreams
Example: you want to achieve, you can
I will dip my finger into also work for it like the young
the pile of seeds. Then, I boy in the story.
will take the seeds that (possibility)
stick to it. That must be
right for one cowrie (8) The modal would is used
shell,” said Makato to express conditional form of
making the woman a verb.
amused by his
suggestion. A conditional form usually
appears in an independent
(7) The modal should is clause that is joined by “if”
used to express a clause. The “if” clause
recommendation, an explains under what
obligation, or a condition(s) the action or state
possibility. Example: of being of the conditional
a. Makato should go to verb takes place. Example:
Sukhothai to see Pra If Makato had been idle, he
Ruang, a very kind- would have starved.
hearted king. (conditional)
(recommendation)
b. Mahouts should take Would is also used to express
good care of the future time in a subordinate
elephants. clause when the main verb in
311
(obligation) the independent clause is in
c. Should you have the past tense.
dreams you want to
achieve, you can also
work for it like the young Example:
boy in the story. He promised himself that he
(possibility) would see the king.
(subordinate clause)
(8) The modal would is
used to express Additionally, would is used to
conditional form of a express an action that was
verb. repeated in the past, an
invitation or offer, or a polite
A conditional form request.
usually appears in an
independent clause that
is joined by “if” clause. Example:
The “if” clause explains a. Everyday, Makato would
under what condition(s) do every kind of work to make
the action or state of a living because he is an
being of the conditional orphan.
verb takes place. (repeated past action)
Example: b. Would you like to be in
If Makato had been idle, Makato’s shoes?
he would have starved. (offer)
(conditional) c. Would you please tell the
king I’ve been wanting to see
Would is also used to him?
express future time in a (polite request)
subordinate clause when
the main verb in the a. Makato should go to
independent clause is in Sukhothai to see Pra Ruang,
the past tense. a very kind-hearted king.
(recommendation)
b. Mahouts should take good
Example: care of the elephants.
He promised himself that (obligation)
he would see the king. c. Should you have dreams
(subordinate clause) you want to achieve, you can
also work for it like the young
Additionally, would is boy in the story.
used to express an (possibility)
action that was repeated
in the past, an invitation
or offer, or a polite
request.
Example:
312
a. Everyday, Makato
would do every kind of
work to make a living
because he is an
orphan.
(repeated past action)
b. Would you like to be
in Makato’s shoes?
(offer)
c. Would you please tell
the king I’ve been
wanting to see him?
(polite request)
a. Makato should go to
Sukhothai to see Pra
Ruang, a very kind-
hearted king.
(recommendation)
b. Mahouts should take
good care of the
elephants.
(obligation)
c. Should you have
dreams you want to
achieve, you can also
work for it like the young
boy in the story.
(possibility)
F. Developing Task 7: A Glimpse of Task 7: A Glimpse of

mastery (Leads Tomorrow Tomorrow
to Formative Differentiated Activities Differentiated Activities
Assessment 3)
The teacher will divide The teacher will divide the
the class into five (5) class into five (5) groups.
groups. Each group will Each group will be assigned
be assigned an activity an activity suited to their skills
suited to their skills and and abilities.
abilities.
Group 1. Engineeringthe
Group 1. Engineering the Future (Group of Artists)
Future
(Group of Artists) Taking the story of Makato as
an inspiration, make a portrait
Taking the story of of how you envision yourself
Makato as an in the future.
inspiration, draw a Group 2. I can Lead the Way
timeline of the future you (Group of Actors)
313
want to have.
Given a script, act out the
Group 2. I can Lead the journey of Makato in a form of
Way a play.
(Group of Actors) -Choose best part from the
story.
Act out the journey of
Makato in a form of a Group 3. Feel the Beat
play highlighting the (Group of Dancers)
theme of “Makato and
the Cowrie Shell.” Write Retell the story of Makato
your own script. through a dance. A song with
theme similar to the story will
Group 3. Feel the Beat be provided.
(Group of Dancers)
Group 4. Dear Makato
Choose a song with a (Group of Writers)
theme similar to that of Write a letter to Makato
the story and interpret it expressing your feelings
through a dance. about his journey and his
attitudes in fulfilling his
Group 4. Dear Makato dreams.
(Group of Writers)
Write a poem to Makato Group 5.
expressing your feelings (Group of Newscasters)

about his journey and Imagine that you are
his attitudes in fulfilling newscasters. Present a TV
his dreams. news featuring Makato and
how he reach his dreams.
Group 5. Script will be provided.
(Group of
Newscasters) Group 6.
Imagine that you are (Group of Storytellers)

newscasters. Present a Arrange the pictures given
TV news featuring and retell the journey of
Makato and how he Makato in a form of
reach his dreams. Make pantomime.
your own script.
Outputs and presentations will
Group 6. be rated using rubrics.
(Group of
Storytellers)
Arrange the pictures

given and retell the
journey of Makato.
Outputs and
presentations will be
rated using rubrics.
314
G. Finding Task 8: Filling in One’s Task 8: Filling in One’s Shoes
practical Shoes
application of The theme of the Thai folktale
concepts and The theme of the Thai centered on the Buddhist
folktale centered on the principle of suppressing one’s
skills in daily
Buddhist principle of earthly desire to achieve
living suppressing one’s earthly enlightenment.
desire to achieve
enlightenment. Makato, who was an orphan
became the king of a prosperous
Makato, who was an kingdom. If you were given that
orphan became the king of cowrie shell, what would you do
a prosperous kingdom. If with it? Using modals, write a
you were given that cowrie paragraph about your thoughts.
shell, what would you do
with it? Using modals, write Rubrics:
a paragraph about your Mechanics (Use of Modals) -
thoughts. 50%
Content (Substance) - 50%
Rubrics: TOTAL - 100%
Mechanics (Use of Modals)
- 50%
Content (Substance)
- 50%
TOTAL -
100%
H. Making Task 9: Introspecting Task 9: Introspecting
generalizations of What lessons in life have What lessons in life have you
concepts and you learned from learned from Makato’s
skills in daily Makato’s experiences? experiences?
living Write a paragraph Write a paragraph composing
composing 7-10 7-10 sentences. Provide your
sentences. Provide your own title.
own title.
I. Evaluating Task 10: Task 10:
learning A. Elements Contributing to A. Elements Contributing to the
the Theme Theme
Choose the letter of the best Choose the letter of the best answer.
answer.
1. Who is the character in the
1. Who is the character story that Makato wanted to
in the story that Makato see that’s why he went to
wanted to see that’s why Sukhothai?
he went to Sukhothai? a. the mahout c. his
a. the mahout c. his employer
employer b. Pra Ruang d. the seed
b. Pra Ruang d. the vendor
seed vendor
2. Every statement is true
2. Every statement is about Makato, EXCEPT
true about Makato, __________.
EXCEPT __________. a. Makato was an orphan for
315
a. Makato was an his father and mother died
orphan for his father and when he was young.
mother died when he b. Makato did every kind of
was young. work and he never idled.
b. Makato did every kind c. Although Makato had only
of work and he never one cowrie shell, he made use
idled. of it to buy lettuce seeds and
c. Although Makato had eventually was able to grew
only one cowrie shell, he them abundantly.
made use of it to buy d. Makato was promoted to
lettuce seeds and higher positions in the palace
eventually was able to because the king’s beautiful
grew them abundantly. daughter fell in love with him.
d. Makato was promoted
to higher positions in the 3. What is the story about?
palace because the a. A boy with no dreams and
king’s beautiful daughter ambition.
fell in love with him. b. An cheerful and determined
boy who, despite being an
3. What is the story orphan, became a king of a
about? prosperous kingdom.
a. A boy with no dreams c. A joyful woman selling
and ambition. lettuce seeds.
b. An cheerful and d. A mahout working for the
determined boy who, king.
despite being an orphan,
became a king of a 4. What is the tone of the
prosperous kingdom. story?
c. A joyful woman selling a. sad c. excited
lettuce seeds. b. happy d. indifferent
d. A mahout working for
the king. 5. Why did Makato leave the
city of Mon?
4. What is the tone of a. Because he wanted to try
the story? his fortune.
a. sad c. excited b. Because he heard that the
b. happy d. land there is fertile and the
indifferent people are kind.
c. Both A and B.
5. Why did Makato leave d. None of the above.
the city of Mon?
a. Because he wanted to B. AUTHOR’S PURPOSE
try his fortune. Read the description of each item
b. Because he heard and determine the author’s purpose
(to Persuade, Inform, and Entertain).
that the land there is Then, in a sentence or two, explain
fertile and the people are your answer.
kind.
c. Both A and B.
d. None of the above. 1. A pamphlet urging people
316
not to eat animals or use
B. AUTHOR’S products made from animals
PURPOSE or animal suffering because
Read the description of each the author thinks that it is
item and determine the cruel and unnecessary.
author’s purpose (to Author’s Purpose:
Persuade, Inform, and
______________
Entertain). Then, in a
sentence or two, explain your
Explain Your Answer:
answer.
Write a sentence or two.
1. A pamphlet urging
people not to eat
animals or use products 2. A book of over 1,000
made from animals or knock-knock jokes.
animal suffering Author’s Purpose:
______________
because the author
thinks that it is cruel and Explain Your Answer:
unnecessary. Write a sentence or two.
Author’s Purpose:
______________
Explain Your Answer: 3. A cook book containing

Write a sentence or two. recipes for making cakes,
cookies, and other desserts.
Author’s Purpose:
______________
2. A book of over 1,000
knock-knock jokes.
Author’s Purpose:
______________
Explain Your Answer: Explain Your Answer:

Write a sentence or two. Write a sentence or two.
3. A cook book 4. The story of a young

containing recipes for woman who, after the death of
making cakes, cookies, her grandfather, quit her job in
and other desserts. the business world and
Author’s Purpose: returned home to help her
______________
aging grandmother.
Explain Your Answer: Author’s Purpose:
______________
Explain Your Answer:
4. The story of a young
woman who, after the
death of her grandfather, 5. A politician’s speech about
quit her job in the how homes should be
business world and provided to families who
returned home to help
317
her aging grandmother. cannot afford them.
Author’s Purpose: Author’s Purpose:
______________ ______________
Explain Your Answer: Explain Your Answer:

Write a sentence or two. Write a sentence or two.
5. A politician’s speech
about how homes C. MODALS
should be provided to Choose among the choices the
families who cannot correct modal for every sentence.
afford them.
Author’s Purpose: 1. She looks pretty sick, I think
______________ she _______ (can, should) go
to the doctor.
Explain Your Answer: 2. You’ve been driving all day.
Write a sentence or two. You _______ (should, must)
be exhausted!)
3. Hey I’m lost! _______
(Should, Can) you help me?
C. MODALS 4. I _______ (could, should)
Choose among the choices do that if I were you!
the correct modal for every 5. _______ (Will, Shall) we
sentence.
send the package by mail or
by express?
1. She looks pretty sick,
I think she _______
Answers:
(can, should) go to the
A.
doctor.
1. b
2. You’ve been driving
2. d
all day. You _______
3. b
(should, must) be
4. b
exhausted!)
5. c
3. Hey I’m lost! _______
B.
(Should, Can) you help
1. to Persuade
me?
2. to Entertain
4. I _______ (could,
3. to Inform
should) do that if I were
4. to Entertain
you!
5. to Persuade
5. _______ (Will, Shall)
C.
we send the package by
1. should
mail or by express?
2. must
3. can
Answers:
4. could
A.
5. shall
1. b
2. d
3. b
4. b
5. c
318
B.
1. to Persuade
2. to Entertain
3. to Inform
4. to Entertain
5. to Persuade
C.
1. should
2. must
3. can
4. could
5. shall
J. Additional Task 11: Assignment Task 11: Assignment

activities for
application or Assess yourself as a Assess yourself as a student.
remediation student. Using modals Using modals will and shall,
will and shall, give ways give ways on how you can
on how you can become become the better version of
the better version of yourself.
yourself.
V. REMARKS
VI. REFLECTION
A. No. of Learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
activities for
remediation
C. Did the remedial
lesson/s work? No.
of learners who
have caught up
with the lesson
D. No. of learners
who continue to
require
remediation
319
E. Which of my
teaching strategies
worked well? Why
did this work?
F. What difficulties did
I encounter which
my
supervisor/principa
l/department head
help me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?.
320
Grade 8
I. OBJECTIVES
Standards Asian literature as mirror to a shared heritage ; coping
and emphasis.
C. Learning EN8LC-IIIg-7:
Competencies/ Employ different listening strategies suited to the topic,
Objectives purpose,
and level of difficulty of the listening text
EN8VC-IIIg-19:
Judge the relevance and worth of ideas presented in the
material viewed
EN8RC-IIIg-3.1.12:
Examine biases (for or against) made by the author
II. CONTENT Lost in Homeland

by Rossanee Nurfalida
Examine author’s bias and text structure

III. LEARNING
RESOURCES
References
Pages
2. Learner’s
Materials Pages
3. Textbook Pages English Expressways IV, pages 197-198
4. Additional
Materials from
the LR Portal
5. Other Learning http://www.oxlaey.com/2017/12/poetry-thailand-rohingya/
Resources https://youtu.be/P7UGqrD1oUo
https://atticusreview.org/lost-in-homeland/
http://www.oxlaey.com/2017/12/poetry-thailand-rohingya/
321
https://www.clipartwiki.com/iclip/TbxixT_white-boat-clip-art-
animated-pic-of-ship/
https://marlimillerphoto.com/images/Dep-31.jpg
https://images.fineartamerica.com/images-medium-large-
5/wooden-ship-nina-main-mast-thomas-woolworth.jpg
http://runrichmondky.com/wp-
content/uploads/2017/01/drifting-boat.jpg
https://images.fineartamerica.com/images-medium-
large/autumn-leaves-drifting-ginger-denning.jpg
https://www.unhcr.org/thumb1/59e5af8c3.jpg
https://images.chinahighlights.com/allpicture/2017/05/9a7d185567344
1219eaedad4.jpg
https://isorepublic.com/wp-content/uploads/2018/11/old-fishing-
boat-768x512.jpg
https://images.pexels.com/photos/706484/pexels-photo-
706484.png?auto=compress&cs=tinysrgb&h=650&w=940
https://www.malteser.de/fileadmin/_processed_/e/5/csm_querstadtei
n_c5c6404976.jpg
https://www.vincegowmon.com/wp-
content/uploads/2018/12/Awakening-to-Darkness.png

A. Reviewing the The teacher will recall the The teacher will recall the
previous lesson previous lesson about previous lesson about
or presenting the Modals. Modals.
new lesson
Pre-Listening Activities Pre-Listening Activities
The teacher will post four The teacher will post four
pictures on the board. pictures on the board.
These pictures correspond These pictures correspond
to the difficult words that to the difficult words that the
the students need to students need to unlock
unlock prior to listening to prior to listening to the text.
the text. The students will The students will work in
work in group and each group and each group will
group will be given a set of be given a set of jumbled
jumbled letters. letters plus a synonym of
the word.
Task 1. Pick your Pic
(5 minutes) Task 1. Pick your Pic
The teacher will divide the (5 minutes)
students into four groups The teacher will divide the
prior to the activity. Each students into four groups
group will also be given a prior to the activity. Each
colored envelop.) group will also be given a
colored envelop.)
Upon receiving the
322
envelop, the members of Upon receiving the envelop,
the group will check the the members of the group
words and brainstorm on will check the words and
their prior knowledge to brainstorm on their prior
each. They are to decide knowledge to each. They
which of the following are to decide which of the
words will complete the following words will
sentences (posted on the complete the sentences
board) correctly. (posted on the board)
correctly.
1.
1. The conversation is Definition: to follow a
_________ for hours now. winding or intricate course
Synonym: winding The conversation is

_________ for hours now.
eanmrenigd
m _ a n_ _ _ i _ g
Answer: meandering
Answer: meandering
2. Even the crash of crash 2. Definition: a tall upright

of waves has seemly post, spar, or other
abandoned this boat, structure on a ship or boat,
which doesn’t have a in sailing vessels generally
_____ to propel itself carrying a sail or sails
forward.
Even the crash of crash of
waves has seemly
323
Synonym: pole, post abandoned this boat, which
tasm doesn’t have a _____ to
propel itself forward.
_as_
Answer: mast
Answer: mast
3. Definition: carried slowly

by a current of air or water
3. The boat was slowly
______ out to sea. The boat was slowly
Synonym: sailing, gliding ______ out to sea.
nriftigd d_i__i_g
Answer: drifting
Answer: drifting
4. Definition: a person who

has been forced to leave
their country in order to
4. His family has lived in a escape war, persecution, or
camp for Palestinian natural disaster
______ in the southern
Lebanon port city of Tyre. His family has lived in a
camp for Palestinian
Synonym: deportee, exile, ______ in the southern
Lebanon port city of Tyre.
gefurees
_ e _ _ gees
Answer: refugee
Answer: refugee
324
B. Establishing a a. After processing a. After processing
purpose for the students’ answers, the students’ answers, the
lesson teacher prepares the class teacher prepares the class
for the lesson by having for the lesson by having
them imagine themselves them imagine themselves
on a boat in the middle of on a boat in the middle of
an ocean, alone. an ocean, alone.
The teacher then presents The teacher then presents

images (with theme related images (with theme related
to the poem) to the poem)
325
326
The teacher asks the
following questions, with the
The teacher asks the motivation questions to be
following questions, with answered immediately while
the motivation questions to the motive question to be
be answered immediately answered after reading the
while the motive question poem.
to be answered after
reading the poem.
MOTIVATION:
What are the feelings that
MOTIVATION: you can associate with the
What are the feelings that idea of being lost? (3
you can associate with the minutes)
idea of being lost? (3
minutes) MOTIVE QUESTION:
What are the feelings that
MOTIVE QUESTION: that the author did
What are the feelings that associate with the idea of
that the author did being lost?
associate with the idea of
being lost?
327
The teacher will give a The teacher will give a short
C. Presenting short intro about the poem intro about the poem to be
examples/instanc to be discussed. The discussed. The teacher will
es of the new teacher will also provide a also provide a brief
lesson brief background about the background about the
author. author.
LOST IN HOMELAND is a LOST IN HOMELAND is a

video poem read by the video poem read by the
author Ms. Rossanee author Ms. Rossanee
Nurfarida while stranded Nurfarida while stranded on
on a boat perched at the a boat perched at the top of
top of a four-story, urban a four-story, urban house.
house.
Ms. Nurfarida’s current
Ms. Nurfarida’s current collection of poetry, Far
collection of poetry, Far Away From Our Own
Away From Our Own Homes, is a finalist for the
Homes, is a finalist for the 2016 South East Asian
2016 South East Asian Writers Award. Lost in
Writers Award. Lost in Homeland was written in
Homeland was written in 2015 during Rohingya
2015 during Rohingya refugee crisis when
refugee crisis when thousands of stateless
thousands of stateless Rohingya from Myanmar
Rohingya from Myanmar set out on the old fishing
set out on the old fishing boats seeking a better
boats seeking a better future.
future.
The video’s visual
The video’s visual references to Islam extend
references to Islam extend the poem’s metaphor,
the poem’s metaphor, commenting on southern
commenting on southern Thailand’s Muslim minority
Thailand’s Muslim minority as a people stranded in the
as a people stranded in country of their birth.
the country of their birth.
328
Rossanee Nurfarida was
born on 1987, in Thailand’s
so-called “Deep South.” Her
first collection of poetry Far
Away From Our Own
Homes was a Finalist for
the 2016 South East Asian
(SEA) Writers Award.
She graduated in 2010 with

a Bachelor of Arts in New
Media from Chiang Mai
University, in the north of
Rossanee Nurfarida was Thailand. She returned
born on 1987, in south, to her home city, and
Thailand’s so-called “Deep now works as a journalist at
South.” Her first collection the Prince of Songkla
of poetry Far Away From University radio station.
Our Own Homes was a
Finalist for the 2016 South (The teacher will instruct the
East Asian (SEA) Writers students that while they are
Award. listening to the poem, they
have to take note of words,
She graduated in 2010 phrases or lines that they
with a Bachelor of Arts in can associate with the idea
New Media from Chiang of being lost. The students
Mai University, in the north will also be asked to look for
of Thailand. She returned the answers to the
south, to her home city, questions that the teacher
and now works as a had given a while ago
journalist at the Prince of (Motivation and Motive
Songkla University radio Question).
station.
(The teacher will instruct What are you nostalgic

the students that while about? Do you yearn for
they are listening to the your ancestors’ homeland?
poem, they have to take Do you grieve for a long lost
note of words, phrases or home?
lines that they can
associate with the idea of During Listening
being lost. The students Activities
will also be asked to look
for the answers to the The teacher will read the
questions that the teacher poem “Lost in Homeland”
had given a while ago by Rossanee Nurfarida in
(Motivation and Motive its translated version.
Question).
After reading the poem, the
329
teacher will play the audio
What are you nostalgic presentation of the poem.
about? Do you yearn for
your ancestors’ homeland? https://youtu.be/P7UGqrD1oU
Do you grieve for a long o
lost home?
After playing the audio
During Listening recording, the teacher will
Activities distribute to all students the
copy of the poem for them
The teacher will read the to read silently while the
poem “Lost in Homeland” teacher reads the poem
by Rossanee Nurfarida in aloud. This time, the
its translated version. students will be asked to
pay close attention to the
After reading the poem, details in the poem and
the teacher will play the feelings expressed in it.
audio presentation of the (7minutes)
poem.
https://youtu.be/P7UGqrD1o
Uo
After playing the audio

recording, the teacher will
distribute to all students
the copy of the poem for
them to read silently while
the teacher reads the
poem aloud. This time, the
students will be asked to
pay close attention to the
details in the poem and
feelings expressed in it.
(7minutes)
330
D. Discussing Post-Listening Activity Post-Listening Activity
new concepts Comprehension Questions Comprehension Questions
and practicing (10 minutes) (10 minutes)
new skills #1
1. What are the feelings 1. What are the feelings that
that the author associate the author associate with
with the idea of being lost? the idea of being lost?
(Fill in the concept map.) (Fill in the concept map.)
Write your answers on the Write your answers on the

sails of the boat. sails of the boat.
2. How did the author paint

2. How did the author paint a picture of a lost individual
a picture of a lost individual in the poem?
in the poem? - The author painted a
- The author painted a picture of an individual,
picture of an individual, alone and drifting aimlessly
alone and drifting aimlessly at the sea.
at the sea.
3. How would you
3. How would you characterize the poet’s tone
characterize the poet’s or attitude in the poem?
tone or attitude in the - The poet’s tone or attitude
in the poem describes the
331
poem? universal feelings of
- The poet’s tone or loneliness.
attitude in the poem
describes the universal 4. What is the message the
feelings of loneliness. author of the poem is trying
to convey?
4. What is the message -The poem speaks to
the author of the poem is anyone cast out, on their
trying to convey? own, or trying to escape
-The poem speaks to from a bad situation.
anyone cast out, on their
own, or trying to escape 5. How did the author
from a bad situation. describe political situation of
the Rohingya in the third
5. How did the author stanza?
describe political situation
of the Rohingya in the third 6. What does the title “Lost
stanza? in Homeland” mean?
-The title refers to the
6. What does the title “Lost refugees, the Rohingyas,
in Homeland” mean? who were born in Myanmar
-The title refers to the but were not given
refugees, the Rohingyas, citizenship, thus are
who were born in Myanmar stateless and “lost in
but were not given homeland”
citizenship, thus are
stateless and “lost in 7. Why did the author use
homeland” Zheng He in the first stanza
as a point of reference?
7. Why did the author use -To give contrast to the
Zheng He in the first image depicted in the
stanza as a point of poem. While the famous
reference? Chinese explores Zheng He
-To give contrast to the portrays power, the small
image depicted in the boat imagined by the poet is
poem. While the famous powerless.
Chinese explores Zheng
He portrays power, the 8. If you were in the same
small boat imagined by the situation (as the character
poet is powerless. in the poem is), how would
you feel and what are you
8. If you were in the same going to do? Explain your
situation (as the character answer.
in the poem is), how would -(Students’ answers may
you feel and what are you vary.)
going to do? Explain your
answer. 9. Did the writer/author give
-(Students’ answers may any solution on how to deal
vary.) with the problem?
-No.
332
9. Did the writer/author give
any solution on how to deal
with the problem?
-No.
E. Discussing A. Break the class into A. Break the class into
new concepts small groups and ask them small groups and ask them
and practicing to answer the following to answer the following
new skills #1 questions: questions:
1. What are some 1. What are some injustices

injustices in the world that in the world that you have
you have seen? seen?
2. How can adults teach 2. How can adults teach
children about injustice? children about injustice?
3. What can young people 3. What can young people
like you do to fight like you do to fight injustice?
injustice?
Provide time for groups to
Provide time for groups to share their answers in
share their answers in class.
class.
B. Divide the class into

B. Divide the class into groups and assign each
groups and assign each group one of the following
group one of the following topics:
topics: o Passing of the
o Passing of the SOGIE Bill
SOGIE Bill o Legalizing Divorce
o Legalizing in the Philippines
Divorce in the o No Homework
Philippines Policy
o No Homework Should Abortion be
Policy Legal?
o Should Abortion o Is Death Penalty a
be Legal? form of Cruel and
o Is Death Penalty a Unusual
form of Cruel and Punishment?
Unusual o Depletion of the
Punishment? Ozone Layer: Man-
o Depletion of the Made or Not?
Ozone Layer: o Does Technology
Man-Made or Not? Make People Lazy?
o Does Technology o Social Media
Make People Impact on
Lazy? Students
o Social Media
Impact on Each group will be asked to
333
Students collect information and have
a brainstorming on the
Each group will be asked current issues assigned to
to collect information and them.
have a brainstorming on
the current issues Provide time for each group
assigned to them. to report their find finding to
class. Every group will also
Provide time for each share their stand.
group to report their find
finding to class. Every
group will also share their
stand.
F. Developing Differentiated Activities Differentiated Activities
mastery (Leads The teacher will divide the The teacher will divide the
to Formative class into groups. From the class into groups. From the
Assessment 3) activities below, each activities below, each group
group will choose what will choose what activity
activity they are to perform. they are to perform.
Group 1. Paint Me a Group 1. Paint Me a

Picture Picture
Draw a poster anchoring Choose a stanza from the
on the theme and poem “Lost in Homeland”
message the poem “Lost in and draw a poster
Homeland”. anchoring on its theme and
message.
Group 2. Spoken Poetry
Write a poem with a theme Group 2. Write Me a poem
similar to that of “Lost in Write a poem with a theme
Homeland” poem. similar to that of “Lost in
Be able to recite it in class Homeland” poem.
Group 3. Dance to the

Beat Group 3. When you say
Think of a song with Nothing at All
message or theme similar Pick a stanza from a poem
to that of the poem “Lost in and act it out through a
Homeland.” Interpret the pantomime.
song through a dance.
G. Finding Have you experienced Have you experienced

practical being in your own home being in your own home
application of town but still feel lost? town but still feel lost?
concepts and Explain your experience. Explain your experience.
skills in daily
living Have you experienced Have you experienced
trying to escape from a trying to escape from a bad
bad situation? What situation? What
334
circumstance were you in circumstance were you in
and what did you do to and what did you do to
overcome? overcome?
H. Making What lesson/s did you get What lesson/s did you get
generalizations of from the poem? from the poem?
concepts and
skills in daily What message canyou What message can you
living give to anyone who is give to anyone who is
experiencing trials in life experiencing trials in life
and trying to escape from and trying to escape from
it? it?
I. Evaluating Write an analysis of the Write an analysis of the
learning poem “Lost in Homeland” poem “Lost in Homeland”
by Rossanee Nurfarida. by Rossanee Nurfarida.
J. Additional Make a video poem Make a video poem

activities for addressed to the Rohinga addressed to the Rohinga
application or refugees who were the refugees who were the
remediation passengers on the boat passengers on the boat
mentioned in “Lost in mentioned in “Lost in
Homeland” poem. Homeland” poem.
V. REMARKS
VI. REFLECTION
earned 80% on the
remediation
C. Did the remedial
learners who have caught
up with the lesson
continue to require
remediation
Why did this work?

encounter which my
supervisor/principal/depart
ment head help me solve?
use/discover which I wish
to share with other
teachers?.
335
Grade 8
I. OBJECTIVES
and emphasis.
C. Learning EN8V-IIIg-26:
Competencies/ Analyze intention of words or expressions used in
Objectives propaganda techniques
EN8OL-IIIg-1.14:
Use appropriate persuasive devices – Emotive
language
II. CONTENT Propaganda Techniques
III. LEARNING
RESOURCES
References
Pages
2. Learner’s Grade 8 Learning Module, pages 359-361; 410-412
Materials Pages
3. Textbook Pages
4. Additional
Materials from
the LR Portal
5. Other Learning https://www.bing.com/images/search?view=detailV2&ccid=JOt
Resources J6Ixr&id=F0E4179C528EA78C17F6FA622B7B282BAA349B74
&thid=OIP.JOtJ6Ixrve_D578yFICSywHaEl&mediaurl=https%3
A%2F%2Fs-media-cache-
ak0.pinimg.com%2F736x%2Fdd%2F6a%2Fb6%2Fdd6ab6889
6ec1c57fcd4d20c8ec36e96.jpg&exph=372&expw=600&q=prop
aganda+device+posters+Thailand&simid=6079965143958182
14&selectedindex=0&ajaxhist=0&vt=0
https://www.bing.com/images/search?view=detailV2&ccid=lvoZ
MbDW&id=30E37BFFBD28CB3207D3A291085E3E3F08CA74
52&thid=OIP.lvoZMbDW4k9gX4JrHfN_EwAAAA&mediaurl=htt
336
ps%3a%2f%2fstudy.com%2fcimages%2fmultimages%2f16%2f
hun.jpg&exph=350&expw=231&q=propaganda+device+posters
+Thailand&simid=607995711248795917&selectedIndex=24
https://www.bing.com/images/search?view=detailV2&ccid=LAT
%2bq7QW&id=D1D58611BF769B56C35F47EBBA8C83DC298
44618&thid=OIP.LAT-
q7QWkorfqdVkxqJ08wHaKf&mediaurl=https%3a%2f%2fi.pinim
g.com%2f736x%2f16%2f3b%2f0d%2f163b0d915b07ff6f34731
67a30799e97--paper-design-travel-
posters.jpg&exph=720&expw=508&q=propaganda+device+pos
ters+Thailand&simid=608022434538655277&selectedIndex=2
8
https://www.bing.com/images/search?view=detailV2&ccid=nl7F
bImM&id=26B736635F9F6831AF7049294E5215DA94478149
&thid=OIP.nl7FbImMkSu0lw-
Yvev1oAHaKQ&mediaurl=https%3a%2f%2fi.pinimg.com%2fori
ginals%2f2a%2fe0%2f9d%2f2ae09df296c3030a4021f9302340
b9f9.jpg&exph=1500&expw=1083&q=propaganda+device+post
ers+Thailand&simid=608036019508019385&selectedIndex=33
https://www.bing.com/images/search?view=detailV2&ccid=uLIF
x3qV&id=3352EAEA86ACE191B7B1727E1720290CFC6D342
8&thid=OIP.uLIFx3qVO7peilN4gukbHAHaKo&mediaurl=http%
3a%2f%2fi.ebayimg.com%2fimages%2fi%2f390404563543-0-
1%2fs-
l1000.jpg&exph=574&expw=400&q=propaganda+device+poste
rs+Thailand&simid=608006066384275871&selectedIndex=46
https://www.bing.com/images/search?view=detailV2&ccid=p9L
ZFg47&id=243FA4A7947D5C1EDB8FB6A1EBC5D89F56698D
3A&thid=OIP.p9LZFg47YZl5700sKhA_MQHaKG&mediaurl=htt
p%3a%2f%2fwww.animationresources.org%2fpics%2fpropaga
nda212-
big.jpg&exph=1363&expw=1000&q=propaganda+device+poste
rs+Thailand&simid=607987005362602550&selectedIndex=57
https://www.bing.com/images/search?q=Propaganda+Example
s&FORM=IRBPRS
https://www.proprofs.com/quiz-
school/story.php?title=propaganda-techniques_1
https://pbs.twimg.com/media/CqWiGvvVMAA0dxj?format=jpg&
name=small//www.cleverism.com/7-propaganda-techniques-
for-students-to-understand/
https://avopix.com/premium-photo/388075951-shutterstock-
marcher-s-hand-holding-placard
http://t1.gstatic.com/images?q=tbn:WUMhZ2Nj7Ez2CM:http://i3
78.photobucket.com/albums/oo221/sindication/coke-santa.jpg
337
A. Reviewing the Pre-Viewing/Listening Pre-Viewing/Listening
previous lesson Activities Activities
or presenting the
new lesson Task 1: Odds on Task 1: Odds on Ads
(Naming Propaganda
Ads Techniques)
(Naming Propaganda (3 minutes)
Techniques)
(3 minutes)
The teacher projects
examples of propaganda for
The teacher projects
students to observe.
examples of propaganda
for students to observe.
338
What are these posters? What are these posters?
What do you think is the What do you think is the

purpose of these images? purpose of these images?
What might we learn What might we learn about

about society based on society based on these
these pictures? pictures?
Task 2: What is Task 2: What is

Propaganda? Propaganda?
The teacher writes the The teacher writes the word

word “propaganda” on “propaganda” on the board
the board and ask and ask students to
students to brainstorm (in brainstorm (in small groups)
small groups) what this what this word means. The
word means. The students will be encouraged
students will be to think about the definition,
encouraged to think examples, situations in which
about the definition, it is used, etc. Each group
examples, situations in will present their output
which it is used, etc. Each (concept map) afterwards.
group will present their (Prior to the activity, the
output (concept map) class are already divided in 5
afterwards. groups. Each group will be
(Prior to the activity, the provided with light-colored
class are already divided cartolina and marker)
in 5 groups. Each group
will be provided with light- The teacher will take note of
colored cartolina and their suggested definitions on
marker) chart paper or the
blackboard.
The teacher will take note
of their suggested The teacher will use these
definitions on chart paper suggestions to create a
or the blackboard. working definition of
propaganda that includes its
339
The teacher will use purposes and use, or provide
these suggestions to them with a pre-existing
create a working definition.
definition of propaganda
that includes its purposes
and use, or provide them
with a pre-existing Propaganda
definition.
Propaganda
Content:
-Definition of Propaganda
-Example
-Situation in which it is used
Content: Propaganda
-Definition of Propaganda
-Example The goal of propaganda is to
-Situation in which it is publicly promote something:
used information put out by an
organization or government
Propaganda to promote a policy, idea, or
cause. It has a misleading
The goal of propaganda publicity: deceptive or
is to publicly promote distorted information that is
something: information systematically spread.
put out by an organization Microsoft® Encarta® 2009. © 1993-2008
or government to promote Microsoft Corporation. All rights reserved.
a policy, idea, or cause. It

has a misleading After the discussion, the
publicity: deceptive or students should understand
distorted information that that:
is systematically spread.  Propaganda refers to
Microsoft® Encarta® 2009. © 1993- a type of message
2008 Microsoft Corporation. All rights aimed at influencing
reserved.
opinions and/or the
behavior of people.
After the discussion, the  Propaganda may
students should provide only partial
understand that: information or be
 Propaganda refers deliberately
to a type of misleading.
message aimed at  Propaganda
influencing techniques are often
opinions and/or
340
the behavior of found on television
people. and radio, as well as
 Propaganda may magazines and
provide only newspapers.
partial information
or be deliberately The teacher will focus on
misleading. examples of propaganda by
 Propaganda asking students what types
techniques are of propaganda techniques
often found on they can name.
television and
radio, as well as
magazines and
newspapers.
The teacher will focus on

examples of propaganda
by asking students what
types of propaganda
techniques they can
name.
B. Establishing a
purpose for the MOTIVATION: MOTIVATION:
lesson By watching an By watching an
advertisement about a advertisement about a man
man doing good deeds doing good deeds and
and expecting nothing in expecting nothing in return,
return, do you think you do you think you would be
would be encouraged to encouraged to do the same?
do the same? (2 minutes)
(2 minutes)
MOTIVE QUESTION:
MOTIVE QUESTION: What something good did the
What something good did man in the video clip do and
the man in the video clip got rewarded for it?
do and got rewarded for (Will be answered by the
it? students after watching the
(Will be answered by the video)
students after watching the
video)
C. Presenting Before watching the Before watching the video,
examples/instanc video, the teacher will the teacher will give a
es of the new give a background. background.
lesson
Today, we are watching a Today, we are watching a
winner of the Best Ad in winner of the Best Ad in
2014, a Thai Life 2014, a Thai Life Insurance
Insurance advertisement. advertisement.
341
The video is about a man The video is about a man
who never got tired of who never got tired of doing
doing good even without good even without expecting
expecting anything in anything in return.
return.
Viewing/Listening Activity
Viewing/Listening (3 minutes)
Activity Best Advertisement Ever
(3 minutes) https://youtu.be/K9vFWA1rnWc
Best Advertisement Ever
https://youtu.be/K9vFWA1rn While watching the video, the
Wc students will be asked to
take note of what the
While watching the video, advertisement is all about
the students will be asked and how does it appeal to
to take note of what the them.
advertisement is all about
and how does it appeal to MOTIVE QUESTION:
them. What something good did the
man in the video clip do and
got rewarded for it?
(Will be answered by the
students after watching the
video)
D. Discussing Post-Viewing/Listening Post-Viewing/Listening Activity

new concepts Activity (7 minutes)
(7 minutes) Task 2: Process Questions
and practicing
Task 2: Process Questions 1. What something good did
new skills #1
1. What something good the man in the video clip do
did the man in the video and got rewarded for it?
clip do and got rewarded  He let the plants be
for it? watered.
 He let the plants  He fed the hungry
be watered. dog.
 He fed the hungry  He gave money to
dog. the mother and child
 He gave money to on the street (even
the mother and when all he had was
child on the street his single bill in his
(even when all he wallet).
had was his single  He helped the vendor
bill in his wallet). carry her cart.
 He helped the  He gave his seat to
vendor carry her the standing lady on
cart. the bus.
 He gave his seat  He gave banana to
to the standing the old woman next
lady on the bus. door.
 He gave banana
342
to the old woman 2. What did the man get from
next door. doing all those things?
 Seemingly, he received
2. What did the man get nothing but emotions, at first.
from doing all those But then, eventually, he
things? witnessed happiness,
 Seemingly, he reached a deeper
received nothing but understanding, felt the love,
emotions, at first. But and received what money
then, eventually, he can’t buy – a world made
witnessed happiness, more beautiful.
reached a deeper
understanding, felt the 3. In your life, what is it that
love, and received what you desire most?
money can’t buy – a - (Students’ answers may
world made more vary.)
beautiful.
4. Do you still believe in
3. In your life, what is it goodness or in doing good
that you desire most? even without expecting
- (Students’ answers may anything in return?
vary.) Explain your answer.
- (Students’ answers may vary.)
4. Do you still believe in
goodness or in doing 5. What lesson/s did you
good even without learn from the
expecting anything in advertisement?
return? - (Students’ answers may vary.)
Explain your answer.
- (Students’ answers may 6. What do you think is the
vary.) main purpose of the video
advertisement?
5. What lesson/s did you - The main purpose of the
learn from the video is to advertise Thai Life
advertisement? insurance using a
- (Students’ answers may propaganda.
vary.) 7. After watching the video,
were you encourage to avail
6. What do you think is the Thai Life insurance being
the main purpose of the advertised? Explain your
video advertisement? answer.
- The main purpose of the - (Students’ answers may vary.)
video is to advertise Thai 8. Why do
Life insurance using a persuasive/propaganda
propaganda. techniques matter?
7. After watching the -If you are a good persuader,
video, were you you can convince people to
encourage to avail the do stuff. If you are a good
Thai Life insurance being reader, you can separate
advertised? Explain your
343
answer. facts from biases.
- (Students’ answers may
vary.)
8. Why do
persuasive/propaganda
techniques matter?
-If you are a good
persuader, you can
convince people to do
stuff. If you are a good
reader, you can separate
facts from biases.
E. Discussing Task 3: Persuasive Task 3: Persuasive

new concepts Devices – Emotive Devices – Emotive
and practicing Language Language
new skills #2
The teacher recaps what The teacher recaps what
persuasive devices are, persuasive devices are, and
and then highlight/focus then highlight/focus on
on emotive language. emotive language.
LOGICAL APPEAL: LOGICAL APPEAL:
1. Bandwagon – 1. Bandwagon –
The basic theme of the The basic theme of the band
band wagon appeal is wagon appeal is that
that "everyone else is "everyone else is doing it,
doing it, and so should and so should you."
you." Ex. Almost every Filipino is
Ex. Almost every Filipino patronizing K-drama series
is patronizing K-drama nowadays. Will you be left
series nowadays. Will you behind this craze?
be left behind this craze?
2. Card Stacking –
2. Card Stacking – The strategy of showing the
The strategy of showing product‘s best features,
the product‘s best telling half-truths, and
features, telling half- omitting or lying about its
truths, and omitting or potential problems.
lying about its potential
problems. Ex. Drug manufacturers do this
frequently in ads in which they
Ex. Drug manufacturers do skim over the possible harmful
this frequently in ads in side effects of their products.
which they skim over the
possible harmful side effects Facts are selected and
of their products. presented which most
effectively strengthen and
Facts are selected and authenticate the point of view
344
presented which most of the propagandist.
effectively strengthen and
authenticate the point of ETHICAL APPEAL:
view of the propagandist.
1. Testimonials –
ETHICAL APPEAL: Famous people or figures
who will appear trustworthy
1. Testimonials – speak to the audience
Famous people or figures Ex. Judy Ann Santos, an
who will appear actress and also known to be
trustworthy speak to the a chef, advertises “Angel
audience condensada.”
Ex. Judy Ann Santos, an
actress and also known to 2. Transfer –
be a chef, advertises Transfer is a device by which
“Angel condensada.” the propagandist carries over
the authority, sanction, and
2. Transfer – prestige of something we
Transfer is a device by respect and revere to
which the propagandist something he would have us
carries over the authority, accept.
sanction, and prestige of Ex. Obama’s poster showing
something we respect all the patriotic colors of the
and revere to something United States, with the word
he would have us accept. “Hope” written in big letters.
Ex. Obama’s poster
showing all the patriotic
colors of the United EMOTIONAL APPEAL:
States, with the word 1. Plain Folks – using
“Hope” written in big
letters.
EMOTIONAL APPEAL:
1. Plain Folks – using
simple, down-to-earth
people, like you and me, to
sell a product or an idea
simple, down-to-earth
people, like you and me,
to sell a product or an
idea
2. Name Calling –
stereotyping the
345
competition/opposing idea
with a bad label
2. Name Calling –
stereotyping the
competition/opposing 3. Demonizing – portraying
idea with a bad label the competition or enemy as
purely evil, menacing and
aggressive
3. Demonizing –
portraying the competition
or enemy as purely evil,
menacing and
aggressive 4. Patriotic Appeal –
appealing to the idea of
patriotism or a “love of
country” to sell a product or
idea
4. Patriotic Appeal –
appealing to the idea of
patriotism or a “love of
country” to sell a product 5. Glittering Generalities –
or idea using “good” labels, such as
democratic, patriotic,
amazing, beautiful, and
exciting, that are
unsupported by facts to sell
the product or idea
346
5. Glittering Generalities
– using “good” labels,
such as democratic,
patriotic, amazing,
beautiful, and exciting,
that are unsupported by
facts to sell the product or
idea
6. Catchy slogans – use of
memorable phrases to foster
support for the product or
idea
6. Catchy slogans – use

of
memorable phrases to
foster support for the
product or idea
7. Snob Appeal – only the
richest, most important, or
most discerning people like
this product or idea
7. Snob Appeal – only

the richest, most
important, or most
discerning people like this 8. Humor – using humor to
product or idea sell a product or idea
Why use emotive

language?
Emotive language attempts
to persuade the audience to
agree with someone's point
of view by creating an
emotional reaction. Specific
8. Humor – using humor words are used to evoke an
347
to sell a product or idea emotional response from
someone like anger or
sadness but they can also be
Why use emotive positive emotions too.
language?
Emotive language
attempts to persuade the
audience to agree with
someone's point of view
by creating an emotional
reaction. Specific words
are used to evoke an
emotional response from
someone like anger or
sadness but they can also
be positive emotions too.
F. Developing Task 4: Convince Me if Task 4: Convince Me if You

mastery (Leads You Can Can
to Formative Differentiated Activities (7 Differentiated Activities (7
minutes) minutes)
Assessment 3)
The teacher will distribute The teacher will distribute the
the students in 5 groups. students in 5 groups. Every
Every group will think of a group will think of a product
product and create an ad and create an ad to present
to present to class using to class using any of the
any of the propaganda propaganda techniques
techniques discussed discussed under emotive
under emotive appeal. appeal. They may create an
They may create an ad ad for TV, an ad for the
for TV, an ad for the radio, or a visual ad (i.e.
radio, or a visual ad (i.e. poster).
poster).
Group 1. The Visual Artists
Group 1. The Visual Using a cardboard and
Artists coloring materials, make a
Using any app from your propaganda poster of a
laptop or mobile phone, product of your choice.
make a propaganda Present it to class
poster of a product of afterwards.
your choice. Present it to
class afterwards. Rubrics:
Content (Message)
60%
Presentation (Neatness)
40%
TOTAL 100%
348
Rubrics:
Content (Message) Group 2. The Actors
60% Given a script, act out a live
Presentation (Neatness) advertisement of a shampoo.
40%
TOTAL Rubrics:
100% Content (Message)
60%
Group 2. The Actors Presentation
Act out a live 40%
advertisement of a TOTAL 100%
shampoo. Make your own
script. Group 3. The Film
Producers
Rubrics: You are working on a
Content (Message) broadcasting network and
60% was tasked to film (short
Presentation video clip) an advertisement
40% featuring a baby diaper. A
TOTAL script will be provided.
100%
Rubrics:
Group 3. The Film Content (Message)
Producers 60%
You are working on a Presentation
broadcasting network and 40%
was tasked to film (short TOTAL 100%
video clip) an
advertisement featuring a Group 4. The Radio Stars
baby diaper. You are working on a radio
station but was given an
Rubrics: extra assignment – to deliver
Content (Message) an of a beach resort located
60% in your town
Presentation The script is already
40% provided.
TOTAL
100%
Rubrics:
Group 4. The Radio Content (Message) 60%
Stars Presentation 40%
TOTAL 100%
You are working on a
radio station but was
given an extra Group 5. Promodizer
assignment – to make a You are applying as a
radio advertisement of a promodizer in a small. Show
beach resort located in how you can advertisement
your town. You were also their products while the
tasked to deliver the costumers are passing by. A
script will be given.
349
advertisement.
Rubrics:
Rubrics: Content (Message)
Content (Message) 60%
60% Presentation
Presentation 40%
40%
TOTAL
100% TOTAL 100%
Group 5. Promodizer
You are applying as a
promodizer in a small.
Show how you can
advertisement their
products while the
costumers are passing
by. No script is provided.
Rubrics:
Content (Message)
60%
Presentation
40%
TOTAL
100%
G. Finding Task 5: Propaganda in Task 5: Propaganda in Real

practical Real Life Life
application of
concepts and Ask students to consider Ask students to consider
skills in daily where they see material where they see material that
living that they would consider they would consider
propaganda in their daily propaganda in their daily
lives. Ask students to look lives. Ask students to look
around and bring around and bring examples
examples to class for to class for discussion and
discussion and analysis. analysis.
Task 6: To sum it up Task 6: To sum it up

H. Making
generalizations of My journey through this My journey through this
concepts and lesson enabled me to lesson enabled me to learn
skills in daily learn that propaganda is that propaganda is
living ______________ ______________
____________________ _______________________
____________________ _______________________
____________________ _______________________
__________________. _________.
350
It made me realize that It made me realize that using
using propaganda is propaganda is important in
important in such a way such a way that
that _________________ _________________
____________________ _______________________
____________________ _______________________
____________________ _______________________
__________________. _________.
Furthermore, I have also Furthermore, I have also

learned that recognizing learned that recognizing
propaganda devices propaganda devices makes
makes me a better me a better consumer and
consumer and student student because
because _______________________
____________________ ___
______ _______________________
____________________ _______________________
____________________ _______________________
____________________ _________.
__________________.
I, therefore commit myself to

I, therefore commit myself _______________________
to _______________________
____________________ _______________________
____________________ _______________________
____________________ ____________.
____________________
____________________
____.
I. Evaluating Task 7. Advertise Me Task 7. Advertise Me
learning In a small group In a small group composing
composing of 5 members of 5 members each, make an
each, make an advertisement of a product
advertisement of a that you will be picking from
product that you will be a mystery box. (10 minutes)
picking from a mystery
box. (10 minutes) Suggested products in a box:
-shampoo -deodorant
Suggested products in a -air freshener -umbrella
box: -cellular phone -etc.
-shampoo -
deodorant
-air freshener -umbrella Task 8. Buy Me or Name
-cellular phone -etc. Me
Identify what propaganda
techniques in each poster.
351
Task 8. Buy Me or Name
Me
Identify what propaganda 1.
techniques in each
poster.
a. Transfer
b. Catchy slogans
c. Patriotic Appeal
d. Glittering Generalities
.
2.
-Transfer
2.
a. Transfer
b. Bandwagon
c. Name-calling
d. Glittering generalities
-Name-calling
352
3. 3.
-Humor
a. Humor
4. b. Transfer
c. Bandwagon
d. Testimonial
4.
-Catchy Slogans
5.
a. Plain Folks
b. Snob Appeal
c. Catchy Slogans
-Demonizing
353
5.
Task 9. Getting Fooled

or Getting
Wiser?
Study the following a. Snob appeal
situations. Each contains b. Bandwagon
a propaganda c. Demonizing
technique/device, identify d. Testimonial
the device used.
1. No true Filipino would Task 9. Getting Fooled

vote to take away our or Getting Wiser?
rights by outlawing Study the following
hunting. situations. Each contains a
-Patriotic Appeal propaganda
technique/device, identify the
2. Juan dela Cruz needs device used.
you to fight all the bullies
in the world! 1. No true Filipino would vote
-Name Calling to take away our rights by
outlawing hunting.
3. Buy Coca cola now in a. Transfer
new King size bottle! b. Plain Folks
-Glittering Generalities c. Patriotic Appeal
d. Glittering Generality
4. A man in jeans and a t-
2. Juan dela Cruz needs you
shirt appearing in an ad
to fight all the bullies in the
for a pickup truck is an
world!
example of ________.
-Plain Folks a. Humor
b. Demonizing
5. Michael Jordan wears c. Snob Appeal
Nike shoes and so should d. Name Calling
you!
–Transfer
3. Buy Coca cola now in new
King size bottle!
6. Get a season's pass to
this year’s Vice Ganda’s a. Snob Appeal
most awaited concert at b. Plain Folks
the Araneta. Don't miss c. Catchy Slogans
this great opportunity, all d. Glittering Generalities
354
of your friends will be
getting this deal too. 4. A man in jeans and a t-
-Bandwagon shirt appearing in an ad for a
pickup truck is an example of
7. Buy Coca-Cola now in ______.
the new KING size
bottle!!!!! a. Transfer
-Glittering Generalities b. Glittering Generality
c. Emotions
8. Ladies wear, Channel, d. Plain Folks
Gucci, and LV. You’ll look
and feel like a million 5. Michael Jordan wears
dollars. Nike shoes and so should
-Snob appeal you!
a. Transfer
9. KFC is a “finger-licking b. Bandwagon
good.” c. Snob appeal
-Catchy slogans d. Testimonial
10. Manny Pacquiao is 6. Get a season's pass to

using Alaxan FR for his this year’s Vice Ganda’s
body pains. most awaited concert at the
-Testimonial Araneta. Don't miss this
great opportunity, all of your
friends will be getting this
deal too.
a. Transfer
b. Testimonial
c. Bandwagon
d. Snob appeal
7. Buy Coca-Cola now in the

new KING size bottle!!!!!
a. Transfer
b. Testimonial
c. Bandwagon
8. Ladies wear, Channel,

Gucci, and LV. You’ll look
and feel like a million dollars.
a. Transfer
b. Testimonial
c. Snob appeal
d. Bandwagon
355
9. KFC is a “finger-licking
good.”
a. Glittering generalities
b. Patriotic Appeal
c. Catchy slogans
d. Demonizing
10. Manny Pacquiao is using

Alaxan FR for his body
pains.
a. Transfer
b. Testimonial
c. Bandwagon
Choose your favorite Choose your favorite

J. Additional product/s- shampoo, product/s- shampoo, shoes,
activities for shoes, etc. Advertise etc. Advertise it/them to your
application or it/them to your friends so friends so that they, too, will
remediation that they, too, will subscribe to it/them. Make
subscribe to it/them. sure to promote it/them in
Make sure to promote two ways: 1. by using
it/them in two ways: 1. by propaganda device/s, and 2.
using propaganda by presenting the whole
device/s, and 2. by truth.
presenting the whole
truth.
V. REMARKS
356
VI. REFLECTION
A. No. of Learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
activities for
remediation
C. Did the remedial
lesson/s work? No.
of learners who
have caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching strategies
worked well? Why
did this work?
I encounter which
my
supervisor/principa
l/department head
help me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?.
357
Grade 8
I. OBJECTIVES
structural analysis of words and propaganda
techniques; and grammatical signals for opinion-
making, persuasion, and emphasis.
C. Learning EN8RC-IIIg-10:
Competencies/ Share ideas using opinion-marking signals – In my
Objectives point of view
EN8G-IIIg-12:
Use emphasis markers for persuasive purposes
II. CONTENT
Persuasive Writing
III. LEARNING
RESOURCES
References
Pages
2. Learner’s Materials Grade 8 Learning Module, page 410
Pages
3. Textbook Pages
4. Additional
Materials from the
LR Portal
5. Other Learning https://www.teachstarter.com/wp-
Resources content/uploads/2019/02/preview-28203-37623-0-
landscape-1200x628.png
https://diverselanguagelearning.wordpress.com/2016/03/30
/oreo-persuasive-writing/
A. Reviewing the Review of Propaganda Review of Propaganda
previous lesson or Techniques, Persuasive Techniques, Persuasive
presenting the new Devices – Emotive Devices – Emotive
lesson Language Language
358
B. Establishing a
purpose for the MOTIVATION: MOTIVATION:
lesson The teacher will distribute The teacher will distribute
an Oreo cookie to an Oreo cookie to
everyone. everyone.
(Mini Oreo cookies will (Mini Oreo cookies will do.)
do.) Then ask, “How do you eat
Then ask, “How do you an Oreo?” “Twist it into
eat an Oreo?” “Twist it into two?” “Dunked in milk?” (5
two?” “Dunked in milk?” (5 minutes)
minutes)
C. Presenting The teacher then will The teacher then will

examples/ discuss how the word discuss how the word
instances of the Oreo can help them write Oreo can help them write a
new lesson a persuasive opinion persuasive opinion
paragraph. paragraph.
The students will be asked The students will be asked

to persuade their teacher to persuade their teacher
to let them eat Oreo in to let them eat Oreo in
class by writing a class by writing a
paragraph. paragraph.
Persuasive Paragraph Persuasive Paragraph

Format Format
O – Opinion O – Opinion
R – Reason R – Reason
E – Example E – Example
We should eat Oreo in We should eat Oreo in
class after recess. class after recess.
R – Reason R – Reason
We should eat Oreo in We should eat Oreo in
class after recess because class after recess because
we are tired at the end of we are tired at the end of
the day. the day.
E – Example E – Example
Oreos have 2 grams of Oreos have 2 grams of
protein which would give protein which would give
us energy to work hard in us energy to work hard in
the afternoon. the afternoon.
O – Opinion
(Restate your opinion to
359
O – Opinion remind your audience of
(Restate your opinion to what you want them to do.)
remind your audience of This is why we should eat
what you want them to Oreos in class after
do.) recess.
This is why we should eat
Oreos in class after
recess. O E O
R
O E O We should eat Oreo in

R class after recess because
we are tired at the end of
We should eat Oreo in the day. Oreos have 2
class after recess because grams of protein which
we are tired at the end of would give us energy to
the day. Oreos have 2 work hard in the afternoon.
grams of protein which This is why we should eat
would give us energy to Oreos in class after
work hard in the afternoon. recess.
This is why we should eat
Oreos in class after The students will convince
recess. their teacher to let them
eat the Oreo.
The students will convince
their teacher to let them
eat the Oreo.
The teacher will allow the
students to eat Oreo in
class.
The teacher will allow the
students to eat Oreo in
class.
D. Discussing new How to Write an Opinion How to Write an Opinion

concepts and Sentence Sentence
practicing new (You may start with these (You may start with these
skills #1 words) words)
- I prefer… - I prefer…
- I think… - I think…
- I feel… - I feel…
- I believe… - I believe…
- In my opinion… - In my opinion…
- The best thing - The best thing
about… about…
- The greatest/worst - The greatest/worst
part about… part about…
- Everyone should… - Everyone should…
360
- In my point of - In my point of
view… view…
- Etc. - Etc.
Sample opinion: Sample opinion:

I believe that all students I believe that all students
should wear uniforms. should wear uniforms.
To state Reasons To state Reasons

I feel this way because… I feel this way because…
I think this is true I think this is true
because… because…
One reason I feel this way One reason I feel this way
is… is…
The reason I believe this The reason I believe this to
to be true is… be true is…
The reason you should The reason you should
_______ is because… _______ is because…
Sample reason: Sample reason:

I feel this way because it I feel this way because it
makes all students equal. makes all students equal.
Then give Examples or Then give Examples or

Evidence Evidence
Explain your idea in more Explain your idea in more
detail. detail.
Give an example of what Give an example of what
your reason might look your reason might look
like. like.
Give the reader some Give the reader some
evidences for why he/she evidences for why he/she
should agree with you. Tell should agree with you. Tell
a story or give an example a story or give an example
of a situation that backs up of a situation that backs up
your reason. your reason.
Sample Evidence: Sample Evidence:

If everyone’s clothes look If everyone’s clothes look
the same then no one will the same then no one will
be made fun of. Also be made fun of. Also
students will be able to students will be able to
focus more on their work focus more on their work
than on the fashion of their than on the fashion of their
classmates. classmates.
Once you’ve given your Once you’ve given your

reason and evidence, reason and evidence,
restate your opinion. restate your opinion.
361
Be sure to NOT change Be sure to NOT change
your opinion, just restate your opinion, just restate it.
it. Use different words. Use different words.
Sample Restated Opinion: Sample Restated Opinion:

In my point of view, every In my point of view, every
student should wear student should wear
uniforms to school. uniforms to school.
E. Discussing new EMPHASIS MARKERS: EMPHASIS MARKERS:

concepts and words and expressions words and expressions
practicing new that emphasize a point that emphasize a point
skills #2 according to their according to their
categories/functions categories/functions
1. Reduction- changing 1. Reduction- changing

the perspective of a the perspective of a
previous idea previous idea
Examples: Examples:
anyway, anyhow, after anyway, anyhow, after
all, at any rate, in any all, at any rate, in any
case case
-to present an idea that is -to present an idea that is
more important than the more important than the
previous one previous one
2. Exemplification/ 2. Exemplification/
Reinforcement – Reinforcement –
clarifying or illustrating a clarifying or illustrating a
Examples: Examples:
in fact -- stresses the truth in fact -- stresses the truth
of assertion of assertion
actually, as a matter of actually, as a matter of
fact -- emphasize the fact -- emphasize the
existing truth existing truth
really, truly, indeed, really, truly, indeed,
namely, clearly, namely, clearly,
certainly, naturally, certainly, naturally,
definitely, undoubtedly, definitely, undoubtedly,
of course, by all means, of course, by all means,
without a doubt -- verify a without a doubt -- verify a
particularly, specifically, particularly, specifically,
that is, I mean, to clarify, that is, I mean, to clarify,
to repeat, to rephrase, to to repeat, to rephrase, to
illustrate, to illustrate, to
demonstrate, for demonstrate, for
example, for instance, in example, for instance, in
362
particular, in other particular, in other
words, as an words, as an illustration,
illustration, that is that is to say, this can be
to say, this can be seen, seen, to put in another
to put in another way way
-- expound further -- expound further
3. Concession – 3. Concession –
diminishing or upholding diminishing or upholding
an accompanying idea an accompanying idea
Examples: Examples:
although, even if, even although, even if, even
though, conceding that, though, conceding that,
although it is true that, although it is true that, in
in spite of the fact -- spite of the fact --
denote an illogical fact that denote an illogical fact that
either supports or changes either supports or changes
an idea an idea
4. Addition – 4. Addition –
supplementing ideas to supplementing ideas to
make an argument more make an argument more
convincing convincing
Examples: Examples:
and, too, plus, again, and, too, plus, again,
another, moreover, another, moreover,
afterward, furthermore, afterward, furthermore,
additionally, and then, in additionally, and then, in
addition, as a matter of addition, as a matter of
fact, equally important fact, equally important
– add information – add information
likewise, similarly, as likewise, similarly, as
well as, at the same well as, at the same time,
time, in a like manner, in in a like manner, in the
the same manner– same manner– indicate
indicate similarity similarity
besides – add an idea besides – add an idea and
and defend a negative defend a negative position
position previously stated previously stated
on top of that, to top it on top of that, to top it all
all off – add surprising off – add surprising
information information
5. Summary – indicating 5. Summary – indicating

conclusion conclusion
Examples: Examples:
so, in the end – provide so, in the end – provide
last details last details
363
to end, in short, after all, to end, in short, after all,
in summary, all in all – in summary, all in all –
capsulize previous capsulize previous
statement statement
to conclude, in to conclude, in
conclusion, to conclusion, to
summarize – end a summarize – end a
presentation presentation
6. Contrast – expressing 6. Contrast – expressing

opposition opposition
Examples: Examples:
instead – replace a instead – replace a
yet, but, still, though, yet, but, still, though,
however, conversely, however, conversely,
even so, in contrast, on even so, in contrast, on
the contrary, on the the contrary, on the
other hand – disagree other hand – disagree
still, despite, still, despite,
nonetheless, nonetheless,
nevertheless, nevertheless,
notwithstanding, in spite notwithstanding, in spite
of – present a of – present a
logical data logical data
otherwise – suggests otherwise – suggests
contrasting result when contrasting result when
certain condition is not met certain condition is not met
7. Cause and Effect – 7. Cause and Effect –

relationship between relationship between
reason and outcome reason and outcome
Examples: Examples:
for, since, because, the for, since, because, the
reason why – stress the reason why – stress the
cause of something cause of something
so, thus, hence, so, thus, hence,
therefore, accordingly, therefore, accordingly,
thereupon, thereupon,
subsequently, so that, subsequently, so that,
after that, as a after that, as a
result, as a result, as a
consequence, for that consequence, for that
reason, an account of – reason, an account of –
present an outcome present an outcome
8. Sequence – chronology 8. Sequence – chronology

of ideas of ideas
Examples: Examples:
364
first, second, third… first, second, third…
firstly, secondly, firstly, secondly,
thirdly… initially, in the thirdly… initially, in the
first place, then, next, first place, then, next,
later, eventually, finally, later, eventually, finally,
lastly – denote order lastly – denote order
meanwhile, in the meanwhile, in the
moment – present an moment – present an
action occurring at the action occurring at the
same time with another same time with another
action action
F. Developing Can You Convince Me? Can You Convince Me?
mastery (Leads to (Guided Practice) (Guided Practice)
Formative In a group pre-assigned by In a group pre-assigned by
Assessment 3) the teacher (5-7 members the teacher (5-7 members
each), do the following each), do the following
tasks: tasks:
1. Compose a persuasive 1. Compose a persuasive
paragraph using opinion- paragraph using opinion-
marking signal “In My marking signal “In My
Point of View” Point of View”
2. Write a persuasive 2. Write a persuasive
paragraph using emphasis paragraph using emphasis
markers. markers.
3. Choose a 3. Choose a representative
representative from the from the group to deliver
group to deliver the the speech.
speech.
G. Finding Convince Me More Convince Me More
practical (Independent Practice) (Independent Practice)
application of Write a persuasive essay Write a persuasive essay
concepts and skills about a current topic. about a current topic.
in daily living Make sure to use different Make sure to use different
persuasive devices in your persuasive devices in your
essay. essay.
H. Making In this lesson, I have In this lesson, I have
generalizations of learned that Persuasive learned that Persuasive
concepts and skills writing is about _______ writing is about _______
in daily living _____________________ _____________________
_____________________ _____________________
________________ ________________
(using ideas and reasons (using ideas and reasons
to cause change in the to cause change in the
reader’s thought or reader’s thought or action.)
action.)
In writing a persuasive
In writing a persuasive paragraph, we can use the
paragraph, we can use the OREO acronym. It stands
OREO acronym. It stands for
365
for __________________ ____________________
(Opinion, Reasons, (Opinion, Reasons,
Evidence, and (restated) Evidence, and (restated)
Opinion.) Opinion.)
Persuasive devices are Persuasive devices are

used to form effective used to form effective
persuasive language. persuasive language.
Furthermore, emphasis Furthermore, emphasis

markers are markers are
_____________________ _____________________
_____________________ _____________________
_______________. _______________.
(words and expressions (words and expressions
that emphasize a point that emphasize a point
according to their according to their
categories/functions.) categories/functions.)
I. Evaluating Choose a current Choose a current

learning controversial issue. Using controversial issue. Using
the opinion-marking signal the opinion-marking signal
“In My Point of View,” and “In My Point of View,” and
emphasis markers, make emphasis markers, make a
a three-paragraph essay three-paragraph essay
about your stand about your stand regarding
regarding the chosen the chosen issue.
issue.
J. Additional Research on the Research on the

activities for importance of importance of
application or acknowledging citations acknowledging citations
remediation and conventions in citing and conventions in citing
sources. Write a short sources. Write a short
persuasive essay persuasive essay
discussing its relevance. discussing its relevance.
Use opinion-marking Use opinion-marking
signals and emphasis signals and emphasis
markers. Make sure to markers. Make sure to
substantiate your substantiate your
arguments with facts or arguments with facts or
information. information. information.
V. REMARKS
366
VI. REFLECTION
earned 80% on the
formative
assessment
remediation
C. Did the remedial
lesson/s work? No.
of learners who
have caught up with
the lesson
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did this work?
encounter which my
department head
help me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?.
367
Grade 8
I. OBJECTIVES
and emphasis.

C. Learning EN8SS-IIIg-1.6:
Competencie Show respect for intellectual property rights by
s/Objectives acknowledging citations made in an informative essay
EN8SS-IIIg-1.6.4:
Use conventions in citing sources
II. CONTENT
Citing Sources
III. LEARNING
RESOURCES
References
1. Teacher’s
Guide Pages
2. Learner’s Grade 8 Learning Module, pages 158-160
Materials Pages
3. Textbook Pages English Expressways III, pages 359-361
English Expressways IV, pages 215-219
4. Additional
Materials from
the LR Portal
5. Other Learning Paraphrase: Write it in Your Own Words.” Purdue Online
Resources Writing Lab, The Writing Lab & The OWL at Purdue and
Purdue University, 2012.
Plagiarism 2.0: Information Ethics in the Digital Age. Films

Media Group, 2011. Access Video On Demand.
<http://avod.films.com/PortalPlaylists.aspx?aid=15853&xtid
=43790>.
368
Literati by Credo tutorials on Citation Basics or Citation and
Plagiarism.

A. Reviewing
the previous The teachers recaps The teachers recaps sharing
lesson or sharing ideas using ideas using opinion-marking
presenting the opinion-marking signals signals (In My Point of View)
new lesson (In My Point of View) and and the use of emphasis
the use of emphasis markers for persuasive
markers for persuasive purposes.(2 minutes)
purposes.(2 minutes)
B. Establishing
a purpose for MOTIVATION: (3 MOTIVATION: (3 minutes)
the lesson minutes)
Task 1. What Went Wrong?
Task 1. What Went
Wrong? The teacher will post a
famous quotation/statement.
The teacher will post a
famous “The Filipino is worth dying for.”
quotation/statement. -President Rodrigo Roa Duterte
“The Filipino is worth dying for.”

-President Rodrigo Roa Duterte The students will be asked to
read the quotation, then the
teacher asks:
asked to read the What can you observe from
quotation, then the the statement that you just
teacher asks: read?
Is there something wrong?
What can you observe What is it? (If the students
from the statement that answers “Yes!”)
you just read?
Is there something The teacher will post the
wrong? same quotation but now with
What is it? (If the students the picture of the one who
answers “Yes!”) actually said it.
The teacher will post the

same quotation but now
with the picture of the one
who actually said it.
369
Oops. Oops.
What did just happen What did just happen there?
there?
The teacher leads the
The teacher leads the students to the discovery of
students to the discovery an incident wherein the credit
of an incident wherein the was given to the one who isn’t
credit was given to the worth it.
one who isn’t worth it.
C. Presenting Task 2. Citing Sources Task 2. Citing Sources
examples/
instances of the Now that you are through Now that you are through with
new lesson with bibliography entry bibliography entry writing and
writing and note card note card making, you will
making, you will have to have to document the notes
document the notes you you used in the body of your
used in the body of your essay or paper by using
essay or paper by using citations.
citations.
The notes in a research paper
The notes in a research that show the original sources
paper that show the of borrowed terms, views, or
original sources of ideas are called citations.
borrowed terms, views, or
ideas are called citations. Important details included in
the citation:
Important details included  Author
in the citation:  Title of publication
 Author  Editor (if available)
 Title of publication  Edition
 Editor (if available)  Volume
 Edition  Place of Publication
 Volume (city, state, or
 Place of province)
Publication (city,
370
state, or province)  Publisher
 Publisher  Date of publication
 Date of publication  Page number of the
 Page number of article
the article
Example: Example:
Author: F. Sionil Jose

Author: F. Sionil Jose
Title of publication: Tree
Title of publication: Tree
Editor (if available): --
Editor (if available): --
Edition: 4th
Edition: 4th
Volume: --
Volume: --
Place of publication (city,
Place of publication (city,
state, or province): Manila
state, or province): Manila
Publisher: Solidaridad
Publisher: Solidaridad
Date of publication: March 15,
Date of publication: March
1997
15, 1997
Page number of the article: 47
Page number of the article:
47
The teacher gives a The teacher gives a

discussion on the different discussion on the different
types of citations. types of citations.
There are three common There are three common

ways to cite sources of ways to cite sources of
borrowed information: borrowed information:
parenthetical parenthetical documentation,
documentation, footnotes, footnotes, or end notes.
or end notes.
Types of Citations
Types of Citations
Parenthetical citations
Parenthetical citations appear within parentheses
appear within directly following the borrowed
parentheses directly material in the paper itself.
following the borrowed Footnotes appear at the
material in the paper bottom of the page.
itself. Endnotes appear on a
Footnotes appear at the separate sheet at the end of
bottom of the page. the paper, after the conclusion
Endnotes appear on a but before the works cited
separate sheet at the end page or bibliography.
of the paper, after the
conclusion but before the
works cited page or
bibliography. Parenthetical Citations
371
When you use parenthetical
Parenthetical Citations citations, you give readers
only enough information to
When you use identify the source of the
parenthetical citations, borrowed material. Readers
you give readers only then refer to your works cited
enough information to page for complete information
identify the source of the on each source.
borrowed material.
Readers then refer to your Study the example that
works cited page for follows:
complete information on
each source. “A total of over 31 million cars
were sold…” (Hobbs91) yet
Study the example that the horse-drawn buggy
follows: represented the only means of
transportation in Wood’s art.
“A total of over 31 million
cars were sold…”
(Hobbs91) yet the horse- What did you notice with the
drawn buggy represented way the only means of
the only means of transportation was cited?
transportation in Wood’s
art. The following examples show
the correct form for using
parenthetical citations.
What did you notice with
the way the only means of Books by One Author:
transportation was cited? Give author’s last name and
page
The following examples number(s):
show the correct form for (Lichtman 18).
using parenthetical
citations. Books With More than One
Author:
Books by One Author: Give both authors’ names and
Give author’s last name page number(s):
and page (Doane and Bell 82).
number(s):
(Lichtman 18). Article with Author Named:
Give author’s last name and
Books With More than page
One Author: number(s):
Give both authors’ names (Shenker 27-30).
and page number(s):
(Doane and Bell 82). Article with Author Unnamed:
Give a shortened form of the
Article with Author title of the article (unless title
Named: is short) and page number(s):
372
Give author’s last name (“Trace Your Family Tree”
and page 240).
number(s):
(Shenker 27-30).
Article from General
Article with Author Reference:
Unnamed: Give title (or shortened form of
Give a shortened form of title); no page number(s)
the title of the article needed if article is single page
(unless title is short) and or from an encyclopedia
page number(s): arranged alphabetically:
(“Trace Your Family Tree” (“Genealogy”)
240).
Article from General You should place

Reference: parenthetical citations as
Give title (or shortened close as possible to the terms
form of title); no page or ideas being credited. To
number(s) needed if avoid interrupting the natural
article is single page or flow of the sentence, place the
from an encyclopedia citations at the end of the
arranged alphabetically: phrase, a clause, or a
(“Genealogy”) sentence.
You should place Correct Placement of

parenthetical citations as Parenthetical Citations
close as possible to the 1. If the citation falls next to a
terms or ideas being comma or end mark, place the
credited. To avoid citation before the punctuation
interrupting the natural mark.
flow of the sentence, 2. If the citation accompanies
place the citations at the a long quotation that is set off
end of the phrase, a and indented, place the
clause, or a sentence. citation after the end mark.
3. If the citation falls next to a
Correct Placement of closing quotation mark, place
Parenthetical Citations the citation after the quotation
1. If the citation falls next mark but before any end
to a comma or end mark, mark.
place the citation before
the punctuation mark. Footnotes and Endnotes
2. If the citation If your teacher tells you to use
accompanies a long footnotes or endnotes, you
quotation that is set off need to follow a different form
and indented, place the for citing purposes. With either
citation after the end footnotes or endnotes, place a
mark. small number, called a
3. If the citation falls next superscript, halfway above the
to a closing quotation line and immediately after the
373
mark, place the citation borrowed material/
after the quotation mark
but before any end mark. Example:
The collection in Salt Lake
Footnotes and Endnotes City has the equivalent of
If your teacher tells you to “more than 1.5 billion of book
use footnotes or pages”1 on over a million rolls
endnotes, you need to of microfilm.
follow a different form for
citing purposes. With The number refers readers to
either footnotes or the proper footnote or
endnotes, place a small endnote. The following
number, called a examples show the correct
superscript, halfway form for footnotes and
above the line and endnotes.
immediately after the
borrowed material/ MODEL:
Correct Form for Footnotes and
Example: Endnotes
The collection in Salt
Lake City has the REFERENCE WORKS:
equivalent of “more than 1Joseph Charles Wolf,
1.5 billion of book pages”1 “Genealogy,”

on over a million rolls of World Book Encyclopedia, 1983 ed.
microfilm.
The number refers BOOKS WITH SINGLE AUTHOR:

2Marilyn Markham Heimberg,
readers to the proper
footnote or endnote. The Discover Your Roots (San Diego:
Communication Creativity, 1977) 23.
following examples show
the correct form for BOOKS WITH MORE THAN ONE
footnotes and endnotes. AUTHOR:
3Gilbert H. Doane and James B.
MODEL: Bell, Searching for Your Ancestors

Correct Form for Footnotes (Minneapolis: U of Minnesota P,
1980) 82.
and Endnotes
MAGAZINE ARTICLES:
4“Trace Your Family Tree,” Good
REFERENCE WORKS: Housekeeping Oct. 1976:240 [Note:
1Joseph Charles Wolf,
If the author is given, list the first
“Genealogy,” name first.]
World Book Encyclopedia, 1983
ed. NEWSPAPERARTICLES:
5Israrel Shenker, “Smithsonian
BOOKS WITH SINGLE Urges Public to Dig at the Family
AUTHOR: Tree,” New York Times 17 June
2Marilyn Markham
1976, Sec. 1:27
Heimberg,
Discover Your Roots (San INTERVIEWS:
Diego: Communication David Thackery, telephone
Creativity, 1977) 23. interview, Newberry Library, 23 Nov.
1983.
374
BOOKS WITH MORE THAN
ONE AUTHOR: For repeated references to a
3Gilbert H. Doane and
work already cited, you can
James B. Bell, Searching for
Your Ancestors use a shortened form of
(Minneapolis: U of Minnesota P, footnote beginning with the
1980) 82. second instance you used it.
MAGAZINE ARTICLES: REPEATED REFERENCES:
4“Trace Your Family Tree,” 1Heimberg 69.
Good Housekeeping Oct. 2Doane and Bell 36.
1976:240 [Note: If the author is
given, list the first name first.] Source: Health English Level 10,
Masachusettes: DC Health and Company, 1992
NEWSPAPERARTICLES:
5Israrel Shenker,
“Smithsonian Urges Public to

Dig at the Family Tree,” New
York Times 17 June 1976, Sec.
1:27
INTERVIEWS:
David Thackery, telephone
interview, Newberry Library, 23
Nov. 1983.
For repeated references

to a work already cited,
you can use a shortened
form of footnote beginning
with the second instance
you used it.
REPEATED REFERENCES:
1Heimberg 69.
2Doane and Bell 36.
Source: Health English Level 10,

Masachusettes: DC Health and
Company, 1992
D. Discussing Task 3. Why Do We Cite Task 3. Why Do We Cite

new concepts Sources? Sources?
and practicing
new skills #1
What happens if I What happens if I

forget or deliberately forget or deliberately
fail to document fail to document
research resources? research resources?
375
The teacher will divide the The teacher will divide the
students into small groups students into small groups (2
(2 or 3 individuals per or 3 individuals per group). The
group). The teacher then teacher then distributes
distributes Describing Describing Wheel Handout.
Wheel Handout.
The words “giving credit” is
placed at the center of the
The words “giving Describing Wheel.
credit” is placed at the
center of the Describing The teacher leads the
Wheel. following discussion:
The teacher leads the 1. Could anything bad happen

following discussion: to you if you copied someone
else’s idea or words and didn’t
give them credit? (bad grade,
1. Could anything bad kicked out of college, lose
happen to you if you your credibility, pay a fine, go
copied someone else’s to jail)
idea or words and didn’t
give them credit? (bad 2. How would you feel if
grade, kicked out of someone stole your idea and
college, lose your didn’t give you credit - what do
credibility, pay a fine, go you think should happen to
to jail) them if they do? (Students’
answers may vary.)
2. How would you feel if
someone stole your idea 3. Why might it be unfair to
and didn’t give you credit - use someone else’s work
what do you think should without giving them credit?
happen to them if they -It can be considered cheating
do? (Students’ answers or stealing
may vary.) 
How does it help YOU when
3. Why might it be unfair you cite sources?
to use someone else’s -When you cite sources, it
work without giving them only shows that you know
credit? what you are talking about.
-It can be considered Credible sources give you
cheating or stealing authority.
376
 5. How might it help your
How does it help YOU reader if you cite sources?
when you cite sources? -Your readers can learn more
-When you cite sources, it from the books you read.
only shows that you know They will also if know if they
what you are talking can trust your arguments.
about. Credible sources
give you authority. 6. How would you feel if you
posted something really cool
5. How might it help your on Facebook and a bunch of
reader if you cite people shared it as if it was
sources? their own witty comment, not
giving you credit?
-Your readers can learn (Students’ answers may vary.)
more from the books you
read. They will also if
Based on the discussion, the
know if they can trust your
teacher will have the students
arguments.
work in groups to fill in the
6. How would you feel if spokes of the Describing
you posted something Wheel with details about why
really cool on Facebook it is important to give credit.
and a bunch of people (10 minutes)
shared it as if it was their After discussion, the students
own witty comment, not will be asked to return to their
giving you credit? original seats.
(Students’ answers may
vary.) Each group will take turns
reporting to the class what
Based on the discussion, they have written in one of
the teacher will have the their spokes.
students work in groups to
The teacher will list on the
fill in the spokes of the
board the responses of the
Describing Wheel with
group.
details about why it is
important to give credit. Plagiarism
(10 minutes)
Deliberate Plagiarism is
After discussion, the or
using someone
students will be asked to else’s idea
unintentiona without giving
return to their original l failure to proper credit to
seats. cite and the owner.
Each group will take turns improper It is considered

reporting to the class what citation of as a form of
someone cheating which
they have written in one of is a serious
their spokes. else’s idea
offense in
or work is an educational and
The teacher will list on the act of research
board the responses of plagiarism. institutions.
the group.
377
Plagiarism
The University of North
Carolina at Chapel Hill cited
Deliberate Plagiarism is
using three major purposes of
or
someone citations in scholarly work.
unintentio else’s idea
nal failure without
to cite and giving
proper Allows writers to show how an
improper credit to the argument is built through the
citation of owner.
ideas of others.
someone
It is
else’s idea
considered
or work is as a form of To give credit where credit is
an act of cheating due; allowing writers to show
which ideas and from whom
The University of North they were taken.
Carolina at Chapel Hill
cited three major Allows interested readers to
purposes of citations in follow arguments by verifying
scholarly work. them to the original source.
Allows writers to show how

an argument is built through Paraphrasing
the ideas of others.
Paraphrasing
To avoid
To give credit where credit is plagiarism, is the use of
aside from one’s own
due; allowing writers to show
citation, interpretation
which ideas and from whom of an idea and
paraphrasin
they were taken. g of cited information
which came
work is also
important. from another
Allows interested readers to source.
follow arguments by verifying
them to the original source.
Paraphrasing
To avoid Paraphrasin
plagiarism, g is the use
aside from of one’s
citation, own
paraphrasi interpretati
ng of cited on of an
work is idea and
also information
important. which came
from
378
E. Discussing Task 4. When to Cite Task 4. When to Cite Sources
new concepts Sources
and practicing The teacher will remind the
new skills #2 The teacher will remind students that even someone
the students that even who wants to give credit when
someone who wants to credit is due can accidentally
give credit when credit is commit plagiarism if they don’t
due can accidentally understand the rules of when
commit plagiarism if they we must cite sources.
don’t understand the rules Are you going to cite every
of when we must cite single information you give in
sources. your work? Find out from the
Are you going to cite grid that follows.
every single information
Type of Information Is Citation
you give in your work? Needed?
Find out from the grid that “The very long Yes.
horizontal shape of Always cite a
follows. this picture is an effort direct quotation
to give a sensation of
great lateral extent.”
Type of Information Is Citation
Needed? The Gothic windows Yes.
in the background Always credit
“The very long Yes.
indicates that in the another writer for
horizontal shape of Always cite a
couple’s house the his/her opinion,
this picture is an effort direct quotation
values of Christianity even you don’t
to give a sensation of
are fostered and agree with it.
great lateral extent.”
taught.
The Gothic windows Yes.
Almost all American Yes.
in the background Always credit
cities would eventually Always credit an
indicates that in the another writer for
suffer overcrowding, author’
couple’s house the his/her opinion,
housing shortages, generalization that
values of Christianity even you don’t
slums, is based on his or
are fostered and agree with it.
unemployment… her own research
taught.
pollution, and lack of and analysis.
recreational facilities.
379
Almost all American Yes. Wood emphasized No.
cities would Always credit an the harmonious This is a
eventually suffer author’ relationship between paraphrase of
overcrowding, generalization that man and the land. information that
housing shortages, is based on his or can be found in
slums, her own research many sources.
unemployment… and analysis. By 1920, the bulk of Yes.
pollution, and lack of the American Always cite
recreational facilities. population lived in statistics that are
Wood emphasized No. cities with 2,500 not well known,
the harmonious This is a people or more. doing so enables
relationship between paraphrase of readers to
man and the land. information that evaluate the
can be found in source of the data
many sources. or to search for
By 1920, the bulk of Yes. further
the American Always cite information.
population lived in statistics that are The stock market No.
cities with 2,500 not well known, crashed in 1929. The year of the
people or more. doing so enables first stock market
readers to crash is a
evaluate the common
source of the data knowledge.
or to search for
further
information. use:
The stock market No.
crashed in 1929. The year of the 1. Another person's idea,
first stock market opinion, or theory.
crash is a
common
knowledge. 2. Any facts, statistics, graphs,
drawings-any pieces of
you use: information-that are not
1. Another person's idea, common knowledge.
opinion, or theory. 3. Quotations of another
2. Any facts, statistics, person's actual spoken or
graphs, drawings-any written words.
pieces of information-that
are not common 4. Paraphrases of another
knowledge. person's spoken or written
words
3. Quotations of another
person's actual spoken or
written words.
4. Paraphrases of another
person's spoken or written
words
F. Developing Task 5. Write a Citation Task 5. Write a Citation
mastery (Leads (Guided Practice) (Guided Practice)
to Formative Write a parenthetical Write a parenthetical citation
Assessment 3) citation for each of the for each of the following
following references to the references to the works cited.
works cited. Example:
Example: A description by Jacques
A description by Jacques Cousteau
Cousteau Answer: (Cousteau 72)
Answer: (Cousteau
72) 1. An example of a shark
attack from the New York
380
1. An example of a shark Times article
attack from the New York
Times article 2. A little-known fact about
sharks from the article in
2. A little-known fact Newsweek
about sharks from the
article in Newsweek 3. A choice quote from the
article Changing Times
3. A choice quote from the
article Changing Times 4. Information from The Life of
4. Information from The Sharks
Life of Sharks
G. Finding Task 6. Using Task 6. Using Parenthetical
practical Parenthetical Citation Citation and Footnote
application of and Footnote (Independent Practice)
concepts and
(Independent Practice)
skills in daily Use the information in each
living item to write (1) a
Use the information in
each item to write (1) a parenthetical citation and (2) a
parenthetical citation and footnote. Follow the models.
(2) a footnote. Follow the
models. 1. Title of the book: Mighty
Mississippi: Biography of a
1. Title of the book: River
Mighty Mississippi: Publishing company: Ticknor
Biography of a River and Fields
Publishing company: Author: Marquis W. Childs
Ticknor and Fields Place and date of publication:
Author: Marquis W. Childs New Haven, 1982
Place and date of Page Number 72
publication: New Haven,
1982 2. Title of article in
Page Number 72 encyclopedia: Mississippi
River
2. Title of article in Edition of encyclopedia: 1980
encyclopedia: Mississippi Author of Article: Johnson E.
River Fairchild
Edition of encyclopedia: Name of encyclopedia:
1980 Collier’s Encyclopedia
Author of Article: Johnson
E. Fairchild
Name of encyclopedia:
Collier’s Encyclopedia
H. Making Points to Remember Points to Remember

generalizations Fill in the blanks with the Fill in the blanks with the
of concepts and learning that you have learning that you have gained
skills in daily gained in this lesson. in this lesson.
living
381
I have learned that it is I have learned that it is
important to acknowledge important to acknowledge
citations because citations because
___________ ___________
_____________________ ________________________
_____________________ ________________________
________ __
I have also learned that I have also learned that there

there are conventions in are conventions in citing
citing sources. Such sources. Such conventions
conventions are as are as follows. All names of
follows. All names of authors should start with
authors should start with ___________.
___________.
For two authors,
For two authors, ___________
___________ ________________________
_____________________ _
____ ________________________
_____________________ . For several authors,
___. For several authors, ________
________ ________________________
_____________________ ________________________
_____________________ _.
_______.
All titles of the books,
All titles of the books, magazines, and encyclopedia
magazines, and should be
encyclopedia should be ________________.
________________. Titles of topics of magazines,
Titles of topics of newspaper articles and
magazines, newspaper encyclopedia
articles and encyclopedia _____________.
_____________.
With regards to observing
With regards to observing correct punctuation marks
correct punctuation marks ___________
____ ________________________
_____________________ ________________________
_____________________ ________________________
_____________________ ______.
___________.
I. Evaluating Choose the letter of the Choose the letter of the best
learning best answer. answer.
1. Which of the following does 1. Which of the following does not

not need a citation? need a citation?
382
a. Direct quotation from another a. Direct quotation from another
source source
b. Personal opinion about b. Personal opinion about another
another article article
c. Paraphrased opinion and c. Paraphrased opinion and
summarized texts summarized texts
d. Gathered information and d. Gathered information and
summarized texts summarized texts
2. It is the use of someone 2. It is the use of someone else’s

else’s idea or work without idea or work without giving proper
giving proper credit to the credit to the owner.
owner.
A. Fraud C. Estafa
B. D. Plagiarism
Fabrication
3. What does the underlined

word signify? A. Fraud C. Estafa
Quirk, Randolph,et al. A
Comprehensive Grammar of the
B. Fabrication
English Language. London: D. Plagiarism
Longman, 1985. Print.
C. Place of
A. Editor’s Name Publication 3. What does the underlined word
signify?
Quirk, Randolph,et al. A
B. Publisher Comprehensive Grammar of the
D. English Language. London:
of the Book Contributor’s Longman, 1985. Print.
name
C. Place of
4. What does the underlined A. Editor’s Name Publication
word signify?
Reilly, Benjamin. “Philippines:
How to elect a better Senate.”
Rappler.com, Rappler. 2016. B. Publisher
D. Contributor’s
Web. 28 April 2016. of the Book
name
A. Date of 4. What does the underlined word

C. Date
Publication signify?
Accessed
Reilly, Benjamin. “Philippines: How
to elect a better Senate.”
B. Recent Rappler.com, Rappler. 2016. Web.
D. Webster’s
28 April 2016.
Update Establishment
date
A. Date of C. Date
Accessed
Publication
383
5. All the statements below
show the importance of B. Recent D. Webster’s
citation, EXCEPT. Update Establishment
date
A. Citation allows writers to

5. All the statements below show
show how an argument is built
the importance of citation,
through the ideas of others.
EXCEPT.
B. Citation gives credit where

A. Citation allows writers to show
credit is due; allowing writers
Paraphrasing how an argument is built through the
to show which ideas and from
ideas of others.
whom they were taken.
B. Citation gives credit where credit is
due; allowing writers to show which
C. Citation allows interested ideas and from whom they were
readers to follow arguments by taken.
verifying them to the original Paraphrasing
C. Citation allows interested readers to
source. follow arguments by verifying them to
the original source.
D. Citation shows that the writer
has no originality and just
D. Citation shows that the writer has
resorted to copying others’ no originality and just resorted to
copying others’ work.
work.
J. Additional Assignment: Assignment:

activities for Using three common Using three common ways of
application or ways of citing sources, citing sources, document or
remediation document or prepare prepare citations for any or
citations for any or both of both of the text.
the text.
384
V. REMARKS
VI. REFLECTION
A. No. of Learners
who earned 80% on
the formative
assessment
B. No. of learners
who require
activities for
remediation
C. Did the remedial
lesson/s work? No.
of learners who
have caught up with
the lesson
D. No. of learners
who continue to
require remediation
E. Which of my
teaching strategies
worked well? Why
did this work?
did I encounter
which my
department head
help me solve?
G. What innovation
or localized
materials did I
wish to share with
other teachers?.
385
Grade 8
I. OBJECTIVES
Literature as a mirror to a shared heritage; coping strategies in
A. Content processing textual information; strategies in examining features
Standard of a listening and viewing material; structural analysis of words
and propaganda techniques; and grammatical signals for
opinion – making, persuasion, and emphasis.
B. Performanc use of properly acknowledged information sources,
e Standard grammatical signals for opinion – making, persuasion, and
behaviour.
C. Learning EN8RC – lllh.3.1.12: Examine biases (for or against) made by
Competenc the author
y/Objective EN8V-lllh-26: Analyze intention of words or expressions used
in propaganda techniques.
II. CONTENT Overcoming Challenges

III. LEARNING
RESOURCES
A. References
1. Teacher’s None
Guide pages
2. Learner’s None
Materials
pages
3. Textbook English expressways IV pp. 197-198
pages
4. Additional
Materials
from
Learning
Resource
(LR)portal
https://www.malaysia-
B. Other
chronicle.com/?p=167186&fbclid=IwARD0ZCsfj4PolfEHVCK2
Learning
w4joKRcX5rZg8hiVKFraMOsh5SofMU74TU9TE
Resource
386
IV. PROCEDUR ADVANCED LEARNERS AVERAGE LEARNERS
ES
A. Reviewing Task 1 (3 minutes) Task 1 (5 minutes)
Pre-Reading Pre-Reading
previous
lesson or The teacher will recall the previous The teacher will recall the
presenting the lesson about context clues. previous lesson about context
new lesson clues.
The teacher will tell the students to give
the meaning of the words found in the The teacher will tell the students
circle, read the sentence using each to read sentences taken from the
word, then give a synonym and antonym text that they are about to read
using the graphic organizer below. with underline unfamiliar words
on the boxes are the words that
will served as clues to the
meaning of the unknown words
Unscrupulo then give the meaning.
us
1. Pakatan Government can

any day as
Collapse mahathir starts
to show his
Pakatan government can collapse any day as
unscrupulous side.
Mahathir starts to show his unscrupulous side.
a. Not exact b. Correct
c. Precise
Meaning
2. While the ruling Pakatan
Harapan is plagued by
Synonym Fears of a possible

Antonym
Split.
a. Widespread b .Good c. Will
3. under the leadership of

current party president, Hadi
Dissolutio Awang, such voices of
n
have since
opposition been tamed
down
remarkably.
Johor umno said if the government were to force a. Gentle b. Wild c. Choppy
the dissolution of umno they might either form a
new party or join an existing one. 4. UMNO and PAS seem to have
the last
removed
Meaning barriers for a solid
cooperation.
Synonym Antonym
a. bare b. hindrance c. denude
5.
Johor form a new
387
Umno said if the government
were to force the dissolution of
Umno, they might either
party or
Plagued
join an existing
one.
a.
enjoin
The ruling pakatan harapan is plagued by fears of a
b. retain
possible split
c. break up
Meaning
Synonym Antonym
Barriers
Umno and pass seem to have removed the last

barriers for a solid cooperation
Meaning
Synonym Antonym
B. Establishing a Motivation: (5 minutes) Motivation: (5 minutes)

purpose for The teacher will ask: For you what is a The teacher will ask:
good leader? What are the values a leader
the lesson should possess?
C. Presenting
examples/Inst Task 2 Task 2
ances of the The teacher will tell the students The teacher will tell the
new lesson that when they read a text they students that when they
sometimes come across a read a text they sometimes
writer’s statement which leads to come across a writer’s
be supported by data or statement which leads to
evidence. They tend to ask be supported by data or
questions on the validity of such evidence. They tend to ask
statements. Some people stick to questions on the validity of
their views based on their such statements. Some
personal knowledge and people stick to their views
judgment, and we call this biased based on their personal
it is highly personal or knowledge and judgment,
388
unreasoned contortion of and we call this biased it
judgment. is highly personal or
unreasoned contortion of
judgment.
The teacher will let the

students read an editorial
The teacher will let the students and will find out the writer’s
read an editorial and will find out view.
the writer’s view.
Motive Question
Was the writer for or
Motive Question against the issue?
1. What kind of leader is
Mahathir?
READING ACTIVITY
Malaysia very near to crisis: READING ACTIVITY
Pakatan Government can Malaysia very near to
collapse any Day as Mahathir crisis: Pakatan
starts to show his unscrupulous Government can collapse
side – an Early Election may any Day as Mahathir starts
have to be called (Reading text in to show his unscrupulous
TV or projects) side. An early election may
(An excerpt) have to be called.(The
reading text will be shown
through a projector or TV)
D. Discussing Task 3 Task 3

new concepts Post Reading Activity (15 Post Reading Activity
and practicing minutes) (15 minutes)
new skills # 1 Processing Question Processing Question
1.What are the problems cited in 1.What are the problems
the text? cited in the text?
2.What is the writer’s primary 2.What is the writer’s
concern about the issue? primary concern about the
3.What is the issue all about? issue?
4.Are there biases in this 3.What is the issue all
editorial? about?
5. Is the writer’s side for or 4.Are there biases in this
against the issues? editorial?
6. How will you describe the kind 5. Is the writer’s side for or
of leadership shown by the against the issues?
current President Hadi Awang ?
7. Why do you think Tun Mahathir
is trying to enforce his “divide and
rule strategy?
389
E. Discussing Task 4 Task 4
new concepts The teacher will ask the students The teacher will ask the
and practicing if there are biases in students if there are biases
new skills # 2 advertisements. Students will in advertisements. Analyze
give their views or biases by each of the following
analyzing each propaganda advertisements. What
techniques and explain why they features are being played
may or may not want to buy the up? What is the purpose of
product being sold to them. these?
The teacher will let the students Identify the biases/the

analyze each propaganda advertisers view in each
techniques and explain why they advertisement.
may or may not want to buy the
product being sold to them. The teacher will let the
Be guided by the ff. questions students analyze each
-Do I really need the product? propaganda techniques
-the service being advertised? and explain why they may
-Is it in keeping with my life style? or may not want to buy the
-Can I afford it? product being sold to
- What features of the product are them.
being played up to sell the
product? Be guided by the
ff.questions
-Do I really need the
product?
-the service being
advertised?
-Is it in keeping with my life
style?
-Can I afford it?
- What features of the
product are being played
up to sell the product?
1.
1.
390
2.
2.
3.
3.
4. 4.
5.
5.
F. Developing Task 5 Task 5

mastery Group Activity Group Activity
(leads to The teacher will tell the students The teacher will tell the
Formative to write advertisements of a local students to write
Assessment product. How are you going to advertisements of a local
3) sell it with the following questions product. How are you
and mind. going to sell it with the
following questions and
mind.
391
What words or expressions are
you going to use to encourage What words or
people to buy a product? expressions are you going
to use to encourage
people to buy a product?
Present your add to the class.
Present your add to the
class.
G. Finding With the same groups the With the same groups the
practical teacher will let the students write teacher will let the
application of short article or paragraph on the students write short article
concepts and following topics : or paragraph on the
skills in daily Choose only one for your group following topics :
living a. Online games addiction of Choose only one for your
students. group
b. The goal I want to achieve a. Online games
as a student. addiction of students.
c. The changes that I want to b. The goal I want to
happen in our Filipino way achieve as a student.
of life. c. The changes that I
want to happen in
our Filipino way of
life.
Rubrics: Rubrics:
1 Tot
Criteria 8 6 4 2
Total
al 1
0 Criteria
0
8 6 4 2
Accuracy/Complete
ness Accuracy/Comp
(Facts) leteness
(Facts)
Creativity
Creativity
Organization of Organization of
Ideas Ideas
Mechanics
Mechanics
Presentation
Presentation (logical &
(logical & Interesting
Interesting
H. Making What have you learned about What have you learned
generalization advertisements or propaganda about advertisements or
s and devices? propaganda devices?
abstractions
about the Graphic organizer Suppose you are an
lesson Complete this Graphic Organizer advertiser.
with the things you learned about How will you use
advertisements. propaganda? For the right
or the wrong reason? In
what way?
392
Adverti
sement
s Ad
ver
Task 6
Analyze the intention of words or expressions used in the
following advertisements.
I. Evaluating
Have you been paying a lot of
learning electric bills? This stove permits
the use of paper, wood, and dried
corn cobs. Fearful of gas
leakage? An added feature is the
heat regulator! Easy to clean too!
Take home Task Take home task

- Form three groups - From two groups
(Group Differentiated Activities) (Group Differentiated

Group 1: With your group, talk Activities)
about this issue, “Man in Group 1: Make a poster
Relation to Nature”. Express on the issue, “Modern
varied ideas of your group Technology: Its Effect to
J. Additional
members and make an oral Man”
activities
report.
Group 2: The same issue,
Group 2: Your group will express make a slogan.
ideas about the same issue
through a rap.
Group 3: Write a short poem

about the issue.
393
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
394
Grade 8
I. OBJECTIVES
A. Content The Learner demonstrates understanding of Southeast
Standard Asian literature as mirror to a shared heritage; coping
strategies in processing textual information; Strategies in
examining features of a listening & viewing materials;
Structural analysis of words & propaganda techniques;
grammatical signals for opinion, making persuasion and
emphasis.
B. Performanc The learner transfers learning by composing & delivering a

e Standard persuasive speech based on an informative essay featuring
use of properly acknowledge information sources,
grammatical signals for opinion-making, persuasion &
emphasis & appropriate prosodic features, stance &
behavior.
C. Learning EN8LC – lllh.7.4: Determine the various social, moral and

Competenci economic issues discussed in the text listened to.
es/Objectiv EN8OL-lllh-3: Deliver a self-composed persuasive speech.
es
II.CONTENT Overcoming Challenges
III.LEARNING
RESOURCES
A. References
1. Teacher’s None
Guide Pages
2. Learner’s None
material pages
3. Textbook English Expressways III p. 61-62
pages
4. Additional
materials from
Learning
Resource (LR)
portal
B. Other learning
Resources
https://www.malaysia-
chronicle.com/?p=167186&fbclid=IwARD0ZCsfj4PolfEHVCK
2w4joKRcX5rZg8hiVKFraMOsh5SofMU74TU9TE
395
previous The teacher will conduct a short The teacher will conduct
lesson or recall of the previous lesson a short recall of the
presenting with the following questions: previous lesson with the
the new 1.What are Malaysia’s two following questions:
lesson major rival polititical camps? 1.What are Malaysia’s
2.What happened to opposition two major rival polititical
under the leadership of current camps?
party president Hadi Awang. 2.What happened to
3.What is the effect of Tun opposition under the
Mahathir’s “divide and rule” leadership of current
strategy? party president Hadi
Awang.
3.What is the effect of
Tun Mahathir’s “divide
and rule” strategy?
B. Establishing Motivation (5 minutes) Motivation: (5 minutes)

a purpose What can you say about the What can you say about
for the Philippines economic situation? our countries present
lesson situation in terms of
social, moral and
economic aspects?
C. Presenting Task 2 Task 2

examples/in Motive Question
stances of Motive Question 1.What are the social,
the new 1.what are the social, moral and moral and economic
lesson economic condition that affect condition that affect
Malaysia? Malaysia?
This time the teacher will

This time the teacher will let the let the students listen to
students listen to the same the same Editorial text
Editorial text that they that they discussed last
discussed last meeting. The meeting. The students
students will listen to the will listen to the teacher
teacher as he/she reads it. as he/she reads it.
Listening text will be

played/read twice.

new Post Reading Activity (15 Post Reading Activity
concepts minutes) (15 minutes)
and Form 3 groups and work on the Processing Question
396
practicing concept map then present your 1. What is the
new skill #1 group output. number one
problem of
social
problem Malaysia today?
2. Identify the social,
moral and
economic
malaysia
condition of
political economic
Malaysia.
situation situation
3. What are their
negative and
Processing Question positive effects to
1. What is the number one the country?
problem of Malaysia 4. Does the
today? government do
2. Identify the social, moral something about
and economic condition it?
of Malaysia. 5. In your opinion
3. What are their negative what is the
and positive effects to
possible solution
the country?
4. Does the government do to that problem?
something about it?
5. In your opinion what is
the possible solution to
that problem?
new Enriching Activity Enriching Activity
concepts The teacher reminds the learner The teacher reminds the
and that when they have something learner that when they
practicing to say they can express their have something to say
new skill #2 own viewpoint. they can express their
own viewpoint.
This time, the students will
express their own opinion in an This time, the students
issue by composing a will express their own
persuasive speech. opinion in an issue by
Be guided by the following composing a persuasive
pointers. speech.
Be guided by the
following pointers.
1. Know the purpose of the
speech. What do you want 1. Know the purpose of
people to do? the speech. What do you
2. Gather information about the want people to do?
topic. Give specific examples. 2. Gather information
3.Think of a catchy beginning, about the topic. Give
have a well-researched and specific examples.
organized body text and end 3.Think of a catchy
397
your talk strikingly to make your beginning, have a well-
listeners remember what you researched and
have said. organized body text and
4.Vary your sentence order and end your talk strikingly to
used figurative expressions. make your listeners
5.Observe correct remember what you have
pronunciation, stress and said.
intonation when delivering your 4.Vary your sentence
talk. order and used figurative
expressions.
5.Observe correct
pronunciation, stress and
intonation when
delivering your talk.
F. Developing Task 5 Task 5

mastery Then students will recall the Then students will recall
(leads to editorial that they have listened the editorial that they
formative before. They will list down at have listened before.
assessment least 3 arguments presented by They will list down at
3) the writer in the issue. least 3 arguments
presented by the writer in
the issue.
G. Finding Group Activity Group Activity

practical The teacher will let the students The teacher will ask the
applications identify social and moral issues students to list down the
of concepts in your barangay. ask them how problems in their
and skills in they will help solve the problem. barangay. Think of the
daily living possible solutions.
H. Making
generalizati What did we discuss today? What did we discuss
ons and today?
abstractions
about the
lesson
I. Evaluating Task 7 Task 7
learning Another editorial will be read . Another editorial will be
then identify the social and read then identify the
economic problems mentioned social and economic
in it. problems mentioned in it.
J. Additional
Activities for Look for an editorial read then Look for an editorial read
Application identify the problems discuss. then identify the problems
or discuss.
Remediatio
n
398
V.REMARKS
VI.REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation.
C. Did the
remedial lessons
work? No. of
learners who
have caught up
with the lesson.
D. No. of
learners who
continue to
require
remediation.
E. Which of my
strategies worked
well? Why did
these work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
399
Grade 8
I. OBJECTIVES
A. Content The Learner demonstrates understanding of Southeast Asian
Standard literature as mirror to a shared heritage; coping strategies in
processing textual information; Strategies in examining
features of a listening & viewing materials; Structural analysis
of words & propaganda techniques; grammatical signals for
opinion, making persuasion and emphasis.
B. Performan The learner transfers learning by composing & delivering a

ce persuasive speech based on an informative essay featuring
Standard use of properly acknowledge information sources,
emphasis & appropriate prosodic features, stance & behavior.
C. Learning EN8VC – lllh.-19: Judge the relevance and worth of ideas

Competen presented in the material viewed.
cies/Objec EN8RC-lIlh-10: Share ideas using opinion-marking signals.
tives EN8G-IIIh-3.6: Use modals appropriately.
(Write the
LC code
for each)
III.LEARNING
RESOURCES
A. Reference
s
1. Teacher’s None
Guide
Pages
2. Learner’s None
material
pages
3. Textbook English Express Ways III pp.31, Eng. Express Ways III pp.
pages 256-257, Eng. Express Ways IV pp. 298-300
4. Additional
materials
from
Learning
Resource
(LR) portal
B. Other https://www.youtube.com/watch?v=mtIeLsMbfzg
learning
Resource
s
400
previous Review of previous lesson Pre-viewing Activities
lesson or The students will read the Think quickly and write ten
presenting sentences and identify words rhyming with “travel”.
the new modals and words that Find a partner and share
lesson signals opinions. ideas.
1. Home robots might
soon start to take the
function of a personal
computer.
2. Japan technology
can help boost the
country’s economy.
3. In my opinion a
spacious area is what
he looks for in a
residential area.
4. I think she learned
more about them
through their
conversation.
5. A recognized Asian
leader might initiate a
conference.
B. Establishi
ng a The teacher ask the students The teacher ask the students
purpose about their purpose in about their purpose in viewing
for the viewing something. When something. When they view
lesson they view something they something they must be
must be entertained and entertained and appreciate
appreciate what they viewed. what they viewed.
This can be true if the This can be true if the material
material viewed has ideas viewed has ideas that are
that are sound and that can sound and that can be applied
be applied in the viewer’s in the viewer’s own life. Thus,
own life. Thus, viewing is viewing is seen as especially
seen as especially valuable valuable because it is relevant
because it is relevant to the to the viewer.
viewer. In order to find merit in
In order to find merit in viewing, viewer’s first judge
viewing, viewer’s first judge how solid the ideas are and
how solid the ideas are and how sound the judgment of
how sound the judgment of the speaker is.
the speaker is. In this way the speaker can
401
In this way the speaker can act are the voice of wisdom
act are the voice of wisdom that teaches the viewer
that teaches the viewer without the viewer
without the viewer himself/herself having to go
himself/herself having to go through the experience that
through the experience that the speaker had gone
the speaker had gone through.
through.
Do you want to view
Do you want to view something?
something?
C. Presentin Motivation (5 minutes) Motivation (5 minutes)

g
examples/ Have you visited the different Have you visited the different
instances beautiful places in beautiful places in
of the new Catanduanes? Catanduanes?
lesson The students will watch a The students will watch a
video clip about Malaysia, video clip about Malaysia,
while watching the video while watching the video they
they try to look for the try to look for the answer to
answer to the motive the motive question to be
question to be answered answered later.
later.
Motive Question Motive Question

Would you like to experience
What are the top most traveling to Malaysia? Why?
places in Malaysia?
D. Discussin Task 2 Task 3

g new Post Viewing Activity (15 Post Viewing Activity (15
concepts minutes) minutes)
and Processing Question Processing Question
practicing 1. What is the video all 1. What is the video all
new skill about? about?
#1 2. Why is it called land 2. Why is it called land of
of natural diversity? natural diversity?
3. How did the speaker 3. How did the speaker
discuss the ideas discuss the ideas
presented/shows in presented/shows in the
the video? video?
4. How will you describe 4. How will you describe the
the different places in different places in
Malaysia? Malaysia?
5. Would you like to 5. Would you like to
experience traveling experience traveling to
to Malaysia? Why? Malaysia? Why?
402
E. Discussin Task 3 Task 3
g new (Grammar Awareness) (Grammar Awareness)
concepts Activity 1
and From the video that the Activity 1
practicing students have just watched. From the video that the
new skill The teacher will ask if the students have just watched.
#2 ideas presented in the video The teacher will ask if the
are just the opinion of the ideas presented in the video
speaker. are just the opinion of the
An opinion can express a speaker.
person’s feelings about an An opinion can express a
idea or situation. It can also person’s feelings about an
express a judgment based idea or situation. It can also
on facts or it may make a express a judgment based on
prediction based on the facts or it may make a
facts. prediction based on the facts.
Recall the things you have Recall the things you have
just viewed. Give your just viewed. Give your opinion
opinion about it. about it.
Express your: Express your:
a. Personal feeling 1. Personal feeling
b. Judgment 2. Judgment
c. Prediction 3. Prediction
Begin with the expressions I Begin with the expressions I

feel that…….. feel that……..
The teacher let the student’s The teacher let the student’s
study how the writer could study how the writer could
have said his feelings for his have said his feelings for his
teacher as they read the teacher as they read the
sentences that follow. Pay sentences that follow. Pay
attention to the underlined attention to the underlined
verbs and verb phrases. verbs and verb phrases.
A. 1. You could not stand
students being lazy.
2. You could have disciplined
us otherwise, but you did
A. 1. You could not stand so too well.
students being lazy. What do the modals suggest
2. You could have give sample sentences
disciplined us otherwise, using each modal.
but you did so too well. B. 1. I wish I may be able to
see you again, to thank
What do the modals suggest you for everything.
give sample sentences 2. I might have been
using each modal. wayward had it not been
B. 1. I wish I may be able to for your influence on me.
see you again, to thank Notice that there are
you for everything. underlined verbs + verb
403
2. I might have been phrase in sentences.
wayward had it not been What kind of verbs are
for your influence on me. they?
Notice that there are They are modals.
underlined verbs + verb What do the modals suggest?
phrase in sentences. Could – is used to talk about
What kind of verbs are what was possible in the
they? past, what we were able
They are modals. or free to do.
What do the modals Ex. My brother could swim
suggest? when he was 5 years old.
Could – is used to talk about
what was possible in the May – is used to indicate
past, what we were able something we feel which
or free to do. will possibly happen or
Ex. My brother could swim something we allow or
when he was 5 years give permission.
old. Ex. He may win the race.
You may leave now.
May – is used to indicate
something we feel which Might - is used to mean
will possibly happen or something less likely than
something we allow or may.
give permission. Ex. He might win the race.
Ex. He may win the race. Be more polite than may
You may leave now. when asking permission.
Ex. May I come in?
Might - is used to mean
something less likely 1. You can lift your spirit
than may. as you experience the
Ex. He might win the race. amazing natural
Be more polite than may
beauties in Malaysia.
when asking permission.
Ex. May I come in? 2. Malaysia could be one
of the famous places
Read the following with sustainable
sentences taken from the tourism program
video then underline the 3. I think Malaysia is
modals and the words that more competitive
signal opinion.
compared to other
1. You can lift your spirit
Asian countries.
as you experience
4. In my opinion Malaysia
the amazing natural
is the perfect place to
beauties in Malaysia.
travel during my
2. Malaysia could be
vacation.
one of the famous
places with 5. I might go there just to
sustainable tourism see the modern design
404
program of fashion and
3. I think Malaysia is electronics.
more competitive
compared to other
Asian countries.
4. In my opinion
Malaysia is the
perfect place to travel
during my vacation.
5. I might go there just
to see the modern
design of fashion and
electronics.
F. Developin Task 4 Task 4

g mastery The students will rephrase The students will rephrase the
(leads to the following statements following statements
formative using may have, might using may have, might
assessme have, could have. have, could have.
nt 3) 1. Joyce thinks that she 1. Joyce thinks that she
sprained her wrist sprained her wrist
when she fell down. when she fell down.
2. Juvy thinks she hurt 2. Juvy thinks she hurt
her arm when she her arm when she
played tennis. played tennis.
3. She thinks she tried 3. She thinks she tried to
to serve the ball too serve the ball too hard.
hard. 4. She thinks she twisted
4. She thinks she her arm while she was
twisted her arm while serving.
she was serving. 5. She thinks she
5. She thinks she sprained her elbow
sprained her elbow while she was serving.
while she was
serving.
G. Finding Task 5 Task 5
practical
applicatio The students will write 5 The students will fill in the
ns of sentences using modals & blanks with the correct modals
concepts opinion signals. and opinion signals.
and skills 1. He has everything money
in daily ____ buy but he is an
living unhappy man.
2. I _____ peace is living
calmly and in harmony with
others.
3. We ______ not find
405
happiness in material things
but the more it eludes us.
4. With God, we _______
achieve peace.
5. if she is clever enough she
_____ run away from the
abductors.
H. Making What have you learned What have you learned about
generaliza about opinion marking opinion marking signals?
tions and signals? What are the uses What are the uses of modals?
abstractio of modals?
ns about
the lesson
I. Evaluating Task 6 (Group Activity) Task 6
learning In group create dialogues In group create dialogues
using could, may and might using could, may and might
focusing on business focusing on business
opportunities. For the family. opportunities. For the family.
Choose one of the following Choose one of the following
presentations. presentations.
a. Telephone a. Telephone
conversation conversation
b. Interview b. Interview
c. Family dialogue/role c. Family dialogue/role
play play
J. Additional The teacher will give take The teacher will give take
Activities home task. Write a home task. Write a paragraph
for paragraph on the topic the on the topic the importance of
Applicatio importance of Education. Education. Using modals.
n or Using modals.
Remediati
on
V.REMARKS
VI.REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
406
B. No. of learners
who require
additional
activities for
remediation.
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
D. No. of learners
who continue
to require
remediation.
E. Which of my
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me
solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with
other
teachers?
407
Grade 8
I. OBJECTIVES
A. Content
Standard The Learner demonstrates understanding of Southeast
Asian literature as mirror to a shared heritage; coping
strategies in processing textual information; Strategies in
examining features of a listening & viewing materials;
Structural analysis of words & propaganda techniques;
grammatical signals for opinion, making persuasion and
emphasis.
B. Performanc
e Standard The learner transfers learning by composing & delivering a
emphasis & appropriate prosodic features, stance &
behavior.
C. Learning EN8LT-IIIH-2-3: Identify the similarities and differences of

Competenci the featured selection
es/Objectiv EN8G-IIIh-12: Use emphasis markers for persuasive
es purposes
III.LEARNING
RESOURCES
A. References
1. Teacher’s TG Eng 8 – page 86-89
Guide Pages
2. Learner’s None
material
pages
3. Textbook
pages
4. Additional
materials
from
Learning
Resource
(LR) portal
B. Other
learning
Resources
408
previous Untangling Difficulties Untangling Difficulties
lesson or Pre-reading Activities Pre-viewing Activities/
presenting Unlocking of Difficulties
the new Read the word or group of
lesson words which gives the Read the sentences then give
meaning of the underlined the meaning of the underline
word in each sentence. words using the graphic
organizer below.
1. San Kancil was clever,
mentally bright, able or 1. San Kancil was clever,
witty. He always mentally bright, able or
played a trick to witty. He always played a
escape in a bad trick to escape in a bad
situation. situation.
2. Outwitting, getting the 2. Outwitting, getting the better
better of superior of superior cleverness is
cleverness is what San what San Kancil did to Sang
Kancil did to Sang Buaya.
Buaya. 3. The crocodiles were foolish
3. The crocodiles were enough, showing a lack of
foolish enough, sense and unwise to
showing a lack of believe that a person could
sense and unwise to leave behind his own liver.
believe that a person 4. The leader of the crocodiles
could leave behind his growled “we will eat you, we
own liver. want your liver” it grumble,
4. The leader of the rumble, and murmur angrily.
crocodiles growled “we 5. They were deceived again
will eat you, we want by the clever pilandok, who
your liver” it grumble, was full of false statement
rumble, and murmur and tricky.
angrily.
5. They were deceived
again by the clever
pilandok, who was full
clue clever meaning
of false statement and
tricky.
foolish
growled
deceived
plagiarism
409
B. Establishing Motivation: (5 minutes) Motivation: (5 minutes)
a purpose Can you consider your self Can you consider your self
for the clever? What situation have clever? What situation have
lesson you done which made you you done which made you
clever? clever?
C. Presenting Task 2 (Read Me) Task 2 (Read Me)
examples/in Students will read two stories
stances of Students will read two about crocodiles a fable and
the new stories about crocodiles a Pilandok a folktale while
lesson fable and Pilandok a reading Pilandok a Folktale.
folktale while reading
Pilandok a Folktale. While reading they will find the
answer to the motive question
While reading they will find
the answer to the motive Motive Question
question How will you describe San
Kancil and Pilandok?
Motive Question
Identify the qualities of the
crocodiles and Pilandok in
the two stories that you are
about to read

new Post Reading Activity (15 Post Reading Activity (15
and During the reading activity During the reading activity the
practicing the selection will be shown selection will be shown in the
new skill #1 in the projector or thru T.V projector or thru T.V
Processing Question
1. Identify the qualities Processing Question
of the crocodiles 1. Identify the qualities of
and Pilandok in the the crocodiles and
two stories that you Pilandok in the two
had read. stories that you had
2. What happened to read.
the crocodiles? 2. What happened to the
3. How tricky is Sang crocodiles?
Kancil? Pilandok? 3. How tricky is Sang
Justify your answer. Kancil? Pilandok? Justify
4. Do you admire San your answer.
Kancil and 4. Do you admire San
PIlandok’s wit? Kancil and PIlandok’s
5. How can cleverness wit? Describe each.
help solve 5. How can cleverness
problems? help solve problems?
6. If you were Sang 6. If you were Sang Buaya
Buaya what would what would you do after
you do after the the incident?
410
incident? 7. Show the similarities of a
7. Show the fable and a folktale
similarities of a through a venn diagram
fable and a folktale
through a venn
diagram
8. Show the similarities

and differences of the
Folktale Fable character traits of the
(Pilando (Crocod two character
k) ile)
8. Show the Folktale Fable

similarities and (Pilandok (Crocodil
differences of the ) e)
character traits of
the two character

new Enriching Grammar Skills Enriching Activity
concepts Read each sentence taken Read each sentence taken
and from the stories then from the stories then underline
practicing underline the words or the words or phrases that
new skill #2 phrases that signal signal persuasion.
persuasion.
1. Sang Buaya talked 1. Sang Buaya talked to

to his friends and his friends and thinking
thinking about San about San Kancils
Kancils intelligence intelligence agreed to
agreed to be more be more cautious.
cautious. 2. Sang Buaya believed
2. Sang Buaya San Kancils words,
believed San leaving no room for
Kancils words, any doubt.
leaving no room for 3. The crocodiles
any doubt. followed Pilandoks
3. The crocodiles suggestion and live up
followed Pilandoks side by side.
suggestion and live 4. Sang Kancil said
up side by side. “Promise not to eat me
4. Sang Kancil said or I can’t report to the
“Promise not to eat King how many of you
me or I can’t report are coming. “ They
to the King how promised not to eat
many of you are him.
411
coming. “ They 5. Twice, Pilandok
promised not to eat succeeded in tricking
him. the hungry crocodiles
5. Twice, Pilandok in the river.
succeeded in
tricking the hungry The teacher will remind the
crocodiles in the students about the
river. significance of knowing the
purpose of a material read or
The teacher will remind the listened to in order to
students about the understand clearly, like to
significance of knowing the persuade.
purpose of a material read
or listened to in order to The teacher will recall some
understand clearly, like to propaganda devices and
persuade. persuasive language. From
the enrichment activity
The teacher will recall students will identify
some propaganda devices expressions or phrases which
and persuasive language. persuade the crocodile;
From the enrichment - Agreed to be more
activity students will identify cautious
expressions or phrases - Believed Sang Kancil’s
which persuade the words
crocodile; - Followed Pilandoks
- Agreed to be more suggestion
cautious - Promised not to eat
- Believed Sang him
Kancil’s words
- Followed Pilandoks Work with small group and
suggestion talk about your summer travel
- Promised not to eat experiences. One among you
him will share to the class the best
experienced be sure to use
Work with small group and expressions that will persuade
talk about your summer your classmates.
travel experiences. One
among you will share to the
class the best experienced
be sure to use expressions
that will persuade your
classmates.
F. Developing Task 5 (Fact or Bluff) Task 5 (Fact or Bluff)
mastery The teacher ask the The teacher ask the students
(leads to students to read sentences to read sentences and tell if
formative and tell if they are fact or they are fact or bluff.
assessment bluff.
3) 1. A folktale is a story
1. A folktale is a story whose characters are
412
whose characters are animals.
animals. 2. A fable is a story which
2. A fable is a story which teaches a moral lesson.
teaches a moral 3. Pilandok calmly said to
lesson. the crocodile to line up so
3. Pilandok calmly said to that he could pass on
the crocodile to line up their back.
so that he could pass 4. San Kancil open his big
on their back. mouth to scare Pilandok.
4. San Kancil open his 5. Sang Buaya the bad
big mouth to scare crocodile live in the river.
Pilandok.
5. Sang Buaya the bad
crocodile live in the
river.
G. Finding Task 6 (I am different) Task 6 (I am different)

practical The teacher will ask the The teacher will ask the
applications students what do you think students what do you think
of concepts are your differences and are your differences and
and skills in similarities with your similarities with your brother
daily living brother or your sisters. or your sisters. (Give positive
(Give positive points) points)
H. Making When can we say Being clever is good or bad

generalizati cleverness is good? Bad? because__________
ons and Why?
abstractions
about the
lesson
I. Evaluating Task 7 (Complete me) Task 7 (Complete me)
learning Group Activity Group Activity
students arrange the students arrange the jumbled
jumbled sentences to form sentences to form a
a paragraph take note of paragraph take note of the
the markers for persuasive markers for persuasive
purposes. purposes.
1. Sang Buaya slowly 1. Sang Buaya slowly
came out of the came out of the water
water and asked and asked Sang Kancil
Sang Kancil why he why he was shouting
was shouting his his name.
name. 2. Sang Buaya wanted to
2. Sang Buaya wanted taste the tasty-looking
to taste the tasty- fruit because he was a
looking fruit little tired of eating
because he was a leaves.
413
little tired of eating 3. He tried to think of a
leaves. way to cross the river
3. He tried to think of a but he must make
way to cross the Sang Buaya believe
river but he must on him.
make Sang Buaya
believe on him.
Activities for home task. They will look home task. They will look for
Application for another story/folktale, another story/folktale, then
or then compare and contrast compare and contrast the
Remediatio the characters. characters.
n
V.REMARKS
VI.REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
strategies
worked well?
Why did these
work?
414
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
415
Grade 8
I. OBJECTIVES
A. Content The Learner demonstrates understanding of Southeast Asian
Standard literature as mirror to a shared heritage; coping strategies in
processing textual information; Strategies in examining
features of a listening & viewing materials; Structural analysis
of words & propaganda techniques; grammatical signals for
opinion, making persuasion and emphasis.
B. Performan
ce The learner transfers learning by composing & delivering a
Standard persuasive speech based on an informative essay featuring
emphasis & appropriate prosodic features, stance & behavior.
C. Learning
Competen EN8SS-IIIh-1.6: show respect for intellectual property rights
cies/Objec by acknowledging citations made in an informative essay.
tives
III.LEARNING
RESOURCES
A. References
1. Teacher’s None
Guide Pages
2. Learner’s None
material pages
3. Textbook English Expressways IV pp. 215-219, Eng Expressways IIII
pages pp 359-361
4. Additional
materials from
Learning
Resource (LR)
portal
B. Other learning
Resources https://www.google.com/search?q=women+and+career-
What+is+Feminism+all+about%3Fessay&source=lnms&sa=X&ved=
0ahUKEwjGmJ7htrvkAhUTfd4KHRyuBSYQ_AUICSgA&biw=1024&bi
h=657&dpr=1
416
A.Reviewi Task 1 (3 minutes) Task 1 (5 minutes)
ng Untangling of Difficulties Untangling of Difficulties
previous The students will read and The students will read and
lesson or analyze each sentence taken analyze each sentence taken
presenting from the essay that they from the essay that they were
the new were about to read. Reach about to read. Reach
lesson sentence includes a sentence includes a
restatement, a type of restatement, a type of context-
context-clue. A pair of clue. A pair of dashes were
dashes were used as key used as key spotting the
spotting the restatement, restatement, then give the
then give the meaning of the meaning of the underlined
underlined word. word.
1. Malaysia managed to
encounter their
career challenges to 1. Malaysia managed to
be at the upper- encounter their career
echelons-level-of- challenges to be at the
management. upper-echelons-level-
2. This could be read of-management.
from the different a. adore b. rank c.
perspective-view- event
pros and cons.
3. Feminism-advocacy 2. This could be read
of social equality for from the different
women is not a dirty perspective-view-pros
word. and cons.
4. This kind of a. Picture b. letter
stereotyping-lacking b. Copy
originality-mentality is
still embedded 3. Feminism-advocacy of
among our male social equality for
bosses. women is not a dirty
5. The government has word.
full pledged their a. belief and tradition
efforts by introducing b. fellow workers
women c. equal rights for
empowerment women and men
authorizing-year
2018. 4. This kind of
stereotyping-lacking
originality-mentality is
still embedded among
our male bosses.
a. original b.
imitation
b. inventive
417
5. The government has
full pledged their
efforts by introducing
women empowerment
authorizing-year 2018.
a. Authority
b. Capable
c. emulate
B.Establis Motivation: (5 minutes) Motivation: (5 minutes)

hing a What can you say about Would you say that Filipino
purpose Filipino women when it women are successful in their
for the comes to their career? career? Why do you say so?
lesson
C. Presentin Task 2 (Reading Time) Task 2 (Reading Time)
g The students will read the
examples/ The students will read the essay from Malaysia. While
instances essay from Malaysia. While reading they will try to look for
of the new reading they will try to look the answer to the motive
lesson for the answer to the motive question.
question.
Motive Question
Motive Question What are Malay women’s
What are Malay women’s challenges in their career?
challenges in their career?
Reading Selection/Essay:
Reading Selection/Essay: Women and Career- What is
Women and Career- What Feminism all about?
is Feminism all about?
D. Discussin Task 3 (Answer Me) Task 3 (Answer Me)
g new Post Reading Activity (15 Post Reading Activity (15
and Processing Question Processing Question
practicing 1. What is the writers 1. What is the writers
new skill view on feminism? view on feminism?
#1 2. Are some of her 2. Are some of her
information coming information coming
from another source from another source or
or not? not?
3. How does the writer 3. How does the writer
feel about the issue? feel about the issue?
4. What is the reason 4. What is the reason
why employment in why employment in
Malaysia is male Malaysia is male
dominated? dominated?
5. What are the 5. What are the
challenges faced by challenges faced by
Malay women in their Malay women in their
career? career?
418
E. Discussin Task 4 (Discover Me) Task 4 (Discover Me)
g new The teacher will tell the The teacher will tell the
concepts students that the essay they students that the essay they
and have just read is coming have just read is coming from
practicing from a Malaysian writer. a Malaysian writer.
new skill In order not to be sued in In order not to be sued in
#2 using borrowed written text using borrowed written text
what shall we do? what shall we do?
We must acknowledge the We must acknowledge the
sources or the authors. sources or the authors.
How do we acknowledge? How do we acknowledge?
This time, go over the This time, go over the

following grid showing how following grid showing how to
to format a list of work cited format a list of work cited
Sour Format for Works Source Format for
ce Cited Entries Works Cited
Book Hobb, Robert. Entries
with Edward Hopper- Book with Hobb,
one New Yrok: one author Robert.
auth Akrams, 1987 Edward
or Hopper-
Book Barr Alfreed N., New Yrok:
with and Charles Akrams,
two Burchfield.Edward 1987
or Hopper Book with Barr Alfreed
three Retrospective. two or three N., and
auth New York: authors Charles
ors Museum of Burchfield.E
Modern Art, 1933 dward
Auth Dennis, James M. Hopper
or of Grant Wood. Retrospectiv
two Columbia: U of e. New
or Missouri P. 1986- York:
more Grant Wood: A Museum of
cited Study in American Modern Art,
work Art& Culture- New 1933
s York: Viking, 1975 Author of Dennis,
Book MC Coubrey, two or more James M.
with John cited works Grant
an W.,ed.Modern Wood.
Edito American Columbia: U
r but Painting. New of Missouri
no York: Time-Life, P. 1986-
auth 1970. Grant
or Wood: A
Study in
American
Art&
419
What did you notice the way Culture-
the author was cited? New York:
There are 3 common ways to Viking, 1975
cite sources of borrowed Book with MC
information: parenthetical an Editor Coubrey,
documentation, footnotes, or but no John
end notes. The teacher will author W.,ed.Mode
present samples of the 3 rn American
ways to cite the sources. Painting.
“ A total of over 31 million New York:
cars were sold….”(Hobbs Time-Life,
91) yet the horse drawn 1970.
buggy represented the only
means of transportation in What did you notice the way
woods art. the author was cited?
There are 3 common ways to
What did you notice with the cite sources of borrowed
ways the author was cited? information: parenthetical
Go over the grid: documentation, footnotes, or
end notes. The teacher will
Sour Parenthetical present samples of the 3 ways
ce Documentation to cite the sources.
One Documentation cite the sources.
autho shows the authors “ A total of over 31 million cars
r last name and the Source Parenthetical
(Goo number of the Documentation
drich pages where the
page info is found, notice
70- that there is no
71) comma following
Goodrich and no
abbreviation for the
word pages.
Two For more than 3
or authors, use the
more last name of the 1st
autho author, followed by
rs et.al and the page
(Barr number (s): (Jones
and et.al.44-47)
Burc
hfield
55)
No If no author is listed, were sold….”(Hobbs 91) yet
autho use the name of the the horse drawn buggy
r editor, use an represented the only means of
(“wait abbreviated version transportation in woods art.
ing” of the source’s title
44) in quotation mark.
420
Study the following example One Documentation
of footnotes and endnotes. author shows the authors
Reference works: “Joseph (Goodr last name and the
Charles Wolf, Genealogy”, ich number of the pages
page where the info is
World Book Encyclopedia,
70-71) found, notice that
1983 ed. there is no comma
Books with following Goodrich
2
Single author: Marilyn and no abbreviation
Markham Heimberg, for the word pages.
Discover your Roots (San Two or For more than 3
Diego Communication more authors, use the last
Creativity, 1977) 23. author name of the 1st
s (Barr author, followed by
Repeated References: and et.al and the page
Heimberg 69. 2
Doane and Burchfi number (s): (Jones
eld 55) et.al.44-47)
Bell 36.
No If no author is listed,
1
author use the name of the
Gail Levin, Edward Hopper: (“waitin editor, use an
The Art and the artist (new g” 44) abbreviated version
york: www.Norton, 1980) 270 of the source’s title
in quotation mark.
Complete the following What did you notice with the
footnote entry with the ways the author was cited?
appropriate punctuation and Go over the grid:
number or superscript.
Example of footnotes and
The collection in Salt Lake endnotes Reference works:
City has the equivalent of “Joseph Charles Wolf,
more than 1.5 billion book Genealogy”, World Book
pages on over a million rolls Encyclopedia, 1983 ed.
of microfilm. Books with
2
Single author: Marilyn
Correct answer: Markham Heimberg, Discover
The collection in Salt Lake your Roots (San Diego
City has the equivalent of Communication Creativity,
“more than 1.5 billion book 1977) 23.
pages” ‘on over a million rolls
of microfilm. Repeated References:
2
Heimberg 69. Doane and
Bell 36.
Complete the following

footnote entry with the
appropriate punctuation and
number or superscript.
421
City has the equivalent of
more than 1.5 billion book
pages on over a million rolls of
microfilm.
Correct answer:
City has the equivalent of
“more than 1.5 billion book
pages” ‘on over a million rolls
of microfilm.
F. Developin Task 5 (Mastery Time) Task 5 (Mastery Time)
g mastery The teacher will tell the class The teacher will tell the class
(leads to to use the information in to identify the given entries as
formative each item to write (1) a to Parenthetical citation or
assessme parenthetical citation and (2) Footnote.
nt 3) a footnote. Follow the 1. 2Doane and Bell 36.
models given a while ago. 2. (“waiting” 44)
1. Title of book: Mighty 3. (Goodrich page 70-71)
Mississippi: 4. 2Marilyn Markham
Biography of a River Heimberg, Discover
Publishing Company: Your Roots (San
Ticknor and Fields Diego: Communication
Author: Marquis W. Creativity, 1977)23.
Childs 5. 3Gilbert H.Doane and
Place and Date of James B. Bell,
Publication: New Searching For Your
Haven, 1982 Ancestors
Page number: 72 (Minneapolis: U of
2. Title of the article in Minnesota P, 1980) 82
encyclopedia:
Mississippi River
Edition of
Encyclopedia: 1980
Author of Article:
Johnson E. Fairchild
Name of
Encyclopedia:
Colliers Encyclopedia
G. Finding Task 6 Task 6
practical The teacher will ask the The teacher will ask the
applicatio students if you borrow students if you borrow
ns of something to your something to your classmates
concepts classmates what will you do? what will you do? After you
and skills After you have returned what have returned what you
in daily you borrowed you are going borrowed you are going to
living to acknowledge the same as acknowledge the same as in
in making citations. making citations.
422
H. Making The teacher will let the The teacher will let the
generaliza students answer the students answer the
tions and questions: questions:
abstractio What is the importance of What is the importance of
ns about citing your sources if you are citing your sources if you are
the lesson a writer of a research or an a writer of a research or an
essay? essay?
*Possible answer *Possible answer

1. To give credit to the 1. To give credit to the author.
author. 2. To respect intellectual
2. To respect intellectual property.
property. 3. To avoid plagiarism
3. To avoid plagiarism
I. Evaluating Task 7 Task 7
learning The teacher will ask the The teacher will ask the
students to use any of the 3 students to use any of the 3
common ways of citing common ways of citing
sources, document or sources, document or
parenthetical citation for the parenthetical citation for the
following: following:
Streams of melting ice and Streams of melting ice and
snow tunnel through the snow tunnel through the
glaciers the same way that glaciers the same way that
water from a faucet melts its water from a faucet melts its
way through an ice cube. way through an ice cube.
Water from the surface dries Water from the surface dries
down through cracks, down through cracks,
hollowing out the tunnels and hollowing out the tunnels and
decorating the caves with decorating the caves with
crystal icicles. The smooth crystal icicles. The smooth
walls and floors are so glass walls and floors are so glass
like that pebbles frozen six like that pebbles frozen six
feet deep can easily be seen feet deep can easily be seen
crystal clear icicles draping crystal clear icicles draping
down from the ceilings flash down from the ceilings flash
blue-green, as though they blue-green, as though they
were carved from precious were carved from precious
jewels instead of ice. jewels instead of ice.
Source: “Natures Way” Man Source: “Natures Way” Man
and Science. James and Science. James McGrant
McGrant New York: My New York: My Collection,
Collection, 1990 1990
Activities home task. Look for a home task. Look for a
for selection from books with selection from books with
Applicatio citations. Identify the citations. Identify the kind/type
n or kind/type of citation used. of citation used.
Remediati -Parenthetical citation
423
on -Footnote
-endnote
V.REMARKS
VI.REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation.
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
D. No. of learners
who continue
to require
remediation.
E. Which of my
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me
solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with
other
teachers?
424
Grade 8
I. OBJECTIVES
A. Content The learner demonstrates understanding of: Southeast Asian
Standard literature as mirror to a shared heritage ; coping strategies in
processing textual information; strategies in examining
features of a listening and viewing material; structural analysis
of words and propaganda techniques; and grammatical
signals for opinion- making, persuasion, and emphasis.
B. Performanc The learner transfers learning by composing and delivering a
e Standard persuasive speech based on an informative essay featuring
behaviour.
C. Learning
Competenc EN8V-IIIi-25: Use appropriate strategies for unlocking
y/Objectives unfamiliar word.
. EN8RC-IIIi-12: Utilize coping reading strategies to process
information in a text.
II. CONTENT CAMBODIAN LITERATURE

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR)portal
B. Other http://literatureforreal.blogspot.com/2011/03/cambodian-
Learning literature.html
Resources https://pro-essay-writer.com/blog/informative-essay
https://examples.yourdictionary.com/examples-of-informative-
essays.html
https://traveltriangle.com/blog/places-to-visit-in-cambodia/
425
https://www.trawell.in/blog/amazing-places-to-visit-in-
cambodia
Encarta ©2019
Cambodian Literature
English Expressways IV p.144

S
A. Reviewing Pre-reading activities (5 Pre-reading activities (5
previous minutes) minutes)
lesson or
presenting The teacher will let the The teacher will let the
the new students identify the country students identify the country
lesson represented by the varied represented by the varied
photos. photos.
The teacher may ask them if The teacher may ask them if
they are familiar with the they are familiar with the
photos. photos.
https://www.danflyingsolo.co https://www.danflyingsolo.co
m/wp- m/wp-
content/uploads/2015/11/An content/uploads/2015/11/Ang
gkorWatPhotography.jpg korWatPhotography.jpg
The erstwhile Khmer empire The erstwhile Khmer empire

boasts of stunning boasts of stunning
landscapes, pristine beaches landscapes, pristine beaches
and exotic temples and exotic temples
http://static.asiawebdirect.co
http://static.asiawebdirect.co m/m/bangkok/portals/cambodi
m/m/bangkok/portals/cambo a/homepage/angkor-wat/koh-
dia/homepage/angkor- ker/pagePropertiesImage/koh
wat/koh- -ker.jpg
ker/pagePropertiesImage/ko
h-ker.jpg Temples at Koh Ker that lies
to the northeast of the Siem
Temples at Koh Ker that lies reap town. These are one of
to the northeast of the Siem the famous Cambodia tourist
spots. The temple complex
426
reap town. These are one of here is around 3 km long and
the famous Cambodia tourist consists of a number of
spots. The temple complex temples and is considered
here is around 3 km long one of the places to see in
and consists of a number of Cambodia.
temples and is considered
one of the places to see in
Cambodia.
https://www.hotelphnompenh-
whitemansion.com/wp-
content/uploads/2017/02/Cam
https://www.hotelphnompenh bodia-Phnom-Penh-Royal-
-whitemansion.com/wp- Palace.jpg
content/uploads/2017/02/Ca
mbodia-Phnom-Penh-Royal- Phnom Penh still retains its
Palace.jpg charm as the leafy capital city
of Cambodia with its palaces
Phnom Penh still retains its and wats. Located at the
charm as the leafy capital conjunction of three grand
city of Cambodia with its rivers- the Tonle Sap, the
palaces and wats. Located at Mekong and the Bassac river,
the conjunction of three this city now houses a number
grand rivers- the Tonle Sap, of hotspots like cool cafes and
the Mekong and the Bassac bustling bars. It is one of the
river, this city now houses a top Cambodia tourist places.
number of hotspots like cool
cafes and bustling bars. It is
one of the top Cambodia
tourist places.
The Angkor Wat temple lies in

Angkor and is one of the
largest religious monuments
to behold. Regarded as one of
The Angkor Wat temple lies the Seven Wonders of the
in Angkor and is one of the World, the UNESCO World
largest religious monuments Heritage site Angkor Wat is a
to behold. Regarded as one definite must visit on a holiday
of the Seven Wonders of the to Cambodia. It lies to the
World, the UNESCO World south of Angkor Thom that is
427
Heritage site Angkor Wat is a also one of
definite must visit on a Cambodia’s tourist spots. It
holiday to Cambodia. It lies pulls a huge crows as it is one
to the south of Angkor Thom of the sites where Lara Croft
that is also one of and the Tomb Raider movies
Cambodia’s tourist spots. It were shot.
pulls a huge crows as it is
one of the sites where Lara
Croft and the Tomb Raider Cambodia, officially the
movies were shot. Kingdom of Cambodia, is a
country located in the
Cambodia, officially the Southern portion of the
Kingdom of Cambodia, is a Indochina peninsula in
country located in the Southeast Asia. It is 181, 035
Southern portion of the square kilometres in area,
Indochina peninsula in bordered by Thailand to the
Southeast Asia. It is 181, 035 northwest, Laos to the
square kilometres in area, northeast, Vietnam to the east
bordered by Thailand to the and the Gulf of Thailand to the
northwest, Laos to the southwest.
northeast, Vietnam to the
east and the Gulf of Thailand
to the southwest.
B. Establishing a The teacher will say: (3 minutes)

purpose
for the To further understand and get to know more about this
lesson country, I have here an example of text that will give additional
information about Cambodia.
I will give you the copy but first let me ask you,
What do you think will be the text all about?
The learners will guess what the text is all about.
So let’s find out if your guess is correct.
C. Presenting (5 minutes) (5 minutes)

examples/
instances Now class, in the text that Now class, in the text that
of the new you are going to read you you are going to read you
lesson will encounter some will encounter some difficult
difficult words, so let us do words, so let us do the
the unlocking of difficult unlocking of difficult words.
words.
Task 1: Unlocking of
Task 1: Unlocking of Difficulties (Context clues)
Difficulties (Context clues)
428
Below are statements
Below are statements containing words that can be
containing words that can be found in the selection that you
found in the selection that are about to read. Analyse it
you are about to read. and choose the meaning of
Analyse it and choose the underlined words from the
meaning of underlined words boxed list.
from the boxed list.
a. A collection of f. A collection of
writing writing
b. An engraved g. An engraved
inscriptions inscriptions
c. Carved or inscribed h. Carved or inscribed
stone slab or pillar stone slab or pillar
used for used for
commemorative commemorative
purposes. purposes.
d. Standards of i. Standards of
proper or proper or
acceptable acceptable
behaviour. behaviour.
e. Old and respected j. Old and respected
1. Jane Austen’s 1. Jane Austen’s corpus
corpus is modest in is modest in number
number but but magnificent in
magnificent in achievement.
achievement. 2. The venerable old
2. The venerable old man was a cherished
man was a cherished source of advice and
source of advice and wisdom for villagers.
wisdom for villagers. 3. Women used to stay at
3. Women used to stay home to take care of
at home to take care the children, but that’s
of the children, but no longer the norm
that’s no longer the today because women
norm today because are accepted as the
women are accepted bread winner.
as the bread winner. 4. These writings on
4. These writings on columns, stelae and
columns, stelae and walls throw light on the
walls throw light on royal lineages.
the royal lineages. 5. A testimony of the
5. A testimony of the antiquity of the Khmer
antiquity of the Khmer language are the
language are the multitude of epigraph
multitude of epigraph or inscription on stone.
on stone.
429
D. Discussing Now that we have unlocked Now that we have unlocked
new some difficult terms, you will some difficult terms, you will
concepts be reading a text about be reading a text about
and Cambodian Literature. Cambodian Literature.
practicing
new skills The teacher will provide a The teacher will provide a
#1 copy of selection to students. copy of selection to students.
(See attached File A: (See attached File A:
Literature of Cambodia) Literature of Cambodia)
Task 2: Reading Text Task 2: Reading the Text

(silent reading) (Silent reading)
Individual (5-7 minutes) (5-7 minutes)
But before you read the

But before you read the question let me ask you this
question let me give you ask question:
you this question:
Motive Question: 1. What is
Motive Question: 1. What is the big contribution of
the big contribution of Buddhism to Cambodian
Buddhism to Cambodian literature?
literature?
The teacher will let the
The teacher will let the learners read the selection
learners read the selection “Literature of Cambodia”.
“Literature of Cambodia”. Remind them to note
Remind them to note important details from the text.
important details from the The learners will read in 5-7
text. minutes.
The learners will read in 5-7
minutes. The teacher will ask:
Are you done reading?
The teacher will ask: Now let us answer the
Are you done reading? questions
Now let us answer the
questions
Process Questions: (5-7

minutes)
Process Questions: (5-7 1. What is the big contribution
minutes) of Buddhism to Cambodian
1. What is the big literature?
contribution of 2. What is the most renowned
Buddhism to pieces of classical dance in
Cambodian Cambodia?
literature? 3. What do "Kakey" and
430
2. What is the most "Neang Kong Rey" mean?
renowned pieces of 4. What is the important
classical dance in purpose of legends and
Cambodia? stories that were handed
3. What do "Kakey" and down for centuries?
"Neang Kong Rey" 5. How will you describe the
mean? literature of Cambodia?
4. What is the important 6. How did India influence the
purpose of legends literature of Cambodia? Cite
and stories that were evidences.
handed down for
centuries? After processing the learner’s
5. How will you describe answers, the teacher will say:
the literature of
Cambodia? Class you have answered
6. How did India the questions correctly
influence the which means you
literature of understood what you have
Cambodia? Cite read.
evidences.
Now, I will divide you into 5
After processing the learner’s groups. Each group will be
answers, the teacher will say: assigned varied tasks.
You will do this in 5-7
Class you have answered minutes.
the questions correctly
which means you Post Reading:
understood what you have Task 3: Group Activity
read.
Group 1: Do a 3-2-1 Chart
Now, I will divide you into 5 for the text
groups. Each group will be Things Interesti Questio
assigned varied tasks. you ng ns you
You will do this in 5-7 found Things still
minutes. out you have
found
Post Reading: out
Task 3: Group Activity
Group 1: Do a 3-2-1 Chart

for the text
Things Interesti Questio
you ng ns you
found Things still Group 2: Concept Map: Go
out you have back to the text and gather all
found necessary details that you can
out get about Literature of
Cambodia. Use the following
concept map.
431
Group 2: Concept Map: Go
back to the text and gather
all necessary details that you Literature of
can get about Literature of Cambodia
Cambodia. Use the following
concept map.
Group 3: Differentiate
Literature of Identify the types of
Cambodia Cambodian literary works and
its characteristics based on
the reading text. Use the
following diagram.
Literature of Cambodia
Group 3: Differentiate
Identify the types of Anci Char Mod Char
Cambodian literary works ent acter ern acter
and its characteristics based Liter istics Liter istics
on the reading text. Use the ary ary
following diagram.
Literature of Cambodia
Ancie Char Mode Char
nt acteri rn acteri
Litera stics Litera stics
ry ry
Group 4: Summarizing Text

Write a summary of the text
“Literature of Cambodia”
Group 4: Summarizing Text
Write a summary of the text
“Literature of Cambodia Group 5: Butterfly Organizer
Group 5: Butterfly Organizer

Detail 1 Detail 2
Detail 3 Detail 4
Detail 1 Detail 2
Detail 3 Detail 4
432
After 5-7 minutes, the After 5-7 minutes, the teacher
teacher will say: will say:
Class are you done”? Class are you done”?
May I ask the group to May I ask the group to
present your output. present your output.
the students’ outputs. students’ outputs.
After the processing of After the processing of
students’ outputs: students’ outputs:
1. How did you find the 1. How did you find the
activity? Is it difficult activity? Is it difficult or easy?
or easy? Why? Why?
2. What strategies in 2. What strategies in reading
reading did you do to did you do to come up with
come up with your your answers in your task?
answers in your task?
students share their students share their
techniques in reading. techniques in reading.
Process their responses. Process their responses.
E. Discussing The teacher will say: The teacher will say:

new Now class, let us go back Now class, let us go back to
concepts to the unlocking of the unlocking of difficulties,
and difficulties, how did you do how did you do it? Did you
practicing it? Did you use dictionary? use dictionary?
new skills (-students’ responses may (-students’ responses may
#2 vary) vary)
Sometimes, when we read Sometimes, when we read a

a given portion of text, given portion of text, we’re
we’re not entirely sure not entirely sure what’s
what’s going on. This is going on. This is where
where context clues come context clues come in.
in. context clues provide context clues provide
further information about a further information about a
word or phrase that helps word or phrase that helps
readers understand its readers understand its
meaning. These clues offer meaning. These clues offer
insight – either directly or insight – either directly or
indirectly – into the portion indirectly – into the portion
of text that’s difficult to of text that’s difficult to
understand. understand.
(5-7 minutes) (5-7 minutes)
Now, let’s explore various Now, let’s explore various
examples of context clues examples of context clues
to see how they work. to see how they work.
There at least four types of There at least four types of
context clues that are quite context clues that are quite
433
common. Here are some of common. Here are some of
them. them.
1. Synonym - or word 1. Synonym - or word
with the same with the same
meaning is used in meaning is used in the
the sentence. sentence.
Example: My friend’s Example: My friend’s
argument is argument is fallacious,
fallacious, misleading, plain wrong.
misleading, plain 2. Antonym – a word or
wrong. group of words that
2. Antonym – a word or has the opposite
group of words that meaning reveal the
has the opposite meaning of an
meaning reveal the unknown term.
meaning of an Example: It’s true that women
unknown term. are loquacious, others hardly
Example: It’s true that talk at all.
women are 3. Explanation – the
loquacious, others unknown word is
hardly talk at all. explained within the
3. Explanation – the sentence or in a
unknown word is sentence immediately
explained within the preceding.
sentence or in a Example: The patient is so
sentence immediately somnolent, that she requires
preceding. medication to help her stay
Example: The patient awake.
is so somnolent, that (Source: English
she requires Expressway IV p.144)
medication to help
her stay awake.
(Source:
English Expressway IV
p.144)
F. Developing Task 4: Read the following Task 4: Read the following
mastery statements and identify the statements and identify the
(leads to meaning of the underlined meaning of the underlined
Formative word through context clues. word through context clues.
Assessme 1. No single cause 1. No single cause explains
nt) explains why some why some areas of the world
areas of the world are are so much more thickly-
so much more thickly- settled than others. But high
settled than others. population density can be an
But high population accident of political history.
density can be an 2. Australia has a population
accident of political density of five per square
history. mile, Canada has only seven,
2. Australia has a demonstrating the effect of
434
population density of huge hinterlands.
five per square mile, 3. A lot of our land is
Canada has only uninhabitable, says Ken Hill, a
seven, demonstrating demographer at the National
the effect of huge Academy of Sciences in
hinterlands. Washington D.C.
3. A lot of our land is 4. There are no deserts,
uninhabitable, says mountains, or impenetrable
Ken Hill, a forests.
demographer at the 5. They don’t see the need for
National Academy of more, even though for years
Sciences in emigration has been causing
Washington D.C. the country’s population to
4. There are no deserts, decline.
mountains, or
impenetrable forests.
5. They don’t see the
need for more, even
though for years
emigration has been
causing the country’s
population to decline.
G. Finding The teacher will ask the The teacher will ask the
practical question to the learners: question to the learners:
applicatio If Buddhism influences If Buddhism influences
n of Cambodian Literature, who Cambodian Literature, who
concepts are those person who are those person who
and skills influences you to become influences you to become a
in daily a better person? better person?
living
H. Making The teacher will let the The teacher will let the
generaliza students give a students give a generalization
tions and generalization of the lesson of the lesson by completing
abstractio by completing the following the following statements.
ns about statements. In today’s lesson, I have
the lesson In today’s lesson, I have learned that
learned that ________________________
_______________________ _
__
I. Evaluating Go over the following text and try to process information in a
learning text by completing the graphic organizer that follows the
paragraph.
The least densely populated countries often have

obvious climatic or geographic flows, like Mongolia (three
people per square mile), Australia has a population density of
five per square mile and Canada has only seven,
demonstrating the effect of huge hinterlands. The United
States is not very crowded, despite perceptions to the
435
contrary, with 65 people per square mile. “A lot of our land is
uninhabitable,” says Ken Hill, a demographer at the National
Academy of Sciences in Washington, D.C. “The Rockies, the
desert, and the rangeland are not places people want to live
in, so they crowd together in pleasant surroundings.
If high population density were a measure of
pleasantness, then Bangladesh would be pleasant, indeed.
With 1,800 people per square mile, it is the most densely
settled non-island nation in the world. Nearly 100 million
people live in an area the size of Arkansas. Alll of Bangladesh
is arable and that explains its density.
“There are no deserts, mountains, or impenetrable
forests,” says Hill. “There’s plenty of rainfall, so most fields
yield two crops.
Least Densely Populated

Countries
USA Banglad
esh
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
436
B. No. of learners
who require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me
solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
teachers?
437
Grade 8
I. OBJECTIVES
Standard Asian literature as mirror to a shared heritage ; coping
and emphasis.
Standard a persuasive speech based on an informative essay
C. Learning
Competencies EN8WC-IIIi2.2.16: Compose an informative essay.
/Objectives EN8G-IIIi-11: Use appropriate documentation.
II. CONTENT
III. LEARNING
RESOURCES
B. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning https://www.grammarly.com/blog/how-to-improve-writing-
Resources skills/
https://www.skidmore.edu/writing_guide/documentation.ph
p
https://examples.yourdictionary.com/examples-of-
informative-essays.html
438
IV. PROCEDURES ADVANCED LEARNERS AVERAGE LEARNERS
A. Reviewing REVIEW: REVIEW:
previous How can you describe the How can you describe the
lesson or literature of Cambodia? literature of Cambodia?
presenting Can you give examples of Can you give examples of
the new literature that they have? literature that they have?
lesson
B. Establishing a (5 minutes) Do you love writing? Like
purpose for Do you love writing? Like writing a poem, an essay or
the lesson writing a poem, an essay anything that you want to
or anything that you want write?
to write? But why is writing so hard for
But why is writing so hard so many?
for so many? Could you state some
Could you state some reasons?
reasons? (Process the learners’
(Process the learners’ responses)
responses)
C. Presenting The text that you have The text that you have read
examples/ read yesterday gave us a yesterday gave us a lot of
instances of lot of information about information about Cambodia.
the new Literature of Cambodia. That is also an example of
lesson That is also an example of Informative text.
Informative text.
(Present the objectives)
(Present the objectives) Before we talk about
informative essay, let me give
Before we talk about some tips on how to improve
informative essay, let me your writing.
give some tips on how to
improve your writing. Discuss to them some tips on
Discuss to them some tips how to improve writing. (See
on how to improve writing. attached File A)
(See attached File A)
D. Discussing new Discuss to them the Discuss to them the

concepts and following: (10 minutes) following:
practicing
new skills # 1 -Informative Essay -Informative Essay
-Purpose of an -Purpose of an informative
informative essay essay
-Tips in writing an -Tips in writing an
Informative Essay Informative Essay
(See attached File B) (See attached File B)
You may refer to the
following link: https://examples.yourdictionar
https://examples.yourdicti y.com/examples-of-
onary.com/examples-of- informative-essays.html
informative-essays.html
439
E. Discussing new When we gather data or When we gather data or
concepts search for an information, search for an information, do
and do you always you always acknowledge the
practicing acknowledge the sources?
new skills # 2 sources?
(Students’ answers may vary)
(Students’ answers may
vary) (Discussion: 10 minutes)
What is the importance of
(Discussion: 10 minutes) acknowledging the source?
What is the importance of - Documenting your sources
acknowledging the provides essential information
source? for your reader.
- By citing sources, you show
- Documenting your
your indebtedness to the work
sources provides essential
of others, and you give your
information for your reader.
reader the chance to seek
- By citing sources, you
further information from the
show your indebtedness to
sources themselves.
the work of others, and you
give your reader the chance - Documentation
to seek further information demonstrates your own
from the sources academic integrity by showing
themselves. that you are carefully giving
- Documentation credit where credit is due.
demonstrates your own
academic integrity by Discuss to the learners the
showing that you are importance of
carefully giving credit documentation and how to
where credit is due. avoid plagiarism
(See attached File C)
Discuss to the learners
the importance of
documentation and how
to avoid plagiarism (See
attached File C)
F. Developing Task 2: True of False (5 Task 2: True of False (5
mastery minutes) minutes)
(leads to
Formative With your group, read the With your group, read the
Assessment) following statements and following statements and
analyse it carefully. Write analyse it carefully. Write True
True if the statement is if the statement is correct,
correct, write false if it is write false if it is incorrect.
incorrect. 1. You need to cite
1. You need to cite sources for material that is
sources for quoted, paraphrased, or
material that is summarized.
quoted, 2. Through careful
paraphrased, or documentation, you indicate
summarized. where the information or ideas
440
2. Through careful in your paper come from.
documentation, 3. Failure to document
you indicate where ideas or information from any
the information or source constitutes plagiarism.
ideas in your 4. Quotations should not
paper come from. serve as evidence or support,
3. Failure to but as a substitute for your
document ideas or own ideas, arguments, or
information from assertions.
any source 5. You do not have to attribute
constitutes everything you write to some
plagiarism. other source.
4. Quotations should
not serve as Answers: 1. True 2. True 3. True
4. False 5. False
evidence or
support, but as a
substitute for your
own ideas,
arguments, or
assertions.
5. You do not have to
attribute
everything you
write to some
other source.
Answers: 1. True 2. True 3.
True 4. False 5. False
G. Finding practical When you copy/borrow When you copy/borrow
application of something from others, something from others, what
concepts and what can you do to show can you do to show that you
skills in daily that you appreciate it? appreciate it?
living
H. Making What do you need to do What do you need to do when
generalizatio when you cite sources for you cite sources for material
ns and material that is quoted, that is quoted, paraphrased,
abstractions paraphrased, or or summarized?
about the summarized? Do you need to tell your
lesson Do you need to tell your reader what documents you
reader what documents used to write your essay or
you used to write your report? Why?
essay or report? Why?
I. Evaluating Task 3: Pick Me, Write Task 3: Pick Me, Write Me!
learning Me! (20 minutes) (20 minutes)
With your group, With your group, brainstorm

brainstorm on the on the following assigned
following assigned topic topic and develop an
and develop an informative essay using
informative essay using different sources. Provide
441
different sources. Provide your own title. Be sure to use
your own title. Be sure to appropriate documentation.
use appropriate Note: The teacher may write the
documentation. topics on a piece of paper and
Note: The teacher may write put it in a small box, then let one
the topics on a piece of representative of each group pick
paper and put it in a small their topic.
box, then let one Topics:
representative of each 1. Dengue Outbreak in
group pick their topic. the Philippines.
Topics: 2. Causes of Climate
1. Dengue Outbreak Change.
in the Philippines. 3. Importance of Good
2. Causes of Climate Night’s Sleep
Change. 4. Domestic Violence
3. Importance of 5. Bullying
Good Night’s
Sleep
4. Domestic Violence
5. Bullying
J. Additional The teacher will assign The teacher will assign the
activities for the learners to write an learners to write an
application or informative essay about informative essay about any
remediation any current issues. current issues. Remind them
Remind them to use to use appropriate
appropriate documentation.
documentation.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation who
scored below
80%
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson
442
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
443
Grade 8
I. OBJECTIVES
and emphasis.
Standard delivering a persuasive speech based on an informative
prosodic features, stance, and behaviour.
C. Learning EN8LC-IIIi-7.4: Determine various social, moral, and
Competencie economic issues discussed in the text listened to
s/ EN8LT-IIIi-3: Explain how a selection is influenced by
Objectives. culture, history, environment
II. CONTENT Cambodian Folktale

“The Trial”
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning https://seap.einaudi.cornell.edu/ca
mbodian-folktales
Resources
https://www.forbes.com/sites/wom
ensmedia/2012/11/09/10-steps-
to-effective-
listening/#11bdd6193891
444
IV. PROCEDURES
A. Reviewing Review: (3 minutes) Review: (3 minutes)
previous The teacher will review The teacher will review about
lesson or about informative essay. informative essay.
presenting the
new lesson
B. Establishing a The Teacher will ask the The Teacher will ask the
purpose for learners: learners:
the lesson (3 minutes) (3 minutes)
What are the qualities of What are the qualities of a
a good leader? good leader?
(Students’ answer may (Students’ answer may vary)
vary)
One of the key characteristics
One of the key of an Objective Leader is the
characteristics of an ability to judge and treat
Objective Leader is the people fairly. But sad to say
ability to judge and treat many of them tend to
people fairly. But sad to misjudge others because of
say many of them tend the status.
to misjudge others
because of the status. The reality is many of us
misjudge people—often—
The reality is many of us sometimes based on what
misjudge people— they look like, what they are
often—sometimes based wearing, or perhaps what they
on what they look like, sound like.
what they are wearing,
or perhaps what they Today you will be listening to
sound like. a story about a person who
experienced unfair judgment.
Today you will be
listening to a story about But before that, let us first
a person who unlock some difficult words
experienced unfair that you may encounter as
judgment. you listen to the story.
But before that, let us Pre-listening activities: (5

first unlock some difficult minutes)
words that you may Task 1 Unlocking of
encounter as you listen Difficulties:
to the story.
Study the following sentences.
Pre-listening activities: They contain difficult words
(5 minutes) found in the story. Unlock the
Task 1:Unlocking of meaning of these underlined
Difficulties: difficult words by using clues
in the sentences. Choose the
Study the following meaning of the word from the
445
sentences. They contain boxed list below.
difficult words found in
the story. Unlock the a. Difficult experience
b. Covered with water
meaning of these c. A local official who has the
underlined difficult words power of a judge
by using clues in the d. A formal dinner to celebrate a
special event
sentences. Choose the e. Opposite to what is usual or
meaning of the word stated
from the boxed list f. A formal meeting in a court
below.
a. Difficult experience 1. He testified at the trial

b. Covered with water in front of the lawyers
c. A local official who has
the power of a judge and judges.
d. A formal dinner to 2. The victims chose to
celebrate a special event take their case before
e. Opposite to what is usual
or stated the local magistrate
f. A formal meeting in a who leads the town.
court 3. They held a banquet
in his honour with so
1. He testified at the
many delicious
trial in front of
delicacies.
the lawyers and
4. The town was
judges.
submerged by the
2. The victims
flood and everything is
chose to take
under the water.
their case before
5. The drug is used to
the local
lower blood pressure
magistrate who
but may have the
leads the town.
reverse effect in some
3. They held a
patient.
banquet in his
6. The hikers were finally
honour with so
rescued after a three-
many delicious
day ordeal in the
delicacies.
wilderness
4. The town was
submerged by
the flood and
everything under
the water.
5. The drug is used
to lower blood
pressure but may
have the reverse
effect in some
patient.
6. The hikers were
finally rescued
after a three-day
ordeal in the
446
wilderness.
C. Presenting Class as you listen to Class as you listen to the
examples/ the story, please be story, please be reminded
instances of reminded by the by the following steps to
the new following steps to effective listening: (3-4
lesson effective listening: (3-4 minutes)
minutes)
Step 1: Face the speaker and
Step 1: Face the maintain eye contact.
speaker and maintain Step 2: Be attentive, but
eye contact. relaxed.
Step 2: Be attentive, but Step 3: Keep an open mind.
relaxed. Step 4: Listen to the words
Step 3: Keep an open and try to picture what the
mind. speaker is saying.
Step 4: Listen to the Step 5: Wait for the speaker to
words and try to picture pause to ask clarifying
what the speaker is questions
saying. Step 6: Ask questions only to
Step 5: Wait for the ensure understanding.
speaker to pause to ask Step 7: Try to feel what the
clarifying questions speaker is feeling.
Step 6: Ask questions Step 8: Pay attention to what
only to ensure isn't said—to nonverbal cues
understanding. Step 9: Don’t talk with your
Step 7: Try to feel what seatmate.
the speaker is feeling. Step 10: Take note of the
Step 8: Pay attention to important details.
what isn't said—to
nonverbal cues
Step 9: Don’t talk with
your seatmate.
Step 10: Take note of
the important details.
D. Discussing new Motivation: How do Motivation: How do you

concepts and you treat others? treat others?
practicing new (students’ answer may (students’ answer may vary)
skills # 1 vary)
Task 2: Listening to a Story
Task 2: Listening to a (5-7 minutes)
Story (5-7 minutes) This time listen to a
This time listen to a Cambodian folktale “The Trial”
Cambodian folktale “The and take note of the question,
Trial” and take note of Motive question: How did
the question, the magistrate give his
Motive question: How judgment to the young
did the magistrate give man?
his judgment to the
447
young man? (The teacher will read the
story or play a recorded tape
(The teacher will read of the story)
the story or play a
recorded tape of the Post Listening Activity:
story) (5-7 minutes)
Task 3:Think-Pair-Share
Post Listening Ask the students to pair off
Activity: (5-7 and answer the questions:
minutes)
Task 3: Think-Pair- 1. Who are the characters in
Share the story? Describe them.
Ask the students to pair 2. What are the characteristics
off and answer the of the girl’s parents? What
questions: about the magistrate?
3. What is the story about?
1. Who are the Give its gist in one sentence.
characters in the story? 4. What was the ordeal of the
Describe them. parents to the young man
2. What are the before letting their daughter
characteristics of the be married to him?
girl’s parents? What 5. Why did the young man fail
about the magistrate? in performing the challenge
3. What is the story given to him?
about? Give its gist in 6. Do you think the parents
one sentence. became fair in their decision
4. What was the ordeal of not letting their daughter be
of the parents to the married to the young man?
young man before letting Why? Why not?
their daughter be 5. What is the trait of the
married to him? Cambodian that is similar to
5. Why did the young Filipinos?
man fail in performing 6. What is the dominant
the challenge given to feeling expressed in the text?
him? 7. What was the important
6. Do you think the role done by the rabbit in the
parents became fair in story?
their decision of not 8. Does the tale increase your
letting their daughter be knowledge about the values
married to the young and culture of the
man? Why? Why not? Cambodians?
5. What is the trait of the
Cambodian that is
similar to Filipinos?
6. What is the dominant
feeling expressed in the
text?
7. What was the
remarkable action done
448
by the rabbit in the
story?
8. Does the tale increase
your knowledge about
the values and culture of
the Cambodians?
E. Discussing new Group Work: Group Group Work: Group the
concepts the students into 5 and students into 5 and assigned
and practicing assigned the following the following tasks.
new skills # 2 tasks. (10 minutes)
(10 minutes)
Group 1: Using Venn
Group 1: Using Diagram
Venn Diagram Compare and Contrast the
Compare and Contrast Characteristics of the
the Characteristics of magistrate and judge
the magistrate and rabbit.
judge rabbit.
Judge
Judge Magistrate
Magistrate Rabbit
Rabbit
Group 2: Problem-
Group 2: Problem- Solving Advice
Solving Advice Identify the problem or
Identify the problem or conflict presented in the
conflict presented in selection. From the
the selection. Think of problem presented in the
your own advice or selection, what do you think
solution to the problem could be a possible
and explain it orally solution?
before the class.
Group 3 Role Play
Group 3 Role Play Present a role play of a
Present a role play of scenario where you are
a scenario where you experiencing wrong
are experiencing judgment. Emphasize how
wrong judgment. will you defend your rights
Emphasize how will by not losing respect to
you defend your rights other people.
by not losing respect
Group 4: “I Think”
449
to other people. Use the chart below to write
a brief insight about the
selection “The Trial”
Group 4: “I Think”
Use the chart below to “I Think”
write a brief insight
about the selection The magistrate should have
“The Trial” _____________
_______________________
_____________
“I Think”
The Judge Rabbit did the
The magistrate should haveright thing because
_____________ _______________________
___________________________________
______________ Fair judgment may result
The Judge Rabbit did the to_____________
_______________________
right thing because
_____________
______________________
______________
Fair judgment may result
to_____________
______________________
______________ Group 5:
What trials were depicted
in the folktale “The Trial”
that made different issues
between rich and poor.
Identify those issues and
complete the following
Group 5:
graphic organizer.
What trials were
depicted in the folktale
“The Trial” that made
different issues
Social Issue
between rich and
poor. Identify those
issues and complete The
the following graphic Trial
Moral Economic
organizer. Issue Issue
450
Social Issue
The
Trial
Moral Economic
Issue Issue
F. Developing In this story the judge is In this story the judge is

mastery (leads bribed by a rich family to bribed by a rich family to give
to Formative give a verdict in their a verdict in their favour. This
Assessment) favour. This reflects the reflects the corruption which
corruption which many many Cambodians feel is
Cambodians feel is found throughout their justice
found throughout their system.
justice system.
How does corruption reflected
How does corruption in the story? Is this happening
reflected in the story? Is also in our country? Cite
this happening also in instances or situation. Write it
our country? Cite on your notebook and share it
instances or situation. to the class.
Write it on your (5 minutes)
notebook and share it to
the class.
(5 minutes)
G. Finding practical As a student, how can As a student, how can you
application of you eradicate such kind eradicate such kind of
concepts and of inhumane acts so that inhumane acts so that it will
skills in daily it will not affect even the not affect even the poorest
living poorest and weakest and weakest persons?
persons?
H. Making What advice can you What advice can you give to
generalization give to everyone to everyone to avoid
s and avoid misjudgement? misjudgement?
abstractions What insight did you What insight did you gain from
about the gain from the lesson? the lesson?
lesson
With your group discuss the following:
1. What are the moral, social, and economic issues
reflected from the listening text “The Trial”? How
can you address these issues to maintain a
healthy relationship towards others?
451
Be guided by the following rubrics:
Criteria 4 3 2 1
Content The content The content The content The
reflects very reflects some reflects few content
important important important did not
issues related issues related issues that reflects
to the topic. to the topic are quite any
related to the issues
topic related to
the topic
Organiza The content is The content The content Ideas
tion very well is pretty well is a little hard seem to
ideas organized. One organized. to follow. The be
idea follows One idea may transitions randomly
another logical seem out of are arranged.
sequence with place. Clear sometimes
clear transitions not clear.
transitions. are used.
Mechani The content is The content The content The
cs free from has some has few content is
errors of errors in errors in grammati
grammar and grammar and grammar and cally
spelling. spelling. spelling. wrong.
J. Additional activities Write an informative essay about economic issues in your

for application locality.
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
for remediation
who scored below
80%
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson
452
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can
help me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
453
Grade 8
I. OBJECTIVES
and emphasis.
Standard delivering a persuasive speech based on an informative
prosodic features, stance, and behaviour.
C. Learning
Competency/ EN8VC-IIIi-19: Judge the relevance and worth of ideas
Objectives presented in the material viewed
EN8RC-IIIi-10: Share ideas using opinion-marking
signals
II. CONTENT Making Judgment
Opinion-Marking Signals
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning https://www.youtube.co
Resources m/watch?v=I5UBikauIQ
M
https://newsinfo.inquirer.ne
t/1158635/sogie-bill-wont-
promote-equality-only-
special-rights-to-lgbt-
solon#ixzz5ypEPpDMM
454
https://www.youtube.co
m/results?search_query
=How+corrupt+was+Ca
mbodian+Government
IV. PROCEDURES ADVANCED AVERAGE LEARNERS

LEARNERS
A. Reviewing How can we build unity How can we build unity
previous despite diversity? despite diversity?
lesson or
presenting (students’ answers may (student answers may vary)
the new vary)
lesson How can we give proper
How can we give proper judgment without overlooking
judgment without the rights of others?
overlooking the rights of
others?
B. Establishing a Sometimes we make the Sometimes we make the
purpose for mistakes of believing mistakes of believing that the
the lesson that the only heroes out only heroes out there are the
there are the people we people we watch on
watch on television, read television, read about in news
about in news reports, or reports, or see in the movies.
see in the movies. The The truth is that each one of
truth is that each one of us has the ability to become a
us has the ability to hero to someone.
become a hero to Opportunities for heroism are
someone. Opportunities everywhere!
for heroism are
everywhere!
C. Presenting Task 1: Pre-viewing Task 1: Pre-viewing
examples/ Activity: (5 minutes) Activity: (5 minutes)
instances of You are going to watch You are going to watch an
the new an inspirational video inspirational video clip.
lesson clip. As you watch the video
As you watch the video observe how a simple person
observe how a simple shows goodness toward
person shows goodness others.
toward others.
Motive question:
Motive question: What did the man receive by
What did the man helping others?
receive by helping https://www.youtube.com/wat
others? ch?v=I5UBikauIQM
https://www.youtube.co
m/watch?v=I5UBikauIQ
M
455
D. Discussing new Task 2: Think-Pair- Task 2: Think-Pair-Share (5-
concepts and Share (5-7 minutes) 7 minutes)
practicing
new skills # 1 With your partner With your partner answer the
answer the following following questions after
questions after watching watching the inspirational
the inspirational video video clip.
clip. 1. Who are the characters in
1. Who are the the video clip?
characters in the 2. What did the man do?
video clip? 3. Does he benefited with
2. What did the what he did?
man do? 4. Considering the man’s
3. Does he situation, how could he
benefited with manage helping others?
what he did? 5. What was the reaction of
4. Considering the some people about what he’s
man’s situation, doing for others?
how could he 6. If you were in his situation,
manage helping would you also do the same?
others? 7. What is your opinion
5. What was the regarding man’s kindness for
reaction of some other people?
people about 8. What was the result of his
what he’s doing efforts in helping others?
for others?
6. If you were in his
situation, would
you also do the
same?
7. What is your
opinion regarding
man’s kindness
for other people?
8. What was the
result of his
efforts in helping
others?
E. Discussing new Task 2: Opinion Task 2: Opinion Matters (10
concepts Matters (10 minutes) minutes)
and
practicing Group the learners into Group the learners into five
new skills # 2 five and let them share and let them share ideas
ideas about the video about the video clip.
clip. Instruct them to construct
Instruct them to sentences expressing their
construct sentences opinions.
expressing their
opinions. (Learners will write it on
456
manila paper for processing)
(Learners will write it on
manila paper for Based on the opinions given,
processing) identify the opinion marking
signals.
Based on the opinions
given, identify the Tell the students that in
opinion marking signals. expressing opinion, they also
need to use different opinion-
Tell the students that in marking signals.
expressing opinion, they
also need to use The teacher will discuss the
different opinion-marking topic on Opinion-Marking
signals. Signals. (See attached File
A)
The teacher will
discuss the topic on
Opinion-Marking
Signals. (See attached
File A)
F. Developing Task 3: Share ideas Task 3: Share ideas about

mastery about the following the following situations
(leads to situations using using opinion-marking
Formative opinion-marking signals.
Assessment) signals.
1. MANILA, Philippines
1. MANILA, — Instead of
Philippines — promoting equality, the
Instead of Sexual Orientation and
promoting Gender Identity and
equality, the Expression (SOGIE)
Sexual Equality bill will only
Orientation and “unduly give special
Gender Identity rights” to some
and Expression members of society at
(SOGIE) Equality the expense of others,
bill will only a lawmaker said
“unduly give Wednesday.
special rights” to https://newsinfo.inquirer.net/1158635
/sogie-bill-wont-promote-equality-
some members
only-special-rights-to-lgbt-
of society at the solon#ixzz5ypEPpDMM
expense of
others, a 2. An outbreak of dengue
lawmaker said fever in the Philippines
Wednesday. has been declared a
https://newsinfo.inq national epidemic after
uirer.net/1158635/ causing hundreds of
sogie-bill-wont- deaths this year in the
promote-equality-
457
only-special-rights- wake of a government
to-lgbt- ban on the vaccine.
solon#ixzz5ypEPp The country
DMM has recorded 146,062
cases of dengue from
2. An outbreak of
January through to 20
dengue fever in
July this year, 98%
the Philippines
more than the same
has been
period in 2018, the
declared a
department of health
national epidemic
said. The outbreak has
after causing
already claimed the
hundreds of
lives of 622 people.
deaths this year
The group worst
in the wake of a
affected have been
government ban
children below the age
on the vaccine.
of 10
The country has
recorded 146,062 cases
of dengue from January
through to 20 July this
year, 98% more than the
same period in 2018, the
department of health
said. The outbreak has
already claimed the lives
of 622 people. The
group worst affected
have been children
below the age of 10
G. Finding practical Task 4: Write a Task 4: Complete the

application of paragraph about “How following paragraph with your
concepts and can you be a hero in ideas on how can you be a
skills in daily your own simple way” hero in your own simple way
living using the following using opinion-marking signals.
opinion-marking signals In my experience,
in giving your answers. ______________. It seems to
1. It seems to me… me _________________
2. In my
experience…
3. In my opinion..
4.
H. Making What did you learn in What did you learn in today’s
generalizatio today’s lesson? lesson?
ns and Complete the following Complete the following
abstractions statement statement
about the I have learned that being I have learned that being a
lesson a hero ___________ hero ___________
458
I. Evaluating Task 4: Watch and Task 4: Watch and Judge!
learning Judge!
The teacher will show a video
The teacher will show a clip to the learners about the
video clip to the learners Cambodian Government.
about the Cambodian https://www.youtube.com/results
Government. ?search_query=How+corrupt+wa
https://www.youtube.com/r s+Cambodian+Government
esults?search_query=How
+corrupt+was+Cambodian Let the learner judge the
+Government relevance and worth of ideas
presented in the video by
Let the learner judge the answering the guide
relevance and worth of questions and give their
ideas presented in the opinion using opinion-marking
video by answering the signals. Use the table below.
guide questions and give Guide Questions:
their opinion using 1. What is the video about?
opinion-marking signals. 2. What is the relevance and
Use the table below. worth of ideas presented in
Guide Questions: the video?
1. What is the video 3. What is your opinion
about? regarding the issue discussed
2. What is the in the video?
relevance and
worth of ideas
presented in the
video?
3. What is your
opinion regarding
the issue
discussed in the
video?
J. Additional Watch a news on TV, Watch a news on TV, write

activities for write your own your own judgement as to the
application or judgement as to the relevance and worth of ideas
remediation relevance and worth of presented on the news. Share
ideas presented on the it to the class next meeting.
news. Share it to the
class next meeting.
V. REMARKS
459
VI. REFLECTION
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?
460
Grade 8
I. OBJECTIVES
A. Content The learner demonstrates understanding of:
Standard Southeast Asian literature as mirror to a shared
heritage ; coping strategies in processing textual
words and propaganda techniques; and
grammatical signals for opinion- making,
Standard delivering a persuasive speech based on an
signals for opinion-making , persuasion, and
stance, and behaviour.
C. Learning EN8G-IIIi-12: Use emphasis markers for
Competencies/ persuasive purposes.
Objectives. EN8OL-IIIi-4.1: Use appropriate verbal and
nonverbal cues when delivering a persuasive
speech
II. CONTENT Delivering a Persuasive Speech
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning https://www.youtube.com/watch?v=nIwU-9ZTTJc
Resources
https://www.quora.com/What-are-some-tips-on-
delivering-a-persuasive-speech
461
https://www.englishclub.com/esl-
activities/persuasive-speech.htm
ADVANCED
IV. PROCEDURES AVERAGE LEARNERS
LEARNERS
A. Reviewing Have you ever tried Have you ever tried
previous lesson speaking in public or speaking in public or in
or presenting the in front of many front of many people?
new lesson people? What did you feel?
What did you feel? Nowadays only few have
Nowadays only few the confidence talking in
have the confidence front of many audiences.
talking in front of (3 minutes)
many audiences.
(3 minutes)
B. Establishing a How can you convince How can you convince
purpose for the and persuade the and persuade the listeners
lesson listeners to agree with to agree with you as you
you as you deliver deliver your speech?
your speech?
C. Presenting Before you answer the Before you answer the

examples/ question, I want you to question, I want you to
instances of the watch a video of watch a video of Emma
new lesson Emma Watson Watson delivering her
delivering her speech speech about feminism.
about feminism. While watching, observe
While watching, how she delivers her
observe how she speech, the manner of her
delivers her speech, talking and even facial
the manner of her expression.
talking and even facial https://www.youtube.com/
expression. watch?v=nIwU-9ZTTJc
https://www.youtube.c
om/watch?v=nIwU- (4-5 minutes)
9ZTTJc Task 1: Think-Pair-Share
(4-5 minutes) (5-7 minutes)
Task 1: Think-Pair- With your partner take
Share (5-7 minutes) turns in answering the
With your partner take following questions:
turns in answering the 1. What did Emma Watson
following questions: tries to convey to us?
1. What did 2. How did she deliver the
462
Emma Watson speech?
tries to convey 3. What can you say about
to us? the manner she talks?
2. How did she 4. Were you convinced
deliver the with what she was saying?
speech? Why? Why not?
3. What can you
say about the
manner she
talks?
4. Were you
convinced with
what she was
saying? Why?
Why not?
D. Discussing new Task 2: Read to Persuade
concepts and Now class, I will divide you into five groups and
practicing new skills then I will distribute a copy of persuasive
#1 speech that you are going to read aloud.
(The teacher will distribute a copy of persuasive

speech)
But before you do that let me discuss to you some

persuasive techniques and the important aspects
on delivering a persuasive speech.
(See attached file A)
(See attached File B)
After the discussion, the teacher will say:

I’m giving you 5 minutes to practice your speech.
Be guided by the following rubrics.
Delivery High Aver Low Total

age
5 3 1 15
4 2 0
Speaks clearly with
appropriate voice and
enunciation.
Uses tone, speed and
volume as tools in
speaking.
Appears comfortable
with the audience
463
Let some students observe and listen as their
classmates perform it in front.
Let the learners write their observations on meta
strips and post it on the board for processing.
The teacher will discuss important aspects on

delivering a persuasive speech. (See attached file
B)
E. Discussing new You are a natural You are a natural
concepts and persuader! You have persuader! You have done
practicing new skills done it all your life. it all your life. Every time
#2 Every time you enter a you enter a conversation,
conversation, you you engage in elementary
engage in elementary persuasion techniques. It
persuasion is true, that any time you
techniques. It is true, make a statement of fact,
that any time you you are asserting its
make a statement of validity and assuming that
fact, you are asserting your listener agrees.
its validity and
assuming that your The teacher will discuss
listener agrees. Persuasive Techniques
(See attached File A)
The teacher will
discuss Persuasive
Techniques (See
attached File A)
F. Developing The teacher will The teacher will provide
mastery (leads to provide example of example of persuasive
Formative persuasive speech speech and let the
Assessment) and let the learners learners present it using
present it using appropriate verbal and
appropriate verbal and nonverbal cues when
nonverbal cues when delivering a persuasive
delivering a speech.
persuasive speech. (Provide a rubric)
(Provide a rubric)
application of How do you persuade How do you persuade
concepts and skills someone to agree or someone to agree or
in daily living believe in your ideas? believe in your ideas?
H. Making What are the things to What are the things to be
generalizations and be considered when considered when
abstractions about delivering a delivering a persuasive
the lesson persuasive speech? speech?
464
What insights did you What insights did you gain
gain in this lesson? in this lesson?
I. Evaluating learning Now that you have fully understood the proper
ways in delivering a speech, you are going to
present a persuasive speech using appropriate
verbal and nonverbal cues.
(The teacher will distribute a sample of persuasive
speech to the group. Instruct them to choose one
representative who will deliver the speech.)
Let other group judge the performance of other
group.
Be guided by the following Rubrics:
Delivery High Aver Low Total

age
5 3 1 15
4 2 0
Speaks clearly with
appropriate voice and
enunciation.
Uses tone, speed and
volume as tools in
speaking.
Appears comfortable
with the audience
Total Score: ____

J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
465
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
encounter which my
principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
466

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DETAILED

WRITERS PROCESS OBSERVERS

JESSICA T. SARMIENTO SONIA V. PRENSANDER

ENGLISH 8 QUARTER 3 DETAILED LESSON PLAN

Week 1 Day 1 ---------------------------------------------------------------------------- 1

Week 2 Day 1 ----------------------------------------------------------------------------61

Week 3 Day 1 ----------------------------------------------------------------------------91

Week 4 Day 1 ----------------------------------------------------------------------------140

Week 5 Day 1 ----------------------------------------------------------------------------193

Week 7 Day 1 ----------------------------------------------------------------------------298

Week 8 Day 1 ---------------------------------------------------------------------------- 386

Week 9 Day 1 ---------------------------------------------------------------------------- 425

Quarter: 3 Week: 1 Day: 1

IV. PROCEDURE Advanced Learners Average Learners

Motivation Question: Motivation Question:

What is your favorite TV or What is your favorite TV

Motive Question: Motive Question:

What is featured in the ad? What is featured in the

TASK 2. AD LOVE IT!

What are propaganda What are propaganda

The teacher will discuss The teacher will discuss

something: information put something: information

deceptive or distorted deceptive or distorted

Basic Propaganda Basic Propaganda

(After discussing the

TASK 5. COMMERCIAL TASK 5. COMMERCIAL

H. Making TASK 6. YOU MAKE ME TASK 6. YOU MAKE ME

(Source: Skill Builders for 4. “I’m no different from

(Source: Skill Builders for

Reading Assignment: Reading Assignment:

A. No. of Learners who

Quarter: 3 Week: 1 Day: 2

B. Performance The learner transfers learning by composing and

C. Learning EN8LT-IIIa-11: Identify the notable literary genres

IV. PROCEDURE Advanced Learners Average Learners

Pre-Reading Activities Pre-Reading Activities

Unlocking of Difficulties Unlocking of Difficulties

The teacher tells the class The teacher tells the

Motive Question: Motive Question:

C. Presenting (The teacher provides short (The teacher provides

After 5 minutes, the teacher Same task will be given

WISHES: Things I should improve as

I. Evaluating TASK 6. PICTURE FEATURE!

Pierre has worked for many years as a milkman in

One morning, Pierre learns that Joseph has died.

Features of a Short Story

A. No. of Learners who

F. What difficulties did I

Quarter: 3 Week: 1 Day: 3

B. Performance The learner transfers learning by composing and

C. Learning EN8LC-IIIa-7.3: Determine the target audience of

Study the definitions and

3. someone who attacks

(The teacher instructs

Motive Question: Motive Question:

About Darren Tay

Video: 2016 World

Complete the table below:

1. What did the speaker do

FOR AVERAGE LEARNERS:

(Group the students into five (5). Give one

Group 1. What did the speaker do to overcome

Group 2. What do you think is the speaker’s

honest place _medic