Department of Education

Region IX, Zamboanga City

Division of City Schools
Landang Gua National High School Daily Lesson Plan in English 8
SY. 2022-2023
School LANDANG GUA NATIONAL NHS Grade Level & Section 8 & JASPER, CARNELIAN,

GARNET

Teacher NELYN GRACE V. LEBITA Quarter 3

Learning English Teaching Dates & Duration 1 hr

Area

I. LEARNING OBJECTIVES

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, persuasion, and emphasis

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

Learning Competencies/Code EN8RC-IIIc-2.13

Objectives At the end of the lesson, the learners would be able to:

● Knowledge Define stress in speaking;

● Skills Differentiate the number of syllable in a single word and put stress in one
syllable.

● Attitude Influence other learners to speak with proper pronunciation using the stress as
emphasize in every syllable.

II. CONTENT STRESS, PITCH, AND JUNCTURE

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages None

2. Learner’s Materials pages None

3. Textbook pages None

Quarter 3 Module 2: fact and opinion

4. Additional Materials from Learning Writers: Rushdi Kho Tan

Resource (LR) portal Editor: Jessie Lou L. Ecleo

Reviewers: Judelyn N. Bicoy and Florife S. Gentles

B. Other Learning Resources Visual aides, pictures, and articles, laptop and speaker.

C. Supplies, Equipment, Tools, etc.

IV. PROCEDURES

Teacher’s Activity Students activity

A. Review/ Good morning/ afternoon class! How is your day so far? Good morning/ afternoon Ma’am. We
Introductory are fine
Activity
That’s good to hear! So can I expect a full blast of energy and
active participation from you?
 Yes Ma’am

Before we begin the lesson this morning/afternoon, let us

ask the guidance of almighty God and let us enlighten our
mind to completely understand the lesson this morning.
Would you please lead the prayer?
Prayer

I would like to request everyone to arrange your chair (student will lead the prayer)
properly and make sure there are no trashes around you.

I think everyone is present. I’m so glad that everyone

understands the reasons of coming to school regularly.
Checking of attendance

How about your assignment are you done answering? (Students will arrange their chairs
and will pick up the trashes)

Great job!

I will be collecting your assignment, pass it forward so I can

collect it by column. Please avoid a noise when passing it.

Yes, Ma’am!

(Students pass the assignment forward

in silent mode)

B. Activity/ Motivation So, before we are going to start the lesson let’s have
our exercise dance. Are you familiar with this dance-
No ma’am.
the monkey dance?

Ok, don’t worry I’ll show you a video and just follow
the steps. Are you ready? Yes, we are!

Wow, I believe everyone has now a full blast energy to

start our lesson.

Now, class can you read this word. How many syllable
it has?

You’re correct! Student

There are two syllable.

Stu_dent
 Ok, I have more examples here, and you’ll find out is
not about reading a single word plainly but you have to
apply also the stress emphasized. Example.

C. Analysis/Presenting Let’s move on to our activity so the same we have the group
examples of the A and group B.
new lesson where
the concepts are
clarified What are you going to do here is to speak the name of the
place splaying the stress as indicated in the table.

Group A kindly read the place name with correct stress.

Thank you Group A, please give them a barangay clap!

Let’s move in group B, your time to present your answers.

Another interesting report from Group B. Again give a big

clap!

(Group A start to read the name place

and so with the Group B- the table B)

D. Abstraction Discussion:

In this lesson, you are going to learn how to use correct

stress, especially in speaking.

Now, let us define this important concepts about Stress is

the emphasis placed on a sound, syllable or word by saying it
relatively more loudly and forcefully. The meaning of what is
being said may change depending on the stress the speaker
places on a syllable or a word. A stressed syllable usually
combines the following features: It is longer, it is louder, it
usually has a higher pitch than the syllables coming before
and afterwards, it is said more clearly and it uses larger facial
movements.

Generally speaking, a word is stressed if it is a content word

 (noun, principal/ main verb, adjective, or adverb). A word
may also be stressed for the following reasons:

1. to emphasize an idea e.g. That was a difficult TEST. -

standard statement; That was a DIFFICULT test. - emphasizes
how difficult the test was.

2. to point out the difference between an idea and another

e.g. I think I prefer THIS color. – means that it is a specific
color, not any other

3. to call attention to new information e.g. When does class

begin? - The class begins at NINE O'CLOCK.

Rules on proper word stress

A. Stress on first syllable Most two (2) syllable nouns Most

two (2) syllable adjectives e.g. PRESent EXport e.g. PRESent
SLENder

B. Stress on last syllable Most two (2) syllable verbs e.g.

preSENT exPORT conDUCT deCREASE

C. Stress on Penultimate Syllable (Penultimate=Second from

End) Words ending in –ic Words ending in –sion and -tion
e.g. GRAPHic geoGRAPHic e.g. teleVIsion reveLAtion

D. Stress on ante-penultimate syllable (ante-penultimate=

third from end) Words ending in –cy, -ty, -phy and –gy Words
ending in -al e.g. deMOcracy dependaBIlity e.g. CRItical
geoLOGical

E. Valuing: Finding
Practical
Yes Ma’am!
Applications of Were you able to follow how to emphasize stress in a single
Concepts and Skills words? Let us now check your understanding about stress
in Daily Living learning concepts.

Directions: Choose the correct stress of the underlined word

to make the sentence complete.

1. How do you pronounce this word?

a. PRO-nounce b. pro-NOUNCE

2. I want to be a photographer.

a. PHO-to-graph-er b. pho-TO-graph-er

3. Couldn’t you understand what she was trying to say?

a. un-DER-stand b. un-der-STAND

4. Whose computer is this?

a. com-PU-ter b. com-pu-TER

F. Generalization
Directions: Review the lesson on biases opinions and
unbiases opinions. Then write your reflection
in your English journal notebook by
 completing the statements below.

I have learned that._________________________

I have realized that

I will apply

G. Assessment

Assess what you have learned!

Now that you are equipped with knowledge and skills in emphasizing a stress in a single word, try to
answer the following activity.

Directions: Read the following phrases. Stress the italicized words correctly by writing the accented
syllable in capital letters. Item number 1 is done for you.

1. The magNIFicence and imMENsity of the Luneta Park.

2. The circumference of the circle ____________________________
3. stupendous engineering feat ____________________________
4. An angry pacific ocean ____________________________
5. A conglomerate of independent nation ____________________________

H. Additional Activities ADDITIONAL ACTIVITY:

for Application or Awesome! You have done a great job! Finally, you have improved how to stress a single
remediation if word when reading a sentences and be able to apply all your learnings not only in your
Needed English classes but also to other subject areas that are necessary for you to use. You have also
increased your vocabulary and have developed your reading comprehension skills. To achieve
your full potential , keep on reading, and practice these skills always.
For the last stretch, Read the selection below, aloud and with feelings. Project your voice using
the pointers you have just studied. Then copy the poem in the answer sheet and write the stressed
syllable/s in CAPITAL letters,

The TONE of the VOICE

It’s not so much what you say as the manner in which you say it. It’s not so much the language you use
as the tone in which you convey it. “Come here!” I sharply said and the child cowered and wept. “Come
here!” I said softly he looked and smiled and straight to my lap he crept. Words may be mild and fair
and the tone may pierce like a dart. Words may be soft as the summer air but the tone may break a
heart. For words come from the mind grow by study and art. But tone leaps from the inner self
revealing the state of the art. Whether you know it or not. Whether you mean or care. Gentleness
kindness, love and hate envy anger are there. Then would you quarrels avoid and peace and love
rejoice? Keep anger not only out of your words. Keep it out of your voice.
V. REMARKS

VI. REFLECTIONS

A.No.of learners who

learned 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 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?

Prepared by: Checked by:

Nelyn Grace V. Lebita Winelson P. Buenaflor
English Teacher OIC