Assumption Iloilo
Unit Plan
Subject: Communication Arts in English 8
Unit Plan: Thailand: Ethics of a Nation
Teacher: Krystlene Anne Rojo
ESTABLISHED GOALS
Content Standards:
The learner demonstrates
understanding of Southeast Asian
Literature as mirror to a shared
heritage; coping strategies in
processing textual information;
strategies in examining features of a
listening and viewing material;
structural analysis of words and
propaganda techniques; and
grammatical signals for opinion-
making, persuasion, and emphasis.
Performance Standard:
The learner composes and delivers a
persuasive speech based on an
informative essay featuring use of
properly acknowledge information
sources, grammatical signs for
opinion-making, persuasion, and
emphasis.
Third Quarter: Southeast Asia: Currents of Change
Time Frame: 6 meetings
STAGE 1 – DESIRED RESULTS
TRANSFER
The learners will be able to follow the steps of the writing process in writing an explanation and delivers it in class with appropriate prosodic features.
MEANING
Essential Questions (EQ) Essential Understanding (EU)
Students will understand that…
1) 1)
2) Why interpret symbols? 2) Being able to interpret symbols helps one to understand a text and enjoy
reading it better.
3) Why are verbal idioms an important means of language? 3) Verbal idioms helps create a more meaningful sentence for an effective
communication.
AQUISITION
Knowledge (K) Skills (S)
Learners will know… Learners will be skillet at…
1. the meaning of a word based on how it is used 1. getting the meaning of a word based on how it is used
2. the rules of moral behavior and traditional values from 2. inferring the rules of moral behavior and traditional values from sayings
sayings or proverbs or proverbs
3. the typical Chinese during the time Confucius 3. describing the typical Chinese during the time of Confucius
4. proverbs and maxims with their literary devices – 4. appreciating proverbs and maxims; recognizing literary devices used in
imagery, simile and metaphor, personification, proverbs and maxims
alliteration, repetition, and parallelism 5. interpreting epigrams
5. epigrams 6. reading and appreciating a folktale
6. folktale 7. exploring denotations and connotations
7. denotations and connotations 8. listening or viewing actively and attentively
8. word stress 9. observing correct word stress
9. significant and insignificant details 10. distinguishing significant details from insignificant details
10. scan for literary text 11. uses scanning as one of the reading techniques
11. the subject and predicate of a sentence 12. identifying the subject and the predicate of a sentence
12. sentence fragment 13. complete a fragment with a subject or a predicate
 STAGE 2 – EVIDENCE
ASSESSMENT EVIDENCE
Performance Task
Tourism Advertisement
You are a group of visitors from each Southeast Asian countries (Thailand, Malaysia, Indonesia, Singapore and Philippines) gathered together in one multicultural event. You have to persuade the audience to
come and visit your country in the form of an advertisement and a brochure. You are going to promote your country by sharing its beauty which includes amazing facts, beautiful destinations, culture and
tradition, food and lifestyle and famous people who have contributed to the countries literature.
 Rubrics on Writing a Sequel
Criteria Score 4 – Very Good 3 – Good 2 – Fair 1 – Poor

Conflict Conflict is depicted very clearly. There is an attempt to build the Conflict is vaguely depicted. The story does not have any clear
The entire story is built around story around a conflict, though Attempt to integrate it into the conflict.
the conflict. some parts veer away from it. action of the story.

Development of Plot The writing shows clear evidence The writing shows adequate The writing shows some evidence The writing lacks evidence of
of insightful reflection, containing evidence of insightful reflection, of meaningful reflection, but meaningful reflection, and
well-developed thoughts and containing generally well- several thoughts and ideas are thoughts and ideas are hardly
ideas. developed thoughts and ideas. not clearly developed. developed.

Character All ideas are connected and Most ideas are connected and Ideas are often not connected Ideas are hardly connected
arranged clearly and effectively. arranged clearly and effectively. neither arranged clearly nor arranged clearly or effectively.
effectively.

Setting The writing shows a clear grasp The writing shows adequate The writing shows some grasp of The writing shows lack of grasp
of the prewriting, drafting, and grasp of the prewriting, drafting, the prewriting, drafting, and of the prewriting, drafting, and
revising steps of the writing and revising steps of the writing revising steps of the writing revising steps of the writing
process. process. process. process.

Conventions There are no errors in grammar, There are few errors in grammar, There are several errors in There are many errors in
punctuation, or spelling. punctuation, or spelling. grammar, punctuation, or grammar, punctuation, or
spelling. spelling.

Original rubric prepared by Nicolas M. Galvez, Jr.

 Rubrics on Performing the Sequel
2 3 4 5
Criteria/ Score Beginner Satisfactory Proficient Excellent
Vocal/Verbal Expression  Little verbal or vocal use.  Occasionally demonstrates  Demonstrates variety in volume, tone,  Demonstrates variety in volume,
 Expression monotone or difficult to variety in one or two of the pitch and voice quality. tone, pitch and voice quality
hear. criteria.  Expression is interesting and appropriate to character.
 Expression is mostly understandable.  Expression enhances character/
understandable. situation.
Focus  Performance inconsistent.  Performance mostly consistent  Flashes of spontaneity and style  Performance is alive and explores
and relatively smooth. enliven solid performance. the bounds of form.
Enunciation  Words are not clearly enunciated.  Some words are clearly  Most words are clearly enunciated.  All words are clearly enunciated.
 Presentation is incomprehensible. enunciated.  Most of the presentation is  Presentation is easily understood.
And  Voice is inaudible.  Some of the presentation is comprehensible.  Volume projects well.
comprehensible.  Volume is adequate  All audience members can easily
Volume  Volume is too low. hear the presentation.
Conventions  There are many errors in  There are several errors  There are few errors in  There are no errors in
grammar, punctuation, or in grammar, punctuation, grammar, punctuation, or grammar, punctuation, or
spelling. or spelling. spelling. spelling.
Preparedness  Students have not practiced and/or  Students have practiced and a  Students have practiced and the  Students are well prepared.
planned presentation thoroughly. general outline with some details outline is clear and ordered.  It is obvious from the polish and
And Professionalism  Attendance for rehearsals and are in place.  Most details are planned ahead. ease of the performance that much
performances consistently late or not  Attend every rehearsal and  Attend nearly every rehearsals and practice and planning has taken
at all. performances late at times. every performance. place.
 On time for all rehearsals and
performances.
Other Evidences
a. Interpretation of symbols
b. Understanding of idioms
c. “Book of Idioms” making
d. Pronunciation drills
e. Identification of significant and insignificant details
f. Identification of participles and participial phrases
g. Correcting sentences with the confusions of using verbs and participles
 STAGE 3 – LEARNING PLAN
DAY 1 – Introduction to Thailand
I. Objectives: At the end of a 50-minute lesson, Grade 8 learners should be able to:
1. share interesting facts/information about Thailand;
2. listen attentively to the sharing of classmates, and
3. speak with confidence and proper sound of English.
II. Resources:
Reference:
 Literature Text book
Ribo, L.M., Galvez, N.M., & Malicsi, M.A.E. (2013). Language in Literature. Afro-Asian
Literature. 1253 G. Araneta Ave., Quezon City: Vibal Publishing House, Inc.
Materials:
 PowerPoint Presentation
III. Learning Experience
A. Routines
1. Speak-a-minute
2. Idiom-for-the-Day
B. Motivation
Show various photos from Thailand.
C. Presentation
1. Flash on screen facts and trivia about Thailand.
D. Discussion
1. Let learners share their ideas with their buddy.
2. Share their information to the class.
3. Learners are encouraged to ask questions for clarification.
4. Discuss with the learners insights, skills, and values they gain by reading the lesson opener.
E. Synthesis
China is the land of the free and smiles in Asia.
F. Evaluation
Give the learners time to do “Metacognitive Logs”
3 things you learned today (Whyis Thailand known as the land of the free and smiles? )
2 thing you’d like to learn (What things you want to learn more about Thailand?)
1 question you still have in mind.
G. Assignment
Read “Til Hearts End” on pp. of their book and answer the guide questions.
DAY 2 – ‘Til hearts end” interpreting symbols
I. Objectives: At the end of a 50-minute lesson, Grade 8 learners should be able to:
1. identify the different symbols ;
2. understand the hidden meanings of symbols and,
3. use the symbols in a meaningful sentence
II. Resources:
Reference:
 Literature Text book
Ribo, L.M., Galvez, N.M., & Malicsi, M.A.E. (2013). Language in Literature. Afro-Asian
Literature. 1253 G. Araneta Ave., Quezon City: Vibal Publishing House, Inc.
Materials:
 Strips of paper with proverbs, Table of words
III. Learning Experience
A. Routines
1. Speak-a-minute
2. Idiom-for-the-Day
B. Motivation
Present logos of popular brands and ask students to observe and share their observation
C. Presentation
1. Present excerpt from the poem ‘Til Hearts end containing symbolic words.
2. Elicit EU #2.
D. Discussion
1. Present famous lines with symbolic words.
2. Learners answer the meaning of the symbols
3. Learners group themselves according to growth community.
4. Identify symbols found on page 242-243.
5. Insight sharing and reactions will be encouraged for more interaction inside the classroom.
E. Synthesis
Symbolism is an artistic and poetic movement or style using symbolic images and indirect suggestion to express mystical ideas, emotions, and states of mind.
F. Evaluation
Each growth community will pick a famous quotation and interpret symbols. 1-2 representatives will share their work in class.
G. Assignment
Research in advance about “Idiomatic Expressions”
1. What is an idiomatic expression?
2. Give 5 examples of idiomatic expressions and use them in a meaningful sentence.
DAY 3 – Using Verbal idioms
I.Objectives: At the end of a 50-minute lesson, Grade 8 learners should be able to:
1. understand verbal idioms;
2. identify verbal idioms; and
3. use verbal idioms in meaningful sentence.
II. Resources:
Reference:
 Literature Text book
Ribo, L.M., Galvez, N.M., & Malicsi, M.A.E. (2013). Language in Literature. Afro-Asian
Literature. 1253 G. Araneta Ave., Quezon City: Vibal Publishing House, Inc.
Materials:
 PowerPoint Presentation
III. Learning Experience
A. Routines
1. Speak-a-minute
2. Idiom-for-the-Day
B. Motivation
(Unveil what you know) Sentences with idiomatic expressions will be presented. Students will try to get the meaning of the underlined idioms through context clues.
C. Presentation
1. Understand the meaning of verbal idioms.
2. Identify the meaning of the verbal idioms used in each sentences.
D. Discussion
1. Learners will be grouped according to their growth community.
2. Verbal idioms will be presented. They will guess the meaning of the idiom.
3. Learners will compose a meaningful sentence using the idiom presented.
4. Questions for clarifications will be honored followed by a thorough discussion.
E. Synthesis
Verbal idioms helps create a more meaningful sentence for an effective communication.
F. Evaluation
(BUDDY WORK) Answer the exercise on page 256 of your book. Write your answers on a 1/2 crosswise.
G. Assignment
(BUDDY WORK) Start collecting 25 exmaples of verbal idioms and give 3 example sentences each. You will be using them for the making of the “Book of Idioms”. Write down
your examples on your CAE notebook to be checked next meeting.
DAY 4 – Recognizing Participles and Using Participial Phrases
I.Objectives: At the end of a 50-minute lesson, Grade 8 learners should be able to:
1. identify participles and participial phrases
2. use participles and participial phrase in the sentences correctly; and
3. know the value of studying participles and participial phrases.
II. Resources:
Reference:
 Literature Text book
Ribo, L.M., Galvez, N.M., & Malicsi, M.A.E. (2013). Language in Literature. Afro-Asian
Literature. 1253 G. Araneta Ave., Quezon City: Vibal Publishing House, Inc.
Materials:
 PowerPoint Presentation
III. Learning Experience
A. Routines
1. Speak-a-minute
2. Word-for-the-Day
B. Motivation
Present some pictures of famous Philippine folklore.
C. Presentation
1. Learners read and answer the questions in Unveil What You Know, “What Filipino folktales are you familiar with? What do folktales reveal about people?”
2. Share ideas to their growth community and discuss.
D. Discussion
1. Acknowledge answers and elicit EU #4.
2. Let them answer and discourse the folktale to their respective group members.
3. Discuss the elements and the Chinese folktale to the class.
4. Understand and distinguish significant from insignificant ideas from the text
5. Elicit EU #8.
6. Appreciate and apply the lessons of the literary text they have learned to their real life.
7. Elicit EU#9.
E. Synthesis
A folktale is a simple story using either human or animal characters.
F. Evaluation
Learners answer the exercise on p. 16 with their own growth community and draw an object and explain what represent their interpretation to the folktale. They will be graded
as a group through their cooperation, creation and explanation.

G. Assignment
Do the exercise on p. 20 of your book and distinguish the significant ideas about China. Write your answer on a ½ sheet of paper.
DAY 5 – Mastering the sentence as a tool for communication
I.Objectives
At the end of 50 minutes, the learners should be able to:
1. master the sentence as a tool for communication;
2. listen actively;
3. participate in group discussion
II. Resources:
Reference:
 Literature Text book
Ribo, L.M., Galvez, N.M., & Malicsi, M.A.E. (2013). Language in Literature. Afro-Asian
Literature. 1253 G. Araneta Ave., Quezon City: Vibal Publishing House, Inc.
Materials:
 PowerPoint Presentation, speaker
III. Learning Experience
A. Routines
1. Speak-a-minute
2. Idiom-for-the-Day
B. Motivation
Present a short video clip.
C. Presentation
1. Learners will point out the mistakes found in the conversation in the video.
2. They will identify what part of speech are the words used.
D. Discussion
1. Discuss the participles and participial phrases.
2. Identify the difference between participles and verbs.
3. Give examples and ask learners to give their own participles and participial phrases.
4. Do the exercises on their book through a game that will motivate each learner to participate.
5. Listen actively to the answers and ask some clarifications.
6. Comprehension check.
E. Synthesis
A participle is a verbal ending in -ing (present) or -ed, -en, -d, -t, -n, or -ne (past) that functions as an adjective, modifying a noun or pronoun. A participial phrase consists of
a participle plus modifier(s), object(s), and/or complement(s).
F. Evaluation
Learners answer the exercise on p. 24 of their textbook.
G. Assignment
Teach your younger siblings/cousins about what you have learned about participles and participial phrases by answering exercises A and B on page 267-268 of your book.

DAY 6 – QUIZ AND MAKING OF THE BOOK OF IDIOMS