Claret School - English 8 - 1st Quarter

Claret School of Zamboanga City
LEVEL II PAASCU – ACCREDITED

Ruste Drive, San Jose Road, Zamboanga City
Junior High School
S.Y. 2018-2019
Teacher’s Learning Plan in Grade 8 ENGLISH
Activity No. 1 (First Quarter)

Activity Title: The Two Brothers
Learning Target/s: At the end of the lesson, the students CAN:
1. (L) explain how the elements specific to a genre contribute to the theme of a particular
literary selection;
1.1. identify the elements of a story present in the selection.
Reference/s: https://www.slideshare.net/josephestroga/grade-8-q1-l1
Value/s: Cultural Diversity
I. Essential Ideas
The Elements of a Story
A story has five basic but important elements. These five components are: the characters, the setting, the
plot, the conflict, and the resolution. These essential elements keep the story running smoothly and allow
the action to develop in a logical way that the reader can follow.
CHARACTERS
The characters are the individuals present in the story.
SETTING
The setting is the location of the action
PLOT
The plot is the sequence of event in the story.
There are five essential parts of a plot:

1. Exposition/ Introduction- In the introduction, the setting and the characters are revealed.
2. Rising Action- This is where the events in the story become complicated and the conflict in the
story is revealed. This is where events in introduction and climax take place.
3. Climax- It is the turning point of the story and the highest point of interest. It is where the reader
will ask what will happen next. Will the conflict be resolved or not?
4. Falling Action- The problems and complications in the story begin to be resolved.
5. Denouement- This is the final outcome or untangling of events in the story.
CONFLICT
Every story has a conflict to solve. The plot is centered on this conflict and the ways in which the
characters attempt to resolve the problem. When the story’s action becomes most exciting, right
before the resolution, it is called the climax.
II. Learning Experiences

A. Clarifying Understanding
A.1. Directions: Read the story “The Two Brothers” (Aralinks), then, answer the succeeding activities.
A.2. Directions: (Characterization) Describe the characters through a Venn Diagram.
Bata
Anpu Wife
A.3. Directions: Using the plot organizer, enumerate the events in the story by filling in the rectangles.
The Two Brothers
Exposition Rising Action Climax Falling Action Denouement
B. Processing Questions
1. Why did the wife get jealous of Bata?
2. What did the wife do to get the attention of Anpu? Do you agree with what she had done? Why so?
3. Do you agree with the beliefs and traditions they practice? Which of those bring unity and harmony?
Which do not?
4. Give one Egyptian tradition mentioned from the story that is similar to you as Filipino.
C. Framing Concepts
Directions: Draw a symbol that best describes your learnings for today and write two sentences about the
symbol you have drawn. Then, share your ideas in the class.
D. Lifelong Learning
1. What traditions and beliefs of Egyptians can contribute and shape you as a Filipino?
Facilitator/s' Signature/s:
_______________________
_______________________
_______________________
_______________________
_______________________
Prepared by: Checked by: Approved by:
Mrs. Noemi Eous B. Montano Ms. Corrie Gay S. Desingaño Mrs. Daisy B. Natividad
Grade 8 English Teacher English Department Head JHS Principal
Junior High School
S.Y. 2018 – 2019

Activity Title: Exploring Sound Patterns
1. (LC) listen for important points signaled by volume, projection, pitch,
stress, intonation, juncture and rate of speech.
1.1. identify the important points signaled by intonation of the speech; and
1.2. read words with proper pitch and stress.
Reference/s: Language in Literature, pp. 99-100.
Value/s: Dynamism and Emphasis
I. Essential Ideas
STRESS is the emphasis placed on a syllable. The process of stressing a syllable is when you give a
louder sound, higher pitch, and a greater duration to a syllable.
Three elements of stress are the following:
a. Pitch
b. Duration
c. Intensity
Word
Type of word Tendency Exceptions
apple stress on the first syllable

two-syllable nouns hotel
table Oo
and adjectives lagoon
happy apple
the noun has stress on the first syllable

Oo
suspect words which can
"You are the suspect!" respect
import be used as both
the verb has stress on the second syllable witness
insult nouns and verbs
oO
"I suspect you."
fairly equally balanced but with stronger stress
hairbrush on the first part
compound nouns
football Oo
hairbrush
Three syllable
orderly Words that have three syllables and end in “-er”
words ending in
quietly or “-ly” often have a stress on the first syllable.
“er” and “ly”
manager
When a word ends in “ic,” “sion” or “tion,” the

creation
. Words ending in stress is usually on the second-to-last syllable.
commission
“ic,” “sion” and You count syllables backwards and put a stress
photographic
“tion” on the second one from the end.
democracy When a word ends in “cy,” “ty,” “phy,” “gy” and
photography Words ending in “al,” the stress is often on the third to last
logical “cy,” “ty,” “phy,” syllable. Similarly, you count syllables
commodity “gy” and “al” backwards and put a stress on the third one from
psychology the end.
For further reading refer on pages 99-100.

A.1. Identify the correct stressed syllable of the following words. Capitalize the letters of the stressed words
and write your answer on the space provided.
Word Stressed Syllable

Example: imitation imiTAtion
1. admirable ADmirable
2. clever CLEver
3. decide deCIDE
4. china CHIna
5. critical CRItical
6. geological geoLOgical
7. overflow overFLOW
8. happy HAPpy
9. export exPORT
10. psychological psychoLOgical
A.2. Read the following statement and underline the correct stressed syllable of the italicized words.
1. My teacher gave a vocabulary exam.
2. I had to distribute all the materials to my classmates.
3. In writing, it is inevitable to include ideas from other resources.
4. My classmate was present during the exam.
5. Students are having difficulty in getting information from the National Geographic channel.
6. I will be leaving tomorrow.
7. He personally gave the present to Ann.
8. My mother had to buy a new television.
9. I did not understand the instruction given.
10. I want to enroll in a photography course.
1. Why do we have to consider the following elements observing the correct stress of words?
A. Pitch
B. Duration
C. Intensity
2. What would be the effect of faulty pronunciation in communication?
C. Framing Concepts
On the Scroll! With the post-its below, share the concepts you learn from this lesson.
1.
2.
1. What new things did you

learn?
2. What ideas/concepts do you

need more help with?
3. What are your significant

learnings?
4. What else would you like to

do on this topic?
3. 4.
Choose one among the following scenarios.
You have learned that correct stress enables you to effectively communicate with other
people. In the same line, we tend to be misunderstood because we do not emphasize the
point that we want our listener to hear.
1. In our community, there are different issues that concern other people and even yourself. As a
student, what specific issue needs your attention? In what way could you address this issue?
2. In this topic, you also learned how meaning is dependent to how you utter the words. This
famous line supports that idea: “What is important is not what you say but how you say it.”
With your daily encounter with other people, have you experienced being in a situation
wherein the person you were talking to was saddened by what you said? How did you cope
with the situation?
3. In this lesson, you learned how powerful words are in the process of communication. As it was
written in Proverbs 10:19, “when words are many, sin is not absent, but he holds his tongue is
wise.” What does the passage suggest in terms of the idea that words are powerful? Cite an
experience.
E. Mastery Exercises
Directions: Identify the correct stressed syllable of the following words. Put a big dot above the stressed
syllable of the words. (Note to self: put the big dot above the vowel letter of the stressed syllable)
Example: climate
1. Knowledge
2. Require
3. Ecstatic
4. Uncertainty
5. Exceptional
6. Flippant
7. Extension
8. Radiology
9. Retribution
10. Spacious
_______________________
_______________________
_______________________
_______________________
_______________________
Ms. Sarah Mae Ismael Ms. Corrie Gay S. Desingaño Mrs. Daisy B. Natividad
Ms. Michelle Jane Rosello Head, English Department HS Principal
Vibal Writers
Edited by
Mrs. Noemi Eous B. Montano
Ms. Rheena Alfaro
Grade 8 English Teachers
Junior High School
S.Y. 2018 – 2019

Activity Title: Intonation
1. (LC) listen for important points signaled by volume, projection, pitch,
stress, intonation, juncture and rate of speech.
1.1. identify the important points signaled by intonation of the speech;
and
1.2. read words and sentences with proper intonation
Reference/s: Language in Literature, pp. 39-40
Value/s: Dynamism, Emphasis and Understanding
I. Essential Ideas
The tune of what we say
Intonation
The rise and fall of the
voice in speaking
Classified as normal, high

and low tone
A line drawn at the base of the letters of a word indicates that the word is pronounced on a
normal tone. A line above the word marks a high tone and a line some distance below the
word marks a low tone, as in the following:
High
Normal
Low
Sample:
She is a student.
The two most common types of intonation are the rising-falling intonation and rising
intonation.
• The rising-falling intonation is usually used in declarative and imperative

sentences and in questions introduced by who, what, when, where, how, and why.
• The rising intonation is usually used for yes-no questions.

A.1. Identify the intonation lines as you read the following sentences.
1. Where is my friend?
2. The class should be quiet.
3. Finish your work.
4. Please bring the book tomorrow.
5. Who is that man?
6. My friend lives in Singapore.

7. He is an honor student.
8. When is she coming?
9. The girl is an artist.
10. Why are you leaving?
A.2 Read the poem and identify the rise and fall of the voice in
speaking.
Salutation to the Dawn By Kalidasa
Look to this day!

For it is life, the very life of life In its brief course
Lie all the verities and realities of your existence:
The bliss of growth

The bliss of action
The splendor of beauty.
For yesterday is but a dream

And tomorrow is only a vision,
But today well lived makes Every yesterday a dream of happiness
And every tomorrow a vision of hope.
Look well, therefore, to this Day

Such is the Salutation to the Dawn
1. Why do we have to consider the following elements in the process of
communication?
A. Correct Pronunciation
B. Proper Intonation
2. Why does intonation convey both meaning and attitude?
C. Framing Concepts
I wonder???
Based from the topic, answer the following prompts.
I wonder when . . .
I wonder how . . .
Intonation
&Stress
I wonder why . . .
I wonder if . . .
All languages differ in their intonation patterns. It is important to observe proper

intonation for us not to be misunderstood and misinterpreted by other people.
1. As a member of a community, you felt the need to address the issue arising
between two parties because of miscommunication. How will you be able to settle the
issue between the two parties?
2. In a community, you meet and converse with different people almost every day.
As a student, you were tasked by your teacher to accompany an exchange student to a
One-Day Immersion. What could be some of the challenges that you would encounter
in dealing with him? Why do you say so?
3. We usually encounter misunderstandings especially if we do not communicate

with other people. Sometimes, it leads to considering one another as enemies.
According to Romans 12:20 “If your enemy is hungry, feed him; if he is thirsty, give
him something to drink; for by so doing you will heap burning coals on his head.”
What message is conveyed in this passage?
Directions: Draw a line at the base of the letters of a word if it indicates that the word is
pronounced on a normal tone. A line above the word if it marks a high tone and a line some
distance below the word if it marks a low tone.
Example: Turn off the lights.
1.Hello my name is Curt.

2. Are we leaving soon?
3. I can read it.
4. I don’t support any football team at the moment.
5. Is this your camera?
6. Would you like another coffee?
7. It rained every day in the first week.
8. Are you hungry?
9. Blue is my favorite color.
10. Where did you live?
_______________________
_______________________
_______________________
_______________________
_______________________
Ms. Michelle Jane Rosello Head, English Department JHS Principal
Vibal Writers
Edited by
Ms. Rheena Alfaro
Junior High School
S.Y. 2018 – 2019

Activity Title: Identifying Changes in Meaning Signaled by Prosodic Features
1. (LC) Identify changes in meaning signaled by stress, intonation and
pauses.
Reference/s: Language in Literature, pp. 39-40
Value/s: Consciousness and Emphasis
I. Essential Ideas
An active listener or viewer pays close attention to how words are spoken. They also pay close
attention to what is being emphasized in the sentence. The meaning of a sentence may vary based on
how certain words are emphasized. The meaning will lie from how the speaker delivers his idea.
Consider the following examples. Take note of how the meaning of the same sentence changes with
a change in prosodic features. The emphasis is placed on the word in bold letters.
I’m not attending the party on the 5th of May.

1. I’m not attending the party on the 5thof May.
Meaning: Someone else will attend the party
Meaning: The speaker refuses to attend the party
Meaning: The speaker is insisting that it is a party that she is not attending.
4. I’m not attending the party on the 5th of May.
Meaning: The speaker is certain that she is not attending the party on the 5th of May.

A.1 Consider the sentence The teacher doubts that her students will finish the task on time.
Read each of the following and listen to yourself as you emphasize the words in bold letters.
Explain how the meaning of the sentence changes in each case.
1. The teacher doubts that her students will finish the task on time.
THOUGHT: The teacher doubts if the students will finish the task on time and not
anybody else.
THOUGHT: The speaker conveys that someone else will finish the task but not the
students.
THOUGHT: The speaker conveys that the students will probably not finish the task on
time.
1. In what way do the following prosodic features affect the process of communication?
A. Stress
B. Intonation
2. How can we consider someone as an active listener?
C. Framing Concepts
Fill-in the blanks with the appropriate response
1.
2. What are you 3. What did you
1. What do you
unsure of about learn today about
know about the
the topic? the topic?
topic?2.
3.
It is important to be conscious on how we utter words. There is always a great possibility

of not being understood if we do not emphasize the idea that we want to convey.
1. We play different roles in the society. One of these roles is being a son/daughter.
As you portray this role, did you experience being misunderstood by your parents?
How did you deal with the situation?
2. Everyone longs for a peaceful community to be able to live in harmony. As a

member of the community, do you think you were able to contribute in achieving a
peaceful community? Share an experience that you think addresses the scenario.
3. When we tend to misunderstood someone, it often leads to bearing hurt feelings

towards the person. Colossians 3:13 states that “bearing with one another and, if one
has a complaint against another, forgiving each other; as the Lord has forgiven you, so
you also must forgive.” In relation to the passage, how do you define forgiveness?
Despite the pain inflicted, are you willing to whole-heartedly forgive the person? Why
or why not?
_______________________
_______________________
_______________________
Vibal Writers
Edited by
Grade 8 English Teacher
Junior High School
S.Y. 2018 – 2019

Activity Title: Types of Context Clues: Definition, Synonyms and Antonyms
1. (VC) use of context clues from the material to determine the meaning of
unfamiliar words or expression.
1.1. identify the meaning of the unfamiliar word using its definition,
synonyms and antonyms; and
1.2. identify the type of context clue used.
Reference/s: IRA/NCTE. (2007). Retrieved from http://www.readwritethink.org/files/resources
/lesson_images/lesson1089/types_context_clues.pdf
Value/s: Helping the needy, Compassion
I. Essential Ideas
Context clues are hints found within a sentence, paragraph, or passage that a reader
can use to understand the meanings of new or unfamiliar words.
There are different types of context clues. The first three types will be covered in this
activity:
1. Definition/Explanation
Readers use the definition in the sentence to understand the unknown word.
Example: Some spiders spin silk with tiny organs called spinnerets.
“Spinnerets” is the unfamiliar word being defined as the tiny organs that some spiders used to
spin silk.
2. Restatement/Synonym Clues- Sometimes a hard word or phrase is said in a simple

way. Synonym refers to the same or similar meaning of the word.
Example 1: "Lou was sent to the haberdashery to find a new suit. He needed to wear one for
his uncle’s wedding."
Because the sentence says that Lou would find a suit at the haberdashery, then it must be
a place where clothes for men are sold.
Example 2: The slender woman was so thin her clothes were too big on her.
Slender is synonymous to thin.
3. Contrast/Antonym Clues
Sometimes a word or phrase is clarified by the presentation of the opposite meaning
somewhere close to its use.
Example: "Lou wanted to go to the haberdashery, but Ann wanted to shop at the boutique.”
The signal word “but” tells the reader that an opposite thought is going to be stated.
Haberdashery is somehow the opposite of a boutique.

By using context clues, identify the meaning of the underlined words in the sentences.
Write the letter of your answer on the space provided before the number and the type of
context clue used on the space after the sentence.
Note to the teacher: Answers are in bold letters.

B 1. “ The arbitrator, the neutral person chosen to settle the dispute, arrived at her decision.”
Type: Restatement or Synonym
a neutral decision a chosen person

a mediator picked to settle a a simple person
dispute
B2. Although Tom was anxious about the test, Tina was not worried at all.
Type: Antonym or Contrast
forgetful calm
worried not worried
C3. We could tell by the rotten smell, that something putrid was in our trash can.
Type: Definition or Explanation
ample rotten
alive appealing
D4. Two new girls started school this week. Beth has a gregarious personality. Jenna is
rather quiet. Type: Antonym or Contrast
shy timid
bashful outgoing
B5. Jackie was filled with mortification, or shame, because of her careless remark.
Type:Synonym or Restatement
proud confident shame happy
D6. The book of logic contained many conundrums or mind-exercising puzzles.

Type: Synonym or Restatement
pictures
Answers
Stories
puzzles
stories puzzles
1. How do context clues function in sentences?
2. How useful are context clues in oral and written communication?
C. Framing Concepts
Give two important concepts you learned from the lesson and justify that learning by
giving examples of the concepts. Use the matrix below.
Choose one to reflect on.
1. You learned from this activity that context clues are aid for you to know the
meaning of a word and understand clearly the context of a sentence. Our Almighty God
is also our help in times of our need as stated in Psalm 46:1 (NIV), “God is our refuge
and strength, an ever present help in trouble.” Being a son/daughter of God, how can
you extend help to people who are in trouble or in need? Cite at least 3 acts.
2. Using context clues to get the meaning of the words teaches us not to depend
much on the dictionary. It teaches us the value of independence. Cite at least 3 practical
examples that show how independence helps us become a better person.
_______________________
_______________________
_______________________
Vibal Writers
Edited by
Junior High School
S.Y. 2018 – 2019

Activity Title: Types of Context Clues: Example, Mood and Tone, Cause and Effect
1. (VC) use of context clues from the material to determine the meaning of
unfamiliar words or expression.
1.1. identify the meaning of the unfamiliar word using its example,
mood or tone, cause and effect.
Reference/s: IRA/NCTE. (2007). Retrieved from http://www.readwritethink.org/files/resources
/lesson_images/lesson1089/types_context_clues.pdf
Value/s: Cooperation, Unity, Awareness, Leadership
I. Essential Ideas
1. EXAMPLE CLUES
Sometimes when a reader finds a new word, an example might be found nearby that helps to
explain its meaning. Words like including, such as, and for example, point out example clues.
Colons (:) and dashes (-) can also signal examples. Example:
Piscatorial creatures, such as flounder, salmon, and trout, live in the coldest parts of the
ocean. ―Piscatorial‖ obviously refers to fish.
2. MOOD / TONE CLUE

The author sets a mood, and the meaning of the unknown word must harmonize with the
mood.
Examples:
The lugubrious wails of the gypsies matched the dreary whistling of the wind in the allbut-
deserted cemetery.
―Lugubrious,‖ which means ―sorrowful,‖ fits into the mood set by the words ―wails,‖
―dreary‖and―deserted cemetery.‖
3. CAUSE AND EFFECT CLUE

The author explains the reason for or the result of the word. Words like ―because,‖ ―since,
―therefore,‖ ―thus,‖ ―so,‖ etc. may signal context clues.
Example:
She wanted to impress all her dinner guests with the food she served, so she carefully
studied the necessary culinary arts.
―Culinary‖ means ―food preparation.‖

Directions: Read the following sentences, and define the underlined word based on the
context clue. Then identify which of the types of context clue is used. Place your
answers in the chart provided.
1.Sullen
Projectiles include those
saditems that are shot forward such ashisa cannon
improve mood shell, MOOD/TONE
bullet, or
rocket.
2. The small disheartened group trudged slowly through the sultry, dusty, streets,
burdened with the tiny casket.
Foreboding hesitations due to fear dark, damp cellar MOOD/TONE
3. The professor was a favorite among the students at the college. His sagacity was
helpful to them as they pursued their degrees. The professor was known to use his
experience, insight, anddetective
Sleuth Sherlock
common sense to help students Holmes
pursue EXAMPLE
their education.
4. Because Gary looked so sullen , we asked how we might improve his mood.
5. The boy went down into the dark, damp cellar despite a sense of Foreboding. .
B.6.Processing
A sleuth , Questions
such as Sherlock Holmes, can be very helpful in solving crimes.
1. How do context clues help in
Note to teacher: Possible an swers are in italicized word s. understanding the meaning of an
Word What I think it Clues that Type of Clue
unfamiliar means helped me
word?
2. How does one
Projectiles things that are thrown shot forward such as EXAMPLE
type of context a cannon shell,
clue differ bullet…
disheartened to be weakened in trudged slowly; MOOD/TONE

from the other spirit sultry, dusty, streets;
types of burdened with the
context clue? tiny casket.
Sagacity determined;clever known to use his CAUSE AND

experience, insight, EFFECT
and common sense to
help students pursue
their education.
C. Framing
Concepts
Synthesize what you have learned by filling in the graphic organizer below.
Topic Definition
Example Sentence
Choose only one to reflect on.
1. Context clues, as you have learned in this lesson, are of different types yet they have a
common job—to give meaning to an unfamiliar word. Holding on to this concept, how do
you think could these groups of people (enumerated below) work together to achieve a
common goal? Cite at least two examples for each.
a. officers and members of an organization
b. students and teachers/adviser
c. the President and his subordinates and the Filipino people
2. Context clues when part of a written or a spoken statement usually influences the statement’s
meaning or effect. If you were the leader of our country, the Philippines, how would you want
to influence the people whom you are leading?
Directions: Read the following sentences and define the bolded word based on the context clue.
Then, identify which of the four types of clues is used.
1. The girl who used to be very vociferous doesn't talk much anymore.
2. Pedagogical institutions, including high schools, kindergartens, and colleges, require
community support to function efficiently.
3. He was so parsimonious that he refused to give his own sons the few pennies they needed to
buy pencils for school. It truly hurt him to part with his money.
4. His pertinacity, or stubbornness, is the cause of most of his trouble.
5. Rather than be involved in clandestine meetings, they did everything quite openly.
6. Ecclesiastics, such as priests, ministers, and pastors, should set models of behavior for their
congregants.
7. The girl was churlish – rude, sullen and absolutely ill-mannered.
8. Because the conflagration was aided by wind, it was so destructive that every building in the
area was completely burned to the ground. excerpted from Irwin L. Joffe's Opportunity for
Successful Reading, 3rd ed., 153-55
9. The patient is so somnolent that she requires medication to help her stay awake for more
than a short time.
10. Celestial bodies, such as the sun, moon, and stars, are governed by predictable laws.
ANSWER KEY TO CONTEXT CLUES HANDOUT
Type of Context Clue -contrast

definition of vociferous -talkative; outspoken
Type of Context Clue -example

definition pedagogical -having to do with teaching
Type of Context Clue -explanation

definition of parsimonious - stingy; tightfisted
Type of Context Clue -synonym

definition of pertinacity -mulish; stubborn
Type of Context Clue - contrast

definition of clandestine - secret; hidden
Type of Context Clue - example

definition of ecclesiastics - member of the clergy
Type of Context Clue - synonym

definition of churlish -rude
Type of Context Clue -explanation
definition of conflagration -fire
Type of Context Clue- explanation
Definition of somnolent- not totally awake or sleepy
Type of Context Clue- example
Definition of celestial bodies- astronomical body or natural body of the Earth’s atmosphere
_______________________
_______________________
_______________________
Vibal Writers
Edited by
Ms. Rheena Alfaro
Junior High School
S.Y. 2018 – 2019

Activity Title: Coordinating Conjunctions
1. (GA) identify the correct coordinating conjunctions to be used in sentences.
1.1. connect sentences using the appropriate coordinating conjunctions; and
1.2. construct sentences using coordinating conjunctions.
Reference/s: Writing and Grammar book, p. 272.
Value/s: Unity and Responsibility
I. Essential Ideas
A conjunction is a word used to connect other words or groups of words.

Coordinating conjunctions connect similar kinds of words or similar group of words that are
equal in structure or importance.
COORDINATING CONJUNCTIONS
for
and
nor
but
or
yet
so
“and” (+) and “nor” (-) are used to show an agreement between items/clauses.
“yet” and “but” are used to show a disagreement between clauses.
“for” and “so” are used to show a reason between clauses.
“or” is used to show agreement or disagreement between items/clauses.
Examples:
My sister and brother ran the program. (The conjunction and connects sister and brother)
They wrote a short yet effective report. (The conjunction yet shows disagreement between
the report being short and the same report being effective.)
* Remember, when using a coordinating conjunction to join two independent clauses

(complete thoughts) you must insert a comma before the conjunction.
Example: I want to buy the new jacket, but it is too expensive.

Independent clause conj. Independent clause

Instructions to the teacher: Please do not copy the underlined words in bold letters. Leave
them blank.
Read the paragraphs and fill in the blanks with the correct coordinating conjunctions.
Whenever one watches television, the impression received is that the popular
are always the ones who are beautiful or wealthy. Yet my experience has told me
otherwise. In my age group in school, the most popular girl is not the prettiest or the
richest, but merely the one who exudes charm solely by being happy and sincere.
Sween Lin is not considered pretty by even the most generous standards. Yet, she has
an attractive personality that draws people to her like a magnet. Rather than beautiful,
she seems to be striking in appearance, what with her fair skin and light brown eyes.
She has a ready laugh that is highly infectious. She is always the first to see the
humour in any situation but that humour is not a cruel one.
Beauty is a state of mind, for no one who is negative about experiences and life would
find anything attractive. To use a line from the famous poet William Blake, beauty
comes when you can “see the world in a grain of sand.”
1.How do you identify the correct coordinating conjunction to be used in a sentence?
2.Why do we need to use coordinating conjunctions in constructing our sentences?
C. Framing Concepts
Fill in the graphic organizer below with key ideas you learned about coordinating
conjunctions.
COORDINA
TING
ONS
CONJUNCTI
1. You have learned that coordinating conjunctions connect similar words or group of words.
This connection conveys the meaning of the sentence more effectively resulting to good
communication. As a student, what will you do to build a good communication with
a. your fellow students;
b. teachers; and
c. the administrators of your school?
2. Romans 12:4 says, “For as in one body we have many members,[a] and the members do not all
have the same function.” Coordinating conjunctions also have different functions in sentences.
One shows reason; the other shows agreement, and so on. Yet all are important to express the
message correctly. As a member of your organization, club or a member of a class, how do you
make sure that your function as a member is done effectively? Cite at least 2 actions.
_______________________
_______________________
_______________________
Vibal Writers
Edited by
Junior High School
S.Y. 2018 – 2019

Activity Title: Subordinating Conjunctions
1. (GA) identify the correct subordinating conjunctions to be used in sentences.
1.1. connect sentences using the appropriate Subordinating conjunctions; and
1.2. construct sentences using subordinating conjunctions..
Reference/s: Writing and Grammar book, p. 273.
Value/s: Helpfulness, Understanding and Peace with others
I. Essential Ideas
Subordinating Conjunctions connect two complete ideas by making one of the
ideas subordinate to the other. To “subordinate” means to place below another in
rank or importance.
FREQUENTLY USED SUBORDINATING

CONJUNCTIONS
after before even till
although as though unless until
as if as if when
long as as in order that whenever
soon as since so where
as though that than wherever while
because though
Notice that the subordinating conjunction always comes just before the
subordinate idea.
Examples: We protect the wetlands because they are important to the

ecosystem. As soon as the volunteers arrived, the cleanup work began.
main or subordinate or
independent clause dependent clause
Ram went swimming although it was raining.
subordinating
conjunction
Supply the correct subordinating conjunction to be used in the sentences below.
1. It's a good idea to go to college for four years it's possible to get a good
job without a degree.
2. You shouldn't accept a ride in a car from someone you know the
person really well.
3. Rogelio needs to see a doctor his back is really bothering him a lot.
4. The teacher got angry because the students were talking he was trying
to teach the class.
5. Stay in the car I go into the store. I'll be right back.
6. You can borrow my car you agree to be very careful with it.
7. the police caught him driving while drunk, he lost his license.
8. Terry was talking on the phone and not paying attention, her kids were
making a big mess in the kitchen.
9. she calls me, I feel happy.
10. Jun couldn't buy any Christmas presents he didn't have any money.
1. How do subordinating conjunctions function in a sentence?
2. What is the difference between a subordinating conjunction and a
coordinating conjunction?
C. Framing of Essential Concepts

Complete the statements below.
I learned that subordinating conjunctions are……
Subordinating Conjunctions are important because……
1. The psalm, “How good and pleasant it is when brothers live
together in unity!” (Psalm 133:1) clearly emphasizes the joy and
the importance of unity among people. In school, you are divided
into different sections in different levels. As a student in this
school, how will you promote unity among all the sections despite
the differences? Cite at least 2.
2. As human beings with different personalities, what values do you

think should we possess in order for us to maintain a harmonious
relationship with one another? Cite at least 5 acts to demonstrate
the values you have identified.
_______________________
_______________________
_______________________
Vibal Writers
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Subordinating Conjunctions connect two

different clauses and unite them as one.
Knowing this concept, answer one of the
following situations:
Junior High School
S.Y. 2018 – 2019

Activity Title: Complex Sentence
1. (GA) identify the correct subordinating conjunctions to be used in sentences.
1.1. connect sentences using the appropriate Subordinating conjunctions; and
1.2. construct sentences using subordinating conjunctions..
Reference/s: Language in Literature, p. 78.
Value/s: Environmental awareness
I. Essential Ideas
A complex sentence consists of an independent clause or main clause
and one or more subordinate or dependent clauses which are introduced by
subordinating conjunctions, also called dependent words.
Subordinating Conjunctions or Dependent Words

after if, even if when,
although, in order whenever
though as that where,
because before since wherever
even though that, so that whether which,
how unless whichever
until while
what, whatever who, whose
The bold words can be used to begin a sentence when used correctly.
Study these examples:
Independent clause subordinate clause
The family remained inside until the winter storm passed.

subordinating conjunction
subordinate clause independent clause

Because the cottage lay far from the road, no one came to help.
subordinating
conjunction
Notice that the subordinate clauses have been attached to independent clauses or main
clauses to form complete sentences.
Additional Notes:
A complex sentence is used when you want to emphasize one idea over
another in a sentence. Take a look at this example.
Because I forgot the time, I missed the final exam.

The idea that the writer wants to emphasize here ‐ I missed the final exam ‐ is
expressed as a complete thought. The less important idea, ‐ Because I forgot the time ‐
is subordinated to the complete thought. The giving of one idea less emphasis than
another is called subordination.
Write at least three (3) complex sentences that say something about the poster below. Underline
the independent clause once, the dependent clause twice, and encircle the subordinating
conjunction.
Write your sentences here:
1.
2.
3.
1. Explain how complex sentences are formed.
2. How are complex sentences different from the other types of
sentences?
C. Framing Concepts
Accomplish the PMI chart below.
Complex Sentences---Insights gained from this lesson…

PLUS MINUS INTERESTING
1. You have learned in this lesson that in constructing complex sentences

subordination is employed. It means one of the ideas in the sentence is given
less importance than the other. Putting this concept of “giving less
importance” to a real-life context, say, treating a rich customer more nicely
over an ordinary customer, do you think it’s right? Support your answer.
2. A complex sentence consists of independent and dependent clauses. By

connotation, independent means, can stand alone, and dependent means
cannot stand alone. In life, cite some advantages and disadvantages of being
dependent and independent.
a. Advantages of being… a 1. independent: a2. dependent
b. disadvantages of being… b1. independent b2. dependent
_______________________
_______________________
_______________________
Vibal Writers
Edited by
Junior High School
S.Y. 2018 – 2019

Activity Title: Types of Conflicts
1. (L) identify the distinguishing features of notable African chants, poems,
folktales, and short stories
1.1. identify the type of conflict present in the stories.
Reference/s: Language in Literature, p. 412-416.
Value/s: Perseverance, Determination
I. Essential Ideas
Conflict- is a struggle between two people or things in a short story. The main character
is usually on one side of the central conflict.
The two types of conflict:

a. Internal Conflict- the struggle is within a character’s mind.
b. External Conflict- the struggle is between the character and an outside force such as
another character or nature.

A.1.Directions: Read the story entitled “Nadia the Willful” on your Language in Literature
textbook, on pages 412-416. Afterwards, fill in the story wheel below and
answer the question that follows.
a. What struggle is present from the story? Provide lines from the story and defend your answer.
A.2. Directions: Answer the activity found on your book on pages 416- 418. (Answer right away)
1. What tragedy happened to the clan?
2. Why was Nadia called willful? Did she deserve the name?
3. How did the tragedy affect Nadia? Her father?
4. Do you agree with Nadia’s way of dealing with death of a loved one?
Explain your answer.
C. Framing Concepts
Fill in the graphic organizer below by giving the comparison and contrast of the two types of
conflicts.
In the story, Nadia taught his father not to dwell much on something or someone that has been
gone and is never going to return. Relating this to your life, how do you deal with your lost
(loved ones, things, battles)?
_______________________
_______________________
_______________________
Mrs. Noemi Eous B. Montano Ms. Corrie Gay S. Desingaño Mrs. Daisy B. Natividad
Grade 8 English Teacher English Department Head JHS Principal
Junior High School
S.Y. 2018 – 2019

Activity Title: Reading Styles: Skimming
1. (RC) use the appropriate reading style to suit one’s purposes
1.1 skim to determine main ideas; and
1.2. summarize the given literary piece.
Value/s: Obedience, Efficiency
I. Essential Ideas
Reading swiftly or glancing quickly through an article is known as skimming.
Review the following ways of skimming.
1. Read the subtitles if there are, so you will get an idea of the content of the reading
material.
2. If the reading material does not have explicit topic sentences, glance down the
page. Pick out sentences at random or select nouns and verbs, which give you the
trend of the material. Exercise keen judgment as you search for key words.
3. Read the topic sentence in the first paragraph. Go on to the next paragraph and do
the same. In this way, you can get all your facts without having to spend too much
time.
4. Read sentence or parts of sentences at random throughout the article to grasp as
quickly as possible the ideas of the author.
5. If you are skimming to locate information, glance swiftly through the material for a
key word or a sentence.

Strictly follow the directions below.
• Read the headlines.

• Read the first and last paragraph only.
• Read them as quickly as you can.
• Think what the newspaper article is about.
• Answer the questions at the end of the article.
Adapted from Liverpool College:
Reading strategy flexi-packs
Answer the following questions.

1 From reading the first and last paragraphs, what do you
think the article is about?
2 What specific information does it give you?
3 Now read the whole article. What extra information did

you get?
4 Did it change your idea of what you thought the article was
about?
1. For what specific purpose/s do we use skimming when reading?
2. Is skimming through texts helpful in determining the author’s key

ideas? Why or why not?
Framing Concepts
Fill in the T-chart below with Facts and Opinions about the lesson on
Skimming.
Fact Opinion
1. Skimming through texts help the reader get important ideas quickly. In school, you
are faced with plenty of responsibilities and requirements (projects, reports, exams,
etc.) which sometimes require prompt actions. How do you then manage these tasks
in order for you to accomplish them on time?
2. To effectively skim through texts, there are certain ways to follow. By following
these ways we can easily get the ideas we need. In the verse “Love the LORD your
God and keep his requirements, his decrees, his laws and his commands always,”
(Deuteronomy 11:1, NIV) it says that we should abide by the ways of God. As a
child of God how do you show that you are indeed abiding His commandments?
Give at least 3 practical examples.
_______________________
_______________________
_______________________
Vibal Writers
Edited by
Junior High School
S.Y. 2018 – 2019

Activity Title: Reading Styles: Scanning
1. (RC) use the appropriate reading style to suit one’s purposes
1.1. scan to determine key details; and
1.2. identify the details to answer the guide questions.
Value/s: Helping others; Unity and Harmony
I. Essential Ideas
Scanning is a type of fast reading that allows you to locate specific
information quickly. To scan, you move your eyes quickly over the page
to find facts or details. Look for key words and phrases that will help you
find the information you need.

Have a quick look through the advert (see attached), then, answer the questions
that follow.
Adapted from Liverpool College: Reading strategies flexi pack
Questions
1. What can you save from shopping at this place?
2. How many good reasons are there for shopping there?
3. What is the telephone number?
4. What can you earn with Argos?
5. What are the names of the catering firm?
6. How long does the offer last?
Adapted from Liverpool College: Reading strategies flexi pack
1. How useful is scanning in locating information?
2. What is the difference between scanning and skimming?
C. Framing Concepts
Compare and contrast Skimming and Scanning by using the Venn diagram.
1. Scanning is a quick and easy step to help one in locating information.
Furthermore, the verse, “Two are better than one because they have a
good return for their work: If one falls down, his friend can help him
up.(Ecc. 4:9-10a)” shares the same concept of “helping”. If you were to
apply these in your personal life, do you think it’s always easy to help
somebody in need? Did you have any experience wherein you had a
difficulty helping someone? If yes, share that experience and what you
felt about it. If otherwise, share what you feel every time you help
someone in need.
2. By answering the Venn diagram earlier in this activity, you have learned
that skimming and scanning have both differences and similarities and
they are both important and helpful as far as reading styles are concerned.
Speaking in a real life context, how could knowing the similarities and
differences in people help one another in building a more peaceful and
harmonious relationship? Cite two practical examples.
_______________________
_______________________
_______________________
Vibal Writers
Edited by
Junior High School
S.Y. 2018 – 2019

Activity Title: Using Library Resources
1. (VC) organize information from a material viewed
1.1. use library materials as sources of information; and
1.2. list down library materials titles used as sources of information.
Value/s: Reliability and Honesty
I. Essential Ideas
 In writing about a specific topic, it is important to be familiar with the different

resources available where you can get information.
 There are two types of sources; print and non-print references. Print sources are
referred to as published materials. On the other hand, non-print materials are
referred to as electronic sources.
 Libraries house both print and non-print materials. Below is the table which
highlights the different materials that fall under print and non-print resources.
 When you use any the following materials, make sure you properly cite and
acknowledge the author.
Print Reference Sources Non-print Reference Sources
Books  Films
Encyclopedias  Slides
Journals articles
 Compact Discs
Magazines
 Software
Theses
Reports  Picture file
Newspapers  E-books Online articles
Government documents, etc.  Movies, etc.

Given the topic on Africa‟s history and culture, what possible resources are
available in your library where you can gather information? List them down
according to the two types of resources.
Print Reference Sources Non-print Reference Sources
ANSWERS VARY
ANSWERS VARY
1. When can we consider a reference material sufficient?
2. How does a print and non-print material similar and different? Answer it
through a Venn diagram.
C. Framing Concepts
1.
2.
3.
4.
We learned from this topic that there are a lot of reference materials that we could
use to aid us in learning. Primarily, the role of these
materials is to help the reader in whatever purpose he/she has.
1. We often face challenges in our life. These challenges are present to test our
grounds. As an individual, what are some of the challenges that you faced and
the lesson you learned from the experience?
2. As an individual, have you been of help to other people? Cite an experience

when you were able to be a helping hand to other people.
3. In Acts 20:35 that says “In all things I have shown you that by working hard in
this way we must help the weak and remember the words of the Lord Jesus,
how he himself said, „It is more blessed to give than to receive.‟” reflects how
the Lord would want us to be a helping hand to one another. In relation to the
passage, is it good to always help the people who ask for assistance from us?
Why do you say so?
_______________________
_______________________
_______________________
Vibal Writers
Edited by
Junior High School
S.Y. 2018 – 2019

Activity Title: Using Internet Resources
1. (VC) organize information from a material viewed
1.1. use clips, pictures and music as sources of information; and
1.2. list down websites used as sources of information.
Value/s: Steadfastness and Honesty
I. Essential Ideas
In gathering information from different resources, it is important to properly

acknowledge the author or the group who came up with material. In-text citation and
reference list are ways in incorporating someone else’s idea into your work.
The format depends on the orientation towards the author or idea.
 Researcher-focus (or strong-author orientation) is used when the author is the

authority in the field. Start with the author’s surname and then the date of
publication enclosed in parentheses.
Lazar (2006) describes the delicate balance of survey design:

Only relevant types of demographic information should be requested. Asking
inappropriate questions in a survey, interview, or focus group lessens the
likelihood that users will respond. Also, if too many questions are asked, users are
less likely to respond. (p. 52)
 Chronology-focus (or weak-author orientation) is used when the date is

Important.
In 1996, Botelho claims that “humans have the unique ability to construct for
themselves what they desire; such is the power to reason” (p. 38).
 Idea-focus (or subject-orientation) is used when what was said is more

important than who said it.
When testing the usability of a website, it is necessary to gather demographic

information about the users (Lazar, 2006).
Given the details of the different materials used, properly cite the source following
reference-list citation.
Details Reference-List Citation
1. SECOND-LANGUAGE TEACHING Krashen, S. (2012, June 29). Second

METHODS language teaching methods principles and
Principles & Procedures procedures. Retrieved August 10,
http://coe.sdsu.edu/people/jmora/ 2013, from
almmethods.htm June 29, 2012 http://coe.sdsu.edu/people/jmora/
Stephen Krashen almmethods.htm
2. Language in Literature II Nery, R. (2010). Language in literature

Remedios F Nery II. Quezon City, Philippines: Vibal
2010 Publishing House, Inc.
Quezon City
Philippines
Vibal Publishing House, Inc.
3. The Joy Luck Club Tan, A. (1989). The joy luck club. New
Ivy Books York: Ivy Books.
Amy Tan
New York
1989
4. Brenda Spatt Spatt, B. (1996). Writing from sources.

The City University of New York New York: St. Martine’s Press, Inc
Writing from Sources
St. Martine’s Press, Inc
1996
1. Why do we have to acknowledge the sources where we got the information?
2. What is your idea about plagiarism?
C. Framing Concepts
Summary Sheet
Write your responses to the questions asked on the space provided.
1.
2.
3.
What new Which of the new
Whats is the topic information did you information is most
about? learn from the topic? significant to you?
Include new terms Why?
and their meanings.
We learned from this lesson the importance of acknowledging the

people behind the resources that we used. It reflects honesty towards
one’s work.
1. Honesty is considered to be a very important value that a person should have.

Although there are times that we tend to keep the truth for the benefit of someone
else. As an individual, have you experienced to be in such situation? What were your
reasons why you had to keep the truth?
2. As a student, were you in a situation wherein your value of honesty is tested? Share
your experience and the lesson you’ve learned out of the experience.
“These are the things that you shall do: Speak the truth to one
another; render in your gates judgments that are true and make for
peace; do not devise evil in your
hearts against one another, and love no false oath, for all these
things I hate, declares the Lord.” Zechariah 8:16-17
3. As a good Christian, what does the written scripture reminds us to do? What are
your thoughts about the given passage?
_______________________
_______________________
_______________________
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Claret School of Zamboanga City

LEVEL II PAASCU – ACCREDITED

Teacher’s Learning Plan in Grade 8 ENGLISH

Activity No. 1 (First Quarter)

There are five essential parts of a plot:

II. Learning Experiences

The Two Brothers

Exposition Rising Action Climax Falling Action Denouement

Prepared by: Checked by: Approved by:

Teacher’s Learning Plan in Grade 8 ENGLISH

Activity No. 2 (First Quarter)

Three elements of stress are the following:

apple stress on the first syllable

the noun has stress on the first syllable

When a word ends in “ic,” “sion” or “tion,” the

For further reading refer on pages 99-100.

II. Learning Experiences

Word Stressed Syllable

2. What would be the effect of faulty pronunciation in communication?

1. What new things did you

2. What ideas/concepts do you

3. What are your significant

4. What else would you like to

Prepared by: Checked by: Approved by:

Teacher’s Learning Plan in Grade 8 ENGLISH

Activity No. 3 (First Quarter)

The tune of what we say

Classified as normal, high

• The rising-falling intonation is usually used in declarative and imperative

II. Learning Experiences

2. The class should be quiet.

3. Finish your work.

4. Please bring the book tomorrow.

5. Who is that man?

6. My friend lives in Singapore.

8. When is she coming?

9. The girl is an artist.

10. Why are you leaving?

Salutation to the Dawn By Kalidasa

Look to this day!

The bliss of growth

For yesterday is but a dream

Look well, therefore, to this Day

All languages differ in their intonation patterns. It is important to observe proper

3. We usually encounter misunderstandings especially if we do not communicate

Example: Turn off the lights.

1.Hello my name is Curt.

Prepared by: Checked by: Approved by:

Teacher’s Learning Plan in Grade 8 ENGLISH

Activity No. 4 (First Quarter)

I’m not attending the party on the 5th of May.

II. Learning Experiences

It is important to be conscious on how we utter words. There is always a great possibility

2. Everyone longs for a peaceful community to be able to live in harmony. As a

3. When we tend to misunderstood someone, it often leads to bearing hurt feelings

Prepared by: Checked by: Approved by:

Teacher’s Learning Plan in Grade 8 ENGLISH

Activity No. 5 (First Quarter)

2. Restatement/Synonym Clues- Sometimes a hard word or phrase is said in a simple

II. Learning Experiences

Note to the teacher: Answers are in bold letters.

a neutral decision a chosen person

proud confident shame happy