SUBJECT: ENGLISH

LEARNING PLAN
GRADE 8
DAY:1st quarter 1st week June 4,5,6,7
UNIT TOPIC: UNDERSTANDING AFRICAN BEGINNINGS THROUGH ITS POETRY AND FOLKLORE
SUB TOPIC: AFRICAN LIFE THROUGH ITS POETRY (The Village of Round and Square Houses)

LEARNING COMPETENCIES:
EN8V-IA-10.2:
Determine the meaning of idiomatic expressions by noting context clues and collocations.
EN8WC-Ia-1.1.6.1:
Present ideas using a variety of graphic organizers
EN8LT-Ia-8.1:
Identify the distinguishing features of notable African chants, poems, folktales, and short stories
LEARNING TARGETS:
1. Identify the elements of a poem.
2. Determine the meaning of idiomatic expressions.
3. Present the theme of the poem and details that led to this conclusion using graphic
organizers
EXPLORE:
A. MEET THE AUTHOR AND HER BOOK
The teacher will give an overview about the author of the poem “The Village of Round and
Square Houses” and her purpose in writing this poem.
B.LET’S START WITH IDIOMS
The teacher will post a chart containing some idioms that will appear in the poem.
FIRM UP:
C. READING TIME
The teacher will provide individual copies to the students of the poem.
D. BUILDING READING SKILLS
The students will share their ideas to their classmates and teacher with the use of some
guide questions.
E. THEMATIC TIME (GROUP TASKS 1)
The students will fill in the graphic organizer (THEME) for the poem and will write the details
that led them to the conclusion they’ve made.

DEEPEN
F. POEM ANALYSIS DISCUSSION
The students with the help of the teacher will analyse the poem using the basic elements of
a poem.
G. THEMATIC REVELATION
Teacher will process the output of the students in (THEMATIC TIME GROUP TASKS 1).
TRANSFER
H. REFLECTION TIME
Students will make their own reflection about the poem and their learning from the whole
lesson.
SUBJECT: ENGLISH
LEARNING PLAN
GRADE 8
DAY: 1st quarter 2nd week
UNIT TOPIC: UNDERSTANDING AFRICAN BEGINNINGS THROUGH ITS POETRY AND FOLKLORE
SUB TOPIC: AFRICAN LIFE THROUGH ITS POETRY (The Village of Round and Square Houses)
LEARNING COMPTENCIES:
EN8RC-Ia-7.2:
Scan for logical connectors to determine the text type.
EN8G-Ia-7:
Use parallel structures.
EN8G-Ia-8:
Use appropriate cohesive devices in composing an informative speech.

LEARNING TARGETS:
1. Locate logical connectors to determine the text type.
2. Observe parallelism in constructing expanded sentences.
3. Compose an informative speech that explains or describes a process.
EXPLORE:
A. A. MEET THE AUTHOR AND HER BOOK
The teacher will give an overview about the author of the poem “The Village of Round and Square
Houses” and her purpose in writing this poem.
B. MEANING MATCHING
The students will familiarize the meanings of unfamiliar words that they will encounter in the text.
FIRM UP:
C. SILENT READING
Students will be provided individual copies of the text.
D. MEMORY EXPLOSION (Activity1)
Teacher will instruct students to locate logical connectors in the text to determine its type.
DEEPEN:
E. INTERACTIVE DISCUSSION 1.1
The teacher, with the students will set a discussion on parallel structures and using parallel structures.
F. INTERACTIVE DISCUSSION 1.2
The teacher with the students will have another set of discussion on informative speech and in
constructing it.
TRANSFER:
G. MASTERPIECE
Students will construct an informative paragraph that explains or describes a process observing
appropriate usage of parallelism.
SUBJECT: ENGLISH
LEARNING PLAN
GRADE:8
DAY:1st quarter 3rd week June 10,11,13,14
UNIT TOPIC: UNDERSTANDING AFRICAN BEGINNINGS THROUGH ITS POETRY AND FOLKLORE
SUB TOPIC: AFRICAN BELIEFS THROUGH ITS FOLKLORE (Owner of the Sky: Olorun the
Creator) and (Anansi’s Tales)
LEARNING COMPETENCIES:
EN8LT-Ib-8:
Describe the notable literary genres contributed by African writers
EN8VC-Ib-8:
Use context clues from the material viewed to determine the meaning of unfamiliar words or
expressions
EN8LC-Ib-5.1:
Listen for important points signalled by volume, projection, pitch, stress, intonation, juncture,
and rate of speech
LEARNING TARGETS:
1. Identify the literary genres being used in the text.
2. Determine the meaning of context clues and its importance. *
3. Use appropriate prosodic features of speech when delivering lines. *
EXPLORE:
A. BUILD YOUR BACKGROUND
Teacher will give a background and some important points about the African literature.
B. CONNECT YOUR EXPERIENCE
Students will share a Philippine folktale that they remember to their classmate.
Students will be asked if what they know about how lands were created.
C. WORDS TO KNOW
Teacher will post a chart containing unfamiliar words and students will guess the meaning of
the words through the guide of context clues. Students will read what is being posted on the
board observing appropriate prosodic features.
FIRM UP:
D. Silent Reading
Students will be provided individual copies of the myth and the tale.
E. Reading Skills
The students will answer some questions from the text read.
F. Literary Skills
Students will work with their group to identify literary elements in the myth and the legend
by completing a table, and present their work to the class.
DEEPEN:
G. INTERACTIVE DISCUSSSION
The teacher, together with students, will have a discussion about literary genres and will find
out what type of literary genre the text they’ve read.
TRANSFER:
H. SENSORY DETAIL CHART
With the use of chart, students will go through the folklore and identify images or words and
phrases that contain sensory details.
SUBJECT: ENGLISH
LEARNING PLAN
GRADE:8
DAY:1st quarter 4th week
UNIT TOPIC: UNDERSTANDING AFRICAN BEGINNINGS THROUGH ITS POETRY AND FOLKLORE
SUB TOPIC: AFRICAN BELIEFS THROUGH ITS FOLKLORE (Owner of the Sky: Olorun the
Creator) and (Anansi’s Tales)
LEARNING COMPETENCIES:
EN8SS-Id-1.5.1:
Skim to determine key ideas
EN8VC-Id-9:
Organize information from a material viewed.
EN8V-Id-10.2:
Determine the meaning of idiomatic expressions by noting context clues and collocations.
LEARNING TARGETS:
1. Performing skimming to determine key ideas.
2. Establish information from the text to identify similarities and differences.
3. Pair and combined words to make collocations
EXPLORE:
A. BUILD YOUR BACKGROUND
Teacher will give a background and some important points about the African literature.
B. MEANING MATCHING
The students will familiarize the meanings of unfamiliar words that they will encounter in the
text.
FIRM UP:
C. SILENT READING
Students will be provided individual copies of the text.
D. COMPARE AND CONTRAST (Activity1)
Students will identify similarities and differences of the tales in relation to the theme using
Venn diagram.
E. SKIMMING TIME (Activity2)
By using speed reading and skimming, students will go through “Anansi’s Tales” and look fpr
cause-effect relationships. Then, prepare a note-taking guide by filling out the cause-and-effect
chart.
DEEPEN:
F. DISCUSSION
The teacher, with the students will have an interactive discussion regarding noting
collocations.
G. NOTING COLLOCATIONS (Activity3)
Students will combine words or phrases that will lead to collocations by deciding which can be
paired with COME and GO, DO and MAKE.
TRANSFER:
G. Students will encircle the statement that uses the best collocations.
SUBJECT: ENGLISH
LEARNING PLAN
GRADE:8
DAY: 1st quarter 5th week
UNIT TOPIC: APPRECIATING AFRICAN CULTURE AND LIFE THROUGH ACCOUNTS
SUB TOPIC: AFRICAN VIEWS THROUGH ITS STORIES (HALF A DAY)
LEARNING COMPETENCIES:
EN8G-Id-8:
Use appropriate cohesive devices in composing an informative speech
EN8LT-Ic-2.2.1
Express appreciation for sensory images used.
EN8V-Ic-10.2
Determine the meaning of idiomatic expressions by noting context clues and collocations
LEARNING TARGETS:
1. Identify the different types of cohesive devices.
2. Determine cohesive devices used in the article.
3. Identify images or words and phrases that contain sensory details.
4. Determine expressions using context clues.
5. Predict the meaning and collocation of each idiom.
EXPLORE:
A. MEET THE AUTHOR
The teacher will introduce the author and will give copies of a short article containing the
journey of the author.
B. PICTURE ANALYSIS
The students are asked to make guesses and inferences about the story using the pictures.
C. MEANING MATCHING
The students will familiarize the meanings of unfamiliar words and expressions they will
encounter in the text using context clues and collocation.
FIRM UP:
D. SILENT READING
Students will be provided individual copies of the text “HALF A DAY”.
E. TEXT ANALYSIS
After the text has been read and analyse the students, teacher will introduce all about
imagery and will let the students scan the text to locate sentences that the author uses
imagery.
DEEPEN
F. DISCUSSION VERSION 2.0
Teacher will now introduce about Cohesive Devices.
G. LANGUAGE WORKSHOP
Students will get their article about the author and will look for the cohesive devices used
and will encircle them same with the text “HALF A DAY”
TRANSFER
H. MY OWN MASTERPICE
Students will make a short story and they will use imagery and cohesive devices accordingly.
SUBJECT: ENGLISH
LEARNING PLAN
GRADE:8
DAY: 1st quarter 6th week
UNIT TOPIC: APPRECIATING AFRICAN CULTURE AND LIFE THROUGH ACCOUNTS
SUB TOPIC: AFRICAN VIEWS THROUGH ITS STORIES (HALF A DAY)
LEARNING COMPETENCIES:
EN8RC-If-7:
Use the appropriate reading style (scanning, skimming, speed reading, intensive reading etc.)
for one’s purpose
EN8WC-If-6.1:
Arrange notes using a variety of graphic organizers
EN8LC-If-5.2:
Note the changes in volume, projection, pitch, stress, intonation, juncture, and rate of speech
that affect meaning
LEARNING TARGETS:
1. Apply skimming method to determine one’s purpose of using words.
2. Organize information using graphic organizer.
3. Differentiate incorrect juncture and correct juncture.
EXPLORE:
A. MEET THE AUTHOR
The teacher will introduce the author and will give copies of a short article containing the
journey of the author.
B. MEANING MATCHING
The students will familiarize the meanings of unfamiliar words they will encounter in the text.
FIRM UP:
C. SILENT READING
Students will be provided individual copies of the two texts.
D. SKIMMING TIME (Activity1)
Students will apply skimming method to answer questions and give justification why such
words being used.
E. LITERARY SKILLS (Activity2)
Students will analyse how the plot in the story works by completing the chart.
DEEPEN:
F. DISCUSSION
Teacher will discuss about juncture (incorrect juncture and correct juncture) and how useful it
is in delivering a speech.
TRANSFER:
G. OWN MASTERPICE
Students will make a speech regardless of their choice and will deliver it in front of the class
observing juncture.
SUBJECT: ENGLISH
LEARNING PLAN
GRADE:8
DAY1st quarter 7th week
UNIT TOPIC: APPRECIATING AFRICAN CULTURE AND LIFE THROUGH ACCOUNTS
SUB TOPIC: AFRICAN TRADITION THTOUGH ITS NON-FICTION (Stirring Up Trouble, Nelson:
Cow’s Best Friend, An Autobiography)
LEARNING COMPETENCIES:
EN8LT-Id-2.2.3:
Determine tone, mood, technique, and purpose of the author.
EN8WC-Id-1.1:
Generate ideas and their relationships.
EN8V8WC-Id-1.1.6:
Organize ideas in one-step word, phrase, and sentence outline forms
LEARNING TARGETS:
1. Determine the meaning of words and expressions that reflect the local culture using context
clues.
2. Organize ideas using a chart.
3. Identify the different author’s purpose in writing.
EXPLORE:
A. BUILD YOUR BACKGROUND
Teacher will give an overview on how does Africa’s history and environment influence African
writers?
B. MEANING MATCHING
The students will familiarize the meanings of unfamiliar words and expressions they will
encounter in the text.
FIRM UP:
C. SILENT READING
Students will be provided individual copies of the text.
D. READING SKILLS
Students will think about the personal narratives and share their ideas in the class based on
the questions that teacher will throw randomly.
E. Pair up and go over “STIRRING UP TROUBLE” carefully. (Activity1)
Students will take note of important details. They will go to decide which information should
go into each box. Phrases or words are allowed but sentences are not.
DEEPEN
E. DISCUSSION VERSION 2.0
Teacher will discuss the different author’s purposes in writing.
F. PURPOSEFUL ACTIVITY (Activity2)
Students are going to fill up the AUTHOR’S PURPOSE CHART based on each selection they’ve
read.
TRANSFER:
G. PERSONAL INSIGHTS
Students will write a one-paragraph essay showing their key-takeaways from the lesson.
SUBJECT: ENGLISH
LEARNING PLAN
GRADE:8
DAY1st quarter 8th week
UNIT TOPIC: APPRECIATING AFRICAN CULTURE AND LIFE THROUGH ACCOUNTS
SUB TOPIC: AFRICAN TRADITION THTOUGH ITS NON-FICTION (Stirring Up Trouble, Nelson:
Cow’s Best Friend, An Autobiography)
LEARNING COMPETENCIES:
EN8LT-Ih-3:
Explain how a selection may be influenced by culture, history, environment or other factors
EN8OL-Ih-3:12
Highlight important points in an informative talk using appropriate presentation aids
EN8G-Ih-8
Use appropriate cohesive devices in composing an informative speech
LEARNING TARGETS:
1. Explain how each narratives effect or influenced by many factors.
2. Compose own narrative speech of their own choice of topic following appropriate steps.
3. Integrate appropriate cohesive devices in composing informative speech.
EXPLORE:
A. BUILD YOUR BACKGROUND
Teacher will give an overview on how does Africa’s history and environment influence African
writers?
B. MEANING MATCHING
The students will familiarize the meanings of unfamiliar words and expressions they will
encounter in the text.
FIRM UP:
C. SILENT READING
Students will be provided individual copies of the two texts.
D. EXAMINE TIME (Activity1)
Students will go closer to the writings. They will think if culture, history, environment and
other factors may have an influenced in the selection and ifit is also true in personal narratives.
They have to support their answer.
DEEPEN:
E. LANGUAGE WORKSHOP
The teacher will have a discussion on using other types of cohesive devices in writing an
informative speech.
F. ABOUT TO WRITE
Teacher will have another set of discussion to impart what are the appropriate ways in writing
informative speech.
TRANSFER:
G. OWN MASTERPIECE
Students will compose an informative speech applying different cohesive devices and
highlighting important point7s in it by following the accurate ways in constructing such typo of
speech.
SUBJECT: ENGLISH
LEARNING PLAN
GRADE 8
DAY: 2nd quarter (1st week
UNIT TOPIC: Gaining Insights from the Classics of China and Japan
SUB TOPIC: China-Land of the Dragon (From the Analects)
LEARNING COMPETENCIES:
EN8RC-IIa-2.22:
Evaluate the personal significance of a literary text.
EN8RC-IIa-2.18:
Relate connect or theme to previous experiences and background knowledge.
EN8LC-IIa-7.2:
Employ projective listening strategies with longer stories.
EN8G-IIa-9:
Use appropriate grammatical signals or expressions suitable to each pattern of idea
development:
*general to particular pattern
LEARNING TARGETS:
1. Express opinion about some important teaching of notable writers.
2. Relate personal experiences based on the teaching of notable writers.
3. Identify projective listening.
4. Use signal words and expressions accordingly.
EXPLORE:
A. BUILD YOUR BACKGROUND
Students will be given a chance to read a short article about the one of the notable writers in
China.
B. CONNECT YOUR EXPERIENCE
Students will write a one paragraph essay containing of what makes people wise and whom
they consider to be a wise person.
C. MEANING MATCHING
The students will familiarize the meanings of unfamiliar words they will encounter in the
teachings of one of the notable writers in China.
FIRM UP:
D. THE TEACHINGS
Students will be provided individual copies of the analects by Confucius and will try to give
some important values from each teaching.
E. LISTENING TIME
Students will listen attentively as their teacher will read a long narrative and they will answer
some questions afterwards.
DEEPEN:
F. INTERACTIVE DISCUSSION
The teacher will discuss the type of listening that the students employ as they listen to the
long narrative.
G. LANGUAGE WORKSHOP
 Teacher will have now the discussion regarding using signal words and expressions (General
to Particular Pattern).
TRANSFER:
H. WRITING WORKSHOP
Students will write a paragraph about their learning from the lesson using proper signal words
and expressions (General to Particular Pattern).
SUBJECT: ENGLISH
LEARNING PLAN
GRADE 8
DAY: 2nd quarter (2nd week)
UNIT TOPIC: Gaining Insights from the Classics of China and Japan
SUB TOPIC: China-Land of the Dragon (From the Analects)
LERANING COMPETENCIES:
EN8V-IIb-24.1:
Distinguish between and among verbal situation, and dramatic types of irony and give
examples of each
EN8WC-IIb-2.8:
Compose effective paragraph
EN8WC-IIb-2.8.8”
Use a variety of technique to introduce a topic
LEARNING TARGETS:
1. Know and differentiate the different types of irony.
2. Create effective paragraph following series of instructions.
3. Think a topic and will be able to introduce it in an interesting way.
EXPLORE:
A. PICTURE ANALYSIS
The students will make guesses and inferences about the picture
B. PUZZLED IT OUT
Students will arrange a cut out pictures that is essential in the topic.
FIRM UP:
C. EXAMINE THEM
Teacher will give sentences and will asked students what they have observed in the sentence.
D. DISTINGUISHING TYPES OF IRONY
1. Teacher will discuss about the types of irony.
2. READ, INDICATE AND LOOK FOR IRONY (Activity1)
Students will read a paragraph silently and will look for examples of irony and will indicate
what type of irony it is.
DEEPEN:
E. DISCUSSION
Teacher will discuss about writing a paragraph, how to introduce a topic.
F. WRITING WORKSHOP (Activity2)
Students will create a short paragraph applying the things being discussed.
TRANSFER:
Students will individually create a paragraph that is effective and topic is introduced using a
technique to make it exciting and appealing.
SUBJECT: ENGLISH
LEARNING PLAN
GRADE 8
DAY: 2nd quarter 3rd week
UNIT TOPIC: Gaining Insights from the Classics of China and Japan
SUB TOPIC: Japan-Land of the Rising Sun (The Happy Mirror)
LEARNING COMPETENCIES:
EN8RC-IIb-2.22:
Evaluate the personal significance of a literary text.
EN8G-IIb-9:
Use appropriate signals or expressions suitable to each pattern of idea developments:
*claim and counterclaim
EN8WC-IIb-2.8:
Compose effective paragraphs
LEARNING TARGETS:
1. Value the importance of a literary text.
2. Differentiate claim and counterclaim signal words.
3. Write an explanatory paragraph about something they have read, seen, done, or
experienced.
EXPLORE:
A. BUILD YOUR BACKGROUND
Teacher will give an overview about Japanese Literature, Japanese Folklore Forms and
Notable Japanese Folktales and Legends
B. PICTURE ANALYSIS
The students are asked to make guesses and inferences about the story using the pictures.
C. MEANING MATCHING
The students will familiarize the meanings of unfamiliar words they will encounter in the text.
FIRM UP:
D. Silent Reading
Students will be provided individual copies of the text.
E. Comprehension and Reading Skills (Group Activity 1)
Students will be grouped into 4. They have to review the folktale together and will answer
the questions.
F. COMPARE AND CONTRAST (Group Activity 2)
With the sane group students will compare the story to another story that they have read
using the Comparison and Contrast Chart, perhaps about one from Chinese or Philippine
Literature.
DEEPEN:
G. INTERACTIVE DISCUSSION
The teacher, with the students will set a discussion on Using Claim and Counterclaim Signal
Words.
TRANSFER:
H. COMPOSITION TIME
Students will compose an effective paragraph Using Claim and Counterclaim Signal Words.
SUBJECT: ENGLISH
LEARNING PLAN
GRADE 8
DAY: 2nd quarter 4rd week
UNIT TOPIC: Gaining Insights from the Classics of China and Japan
SUB TOPIC: Japan-Land of the Rising Sun (The Happy Mirror)
LEARNING COMPETENCIES:
EN8RC-IId-2.22:
Evaluate the personal significance of a literary text
EN8WC-IId-2.8:
Compose effective paragraphs
EN8G-IId-9:
Use appropriate grammatical signals or expressions suitable to each pattern of idea
development: claim and counterclaim
LEARNING TARGETS:
1. Answer questions about the literary text.
2. Create effective explanatory paragraphs.
3. Differentiate claim and counterclaim
EXPLORE:
A. BUILD YOUR BACKGROUND
Teacher will give an overview about Japanese Literature, Japanese Folklore Forms and
Notable Japanese Folktales and Legends
B. PICTURE ANALYSIS
The students are asked to make guesses and inferences about the story using the pictures.
C. MEANING MATCHING
The students will familiarize the meanings of unfamiliar words they will encounter in the text.
FIRM UP:
D. COMPREHENSION AND READING SKILLS (Activity1)
Students will answer a series of questions about the text.
E. LITERAY SKILLS
Students will pair up and analyse the story elements present in “The Happy Mirror”. They will
use a chart in recording the details.
DEEPEN:
F. DISCUSSION 1
Teacher will discuss about explanatory paragraphs.
G. DISCUSSION 2
Teacher will discuss the claim and counterclaim signal words.
H. CLASSIFY AND UNDERLINE AND ENCIRCLE (Activity2)
Students will read passages and will classify statement as claim or counterclaim and underline
the claim and box the statement that shows the reason or evidence for the claim and encircle
the counterclaim and underline twice the statement that shows evidence or reason for the
counterclaim.
TRANSFER:
H. WRITING WORKSHOP
Students will write an effective explanatory paragraph following series of steps.
SUBJECT: ENGLISH
LEARNING PLAN
GRADE 8
DAY: 2nd quarter 5th week
UNIT TOPIC: Finding Links Between Korean and Chinese Fiction
SUB TOPIC: Korea- Land of the Morning Calm (The Tiger’s Whiskers)
LEARNING COMPETENCIES:
EN8RC-IIc-2.1.7:
React to assertions made by the author in the text.
EN8G-IIc-9:
Use appropriate signals or expressions suitable to each pattern of idea developments:
*problem-solution
EN8RC-IIc-2.22:
Evaluate the personal significance of a literary text.
LEARNING TARGETS:
1. Respond to author’s assertion in the text.
2. Use and identify appropriate signals or expressions suitable to each pattern of idea
developments:
*problem-solution
3. Value the implication of a literary text.
EXPLORE:
A. BUILD YOUR BACKGROUND
The teacher will provide an overview about Korean Literature its Classical and Modern Period.
B. PICTURE ANALYSIS
The students will make guesses about the pictures that will lead them to guess the topic.
C. MEANING MATCHING
The students will familiarize the meanings of the unfamiliar words they will encounter in the
text.
FIRM UP:
D. SILENT READING
Students will be provided individual copies of the text.
E. MEMORY BLAST (Activity1)
The students will complete a series of oral-drills on the basic information from the text read.
F. TEXT ANALYSIS (Activity2)
The students will analyse the text and will make personal responds to the line that the author
has given.
DEEPEN:
G. DISCUSSION
The teacher, with the students will set a discussion on using and identifying signals or
expressions suitable to each pattern of idea developments: problem-solution
H. FIND WHAT IS CORRECT (Activity3)
Teacher will distribute individual copies of another set of text to students. They will have to
box the problem and circle the solution and identify the signal or transition/s words used.
TRANSFER:
I. MAKING IMPLICATION
Students will write an implication about the text.
SUBJECT: ENGLISH
LEARNING PLAN
GRADE 8
DAY: 2ND quarter 6th week
UNIT TOPIC: UNIT TOPIC: Finding Links Between Korean and Chinese Fiction
SUB TOPIC: Korea- Land of the Morning Calm (The Tiger’s Whiskers)
LEARNING COMPETENCIES:
EN8V-IIf-10.1.4:
Identify igures of speech that show emphasis (hyperbole)
EN8LT-IIf-2.2.3:
Determine tone, mood, technique and purpose of the author
LEARNING TARGETS:
1. Recognize figures of speech particuary hyperbole.
2. Know the tone, mood, technique and purpose of the author.
EXPLORE:
A. CONNECT YOUR EXPERIENCE:
Students wil fill in the KWL Chart about of what they know about Korean Drama.
B. MEANING MATCHING
The students will familiarize the meanings of the unfamiliar words they will encounter
in the text.
FIRM UP:
C. SILENT READING
Students will be provided individual copes of the folktale.
D. . MEMORY BLAST (Activity1)
Students will complete a series of oral-drills on the basic information from the text
read.
DEEPEN:
E. M.A.P. (mood, author’s purpose) (Activity2)
Students will answer some questions to identfy the mood and author’s purpose of the
folktale.
F. DISCUSSION:
Teacher will discuss about figures of speech focusing hyperbole.
G. EXERCISE (Activity3)
Students will unerline the phrase of given sentences that exemplifies a hyperbole.
TRANSFER:
H. MAKING HYPERBOLE
Students will make a one-paragraph that shows hyperbole.
SUBJECT: ENGLISH
LEARNING PLAN
GRADE 8
DAY: 2nd quarter 7th week
UNIT TOPIC: Finding Links Between Korean and Chinese Fiction
SUB TOPIC: Literatures of Modern China (Two Kinds)
LEARNING COMPETENCIES:
EN8V-IIg-10.1.4
Identify figure of speech that show emphasis (hyperbole and litotes)
EN8WC-IIg-2.2:
Develop paragraphs that illustrate each text type (narrative in literature, expository, factual
and personal recount, persuasive)
EN8OL-IIg-3:
Deliver a self-composed entertainment speech using all the needed speech conventions.
LEARNING TARGETS:
1. Recognize figure of speech that show emphasis (litotes)
2. Compose a persuasive paragraph.
3. Convey a self-composed entertainment speech.
EXPLORE:
A. GETTING TO KNOW THE AUTHOR
The teacher will provide an overview about the author of the text “Two Kinds” and a plot
summary of “Two Kinds” and the background of the story.
B. MEANING MATCHING
The students will familiarize the meanings of the unfamiliar words they will encounter in the
text.
FIRM UP:
C. SILENT READING
Students will be provided individual copes of the short story.
D. MEMORY BLAST
Students will complete a series of oral-drills on the basic information from the text read.
DEEPEN:
E. INTERACTIVE DISCUSSION
The teacher, with the students will set a discussion on figure of speech (litotes). Next, is
persuasive paragraph and entertainment speech and how to write appropriately each speech
and paragraph.
F. IDENTIFYING LITOTES
The teacher will give examples and students will identify which examples contain litotes.
TRANSFER:
G. GO OVER
Students will go over “Two Kinds” again and find as many examples of litotes. They will
entitle it as “Little Compilation of Litotes.”
H. OWN MASTERPIECE
Students will make a paragraph that persuade and entertain. They will deliver it in front of the
class.
SUBJECT: ENGLISH
LEARNING PLAN
GRADE 8
DAY: 2nd quarter 8th week
UNIT TOPIC: Finding Links Between Korean and Chinese Fiction
SUB TOPIC: Literatures of Modern China (TWO KINDS)
LEARNING COMPETENCIES:
EN8RC-IIh2.15:
Organize information in tables, graphs, and maps
EN8LT-IIh-2.3:
Draw similarities and differences of the featured selection in relation to the theme.
EN8G-IIh-9:
Use appropriate grammatical signals or expressions suitable to each pattern of idea
development: cause-effect
LEARNING TARGETS:
1. Establish information in tables, graphs, and maps.
2. Infer similarities and differences of the featured selection in relation to the theme.
3.Practice appropriate grammatical signals or expressions suitable to each pattern of idea
development: cause-effect
EXPLORE:
A. GETTING TO KNOW THE AUTHOR
The teacher will provide an overview about the author of the text “Two Kinds” and a plot
summary of “Two Kinds” and the background of the story.
B. MEANING MATCHING
The students will familiarize the meanings of the unfamiliar words they will encounter in the
text.
FIRM UP:
C. SILENT READING
Students will be provided individual copes of the short story.
D. MEMORY BLAST (Activity1)
Students will complete a series of oral-drills on the basic information from the text read.
E. CORRECT INCORRECT (Activity2)
Students will complete a chart as they organize details from “Two Kinds”. In the third column,
they will write CORRECT if the prediction is right and INCORRECT if the prediction is wrong and
in the fourth column, they will describe what happened.
F. COMPARING
Students will look back at the last selection they have studied encountered in the previous
lessons. They will draw out the similarities and differences of the two in relation to the lesson or
theme for the quarter. The two-way Venn diagram will be used to plot their ideas.
DEEPEN:
G. INTERACTIVE DISCUSSION
The teacher, with the students will set a discussion on the cause and effect.
H. FOLKTALE INVENTORY (Acivity3)
The students will look back on the text “Two Kinds” and will pick up sentences or events that
show cause and effect relationship.
TRANSFER:
I. OWN MASTERPIECE
Students will make a cause and effect paragraph on any of the following topics:
1. The effect of a parent, teacher, or friend on your life.
2. The effects of cramming for an examination.
3. The effects of peer pressure.
4. Why some students cheat.
5. The effects of growing up with a personal computer.
6. The effects of poverty on an individual.
7. The effect of bullying to a person.
8. Why more and more students are taking online classes.