Systems Plus Computer College

Basic Education Department

LEARNING PLAN
English 8
Unit II

African and Asian Drama and Short Stories

Topic

1.1. The Big Sister

1.2. The Sentence
1.3. Subject-Predicate
1.4. Direct and Indirect Objects
1.6. The Lion and the Jewel
1.7. Kinds of Sentences
1.8. Homonyms
1.9. The Post Office
1.10. The Four Basic Types of Sentences
1.11. The Doll

Time Allotment
Teacher

:
:

August 25-September 9, 2016

Ms. Ma. Venus R. Silva

CONTENT STANDARD
PERFORMANCE STANDARD
The learner demonstrates understanding of how African and Asian Stories relate with each other and at the same time ap

KNOWLEDGE

PROCESS

1. Understands what a complete sentence is

2. Identifies the difference between the subject and
predicate
3. Easily recognizes direct and indirect object
4. Knows the similarity and differences between
homonyms
5. Uses the different kinds and types of sentences

1. Assesses, infers and conveys critical ideas using the

the information presented in the story
2. Shows understanding and appreciation of the
mythological story
3. Formulates a persuasive speech
4. Writes effectively using the appropriate style.
5. Writes a review of a film
6. Writes an application letter

ENDURING UNDERSTANDING
ESSENTIAL QUESTION/S
What do you think are the advantage and disadvantages of having a big sister?
How do you like to be dealt with as a future bride?
Do you consider time to be precious?
Can you consider health as a wealth?
Do you believe that men and women have equal standing or position in society?

Learning Plan in English 8, Unit II: Africsn and Asian Narratives

TRANSFER GOAL

The students should be able to show appreciation of African and Asian culture/literature, communicative, speaking,
and listening skills.,

PERFORMANCE TASK
Goal Role Audience Situation Product Standard
You are to choose a piece for your declamation. You are a high school student who is assigned to perform a
declamation speech in front of the whole school about the beauty/importance/appreciation of the African and Asian culture.
You are to present it during the program in celebration of the United Nations Month. Your speech will last from 3-5 minutes
and this will be your performance task grade in your English class because your teacher insist that speech is an aspect of
language. You will be graded according to your teachers rubrics.

Rubrics
CRITERIA
V. E.
(4)
Delivery Skills
He student uses direct eye contact, speaks clearly and confidently
Presentation
The presentor shows concrete gestures, actions and props
Self Confidence
The student shows self-confidence when delivering lines
Grammar and Diction
The student delivered with correct pronunciation of words
Total Points
Concept Map:

DAY 1:

The Big Sister

Learning Plan in English 8, Unit II: Africsn and Asian Narratives

E
(3)

R.E.
(2)

N.E.
(1)

1. EXPLORE
1.1 Motivation: The students will recite orally for their assigned vocabulary task on page 79. Look for the
meaning of the following Ilocano words:
1. Tampipi- bag
2. Manang- sister
3. Terno- paired garments
4. Linnubian- food
5. Lacay- husband, uncle, an elder man
1.2 Introduction: The teacher discusses the significance of each character
1.2.1. Itong- the younger brother of Inciang
1.2.2. Inciang- Itongs protective elder sister
1.2.3. Father- Itong and Inciangs father
1.2.4. lacay Iban- Itong and Inciangs grandfather
1.2.5. Nena- Itongs childhood friend and appears to be his sweetheart
2. FIRM-UP:
2.1.

Presentation of the Lesson

2.1.1.
2.1.2.
2.1.3.
2.1.4.
2.1.5.
2.1.6.

The teacher would explain that the Ilocanos just like many families in the Philippines, have very
tight family bond, which has something to do with the story to be discussed for the day.
The teacher would ask the students the following questions:
Do you have a big sister? Would you want to have one if you were given a chance? Why yes or
why no?
What do you think are the advantages and disadvantages of having a big sister?
The teacher asks the students to find the important details about the story through highlighting it.
The teacher asks the students to do the plot of the story using the story mountain.

3. DEEPEN:
3.1. After plotting the story, the students then connect the series of events to make a three-paragraph summary of
the short story The Big Sister.
3.2. The students will exchange notebooks and rate their classmates summary of the story.
3.3. The teacher will elicit from the student the moral lesson of the story. (Appreciate your elder siblings because
they are the ones who will take care of you in your parents absence.
Learning Plan in English 8, Unit II: Africsn and Asian Narratives

4. TRANSFER:
4.1. The students will bring a picture of their elder sister in class (it can be a cousin or someone they consider as a
bigger sister) those who do not have an elder sister can draw a portrait of what they think their bigger sister
would look like if there have been any.

DAY 2:

The Sentence

1. EXPLORE
1.1. Motivation: Try to guess which of the examples are complete sentences and which are not. Write CS if you
think the sentence is a complete sentence and write I if not.
1.1.1. The wet sailors. CS
1.1.2. The bird built a nest. CS
1.1.3. Went to the store. I
1.1.4. Carol was very tired. CS
1.1.5. Caleigh drove home. CS
1.1.6. Joel made and error. CS
1.1.7. A complete thought. I
1.1.8. A pink butterfly. S
1.1.9. Going to the mall. I
1.1.10. Jeuel attended the reunion. CS
1.2. The teacher will elicit from the students the characteristics of a complete sentence.
1.3. Introduction: The teacher will have a short review of what a subject and a predicate is.
1.3.1.

1.3.2.

Subject
1.3.1.1. The one being discussed or talked about in the sentence
1.3.1.2. The noun, pronoun, or a group of word acting as a noun- that performs the action
expressed in the predicate of a sentence or clause.
Predicate
1.3.2.1. The part of the clause or the sentence that says something about the subject
1.3.2.2. The part of the sentence that is not the subject and its modifiers
1.3.2.3. Can be one or several words, not all of which are verbs

2. FIRM UP
2.1. Presentation of the Lesson
2.1.1. A sentence can be considered complete when it has a subject, a predicate and a complete thought.
2.1.2. The subject can be one word:
2.1.2.1. Delia loves chocolate
2.1.3. The subject can be in a noun phrase:
2.1.3.1. Seeing the parade can be exciting.
2.1.3.2. The dog was barking fiercely at the stranger
2.1.4. The principal part of the predicate is the verb.
2.1.4.1. The dog sniffed.
3. DEEPEN
3.1. Go back to the story The Big Sister. Identify at least 15 complete sentences. Box the subjects and encircle
the predicates.
4. TRANSFER
4.1. Make 10 example sentences about ten people inside the classroom. Box the subjects and encircle the
predicates. Write this in your notebook.
DAY 3:

The Lion and the Jewel

Learning Plan in English 8, Unit II: Africsn and Asian Narratives

1. EXPLORE
1.1.

Introduction
1.1.1.
1.1.2.

2.

Ask the students to do Prior Knowledge I on page 88.

Directions:
Classify the words that would best be associated with the lion and
the jewel by placing them under their respective columns.
Ask the students the following questions.
1.1.2.1. What conditions will make you say yes to an old mans proposal of marriage?
1.1.2.1.1. Lead the students to realize that they might say yes if the old man is
kind and responsible.
1.1.2.2. How do you like to be dealt with as a future bride?
1.1.2.2.1. Lead the students to realize that
1.1.2.3. Elicit from the students that truss means to tie; deft means skillful; toil means to engage
in a hard work; defy means to resist; conceal means to hide; acquit means to relieve from
a charge or crime.

FIRM-UP
2.1.

Ask the students to read The Lion and the Jewel on pages 89-92. Call one student per paragraph
and let him read it orally while the others are reading silently. Pause at certain parts of the story
and ask some questions.
Recall the important events in the story.
Lead the students to realize that the play is about traditional ways of living and modernity. Baroka
represents the traditional way of living in Nigeria and Lakunle represents the modernity brought
by the Western people.

2.2.
2.3.

DAY 4
3.

DEEPEN
3.1.

DAY 5:

Ask the students to answer Literary Selection B on page 94.

Directions: Write TRUE if the statement is correct and FALSE if the statement is not a part
of the play.

Four Functions of Sentence

1. EXPLORE
1.1.

Review
1.1.1.
1.1.2.
1.1.3.
1.1.4.
1.1.5.
1.1.6.

Recall the parts of a sentence.

Elicit from the students that the parts of a sentence are subject and predicate.
Recall the definition of subject.
Elicit from the students that subject is the doer of the action.
Recall the definition of predicate.
Elicit from the students that verb is an action word.

3. FIRM-UP
2.1.

Present the table below.

A
1. The first toilet ever
seen on television
was on Leave It to
Beaver.

B
1. How are you going
to keep them down
on the farm when
theyve seen Paris?

Learning Plan in English 8, Unit II: Africsn and Asian Narratives

C
1. Fasten your
seatbelts when the
sign is illuminated.
2. Close the door.

1. What a mess
room is!
2. The building
fire!

2. The problem with

the gene pool is that
theres no lifeguard.
3. Caleigh gave his
report to the teacher.

2.2.
2.3.
2.4.
2.5.
with

2. Why is it possible
to tickle someone
but not yourself?
3. Did you know the
answer?

3. Please eat your

food.

3. Wow! What
surprise!

Lead the students to realize that the sentences in the first column state an idea. They end with a
period. These sentences are called declarative sentences.
Lead the students to realize that the sentences in the second column ask question and end with a
question mark. They are called interrogative sentences.
Lead the students to realize that the sentences in the third column give orders. They are called
imperative sentence.
Lead the students to realize that the sentences in fourth column show strong emotion and end
question mark. They are called exclamatory sentence.

4. DEEPEN
3.1.
3.2.
3.3.

5.

Ask the students to answer Activity I on page 99.

Directions:
Identify the kind of sentence by filling in the table below.
Ask the students to answer Activity III on page 100.
Directions:
Write the kind of the following sentences on the space provided.
Ask the students to do Activity IV on page 100.
Directions:
Transform all declarative sentences from exercises I-III to interrogative
statements and vice versa.

TRANSFER
4.1.
4.2.

DAY 6:

I learned that
Refer to performance task.

Homonyms

1. EXPLORE

1.1. Motivation: The teacher will show the students pictures of homonyms and make them match each homonym
to their partner.
1.2. The teacher will reveal the answer and then ask the students what they notice with the matching words.
1.3. Introduction:
1.3.1. Homographs: words that share the same spelling but have different meanings
1.3.2. Homonyms: homographs with the same pronunciation
1.3.2.1. Examples: days-daze, deer-dear, due-do, die-dye, fair-fare
1.3.3. Heteronyms: homographs with different pronunciation
1.3.3.1. Examples: bow-bow, minute-minute, row-row, dove-dove, wind-wind, lead-lead
2. FIRM UP
Learning Plan in English 8, Unit II: Africsn and Asian Narratives

2.1. The teacher will ask the students to think of another 5 examples of homonyms and heteronyms.
2.2. The teacher will ask the students to make an example sentence under each set of illustrations. Both words
should be used in one sentence.

3. DEEPEN

3.1. The teacher will ask the students to read their own examples in front of the class.

4. TRANSFER

4.1. Assignment: In your notebook, write a narrative that would answer the following questions:

1. When are the times that homonyms confused you?

2. What do you think is the significance of homonyms in our daily life?

DAY 1:
1.

The Post Office

EXPLORE
1.1.

Motivation
1.1.1. Ask the students to do Prior Knowledge I on page 101.
Directions:
Provide ideas which you can associate with a post office.

1.2.

Introduction
1.2.1.

Ask the students the following questions.

1.2.1.1. Do you consider your time precious? Why or why not?
1.2.1.1.1. Lead the student to realize that time is precious because no one can
turn them back.
1.2.1.2. Can you consider your health as a wealth? Defend your answer.
1.1.2.2.1. Lead the students to realize that health is wealth because good health
entails good life and future.
1.1.4. Elicit from the students that palsy means any of a variety of atonal muscular conditions
characterized by tremors of the body parts or the entire body; wince means to draw back; infancy
means very early childhood; splendid means magnificent and impudence means shamelessness.
2.

FIRM-UP
2.1.

2.2.
2.3.

Ask the students to read The Post Office on pages 102-118. Call one student per paragraph and
let him read it orally while the others are reading silently. Pause at certain parts of the story and
ask some questions.
Recall the important events in the story.
Lead the students to realize that the story is about a young boy who was locked in his room
because of his sickness. The story shows how the young boy changed the perspectives of the
people that passed through his window. The story also shows how India tried to be free from
British rule.

Learning Plan in English 8, Unit II: Africsn and Asian Narratives

DAY 2:
3.

DEEPEN
3.1.

DAY 3-6:
1.

Ask the students to answer Activity on page 119.

Directions: With your good health and time in your hands, reflect and narrate how you spend
each day of your life.

Four Basic Types of Sentence

EXPLORE
1.1.

Review
1.1.1.
1.1.2.
1.1.3.
1.1.4.
1.1.5.
1.1.6.
1.1.7.
1.1.8.

2.

FIRM-UP
2.1.

2.2.
2.3.
2.4.
2.5.
2.6.
2.7.
2.8.
2.9.

2.10.

3.

Recall the parts of a sentence.

Elicit from the students that the parts of a sentence are subject and predicate.
Recall the definition of subject.
Elicit from the students that subject is the doer of the action.
Recall the definition of predicate.
Elicit from the students that predicate describes the subject.
Ask the students to differentiate dependent from independent clause.
Elicit from the students that dependent clause cannot stand alone but has its own subject
and predicate. It starts with a subordinating conjunction. Independent clause can stand
alone.

Present the sentences below.

2.1.1. Filipinos prefer rice than mashed potato.
2.1.2. David Letterman and Jay Leno host some talk shows.
2.1.3. My son draws and colors cartoon characters.
Lead the students to realize that the sentences presented are simple sentences. A simple sentence
has one independent clause. It could have a simple subject or compound subject and simple
predicate or compound predicate.
Present the sentences below.
2.3.1. Mushrooms grow in damp places and they look like umbrellas.
2.3.2. I want to go to your party but I am busy.
Lead the students to realize that the sentences presented are compound sentences. It consists of
two independent clauses connected by a coordinating conjunction or semicolon.
Present the sentences below.
2.5.1. Many dead animals of the past changed to oil while others preferred to be gas.
2.5.2. Even though the sun is a star, it knows how to change back to sun in daytime.
Ask the students to underline the dependent clause once and the independent clause twice.
Elicit from the students the following.
2.7.1. Many dead animals of the past changed to oil while others preferred to be gas.
2.7.2. Even though the sun is a star, it knows how to change back to sun in daytime.
Lead the students to realize that the sentences presented are complex sentences. Complex
sentence contains one dependent clause and one independent clause linked by a subordinating
conjunction.
Present the sentences below.
2.9.1. Hatred which could destroy so much, never failed to destroy the man who hated, and
this was an immutable law.
2.9.2. Be who you are and say what you feel because those who mind dont matter and those
who matter dont mind.
Lead the students to realize that the sentences presented are compound-complex sentences. A
compound-complex sentence has at least two independent clauses and at least one dependent
clause.

DEEPEN
3.1.

Ask the students to answer Activity A on pages 128-130.

Directions:
Select the option that best describes the sentence.

Learning Plan in English 8, Unit II: Africsn and Asian Narratives

3.2.

4.

Ask the students to answer Activity B on pages 130-131.

Directions:
Identify the type of each sentence by filling in the table below with the sentence
number.

TRANSFER
4.1.
4.2.

I learned that
Refer to performance task.

Learning Plan in English 8, Unit II: Africsn and Asian Narratives