WLP English Today

Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF LUCENA CITY
LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)
IBABANG DUPAY, LUCENA CITY
DO 17, s. 2022 ANNEX A
School Year 2022-2023
WEEKLY LEARNING PLAN
QUARTER: 1 WEEK: 1 (August 30-September 2, 2022)
SUBJECT: GRADE 8 ENGLISH GRADE /SECTION: GRADE 8/Love and Hope
MELCs: EN8V-If-6 Determine the meaning of words and expressions that reflect the local culture by noting context clues
DAY OBJECTIVE/S TOPIC/S (CLASSROOM BASED-ACTIVITIES) (HOME-BASED ACTIVITIES)
MONDAY
Holiday
(Set A)
TUESDAY
Remarks: Learners were not yet met for orientation of the academic class (Set A)
(Set B)
WEDNESDAY  Determine the CONTEXT A. Introduction
(Set A) meaning of CLUES Learning Task 1:
words and Examine the jumbled letters below and identify the words
expressions referred to using the meaning provided meanings. Write your
that reflect the answers in your notebook.
local culture ________1. (o c a s h) complete disorder and confusion
by noting ________2. (t x a y n i e) a painful or apprehensive uneasiness of
context clues mind
 unlock difficult ________3. (s a g r i n h) to decorate a dish or a food
words through ________4. (p n t o p e n o) a person you are playing or fighting
context clues. against in a
game or a competition
 identify the ________5. (g f l e a r i) easily broken or damaged
context clues

Aranilla Compound, Purok Sariling Atin,
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Maharlika Highway Ibabang Dupay, Lucena City
Reference: DepEd Order 31 series 2019 p. 35
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B. Development
used in Learning Task 2:
sentences. In your notebook, copy and read the sentences below. Identify
 analyze and the meaning of the highlighted words without the use of any
differentiate dictionary. Circle the letter of the correct meaning in each item.
the different Then, underline clue words or phrases in the texts that helped
types of you in getting the meaning of the unfamiliar words.
context clues. 1. The government has implemented quarantine measures to
limit activities outside their homes. These measures vary from
one place to another considering the number of cases in each
locality. In some places, some measures implement liquor ban.
a. policies b. sizes c. events
2. In response to the growing concerns in the increasing
COVID-19 cases in CALABARZON, the local governments
remind their citizens to strictly follow all applicable health
protocols to minimize threats on the spread of coronavirus.
These include wearing face masks, physical distancing and
disinfection.
a. reminders b. benefits c. practices
3. The government has provided social amelioration grants to
deserving Filipinos to help them get through this pandemic.
Amounts distributed in each region vary depending on the basic
pay as identified by the regional wage board.
a. improvement b. system c. financial
Context Clues
Context clues are important words or phrases in a sentence

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that helps in identifying the meaning of difficult word or items
in a sentence. They provide further information about a word or
phrase that helps the reader understand its meaning. Context
refers to the parts of a piece of writing that precede or follow a
word and contributes to its whole meaning.
There are different types of context clues which include the
following:
1. Synonym or Restatement Clue is a type of context clue that
provides the synonyms of words to provide the meaning of an
unfamiliar word or words.
Examples:
Rena shouts continuously, or all the time, and it makes me
uncomfortable.
The director felt remorse, or shame, for hiring some
incompetent employees.
The words in bold are the difficult terms and the
underlined word are their synonyms.
2. Definition or Statement Clue is a type of context clue that
provides direct statement or meaning of the unfamiliar word/s.
Examples:
Ossicles are the three small bones in the middle ear.
Her voice is inaudible; no one could hear it.
underlined words are their definitions.
3. Antonym or Contrast Clue is a type of context clue that
tells the opposite meaning of the difficult word. It shows

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contrast. Examples:
Jhonathan is gregarious unlike his shy brother.
The feral cat would scratch the wall, unlike the friendly cat.
underlined words are their antonyms.
4. Explanation or Example Clue is a type of context clue that
provides readers with varying examples to allow them fully
examine the unfamiliar words. Words like including, such as
and for example point out example clues.
Examples:
Mammals, including elephants, horses and carabaos, are
helpful animals.
As a country in the Pacific Ring of Fire, the Philippines always
experiences different natural calamities such as typhoons,
earthquakes and tsunamis.
underlined words are their examples.
5. Cause-and-Effect or Reason-Result Clue is a type of
context clue that explains the reason and the result of an event
or action. Words like because, since, therefore, thus, so, etc.
may signal context clues.
Example:
The government has implemented the community quarantine
because experts want to stop or slow down the increase in the
number of COVID-19 cases.
The word in bold is the difficult term and the underlined

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words are the effect or result.
6. Comparison or Sameness Clue is a type of context clue that
presents the similarities in meaning or contexts.
Words used are like, as, similar to, in the same way, likewise,
resembling, too and also.
Examples:
I love the palate of pasta like my brother who loves the taste of
pansit.
Jonna is fond of mountain escapade the same way with Patrick
who goes on beach adventure.
underlined words are the comparing or similar terms.
7. Inference or General Text Clue is a type of context clue
that provides the meaning of unfamiliar words that can be
inferred or guessed from the description of the situation. The
author provides non-specific clues, often spread over the
sentence or number of sentence.
Examples:
I wish I had earplugs to avoid monkey’s vociferous noise.
The criminal’s belligerence led to the death of four innocent
children.
underlined words are the general text clues.
Answer Worksheet 1
As attached
THURSDAY  unlock difficult CONTEXT D. Assimilation

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Context Clues
Context clues are important words or phrases in a
sentence that helps in identifying the meaning of difficult
words through
word or items in a sentence. They provide further
context clues. information about a word or phrase that helps the reader
 identify the understand its meaning. Context refers to the parts of a
context clues piece of writing that precede or follow a word and
used in contributes to its whole meaning.
(Set B) sentences. CLUES There are different types of context clues which include
the following:
 analyze and
1. Synonym or Restatement Clue
differentiate
2. Definition or Statement Clue
the different
3. Antonym or Contrast Clue
types of
4. Explanation or Example Clue
context clues.
5. Cause-and-Effect or Reason-Result Clue
6. Comparison or Sameness Clue
7. Inference or General Text Clue
FRIDAY  Determine the Assessment
(Modular) meaning of Learning Task 4:
words and Use context clues in figuring out the meaning of each
expressions underlined word. In your notebook, identify the letters of
that reflect the the best answers.
local culture 1. The extremely dry weather sweltered the dried leaves
by noting in the backyard.
context clues A. ate B. burned
 unlock difficult C. slept D. sunbathed

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words through 2. The Philippine government announced the needs to
context clues. review the tariff imposed on imported products that have
 identify the gradually taken over the local market.
A. stamp B. prohibition
context clues
C. ad D. tax
used in 3. Bernadette precariously climbed the highest mountain
sentences. in the country.
 analyze and A. gracefully B. lazily
differentiate C. dangerously D. hopefully
the different 4. I used to visit Nami Island in South Korea to see the
types of falling colorful dried foliage.
context clues. A. hurricane B. plays
C. snow D. leaves
5. Two tickets were allotted to each student for the dance
party.
A. allowed B. joyful
C. taken D. fed
6. The mood was somber at the memorial of the fallen
medical frontliners.
A. shyly B. serious
C. hungry D. plenty
7. Tagaytay City is known for wonderful picturesque of
the majestic Mount Taal.
A. charming B. running
C. ruined D. perhaps
8. The student was asked to clarify his answers for

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everybody to understand is point.
A. remove B. call
C. explain D. stop
9. Reicon’s parents admonished him for breaking their
antique collection.
A. praised B. scolded
C. rewarded D. silenced
10. I am an advocate of anti-corruption movement in the
country.
A. opponent B. primer
C. enemy D. supporter
Prepared by: Noted by:
REBECCA L. RECTO DR. ROLITO M. INOJOSA

English Teacher Principal III
QUARTER: 1 WEEK: 2 (September 5-9, 2022)
MELCs: EN8SS-IIIg-1.6.4 Use conventions in citing sources

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MONDAY  Determine the CONTEXT A. Introduction:
(Set A) meaning of CLUES Context clues are important words or phrases in a sentence that helps in
words and identifying the meaning of difficult word or items in a sentence. They
expressions provide further information about a word or phrase that helps the reader
that reflect the understand its meaning. Context refers to the parts of a piece of writing that
local culture precede or follow a word and contributes to its whole meaning.
by noting There are different types of context clues which include the following:
context clues 1. Synonym or Restatement Clue is a type of context clue that provides
 unlock difficult the synonyms of words to provide the meaning of an unfamiliar word or
words through words.
context clues. Examples:
Rena shouts continuously, or all the time, and it makes me uncomfortable.
 identify the The director felt remorse, or shame, for hiring some incompetent
context clues employees.
used in The words in bold are the difficult terms and the underlined word are
sentences. their synonyms.
 analyze and 2. Definition or Statement Clue is a type of context clue that provides
differentiate direct statement or meaning of the unfamiliar word/s.
Examples:
the different
Ossicles are the three small bones in the middle ear.
types of Her voice is inaudible; no one could hear it.
context clues. The words in bold are the difficult terms and the underlined words
are their definitions.
3. Antonym or Contrast Clue is a type of context clue that tells the
opposite meaning of the difficult word. It shows contrast. Examples:
Jhonathan is gregarious unlike his shy brother.

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The feral cat would scratch the wall, unlike the friendly cat.
The words in bold are the difficult terms and the underlined words
are their antonyms.
4. Explanation or Example Clue is a type of context clue that provides
readers with varying examples to allow them fully examine the unfamiliar
words. Words like including, such as and for example point out example
clues.
Examples:
Mammals, including elephants, horses and carabaos, are helpful animals.
As a country in the Pacific Ring of Fire, the Philippines always experiences
different natural calamities such as typhoons, earthquakes and tsunamis.
are their examples.
5. Cause-and-Effect or Reason-Result Clue is a type of context clue that
explains the reason and the result of an event or action. Words like
because, since, therefore, thus, so, etc. may signal context clues.
Example:
The government has implemented the community quarantine because
experts want to stop or slow down the increase in the number of COVID-19
cases.
The word in bold is the difficult term and the underlined words are
the effect or result.
6. Comparison or Sameness Clue is a type of context clue that presents
the similarities in meaning or contexts.
Words used are like, as, similar to, in the same way, likewise, resembling,
too and also.

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Examples:
I love the palate of pasta like my brother who loves the taste of pansit.
Jonna is fond of mountain escapade the same way with Patrick who goes
on beach adventure.
are the comparing or similar terms.
7. Inference or General Text Clue is a type of context clue that provides
the meaning of unfamiliar words that can be inferred or guessed from the
description of the situation. The author provides non-specific clues, often
spread over the sentence or number of sentence.
Examples:
I wish I had earplugs to avoid monkey’s vociferous noise.
The criminal’s belligerence led to the death of four innocent children.
(Full discussion of the teacher)

TUESDAY  unlock difficult CONTEXT II: Development
(Modular) words through CLUES Learning Task 4: Read carefully the
context clues. paragraphs below. Identify the meaning of the
highlighted unfamiliar words. In your
notebook, write the letters that correspond to
your answers.
Reference: PIVOT p.9
Learning Task 5: Read the sentences below.
Identify the type of context clue used in each
statement. Write your answers in your
notebook.

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III: Engagement: Worksheet 1
 unlock difficult Recapitulation of the previous lesson
words through Activity 1
context clues. After determining types of context clues, choose from the word pool the
WEDNESDAY  analyze and CONTEXT meaning of the underlined word in each sentence.
(Set A) differentiate CLUES Activity 2
the different Using Antonyms and Synonyms as Context clues
types of Directions: Find the word that is the same or opposite in meaning based
context clues. on the word clues presented below.
(Using the teacher self-made test)
THURSDAY  unlock difficult CONTEXT D. Assimilation
(Modular) words through CLUES Context Clues
context clues. Context clues are important words or phrases
in a sentence that helps in identifying the
 identify the
meaning of difficult word or items in a
context clues sentence. They provide further information
used in about a word or phrase that helps the reader
sentences. understand its meaning. Context refers to the
 analyze and parts of a piece of writing that precede or
differentiate follow a word and contributes to its whole
the different meaning.
types of There are different types of context clues
context clues. which include the following:
1. Synonym or Restatement Clue
2. Definition or Statement Clue

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3. Antonym or Contrast Clue
4. Explanation or Example Clue
5. Cause-and-Effect or Reason-Result Clue
6. Comparison or Sameness Clue
7. Inference or General Text Clue
Reference: PIVOT pp.10-11
Assessment
 Construct
Learning Task 9:
FRIDAY sentences
Using the underlined words in LT 8, write
(Modular) using the
your own sentences in your notebook.
given words
Prepared by: Checked: Noted by:
REBECCA L. RECTO YOLANDA A. REMO DR. ROLITO M. INOJOSA

English Teacher MTI, English Principal III

MELCs: EN8V-If-6 Determine the meaning of words and expressions that reflect the local culture by noting context clues.
OBJECTIVE
DAY TOPIC/S (CLASSROOM BASED-ACTIVITIES) (HOME-BASED ACTIVITIES)
/S

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MONDAY Conventio I: Introduction:
(Set A)  Identify ns in Citing Usually, citing sources is found at the latter part of a book or article. Using the guides
the Sources below, which part shows the citation of sources employed?
different
convention
s in writing Learning Task 1: Study the bibliographical entries below. Put a check (✓) if the entry is
references written correctly and an (✗) if it is not. Write your answers in your notebook.
using the ______ 1. Cauilan, L. (2018). Happiness in a workplace. Journal of Industrial Psychology, 12,
APA 7th 16-22.
edition ______ 2. Zape, J. S., Cadavido, J. S. (2020). Budget of work in all learning areas in various
format and key stages. CLMD Publishing House.
______ 3. Natividad, M. L. (2019). Science as an exploratory field of study. McCollins Press.
use this
______4. Ulpina, J. (2016). How to deal with your boss. https://
style in www.humanity.org.ph/How_to_deal_with_your_boss/
citing ______ 5. Lopo, J. (2017). Enriching human resource experiences. Human Resource
sources in Journal, 14. https://www.hrj.com/articles/ enriching_experiences
your
academic II: Development: Discussion
papers.

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TUESDAY  Identify Conventio III: Engagement:

(Modular) ns in Citing Learning Task 2: Examine the bibliographical entries
the
different Sources below. Write T if the statement is true and F if it is
false. Write your answers in your notebook.
convention
______1. APA stands for Asian Psychological
s in writing Association.
references ______2. The phrase Retrieved from is not longer
using the indicated before the URL not unless the retrieval date
APA 7th is stated.

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______3. If a book has 15 authors, include only the
first three authors.
______4. If there are 20 authors, include all the
authors in the citation.
edition ______5. If there are more than 20 authors, list down
format and the 19 authors and the last author only.
use this ______6. In a reference with more than 20 authors,
separate the listing of the first 19 authors with the
style in
last author with an ampersand.
citing ______7. In writing the reference, first name comes
sources in first before the last name of the author.
your ______8. In a book reference, the title of the book
academic should be written in italics. ______9. In a book
papers. reference, the location of publication and the
publisher are separated by a hyphen (-).
______10. In writing the name of an author, the
surname is written first followed by the first name,
both written completely.
Reference: PIVOT pp. 12-13
WEDNESD  Identify Conventio IV: Assimilation: Activity 1. Directions: Write the correct bibliographical format
AY the ns in Citing of the data on the right column using the APA 7th Edition format and be cautious
(Set A) different Sources of the reference material used in each item. Write your answer on the opposite
conventio box of the given reference.

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ns in
writing
reference
s using
the APA
7th
edition
format
and use
this style
in citing
sources in
your
academic
papers.
Activity 2. Directions: Analyze the cited format below and identify whether it is
from a book, internet article, or magazine article.
1. Kinney, Jeff. Diary of a Wimpy Kid. New York: Amulet Books,
2007
2. Dawe, James. Jane Austen page.” Jane Austen
Website. 14 March, 2004. www.boston.com/bigpicture

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3. Jenkins, Lee. “True Blue.” Sports Illustrated. August 4,
2014: 50-53.
4. Gleick, James. Chaos: Making a New Science. New
York: Penguin, 1987. Print.
5. Gillespie, Paula, and Neal Lerner. The Allyn and Bacon
Guide to Peer Tutoring. Boston: Allyn, 2000. Print.
Learning Closure.
Directions: Gather a book, magazine and newspaper that you can find at home
and write its bibliographical entry using the APA 7th edition format. Observe
proper punctuation marks.
1. Book with two authors
2. Magazine Article
3. Newspaper Article
THURSDAY  Identify Conventio Assessment

(Modular) the ns in Citing Learning Task 3: Using the information in the box,
different Sources convert them into one bibliographical entry. Write
convention your answer in your notebook.
s in writing

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references
using the
APA 7th
edition
format and
use this
style in
citing
sources in
your
academic
papers.

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Learning Task 8: Using the information below,
 Identify
convert them into their proper citations using the
the
APA 7th edition format.
different
convention
s in writing
references
using the
APA 7th
FRIDAY
(Modular)
edition
format and
use this
style in
citing
sources in
your
academic
papers.
Reference: PIVOT p. 17

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MELCs: Use modal verbs, nouns and adverbs appropriately
MONDAY MODALS Discussion on MODALS

(Set A) Identify
different types
of modals and
analyze their
varying
purposes.

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Learning Task 1:
Using the MODAL game above, answer the questions
below. Write your answers in 1 whole pad.
1. Copy the MODAL game above in your notebook.
2. Identify how many skills or things you can do by
coloring them with your favorite color.
Be honest with your answers. One skill or thing that
you can perform is equivalent to one point.
 Identify different 21-24 - Highly Talented/Skillful
16-20 - Talented/Skillful
TUESDAY
types of modals
MODALS 11-15 - Moderately Talented/Skillful
(Modular) and analyze their 6-10 - Becoming Talented/Skillful
varying purposes. 1-5 - Needs Practice

WEDNESD  Use modal MODALS A. Follow up discussion

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B. Answer Learning Worksheet 4
verbs, nouns
AY
(Set A)
and adverbs
appropriately
THURSDAY  Identify different MODALS Learning Task 2:

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In your notebook, copy, study and underline the
different MODALS mentioned in the song. "Honestly"
by Harem Scarem
types of modals Reference: PIVOT p.18
(Modular) and analyze their Learning Task 4:
varying purposes. Choose the modal that best completes each
statement. Write the letters of your answers in your
notebook.
Learning Task 5:
 Identify different Copy and complete in your notebook the dialogue by
FRIDAY types of modals supplying phrases or modals + verbs expressing
MODALS
(Modular) and analyze their permission, obligation or prohibition whichever is
varying purposes. necessary.


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SUBJECT: GRADE 8 ENGLISH GRADE /SECTION: GRADE 8 Hope

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MELCs: Identify and use signals that indicate coherence
MONDAY SIGNALS
(Set A) Identify INDICATING Discussion on SIGNALS INDICATING COHERENCE
COHERENC
appropriate
E
signals showing TRANSITION SIGNALS
coherence Coherence is very important in a sentence, paragraph or texts. It helps
the author in establishing connection between and among concepts presented.
It can only be established with the help of various transition signals that signify
different meanings. These signals are used depending on the meaning or context
portrayed. A change in transition signal may result to incomprehensible concept
or absence of connection.
There are four (4) basic classifications of transition signals.
1. Additive Transitions
Additive transitions are used to add a similar idea, introduce an
additional idea, introduce an example or illustration, introduce a
restatement or explanation, and/or draw to close or summarize.

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2. Adversative Transitions
Adversative transitions are used to introduce an opposition to an
idea, contrast and/or emphasize or clarify a point.
3. Causal Transitions
Causal transitions indicate a consequence or result.
4. Sequential Transitions
Sequential transitions indicate the sequence of ideas, events or
actions.

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TUESDAY Identify and use SIGNALS
(Modular) INDICATING
signals showing
COHERENC
coherence E
appropriately

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WEDNESD Identify SIGNALS A. Follow up discussion
AY appropriate INDICATING B. Answer Learning Worksheet 4
(Set A) signals showing COHERENC
E
coherence

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Learning Task 5: In your notebook, identify

Identify SIGNALS
appropriate the function of each correct transition signal
THURSDAY INDICATING
(Modular) signals showing COHERENC in Learning Task 4.
coherence E
FRIDAY Identify
(Modular) appropriate
signals
showing
coherence and
construct
sentences
using
transition
signals

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Learning Task 9: In your notebook, use each
correct transition signal in Learning Task 7
in your own sentence.
MAREVIC P. LAZARO REBECCA L. RECTO DR. ROLITO M. INOJOSA

QUARTER: 1 WEEK: 6 (October 3-7, 2022)

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SUBJECT: GRADE 8 ENGLISH GRADE /SECTION: GRADE 8 HOPE
MELCs: Use a range of verbs, adjectives, and adverbs to convey emotional response or reaction to an issue to persuade.
MONDAY Verb,
(Set A)  Point out the Adjective I: Introduction:
verbs, and Adverb Let us examine the pictures below. What does each picture
adjectives, suggest?
and adverbs
in an article.
 Identify the
appropriate
verbs,
adjectives,
and adverbs
used in
conveying
emotions and
opinions for Learning Task 1: Identify the word which does not belong to the group.
Write your answers in your notebook.

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persuasion 1. adorable attractive absolutely shiny
2. probably regularly usually weary
3. incredibly thoroughly intensify absolutely
4. accelerate achieve assess ambitious
 Construct 5. calm comfortable break eager
sentences 6. identify fly until classify
with verbs, 7. beautiful live fast wicked
8. examine very so too
adjectives, 9. ride clearly sell fell
and adverbs. 10. justify examine certify analysis
II: Development: Discussion
PERSUASIVE TEXT AND ITS GRAMMATICAL FEATURES

Persuasive text is a selection or passage that contains one’s
personal emotion, idea or response to an issue. It provides one’s
standpoint as to how issues should be addressed and examined. It mainly
expresses exposition, argumentation, discussion, review and evaluation.
Technically, expressing persuasion may exist not only in texts but also in
pictures.
In writing a persuasive text, the write-up includes (a) a statement
of position ;(b) argumentation ;(c) reinforcement of one’s standpoint.
Grammar and Language Conventions Used

In a persuasive text, the use of certain grammatical features help in

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emphasizing one’s viewpoint. Commonly, understanding the context of
verbs, adjectives and adverbs aid in strengthening one’s position.
However, right choice of words still matters.
A. Verbs
Verbs express action or state of being. They determine the subject
as to doer or receiver of an action. They also complete the thought
of a sentence.
Basically, verbs have four principal parts known as follows:
There are two voices of verbs: active (the subject is the doer of the action)
and passive (the subject is the receiver of the action).
Active: The students submitted their project to their teacher.

Passive: Their project was submitted by the students to their teacher.
Verbs can also be classified as to being regular or irregular. Regular

verbs form their past tense and past participle by adding –d or –ed.
Meanwhile, irregular ones are formed by either a change in spelling or

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sometimes no change at all.
Regular Verbs Irregular Verbs

want-wanted-wanted catch-caught-caught
jump-jumped-jumped see-saw-seen
pray-prayed-prayed let-let-let
Furthermore, verbs have tenses. These tenses are used to indicate time
when an action happened, happens or will happen.
Simple Tenses
 Simple Present Tense tells an action that is repeated or ongoing.
The verbs usually end in its simple/base form or –s form.
Example: The sun rises in the east.
 Simple Past Tense tells an action that happened already in the
past. Example: Jayson visited his family last year.
 Simple Future Tense tells an action that will happen in the

future. The verb is usually preceded by auxiliary verbs shall or
will.
Example: Nathan will fly to Davao next week.
Perfect Tenses

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 Present Perfect Tense tells an action that happened in the past
and is still happening in the present. The main verb, written in its past
participle, is preceded by has for singular subjects (except I and
singular You) and have for plural verbs (including I and singular You).
Examples: Jocelyn has worked as social worker in the city.

The students have prepared for their presentation.
 Past Perfect Tense tells an action that happened and ended in

the past before another action in the past happened. The main
verb, written in its past participle, is preceded by had.
Example: I had cooked before he asked me to do so.
 Future Perfect Tense tells an action that will happen and end
in the future before another action in the future happens. The main
verb, written in its past participle, is preceded by will have.
Example: By the time I finish this project, I will have eaten more
chocolates.
Progressive forms of these simple and perfect tenses are also embodied in
verbs.
B. Adjectives
Adjectives are parts of speech used to modify a noun or a

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pronoun. They are used to provide descriptions of the items they
modify. They answer these questions: What kind?, How many? or
Which ones?
There are various types of adjectives which include the following:
C. Adverbs
Adverbs are used to modify verbs, adjectives and other

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adverbs. They are analyzed by asking the questions When?,
Where?, Why?, How?, Under what conditions? and To what
extent?.

TUESDAY Learning Task 4:
(Modular)  Point out the In your notebook, copy the news article below
verbs, Verb, published by GMA News Online. Encircle the
Adjective verbs, box the adjectives and underline the
adjectives adverbs that express strong or pressing points.
and Adverb
and adverbs

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in an article.
 Identify the
appropriate
verbs,
adjectives,
and adverbs
used in
conveying
emotions and
opinions for
persuasion
 Construct
sentences
with verbs,
adjectives,
and adverbs
WEDNESD
AY A. Follow up discussion

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(Set A) B. Answer Learning Worksheet 7
 Identify the ACTIVITY 1

appropriate Verb, Title of the Activity: Verb
Adjective
verbs, A verb conveys action (run, walk, think) or a state of being
and Adverb
adjectives, (am, were, etc.). A complete sentence requires a subject, which is
and adverbs usually a noun or pronoun, and a predicate, which is usually a
used in verb.
conveying
emotions and
opinions for
persuasion
Title of the Activity: Adjectives
Adjectives are words that describe other words such as nouns.

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Examples: A red apple. (The adjective is red)
The man was tall. (The adjective is tall)
Directions: Write an adjective on the blank.

1. A dog.
2. She has a hat.
3. The house was .
4. That blanket is .
5. We played a game.
Title of the Activity: Adverbs
Like adjectives, an adverb is a descriptor. However, it describes

verbs, adverbs or adjectives.
Directions: Write an adverb on the blank.
Example: Angry = Angrily
1. Quick =________
2. Smooth =_______

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3. Good =_______
4. Dangerous =_______
5. Fast =________
Learning Task 5: In your notebook, write a
 Construct Verb, short paragraph about your stand or
sentences Adjective viewpoint about peace and war using the
THURSDAY and Adverb identified verbs, adjectives and adverbs in
with verbs,
(Modular) Learning Task 4 .
adjectives,
and adverbs.
FRIDAY Verb,
(Modular)  Identify the Adjective Title of the Activity:
appropriate and Adverb Adverbs Activity
verbs, Directions: Complete the following
adjectives, sentences by adding the correct adjective
and adverbs or adverb from the list. Identify the word
used in as an adjective or an adverb (Adj, Adv).
conveying 1.Frederick choked on the piece of
emotions and chicken when he saw Margaret walk
opinions for through the door.
persuasion
2.His_______eyes looked at everyone and

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everything as if they were specimens in a
biology lab.
3.Despite her pessimistic views on life,

Lauren believes that most people have
hearts.
4. Although Stefan took the criticism _____,

he remained calm.
5. 5. The child developed a ______imagination

because he read a lot of books.
6. Madeleine spoke _________while she was

visiting her grandmother in the hospital.
7.Hector’s most ___________ possession was

his father’s bass guitar from the 1970s.
8. My definition of a ___________afternoon is
walking to the park on a beautiful day,
spreading out my blanket, and losing
myself in a good book.

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9. She __________eyed her new coworker
and wondered if he was single.
10. At the party, Denise _________devoured

two pieces of pepperoni pizza and a several
slices of ripe watermelon.
MAREVIC P. LAZARO REBECCA L. RECTO DR. ROLITO M. INOJOSA

English Teacher Department Head, English Principal III


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I. Review of the Discussion

Answer Learning Worksheet 4
 Use modal
MONDAY verbs, nouns MODALS
(Set A) and adverbs
appropriatel

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TUESDAY Learning Task 2:

(Modular) In your notebook, copy, study and underline the
different MODALS mentioned in the song. "Honestly"
by Harem Scarem
Learning Task 4:
Choose the modal that best completes each
statement. Write the letters of your answers in your
notebook.

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Learning Task 5:
Copy and complete in your notebook the dialogue by
supplying phrases or modals + verbs expressing
permission, obligation or prohibition whichever is
necessary.
Discussion on SIGNALS INDICATING COHERENCE

TRANSITION SIGNALS
Coherence is very important in a sentence, paragraph or texts. It helps the author
in establishing connection between and among concepts presented. It can only be
established with the help of various transition signals that signify different meanings.
These signals are used depending on the meaning or context portrayed. A change in
transition signal may result to incomprehensible concept or absence of connection.
 Identify
WEDNESD SIGNALS There are four (4) basic classifications of transition signals.
appropriate
AY INDICATING 1. Additive Transitions
signals showing COHERENCE
(Set A) Additive transitions are used to add a similar idea, introduce an
coherence
additional idea, introduce an example or illustration, introduce a restatement or
explanation, and/or draw to close or summarize.
2. Adversative Transitions
Adversative transitions are used to introduce an opposition to an idea,
contrast and/or emphasize or clarify a point.
3. Causal Transitions
Causal transitions indicate a consequence or result.

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4. Sequential Transitions
Sequential transitions indicate the sequence of ideas, events or
actions.

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THURSDAY
(Modular)
FRIDAY
(Modular)


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MONDAY
(Set A)
TUESDAY
(Modular)
WEDNESD
AY
(Set A)
THURSDAY
(Modular)
FRIDAY
(Modular)

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Republic of the Philippines

DAY OBJECTIVE/S TOPIC/S (CLASSROOM BASED-ACTIVITIES) (HOME-BASED ACTIVITIES)

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

Prepared by: Noted by:

REBECCA L. RECTO DR. ROLITO M. INOJOSA

DAY OBJECTIVE/S TOPIC/S (CLASSROOM BASED-ACTIVITIES) (HOME-BASED ACTIVITIES)

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

(Full discussion of the teacher)

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

Prepared by: Checked: Noted by:

REBECCA L. RECTO YOLANDA A. REMO DR. ROLITO M. INOJOSA

QUARTER: 1 WEEK: 3 (September 12-16, 2022)

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

TUESDAY  Identify Conventio III: Engagement:

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

THURSDAY  Identify Conventio Assessment

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

Prepared by: Checked: Noted by:

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

QUARTER: 1 WEEK: 4 (September 19-23, 2022)

DAY OBJECTIVE/S TOPIC/S (CLASSROOM BASED-ACTIVITIES) (HOME-BASED ACTIVITIES)

MONDAY MODALS Discussion on MODALS

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

Reference: PIVOT pp. 20-21

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

Reference: PIVOT p.18

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

THURSDAY  Identify different MODALS Learning Task 2:

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

Prepared by: Checked: Noted by:

REBECCA L. RECTO YOLANDA A. REMO DR. ROLITO M. INOJOSA

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

QUARTER: 1 WEEK: 5 (September 26-30, 2022)

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

DAY OBJECTIVE/S TOPIC/S (CLASSROOM BASED-ACTIVITIES) (HOME-BASED ACTIVITIES)

There are four (4) basic classifications of transition signals.

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

Reference: PIVOT pp. 25-26

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

Reference: PIVOT pp. 24-25

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)

LUCENA CITY NATIONAL HIGH SCHOOL (GRADES 7-12)