GRADE 8 LCNHS- Mayao Crossing

School Grade Level 8

DAILY Extension
LESSON MS. MARIELLA JOY M.
Teacher Learning Area ENGLISH
PLAN BELLUDO

Teaching April 17, 2024

Fourth
Dates and 7:30-8:30- Mahogany Quarter
Quarter
Time 12:50-1:50- Cypress

I. OBJECTIVES
The learner demonstrates understanding of:
African literature as a means of exploring forces that human beings contend
with; various reading style vis- a vis purposes of reading; prosodic features that
A. Content Standards
serve as carriers of meaning; ways by which information may be organized,
related, and delivered orally; and parallel structures and cohesive devises in
presenting information.
The learner transfers learning by composing and delivering an informative
speech based on a specific topic of interest keeping in mind the proper and
B. Performance Standards
effective use of parallel structures and cohesive devices and appropriate
prosodic features, stance, and behavior.
EN8WC-Ib-1.1.6
C. Learning
Organize ideas in one-step word, phrase, and sentence outline.
Competencies/
Objectives:
Objectives
1. Define primary and secondary sources
2. Give an examples of primary and secondary sources
(Write the LC Code for
3. Answer the activities
each.)
II. CONTENT Outlining/ Primary and Secondary Sources
III. LEARNING
RESOURCES
1. K to 12 Curriculum Guide (May, 2016) p. 18
1. References 2. Learning Module pp. 82-83
3. Integrative Grade 8
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook pages
1) Additional
Materials from Visual Aids
Learning Resource
(LR) portal
2. Other Learning 1) Language Literary Arts VIII, p. 80
Resources 2) https://www.arts.gov/operation-home/outlining.com
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
Define “Source”
for the lesson
A primary source is a firsthand testimony, document, speech or other evidence
that gives insight into a particular person or an event. They are often created
during the time period which is being studied but can also be produced later by
eyewitnesses or participants.

A secondary source analyze, review, or summarize information in primary

C. Presenting
resources or other secondary resources. Even sources presenting facts or
examples/instances of the
descriptions about events are secondary unless they are based on direct
new lesson
participation or observation.

A secondary source interprets and analyzes primary sources. These sources

are one or more steps removed from the event. Secondary sources may
contain pictures, quotes or graphics of primary sources.
D. Discussing new
concepts and practicing
new skills #1

E. Discussing new
concepts and practicing
new skills #2

Identify whether the following is from a primary or secondary source:

F. Developing Mastery
(Leads to Formative
Assessment)
 G. Finding practical
applications of concepts
and skills in daily living

H. Making generalizations
and abstractions about
the lesson

1. Which of the following is NOT a tip in writing an outline?

A. Identify your topic.
B. Put your points in no order.
C. Write possible transitions between paragraphs.
D. Decide what points you would like to discuss on your paper.

2. Which of the following is NOT an example of a primary source?

A. Film footage of a historical event
B. Diaries written at the time of an event.
C. Original uniforms worn at a time in history.
D. A poem about World War II from your classmates

3. All the following are examples of documents under primary source EXCEPT:

A. Original research
B. Analysis of events
I. Evaluating learning C. First-hand accounts of someone’s experience
D. An original document that does not analyze other documents.

4. All the following are examples of secondary source documents EXCEPT:

A. Original materials
B. Interpretations of original documents
C. An analysis of primary sources or events
D. Sources created later by someone who did not participate in the event.

5. An outline is a tool used to __________ written ideas about topic or thesis

into a logical order.
A. confuse b. disorganize c. jumble d. organize.

PERFORMANCE TASK:
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 students who
continue to require
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: Inspected by:

MARIELLA JOY M. BELLUDO REBECCA L. RECTO
Grade 8- English Teacher Teacher-in-charge