Learning Area: English

Learning Delivery Modality: Modular Distance Modality (Learners-Led Modality)

LESSON School: Balubad Integrated School Grade Level: 8

EXEMPLAR Teacher: Ms. Sherry Love B. Alva Learning Area: English
Teaching Date: February 24, 2021, Wednesday Quarter: Second Quarter
Teaching Time: 1:00-2:00 P.M Number of Days: 8
I. OBJECTIVES
At the end of the lesson, the learners are expected to:
1. Evaluate the word/s that made the text a negative statement to convert it into in a positive statement.
2. Appreciate the correct use of a positive and negative messages in dealing with people in everyday lives.
The learner demonstrates understanding of: East Asian literature as an art form inspired
influenced by nature; relationship of visual, sensory, and verbal signals in both literary
A. Content
expository texts; strategies in listening to long descriptive and narrative texts; value of litera
Standard
figurative language; and appropriate grammatical signals or expressions suitable to patter
idea development.
The learner transfers learning by composing and delivering a brief and creative entertain
B. Performance
speech featuring a variety of effective paragraphs, appropriate grammatical signals or expres
Standard
in topic development, and appropriate prosodic features, stance, and behavior.
C. Most
Essential
Recognize positive and negative messages conveyed in a text
Learning
Competencie
s
D. Enabling
Competencie Predict the gist of the material viewed based on the title, pictures, and excerpts
s
II. CONTENT Recognizing Positive and Negative Messages
III. LEARNING RESOURCES
A. References
a. Teacher’s Most Essential Learning Competency & Curriculum Guide (June 2020) pp. 101
Guide
b. Learning
Material Grade 8 English PIVOT 4A Learner’s Material Quarter 2 Page 32-36
Page
c. Textbook
Pages
d. Additional Jigsaw Puzzle
Materials Power Point Presentation
from Paper and Pen
Learning Video
Resources Manipulative Devices
B. List of Learning
Resources for
PPT Presentations, Worksheets, Tarpapel, Copies of the Literary Text
Development and
Engagement
Activities
IV.PROCEDURES
A. Opening Prayer
INTRODUCTION Classroom Management
Checking of Attendance

What I Need to Know?

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 Writers and speakers differ in styles in terms of delivery and composition. Choice of words,
and voice are just few of the elements that may make or break their piece. These things m
huge difference in making the message clear or vague to an audience.

As the receiver of these messages, it is important that you are able to distinguish the kin
messages you are about to receive or are receiving.

In this lesson, you are expected to recognize positive and negative messages conveyed in a te
What is New?

Group Activity:
PICTURE PUZZLE: You will be given an envelope with pieces of picture puzzle to solv
After the puzzle is formed, examine the images and guess the messages and/or emo
embedded in each image. Identify if it is positive or negative message. Explain your answers

((The teacher will present a PPT Presentation for the correct answer and the learners will clic
the laptop to know the correct answer) (Manipulative device)

Images contain distinct emotions. These emotions may either be serious or light in tone. S
images express spirituality, happiness, sadness and/or excitement, among others. Furtherm
images are used as representations for visualization of texts. These images, like texts, carry
them some messages which may be positive or negative in nature.

Beyond these images, you are to examine the messages portrayed by the given texts in

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 lesson. Let us determine how messages embedded in texts are identified and classified.

B. DEVELOPMENT What I Know?

Individual Activity:
(Before discussing the topic, the teacher will give a short activity in a worksheet to determin
prior knowledge of the learners to the topic)

Learning Task 1: Identify the kind of message that each statement conveys. Draw a smile 😊
the statement conveys a POSITIVE message and sad ☹ if it conveys NEGATIVE message.
______________ 1. We have not been seeing a great deal of each other lately.
______________ 2. The police concluded that the security system had been working properl
______________ 3. I think I am not doing enough.
______________ 4. You know you have something to offer. If you don’t, you would not be
______________ 5. If you want to change the world, you have to take the leap.
(After answering, the teacher will present the correct answers in a PPT Presentation)

What Is In?

POSITIVE AND NEGATIVE MESSAGES

Writers have their own unique style in expressing their messages. Their choice of words m
creates the atmosphere, mood, and emotions depending on the occasion. For instance
fictional texts, authors carefully weave words in order to give shape to the story and provid
voice for characters. It is what creates the personality of the selection. For non-fictional text
the other hand, a writer chooses words that would express his/her attitude toward a subje
tells the reader how they should read the text — funny, serious, angry, friendly, etc. In
cases, the audience perceives the message as negative or positive depending on the tone and
choice.

Tone
Tone refers to the emotion or attitude that that the writer embeds in writing. It gives more co
beyond the words used. There are two supportive pieces that help create tone:
 Diction
 Imagery
So, how does it work? You see the words on the page, interpret their meaning, and add a lay
emotional context. These create the concept of a message as to being positive or neg
Writers use tone words to establish a message. These are words that make the author’s op
on the subject matter known. They make the tone either positive or negative.

Teacher: You made an A on the test. The tone of the student is positive
Student: “That’s incredible news!”

Teacher: You made an A on the test. The tone of the students is skeptica
Student: “I did?”

Teacher: You made a B on the test. The student’s tone is sarcastic.

Student: “Of course. I knew it.”

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 You made a pathetic C on the test. The tone is negative

Positive Tone Words Negative Tone Words

benevolent, sympathetic, tolerant, generous, aggressive, hostile, forceful , argument

caring, well-meaning, candid, truthful,
straightforward, honest, unreserved,
celebratory, praising, glorify, honor,
diplomatic, tactful, sensitive, thoughtful,
formal, respectful, factual, joyful, positive,
optimistic
aggrieved, indignant, annoyed, offend
disgruntled, angry, enraged, threateni
menacing, apathetic, indifferent, unemo
arrogant, disdainful, overbearing,
condescending, vain, scoffing

Likewise, emotions, which can rise and fall as to how specific words can be synonym
indicate a variety on levels of responses. It is necessary to recognize the differences
selecting appropriate synonyms. These pairs of positive and negative sentences will show
how words that are actually synonymous can be warm, neutral or very cold.

Economical vs. Cheap Positive: Alessandra performs a survey

buying any product. She is economical.

Negative: Alessandra performs a survey

buying any product. She is cheap.

Challenge vs. Difficult Positive: Doing the indicated tasks

module is really a challenge.

Negative: Doing the indicated tasks

module is really difficult.

Conversationalist vs. Chatty Positive: Listening to him fascinates me

an excellent conversationalist.

Negative: Listening to him irritates me

indeed chatty.

Unique vs. Weird Positive: Anthony loves to experimen

hobby is indeed unique.
Negative: Anthony loves to experiment
really weird.

Curious vs. Nosy Positive: My cousin always asks questio

is curious of everything.

Negative: My cousin always asks questio

is a nosy child.

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 Generous vs. Extravagant Positive: You were too To compliment som
generous with your gifts to the generosity is to offe
foundation. praise. If, however, y
their act of k
Negative: Your gift to the extravagant, you are
foundation was too them they went too fa
extravagant. that is hardly complime

What Is It?
Individual Activity:
(The teacher will give a worksheet )
Learning Task 2: Read the statements below then, underline the word/s that made each sen
negative.
1. 1. Our new teacher is annoying.
2. Our exam yesterday was extremely difficult.
3. My cousin was so chatty that we slept very late last night.
4. Maria was cheap for buying these second-hand bags.
5. Jayson uses only a metal straw to drink. He is weird.

Individual Activity:
(The teacher will give a worksheet.)
Learning Task 3: Convert the sentences/statements in Learning Task 2, into a po
statement. Write your answers in your activity sheet.
1. (answer may vary)
2. (answer may vary)
3. (answer may vary)
4. (answer may vary)
5. (answer may vary)

C. ENGAGEMENT What Is More?

Individual Activity:
(The teacher will give a worksheet to the learners and will paste a tarpapel of the activity in o
for the learners to engage themselves actively in the discussion)

Learning Task 4: Complete each sentence by inserting word with positive connotation. Cho
from the options inside the parentheses. Write your answers in your worksheet.
1. The temperature of water in Miranda's swimming pool was ___________.
(freezing/refreshing)
2. Adam wore a ____________________ expression on his face. (thoughtful/glum)
3. The spring rain ____________________ Mrs. Gillig's garden. (nourished/drenched)
4. Jessica has a very ____________________ sense of style. (unique/odd)
5. I bought the dress because it was ____________________. (cheap/inexpensive)
6. The autumn wind ____________________ through the trees. (howled/sang)

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 What I Can Do?
Individual Activity:
(The teacher will give a copy of the poem “Land of Nod”. After giving the copies, the tea
will play a video about the poem)
..\..\Downloads\Poem- The Land of Nod By Robert Louis Stevenson.mp4
Learning Task 5: Listen carefully to the poem that will be play. Then, answer the questions
follow.

The Land of Nod

by Robert Louis Stevenson

From breakfast on through all the day

At home among my friends I stay,
But every night I go abroad
Afar into the land of Nod.

All by myself I have to go,

With none to tell me what to do--
All alone beside the streams
And up the mountain-sides of dreams.

The strangest things are there for me,

Both things to eat and things to see,
And many frightening sights abroad
Till morning in the land of Nod.

Try as I like to find the way,

I never can get back by day,
Nor can remember plain and clear
The curious music that I hear.

Questions:

1. What is the poem all about?

Answer: It is about a boy who lives a pretty ordinary life who wants to escape his ordinary li
night when he falls asleep and dreams of the land of Nod. (Nod is a strange, exciting place, a
he can only get there by dreaming) During the day, he wants to go back but can’t.

2. What is the speaker’s tone? Identify word or words that would justify your answer.
Answer: THE "LAND OF NOD" HAS A LIGHTHEARTED AND DREAMY TONE. FROM
THE POEM, STEVENSON WRITES ABOUT THE MOUNTAIN-SIDES OF DREAM SO
MAKE SENSE THAT THERE IS ALSO AN INNOCENT AND PLAYFUL TONE WHICH
GIVES THE READERS A CONFUSING TONE AND MESSAGE.

3. How will you use your voice to convey a positive or negative tone/statement to someone
who’s dealing everyday the effects of the COVID-19 Pandemic?

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 (answer may vary)

D. ASSIMILATION What I Have Learned?

Group Activity:
PERFORMANCE TASK: The learners will be group into 4 groups. The teacher will ass
stanza and tone (either positive or negative tone) to each group to recite. (5 minutes will be g
to prepare)

GROUP 1 1st stanza (POSITIVE TONE- HAPPY EMOTION)

GROUP 2 2ns stanza (NEGATIVE TONE- ANGRY EMOTION)
GROUP 3 3rd stanza (NEGATIVE TONE- SAD EMOTION)
GROUP 4 4th stanza (POSITIVE TONE- FRIENDLY EMOTION)

ORAL PRESENTATION RUBRIC

CRITERIA Excellent Proficient Developing Begi

5 4 3

EXPRESSION Expression Expression is Expression is Mono

enhances generally sometimes inappr
performance appropriate to appropriate, but express
by adding the song being may be perfor
appropriate sung. inconsistent.
depth and
emotional
range.

TONE OF VOICE The tone The tone The tone The tone
assigned to assigned to the assigned to the the learn
the learners is learners is well learners is executed
well executed executed and somewhat
and the clear. somewhat executed and
clear. clear.

TEAMWORK/ PARTICIPATION The group The group work Group The grou
work very well with each communicated work wel
well with other and relatively well There we
each other communicated with few lapses. miscomm
and the oral well. Some Other and lap
presentation members participants oral pre
was shared participated dominated
equally slightly more others while
among the than others. some do not
group participate.
member.

TOTAL SCORE=____________

Additional activities Individual Activity:

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 (For those learners who do not participate in the activity, they will have an additional activi
remediation)
DIRECTION: Refer to the picture below and use it to convey the emotions that you feel tow
the world health crisis (COVID-19) that we are experiencing today by creating your own e
with at least 3 positive statement and 3 negative statement in it. Do not forget to underlin
words that you use to make the statement a positive and negative statement.

WRITING AN ESSAY RUBRIC

CRITERIA Excellent Proficient Developing Beginnin

5 4 3 2

RELEVANCE TO The topic is The topic is The topic is The topic an

for application or COVID-19 relevant to the relevant to somewhat relevant impact are
remediation PANDEMIC and COVID-19 COVID-19 to COVID-19 presente
IMPACT TO THE Pandemic and Pandemic, but Pandemic. It lacks
READER/S gives great impact somewhat lacks impacts to the
to the reader/s impact to the reader/s.
reader/s

FOCUS & There is one clear, There is one clear, There is one topic. The topic
DETAILS well-focused topic. well-focused topic. Ideas are Ideas are not
Ideas are clear and Ideas are clear but somewhat clear.
are well supported are not well
by detailed and supported by
accurate detailed
information. information.

SPELLING AND There are no There is one There are 2-3 The final dra
PUNCTUATION spelling or spelling or spelling and more than
punctuation errors punctuation error punctuation errors spelling a
in the final draft. in the final draft. in the final draft. punctuation e
Character and
place names that
the author
invented are
spelled
consistently
throughout.

V. REMARKS

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 In your journals, write the thing/s that you think that needs improvement to further understan
the topic.

I believe that I need to improve my ______________________________________________

__________________________________________________________________________
VI. REFLECTION
__________________________________________________________________________
__________________________________________________________________________

( this part will be answered by the learners)

A. No. of learners
who eared 80% in
the evaluation

B. No. of learners
who requires
additional activities
for remediation

C. Did the
remediation lesson
work? No. of
learners who caught
up with the lesson.

D. No. of learners
who continue to
require remediation

E. Which of my
strategies work well?

F. What difficulties
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?

Prepared by: Noted by: Approved by:

SHERRY LOVE B.
JASMIN R. SANIEL NECITAS V. GARATE
ALVA
Officer-In-Charge, JHS School Head Teacher II
Teacher I, English

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