LESSON PLAN FOR GRADE 8 ENGLISH

SECTIONS G8-EBONY, G8-MAHOGANY AND G8-TANGUILE

DATE: June 13, 2017 (DAY 1- Tuesday)

I. Objectives/ Learning Outcomes

At the end of the session, the students shall have been able to:
 show relationship of ideas through a graphic organizer
 identify different types and uses of graphic organizers
 summarize ideas through constructing their own graphic organizer

II. Subject Matter: Graphic Organizers

Reference: “Voyages in Communication, English, Learner’s Material” (pp. 4-6)
From DepEd K-12 Curriculum Guide
 EN8WC-Ia-1.1: Generate ideas and their relationships
 EN8WC-Ia- 1.1.6.1: Present ideas using a variety of graphic organizers

A. Materials
 Audio Speakers
 Visual Aids
B. References:
 DepEd Learner’s Material, English 8
 DepEd English Curriculum Guide
 https://education.wm.edu/centers/ttac/documents/articles/graphic_organizers.pdf
 https://www.youtube.com/watch?v=pRpeEdMmmQ0

III. Learning Procedure

A. Preliminaries/Review
 Let the students arrange their chairs and prepare for the session
 Call for a volunteer to lead the prayer
 Check the attendance.

B. Motivation/Opening Activity
Task 1. This Time for Africa
 Ask the students to listen attentively then play the song, “Waka Waka (This Time For Africa)”
by Shakira.
 After the short audio clip, ask the following questions:
- Are you familiar with the song?
- What thoughts came to your mind after listening to the song?
- What do you think was it all about?
 After hearing responses, ask the students to focus on the main idea of the song and study
the graphic organizer below:

 Ask them to complete the graphic organizer with the ideas that came to their minds as they
hear/see the word, “Africa”.

C. Lesson Proper
 Upon finishing their graphic organizers, ask the students the following question:
- What did you feel upon finishing the task?
 Basing on their responses, present the different types of graphic organizers and their uses.

Task 2. Guess That Organizer

 Group students into five groups.
 Give each group a picture of a graphic organizer.
 Let them examine and guess what kind of organizer and how it is used.
 Call a volunteer from each group and let them share what they have discussed within their
respective groups.

Cause-And-Effect Diagram Main Idea and Details Chart

Flow Diagram/Sequence Chart
 Concept Map
Compare/Contrast or Venn Diagram

D. Generalization/Synthesis
 Ask the following questions:
- What is a graphic organizer?
- What are the different types of graphic organizer and its uses?
- How do you think will graphic organizers affect your writing?

E. Application
Instructions: In a ¼ sheet of paper, compare and contrast the Philippines and Africa. Work with your
group and use your prior knowledge about the two topics.

IV. Evaluation
Instructions: In another sheet of paper, make a graphic organizer about the topic you have learned
today. Feel free to use any graphic organizer and work with your groupmates.

V. Assignment
Instructions: On your notebook, make two graphic organizers about African Literature. You can focus
on a certain African book or poem that you have read.

Prepared by:

Florli Beth Zeruiah R. Josol

 LESSON PLAN FOR GRADE 8 ENGLISH
SECTIONS G8-EBONY, G8-MAHOGANY AND G8-TANGUILE

DATE: June 14, 2017 (DAY 2- Wednesday)

I. Objectives/ Learning Outcomes

At the end of the session, the students shall have been able to:
 identify prosodic features: stress, intonation and pauses
 practice the use of stress, intonation and pauses

II. Subject Matter: Prosodic Features (Stress, Intonation, and Pauses)

Reference: “Voyages in Communication, English, Learner’s Material” (pp. 17-21)
From DepEd K-12 Curriculum Guide
EN8LC-Ia-5.1: Listen for important points signaled by volume, projection, pitch, stress, intonation
juncture, and rate of speech

A. Materials
 Audio Speakers
 Visual Aids

B. References
 DepEd Learner’s Material, English 8
 DepEd English Curriculum Guide

III. Learning Procedure

A. Preliminaries/Review
 Let the students arrange their chairs and prepare for the session
 Call for a volunteer to lead the prayer
 Check the attendance.

B. Motivation/Opening Activity
Task 1. Where’s the Stress?
 Let the students read the following words out loud:
- Village
- Remember
- International
- Unbearable
- Surprising
 After, ask them the following questions:
- In which syllable did your voice rise in the word, “village”?
- What about in “remember”, “international”, “unbearable” and “surprising”?

C. Lesson Proper
 Introduce “Stress” and its definition.
 Go back to Task 1 and let the students identify again the stressed parts of the words
presented.

Task 2. Hear Me Out

 Ask students to listen attentively to the words you will say.
- PER-mit (noun) per-MIT (verb)
- PRES-ent (noun) pre-SENT (verb)
- RE-cord (noun) re-CORD (verb)

Task 3. Read Aloud

 Discuss “Intonation” and “Pause” by asking students to read the following sentences:
- Have you seen an African child before?
- Hmmm! I think I saw one when I went to Tagaytay City last week.
- You see, there is an international university near the city.

D. Generalization/Synthesis
 Ask the following questions:
- What prosodic features have you learned today?
- What is Stress? Intonation? Pause?
- How do you think will prosodic features affect your speech?

E. Application
 Let the students read aloud the poem, “I Am An African Child” by Eku McGred.
 Remind them to use the proper stress, intonation and pause while reading.
 I Am An African Child
Eku McGred

I am an African child
Born with a skin the colour of chocolate
Bright, brilliant and articulate
Strong and bold; I'm gifted
Talented enough to be the best
I am an African child

Often the target of pity

My future is not confined to charity
Give me the gift of a lifetime;
Give me a dream, a door of opportunity;
I will thrive
I am an African child

Do not hide my fault

show me my wrong
I am like any other;
Teach me to dream
And I will become
I am an African child

I am the son, daughter of the soil

Rich in texture and content
Full of potential for a better tomorrow
Teach me discipline, teach me character, teach me hard work
Teach me to think like the star within me
I am an African child

I can be extra-ordinary
call me William Kamkwamba the Inventor;
Give me a library with books
Give me a scrap yard and discarded electronics
Give me a broken bicycle;
Plus the freedom to be me
And I will build you a wind mill
I am an African child

We are the new generation

Not afraid to be us
Uniquely gifted, black and talented
Shining like the stars we are
We are the children of Africa
Making the best of us
Yes! I am an African child

IV. Evaluation
Instructions: In a sheet of paper, identify the word if it is a noun or a verb depending on its stress.

1. AD-dress
2. con-DUCT
3. OB-ject

V. Assignment
Instructions: Secure a copy of the poem, “I Am An African Child”. Study more on its stress, intonation
and pause.

Prepared by:

Florli Beth Zeruiah R. Josol

 LESSON PLAN FOR GRADE 8 ENGLISH
SECTIONS G8-EBONY, G8-MAHOGANY AND G8-TANGUILE

DATE: June 15, 2017 (DAY 3- Thursday)

I. Objectives/ Learning Outcomes

At the end of the session, the students shall have been able to:
 demonstrate knowledge on previous topics about graphic organizers and prosodic features
by answering the test
 practice for their performance task on the poem, “I Am An African Child” by Eku McGred.

II. Subject Matter: Review on Graphic Organizers and Prosodic Features (Test)

A. Materials
 Worksheets

B. References
 DepEd Learner’s Material, English 8
 DepEd English Curriculum Guide

III. Learning Procedure

A. Preliminaries
 Let the students arrange their chairs and prepare for the session.
 Call for a volunteer to lead the prayer.
 Check the attendance.

B. Opening Activity
 Review on Graphic Organizers and Prosodic Features by asking the following questions:
- What are graphic organizers?
- What graphic organizers have we discussed?
- What are the uses of graphic organizers?
- What is Stress? Intonation? Pause?
- How did these help you in your speech?

C. Lesson Proper
 Let students clear out things on their desks.
 Set rules upon answering the test.
 Distribute the worksheets.

IV. Evaluation
Instructions: To further demonstrate your knowledge on the prosodic features we have discussed,
you will be doing a speech choir on “I Am An African Child” with your group mates. You will be given
a rubric as a guide for your performance.

V. Assignment
Instructions: Be ready to present your speech choir tomorrow and please do not forget to read the
rubrics so you will be guided. Good luck!

Prepared by:

Florli Beth Zeruiah R. Josol

 LESSON PLAN FOR GRADE 8 ENGLISH
SECTIONS G8-EBONY, G8-MAHOGANY AND G8-TANGUILE

DATE: June 15, 2017 (DAY 4- Friday)

I. Objectives/ Learning Outcomes

At the end of the session, the students shall have been able to:
 perform their speech choir on the poem, “I Am An African Child” by Eku McGred

II. Subject Matter: I Am An African Child (Performance Task)

III. Learning Procedure

A. Preliminaries
 Let the students arrange their chairs and prepare for the session.
 Call for a volunteer to lead the prayer.
 Check the attendance.

B. Opening Activity
 Orient students on the rubrics.
 Draw order of group performance.

C. Lesson Proper
 Start the speech choir.
 After all performances, give insights and criticisms for each group.

D. Generalization/Synthesis
 Ask the students the following questions:
- What preparations did you make for your presentation?
- What have you learned from the activity?

IV. Evaluation
Instructions: On a scale of 1-10, rate your own performance and state why you gave that rating.

V. Assignment
Instructions: In your notebook, create a graphic organizer on what you have learned this week.

Prepared by:

Florli Beth Zeruiah R. Josol