Quarter: First

Theme: Searching for Knowledge

Sub-Theme: 1-Beginning the Knowledge Quest

Content Standard: Performance Standard:

The learner demonstrates understanding of: The learner transfers learning by

African literature as a means of exploring forces composing and delivering an informative
that human beings contend with; various speech based on a specific topic of interest
reading style vis- a vis purposes of reading; keeping in mind the proper and effective use of
prosodic features that serve as carriers of parallel structures and cohesive devices and
appropriate prosodic features, stance and
meaning; ways by which information may be
behavior.
organized, related, and

delivered orally; and parallel structures and

cohesive devises in presenting information.

I. LEARNING COMPETENCY

EN8LT- Id

Determine tone, mood, technique, and purpose of the author.

Objectives:

1. Identify the characters of the story.

2. Determine the tone, mood, technique, and purpose of the author by telling

different stories of each character.

3. Express appreciation on how God created us human.

II. LEARNING CONTENT

Lesson: Hands of the Blacks by Luis Bernardo Honwana Materials:

1. Visual Aids

2. Laptop and Projector

3. Copy of the reading text

References:

1. K to 12 Curriculum Guide (May, 2016) p. 175

2. Learning Module pp. 14-15

I. LEARNING TASKS

Introduction:

The teacher will tell a story about how God created the Filipinos.
 Preliminary Activity:

The learners recall and retell their own version of the story on how God created
Filipinos.

Activities:

Task 1: Reading and discussion of the story

Task 2: Picture Perfect Activity:

 Students will be grouped into 8 and will show a picture of the story of each
character. Their performance will be graded according to the rubric attached
below.
Analysis:
The learners will tell whose statement or story was given.
Abstraction:

The Story of the Different Characters

Teacher
They walked around on all fours, like wild animals, so their palms weren‟ t exposed to the sun,
which made the rest of their bodies darker and darker.

Father Cristiano
It was like that because they always went about their hands folded together,
praying in secret.

Dona Dores

God made their hands like that so they wouldn‟ t dirty the food that they made for
their masters, or anything else that they were ordered to do that had to be kept
quite clean.

Senhor Antunes
Long ago, many years ago, God, our Lord Jesus Christ, the Virgin Mary, St. Peter, many
other saints, all the angels were in heaven then, and some of the people
who had died and gone to Heaven- they all had a meeting and decided to make
blacks. They got hold of some clay and pressed it into

some second- hand moulds. And to bake them of the creatures, they took them to
heavenly kilns. Because they were in a hurry and there was no room next to the fire,
they hung them in the chimneys. Smoke, smoke, smoke- and there you have
them, black as coals. Their hands stayed white because their hands are tied.

Senhor Frias
God finished making men and told them to bathe in a lake in heaven. After bathing,
the people were nice and white. The blacks, well, they were made very early in the morning,
and at this hour the water in the lake was very cold, so they only wet the palms of their hands
and the soles of their feet before dressing and coming into the world.

Dona Estifania
It„s only because their hands became bleached with all that washing.

Mother
God made Blacks because they had to be. He thought they really had to be…Afterwards,
He regretted having made them because other men laughed at them and took
them off to their homes and put them to serve as slaves or not

much better. But because He couldn‟ t make them all be white, for those who
were used to seeing blacks would complain, He made it so that the palms would
exactly like the palms of other men.
 Application:
Task 3: Informational Frame
Directions: Retell the story of each character using the informational frames.

Teacher Father Cristiano Dona Dores Senhor Antunes

Senhor Frias Dona Estifana Mother

GROUP PRESENTATION RUBRIC

LESSON EXEMPLAR
Grade 8-English
Quarter: First
Theme: Searching for Knowledge
Sub-Theme: 1-Beginning the Knowledge Quest
Content Standard: Performance Standard:

The learner demonstrates understanding of: The learner transfers learning by

African literature as a means of exploring composing and delivering an informative
forces that human beings contend with; speech based on a specific topic of interest
various reading style vis- a vis purposes of keeping in mind the proper and effective use of
reading; prosodic features that serve as carriers parallel structures and cohesive devices and
of meaning; ways by which information may be appropriate prosodic features, stance and
behavior.
organized, related, and

delivered orally; and parallel structures and

cohesive devises in presenting information.

I. LEARNING COMPETENCY
EN8V-Ie-4:
Use appropriate strategies in unlocking the meaning of unfamiliar words.

Objectives:
1. Determine the meaning of unfamiliar words.
2. Use appropriate strategies in unlocking the meaning of unfamiliar words.
3. Show appreciation of the lesson by engaging themselves in the activities.

II. LEARNING CONTENT

Lesson: Unlocking of
Difficulties Materials:
1. Visual Aids
2. Laptop and Projector References:
1. K to 12 Curriculum Guide (May, 2016) p. 175
2. www.enhancemyvocabulary.com/improve-expand-vocabulary.html
3. Vibal English book

III. LEARNING TASKS

Introduction:
As a student, what do you do in order to improve your Vocabulary?

Seven easy ways to improve your vocabulary and learn new words:

1. Read, read, and read. ...

2. Keep a dictionary and thesaurus handy. ...
3. Use a journal. ...
4. Learn a word a day. ...

5. Go back to your roots. ...

 6. Play some games. ...

7. Engage in conversations.

Preliminary Activity: Unscramble Game

The teacher will post scrambled letters on the board. The students will arrange
the letters to form a word, right after the teacher gave its meaning.

( o c a s h ) – complete disorder and confusion chaos

( t x a y n i e ) – a painful or apprehensive uneasiness of mind anxiety

( s a g r i n h ) – to decorate a dish or a food garnish

( p n t o p e n o ) - a person you are playing or fighting against in a game or a

competition opponent

( g f l e a r i )- easily broken or damaged fragile

Activities:
Task 1: Contextual Clues
Encircle the letter of the group of words that can replace the word in bold in
each sentence.

1. The elderly are advice to avoid strenuous exercises.

a. complex b. easy c. expensive d. time- consuming

2. The criminal shows no repentance even though he was convicted of the

crime.
a. feeling of regret b. gratefulness c. fearfulness d. worry

3. She felt remorse over the death of her pet that she left when she had her
summer vacation.
a. sad b. happy c. angry d. a feeling of being sorry

4. This imitated bag resembles the original one I saw I the department store.
a. looks like c. looks different
b. has the same price d. made from the same company
5. Do you know where the rumors originated?
a. came from c. were first taught
b. were first popularized d. were first documented

6. The computer key- board must be covered after use so that dust will not
accumulate.
a. gradually increased c. greatly increase
b. unlawfully acquired d. secretly saved

7. I feel nauseous every time I pass by the pile of garbage dumped on the
sidewalk.
a. like drinking c. like vomiting
 b. like eating d. like sleeping

8. The sudden tremor brought the moviegoers in chaos.

a. fire b. sudden dizziness c. strong waving d. slight shaking

9. She always carries along with her a portable computer.

a. can be operated c. can be sold
b. can be carried easily d. most up- to- date

10. The kidnap victim belongs to a prominent family in Manila.

a. rich b. political c. popular d. notorious

Task 2: Have your own Dictionary

Read the words and look up their meanings in the dictionary. Then, read the
passage carefully. Fill in the blanks with the appropriate words from the box. Use
each word once only.

tents alphabet orderly universal supplies

majority devastation permanent ground necessary
destroyed opportunity chaos converse world

I returned to school soon after the war was over. The entire place, where the school used

to be, was in ____________________. The previous school building had been

__________________ during the war, but still had a place to study. Later I found out that people

from all over the __________________ had kindly donated school ___________________ to us so

that we could continue with our education.

My friends and I spent the first school day in __________________. These were only
temporary. We would be in a more ___________________ place once the buildings were rebuilt.
Despite the ____________________ around us, people went about picking up their lives.
Everything else was _______________________ in our school. There were textbooks, pencils, and
erasers. We had to sit on the ____________________, but we did not mind. T least we were back in
school.

That summer I learned English. I learned the ___________________ and how to

_________________ with my friends. I was told that it was __________________ to know this
language when I grow up. It was a _____________________ language, something that was spoken
Analysis:
by the ________________ of people in the world. I was certainly enjoying school. I was glad that I
The learners will analyze the given sentences and will complete them by giving
was given the ___________________ to study.
the appropriate word.

Abstraction:
The learners will discuss the different strategies used in unlocking the unfamiliar
words used in the given activities.
 Strategies in Unlocking Unfamiliar Words

UnScramble is a popular and fun game type. UnScramble is similar to other word
games that ask the player to find words in several letters that have been scrambled
up on a game board.

Context clues are hints that an author gives to help define a difficult or unusual word.
The clue may appear within the same sentence as the word to which it refers, or it
may follow in a preceding sentence.

Most people know how to use a dictionary to look up a word's meaning. Here are
some pointers on how to do this as a part of a vocabulary-building program:

Have your own dictionary: Keep it where you usually do your reading at home. You
are more likely to use it if you do not have to get it from another room. At work,
there may be a good dictionary available for your use. At home, most people do not

have a big, unabridged dictionary; however, one of the smaller collegiate dictionaries.
would be fine to start with.

Application/Assessment:

Unscramble the jumbled letters to form an appropriate word that will complete
the sentence.

1. In the past, knowledge was often passed down from one generation to
another by word of ____________. ( o m u h t )
2. If you are tied to your mother‟ s apron strings, it means that you are being
____________ and influenced by her. ( o o c d e r t l l n )
3. Children should be taught life ______________ so that they will be able to earn
a living in the future. ( i s l l s k )
4. In Japan, certain days have been _______________ for children to show how
important they are to the adults. ( t s e a e i d s )
5. All children have the right to ______________. They should learn how to read
and write. ( I o n c h s o l g )

LESSON EXEMPLAR
Grade 8-English
Quarter: First
Theme: Searching for Knowledge
Sub-Theme: I- Beginning the Knowledge Quest
Content Standard: Performance Standard:

The learner demonstrates understanding of: The learner transfers learning by

African literature as a means of exploring composing and delivering an informative
forces that human beings contend with; speech based on a specific topic of interest
various reading style vis- a vis purposes of keeping in mind the proper and effective use of
reading; prosodic features that serve as carriers parallel structures and cohesive devices and
appropriate prosodic features, stance and
of meaning; ways by which information may be
behavior.
organized, related, and

delivered orally; and parallel structures and

cohesive devises in presenting information.

I. LEARNING COMPETENCY

EN8SS-Id-1.5.1:
Skim to determine key ideas EN8SS-Ie-7:
Use the appropriate reading style (scanning, skimming, speed reading, intensive
reading) for one‟ s purpose

Objectives:
1. Identify the meaning of skimming.
2. Use skimming in getting the basic idea of the material or text.
3. Patiently involve themselves in reading applying the appropriate reading
style.

II. LEARNING CONTENT

Lesson: Skimming Materials:

1. Copy of the reading text

2. Laptop and Projector References:
1. K to 12 Curriculum Guide (May, 2016) p. 174
2. Learning Module pp. 81-82
3. http://www.howtolearn.com/tag/httpwww-
howtolearncom201302skimming-and-scanning-two-important-strategies-
for-speedingup-your-reading/

III. LEARNING TASKS Introduction:

In high school, you are expected to do a lot of research work in the library.
As you very well know, libraries contain thousands of books, pamphlets and
magazines. How can you single out easily and rapidly the book that answers your
need?

Preliminary Activity:
Task 1: Skim through this parable and answer the questions that follow.

MUDDY ROAD
A Zen Story
Tanzan and Ekido were once traveling together down a muddy road. A heavy rain was still
falling.
 Coming around a bend, they met a lovely girl in a silk kimono and sash, unable to cross the
intersection.
“ Come on girl,” said Tanzan at once. Lifting her in his arms , he carried her over the mud.
Ekido did not speak again until that night when they reached a lodging temple. Then he no
longer could restrain himself, “We monks don’t go near females,” he told Tanzan, “especially not
young and lovely ones. It is dangerous. Why did you do that?”
“I left the girl there,” said Tanzan. “Are you still carrying her?”

1. What is the parable “ Muddy Road” all about?

2. What did Tanzan mean when he said to Ekido, “Are you still carrying her?”

Activities:
Task 2: Study the sample table of contents excerpted from the book, The
Changing Face of the Filipino, the Salesian Tribute to the Youth of the Philippines.
Note the division of the major ideas.
TABLE OF CONTENTS

Introduction
i
PART FIVE DECADES OF THE FILIPINO YOUTH
I The Fabulous Fifties 3
The Swinging Sixties 21

The Storming Seventies 41

The Electric Eighties 61

The Nerdy Nineties 83
A Turbulent Turn of the Millennium 103

PART II PERSPECTIVE AND REFLECTIONS

Family and Values: Changes and
Challenges in Shaping the Youth 108
Common Myths about Young Filipinos’ Sexuality 176
The Interactive Generation: New Mindset,
Traditional Soul 218
Youth and Sports: In Search of Balance,
Focus, and Excellence 202

Source: The Changing Face of the

Filipino, Makati: Salesian
Society of Don Bosco, 2002.

Analysis:

Answer the following questions:

1. What two main topics are covered in the Table of Contents?

2. What does the title of Part I suggest?

3. Which decade of the Filipino youth is the most fashionable?

4. In which decade of the Filipino youth were you born?

5. What does the title of Part II suggest?
Abstraction:

 To skim means to look at the book quickly to take in the general subject, the
divisions and the major headings.

Techniques that will help when you skim:

Move your eyes across the lines rapidly.
Don‟ t stop. Always look forward; do not look back.
Strictly focus on key words.
Usually, the first sentence prepares the reader for the paragraph.

Application/Assessment:
Use this information about the Frimsborough County library to answer the
questions in the level A and B quizzes:
1. The text is aimed at:
A) Librarians B) Library users C) Council workers D) School students

2. The text is about:

A) resources at Frimsborough County Library B) opening
times at Frimsborough County
Library
C) resources at Rimsborough County Library

3. Information is given about borrowing CDs.

A) True B) False

4. Which category of video isn‟ t listed?

A) educational C) film B) exercise D) travel

5. A telephone number is provided.

A) True B) False

6. This text tells you where to get more information about how many items you
can borrow from the library. A) True B) False

7. Members can also borrow CD-ROMs.

A) True B) False C) The text doesn‟ t say

8. Which month is „library month‟ ?

A) November B) September C) August D) April

9. What is the name of the library?

A) Frimsborough Town Library B) Frimsborough County Library
C) Frimsborough Village Library D) Framborough District Library

10. What type of text is this text?

A) informative B) persuasive C) descriptive D) instructive
 LESSON EXEMPLAR
Grade 8-English
Quarter: First
Theme: Searching for Knowledge
Sub-Theme: I- Beginning the Knowledge Quest

Content Standard: Performance Standard:

The learner demonstrates understanding of: The learner transfers learning by

African literature as a means of exploring composing and delivering an informative
forces that human beings contend with; speech based on a specific topic of interest
various reading style vis- a vis purposes of re keeping in mind the proper and effective use of
ading; prosodic features that serve as carriers of parallel structures and cohesive devices and
appropriate prosodic features, stance and
meaning; ways by which information may be
behavior.
organized, related, and

delivered orally; and parallel structures and

cohesive devises in presenting information.

I. LEARNING COMPETENCY

EN8G-Ia-8:
Use appropriate cohesive devices in composing an informative speech.

Objectives:

1. Define cohesive devices and focus on transitional words and phrases.

2. Distinguish transitional words/phrases used in the given selection.

3. Combine provided sentences using transition words or phrases

3. Patiently incorporate transitions in composing an informative speech

II. LEARNING CONTENT

Lesson: Cohesive Devices ( Transitional Words and Phrases) Materials:

1. Visual Aids

2. Laptop and Projector

3.Worksheets

References:

1. K to 12 Curriculum Guide (May, 2016) p. 18

2.http://www.wordsearchfun.com/188085_transition_word_search_wordsearc
h.html

3. READING – Transitional Words and Phrases: Showing Relationships Within

and Between Sentences rev. July 2005
III. LEARNING TASKS Introduction:

• Post the following 3 sentence strips up on the board.

o Marty saw the puppy. o He recognized it.

o He picked it up.

• Give 3 student volunteers three cards with 3 transition words on them (First, Then,
After that). Tell students that the transition words on the cards will help them put
the sentences in the correct order:

First, Marty saw the puppy. Then he recognized it. After that, he picked it up.

• Ask them how the words change the meaning of the sentences:

Preliminary Activity:

Task 1: Puzzle

Look for the following words inside the puzzle.

ABOVE ADDITIONALLY AFTER AGAIN ALSO

BEFORE IN COMPARISON BUT FIRST HOWEVER
NEXT NEVERTHELESS BELOW THEN THIRD
SO NONETHELESS SECOND SIMILARLY

JU U R U P Y C P I D C TU B P B O SM

O H P WY LK A N R H EO S Q P A T

EJ H Y H I O L K I A O TO Q M TY K

Q N EG N I A G A B O V E F P F B A G

IC Z EH C G G O F N LV F Q Q R X F S

Q Z A D W S U LT D O SV Z EB G A O

L F V S O U S O E D BI V A O N A O G

P X L I K EI E R K A Y T E LO K H T
 X M U A C X MK L TK K W I B S LQ N

LR K O H ZI A J E SO U ENI V B K

P M N H WX L ZF R H R H R D R Q W F

D J W Y K A D R I H T O LA AJ R
I

EQ J N Q H R M WR Z TR F K P ER Z

M O P K Z V L LP U Z U E LM EX F
I

ZU X A O D Y F F WO L EBJ O U Z P

F F B K T P K B P WV X A R EC D Y X

A N ZN C WS S E L EH T EO N K Q J

T L EW G W C Q WWQ FY X B I EY X

X A Q L H H Z T O Y SI B L M T TX K

Activities:
Discussion of the lesson
 TRANSITIONAL WORDS AND PHRASES SHOWING RELATIONSHIPS WITHIN AND
BETWEEN SENTENCES

Transitional words and phrases connect and relate ideas, sentences, and
paragraphs. They assist in the logical flow of ideas as they signal the relationship
between sentences and paragraphs. In prose, the material is supported and
conditioned not only by the ordering of the material (its position) but by connectives
which signal order, relationship and movement.

Some of the more commonly used connectives are listed below. Note especially
how these connections function to develop, relate, connect and move ideas.

Additionally, pronouns act as connectives when they are used to refer to a

noun in the preceding sentences. Repetition of key words and phrases and the use of
synonyms which echo important words both serve to establish connections with
previous sentences.

Task 2: Sort Them Out!

 Look at the words above and write them in the appropriate columns.

Conclusions Time/ Compare

Sequence

Look at the words and divide them into the categories below.
Add Information Contrast Cause/Effect
Emphasize
 Circle the letter that correctly identifies the nature of the underlined transition in each of the
following sentences.
1. A water main downtown broke this morning, so several businesses had no water for
hours.

a. addition b. time c. comparison d. cause and effect

2. Even though most Americans are primarily concerned about AIDS as it exists in the
U.S., it should be remembered that it is now nearly a worldwide disease.

a. addition b. time c. contrast d. comparison

3. Larry will probably be a late bloomer socially, just like his older brothers.
a. time b. contrast c. comparison d. cause and effect

4. There are ways you can make boring tasks more pleasant. For instance, bring a portable
radio and listen to music on the earphones while you work.
a. contrast b. comparison c. illustration/example d. cause and effect

5. The lazy checkout clerk forced the six-pack of cola into the bottom of the bag,
tearing it. Then she shrugged her shoulders and said, “I guess you’ll have to carry the
bag from the bottom.”

a. time b. contrast c. comparison d. illustration/example

6. Science-fiction writer Arthur C. Clarke correctly predicted that satellites would be

used for communication. Moreover, in 1947 he correctly predicted that 1959 would
be the year the first rocket to the moon was launched.

a. addition b. time c. contrast d. cause and effect

7. Some people in New Jersey built their houses very close to the shoreline.
Consequently, they have had to spend a lot of money trying to protect their property

from the sea.

a. addition b. contrast c. illustration/example d. cause and effect

8. Running can make people more aware of their physical surroundings, such as the

scent of honeysuckle or the changing moods of the trees.

a. addition b. contrast c. illustration/example d. cause and effect

9. Residents complain bitterly about potholes in the streets and sloppy trash pick-up, yet

these same people resist paying higher taxes for the improvement of these services.
a. time b. contrast c. comparison d. illustration/example
 10.Telephone interviewing allows for a large number of responses in a short time and at
relatively low cost. Moreover, the method permits interviewers to reach respondents

at specific times of the day; this is an important consideration in the study of radio
and TV listening habits.
a. addition b. time c. contrast d. comparison

Analysis:
Task 3: Pen and Paper
Abstraction:
 Give your idea about the illustration below.

Transitional Words and Phrases

Idea

Idea

Transition words are used to show relationship between ideas. Transition words are like
bridges in your paragraph. It helps you arrange your ideas so that the readers will understand
your paragraph.

Application/Assessment

Circle the letter of the word that correctly identifies the appropriate transition word or phrase.
Then underline the kind of transition you have used.
1. __________ the invention of television, people probably spent more of their leisure

time reading.
a. Nevertheless b. Because c. Before
The transition word indicates: addition cause and effect time

2. If you’re having company for dinner, try to get as much done in advance as possible.
__________, set the table the day before.
a. For instance b. In contrast c. Similarly
The transition word indicates: illustration/example comparison contrast

3. __________ I’m very allergic to flowers, my boyfriend bought a bouquet of roses.

a. Until b. Because c. Even though
The transition word indicates: ti me contrast addition

4. My grandfather loves to say, “You’re as nervous __________ a long-tailed cat in a roomful

of rocking chairs.”
a. after b. as c. as a result
The transition word indicates: cause and effect time comparison
 5. __________ Manny’s car stereo was on full blast, I could see his lips moving,
but I had no idea what he was saying.
a. Moreover b. Because c. Just as

The transition word indicates: comparison addition cause and effect

LESSON EXEMPLAR
Grade 8-English
Quarter: First
Theme: Searching for Knowledge
Sub-Theme: 1-Beginning the Knowledge Quest

Content Standard: Performance Standard:

The learner demonstrates understanding of: The learner transfers learning by

African literature as a means of exploring composing and delivering an informative
forces that human beings contend with; speech based on a specific topic of interest
various reading style vis- a vis purposes of keeping in mind the proper and effective use of
reading; prosodic features that serve as carriers parallel structures and cohesive devices and
appropriate prosodic features, stance and
of meaning; ways by which information may be
behavior.
organized, related, and

delivered orally; and parallel structures and

cohesive devises in presenting information.

I. LEARNING COMPETENCY
EN8G-Ia-7:
Use parallel structures.

Objectives:
1. Define parallelism.
2. Discuss the rules of parallelism.
3. Use parallel structure in making a sentence.

4. Show appreciation of the lesson by engaging themselves in the activities about

parallelism.

II. LEARNING CONTENT

Lesson: Parallelism
Materials:

1. Visual Aids
2. Laptop and Projector References:
1. K to 12 Curriculum Guide (May, 2016) p. 173
2. Learning Module pp. 467- 468
3. grammar.ccc.commnet.edu/grammar/quizzes/parallelism2_quiz.htm
4. www.myenglishpages.com/site_php_files/grammar-exercise-parallelism.php

III. LEARNING TASKS

Introduction:

Describe the pictures. What is common among them?

1. Parallel lines on the road

2. Parallel rails of a train
3. Line AB is parallel to Line DC/ Line AD is parallel to Line BC

In grammar, parallelism, also known as parallel structure or parallel

construction, is a balance within one or more sentences of similar phrases or
clauses that have the same grammatical structure. The application of parallelism
improves writing style and readability, and is thought to make sentences easier
to process.

Preliminary
Activity:
Analyze the sentences and discuss how they become non- parallel and parallel
clauses.
 Activities:
Task 1: Board Activity
Direction: Rewrite the sentences to show parallel structure.
1. Nancy likes playing the piano, the trumpet and play the guitar.
2. She played basketball, had a shower and gone to school.
3. You can apply to the job by filling this form or apply by telephone.

Answer:
1. Nancy likes the piano, the trumpet and the guitar.
Nancy likes playing the piano, the trumpet and the guitar.
2. She played basketball, had a shower and went to school.
3. You can apply to the job by filling this form or you can apply by telephone.

Task 2: Make it Parallel!

Direction: Rewrite the sentences that lack parallel structure. If the sentence is
already parallel, label it C.

1. This diet emphasizes fresh vegetables, whole- grain bread, and meat that is
broiled.
2. The children need to put away their toys, and they should brush their teeth
before they go to bed.
3. This course is designed to teach you to write a good essay and avoiding
grammatical errors.
4. She wore a diamond ring, a pearl necklace, and a bracelet made if jade.
5. The goals of the French revolution were liberty, equality, and fraternity.
6. He is overweight because he loves to eat, but hates exercising.
7. The witness appeared quiet, calm, and had confidence.
8. We are looking for a house with three bedrooms, two baths, and that has a
large bathroom.
9. The dessert was light, creamy and delicious.
10. She likes to dance, to eat, and having a good time.

Analysis:
The learners will analyze the rules of parallelism and will apply them in the activity
given to them.
Rules of Parallelism
1. Parallelism is used to balance nouns with nouns, prepositional phrases with
prepositional phrases, participles with participles, infinitives with infinitives,
clauses with clauses.
2. Parallelism is used with elements joined by coordinating conjunctions.
 My mother likes cooking and to read.
My mother likes cooking and reading

3. Parallelism is used with elements in lists or in a series.

This task can be done individually, in pairs, or can be done in groups of four.

This task can be done individually, in pairs, or in groups of four.

4. Parallelism is used with elements being compared.

She is mad about watching TV more than to read a book .
She is mad about watching TV more than reading a book.

5. Parallelism is used with elements joined by a linking verb or a form of be

To learn is understanding the world.
To learn is to understand the world.
6. Parallelism is used with elements joined by linking words.
The teacher not only wants his students to keep quiet but also to do the task
.
The teacher wants his students not only to keep quiet but also to do the task .

Abstraction:
Based from the activities given to them, the learners will give the definition of
parallelism and its importance in giving information.

Definition of Parallelism

 The balance between two or more similar words, phrases or clauses is

called parallelism in grammar. Parallelism is also called parallel structure
or parallel construction. Parallel construction prevents awkwardness,
promotes clarity and improves writing style and readability.

 In grammar, parallelism, also known as parallel structure or parallel construction, is a

balance within one or more sentences of similar phrases or clauses that have the
same grammatical structure. The application of parallelism improves writing style
and readability, and is thought to make sentences easier to process.

Application:

Task 3: Working in Pair

The learners will work in pair in forming sentences applying parallelism.

1.

Adjective and noun

 ______________________________________________________________

2.

Infinitives

_____________________________________________________________

Assessment:
Paper and Pen
A. Which of the following paired sentences are parallel? Put a check mark in
the box.

She likes to listen to music and reading the latest novels.

She likes listening to music and reading the latest novels.

He spent his time studying Spanish, working at the convenience store, and
jogging every afternoon.

He spent his time studying Spanish. working at the convenience store, and he
jogged every afternoon.

The dog was excited: running, barking, and he chased after the boys.

The dog was excited: running, barking, and chasing after the boys.

The apartment was filled with old newspapers, broken bottles, and the
ashtrays were overflowing.

The apartment was filled with old newspapers, broken bottles, and overflowing
ashtrays.

B. Make the following sentences parallel.

1. Mary wanted to paint her office, to add some new draperies, and the carpet
need cleaning.
2. When Friday rolls around, do you go to the mall, head for a bar, or are you
going to work?
3. Last year, my brother dropped out of school, was looking for work, and
needed a place to stay.
4. He watched the latest version of King Lear, studied for his math test, and was
talking on the phone.
 LESSON EXEMPLAR
Grade 8-English
Quarter: First
Theme: Searching for Knowledge
Sub-Theme: 2- Building the Knowledge Bank

Content Standard: Performance Standard:

The learner demonstrates understanding of: The learner transfers learning by

African literature as a means of exploring composing and delivering an informative
forces that human beings contend with; speech based on a specific topic of interest
various reading style vis- a vis purposes of keeping in mind the proper and effective use of
reading; prosodic features that serve as carriers parallel structures and cohesive devices and
of meaning; ways by which information may be appropriate prosodic features, stance and
behavior.
organized, related, and

delivered orally; and parallel structures and

cohesive devises in presenting information.

I. LEARNING COMPETENCY
EN8LC-If-5.2
Note the changes in volume, projection, pitch, stress, intonation, juncture, and
rate of speech that affect meaning.
EN8LT- Id
Determine tone, mood, technique, and purpose of the author.

Objectives:
1. Determine the tone, mood, technique, and purpose of the author by stating the
past and present economic and social conditions of African people.
2. Pick out information from the literary work to support understanding of African
characteristics.
3. Appreciate the importance of prosodic features by applying them in poem
recitation.

II. LEARNING CONTENT

Lesson: I am an African Child by Eku Mcgred Materials:

1. Pictures of Africans
2. Sound system
3. Art Materials
4. Copy of the Literary Text
5. Copies of the Rubrics

References:
1. K to 12 Curriculum Guide (May, 2016) p. 175
2. Learning Module p. 16-17

III. LEARNING TASKS

Introduction:
Give the physical characteristics of the persons in the picture

Preliminary Activity:
The teacher will play a music and will ask the students to sing the song
“ WakaWaka” of Shakira.

Activities:
The poem is written without punctuations. The teacher will read it without
interruption; no pausing nor variation in tone.

Task 1: One learner will re-read it for everybody.

Task 2: The learners will give their observations on how the teacher and one
learner read the poem.

Task 3: Punctuate Me!

The learners will put the appropriate punctuation marks in the copy of
the poem. Then, they will re-read it with proper volume, projection,
pitch, stress, intonation, juncture, and rate of speech.
Discussion of the lesson.
 I AM AN AFRICAN CHILD I am the son daughter of the soil
Rich in texture and content
Full of potential for a better tomorrow
I am an African child
Teac h me discipline teach me character
Born of a skin the color of the chocolate
teac h me hard work h me to think like
Bright brilliant and articulate
Teac the star within me
Strong and bold Im gifted I am an African child
Talented enough to be the best
I am an African child
I ca n be extra-ordinary
Call me William Kamkwamba the Inventor
Often the target of pity Give me a library with books me a
My future is not confined to charity Givescrap yard and discarded
Give me the gift of a lifetime elec tronics
Give me a dream a door of opportunity Give me a broken bicycle
I will thrive Plus the freedom to be me
I am an African child And I will build you a windmill
I am an African child

Do not hide my fault Show are the new generation

me my wrong We
afraid to be us
I am like any other Not
uely gifted black and talented
Teach me to dream Uniq
ng like the stars we are
And I will become Shini
I am an African child
We are the children of Africa

Analysis:

• The learners will analyze the lines in the

poem and state the message of the author
in each stanza. They will be grouped into six
and will give the message of the poem by
drawing them. The leader of the group will
interpret their drawing. Their performance
will be graded according to the rubric
below.

Abstraction:

Sharing Insights: The learners will depend and support their opinions with specific
examples.

Application:
• Final Task: Poem Recitation
Their performance will be graded according to the rubric.
POEM INTERPRETATION ( DRAWING ) RUBRIC

POEM RECITATION RUBRIC

 LESSON EXEMPLAR
Grade 8-English
Quarter: First
 Theme: Searching for Knowledge
Sub-Theme: 2- Building the Knowledge Bank

Content Standard: Performance Standard:

The learner demonstrates understanding of: The learner transfers learning by

African literature as a means of exploring composing and delivering an informative
forces that human beings contend with; speech based on a specific topic of interest
various reading style vis- a vis purposes of keeping in mind the proper and effective use of
reading; prosodic features that serve as carriers parallel structures and cohesive devices and
of meaning; ways by which information may be appropriate prosodic features, stance and
behavior.
organized, related, and

delivered orally; and parallel structures and

cohesive devises in presenting information.

I. LEARNING COMPETENCY

EN8LC-Ia-5.1:
Listen for important points signaled by volume, projection, pitch, stress,
intonation, juncture, and rate of speech.

Objectives:

1. Define volume, projection, pitch, stress, intonation, juncture, and rate of

speech.

2. Syllabicate words correctly.

3. Identify where the stress of the given word is.

4. Patiently do the activities about syllabication and word stress.

II. LEARNING CONTENT

Lesson: Syllabication and Word Stress Materials:

1. Visual Aids

2. Laptop and Projector

References:

1. K to 12 Curriculum Guide (May, 2016) p. 18

2. Learning Module pp. 10-12

3. https://www.boundless.com/communications/textbooks/boundless-
communications-textbook/delivering-the-speech-12/effective-vocal-
delivery-
64/volume-253-4174/
III. LEARNING TASKS Introduction:

The learners will watch the video clips prepared by the teacher
(https://www.youtube.com/watch?v=TvcgVRULaWw).
 Preliminary Activity:

Say What You Mean!

One representative for each group will pick a strip of paper. They should
say the word “hello” depending on the situation given.

Say hello:

a. to a baby

b. to a friend

c. to someone who is annoying you

d. to a friend you didn‟ t see for a long time ago

e. to someone over the phone

Activities:
Discussion of the lesson
Task 1: Board Activity
Task 2: Paper and Pen Activity

Directions: Syllabicate the following words and write the number of syllable on the blank.

_______1. Transparent _______ 6. Board

______ 2. Qualification _______ 7. Auditor

______ 3. Office _______ 8. Classes

______ 4. Policy _______ 9. Compatible

______ 5. Totalitarian _______ 10. right

Task 2: Paper and Pen Activity

 A. Direction: Choose the correct syllabication of the following words.
1. rabbit 2.winter 3. skimming
A) rab/bi/t A) wint/er A) ski/mming
B) rabb/ it B) win/ter B) skim/mi/ng
C) rab / bit C) winter C) skimm/ing
D) ra/bbit D) win/ter D) skim/ming

4. father 5. flower 10. mountain

A) fa/ther A) flo/wer A) mo/un/tain
B) fath/er B) flowe/r B) moun/tain
C) fat/her C) flow/er C) moun/ta/in
D) fa/th/er D) flo/w/er D) mou/ntain

B. Direction: Identify the underlined word as to NOUN or VERB. Write your answer on
the blank.

____________________ 1. We made a swing with a tire and a rope.

____________________ 2. I‟ ll bring the juice drinks to the party.

____________________ 3. The puppy drinks a lot of water after she plays.

____________________ 4. The new boss fires the two employees due to negligence.

____________________ 5. Before the evening comes, we cut all the vegetables.

____________________ 6. There are two consoles inside our classroom.

____________________ 7. The country imports rice and other products from neighboring

countries.

____________________ 8. I found the present near the door.

____________________ 9. Sahara is the largest desert in the world.

____________________ 10. Grade 7 students will conduct a research about calabash fruit.

Analysis:
 The learners will analyze the given word and syllabicate them correctly.
 The learners will put the stress on the right syllable to show contrast and
emphasis in meaning

Abstraction:

Volume is the perceived loudnes s of the speaker. Loudness is what the audience
actually perceives and it correlates with the physical strength (amplitude).

Voice projection is the strength of speaking or singing whereby the voice is used
loudly and clearly. It is a technique e mployed to command respect and attention, as
when a teacher talks to a class, or simply to be heard clearly, as used by an actor in a
theatre.
 Pitch, in speech, the relative highness or lowness of a tone as perceived by the ear,
which depends on the num ber of vibrations per second produced by the vocal cords. Pitch is the
main acoustic correlate of tone and intonation.

Stress is the relative emphasis that may be given to certain syllables in a

word, or to certain words in a phrase or sentence. Stress i s typically signaled by
such properties as increased loudness and vowel length, full articulation of the
vowel, and changes in pitch.

Intonation, in phonetics, the melodic pattern of an utterance. Intonation is primarily

a matter of variation in the pitc h level of the voice (see also tone), but in such languages
as English, stress and rhythm are also involved. Intonation conveys differences of expressive
meaning (e.g., surprise, anger, wariness).

Juncture is a pause in speech or a feature of pronunciati on that introduces,

accompanies, or replaces a pause. the set of phonological features signalling a
division between words, such as those that distinguish a name from an aim.

Application/Assessment

A - Encircle the stressed syllable of the underlined word in each sentence.

1. We availed the discount offered by that store.

2. Some stores give discount during rainy season.

3. I will take one more subject next year.

4. The governor mandates a cruel proclamation.

5. The Reader‟ s Digest contains a lot of information and facts.

6. You need to secure a permit before leaving the school premises.

7. The truck collected the refuse of the whole barangay.

8. The winners contest the result after the event.

B. Identify the underlined word as to NOUN or VERB. Write your answer on the blank.

_________________ 9. Marianne‟ s parents are looking for their daughter‟ s escort for
her birthday.
_________________10. The boat‟ s sail needed mending.
_________________ 11. My friends and I play soccer in the vacant lot.
_________________ 12. Charles drew three large circles on his paper.
___________________13. The football player performed a victory dance after he scored.
_________________ 14. We will sail away in the morning.
 _________________ 15. Sam watched the cowboy rope a steer at the rodeo.

Content Standard: Performance Standard:

The learner demonstrates understanding of: The learner transfers learning by

African literature as a means of exploring composing and delivering an informative
forces that human beings contend with; speech based on a specific topic of interest
various reading style vis- a vis purposes of keeping in mind the proper and effective use of
reading; prosodic features that serve as carriers parallel structures and cohesive devices and
appropriate prosodic features, stance and
of meaning; ways by which information may be
behavior.
organized, related, and

delivered orally; and parallel structures and

cohesive devises in presenting information.

I. LEARNING COMPETENCY
EN8V-Ia-10.2:
Determine the meaning of idiomatic expressions by noting context clues and
collocations.

Objectives:
1. Define idiomatic expressions.
2. Determine the meaning of the given idiomatic expressions.
3. Use the appropriate idiomatic expressions in the given sentences.
4. Express courteousness to someone using idiomatic expressions.

II. LEARNING CONTENT

Lesson: Idiomatic Expressions
Materials:
1. Visual Aids
2. Laptop and Projector References:
1. K to 12 Curriculum Guide (May, 2016) p. 173
2. Learning Module (Second Quarter) p. 153- 154

III. LEARNING TASKS

Introduction:

English idiom or idiomatic expressions are Greek in origin. The word idiom
means ―a private citizen, something belonging to a private citizen, personal,
and, by extension, something individual and peculiar. Idiomatic Expressions, then,
conform to no laws or principles describing their formation. They may also violate
grammar or logic or both and still be acceptable because the phrase is familiar,
deep-rooted, widely used, and easily understandable-
for the native born.

Preliminary Activity:
Working with
Idioms.
 Directions: Choose the appropriate idiomatic expressions to be used in the
following sentences. Write a piece of cake, odds and ends, pros and cons or ups
and down in the blanks provided.

1. The teacher asked us to talk about the ___________ of industrial development.

2. Do not worry about the problems you have in your business .You know there
are always ___________ in business.

3. The police found nothing special in the house of the criminal as he had taken
all the important documents with him leaving just _____________.

4. If you think that doing this math problem is __________, just try it.

Activities:
Task 1: Paper and Pen Activity
Directions: Choose the appropriate word to complete the meaning of the idiom.
Write ocean, music, rags, cold and pie in the blanks provided.
1. All these promises the politicians make are just ____ in the sky.
2. The small amount of money donated is just a drop in the _____ compared to
the large sum of money needed.
3. He has been successful in life. He went from ____ to riches.
4. They had a dispute yesterday. That‗s why she gave him a ___ shoulder.
5. I had to face the ____ all by myself, although I was not the only responsible for
the problem.

Task 2: Oral Activity

Directions: Underline the idiomatic expression used in each sentence and give the
correct meaning. After giving the correct meaning, use them in the sentences.
1. Bata makes hay while the sun shines.___________
2. The wife of Anpu was beaten black and blue._______
3. Knowing the wife„s dishonesty, blood pours into his face._______
4. After killing the wife, Anpu was blue in the face.__________
5. Bata had made an easy way out to the mountains.________
6. In good faith, Bata supported his brother Anpu.________
7. Anpu felt a pain in the neck when he heard his wife„s explana-
tion.________
8. She bent her knees for forgiveness._______
9. Anpu„s wife accepted the dose of her own medicine.________
10. Bata kept company with god- Ra to seek consolation._______
11. Anpu took the law into his hands.________

Analysis:
 The learners will give the meaning of the idiomatic expressions used in the given
sentences.

Abstraction:

The learners will discuss the origin of idiomatic expressions and understand why
we use them in our language.

English idiom or idiomatic expressions are Greek in origin. The word idiom
means ―a private citizen, something belonging to a private

citizen, personal, and, by extension, something individual and peculiar.

Idiomatic Expressions, then, conform to no laws or principles describing their
formation. They may also violate grammar or logic or both and still be
acceptable because the phrase is familiar, deep-rooted, widely used, and
easily understandable- for the native born.

Why are idioms important for English language learners?

They are so pervasive throughout the English language that to

ignore them is to miss out on a large percentage of the
phrasal interpretations and nuances.

Idioms cause your mind to shift from the reality of your situation to

the abstract thought of the analogy or concept they reference.

They keep your mind stimulated and focused. They provide an
outlet for expressive communication and a way for different people
to say the same thing but with different circumstantial allusions.

Application:
The learners will be grouped into three and will use at least five of the given
idiomatic expressions in making a dialog.
Each group will present their work in front of their classmates.

Quarter: First
Theme: Searching for Knowledge
Sub-Theme: 2- Building up the Knowledge Bank
Content Standard: Performance Standard:

The learner demonstrates understanding of: The learner transfers learning by

African literature as a means of exploring forces composing and delivering an informative
that human beings contend with; various speech based on a specific topic of interest
reading style vis- a vis purposes of reading; keeping in mind the proper and effective use of
prosodic features that serve as carriers of parallel structures and cohesive devices and
appropriate prosodic features, stance and
meaning; ways by which information may be
behavior.
organized, related, and

delivered orally; and parallel structures and

cohesive devises in presenting information.

I. LEARNING COMPETENCY

EN8SS-Ie-7:
Use the appropriate reading style (scanning, skimming, speed reading, intensive
reading) for one‟ s purpose

Objectives:

1. Identify the meaning of scanning.

2. Use scanning in getting the basic idea of the material or text.

3. Patiently involve themselves in reading applying the appropriate reading

style.

II. LEARNING CONTENT

Lesson: Scanning
Materials:

1. Copy of the reading text

2. Laptop and Projector

References:

1. K to 12 Curriculum Guide (May, 2016) p. 173

2. Learning Module p.94

2. http://www.howtolearn.com/tag/httpwww-howtolearncom201302skimming-
and-scanning-two-important-strategies-for-speeding-upyour-reading/

III. LEARNING TASKS

Introduction:

Because you already scan many different types of

material in your daily life, learning more details about
scanning will be easy. Establishing your purpose, locating the
appropriate material, and knowing how the information is
structured before you start scanning is essential.
 Preliminary Activity:

Task 1: Scan to look up specific information about Miss Universe Pia

Wurtzbach.

Wurtzbach was born in Stuttgart, Baden-Württemberg in Germany, to a German

father and Filipino mother. Her middle name of "Alonzo" is her mother's maiden name

which is a naming practice in the Philippines and based upon Spanish naming

customs. From Iligan City, she later moved

to Cagayan de Oro City in the country's Northern Mindanao

region where she attended kindergarten at Kong Hua School and primary school at
Corpus Christi. Her parents separated when she was 11 years old and she became the

family's main money-earner until the age of 18 by doing modeling and acting. After
being raised in the Philippines, she spe nt several years in England. She finished her
secondary education at ABS-CBN Distance Learning Center in Quezon City, Metro

Manila and studied culinary arts at the Center for Asian Culinary Studies in San Juan,
Metro Manila. Wurtzbach speaks fluent Cebuano, English and Tagalog. She also
speaks basic German, describing it as "Enough to get myself a bratwurst".

Complete the sentences with the correct information.

1. Miss Universe Pia Wurtsbach was born in

___________________________________________.

2. Her father is a ________________ and her mother is a _________________________.

3. She can speak Cebuano, _________________, ___________________ and a basic of
German.
4. She became the family's main money-earner until the age of 18 by doing
________________ and ___________________ .
Activities:
Task 2: Read and Scan!
Direction: Study the information below.

Analysis:

Answer the following questions:

1. The text is aimed at:

A) People who are selling furniture C) Karina
B) People who want to buy furniture
2. The suite is made of:
A) 50% polyester, 50% cotton. C) 49% polyester, 51% cotton.
B) 54% polyester, 46% cotton. D) 46% polyester, 54% cotton.
3. Does the catalogue company offer a home delivery service?
A) Yes. It costs £100.00. C) There is no delivery service offered.
B) Yes. Delivery is free. D) Yes, but the cost of the service is unknown.
4. The large armchair costs £232.99.
A) True B) False
5. How much does the 3 seater sofa cost?
A) £479.95 C) £359.95
B) £409.95 D) £232.99
6. For what type of use is the Karina range designed / made? A) heavy domestic
use C) light domestic use
B) general domestic use D) commercial use
 7. The futon costs more that the armchair.
A) True B) False
8. How much does the smallest piece of furniture cost?
A) £59.95 B) £79.99 C) £69.99 D) £189.95
9. The metal-action sofa-bed is wider than the 2 seater sofa.
A) True B) False
10. How many pieces of furniture cost more than £350? A) 1 B) 3
C) 2 D) 4

Abstraction:

 To scan means to look up specific information from a large text or some other
kind of information source

Techniques that will help when you skim:

Read and understand completely the theme or question.
Discern what kind of information you are looking for;(date, place, name,
number)
Don‟ t read every word in every sentence. Look only for the particular
information.
Find the stanza/ sentence which you t hink has the answer. Read it to be
certain.
Write the answer.

Application/Assessment:

Task 3: Look at this text and then answer the next ten questions:

PHOBIAS
What is a phobia?
A phobia is an intense fear or feeling of anxiety that occurs only in a particular
situation that frightens you.
This might be something as seemingly logical as a fear of heights, or as
illogical as a fear of the color green. At other times you don‟ t feel anxious. For
example, if you have a phobia of spiders (as millions of people do), you only feel
anxious when there‟ s a spider around, otherwise you feel fine.
About one in ten people has a significant phobia, although few people seek
treatment.

People develop phobias to all sorts of things. Each phobia has its own name.
Some (of a very long list) include:

Musophobia – fear of mice

Peladophobia – fear of bald people

Amathophobia – fear of dust

Pnigophobia – fear of choking or smothering

 Maieusiophobia – fear of childbirth

Homichlophobia – fear of fog

Arachibutyrophobia – fear of peanut butter sticking to the roof of the mouth

Phobias make people avoid situations they know will make them anxious, but
this can make the phobia worse. A person‟ s life can become increasingly
dominated by the precautions they take to avoid a situation they fear. You may
know there‟ s no real danger and you may feel embarrassed by your fear, but
you‟ re still unable to control it. It‟ s better to confront your fears, even if it‟ s in a very
careful way or with the

help of a trained therapist.

A phobia is more likely to go away if it began after a distressing or traumatic

event.
What’s the treatment?
Cognitive behavioural therapy – a „talking treatment‟ where you learn all about the
thing or situation you are scared of and how to change your behaviour – has a high
success rate in phobias. Your GP can refer you.
1. The purpose of the text is to ...
A) give information about phobias
B) give instructions for people with phobias C) persuade
people with phobias to seek help
2. A phobia ...
A) happens to everyone when they are frightened
B) happens only in certain situations
C) only happens to people who are anxious
3. Phobias ...
A) are logical
B) are not logical
C) can be logical or not logical
4. The number of people who have phobias is ...
A) five out of ten people
B) ten people
C) 10 percent of the population
5. Peladophobia is ...
A) fear of bald people
B) fear of dust
C) fear of fog
6. The writer advises people with phobias to ...
A) consult a psychotherapist
B) avoid situations that make them anxious
C) confront the fear rather than avoid it
7. Which of these phobias is not mentioned in the text? A)
Arachibutyrophobia

B) Arachnophobia
C) Amathophobia
8. Cognitive Behavioural Therapy is ...

A) a recommended treatment for phobias

B) not a recommended treatment for phobias
C) is a recommended treatment for some phobias

9. This text might be found under which heading on the BBC

website?
A) Physical health

B) Mental health
C) You and your therapist
10. What is the main message of this article?
A) Some people have phobias and live in fear of certain
things.
B) If you have a phobia you should see a t herapist.
C) What a phobia is and how to treat it.

Quarter: First
Theme: Searching for Knowledge
Sub-Theme: 2- Building the Knowledge Bank
Content Standard: Performance Standard:

The learner demonstrates understanding of: The learner transfers learning by

African literature as a means of exploring composing and delivering an informative
forces that human beings contend with; speech based on a specific topic of interest
various reading style vis- a vis purposes of keeping in mind the proper and effective use of
reading; prosodic features that serve as carriers parallel structures and cohesive devices and
appropriate prosodic features, stance and
of meaning; ways by which information may be
behavior.
organized, related, and

delivered orally; and parallel structures and

cohesive devises in presenting information.

I. LEARNING COMPETENCY

EN8G-Ia-8:
Use appropriate cohesive devices in composing an informative speech.

Objectives:

1. Identify the different kinds of cohesive devices and focus on conjunction.

2. Use appropriate conjunction in completing the sentences.

3. Patiently compose an informative speech using the appropriate

conjunction.

II. LEARNING CONTENT

Lesson: Cohesive Devices ( Conjunction )

Materials:

1. Visual Aids

2. Laptop and Projector

References:

1. K to 12 Curriculum Guide (May, 2016) p.

2. Learning Module pp. 76-78 & pp. 326- 327

3. englishplus.com/grammar/00000377.htm

4. Vibal English book

III. LEARNING TASKS

Introduction:

Tell something about the pictures below. What is common among the four pictures?
 ANSWER: Connection/ Cohesive

 Cohesive devices are useful English language conjunctions, transitional phrases,

synonyms and pronouns that express ideas in a cohesive manner. They are used
to join sentences together to make ideas more understandable to the reader.
 Among the eight parts of speech, conjunction has the same idea about the
pictures given

 A conjunction is the glue that holds words, phrases and clauses (both dependent
and independent) together. There are three different kinds of conjunctions––
coordinating, subordinating, and correlative––each serving its own, distinct
purpose, but all working to bring words together.

Preliminary Activity:
The learners will listen to the music about conjunction entitled “ Conjunction
Fireworks” ( can be downloaded on youtube).

Activities:

Using the Correct Coordinating Conjunctions

Directions: What coordinating conjunctions will complete the sentences? Write your answer
on the space provided for you.
1. The harp player likes to play classical music __________ contemporary music.

2. The residents are poor __________ they always seem contented.

3. Would you rather have a milkshake ________ an ice cream cone?

4. The policeman catches criminals ___________ keeps everyone safe.

5. He is my worst enemy, and _______ I admire him as the wisest man in the world.

I‟ m sorry but I can neither confirm ________ deny the allegation.

6.

7. Most of the visitors were happy just sitting around, ______ it had been a long journey
on the train.

8. He‟ s seventy-two, ____ he still swims, runs and plays football regularly.

9. My cat Buster has beautiful blue eyes ____ a destructive personality.

10. I‟ ve drunk six cups of coffee today, _____ I‟ ve got a headache.

Using the Correct Subordinating Conjunctions

Directions: What subordinating conjunctions will complete the sentences? Write your answer
on the space provided for you. Choose your answer from the box below.

1. I‟ ll give you a map ____________ you can find the place more easily.

2. I‟ ll wait __________ you arrive.

 3. Pete didn‟ t go to work yesterday_______________ he was ill.

4. We went out ________ the rain stopped.

5. _____ he doesn‟ t change his attitude, he‟ ll lose his job.

6. _________ you win a million dollars, it doesn‟ t mean you‟ ll be happy.
7. Ronnie begins to sneeze violently_______________ he opens the door to greet a fresh spring
day.

8. I guess I‟ ll never be the same _________ I fell for you

9. We‟ re never going to survive ___________ we get a little crazy.

10. I don‟ t know ______ I left your umbrella.

Using the Correct Correlative Conjunctions

Direction: Circle the best answer to complete the sentence.

1. She is neither polite ______ funny.

a. or b. nor c. not d. yet

2. Have you made a decision about _______ to the movies ______ not?
a. if/then b. either/or c. whether/or d. what with/and

3. This salad is _____________ delicious _________ healthy.

a. Whether/or b. both/and c. scarcely/when d. rather/than 4.

_______that is the case, ______ I‟ m not surprised about what‟ s happening.
a. If/then b. No sooner/than c. Scarcely/when d. Whether/or

Analysis:

Students will analyze their answers and discuss why they have come up with it.
Abstraction:

Coordinating conjunctions - ties together words and word -groups which have
the same grammatical construction. There are 7 conjunctions which have the
acronym FANBOYS. ( and, but, or, so, nor, yet, for )
 Subordinating conjunctions- joins a subordinate clause to a main clause. The
following is a list of the most co mmon subordinating conjunctions ( although, because, if,
after, before, until, when, since, how, once, while.

Correlative conjunctions - are pairs such as either…or, neither … nor,

and…but, n ot only… but … also. These conj unctions connect two balanced
clauses, phrases, or words. The two elements that correlative conjunctions
connect are usually similar in length and grammatical structure.

Application:

Informative Speech

Students will write their own informative speech using the different conjunctions.

Their work will be graded according to the rubric below:

WRITING RUBRIC

LESSON EXEMPLAR
Grade 8-English
Quarter: First
Theme: Searching for Knowledge
Sub-Theme: 2- Building the Knowledge Bank
Content Standard: Performance Standard:

The learner demonstrates understanding of: The learner transfers learning by

African literature as a means of exploring forces composing and delivering an informative
that human beings contend with; various speech based on a specific topic of interest
reading style vis- a vis purposes of reading; keeping in mind the proper and effective use of
prosodic features that serve as carriers of parallel structures and cohesive devices and
appropriate prosodic features, stance and
meaning; ways by which information may be
behavior.
organized, related, and

delivered orally; and parallel structures and

cohesive devises in presenting information.

I. LEARNING COMPETENCY

EN8WC-Ib-1.1.6
Organize ideas in one-step word, phrase, and sentence outline

Objectives:

1. Define outlining.

2. Discuss the characteristics of a one-step word, phrase, and sentence

outline.

3. Organize ideas in one-step word, phrase, and sentence outline.

4. Appreciate the importance of outlining by applying it in reporting a certain

topic or telling stories.

II. LEARNING CONTENT

Lesson: Outlining
Materials:

1. Visual Aids

2. Laptop and Projector

References:

1. K to 12 Curriculum Guide (May, 2016) p. 18

2. Learning Module pp. 82-83

3. Integrative Grade 8

III. LEARNING TASKS Introduction:

As a grade 8 student, you will often come across a reading material that is
difficult to remember. What do you do in this case?

Thus there is a need for you to outline your reading material. Reducing
complex material to its outline form will make you understand the material fast
and easy.

Preliminary Activity:

Analyze the two given samples of outline.

 Topic Outline Sentence Outline

Traffic Jams Traffic Jams

I. Current traffic problems I. Most cities experience the current traffic problems.

A. Morning rush A. Traffic starts to get heavy on morning rush.

B. Afternoon Rush B. Traffic congestions on road is again on its peak

on afternoon rush.
II. Proposed solutions
II. Administrators have proposed solutions for traffic
A. More highways and lanes
problem.
B. Light Rails
A. More highways and lanes must be built in the city.

B. Light Rails must be improved.

Activities:
Discussion of the lesson
 OUTLINING

An outline is a general plan of what you are going to write. It is a method for taking
notes that shows the relationships between main ideas and other ideas that support
the main idea.

Two Kinds of Outline

1. Topic Outline- the points are stated as sentences.

2. Sentence Outline- the points are stated as words or phrase.

In making an outline, observe the following instructions on format:

1. Use roman numerals for main ideas.

2. Use capital letters for subheadings.

3. Use arabic numerals for supporting details.

4. Place a period after the numerals and letters that introduce the points.

5. Begin every point in an outline with a capital letter.

6. Do not put periods after the points if the outline is topical.

7. Indent each level of the outline.

8. If there is an A, there must also be a B. If there is a 1, there must also be a 2.

9. In a topical outline, state the points of each division in parallel form.

Task 1: Outline it!

Organize information using a one- step topic outline.

COLORS

COLORS I. Prism
A. red
Sunlight separates into different B. ____________
colors, called the visible spectrum as it
C. ____________
D. green
E. blue
passes through the prism. The prism
F. ____________
consists of colors of the rainbow.: red,
G. ____________
orange, yellow, green, blue, and violet
II. Prominent Colors
colors. The most prominent colors are
A. ____________
red, green and blue to which our eyes
are most sensitive. They are also the
B. ____________
three primary colors in light. Different C. ____________
combinations of these colors result in
other colors. When the three primary
colors are combined the result is white.
Read the paragraph. Make an outline by answering the given questions.

PLANTS Questions:
1. What is the main topic in the
Plants are vital in our lives. Man and
first paragraph? second paragraph?
other form of animals can’t live
without plants. The food 2. What are the sub-topics for
each paragraph?
we eat, the medicine that we take, the books, and
pencils we use in school come from plants. They
also give oxygen that we need in order to breathe.
People eat a large number of plants
everyday. Most animals, like us, depend on plants
for their foods, too. Fortunately the earth doesn’t
run out of plants because plants are able to
reproduce.

I. Main Topic: _______________________________________________________________________

Sub- topics:
A. __________________________________________________________________________
B. __________________________________________________________________________
C. _________________________________________________________________________

II. Main Topic: ______________ ________________________________________________________

Sub- topics:

A. __________________________________________________________________________
B. __________________________________________________________________________
Analysis:
Answer the following questions:
1. In outlining, what do we do with the important events in the story? What is the
role of the main topic and supporting details in outlining?
2. What do we consider in outlining? When do we use Roman Numerals?
When do we use capital letters?
Abstraction:

How do you prepare a reading outline?

Keep these points in mind:

1. Read the material and determine its purpose and structure.

2. Pick out the writer„s thesis statement or controlling principle; if it is not explicitly stated,
express it in your own words.
3. Look for the major divisions and label each with a Roman numeral.
4. Divide each major division into subdivisions.
5. Check whether the divisions and subdivisions relate to the thesis statement o r the
purpose of the writer.
6. Compare your outline with the original material to check against any
misinterpretation or distortion of the content and structure of the original.

Remember that there are two kinds of outline: the topic outline, in which the
entries are given in words or phrases, and the sentence outline, in which the entries are
complete sentences.

Application/Assessment

A. Organize information using a one- step topic outline.

SPORTSMANSHIP SPORTSMANSHIP

I. Good Sport
A good sport has courage, determination, A. courage
B. _____________________
and culture. He observes the code of good
C. _____________________

sportsmanship. He does not take undue advantage II. Purpose why he plays
of his opponent to win the game. To him the play is A. _____________________
more important than victory. He plays for physical B.to prepare his mind to work
exercise. He plays to prepare his mind to work C. _____________________
again or to study with increased effect. To a good
sport, to do his best and to play honestly are far III. A good sport
better than merely playing to win. He is a A. do his best
cheerful loser. He lives by the maxim “he who plays B. _____________________
the game hard and straight wins even when he
C. cheerful looser
loses.”
B. Organize information using a sentence outline.

Nilo, my friend went to the province with his parents last week. They visited his grandmother.
He went around the farm with his grandmother. She showed him the duck and

chicken poultry. He observed and played with them.

He continued to go around and came to a vegetable garden. He admired the

bigsquash, pato la, and ampalaya. He picked some and grandmother cooked these for
lunch. Nilo enjoyed his stay on the farm.

I. _______________________________________________________________________
A. __________________________________________________________________________
B. __________________________________________________________________________
C. _________________________________________________________________________

II. ______________________________________________________________________
Sub- topics:
A. __________________________________________________________________________
B. __________________________________________________________________________

C. __________________________________________________________________________