KWCA High School

B9 L15 Earth St. Carrieland Countryhomes, Ampid, San Mateo, Rizal

Weekly Lesson Plan in English 8

Prepared by: Isaac Moises G. Veracruz

I. OBJECTIVES
At the end of the lesson, the grade 8 students should be able to:
a. compare and contrast the different nonverbal cues
b. acknowledge the existence of a God who created the world
c. use graphic organizers in presenting concepts
II. SUBJECT MATTER
The Story of Creation: A Filipino Folktale
Graphic Organizers
Nonverbal Cues
Reference: Chua, R. G., Bernardino-Viloria, M., & Zara, N. O. (2016). English for the 21st Century
Learners 10. Makati: Diwa Learning Systems Inc.
III.

IV.

INSTRUCTIONAL MATERIALS AND DEVICES

Laptop
LCD TV
PowerPoint Presentation on nonverbal communication
Oslo Paper
Coloring Materials
PROCEDURE
A. Pre-reading:
a. ROUTINE
a. Prayer
b. Review of previous lesson
b. UNLOCKING OF DIFFICULTIES
Introduce to the students the idea that not all words or phrases in a given sentence is defined
literally or denotatively. In the selection they are about to read, there are words that are not to
be interpreted using the common or dictionary meaning. Hence, the meaning of such phrases
is nonliteral or metaphorical. In such case, the writers sometimes practice creativity in
expressing ideas by using the so-called idiomatic expressions. An idiom or an idiomatic
expression is a group of words that may have a definition unique to a particular context or
culture. Ask the students to define the meaning of the underlined phrases based on the given
situation/context. After that, let them support their answers through pointing out clues in the
sentence that led them to such conclusion.
Note: Make it a point to challenge the students in defending their ideas.
Ex. How did you know that it means family over other people. What does blood symbolize?

1.

2.

3.

4.

5.

Marcus wanted to go to the party with his friends, but blood is thicker than water; hence,
he went with his sister, Chin, instead.
Meaning: _______________________________________________________________
Evelyn and Mark love each other very much. Last night, they announced that they wanted
to tie the knot.
Meaning: _______________________________________________________________
Siblings sometimes fight like cats and dogs. Its part of growing up.
Meaning: _______________________________________________________________
I find it hard to resist someone who is my own flesh and blood.
Meaning: _______________________________________________________________
The doting father said to his sleeping son, I hope you follow in my foosteps.
Meaning: _______________________________________________________________

c. BACKGROUND OF THE LITERARY TEXT

Before the arrival of the Spaniards in the Philippines, our Filipino ancestors already had a
rich set of beliefs and traditions that were passed orally from one generation to the next. This
reflects much about our flourishing culture that sets off our national identity. One of this is
the belief on the creation of mankind.
d. MOTIVATION QUESTION:
Before the discussion of the selection, ask the students to share in class some myths theyve
known which talks about the origin of the world (Say: What are the stories youve known
when you were younger that talks about the creation of the world and mankind? Kindly
share it to the class.)
e. MOTIVE QUESTION:
Introduce the selection by posting a question. (Say: In the selection that we are about to read,
the god mentioned is quite different from the characteristics of the gods you have mentioned
a while ago. This means that he is not the typical god in stories we read in books. What do
you think is the personality of the god in this folktale that sets him apart from the other
gods?)
B. Discussion:
The strategy used in discussing the selection is peer to peer reading approach. The students will
take turns in reading the paragraphs in the story. At the end of each paragraph, the reader must
explain the ideas presented to his/her seatmate. The teacher will act as facilitator and timekeeper
that will ensure that each pair is able to cope up with the story. After finishing the selection, check
the students comprehension by asking the following questions:
Who is the main character in the folktale? How would you describe him?
What is the general idea or theme presented in the folktale?
What are the similarities of the story of creation in the Philippines with other stories of creation?
How about the difference?
How would you compare Melu to our God, Yahweh?
Make the students realize that our God is different from all other gods from myths and folktale,
because he is an omnipotent and omnipresent God (something that does not describe others gods).
Most gods die and were lost, but our God has been the same yesterday, today and forever. In all

aspects, the belief in a supreme God has been the object of hope for every religion or culture.
Having said, its important to place your hope to the God who has proven his sovereignty and
love since the beginning until this day.
Wrap-up the discussion by explaining the purpose of studying other creation myths. Clarify that
the study does not aim to mislead people or show falsehood, but to acknowledge the literature of
our ancestors and to understand their beliefs and culture.
C. Using Graphic Organizers
Once the students gather their ideas, present a Venn Diagram comparing Melu from God

Melu

God

Ask them to compare and

contrast Melu from God, and then check if their
answers fit the description of each persona. Recall to the students the instances in which they
used the Venn diagram. Let them analyze its importance and the benefits of using such, especially
in reading texts. Afterwards, introduce the lesson on using graphic organizers as a pre-writing tool
that help us sort and organize our thoughts before writing a coherent text.
Present other examples from the book such as the flowchart, mind map and story map. Explain
each of their functions and present cases in which the following charts are to be used (p. 23-24)
Divide the class into 4 groups as reinforcement activity. Ask them to research on a topic they like
and use the following graphic organizer assigned to each group.
Group 1: Venn diagram
Group 2: Describing wheel
Group 3: Story map
Group 4: Problem-solution chart
Afterwards, ask 2 representatives from each group to discuss their outputs in class.
D. Skill Focus: Using Nonverbal cues.
After the discussion, let the students tune it to Ronan Keatings famous classic, When you say
nothing at all and have them ponder about the writers style in expressing his emotions and
ideas. Since he uses the notion smile on your face, truth in your eyes and touch of your
hand, which goes beyond verbal cues, post the question, How are we going to communicate
when we say nothing at all?. Is it possible to communicate without using any word? How?
Present nonverbal communication as another form of communication that does not use words to
express ones thoughts, but through the different parts of our body and even in the environment.

Discuss each forms and ask the students to list down examples of nonverbal cues in the
Philippines that they can relate the following forms. Use the following definitions as guide:
Note: The teacher could also present similar nonverbal cues that are used in other countries,
which conveys a different meaning. This will give the students the idea that nonverbal
communication varies depending on the culture and context of a certain place.
Facial expressions
Say: The human face is extremely expressive, able to express countless emotions without saying a
word. And unlike some forms of nonverbal communication, facial expressions are universal. The
facial expressions for happiness, sadness, anger, surprise, fear, and disgust are the same across
cultures.
Examples are frowning, raising of eyebrows, smiling...
Body movements and posture (Kinesics)
Say: Perceptions of people are affected by the way a person sit, walk, stand up, or hold his/her
head. The way a person moves and how he/she carries himself/herself communicates a wealth of
information to the world. This type of nonverbal communication includes ones posture, bearing,
stance, and subtle movements.
Examples are slouching, standing straight, etc.
Gestures
Say: Gestures are woven into the fabric of our daily lives. We wave, point, beckon, and use our
hands when were arguing or speaking animatedly in expressing ourselves with gestures often
without thinking. However, the meaning of gestures can be very different across cultures and
regions, so its important to be careful to avoid misinterpretation.
Examples are the peace sign, closed fist, open fist etc.
Eye contact (Oculesics)
Say: Since the visual sense is dominant for most people, eye contact is an especially important
type of nonverbal communication. The way you look at someone can communicate many things,
including interest, affection, hostility, or attraction. Eye contact is also important in maintaining
the flow of conversation and for gauging the other persons response.
Examples are long stare, winking of the eye, etc.

Touch (Haptics)
Say: We communicate a great deal through touch. Think about the messages given by the
following: a weak handshake, a timid tap on the shoulder, a warm bear hug, a reassuring slap on
the back, a patronizing pat on the head, or a controlling grip on your arm.
Examples are hugging, pat at the back, touching the head, etc.
Space (Proxemics)

Say: There could be an awkward feeling during a conversation when the other person is standing
too close to you. This is simply because there is a need for a physical space in every
conversation. Proximity speaks a lot to peoples relationship, attitude and situation towards
another person. You can use physical space to communicate many different nonverbal messages,
including signals of intimacy and affection, aggression or dominance.
Examples are: Staying too close to a person, observing distance to the school official, etc.
Voice (Paralanguage)
Say: Its not just what you say, its how you say it. When we speak, other people read our
voices in addition to listening to our words. Things they pay attention to include your timing and
pace, how loud you speak, your tone and inflection, and sounds that convey understanding, such
as ahh and uh-huh. Think about how someone's tone of voice, for example, can indicate
sarcasm, anger, affection, or confidence.
Examples are shouting, whispering, talking very quickly, etc.
Once they fully understand each nonverbal cue, with a partner, ask the students to communicate
the following emotions without using any words/lines. They must use nonverbal communication
instead.
1.
2.
3.
4.
5.

I am bored
I apologize for my actions.
Stop fighting!
I like you.
Hurry! Get out! Fire!

V. EVALUATION
I.

Matching
Directions: Match Column A with Column B (1pt. each)
Column A
1. 1. Maintained Eye contact + nodding of head
2. 2. Raising of eyebrows
3. 3. Hands on waist
4. 4. Shaking of hands + stammering
5. 5. Pat at the back

Column B
a. a. impatience
b. b. concern
c. c. nervousness
d. d. doubt
e. e. interest

II. Essay
Directions: Analyze the following situations and answer the following briefly.
1. During their English class, Mr. Sanchez posted a question for their oral recitation. However,
none of the students raised their hand to answer. Because of that, Mr. Sanchez frowned and
raised his eyebrows. What does he imply on that nonverbal response? What does it say about
Mr. Sanchez (2 pts)

2. There have been issues of discrimination and bullying among students in a new private school
in Marikina. To solve such case, the school principal implemented a school uniform policy.
What could be the reason behind such actions? (3 pts)
III.

Using Graphic Organizers

Directions: Present a story map of the account of the Holy Bible in the creation of the
universe in Genesis 1 (5 pts)
Note: Require the students to bring their bibles.

VI. ASSIGNMENT
On a short bond paper, research on a controversial issue in the Philippines and present the facts
using any graphic organizer.