KING’S COLLEGE OF MARBEL, INC.

Brgy. Morales, City of Koronadal

JUNIOR HIGH SCHOOL

Learning Plan- ESP 8

June 17- 21 2018

TEACHER: RAZEL A. FUNTILAR TIME FRAME: 5 DAYS

GRADE 8: QUARTER 1
UNIT TOPIC: CONNECTING WITH AFRICA
SUB TOPIC/S Lion and Work Song/
Monday Tuesday Wednesday Thursday Friday
(06-17-19) (06-18-19) (06-19-19) (06-20-19) (06-21-19)
TOPIC/LESSON Conjunctions Types of text and Prosodic Features of
CHANT PERFORMANCE [Coordinating, Subordinating, Correlative and Scanning, Skimming and Speech
Conjunctive Adverb] Speed Reading
CONTENT The learner demonstrates understanding of: African literature as a means of exploring forces that human beings contend with; various
STANDARDS reading styles vis – à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which information may be
organized, related, and delivered orally; and parallel structures and cohesive devices in presenting information.
PERFORMANCE The learner transfers learning by composing and delivering an informative speech based on a specific topic of interest keeping in mind the
STANDARDS proper and effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior.
ESSENTIAL 1. Songs and chants is essential to the Africans’ daily lives for it keeps them company in doing their chores.
UNDERSTANDING 2. Chants become a vehicle for propagating the culture of a group of people because it serves as a living testament of how important
music is in Africans’ daily lives.
ESSENTIAL 1. Why songs and chants indispensable in the daily lives of the African people?
QUESTION 2. How do chants become a vehicle for propagating the culture of a group of people?
OBJECTIVES a. I can participate actively a. I can recall a. I can identify a. a.
in performing an original conjunctions conjunctions in the
Chant with a team sentences
b. I can enumerate the b. I can classify
different types of conjunctions used
conjunctions in the sentences
c. I can provide
c. I can define each type appropriate
of conjunctions conjunctions to
complete the
d. I can give examples thought of a
under each type of dialogue.
d. I can perform a role
conjunctions
play using
conjunctions
EXPLORE Criteria: *Sentence Analysis
(PPT)
Rating

Originality and
Interpretation
Appropriateness of
lyrics which is originally
composed and the
manner in which the piece
is internalized & presented
30%

FIRM-UP Delivery Quality of *Discussion of the

voice, fluency, different types of
pronunciation, blending & conjunctions.
harmony 30% 1. Coordinating
Conjunction
Stage Presence Stage 2. Subordinating
poise, eye contact & Conjunction
3. Correlative
Conjunction
 audience impact 20% 4. Conjunctive Adverb

DEEPEN *Identifying Conjunctions

Costume & Sound Effects
in the sentences
Attire is related to *Classifying conjunctions
concept, sound production used in the sentences
10%

Mastery of Piece
TRANSFER Memorization *Completing the
10% dialogue with
appropriate
Total: 100% conjunctions
*Performing a role play
using conjunction
CLOSURE *The teacher will give her Assignment:
feedbacks for each group.
*The teacher will Construct two sentences
announce the scores of for each conjunction:
the students.
*The teacher will elicit 1. For
students’ reflection about 2. Either…or
African’s chant. 3. Because
4. Moreover
5. In contrast

MATERIALS › Rubric › Laptop › Book

› Monitor › Chalk
› Book › PPT
› PPT › Monitor
REFERENCES -English in Perspective Afro-Asian Literature 8
-www.ESLKIDSGAMES.com
-Teachers Guide