A LESSON PLAN IN ENGLISH 8

I OBJECTIVES

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 type:
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.

Performance
Standard 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.

Learning
Competency and Code/s:

At the end of the lesson, 80% of the students are expected to:
a. Identify positions of a topic sentence. (EN8RC-Iva-2.21.1)
b. Identify notable genres contributed by South and West Asian writers.
(EN8LT-IVa-13)
c. Predict what is to follow after a segment of a text listened to. (EN8LC-IVa2.5)

Quarter: 4 Week 1 Day 1 Date: __________

II. CONTENTS

Subject Matter: Topic Sentence

Springboard: The legend of Mayon Volcano
Integration: Filipino, Science
Strategies: Cooperative Learning
Materials: Laptop for power point presentation, envelope, strips of
paper,

III. LEARNING RESOURCES

A. Reference: Learners Material for Grade 8 English Learners

B. Other Learning Resources:
http://www.doe.virginia.gov/testing/sol/standards_docs/english/2
010/lesson_plans/writing/3-5/45_3-
5_writing_writing_a_topic_sentence.pdf

1
 https://steemit.com/blog/@vincent1923/myth-and-the-legend-of-
mayon-volcano
https://www.slideshare.net/quailcreekacademy/topic-sentences-
3139496
IV PROCEDURES
Setting the Mood
Preliminaries (Prayer, Checking of Attendance, etc.)
Review
The teacher will asks the following questions:
* What have you learned about the forms and degrees of adjectives?
* What were the three degrees of comparison of adjectives?
* Can you give examples for each degree?

Previous Activity: Form/Degrees of Adjectives

ACTIVITY

STARTUP ACTIVITY 1

Students will listen to a text read by the teacher about a The Legend of Mayon
Volcano.

Myth and the legend of Mayon Volcano

A long ago in a place called Ibalon, there lived a beautiful maiden. Her name was
Daragang Magayon(the beautiful one). She was the daugther of Makusog(the strong
one), chief of the tribe.

One day Daragang Magayon strolled down near the river. While crossing the river,
she stumbled down on a rock and fell quickly in the water. She was swiftly swept down
the stream by the current.

"Help me!, Help me!" she cried. Fortunately her crieS was heard by Panganoron (the
proud one) and his body guard Amihan (the cold one). Pangaronon jumped into the
river and saved Daragang Magayon.

"Thank you for risking yoyr life to save me", she cried. "How can I repay you? My father
is the chief of our tribe. Surely, he will reward your heroism whatever it takes."

Her beauty immediately captivated Panganoron. He realized that he finally met the
perfect woman for him. At the same time, Daragang Magayon was attracted to him.

Panganoron asked Makusog's permission to marry Daragang Magayon. But makusog

could not permit them to marry. Tribal law forbade marriage outside of the clan. As
tribe leader he had to enforce the law. Yet, as a father, he wanted to make his daughter
happy.

Meanwhile, Patuga (the eruptive one) learned about Panganoron's intention. Patuga
was the most ardent suitor of Daragang Magayon. For years he had been convincing
her to marry him, but to no avail.
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One night, Patuga and his cohorts kidnapped Makusog. Then, he sent word to
Daragang Magayon that her father would die if she did not marry him. Without a
choice, she acceded. Only did Patuga release Makusog. Soon Patuga and Daragang
Magayon were wed. But in the midst of merrymaking, pandemonium broke out when
Panganoron and his tribe arrived. Fighting ensued between the two tribes. In a few
minutes, Panganoron fatally struck Patuga. However, during the skirmish, a poisoned
arrow shot from nowhere fell on, Daragang Magayon's breast.

Panganoron rushed to her aid as he kneeled over the dying Daragang Magayon, an
enemy hacked his head off.

After the battle, Daragang Magayon was buried and her death was mourned all over
the land. Where she was put to rest, a mountain mysteriously appeared.

This mountain is now known as Mayon. It is said that even death and in another form,
she still haunted by the men who loved her. When Mayon is said to erupt, this is Patuga
challenging Panganoron. But when mayon is calmed, Panganoron is embracing her.
The tears of Panganoron are shed as rain at time in his grief.

Until today, many is still delighted by the love story behind the legend of the Mayon
Volcano.

Source: local government of albay, pavillion.

Blog by: Vincent1923

ANALYSIS

The teacher will stop every paragraph and ask students what they think will follow next.

How did they come up with their predictions?

What was the story all about?

STARTUP ACTIVITY 2

Students will be given strips of paper. They will identify the topic sentence of the
sentences given.
ABSTRACTION

DISCUSSION ON IDENTIFYING THE TOPIC SENTENCE IN A PARAGRAPH OR

A TEXT.

What is a Topic Sentence?

 A topic sentence is often, but not always, the first sentence in a paragraph.

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  It tells the MAIN IDEA of the paragraph.
 It also tells what the author wants to SAY ABOUT the topic.
 A topic sentence is NOT a question.
What are the two important things you need to know about a good topic sentence?
1. Helps you stay focused on the main idea of your paragraph.
2. Helps readers to know what your paragraph will be about.
APPLICATION
Small group activity on identifying the topic sentence.
Instructions: Divide the class into five (5) groups. Each will group will be given an
envelope which has strips of paper inside it. Allow each group to determine which
sentence is the topic sentence. Have each group discuss (and/or write) how they know
that the chosen sentence is the topic sentence. If time permits, rotate the groups
through each of the envelopes. Also, some groups might need more practice than
others, so this would helpful.
Group 1
My favorite ice cream to get in the summer is mint chocolate chip.
Ice cream is my favorite treat on a hot summer day.
Sometimes the ice cream man comes by my house in his truck, and I run out to get
some!
The sun beats down on the ice cream and makes it melt all over my hand, but I don’t
mind.
(Answer: Ice cream is my favorite treat on a hot summer day.)
Group 2
I know that I have to flatten the gum on the top of my mouth, but I can’t always get it flat.
When I try to blow the gum out into a bubble, it just sits there on my tongue.
It is difficult to blow bubbles with gum.
Sticking my tongue through the gum never works for me.
(Answer: It is difficult to blow bubbles with gum.)
Group 3
Once you have a glass of milk, squirt some chocolate sauce (or spoon in the powder)
into the glass.
Chocolate milk is made in three easy steps.
With a spoon, stir the mixture until it is all combined, and your white milk has turned
chocolatey!
First, you have to pour regular milk into a glass.
(Answer: Chocolate milk is made in three easy steps.)
Group 4
Yesterday, my dog dragged the toilet paper from the roll in the bathroom all over the
house!

4
I have to be very careful about my homework, or I really will be able to say, “The dog
ate it.”
My dog is really naughty.
My dog has been known to get into things that he shouldn’t—like the trash can.
(Answer: My dog is really naughty.)
Group 5
Without my mom telling me, I go up to bed a few minutes early so that I can read my
favorite book.
I put on my pajamas, making sure to pick the most comfortable ones!
Every night I do the same things before bed.
At the end of the evening, I brush my teeth.
(Answer: Every night I do the same things before bed.)
Source:
http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/writing/3-
5/45_3-5_writing_writing_a_topic_sentence.pdf

ASSESSMENT

Directions:
Partner students, and have them read the detail sentences on the card. Without
looking at the topic sentence card, have the partners construct a topic sentence for
the three detail sentences. Once the partners finish, remove the topic sentence card
from its envelope to see how close they have come. (Game Extension: Explain how
you arrived at your topic sentence by citing the related detail sentences.)

Group Materials Kit 1

When water on the earth is warmed by the sun, it evaporates into the air. We call this
evaporation.
Once water has evaporated, it condenses in the form of clouds. This is called
condensation.
When the air becomes saturated with water, precipitation will occur.

Place this card inside the envelope:

There are three parts to the water cycle.

Group Materials Kit 2

One way to conserve water is to turn off the water when you brush your teeth.
Another way to use less water is to place a bucket in the shower when you bathe and use
that water to water your plants (Make sure there is no soap or shampoo in the water.)
Finally, turn off the water when you aren’t using it.

Place this card inside the envelope:

There are many ways to conserve water.
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Group Materials Kit 3
The crust is the outer layer of the Earth.
Just under the Earth’s crust, you will find the upper and lower mantle.
In the Earth’s center is the core.

Place this card inside the envelope:

The Earth is made up of layers.

Source:
http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/writing/3-
5/45_3-5_writing_writing_a_topic_sentence.pdf

V REMARKS

[] Lesson is successfully conducted within the time frame allotted for the lesson.
[] Objectives are not met; I need to reteach the topic.
[] Insufficient time for the lesson due to the following factors:
___________________________________________________________________
___________________________________________________________________
__________________
[] Transfer of lessons to the following day as a result of class suspension.
Reason for class suspension:
___________________________________________________________________
___________________________________________________________________

[] Other remarks, please specify

A. No. of learners achieve 80%: _____
B. No. of learners who require additional activities for remediation: _____
C. Did the remedial lessons work? _____
D. No. of learners who have caught up the lesson: _____
E. No. of learners who continue to require remediation: _____
F. Which of my teaching strategies worked well? Why did these work? _____
G. What difficulties did I encounter which my principal or supervisor help me
solve? _____
H. What innovation or localized materials did I use/discover which I wish to share
with other teachers? _____

VI REFLECTION

A. Parts of the lesson that went well:

___________________________________________________________________
___________________________________________________________________

B. Parts of the lesson that were weak:

___________________________________________________________________
___________________________________________________________________
6
C. Thoughts and feelings about the lesson (including things that were
successfully implemented, needs improvement, or could be adjusted in the future):
___________________________________________________________________
___________________________________________________________________

7
I OBJECTIVES

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 type:
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.

Performance
Standard 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.

Learning
Competency and Code/s:

At the end of the lesson, 80% of the students are expected to:

a. Analyze the elements that make up reality and fantasy based on a material.
(EN8VC-Iva-20)
b. Use various strategies in decoding the meaning of words. (EN8V-IVa-15)

Quarter: 4 Week 1 Day 2 Date: __________

II. CONTENTS

Subject Matter: ANALYZING THE ELEMENTS THAT MAKE UP REALITY

AND FANTASY BASED ON A MATERIAL VIEWED.
Springboard:
Integration: Science, Aralin Panlipunan
Strategies: Cooperative Learning, Discussion/lecture
Materials: Laptop for power point presentation,
III. LEARNING RESOURCES

A. Reference: Learners Material for Grade 8 English Learners

B. Other Learning Resources:
http://www.slideshare.net/mackiepoche/making-connections-56885182
https://www.youtube.com/watch?v=ub1uEeCwbI8

http://www.homeofbob.com/literature/genre/fiction/realFictnElmnts.html
http://www.homeofbob.com/literature/genre/fiction/fantsyElmnts.html

8
IV PROCEDURES
Setting the Mood
Preliminaries (Prayer, Checking of Attendance, etc.)
Review

 How will you identify the topic sentence in a paragraph?

 How will you know it is the main idea of the paragraph?

Previous Activity: Topic Sentence

ACTIVITY

STARTUP ACTIVITY 1

 The students will read the “Anatomy of a Filipino” by: Prof. Felix
Bautista
 Watch the video of the same poem used in speech choir.

ANALYSIS

Questions:
 According to the text, how does a Filipino feel whenever he/she hears
the national anthem being sung or sees the national flag?
 What is the anatomy of the Filipino? Use the table below to write down
your answers.

Culture Name History Arts

 How can we tell that the text reflects that of the real situation of Filipino
idealism?

ABSTRACTION

DISCUSSION ON ELEMENTS OF REALITY AND FANTASY IN LITERARY

TEXTS.

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Realistic Fiction - Description of Story Elements and Quality Characteristics

Characters, plot, setting, theme, events, problems, mirror real life. May be based on
real life events, but setting is more every time than historical setting.

Story Elements

Characterization

 Characterization Characters are ordinary real people.

 Characters usually change as a result of a problem and must to be able to
resolve it.

Setting

 Place is imaginary, but possible.

 Time is anytime or no time.
 Can take a hard line and say it must be of this world and totally plausible as
we know this world from immediate present to past. Or could move toward
future and include science fiction, time travel. However, if and where would
science fiction and other future fantasy fit?

Plot

 Must be plausible and believable.

 Usually problem or puzzling event for characters to resolve.
 Reader/listener usually feel that the story really happened or may want to
believe that it did.

Theme

 Life themes as well as good versus bad/evil.

Style

 Author usually uses foreshadowing or clues to tease the reader/listener's

curiosity.
 Events are accurate, but don't necessarily real life.
 Dialog, artifacts, feelings, are from the real world and described accurately.

Tone

 Feel that it really happened. Children will often ask if it was real and be
disappointed when told, no.

Point of View

 Could be any. Often third person narrative.

Source: http://www.homeofbob.com/literature/genre/fiction/realFictnElmnts.html

10
Modern Fantasy - description of story elements and quality characteristics
Story Elements

Characterization

 Characters can have special powers.

 Animals act like people (animorphisism).

Setting

 Place is imaginary or of another world or universe.

 Time is anytime or no time.
 Fantasy time (Once upon a time sets the stage and They lived happily ever
after closes the tale.) any time or any place, timeless or placeless, or long
long ago.
 Time travel is possible.

Plot

 Varied, but usually surprising twists or developments.

 Involving situations not possible in our realistic world.
 Full of action and follows specific and simple patterns.
 The plot starts right out with fast moving action that grabs the listeners interest
and keeps it.
 Conflicts are usually resolved with great deeds or acts of human kindness
related to good and bad/evil.

Theme

 Good versus bad or evil.

 Uses magic or other ideas to achieve the extremely impossible.
1. Problems of young adults
2. Security
3. Fear of leaving home
4. Fear of not having children
5. Fear of not being loved or giving love
6. Reflect basic values and concerns of different cultures
7. Good and evil
8. Right and wrong
9. Justice and injustice
10. Happiness, kindness, friendship, loyalty
11. Good triumphant over evil
12. Love and loyalty
13. Love and loyalty can transform ...
14. Discuss basic values of people

Style

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  Use of magic or possibly powers that have no scientific bases yet verified by
repeatable evidence.
 Use of mental powers or technologies that are not possible or not yet
discovered.

Tone

 Feel that in a magical world the story is plausible.

 Despite the availability of magic the struggle of the characters seems
authentic and failure an option.

Point of View

 Could be any. Often third person narrative.

Source: http://www.homeofbob.com/literature/genre/fiction/fantsyElmnts.html
APPLICATION
Directions: Divide the class into five (5) groups. They will read again the poem “The
Anatomy of a Filipino”. Ask the students to pick the lines from the poem that describes
reality and fantasy. Then, each group will present their work in front of the class.

ASSESSMENT

½ crosswise.
1-5. Construct sentences that expresses reality.
6-10. Construct sentences that expresses fantasy.

V REMARKS

[] Lesson is successfully conducted within the time frame allotted for the lesson.
[] Objectives are not met; I need to reteach the topic.
[] Insufficient time for the lesson due to the following factors:
___________________________________________________________________
___________________________________________________________________
__________________
[] Transfer of lessons to the following day as a result of class suspension.
Reason for class suspension:
___________________________________________________________________
___________________________________________________________________

[] Other remarks, please specify

A. No. of learners achieve 80%: _____
B. No. of learners who require additional activities for remediation: _____
C. Did the remedial lessons work? _____
D. No. of learners who have caught up the lesson: _____
E. No. of learners who continue to require remediation: _____
12
F. Which of my teaching strategies worked well? Why did these work? _____
G. What difficulties did I encounter which my principal or supervisor help me
solve? _____
H. What innovation or localized materials did I use/discover which I wish to share
with other teachers? _____

VI REFLECTION

A. Parts of the lesson that went well:

___________________________________________________________________
___________________________________________________________________

B. Parts of the lesson that were weak:

___________________________________________________________________
___________________________________________________________________

C. Thoughts and feelings about the lesson (including things that were
successfully implemented, needs improvement, or could be adjusted in the future):
___________________________________________________________________
___________________________________________________________________

13
I OBJECTIVES

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 type:
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.

Performance
Standard 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.

Learning
Competency and Code/s:

At the end of the lesson, 80% of the students are expected to:

a. Identify the distinguishing features found in religious texts contributed by South

and West Asian writers. (EN8OL-IVa-3.11)
b. Use the correct production of the sounds of English when delivering a manuscript.
(EN8LT-IVa-13.1)

Quarter: 4 Week 1 Day 3&4 Date: __________

II. CONTENTS

Subject Matter: DELIVERING A MANUSCRIPT

Springboard: Video clip presentation
Integration: Mapeh
Strategies: Cooperative Learning
Materials: Laptop for power point presentation,

III. LEARNING RESOURCES

A. Reference: Learners Material for Grade 8 English Learners

B. Other Learning Resources:
https://www.youtube.com/watch?v=ub1uEeCwbI8

14
IV PROCEDURES
Setting the Mood
Preliminaries (Prayer, Checking of Attendance, etc.)
Review

 How will you identify if the text expresses reality or fantasy?

Previous Activity: Analyzing the elements that make up reality and fantasy
based on a material viewed.

ACTIVITY

Questions:
1. Do you like taking pictures?
2. Can you tell me what different shots you make when you take pictures?

Video presentation
Ask the students to pay attention to particular shots.

ANALYSIS

Questions:
1. How is the message conveyed in the video?
 Conveying message through the language of the camera.

ABSTRACTION

DISCUSSION ON ELEMENTS OF SPEECH CHOIR.

Pls. refer to this weblink https://www.slideshare.net/jam18/speech-choir-43930764

DISCUSSION ON BASIC CAMERA SHOTS.

Pls. refer to this weblink https://www.slideshare.net/mayel_mymnemosyne/basic-

camera-shots-58362407
Follow-up question:
1. How do you make meaning through the use of visuals?

APPLICATION
Divide the class into five (5) groups. Each group will present a Speech Choir.

ASSESSMENT
Students will be rated through the following criteria.

15
 CRITERIA RUBRICS POINTING EVALUATION TOTAL
SYSTEM
1. Voice a. Invoke 25%
Inflection (45%) thoughts,
feeling and
sentences
through rising
and falling
intonations
b. Pronounce 10%
words clearly
and properly
c. Recite with a 10%
well-modulated
voice
2. Appropriate a. Display 10%
Facial appropriate eye
Expressions movement
(30%) b. Mark 20%
distinctions of
mood through
voice variations
3. Over-all a. Display 10%
Impact (25%) proper posture
and uniformity
b. Maintain eye 10%
contact with the
audience
c. Recite the 5%
poem from
memory
TOTAL

Rubric link https://www.scribd.com/doc/255291767/Rubrics-for-Speech-Choir

V REMARKS

[] Lesson is successfully conducted within the time frame allotted for the lesson.
[] Objectives are not met; I need to reteach the topic.
[] Insufficient time for the lesson due to the following factors:
___________________________________________________________________
___________________________________________________________________
__________________
[] Transfer of lessons to the following day as a result of class suspension.
Reason for class suspension:
___________________________________________________________________
___________________________________________________________________

[] Other remarks, please specify

A. No. of learners achieve 80%: _____
B. No. of learners who require additional activities for remediation: _____
C. Did the remedial lessons work? _____

16
D. No. of learners who have caught up the lesson: _____
E. No. of learners who continue to require remediation: _____
F. Which of my teaching strategies worked well? Why did these work? _____
G. What difficulties did I encounter which my principal or supervisor help me
solve? _____
H. What innovation or localized materials did I use/discover which I wish to share
with other teachers? _____

VI REFLECTION

A. Parts of the lesson that went well:

___________________________________________________________________
___________________________________________________________________

B. Parts of the lesson that were weak:

___________________________________________________________________
___________________________________________________________________

C. Thoughts and feelings about the lesson (including things that were
successfully implemented, needs improvement, or could be adjusted in the future):
___________________________________________________________________
___________________________________________________________________

17
I OBJECTIVES

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 type:
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.

Performance
Standard 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.

Learning
Competency and Code/s:

At the end of the lesson, 80% of the students are expected to:

a. Use appropriate logical connectors for emphasis. (EN8G-IVa-15)

b. Use appropriate modifiers. (EN8G-IVa-16)

Quarter: 4 Week 1 Day 5 Date: __________

II. CONTENTS

Subject Matter: MODIFIERS AND CONNECTORS

Springboard: Reading a selection from South Africa
Integration: Aralin Panlipunan
Strategies: Cooperative Learning (Dyad)
Materials: Laptop for power point presentation,

III. LEARNING RESOURCES

A. Reference: Learners Material for Grade 8 English Learners

B. Other Learning Resources:
http://www.k12reader.com/worksheet/conjunctions-connecting-
modifiers/

IV PROCEDURES
Setting the Mood
Preliminaries (Prayer, Checking of Attendance, etc.)

18
Review

 Can you still remember the basic elements of camera shots? What are those?
 How about the elements in speech choir?

ACTIVITY

Activity 1: Reading Text

South African Social Upliftment – win-win tourism p. 455

South African
Body Shop founder Anita Roddick once said: ‘The majority social upliftment
of us do not want our holidays to be at someone else’s expense,
particularly when we got to developing countries. As consumers, Behind social
we have the right to know the impact that our money and holidays upliftment projects-
have on people in these destinations.
whether initiated by
South Africa, social upliftment projects have been developed government,
that take the thought one step further, and to maximize the benefits individuals or
that guests bring to our country. Some are initiated by government, corporates – is a
others by individuals or corporates. But behind them is a conscious conscious goal. This
goal: to find a win-win path that helps redress past inequalities, to is to find a new path
support South African community tourism, to increase quality of life that can redress past
and in many cases, to offer visitors a deep and enriching tourism inequalities, support
experience. For South Africa, it’s a natural match since many of the
South African
poorest communities are found in the most scenic surroundings.
community tourism,
Country’s heritage is a natural tourism asset, and South increase quality of
African cultural projects are fascinating. You’ll find South African life, and offer visitors
social upliftment projects in the form of tour guides, small township and enriching
restaurants, community members acquiring equity and training experience.
through the generosity of larger operators, rural people trained in
conservation issues, and the showcasing of lifestyles. DID YOU KNOW?
The upliftment of
It’s a whole shift in tourism and South Africa is pioneering a
new way. The benefits on the ground are life-changing for all women is a priority in
concerned. One tour operator expressed it this way: ‘Because of South African
tourists’ contributions, we have been able to help people in ways poverty relief
beyond our wildest dreams. We’ve got these champions all around projects.
the world. It started small, but suddenly, there’s a real groundswell.’

ANALYSIS

Questions:
1. What are the different upliftment projects in South Africa?
2. Has the reading text give you a new way of looking at Africa?
3. Does the writer forward this ideas clearly?
4. How did he achieve effective communication?

19
Activity 2: Achieving Sentence Fluency

Compare the paragraphs in the selection.

 Do the sentences flow smoothly?
 Are there too many short or long sentences?
 Do the sentences begin in different ways?
 Why is it important to vary your sentences structures?

ABSTRACTION

What is sentence?

Varying sentence structures.

DISCUSSION ON KINDS SENTENCES

refer to Learner’s Module p. 457

 Simple Sentence
- is comprised of a subject and predicate. An independent clause is
considered a simple sentence.

 Compound Sentence
- is made up of two or more simple sentences of independent clauses. These
structures are joined together by coordinating conjunctions.
F – for
A – and
N – nor
B – but
O – or
Y – yet
S – so
 Compound-Complex Sentence
- a sentence that has two independent and one or more subordinate clauses.

APPLICATION

Students will go back to the selection South African Social Upliftment – win-win
tourism. The teacher will asks them to underline or pick the sentences they can on
the selection and identify each sentence if it is Simple, Compound, or Compund-
Complex.

20
 ASSESSMENT

1 whole sheet of paper

Write an essay about the 21st Filipino Learners following correct sentence structures.
The rubric below will be used in rating student’s output.

SENTENCE FLUENCY RUBRIC

4 3 2 1
 Highly  Grammati  Mechanic  Very hard
readable-a cally al but to read –
joy to correct readable. you slow
share sentences  Awkward down,
aloud. . moments reread, but
 Easy going
 Variety in outweigh still.
flow,
SENTENCE rhythm, length and smooth,  Does not
FLUENCY and structure. natural always
cadence.  Natural, phrasing. make
 Virtually pleasant  Gangly sense – is
every phrasing. run-ons or this a
sentence choppy sentence?
begins sentences  Awkward
differently. . words and
 Information  Repetitive sentences.
al writing beginning
crisp and
s.
to the
point.

V REMARKS

[] Lesson is successfully conducted within the time frame allotted for the lesson.
[] Objectives are not met; I need to reteach the topic.
[] Insufficient time for the lesson due to the following factors:
___________________________________________________________________
___________________________________________________________________
__________________
[] Transfer of lessons to the following day as a result of class suspension.
Reason for class suspension:
___________________________________________________________________
___________________________________________________________________

[] Other remarks, please specify

A. No. of learners achieve 80%: _____
B. No. of learners who require additional activities for remediation: _____
C. Did the remedial lessons work? _____
D. No. of learners who have caught up the lesson: _____
E. No. of learners who continue to require remediation: _____
F. Which of my teaching strategies worked well? Why did these work? _____
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G. What difficulties did I encounter which my principal or supervisor help me
solve? _____
H. What innovation or localized materials did I use/discover which I wish to share
with other teachers? _____

VI REFLECTION

A. Parts of the lesson that went well:

___________________________________________________________________
___________________________________________________________________

B. Parts of the lesson that were weak:

___________________________________________________________________
___________________________________________________________________

C. Thoughts and feelings about the lesson (including things that were
successfully implemented, needs improvement, or could be adjusted in the future):
___________________________________________________________________
___________________________________________________________________

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