LEARNING MODULE

Subject: ENGLISH 8 STAGE 1 (Desired Results) Competencies

Quarter 4
Content Standard Performance Standard Vocabulary Development. Develop strategies for coping
Topic: CHANGING The learner demonstrates The learner shows with unknown words and ambiguous sentence structures
understanding of how communicative sophistications on the and discourse.
PERSPECTIVES competence is best explored through the power and effect of Listening. Process speech delivered at different rates by
Writers: different domains of literacy enabling communicative competence making inferences from what was listened to.
him/her to analyze, do critical evaluation, through delivering an Reading Comprehension. Utilize knowledge of the
1.Ma.Jhesa Villoso and make critical choices to suit to informative speech. differences among text types as an aid in processing
2.Jessica Vallagomesa different purposes without sacrificing information in the selection read or viewed.
3.Jonah V. Derecho socio-cultural values and attitude.
Study strategies. Gather data using library and electronic
resources.

Grammar and Awareness.

Formulates: grammatically correct sentences

Writing and Composition. Writing informative speech.

Literature. Point out the role of literature in enabling one
to grow in personhood.
Speaking. Agree/disagree with statements being read.
Key Nouns BIG IDEAS(nouns) BIG IDEAS(Verbs) Essential Understanding Essential Question
The student will
Highest Order Verbs Communicative competence Present understand that.. 1. What makes writing
(Language Usage) The careful consideration worth speaking?
Critical evaluation (Content) of audience and purpose 2. Why speak? How do
Suitability to audience and brings about effective good speakers express
Purpose communication and fosters their thoughts and
understanding among feelings?
cultures without sacrificing
socio-cultural values and
attitudes.
STAGE 2(Assessment Evidences) Transfer Goal Transfer Task (GRASPS)
The ASEAN Committee
Pre-assessment Students will on their own will hold a speech
contest for all ASEAN
countries.
 Question and Answer (U)
Formative Assessment
Word View (K)
What I See in the Crystal Bowl
(Predicting Outcomes) (U)
Plot Structure Nao (U)
Comic Strip (T)
Summative Assessment
Summative test
Written Brochure
Self-Assessment
Reflection Journal
Communication point of
view effectively with careful
consideration for audience
and purpose through
writing an informative
essay and delivering it.
OTHER EVIDENCE
with the theme Changing
Perspectives. You are the
Philippine youth
representative to this
contest. You task is to
present an informative
speech about the Philippines
and its global community.
The speech must be
powerful, effective and
informative.
Goal Present an
informative speech
Role Philippines Youth
Representative
Audience ASEAN
Committee
Situation - Speech contest
for all ASEAN countries
Product/Performance
Informative Speech
STANDARDS
 RUBRIC IN MAKING A SPEECH

Score / Criteria Outstanding (4) Satisfactory (3) Developing (2) Beginning (1)

Powerful The speech is represented The speech is presented The speech is presented The speech is presented
convincingly and has a strong effect to but those not appear very however it has less effect to but it seems that it has no
the audience convincing to the audience the audience effect to the audience

Effective The speech strongly affects the
listening audience
Informative The speech has fully provides the
information and is bases form the theme
The speech does not
affect much the listening
audience
The speech does not
provide all the information
which is stated from the
theme
The speech does not
appear to be effective
The speech contains only
few information that the
audience should know
The speech has been
delivered but I does not
affect the audience
The content of the speech
is not based form the theme

RUBRI FOR ORAL PRESENTATION

Score
4 3 2 1
Criteria (Very Good) (Good) (Fair) (Poor)

Speaking too soft or too

The speech is easily heard, clear, easily
Vocal
understood with appropriate speed.
Frequent eye contact. Gestures used
frequently and appropriately;
PHYSICAL
consistently expresses appropriate
feeling.
Strong purposeful presentation; create
AUDIENCE IMPACT enthusiasm or other appropriate feeling
in audience.
Usually loud enough and
understanding with speed
at a consistent pace.
Appropriate eye contact,
gestures and expression of
feelings
Usually in control of the
presentation; show
enthusiasm for the subject
Sometimes appropriate
volume and rate;
understandable at times.
Some eye contact,
occasional gesture used;
some expressions.
Sometimes in control of
presentation; show
occasional enthusiasm for
subject.
loud; mumbling or
monotonous; speaking to
fast or too slow.
Little or no eye contact; few
or no gestures, little or no
expression.
Uncertain delivery; no
enthusiasm; dull.
UNIT ASSESSMENT MAP

KNOWLEDGE AND PROCESS/SKILLS UNDERSTANDING

TYPE TRANSFER
(ACQUISITION) (MEANING MAKING

Question and Answer

PRE-ASSESSMENT/DIAGNOSTIC
(Word Puzzle Pyramid)
Sharing Insights
(Word Puzzle Pyramid)
What I See in the Crystal Bowl
FORMATIVE ASSESSMENT Word View Plot Structure Map
(Predicting Outcomes)

Reader Response Guided Listening

Sequence Chart Comic Strip

SUMMATIVE ASSESSMENT Pencil Paper Test Essay Brochure

SEL-ASSESSMENT Reflective Journal

UNIT ACTIVITIES MAP

ACTIVITIES FOR ACQUIRING KNOWLEDGE ACTIVITIES FOR MAKING MEANING AND

ACTIVITIES LEADING TO TRANSFER
AND SKILLS DEVELOPING UNDERSTANDING

EXPLORE
Question and Answer (Dyad)
Word Puzzle Pyramid
Lessons and Coverage

Pre-Assessment
1. It is literary composition on a particular theme or subject.
a. Anecdote b. essay c. narrative d. poetry
2. The following are the types of essay except _________________.
a. Informative b. persuasive c. expository d. ballad
3. A good speech must have the following except _________________.
a. Powerful b. effective c. ambiguous d. information
4. An essay is composed of how many parts?
a. 5 b. 2 c. 3 d. 6
5. Part of an essay which usually contains the topic sentence.
a. Conclusion b. introduction c. body d. clincher

LESSON 1. BASIC STRUCTURE OF THE ESSAY

Activity #1: Speak Me Up!
Description:
1. Students will be asked to read the following set of words.
2. Then after that they will be asked to answer the different questions.
3. Lastly, they will complete any thinking box.
I love you
I need you
Take Care
Help
Congratulations
Thank you
1. What do you feel when the words are told to you by your love ones?
2. How these words do are the best express? By just reading it in a form of test or it is told to you personally.
My Thinking Box
Consider these questions What makes writing worth speaking? why speak how do good speakers express their thoughts and feelings?

In the Box

I think..
 Out of the box

End of explore
Transitional Statement: Spoken language naturally comes before written language. Written language is best delivered if it spoken correctly.

Firm Up

Your goal in this section is to take a look on how a good, informative essay has been written using its three basic parts.

Activity 2: Read me to Appreciate me

The student will be asked to read the informative essay entitle Shall We Walk? by Pura Santillan Castrence.
Word view
Word smart

Process Questions:
1. What is walking?
2. Why walk? What benefits can we get from it?
3. What makes this selection interesting to read?

Transitional Statement:
Activity 3: An informative Essay
Activity 4: Concept Mapping
Description : Let the students complete the concept map below to show the supporting details to the main idea.

Waling keeps the form fit

Walking puts to work important body muscles.

Back muscles more

Process Questions:
1. What makes a concept map?
2. What are the three parts of an essay
3. What are its benefits in writing?

Transitional Statement: An essay has three major parts: an introduction, a body and a conclusion. They are helpful in writing to make an essay effective and
worth reading.

Deepen:

Activity # 5: In A Nutshell
Description:
1. Let the students complete the outline of the essay Shall We Walk.
Shall we Walk?

I. Introduction:
The speaker wrote about ______________________________________________________________
But clarifies that _________________________________________________

II. Body
A. The essay enumerates __________________________________
1. _______________________________
2. _______________________________________
3. _______________________________________
4. _______________________________________
5. _______________________________________

III. Conclusion
The essay ends with a question which is actually _________________________________________________.
You have already shared your ideas on peace and harmony among yourself and others. Those ideas and answers will help you do well in the project that you
will be doing at the end of this module before we continue with our next topic, let us have another activity entitled. TAKE A LOOK! this activity well help you
reflect on this question: What is the best way to promote peace and harmorny among yourself and the people around you?

II. FIRM UP

Activity #1: Word View

Description

A. Give the meaning of the italicized word in each sentence. Encircle you answer.
1. The young man brought many cowries to the girls family as part of the marriage settlement.
a. Costly gifts b. Land titles c. Young cows
2. Being voluble and smart, she will make a good sales representative.
a. Aggressive b. Easygoing c. Talkative
3. They served their unexpected guests corn pottage cooked with garlic and palm oil.
a. Vegetable dish b. Thick soup c. Creamy drink
4. Every animal in the forest thinks that the snake is full of cunning.
a. Empty promises b. Mischief and harm c. Marked by trickery

B. Process students answers.

Activity #2. What I See in the Crystal Bowl (Predicting Outcomes)

Description:

1. Read each story clue in the first column of the chart below.
2. Before reading, write what you predict would happen in the middle column.
3. Then, after reading write what actually happened in the last column.
4. Process students answers.

Activity #3: Reader Response

Description:
1. Read the folk tale The Judgment of the Wind by Harry Courlander to get the story and to check if you guessed correctly.
2. Answer vocabulary test after reading the selection. Students will be given 7 minutes to finish reading, and another 3 minutes to answer the vocabulary
questions.
3. Process students answers.
Comprehension Questions:

1. How does the farmer in The Judgment of the Wind try to save himself from being eaten by the snake? What traits does the farmer show?
2. 2. Do you have this trait too?
3. In what particular situation did you show this trait? Take turns in relation you experience to our classmate.
4. Do you belive the local saing that there are only two kinds of people on earth those who fool others, and those who are fooled by others? Why or why
not?

Activity #4: Plot Structure Map

Description:

1. Now put your knowledge of plot structure to use by constructing a Plot Structure Map of the story The Judgment of the Wind, using the diagram as
shown.

Title: The Judgment of the Wind

Climax

Rising action Falling Action

Presentation Conclusion
 Sharing Insights (1) Reading in Dialogue

FIRM UP
What I See the Crystal Bowl
Word View (G)
(Predicting Outcomes) (l)
Reader Response (G) Plot Structure Map (G)

Guided Listening (i)

DEEPEN

Pencil and paper test (l) Sequence chat (l) (G)

Essay (l)

TRANSFER

Comic Strip (G)

Reflective Journal (l) Brochure (G)

STAGE 3. LEARNING PLAN

Leaning Activities

I. Explore

Introduction
Change is brought about by a blend of human history and experience. It may not necessarily mean something totally new but a balance combination of
tradition and modernity.
If it happens for example that you are being surrounded by different races with different point of views on a certain topic how would you express your
own point of view while respecting other cultures? What make you point of view believable?

Focus Questions: