English 8

English 8
S.Y. 2019-2020
Week 1
CRISTY J. BAGA
Sections: Grades 8 A and B

Quarter: First
Time Allotment: 1 hour/session
Date/Days: June 3-7, 2019 Monday-Thursday
I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of: African literature as a means of exploring

forces that human beings contend with; various reading styles vis-à-vis purposes of reading;
prosodic features that serve as a carriers of meaning; ways by which information may be organized,
related, and delivered orally, and parallel structures and cohesive devices in presenting information.
B. Performance Standard
The learner transfers learning by composing and delivering an informative speech based on
a specific topic of interest, keeping in mind the proper and effective use of parallel structures and
cohesive devices and appropriate prosodic features, stance, and behavior.
C. Learning Competencies
EN8RC-Ia-7.2: scan for logical connectors to determine the text types

EN8LC-Ia-5.1: Listen for important points signaled by volume, projection, pitch, stress,
intonation, juncture, and rate of speech.
EN8VC–Ia-8: use context clues from the material viewed to determine the meaning of
unfamiliar words or expressions.
EN8V-Ia-10.2: Determine the meaning of idiomatic expressions by noting context clues and
collocations.
EN8LT-Ia-8: Describe notable literary genre contributed by African writers.
En8LT-Ia-8.1: Identify the distinguishing features of notable African chants, poems, folk tale
and short stories.
EN8WC-Ia-1.1: Generate ideas and their relationships.
En8WC-Ia-1.1.6.1: Present ideas using a variety of graphic organizers.
EN8OL-Ia-3.11: Use the correct sounds of English
EN8G-Ia-7: Use parallel structures
EN8G-Ia-8: Use appropriate cohesive devices in composing an informative speech
II. CONTENT
Monday – Tuesday: Logical Connectors

Wednesday – Thursday: Idiomatic Expressions
III. REFERENCES
1. Voyages in Communication 8 pp.1-28, PDF File

2. Google.com, YouTube.com
IV. PROCEDURE
1. Opening Prayer
2. Motivational Activity:
1st topic: “Let’s Make Cookies”
Instructions: Group the students into four (4). Each group will be given a set of cards
containing a recipe for making cookies. Members of each group will arrange the cards according to
the steps of the recipe and post their finished product on the board. The first group to rearrange
the recipe correctly will win the round.
Follow-up question: How did you know to rearrange the steps in the recipe? Was there a
pattern, or words that helped you complete the recipe?
2nd Topic: Take the IDIOMS FROM AROUND THE WORLD WARM UP
3. Presentation of previous or new lesson
The topic on Logical connectors will be introduced to the students followed by activities.
The topic on Idiomatic expressions will be introduced to the students followed by activities.
V. EVALUATION
For each topic discussed, formative assessment will be given to gauge the student’s
learning. A written test will also be given to them to assess their understanding of said topics.
VI. ASSIGNMENT
LOGICAL CONNECTORS:
Choose ten (10) logical connectors and construct a sentence for each.
IDIOMATIC EXPRESSIONS
Give 10 idiomatic expressions you know, or have heard from others. Explain the meaning of each.
VI. REMARKS
VII. REFLECTION
Checked by:
ALVIN A. SABAYANAN
Principal II
English 8
S.Y. 2019-2020
Week 2
CRISTY J. BAGA

Quarter: First
I. OBJECTIVES
A. Content Standard


collocations.
and short stories.
II. CONTENT
Monday – Tuesday: Introduction to African Literature (Literary genres contributed by
African writers).
Wednesday – Thursday: Features of notable African chants, poems, folk tale and short
stories.
III. REFERENCES

3. Maps
IV. PROCEDURE
1. Opening Prayer
1st topic: Introduction to African Literature
*Name a country in Africa and locate it in the map.
2nd Topic: Features of notable African chants, poems, folktales, short stories
* The students will listen to African chants via video clip from Youtube.com
V. EVALUATION
For each topic discussed, formative assessment will be given to gauge the student’s
learning. A written test will also be given to them to assess their understanding of said topics.
VI. ASSIGNMENT
African Literature
Research about the characteristics of African Literature. Be prepared to discuss them in class.
Notable features of African Literature
Essay: Notebook
What are the differences and similarities of African and Philippine literature?
VI. REMARKS
VII. REFLECTION
Checked by:
ALVIN A. SABAYANAN
Principal II
English 8
S.Y. 2019-2020
Week 3

Quarter: First
I. OBJECTIVES
A. Content Standard


collocations.
and short stories.
II. CONTENT
Monday – Tuesday: Context Clues and Adjective Complement

Wednesday - Thursday: Basic Elements of Spoken Language: STRESS, INTONATION, and PAUSE Text:
“AFRICAN CHILD” By Eku McGred
III. REFERENCES

IV. PROCEDURE
1. Opening Prayer
Lesson 1: Recall what adjectives are
Lesson 2: Let the students read the poem “African Child” by Eku McGred
Lesson One: Discuss context clues in class, and emphasize its usefulness in improving one’s
vocabulary.
Discuss adjective complement in class after learners have established what
adjectives are and what are they used for. Discuss the three forms of adjective complement namely;
prepositional phrase, infinitive phrase, and clause.
Lesson Two: Introduce to the learner the basic elements of spoken language namely; stress,
intonation, and pause using the African poem from Eku McGred “African Child”. Provide a copy of
the poem for each student. The poem will serve as the practice activity for the learner in
familiarizing the elements of spoken language.
V. EVALUATION
Group the students into four and make each group recite the poem “African Child” with the
right stress, intonation, and pause.
Do ACTIViTY 8: COMPLEMENT OR NOT? From Voyages in Communication, pp. 14-15
VI. ASSIGNMENT
1. List down the unfamiliar words you encounter from the poem “African Child”. Find a
way to learn what each unfamiliar word means. Summarize your work through the given table:
Unfamiliar Words Meaning Strategy Used to learn its

meaning
2. Read the excerpt: “Why the Black’s Hands are Lighter than the Rest of Their Bodies”. In your
notebook, write down 10 adjective complement you can find in the text you have read.
VI. REMARKS
VII. REFLECTION
Checked by:
ALVIN A. SABAYANAN
Principal II
English 8
S.Y. 2019-2020
Week 5
CRISTY J. BAGA

Quarter: First
Time Allotment: 1 hour1/session
Date/Days: July 1-6, 2019 Monday-Thursday
I. OBJECTIVES
A. Content Standard

EN8RC-Ie-7: Use the appropriate reading style (scanning, skimming, speed reading, and
intensive reading, etc.) for one’s purpose.
EN8LC-Ie-9: Determine how volume, projection, pitch, stress, intonation, juncture, and
speech rate serve as carriers of meaning.
EN8VC–Ie-9: Organize information from material viewed.
EN8V-Ie-4: Use appropriate strategies in unlocking the meaning of unfamiliar words and
idiomatic expressions.
EN8LT-Ie-2.2.3: Determine tone, mood, technique, and purpose of the author.
En8LT-Ie-8: Describe the notable literary genres contributed by African writers.
En8WC-Ie-6.1: Arrange notes using a variety of graphic organizers.
EN8OL-Ie-5: Use appropriate prosodic features of speech when delivering lines.
EN8G-Ie-7: Use parallel structures
EN8G-Ie-8: Use appropriate cohesive devices in composing an informative speech
II. CONTENT
Monday – Tuesday: Reading Styles: Scanning Skimming, Speed Reading, Intensive Reading
Wednesday – Thursday: “The Hands of the Blacks” An excerpt from “ We Killed Mangy-
Dog” by Luis Bernardo Honwana
III. REFERENCES
IV. PROCEDURE
1. Opening Prayer
Lesson 1: Reading Styles: Skimming and Scanning
Lesson 2: “The Hands of the Blacks” by Luis Bernardo Honwana
Lesson One: Introduce to the learners the various reading techniques, such as skimming
and scanning. Once they knew the steps of each style, provide an activity for each paired students.
Lesson Two: Let the students read about the excerpt, “The Hands of the Blacks” and let
them discuss the text collaboratively (by group).
V. EVALUATION
Group the students into two and let them answer the activity provided for them.
Lesson 1: Skimming/ Scanning (REFER TO THE ACTIVITY ATTACHED)
Lesson 2: The Hands of the Blacks
PROCESS QUESTIONS:
1. Who answered why the black’s hands are lighter than the rest of their bodies?
2. Why do you think each of them gave such an explanation?
SUMMARIZE YOUR ANSWER IN THIS TABLE:
Why the Blacks’ Hands are Lighter than the Rest of their Bodies
Possible Experiences with
Teller Explanation Africans that led him her to
have that explanation
Father Cristiano
Doña Dores
Senhur Antunes
Book Author
Senhur Frias
Doña Istifania
Narrator’s Mother
Name :__________________ English 7
Date: ___________________ Activity 2
You are spending your holidays

in the grand city of Rome. You
saw a notice outside a travel
agency of a tour of the country.
A Scooter for Italy Tour!
Want to see and feel the Italian life on a scooter? Come and join our tour,
with a five percent discount! It is the best way to live “la vita e bella”.
Date: every Monday and Wednesday

Time: from 7.00 am to 9.00 pm
Places: Vatican, Trevi Fountain, The Colosseum, Pisa, Florence, Venice, Roman
museums and churches
Price: 500 euros for adults and 200 euros for children below ten years, with food and
entrance fees
Highlights: -best English speaking Italian guide -wine tasting and pizza eating
-gondola ride in Venice -free scooters to use
Bookings and info: tel. no. 393477411287 (Luigi)
website: www.scooteritaly.com email: ciao@itscali.it
Exercise: Scanning
A. T or NT
1. You are in Italy. ______

2. You can book the tour only by phone. _____
3. You can pay five percent more if you join the tour now. ______
4. You take a scooter to see the country. ____
5. If you join the tour, you can take a ride on a Gondola. ______
B. Short answers
1. How doe the writer describe the tour? __________________________

2. How long does the walking tour last? ___________________________
3. What are the highlights of the tour? Give two examples. ____________
_________________________________________________________
4. It is a Monday. Can you join the tour? ___________________________
VI. ASSIGNMENT
None
VI. REMARKS
VII. REFLECTION
Checked by:
ALVIN A. SABAYANAN
Principal II
English 8
S.Y. 2019-2020
Week 4
CRISTY J. BAGA
Sections: Grades 8 a and B

Quarter: First
I. OBJECTIVES
A. Content Standard


collocations.
and short stories.
II. CONTENT
Monday – Tuesday: Basic Elements of Spoken Language: STRESS, INTONATION, and PAUSE
Text: “AFRICAN CHILD” By Eku McGred
Wednesday – Thursday: Context Clues and Adjective Complement

III. REFERENCES

IV. PROCEDURE
1. Opening Prayer
Lesson 1: Let the students watch a video clip on the poem “African Child” by Eku McGred
Lesson 2: Recall what adjectives are
Lesson One: Introduce to the learner the basic elements of spoken language namely;
stress, intonation, and pause using the African poem from Eku McGred “African Child”. Provide a
copy of the poem for each student. The poem will serve as the practice activity for the learner in
familiarizing the elements of spoken language.
Lesson Two: Discuss context clues in class, and emphasize its usefulness in improving one’s
vocabulary.
Discuss adjective complement in class after learners have established what
adjectives are and what are they used for. Discuss the three forms of adjective complement namely;
prepositional phrase, infinitive phrase, and clause.
V. EVALUATION
Group the students into four and make each group recite the poem “African Child” with the
right stress, intonation, and pause.
Do ACTIViTY 8: COMPLEMENT OR NOT? From Voyages in Communication, pp. 14-15
VI. ASSIGNMENT
1. List down the unfamiliar words you encounter from the poem “African Child”. Find a
way to learn what each unfamiliar word means. Summarize your work through the given table:
Unfamiliar Words Meaning Strategy Used to learn its

meaning
2. Read the excerpt: “Why the Black’s Hands are Lighter than the Rest of Their Bodies”. In your
notebook, write down 10 adjective complement you can find in the text you have read.
VI. REMARKS
VII. REFLECTION
Checked by:
ALVIN A. SABAYANAN
Principal II
English 8
S.Y. 2019-2020
Week 6
CRISTY J. BAGA

Quarter: First
I. OBJECTIVES
A. Content Standard

EN8RC-If-7: Use the appropriate reading style for one’s purpose.

EN8LC-Ie-5.2: Note the changes in volume, projection, pitch, stress, intonation, juncture,
and rate of speech that affect meaning.
EN8VC–If-9: Organize information from the material viewed.
EN8V-If-6: Determine the meaning of words and expressions that reflect the local culture
by noting context clues.
EN8LT-If-7: Appreciate literature as a means of understanding the human being and the
forces he/she needs to contend with.
En8WC-If-6.1: Arrange notes using a variety of graphic organizers.
EN8OL-Ia-3.11: Use appropriate prosodic features of speech when delivering the lines.
EN8G-If-7: Use parallel structures
II. CONTENT
Monday – Tuesday: Arranging Notes Using a Variety of graphic organizers
Wednesday – Thursday: Intensive Reading

III. REFERENCES

IV. PROCEDURE
1. Opening Prayer
Lesson 1: Using Graphic Organizers to arrange notes
Lesson 2: Speed Reading
Lesson One: Introduce the learners to different graphic organizers when arranging notes.
Lesson Two: Introduce the learners to another reading style, SPEED READING
V. EVALUATION
Reason 1:
Reason 5: Reason 2:
Why are the Blacks’ hands
lighter than the rest of their
bodies
Reason 4: Reason 3:
For speed reading, we will use the PHIL-IRI tool so that we can also assess the student’s reading
comprehension and evaluate their reading level.
VI. ASSIGNMENT
VI. REMARKS
VII. REFLECTION
Checked by:
ALVIN A. SABAYANAN
Principal II
THIS IS A PAIRED ACTIVITy. Choose a clASSMATE and read this
article. Discuss with partner before answering the activity.
NOTE: DO NOT WRITE ANYTHING ON THIS ACTIVITY SHEET. WHEN YOU

ARE DONE READING, ANSWER NOS. 1, 2, AND THE TABLE IN A 1 WHOLE
Sheet of paper. Do not forget to write your names.
The hands of The Blacks an excerpT from “We killed mangy-

dog” By luis Bernardo honWana
I can’t remember now how we got onto the subject, but one day Teacher said that the palms
of the black’s hands were much lighter than the rest of their bodies because only few centuries ago
they walked around on all fours, like wild animals, so their palms weren’t exposed to the sun, which
made the rest of their bodies darker and darker. I thought of this when Father Cristiano told us
after cathechism that we were absolutely hopeless, and that even the blacks were better than us,
and he went back to this things about their hands being lighter, and said it was like that because
they always went about their hands folded together, praying in secret. I thought this was so funny,
this thing of the black hands being so lighter, that you should see me now-I don’t let go of anyone,
whoever they are, until they tell me why they think that the palms of the black’s hands are lighter.
Dona Dores, for instance told me that God made their hands lighter like that so they wouldn’t dirty
the food that they made for their masters, or anything else that they were ordered to do that had
to be kept quite clean. Senhor Antunes, the Coca Cola man, who only comes to the village now and
again when all the cokes in the cantina have been sold, said to me that everything I had been told
was a lot of baloney. Of course I don’t know if it was really, but he assured me it was. After I said
yes, all right, it was baloney, then he told me what he knew about this things of the black’s hands.
It was like this:-Long ago, many years ago, God, our Lord Jesus Christ, the Virgin Mary, St. Peter,
many other saints, all the angels were in heaven then, and some of the people who had died and
gone to Heaven- they all had a meeting and decided to make blacks. Do you know how? They got
hold of some clay and pressed it into some second- hand moulds. And to bake them of the creatures,
they took them to heavenly kilns. Because they were in a hurry and there was no room next to the
fire, they hung them in the chimneys. Smoke, smoke, smoke- and there you have them, black as
coals. And now do you want to know why their hands stayed white? Because their hands are tied.
When he had told me this Senhor Antunes and the other men who were around us were very
pleased and then all burst out laughing.
That very same day, Senhor Frias called me after Senhor Antunes had gone away, and told
me everything I had heard from them there had been just pack of lies. Really and truly, what he
knew about the black’s hands was right, that God finished making men and told them to bathe in a
lake in heaven. After bathing the people were nice and white. The blacks, well, they were made very
early in the morning, and at this hour the water in the lake was very cold, so they only wet the palms
of their hands and the soles of their feet before dressing and coming into the world.
But I read in a book that happened to mention it, that the black hands are lighter like this
because they spent their lives bent over, gathering the white cottons of Virginia and I don’t know
where else. Of course, Dona Estifania didn’t agree when I told her this. According to her, it’s only
because their hands became bleached with all that washing. Well, I don’t know what to think about
all these, but the truth is that no matter how calloused and cracked they maybe, a black’s hand are
always lighter than all the rest of him. And that’s that! My mother is the only one who must be right
about this question of a black’s hands being lighter than the rest of his body. On the day that we
were talking about it, I was telling her what I know about the question, and she just couldn’t stop
laughing. What I thought was strange was that she didn’t tell me at once what she thought about
all this, and she only answered me when she was sure that I wouldn’t get tired of bothering her
about it. And even then she was crying and clutching herself around the stomach who had laugh so
much that it was quite unbearable. What she said was more or less this: “ God made Blacks because
they had to be. They had to be, my son. He thought they really had to be…Afterwards, He regretted
having made them because other men laughed at them and took them off to their homes and put
them to serve as slaves or not much better. But because He couldn’t make them all be white, for
those who were used to seeing blacks would complain, He made it so that the palms would exactly
like the palms of other men. And do you know why that was? Of course, you don’t know, and it’s
not surprising, because many, many people don’t know. Well, listen: It was to show that what men
do is only the work of men…That what men do is done by hands that are the same- hands of people
who, if they had any sense, would know that before anything else they are men. He must be thinking
of this when He made the hands of the blacks be the same as the hands of those men who thank
God they are not black! After telling me all this, my mother kissed my hands. As I ran off into the
yard to play ball, I thought that I had never seen a person cry so much when nobody had hit them.
1. Who answered why the black’s hands are lighter than the rest of their bodies?
2. Why do you think each of them gave such an explanation?
SUMMARIZE YOUR ANSWER IN THIS TABLE:
Why the Blacks’ Hands are Lighter than the Rest of their Bodies
Possible Experiences with
Teller Explanation Africans that led him her to
have that explanation
Father Cristiano
Doña Dores
Senhur Antunes
Book Author
Senhur Frias
Doña Istifania
Narrator’s Mother
English 8
S.Y. 2019-2020
Week 7
CRISTY J. BAGA

Quarter: First
I. OBJECTIVES
A. Content Standard

EN8RC-Ig-7.1: Read intensively to determine the author’s purpose

EN8V-Ig-6: Determine the meaning of words and expressions that reflect the local culture
EN8LT-Ig-8: describe the notable literary genres contributed by African writers
En8V-Ig-6: Determine the meaning of words and expressions that reflect the local culture
by noting context clues
II. CONTENT
Monday – Tuesday: Intensive Reading
Wednesday – Thursday: Context Clues
III. REFERENCES

IV. PROCEDURE
1. Opening Prayer
Lesson 1: Intensive Reading: “The Hands of the Blacks” and Speed Reading
Lesson 2: Context Clues
Lesson One: Continue with the lesson on Intensive Reading using the excerpt “The Hands
of the Black”
Lesson Two: Introduce the learners to Context Clues
V. EVALUATION
Use the Phil-IRI tool to gauge the speed of the student’s reading skills. A short quiz on
context clues will be given to the students.
VI. ASSIGNMENT
Prepare for the Choral Reading with the text; “I am an African Child”. Groups will be encouraged to
memorize the poem, and use props to make their reading more interesting to watch and listen to.
VI. REMARKS
VII. REFLECTION
Checked by:
ALVIN A. SABAYANAN
Principal II
English 8
S.Y. 2019-2020
Week 8
CRISTY J. BAGA

Quarter: First
I. OBJECTIVES
A. Content Standard

EN8V-Ih-6: Determine the meaning of words and expressions that reflect the local culture
EN8VC-IH-15: Compare and contrast the presentation of the same topic in different viewing
genres.
EN8G-Ih-7: Use parallel structures.
II. CONTENT
Monday – Tuesday: Re-teach Context Clues
Compare and Contrast
Wednesday – Thursday: Use of Parallel Structures
III. REFERENCES
1. Voyages in Communication 8 PDF File

IV. PROCEDURE
1. Opening Prayer
Lesson One: Continue with the lesson on Context clues briefly. Provide short activities
afterwards. Introduce to the class the lesson on Comparing and Contrasting.
Lesson Two: Introduce to the learners the use of parallel structures.
V. EVALUATION
Formative assessment is done during the session through activities. Students will be
questioned regarding the topic to gauge their understanding of the lesson.
VI. ASSIGNMENT
Prepare for a quiz on Context clues and Comparing and Contrasting next meeting.
VI. REMARKS
VII. REFLECTION
Checked by:
ALVIN A. SABAYANAN
Principal II
English 8
S.Y. 2019-2020
Week 9
CRISTY J. BAGA

Quarter: First
Date/Days: July 29-August 2, 2019 Monday-Thursday
I. OBJECTIVES
A. Content Standard

EN8V-Ih-6: Determine the meaning of words and expressions that reflect the local culture
EN8VC-IH-15: Compare and contrast the presentation of the same topic in different viewing
genres.
EN8G-Ih-7: Use parallel structures.
II. CONTENT
Monday – Tuesday: Re-teach Compare and Contrast
Wednesday – Thursday: Use of Parallel Structures
III. REFERENCES

IV. PROCEDURE
1. Opening Prayer
Lesson One: Introduce to the class the lesson on Comparing and Contrasting.
Lesson Two: Introduce to the learners the use of parallel structures.
V. EVALUATION
Formative assessment is done during the session through activities. Students will be
questioned regarding the topic to gauge their understanding of the lesson. To close the topic on
Context clues and gauge their understanding of the subject, the following activities will be given to
the students:
Activity 7
Activity 8
VI. ASSIGNMENT
COMPARE AND CONTRAST USING THE VENN DIAGRAM

VI. REMARKS
VII. REFLECTION
Checked by:
ALVIN A. SABAYANAN
Principal II
English 8
S.Y. 2019-2020
Week 10
CRISTY J. BAGA

Quarter: First
Date/Days: August 5-9, 2019 Monday-Thursday
I. OBJECTIVES
A. Content Standard

CULMINATING TASK and REVIEW for the 1st Quarter Exams
II. CONTENT
Monday – Tuesday: Review lessons in preparation for the 1st Quarter Exams
Wednesday – Thursday: 1st Quarter Examinations
III. REFERENCES

IV. PROCEDURE
1. Opening Prayer
Monday and Tuesday: Culminating Task, provide activities for the students
Wednesday and Thursday: 1st Quarter Exams
V. EVALUATION
Students will be given activities and long quiz before the Unit Exams to prepare them for
st
the 1 Quarter tests. A continuation of the activity on Compare and Contrast.
Compare and Contrast using a Venn Diagram
1. You and your best friend in school
2. Cat and Dog
Compare and contrast using a table, your two favorite subjects
Compare Contrast
Subject 1
Subject 2
VI. ASSIGNMENT
Study for the Exams. Pointers include: logical connectors, skimming and scanning, context
clues, elements of spoken language, adjectives, and the African culture.
VI. REMARKS
VII. REFLECTION
Checked by:
ALVIN A. SABAYANAN
Principal II
English 8
S.Y. 2018-2019
Quarter: SECOND
KAILEEN MAE B. GUTIERREZ
Week 1
Sections: Grades 8 Honest and Courage

Time Allotment: 2 hours/session
I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of East Asian literature as an art form inspired and
influenced by nature; relationship of visual, sensory, and verbal signals in both literary and
expository texts; strategies in listening to long descriptive and narrative texts; value of literal and
figurative language and appropriate grammatical signals or expressions suitable to patterns of idea
development.
The learner transfers learning by composing and delivering a brief and creative
entertainment speech featuring a variety of effective paragraphs, appropriate grammatical signals
and expressions in topic development, and appropriate prosodic features, stance, and behavior.
EN8VC-IIa-1.3: Predict the gist of the material viewed based on the title, pictures, and
excerpts.
EN8V-IIa-24.1: Distinguish between and among verbal, situational, and dramatic types of
irony and give examples of each.
EN8VC-IIa-17: Discern positive and negative messages conveyed in a material viewed.
II. CONTENT
Monday – Tuesday: Predicting the Gist/Prediction of the main idea of a text
Wednesday – Thursday: Discerning positive and negative messages/ Types of Irony
III. REFERENCES

IV. PROCEDURE
1. Opening Prayer
Monday and Tuesday:
Students will be introduced to a new topic, predicting the gist of the text. Definition of Gist
will be provided for better understanding. Before students read the text, they will be taught to look
at: the title, topic, and pictures in the text. In reading the text, they are encouraged to ask: Who,
What, When, Where, Why, and How to predict the main idea of the text.
Wednesday and Thursday:
Students will be presented with the topic Discerning positive and negative messages
through text. They will be provided with a worksheet.
Types of Irony
Introduce the definition and the three types of irony to students and provide examples.
Give them an activity afterwards.
Irony is a figure of speech which is a contradiction or incongruity between what is

expected and what actually occurs.
V. EVALUATION
Predicting the Gist
Read them the story about “Albert’s Last Bite”. Let the students write down their
prediction on what happened next after reading the text.
Positive and Negative Messages
Students will be asked to make their own positive and negative messages through
1. Thank you letter
2. Complaint letter
Types of Irony MAZE
VI. ASSIGNMENT
Group Report: Students will be grouped into 8 and will do research on their assigned East
Asian country, namely:
China, Hong Kong, Macau, Japan, Mongolia, North Korea, South Korea, Taiwan
VI. REMARKS
VII. REFLECTION
Checked by: Submitted to:
HONEY SHALINIE M. NALE ELMER G. NABUA

G-8 Academic Head Teacher Principal-I
English 8
S.Y. 2018-2019
Quarter: SECOND
Week 2

I. OBJECTIVES
A. Content Standard
development.
II. CONTENT
Discerning positive and negative messages
III. REFERENCES

IV. PROCEDURE
1. Opening Prayer
Students will be presented with the topic Discerning positive and negative messages
through text. They will be provided with a worksheet.
V. EVALUATION
Positive and Negative Messages
Students will be asked to make their own positive and negative messages through
1. Thank you letter
2. Complaint letter
VI. ASSIGNMENT
Group Report: Students will be grouped into 8 and will do research on their assigned East
Asian country, namely:
China, Hong Kong, Macau, Japan, Mongolia, North Korea, South Korea, Taiwan
VI. REMARKS
VII. REFLECTION

English 8
S.Y. 2018-2019
Quarter: SECOND
Week 3
RE-TEACHING LESSONS FROM WEEKS 1 & 2

I. OBJECTIVES
A. Content Standard
development.
EN8VC-IIa-1.3: Predict the gist of the material viewed based on the title, pictures, and
excerpts.
EN8V-IIa-24.1: Distinguish between and among verbal, situational, and dramatic types of
irony and give examples of each.
II. CONTENT
Monday – Tuesday: Discerning positive and negative messages/ Types of Irony
Wednesday – Thursday: GROUP REPORTS of EAST ASIAN COUNTRIES
III. REFERENCES

IV. PROCEDURE
1. Opening Prayer
The types of messages will be discussed in class, but giving more focus on positive and
negative messages. A writing activity will serve as student output. Types of Irony will be
introduced to class, providing examples for each type and relating them to day-to-day
activities and communication. Individual as well as group activities will be given as a means
of gauging student’s understanding of the topic.
V. EVALUATION
USE THE ACTIVITIES PROVIDED FROM THE PREVIOUS WEEKS
VI. ASSIGNMENT
Study for a spelling bee on words that start with letter D.
VI. REMARKS
VII. REFLECTION

English 8
S.Y. 2018-2019
Quarter: SECOND
Week 4

Date/Days: September 3-7, 2018 Monday-Thursday
I. OBJECTIVES
A. Content Standard
development.
EN8RC-IId-2.22: Evaluate the personal significance of a literary text.
EN8LT-IId-2.2.2: Explain the literary devices used.
II. CONTENT
Chinese Literature: “The Soul of the Great Bell” retold in English by Lafcadio Hearn.
Literary Devices or Figures of Speech
III. REFERENCES

IV. PROCEDURE
1. Opening Prayer
One of China’s folktales “The Sound of the Great Bell” will be introduced to the students.
Compare and contrast will be used in understanding the values of Chinese and Filipinos, and
vocabulary building will be part of the lesson. This lesson will be wrapped up with activities taken
from the reference, Voyages to Communication.
Next meeting, a new topic will be introduced as a refresher to the students. The Literary
devices or most commonly known as Figures of Speech will be discussed and examples and activities
will be provided.
V. EVALUATION
A short quiz on the story “The Sound of the Great Bell” will be given to the students. Group
presentation will be prepared as a student output (Role-playing).
VI. ASSIGNMENT
Prepare for a group presentation/Role-playing of the Chinese folktale “The Sound of the
Great Bell”. Provide each group with a script or copy of the story.
VI. REMARKS
VII. REFLECTION

English 8
S.Y. 2018-2019
Quarter: SECOND
Week 5

I. OBJECTIVES
A. Content Standard
development.
EN8RC-IId-2.22: Evaluate the personal significance of a literary text.
EN8LT-IId-2.2.2: Explain the literary devices used.
II. CONTENT
Chinese Literature: “The Soul of the Great Bell” retold in English by Lafcadio Hearn.
Literary Devices or Figures of Speech
III. REFERENCES

IV. PROCEDURE
1. Opening Prayer
One of China’s folktales “The Sound of the Great Bell” will be introduced to the students.
Compare and contrast will be used in understanding the values of Chinese and Filipinos, and
vocabulary building will be part of the lesson. This lesson will be wrapped up with activities taken
from the reference, Voyages to Communication.
Next meeting, a new topic will be introduced as a refresher to the students. The Literary
devices or most commonly known as Figures of Speech will be discussed and examples and activities
will be provided.
V. EVALUATION
A short quiz on the story “The Sound of the Great Bell” will be given to the students. Group
presentation will be prepared as a student output (Role-playing).
VI. ASSIGNMENT
Prepare for a group presentation/Role-playing of the Chinese folktale “The Sound of the
Great Bell”. Provide each group with a script or copy of the story.
VI. REMARKS
VII. REFLECTION

English 8
S.Y. 2018-2019
Quarter: SECOND
Week 6

I. OBJECTIVES
A. Content Standard
development.
EN8RC-IIf-11: Transcode information from linear to non-linear texts and vice versa
EN8LT-IIf-2.2: Explain how the elements specific to a genre contribute to the theme of a
particular literary selection.
II. CONTENT
Transcoding Linear to Non-linear Texts and vice versa
A story from Japan: “The Story of the Aged Mother”
III. REFERENCES

IV. PROCEDURE
1. Opening Prayer
The discussion will be on linear and non-linear texts and how they should be interpreted
correctly. Students will learn about linear and non-linear texts and they will engage in an activity
where they will be tasked to interpret a linear text to non-linear and vice versa.
The “The Story of the Age Mother” is a Japanese folktale that shows similar values to that
of the Chinese and Filipino. Students will learn the similarities of these values through reading the
text and discussing in groups the story.
V. EVALUATION
1. Activity: In the chart below, identify the values of the Japanese people that you can infer
from the selection “The Story of the Aged Mother”. Cite supporting details in the story to prove your
claim.
The Story of the Aged Mother
Japanese Traditions/Values Supporting Details
1.
2.
3.
4.
5.
2. Activity: Interpret this non-linear text to linear text.

VI. ASSIGNMENT
A. PROCESS QUESTIONS: Notebook
1. Do you find the values and/or traditions of the Japanese people illustrated in the story similar
to your values and/or traditions as a Filipino? Explain briefly.
2. Do you think these values and/or traditions are also true to your other Asian neighbors
especially the Chinese? Why?
3. Why is it important to know the values and traditions of our Asian neighbors?
B. In your notebook, read this line graph and answer the questions.
VI. REMARKS
VII. REFLECTION

English 8
S.Y. 2018-2019
Quarter: SECOND
Week 7
RE-TEACHING THESE LESSONS

I. OBJECTIVES
A. Content Standard
development.
EN8LT-IIf-2.2: Explain how the elements specific to a genre contribute to the theme of a
II. CONTENT
III. REFERENCES

IV. PROCEDURE
1. Opening Prayer
V. EVALUATION
1. Activity: In the chart below, identify the values of the Japanese people that you can infer
from the selection “The Story of the Aged Mother”. Cite supporting details in the story to prove your
claim.
The Story of the Aged Mother
Japanese Traditions/Values Supporting Details
1.
2.
3.
4.
5.

VI. ASSIGNMENT
A. PROCESS QUESTIONS: Notebook
1. Do you find the values and/or traditions of the Japanese people illustrated in the story similar to
your values and/or traditions as a Filipino? Explain briefly.
2. Do you think these values and/or traditions are also true to your other Asian neighbors especially
the Chinese? Why?
3. Why is it important to know the values and traditions of our Asian neighbors?
B. In your notebook, read this line graph and answer the questions.
VI. REMARKS
VII. REFLECTION

English 8
S.Y. 2018-2019
Quarter: SECOND
Week 8

Date/Days: October 1-4, 2018 Monday-Thursday
I. OBJECTIVES
A. Content Standard
development.
EN8LT-IIg-2.2.3: Determine tone, mood, technique, and purpose of the author
II. CONTENT
Tone, mood, technique, and purpose of the author
III. REFERENCES

IV. PROCEDURE
1. Opening Prayer
After learning about the personality traits of the Japanese, the topic about tone, mood,
technique and purpose of the author from the selection read will be discussed.
V. EVALUATION
1. Activity: Group Task

Create a story map out of the selection read.
Questions:
1. What type of non-linear text is this?
2. How many students have birthdays in June? December? March? January?
3. What month has the lowest number of birthdays?
4. What months have equal numbers of birthdays?
5. Compare the data of April and November.

VI. ASSIGNMENT
A. Notebook
VI. REMARKS
VII. REFLECTION

English 8
S.Y. 2018-2019
Quarter: THIRD
Week 1

Date/Days: October 29-November 2, 2018 Monday-Thursday
I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of Southeast Asian literature as mirror to a shared

heritage; coping strategies in processing textual information; strategies in examining features of a
listening and viewing material; structural analysis of words and propaganda techniques’
grammatical signals for opinion-making, persuasion, and emphasis.
The learner transfers learning by composing and delivering a persuasive speech based on
an informative essay featuring the use of properly acknowledged information sources, grammatical
signals for opinion-making, persuasion and emphasis, and appropriate prosodic features, stance,
and behavior.
EN8RC-IIIa-12.1: Recognize propaganda techniques used in a given text
EN8G-IIIa-3.6: Use modals appropriately.
II. CONTENT
The different propaganda techniques
Modals
III. REFERENCES

IV. PROCEDURE
1. Opening Prayer
Students will be introduced to the different propaganda techniques commonly used in
politics, business, and mass media. Images and PowerPoint Presentation will be used to discuss the
topic, hereby catching the interest of the class. Formative assessment will follow. A group activity
will be done by the students wherein they will create their own propaganda for a product/person
to endorse.
Modals will be discuss next, and guide students to use modals appropriately by writing an
essay and making their own speech.
V. EVALUATION
A short activity on Propaganda will be done in class. Role playing will be assigned to each
group for their presentation.
Quiz on modals.
VI. ASSIGNMENT
Prepare for a group presentation/Role-playing of the chosen propaganda techniques. It

must be original and in video format.
VI. REMARKS
VII. REFLECTION

English 8
S.Y. 2018-2019
Quarter: THIRD
Week 2

Date/Days: November 5-8, 2018 Monday-Thursday
I. OBJECTIVES
A. Content Standard

and behavior.
EN8RC-IIIa-12.1: Recognize propaganda techniques used in a given text
EN8G-IIIa-3.6: Use modals appropriately.
EN8LT-IIIb-11: Identify the notable literary genres contributed by Southeast Asian Writers
II. CONTENT
The different propaganda techniques
Modals
Elements of the story and plot
Stories: Aung San Suu Kyi and On the Three Evils
III. REFERENCES

IV. PROCEDURE
1. Opening Prayer
There will be a continuation of the topic Propaganda Techniques and the introduction of
Modals in the second week of the 3rd Quarter. Literary pieces such as “Aung San Suu Kyi” and “On
the Three Evils” will be assigned to students for class reporting.
V. EVALUATION
A short activity on Propaganda will be done in class. Role playing will be assigned to each
group for their presentation.
Quiz on propaganda.
Essay Writing using modals will be given to the students. The essay will be entitled: “If I
were a Boy”(which will be written by the female population of the class) and “If I were a Girl” (which
will be written by the male population in the class).
VI. ASSIGNMENT
Prepare for a group presentation/Role-playing of the chosen propaganda techniques. It

must be original and in video format.
VI. REMARKS
VII. REFLECTION

English 8
S.Y. 2018-2019
Quarter: THIRD
Week 3

I. OBJECTIVES
A. Content Standard

and behavior.
EN8RC-IIIc-2.13: Differentiate facts from opinions
EN8V-IIIc-15.3: Explain the meaning of a word through structural analysis
II. CONTENT
Differentiating Facts from Opinions
Roots, Prefixes, and Suffixes
III. REFERENCES

IV. PROCEDURE
1. Opening Prayer
Students will be guided on how to differentiate between facts and opinion. This topic is
essential for researches in the future. Another topic on Annexes (prefixes and suffixes) will be
introduced to the students as a way for them to increase their vocabulary.
V. EVALUATION
Write five (5) facts that you know and tell where you got that information. Write five (5)
opinions about your school.
VI. ASSIGNMENT
Prepare a persuasive speech with facts and opinions in it. You can choose your own topic.
VI. REMARKS
VII. REFLECTION

English 8
S.Y. 2018-2019
Quarter: THIRD
Week 4

I. OBJECTIVES
A. Content Standard

and behavior.
II. CONTENT
III. REFERENCES

IV. PROCEDURE
1. Opening Prayer
V. EVALUATION
VI. ASSIGNMENT
VI. REMARKS
VII. REFLECTION

English 8
S.Y. 2018-2019
Quarter: THIRD
Week 5

I. OBJECTIVES
A. Content Standard

and behavior.
II. CONTENT
III. REFERENCES

IV. PROCEDURE
1. Opening Prayer
V. EVALUATION
VI. ASSIGNMENT
VI. REMARKS
VII. REFLECTION

English 8
S.Y. 2018-2019
Quarter: THIRD
Week 6

Date/Days: December 3-6, 2018 Monday-Thursday
I. OBJECTIVES
A. Content Standard

and behavior.
EN8LT-IIIf-2.2: Explain how the elements specific to a genre contribute to the theme of a
EN8VC-IIIf-19: Judge the relevance and worth of ideas presented in the material viewed.
II. CONTENT
The Country’s Good Son – Myanmar Literary Text
Makato and the Cowrie Shell – Thailand folktale
III. REFERENCES

IV. PROCEDURE
1. Opening Prayer
Literary pieces from two of Southeast Asian countries will be introduced to the learners.
They will be asked to do a silent reading before summary and discussion of the story will follow.
V. EVALUATION
The Country’s Good Son questions:
1. Who is your favorite character in the story and why?
2. Explain the story’s title.
3. What personality traits are common between Burmese and Filipinos?
4. Do you think the two soldiers were happy despite losing body parts during the war?
5. How do you think this situation could apply to Filipino soldiers?
Makato and the Cowrie Shell questions:
1. Which of the characters do you like best and why?
2. What personality traits do Filipinos and Thai have in common?
3. What attitude do YOU and Makato have in common?
4. Why do you think Makato shared his lettuce with the King?
VI. ASSIGNMENT
Research on: “MILLENNIALS” in preparation to your persuasive speech
VI. REMARKS
VII. REFLECTION

English 8
S.Y. 2018-2019
Quarter: THIRD
Week 7

Date/Days: January 7-10, 2019 Monday-Thursday
I. OBJECTIVES
A. Content Standard

and behavior.
EN8LT-IIIf-2.2: Explain how the elements specific to a genre contribute to the theme of a
EN8VC-IIIf-19: Judge the relevance and worth of ideas presented in the material viewed.
II. CONTENT
Summative test from the 3rd Quarter lessons taken up
Pointers for the exams
Spelling
III. REFERENCES

IV. PROCEDURE
1. Opening Prayer
A summative test will be given to the students prior to their quarterly exams. Pointers will
be given for them to study.
Remind the students about their speech on “Millenials: We are the Future”
V. EVALUATION
Summative test. See attached worksheet

VI. ASSIGNMENT
Prepare for the upcoming exams. Submit your piece for the speech.
VI. REMARKS
VII. REFLECTION

Summative Test
I. Root, Prefix and suffix
1. The root word of COOPERATIVE;
a. Coop b. Operative c. Operate d. Perative
2. What suffix is added to the word BEAUTY to make it an adjective?
a. Fle b. Ful c. Full d. fel
3. What root word is added to the prefix UN to mean “ugly”?
a. Pretty b. Happy c. Beautiful d. Kind
4. What prefix is added to the root word DO to mean “to start again”
a. Un b. Mis c. Pre d. Re
5. What is the root of UNITY?
a. Unit b. Unite c. Nite d. Nity
6. What is added to the word TEACH to mean “one who teaches”?
a. Ing b. ful c. ed d. er
7. What suffix is added to the root DOG to make it plural?
a. S b. Es c. Ed d. Est
8. What is the prefix of the word MALNUTRITION?
a. Nut b. Mal c. Tri d. Tion
9. What is the root of the word ACTIVITY?
a. Action b. Activate c. Acting d. Active
10. What suffix is added to the word CREATE to mean “one who creates”?
a. Ant b. Or c. Er d. Ent
II. MODALS
COULD WOULD SHOULD SHALL WILL CAN MAY MIGHT HAVE TO OUGHT TO MUST
Write the appropriate modal for each blank in the sentence below.
A student’s life _____ be very busy. You _____ feel stress sometimes but you _____stay focused on
your studies. You _____ plan enough time for studying. However, you _____ stay healthy. You
_____ learn how to manage your time. There _____ be times when you want to give up, but you
_____ think about your future.
English 8
S.Y. 2018-2019
Quarter: FOURTH
Week 1

I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of South and West Asian literature as an

expression of philosophical and religious beliefs; information flow in various text types; reality,
fantasy, and opinion in listening and viewing materials; word decoding strategies, and use of
information sources, active/passive constructions, direct/reported speech, perfect tenses, and
logical connectors in journalistic writing.
The learner transfers learning by composing a variety of journalistic texts, the contents of
which may be used in composing and delivering a memorized oral speech featuring use of properly
acknowledged information sources, grammatical signals for opinion-making, persuasion, and
emphasis, and appropriate prosodic features, stance and behavior.
EN8RC-IVa-2.21.1: Identify positions of a topic sentence
EN8VC-IVq-20: Analyze the element that make up reality and fantasy based on a material
viewed.
EN8V-Iva-15: use various strategies in decoding the meaning of words.
II. CONTENT
Topic Sentence
Elements of Reality and Fantasy in literary texts
Spelling F, G, H
III. REFERENCES
1. https://owl.purdue.edu/engagement/ged_preparation/part_1_lessons_1_4/index.html
IV. PROCEDURE
1. Opening Prayer
New lessons in the fourth quarter will be discussed and the first one would be about the
topic sentence. Students will identify the positions of the topic sentence in given paragraphs in a
form of activity. The next lesson to be discussed is about the elements of Reality and Fantasy in a
literary texts. Since we are dealing with various literature from around the world, the students will
be introduced to these elements so they could identify reality from fantasy in the text they read.
For vocabulary building, the students will be having a spelling bee with words starting in letter F and
G.
V. EVALUATION
Paired and individual tasks with worksheet provided by the teacher.
VI. ASSIGNMENT
Continue practicing your speech and memorize the lines.
VI. REMARKS
VII. REFLECTION

English 8
S.Y. 2018-2019
Quarter: FOURTH
Week 2

I. OBJECTIVES
A. Content Standard

EN8G-IVb-13: Use active and passive constructions in journalistic contexts.
EN8G-IVb-3: Use past and past perfect tenses in journalistic writing.
II. CONTENT
ACTIVE AND PASSIVE CONSTRUCTIONS OF A SENTENCE
PAST AND PAST PERFECT TENSES
Spelling H, I
III. REFERENCES
IV. PROCEDURE
1. Opening Prayer
For vocabulary building, the students will be having a spelling bee with words starting in
letter H and I. the students will be reintroduced to construction of active and passive sentences and
also on how to use past and past perfect tenses in a sentence.
V. EVALUATION
VI. ASSIGNMENT
Research on South Asian countries and their literature.
VI. REMARKS
VII. REFLECTION

English 8
S.Y. 2018-2019
Quarter: FOURTH
Week 3

I. OBJECTIVES
A. Content Standard

EN8G-IVb-13: Use active and passive constructions in journalistic contexts.
EN8G-IVb-3: Use past and past perfect tenses in journalistic writing.
II. CONTENT
RE-TEACHING:
ACTIVE AND PASSIVE CONSTRUCTIONS OF A SENTENCE
PAST AND PAST PERFECT TENSES
Spelling I
III. REFERENCES
IV. PROCEDURE
1. Opening Prayer
For vocabulary building, the students will be having a spelling bee with words starting in
letter I. the students will be reintroduced to construction of active and passive sentences and also
on how to use past and past perfect tenses in a sentence.
V. EVALUATION
VI. ASSIGNMENT
Research on South Asian countries and their literature.
VI. REMARKS
VII. REFLECTION

English 8
S.Y. 2018-2019
Quarter: FOURTH
Week 4

Date/Days: February 4-7, 2019 Monday-Thursday
I. OBJECTIVES
A. Content Standard

EN8LT-IVc-13: Identify notable literary genres contributed by South and West Asian Writers
EN8LT-IVc-13.1: Identify distinguishing features found in religious texts, epics, myths,

drama, and short stories contributed by South and West Asian Writers.
II. CONTENT
THE ARAB PSYCHE
ARAB FOLKTALE: THE WONDER TREE
III. REFERENCES
3. Youtube.com
IV. PROCEDURE
1. Opening Prayer
Students will be introduced to the Psyche/personality traits of the Arabs. There will also be
a video about Saudi Arabia to be shown. During discussion, students will be ask about the
similarities and differences of Filipino and Arab Psyche. For the folktale The Wonder Tree, a video
presentation will be shown. Discussion will follow and an activity will sum up the lessons.
V. EVALUATION
VI. ASSIGNMENT
Research on the story about “The Three Princes” – another Arab folktale
VI. REMARKS
VII. REFLECTION

English 8
S.Y. 2018-2019
Quarter: FOURTH
Week 5

I. OBJECTIVES
A. Content Standard

EN8LT-IVc-13: Identify notable literary genres contributed by South and West Asian Writers
EN8LT-IVc-13.1: Identify distinguishing features found in religious texts, epics, myths,

drama, and short stories contributed by South and West Asian Writers.
II. CONTENT
RE-TEACHING : ARAB FOLKTALE: THE WONDER TREE
THE STORY OF THE THREE PRINCES – AN ARAB FOLKTALE
III. REFERENCES
3. Youtube.com
IV. PROCEDURE
1. Opening Prayer
Students will be introduced to the Psyche/personality traits of the Arabs. There will also be
a video about Saudi Arabia to be shown. During discussion, students will be ask about the
similarities and differences of Filipino and Arab Psyche. For the folktale The Wonder Tree, a video
presentation will be shown. Discussion will follow and an activity will sum up the lessons. Another
Arabian folktale will be told entitled “The Three Princes”. Reading sheets will be provided for the
students to have their individual copy to read and study.
V. EVALUATION
VI. ASSIGNMENT
Prepare for Spelling Bee on letters I and J
VI. REMARKS
VII. REFLECTION

English 8
S.Y. 2018-2019
Quarter: FOURTH
Week 6

I. OBJECTIVES
A. Content Standard

EN8VC-IVf-15: Compare and contrast one’s beliefs/convictions with those presented in a

material viewed.
EN8RC-IVf-10.2: Distinguish between general and specific statements
EN8V-IVf-15: Use various strategies in decoding the meaning of words
II. CONTENT
 Comparison and Contrast

 General and Specific Statements
 Spelling with the Letter J
III. REFERENCES
1. https://saylordotorg.github.io/text_writing-for-success/s14-07-comparison-and-contrast.html
2.https://study.com/academy/lesson/how-to-identify-relationships-between-general-and-specific-
ideas.html
IV. PROCEDURE
Discuss the topic Compare and Contrast to determine the purpose of comparing and
contrasting in writing. Provide the learners methods used when comparing and contrasting. Seat
work shall follow after understanding is achieved.
Discuss in class the topic about General and specific statements. The students will learn the
difference between general from specific ideas. Provide examples before giving activities to
students.
V. EVALUATION
COMPARE AND CONTRAST:
1. Brainstorm an essay that leans toward contrast. Choose one of the following three
categories. Then come up with one similarity and three differences between the examples.
a. English and Filipino Subjects
b. Kalamansi and Mango
c. Rice and Bread
2. Brainstorm an essay that leans toward comparison. Choose one of the following three items.
Then come up with one difference and three similarities.
a. Rainy and Dry Seasons
b. Fast food chains and fine dining restaurants
c. Dogs and cats

GENERAL AND SPECIFIC STATEMENTS:
Read the statements and identify whether they are general or specific.
1. a) Most psychology students do not use libraries.
b) In the months of February and March, only 14% of Psychology

students used the University library.
c) In the months of February and March, 20% of the students used

the University library.
d) Most psychology students do not use the University library.
e) The majority of students do not use libraries.
From: Moore, J., De Knight, L., Munevar, T. and De Salgado, D. (1979)

Reading and Thinking in English: Discovering discourse. London: Oxford
University Press.
VI. ASSIGNMENT
Study on Compare and contrast / general and specific statements for a quiz next meeting.
VI. REMARKS
VII. REFLECTION

English 8
S.Y. 2018-2019
Quarter: FOURTH
Week 7

I. OBJECTIVES
A. Content Standard

EN8RC-IVg-15.1: Evaluate the accuracy of a given information
EN8LC-IVg-8.2: Judge the relevance and worth of ideas presented in the text listened to
EN8OL-IVg-1.5: Deliver a manuscript/memorized oral speech with ease and fluency before
an audience.
EN8LT-IVg-2.2.5: Determine key ideas, tone, and purposes of the author
II. CONTENT
SPEECH: MILLENNIALS: WE ARE THE FUTURE
Introduction of the Israeli Psyche, The Story of Ruth

III. REFERENCES
2. Voyages in Communication
3. https://www.youtube.com/watch?v=ke9pdq61D-s
https://www.youtube.com/watch?v=0h1eoBeR4Jk
IV. PROCEDURE
1. Opening Prayer
The students will deliver their prepared speech about Millennials and will be given points
through the following elements:
Oral Presentation Grading Criteria
Score Criteria Details
Delivery Voice Enunciation, inflection, projection, tone
 Easy to listen to; vocal dynamics support
20 % Pacing content
Speed of ideas and speech
Body Language
Eye contact, gesture, posture
Preparation
Fluency, little dependence on notes
Organization Introduction Opening gambits, engaging audience, providing

background info, clarifying purpose
20 % Division of themes
Conclusion Logic in order of presenters; clear links

between sections
Discourse
Reinforcing, summary
Coherence, logic, focus, continuity of thought

Content Depth Adjusted for audience
30% Level Information load, relevance
Authority Convincing, sources noted & quoted

appropriately
Terminology
Explanation of key terms
Language Communicative Appropriate usage, style and structure
force
15 %
Pronunciation Clarity and intelligibility
Grammar Accuracy
Vocabulary Choice
Audience Audience Ability to engage audience

Participation Using interactive techniques
15 % Responding appropriately to questions
Judging
Understanding Evaluating listeners’ knowledge and using it
Depersonalization Maintaining objectivity
100 %
The students will be introduced to the Israeli Psyche before watching the videos of the “The
Story of Ruth”.
V. EVALUATION
Exercise: Essay
After watching the story of Ruth, answer the following questions briefly.
1. Why did Ruth choose to remain with Naomi even though her mother-in-law told her she could
go home and marry another?
2. Based on the story, what attitude/s do Israelis have in common with Filipinos?
3. If you were Ruth, would you still follow Naomi or live a new life? Explain your answer.
VI. ASSIGNMENT
What are the different Non-verbal Communication Strategies? Prepare to demonstrate

some of these strategies in class.
VI. REMARKS
VII. REFLECTION


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English 8

Sections: Grades 8 A and B

The learner demonstrates understanding of: African literature as a means of exploring

EN8RC-Ia-7.2: scan for logical connectors to determine the text types

Monday – Tuesday: Logical Connectors

1. Voyages in Communication 8 pp.1-28, PDF File

1st topic: “Let’s Make Cookies”

3. Presentation of previous or new lesson

Sections: Grades 8 A and B

The learner demonstrates understanding of: African literature as a means of exploring

EN8RC-Ia-7.2: scan for logical connectors to determine the text types

1. Voyages in Communication 8 pp.1-28, PDF File

Sections: Grades 8 A and B

The learner demonstrates understanding of: African literature as a means of exploring

EN8RC-Ia-7.2: scan for logical connectors to determine the text types

Monday – Tuesday: Context Clues and Adjective Complement

1. Voyages in Communication 8 pp.1-28, PDF File

Do ACTIViTY 8: COMPLEMENT OR NOT? From Voyages in Communication, pp. 14-15

Unfamiliar Words Meaning Strategy Used to learn its

Sections: Grades 8 A and B

The learner demonstrates understanding of: African literature as a means of exploring

1. Voyages in Communication 8 pp.1-28, PDF File

Lesson 1: Skimming/ Scanning (REFER TO THE ACTIVITY ATTACHED)

Lesson 2: The Hands of the Blacks

2. Why do you think each of them gave such an explanation?

SUMMARIZE YOUR ANSWER IN THIS TABLE:

Date: ___________________ Activity 2

You are spending your holidays

A Scooter for Italy Tour!

Date: every Monday and Wednesday

1. You are in Italy. ______

1. How doe the writer describe the tour? __________________________

Sections: Grades 8 a and B

The learner demonstrates understanding of: African literature as a means of exploring

EN8RC-Ia-7.2: scan for logical connectors to determine the text types

Wednesday – Thursday: Context Clues and Adjective Complement

1. Voyages in Communication 8 pp.1-28, PDF File

Do ACTIViTY 8: COMPLEMENT OR NOT? From Voyages in Communication, pp. 14-15

Unfamiliar Words Meaning Strategy Used to learn its

Sections: Grades 8 A and B

The learner demonstrates understanding of: African literature as a means of exploring

EN8RC-If-7: Use the appropriate reading style for one’s purpose.

Monday – Tuesday: Arranging Notes Using a Variety of graphic organizers

Wednesday – Thursday: Intensive Reading

1. Voyages in Communication 8 pp.1-28, PDF File

NOTE: DO NOT WRITE ANYTHING ON THIS ACTIVITY SHEET. WHEN YOU

The hands of The Blacks an excerpT from “We killed mangy-

2. Why do you think each of them gave such an explanation?

SUMMARIZE YOUR ANSWER IN THIS TABLE:

Sections: Grades 8 A and B

The learner demonstrates understanding of: African literature as a means of exploring

EN8RC-Ig-7.1: Read intensively to determine the author’s purpose

Monday – Tuesday: Intensive Reading

Wednesday – Thursday: Context Clues

1. Voyages in Communication 8 pp.1-28, PDF File

Sections: Grades 8 A and B

The learner demonstrates understanding of: African literature as a means of exploring

Monday – Tuesday: Re-teach Context Clues

Compare and Contrast

Wednesday – Thursday: Use of Parallel Structures

1. Voyages in Communication 8 PDF File

Sections: Grades 8 A and B

The learner demonstrates understanding of: African literature as a means of exploring