Junior High School Department

SANTIAGO TRILLANA Mabini St., San Sebastian, Hagonoy, Bulacan

ACADEMY INC. Tel. No: 044-321-0610
Gov’t Recognition No. S-018 S. 2014
School Year 2020-2021

Subject: English Grade Level: 8

Unit Topic: Living, Loving, Believing Quarter: 4

UNIT STANDARDS AND COMPETENCIES DIAGRAM

EXPLORE

This unit is about Man and Virtues


LEARNING COMPETENCY
LC1 Use appropriate grammatical
signals or expressions suitable to
each pattern of idea development:
● general to particular
● claim and counterclaim
● problem-solution
● cause-effect
and others
LC2 Expand the content of an
outline using notes from primary
and secondary sources
EXPLORE (IRF)
Consider this question: How can one compose an informative?
INITIAL ANSWER
REVISED ANSWER
FINAL ANSWER
FIRM-UP
Activity 1 : Short Paragraph
Instruction: Write a short paragraph on a topic of your choice using the general to
particular paragraph development. Use the grammatical signals or expressions you
have learned for this purpose. Provide your title..
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Act 2: Compare and Contrast
Instruction: Cut out a news article. Identify the sources. Circle with red ink the
primary and box with blue the secondary.
LEARNING COMPETENCY DEEPEN
LC3 Synthesize essential Activity 3: Essay
information found in various
Instruction: Synthesize essential information found in various sources
sources

Activity 4: How to Write an Engaging Sports Article

Instruction: Composing a feature article and sport news article

LC4 Develop paragraphs that

illustrate each text type (narrative
in literature, expository,
explanatory, factual and personal
recount, persuasive)

Learning Competency
LC5: Deliver a self-composed
speech using all the needed
speech convention
TRANSFER
Transfer Goal:
Students on their own and in the long run will be able to compose and
deliver a monologue.
Self-Assessment: ( I can Table)

ABLE TO DO MOST
ABLE TO DO ALL
STEPS BUT NEED NEED DETAILED
PERFORMANCE STEPS BY MYSELF
COMMENTS AND STEP-BY-STEP
SKILL AND WITH MUCH
FEEDBACK FROM INSTRUCTION
CONFIDENCE
OTHERS
 1. Use
appropriate
grammatical
signals or
expressions
suitable to
each pattern
of idea
development:
● general to
particular
● claim and
counterclai
m
● problem-
solution
● cause-
effect
and others
2. Expand the
content of an
outline using
notes from
primary and
secondary
sources
3. Synthesize
essential
information
found in
various
sources
4. Develop
paragraphs
that illustrate
each text type
(narrative in
literature,
expository,
explanatory,
factual and
personal
recount,
persuasive)
5. Deliver a self-
composed
speech using all
the needed
speech
convention

Performance Task 

GOAL: Deliver a monologue for the caucus for the next election.
ROLE: Running for mayor of Hagonoy.
AUDIENCE: Selected people of every barangay in Hagonoy.
SITUATION: Your party list will be having a caucus for the next election to
publicize your platform.
PRODUCT: Monologue that will enlighten the minds of the Hagonoeños about
your platform as a next mayor of Hagonoy.
STANDARD: Rubric to include assessment applying Volume, Fluency,
Pronunciation, and Written Content.

Differentiated /Interdisciplinary
As a canidate for mayor of Hagonoy, your party list will be having a
caucus for the next election to publicize your platform. You need to
deliver a monologue that will enlighten the minds of the Hagonoeños
about your platform as a next mayor of Hagonoy with the selected people
of every barangay in Hagonoy.

Integrated with 21 century skills

st

 Creativity, Critical Thinking, ICT, Career and Learning Self Reliance,

Communication, Collaboration

Analytic Rubric:

Poor Fair Good Excellent

(5pts) (5pts) (5pts) (5pts)
Volume is
Volume not always
Student cannot Student
loud Student
be heard and usually
enough. speaks loudly
makes no speaks loud
Student can enough to be
attempt to speak enough to be
sometimes heard easily.
up. heard.
not be
heard.

Student mostly Student always

Student is unable to Student speaks and
speaks and reads speaks and reads
Fluency speak or read through reads haltingly
fluently with few fluently with few
the monologue. with long pauses.
hesitations. hesitations.

Most words are Pronunciation is

Pronunciation is
Student is pronounced clearly clear and distinct
not at all clear and
Pronunciation unintelligible. Nothing and the student can all of the time and
student is difficult
can be understood. be clearly does not interfere
to understand.
understood with meaning.

Student mostly
Vocabulary is not Student makes no
uses correct
Student is unable to used correctly. errors in
vocabulary with
use vocabulary and There are many vocabulary usage,
few, if any, errors
Written grammar correctly to areas in grammar grammar, or
in grammar or
Content construct an or sentence sentence structure.
sentence structure.
appropriate structure that The monologue is
The monologue is
monologue. interfere with well-written and
clear and follows a
meaning. practical.
logical sequence.

Value Integration:
 The learners will develop a genuine love of country, habits of independent learning
natural creativity, and hard work as they begin to do the following tasks above.

Prepared by:

MS. MAREGINE M. SANTOS

English Teacher

Checked by:

MS. AIRA EUSEBIO

Academic Coordinator Junior High School Assistant Directress

Noted by:

MRS. ROSARIO L. TAMAYO

Vice President for Academic Affairs/High School Directress