SAMPLE GRADE 8 LEARNING MATERIALS IN ENGLISH

K to 12 Curriculum

Grade Level Standard:

The learner demonstrates communicative competence through his/her
understanding of the different types of literature as reflected in the development periods
of Philippine Literature and other parallel texts for functional literacy and for a deeper
understanding and appreciation of the Philippine Culture.

Content Standard: Performance Standard:

Objectives:

 Listen for important points signalled by stress, phasing, intonation and non-verbal
cues to convey meaning
 Vary the stress, intonation, phrasing, pacing, and tone while reading orally from a
given selection
 Organize prior knowledge concerning the topic of reading or viewing selection
using a variety of graphic organizers.
 Respond to information from a reading or viewing selection through the use of
oral or written short response formats and differentiated group performance
tasks.
 Establish the meaning of words and expressions as they are used in discourse
structures and patterns.
 (GRAMMAR)
 Distinguish between informational and artistic stances in written discourse and
the specific properties of each stance.

Part I. Pre-Activities
Activity 1. Queries and Responses

Teacher pairs students or volunteers (5) and assigns different situations

(weather, travel, etc.) written on paper strips. One student asks a question or states an
idea and the partner answers or reacts.

 Situations:

a. What a lovely day it is!

I agree…______________
 b. Did you enjoy the trip?
No, it was because of the rain and
traffic.________________________________
_

c. Be ready with your report tomorrow.

________________________________
_

d. What do we have for lunch?

__________________________
_

e. There are things to carry in our hearts.

_________________________________
_

 Students are grouped into seven (7) and members share or give their
observations and reactions regarding the activity. Take note of the following:
volume, stress, intonation, enunciation, tone, phrasing, pacing and non-verbal
cues.
 Groups present their outputs using a graphic organizer. Teacher provides
feedback.

Verbal (volume, stress,

intonation, tone, Non-verbal (eye contact, facial expression,
phrasing, pacing) gestures, posture)

Activity 2. Ready…Action!

Students are grouped into five (5) and a member picks a written dialogue through
a draw lots. Afterwards, the group chooses a member to represent the group.

Amtulao: Aye, Dumulao, my dear wife, what’s the use of being the owner of the longest and widest

rice terraces if we do not have a Little One?

Dumulao: True, Amtulao, and what’s the use of reaping the most plentiful harvest when we do not
 even just one shadow of a son?
have
From the Prowess of Aliguyon, a popular folktale
 

Horse: Tell me Diassique, do you repay a kindness with Old Man: My boy, you were sleeping very soundly.
another kindness, or with a bad turn? Did I disturb you?
Alligator: A good deed is repaid with a bad turn and not Juan: No, Lord, I must have fallen asleep because I
with another good deed. have been journeying for many days. I have come
Horse: What you say isn’t true. You are the only one in looking for you.
the whole world to say it. Old Man: I know.
From The Wages of Good, Birago Diop From In Search of God, C.V. Pedroche

Children: Why are parents so strict? Pedro: How it good smells! But I must have a
Parents: We do not consider ourselves strict. We swallow of milk. (raising his voice boldly.) Here’s to
have an obligation to teach you what is right and wrong. you my friend, whoever you are. I drink the
We are concerned that you form the right habits. richest milk in all Spain in your favor.
From Time Out, Fr. Paul Sheenan From The Tinker of Toledo, Nellie McCaslin

 Teacher distributes a checklist and assigns each group to observe and evaluate
the performances. Look for the presence of the following by checking the
appropriate columns. Refer to the checklist below:

Not Not
Verbal Cues Observed Non-Verbal Cues Observed
Observed Observed

*Intonation (pitch level, highness or

lowness of voice)
*Eye Contact
*Pacing (speed or rate in speaking)

*Phrasing (grouping of thought units) *Gestures (hand and

*Stress (emphasis on syllable) bodily movements)

*Tone (way of speaking)

*Posture (body
*Volume (loudness of voice) position)

 The chosen representative or representatives reads or read the dialogues with

verbal and non-verbal cues.
 Groups share observations and justify outputs. Give feedback.

Activity 3. Now Showing

Teacher pairs students and orients them on the film clips to be viewed. Pairs
take note of the verbal and non-verbal cues used including the setting, audience
and topic.

 Refer to the sites uploaded by SunshineStudiosInc on Dec 8, 2007 and by

imfire24 on Mar 29, 2009 (TG)
 Guide Questions:
o What verbal cues did you observe (intonation, pacing, phrasing, stress,
tone, volume) from the actors/actresses? How about non-verbal (eye
contact, gestures, posture)?
o What is the mood of the setting?
o Who are the possible audience or viewers?
o What is the topic or theme of the video clip?
 Then, a pair will merge with another pair and members share their observations.
One will discuss about verbal and non-verbal cues, another member will talk on
setting, the other one on audience and the remaining member will share about
the topic.
 Teacher mills around by groups and gives feedback.

II. Enabling Activities

Activity 4: Venn Game (S)

(Note: Teachers may ask the students to read something about Molave Tree prior the discussion
of this activity.)TG

You must have seen or heard about Molave Tree. At times, the Filipino is
compared to it. Are you ready to find out why?
 Study how the Venn diagram below attempts to show the similarities between a
Molave Tree and Filipinos. Accomplish the diagram.

Congratulations for completing the diagram! Now, let’s process your work.
Answer the questions below:

 What did you feel while discovering these similarities?

Activity 5: Up Close and Personal.

(Note: Teachers may ask the students to read something about President Manuel Luis M. Quezon
prior the discussion of this activity.)TG

Manuel Luis M. Quezon is one of the most celebrated Philippine Presidents in

history. How well do you know him?

Accomplish the diagram below and know more about President Quezon.
 It’s time to process your work!

 What is your overall impression of President Quezon?

 What qualities does he have that you would like to possess?

Activity 6: Mystery Word

Identify the following definitions by arranging the unscrambled letters then write the
word in the box.

1. (adjective) Recovering readily from adversity, sitrelnie -

depression, or the like.
2. (noun) Deep openings between high rocks. samsch -

3. (noun) A rushing stream. treornt -

4. (adjective) Calm and not easily disturbed or upset. lapicd -

5. (adjective) Powerful; strong. tepnot –

Task 4: Reading

GROW AND BE LIKE A MOLAVE

Manuel Luis M. Quezon

National strength can only be built on character. A nation is nothing more or less
than its citizenry. It is the people that make up a nation and, therefore a nation cannot
be stronger than its component parts. Their weakness is its failings, their strength its
power. Show me a people composed of vigorous, sturdy individuals of men and women
healthy in mind and body, courteous, brave, industrious, self-reliant, and purposeful in
thoughts as well as in actions, imbued with sound patriotism and a profound sense of
righteousness, with high social ideals and strong moral fibers and I will show you a
great nation that will not be submerged. A nation that will emerge victorious from trials
and bitter strifes of a destructed world. A nation that will live forever, sharing the
common task and advancing the welfare and promoting the happiness of mankind.

The upward climb of mankind has been

universal. In the human landscape, there are
peaks and valleys, and deep chasms.
Generally, there is a need for potent social
upheavals, volcanic in proportions, to raise the
lower levels to grow at heights.

The battle for existence and the survival of the

fittest has ever the rule of life, in nature and
among men.
It is a heroic task to awaken and apply these faculties so that our people should become
what rightly they should be: morally virile, refined, persevering, public-spirited.

I want our people to grow and be like the molave, strong and resilient, unafraid of the
raging flood, the lightning or the storm, confident of its own strength.

We are Orientals. Orientals are known for their passivity and placidity. In the world of
humanity, we look upon a quiet lake from which adventures and enterprising may reap
enjoyment and gain. I refuse to allow Filipinos to be so regarded.

We shall be a flowing stream, a rippling brook, a deep and roaring torrent full of life, of
hope, of faith and of strength. Through self-discipline, we shall harness all our energies
so that our power spreading over the length and breadth of this land will develop its
resources, advance its culture, promote social justice and secure happiness and
contentment to all the people under the aegis of liberty and peace.

Comprehension Questions

1. (rephrase take note of the levels: simple to complex) Do you believe that the
Philippines is only as strong as the Filipinos? Why?
________________________________________________________________
________________________________________________________________
2. Why do you think President Quezon compared Filipino to a Molave tree?
________________________________________________________________
________________________________________________________________
3. Do you believe that the youth of today live up to the ideals of Quezon? Justify
your answer.
________________________________________________________________
________________________________________________________________
4. Are being passive and placid positive traits? Cite real life situations that support
your answer.
________________________________________________________________
________________________________________________________________

5. Which of the following problems the country today do you find the most difficult to
solve? Can you contribute to its solution?
________________________________________________________________
________________________________________________________________

6. In what way can self-discipline be the key to our country’s development?

________________________________________________________________
________________________________________________________________
 7. In what way can you show discipline

as a son/ daughter ________________________________________________

________________________________________________________________

as a grade 8 student _______________________________________________

________________________________________________________________

as a citizen _______________________________________________________

________________________________________________________________

Task 5: The Great Eight [For differentiated instruction (Group Work)]

(Note: Teacher will group the students according to their intelligences, please see TG)

A. Across Thy Mind (ATM) [Logical-Mathematical]

 Make a survey within the group on how disciplined the members are using
the following scale: Well Disciplined, Moderate Disciplined, Not
Disciplined.
 Make a tally of your data according to the scale
 Construct a graph of the data.
 Interpret your graph and make a conclusion.

B. Youth Power [Verbal-Linguistic]

 Imagine you are SK officers and your task is to write a barangay
ordinance that will require each household to plant a tree / plant in a pot.

C. A Tree for a Day [Naturalistic]

 Picture yourself as a tree and you would like to express how you feel to
the residents of your community. Write a letter to them.

D. Goal Setting [Intrapersonal]

 Make a list of your strengths and weaknesses.
 Set a plan of action that would transform your weaknesses into strengths
and further improve your strengths.

E. The Filipino Spirit is Water Proof! [Visual-Spatial]

 Draw an interpretation of the line “The Filipino Spirit is Water Proof!”
which shows how the Filipinos face calamities.
 F. Pinoy Dance Pinoy [Bodily-Kinesthetic]
 Make a dance interpretation of the song “Pinoy Ako” by Orange and
Lemon band.

G. Sing [Musical]
 Sing a song that is in line with any of the following themes:
 Nature
 Discipline
 Patriotism

H. Ma’am May I? [Interpersonal]

 Interview your teacher about how difficult their job is and how personal
discipline helps them make their work better.

Task 6: Elicitation

Read and study the following sentences found in the text:

1. I want our people to grow and be like the Molave, strong and resilient, unafraid of the
raging flood, the lightning or the storm, confident of its own strength.

2. A nation that will emerge victorious from trials and bitter strifes of a destructed world.

 What are the adjectives in the sentence?

 Can you identify the clause or phrase after the adjectives?
 What do you call them?

Highlighting of Form: TG

An adjective complement is a clause or phrase that adds to the

meaning of an adjective or that modifies an adjective. The adjective
complement always follows the adjective it complements and it is a
noun clause or a prepositional phrase. 

Examples:

1. I am curious what character he has.

2. The student was eager to read the selection about the characters of a Filipino.
3. It was heroic for him to save the people from the flood.

4. We are happy they acquired the values from their parents.

Controlled Practice:

Read and analyze the following sentences. Encircle the adjective and underline its
complement.

1. The Filipino people are strong in facing difficulties in life.

2. The victims of the calamity are resilient that they were able to recover from the flood.

3. Pinoys are known to be persevering in attaining their goals.

4. Filipino youth are confident of expressing themselves through social media.

5. Students are disciplined in terms of accomplishing their tasks.

Skills Work:

Supply appropriate clause or phrase on the blank to complete each sentence.

1. Filipinos are known to be self-reliant ____________________________________.

2. Overseas Filipino Workers are industrious _______________________________.

3. Parents are sturdy __________________________________________________.

4. Filipino children are courteous _________________________________________.

5. The Philippine Army is brave __________________________________________.

Activity __ Write…
A. Read closely to see the differences between the two sets of sentences.

(1) The Philippines is an archipelago. There are _____ Filipinos in the

country. Filipino is the national language of the country together with
eight major languages.

(2) We shall be a flowing stream, a rippling brook, a deep and roaring

torrent, full of life, of hope of faith and of strength.

Let’s talk about what you have read:

1. Which of the sentences give information?

_______________________________________________________
2. What information is provided by the sentence that gives information? How
is it written?
_______________________________________________________
3. How is sentence 1 different from sentence 2?
_______________________________________________________
4. Which sentence is written artistically? What makes it artistic?
_______________________________________________________
5. How do we write artistic statements?
_______________________________________________________
TG: include thekey points on artistic and informative statements

B. Tell whether the statements are written in informational or artistic way.

Underline the informational statement(s) and encircle those written
artistically.

1. President Manuel L. Quezon delivered his “Grow and Be Like the Molave”
speech before the Second World War.
2. The Filipinos during the war vowed to stand in arms against foreign
oppressors.
3. All of us are encouraged to grow and be like the molave.
4. The Second World War started in the Pacific with the bombing of the Pearl
Harbor.
5. The Philippine flag swayed gently and proudly.
C. Good job! Please go over the statements in Activity ____ and copy the
sentences that are written the informational or artistic way. You may start
now.
Two columns pls.

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
__________.

III. Culminating Activity

Activity __ Read Me!

Below are lines from “Grow and Be Like the Molave” of President Manuel L.
Quezon. Read the lines orally with a partner first. Then, get ready with your
partner to read the lines orally in front of the class. Take note of proper stress,
intonation and phrasing.

(1) I want our people to grow and be like the molave, strong and resilient,
rising on the hillside, unafraid of the raging flood, the lighting, or the
storm, confident of its own strength.

(2) We are Oriental. Orientals are known for their placidity and passivity.
In the world of humanity we are looked upon as a quiet and smooth
lake from which the adventurous and enterprising may reap enjoyment
and gain. I refuse to allow the Filipinos to be so regarded.

(3) We shall be a flowing stream, a rippling brook, a deep and roaring

torrent, full of life, of hope of faith and of strength.

How well did your partner read the lines? Take turns listening to each
other to identify whether you have successfully done an oral rendition of the
lines. Copy the table below in your notebook and accomplish it properly.

Yes No Suggestion
 Are the words properly
pronounced?
Line 1
Line 2
Line 3
Do the stress and intonation of
the speaker help get the
message across?
Line 1
Line 2
Line 3
Does the speaker deliver the
lines with confidence?
Line 1
Line 2
Line 3
Is the rendition clear and easy
to understand?
Line 1
Line 2
Line 3

Activity __ Complete Me!

Are you proud you are a Filipino? What are you most proud of in being a
Filipino? Inform us (through facts) or persuade us (by using language
artistically) to believe that you are truly proud of being a Filipino. Complete the
prompt that signify your pride in being a Filipino. Do this in your notebook.

I’m proud to be a Filipino because

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.

Activity __ Write Time!

(TG) You have read the speech of President Quezon entitled “Grow and
Be Like the Molave”. He delivered it before the Second World War to
strengthen the Filipino spirit. He used the molave tree to symbolize the
character he wanted the Filipinos to have: steadfast, strong, resilient.

Write a three to five-statement paragraph expressing what you can do to

express your concern for your country, the Philippines.
You may also use a symbol to show your concern just like President
Quezon who used the molave tree to describe the Filipino character.
Your lesson on adjectival clause, informational and artistic way of writing
statements will help you in writing your paragraph.

_________________________________
Title

_____________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
_______________________________________________________.
Your writing output will be graded based on the rubrics below.
5 4 3 2 1 Total
Highly Eviden Slightly Not
Eviden Evident t Evident Evident
t In
Some
Indicators Ways
The symbol used is appropriate
to the idea presented in the
paragraph.
There are three to five
sentences
in the paragraph.
Adjective complements are
used correctly and meaningfully
in sentences.
There are at least 2-3
sentences written artistically
or/and 2-3 sentences written
the informational way.

Assignment __ Community@Work

Choose from the tasks below what you and your partner will work on.
Write your answers in your notebook or you may print your work and
include it in your portfolio.

Task 1 – Interview WWII veterans in your community and ask them their
experiences during the war.
Task 2 – Visit your school or community library or search the internet and
research on the life of Filipinos before and after the war.
Task 3 – Search the internet for the characteristics and functions of the
molave tree.
Task 4 – Interview long time residents or local government officials in your
community and ask them if there are molave trees in your locality. Inquire
from them also their tree-planting program.