Department of Education: Schools Division of Ozamiz City

Republic of the Philippines
Department of Education
REGION X – NORTHERN MINDANAO
SCHOOLS DIVISION OF OZAMIZ CITY
Lesson Plan
Learning Area English

Grade Level 8 Time Allotment 4 hours/week
Quarter First Week 1 Day 1
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of : African
literature as a means of exploring forces that human beings
contend with; various reading styles vis-vis purposes of
reading; prosodic features that serve as carriers of meaning;
ways by which information may be organized, related, and
delivered orally; and parallel structures and cohesive devices
in presenting information.
B. Performance The learner transfers learning by: composing and delivering
Standards an informative speech based on a specific topic of interest
keeping in mind the proper and effective use of parallel
structures and cohesive devices and appropriate prosodic
features, stance and behaviour.
C. Learning EN8LC-I-a-5.1: Listen for important points signalled by
Competencies/ volume, projection, pitch, stress, intonation, juncture, and
Learning rate of speech
Code EN8OL-I-a-3.11: Use the correct sounds of English
EN8G-I-a-8: Use appropriate cohesive devices in
composing an informative speech
D. Sub-tasked 1. Discuss the important points signaled by volume,
Learning projection, pitch, stress, intonation, juncture, and rate of
Objectives speech.
2. Observe correct sounds of English in delivering a speech.
3.Use appropriate cohesive devices in composing an
informative speech
II. CONTENT Prosodic Features of Speech, correct sounds of English, and
cohesive devices in composing an informative speech.
A. Concepts Stress, Intonation, Juncture, Vowel and Consonant Sounds,

Cohesive Devices
B. References
1. Teacher’s 11-17
Guide pages
2. Learner’s
Material pages
Address: IBJT Compound, Carangan, Ozamiz City

Telephone No: (088) 545-09-88 Our LEARNERS: The Diamonds of the Fortress.
Telefax: (088) 545-09-90 ASENSO OZAMIZ!
Email Address: [email protected]
3. Textbook English for Communication Arts and Skills through Afro-

pages Asian Literature pp. 5-6
Voyages in Communication pp. 16-17
C. Learning Resources
1. Materials from
LR Portal
2. Other Learning
Resources powerpoint presentation. Video clips
III. PROCEDURE 4A’s
(Strategy Used)Cooperative/Collaborative learning, Game
A. Preparatory  Prayer
Activities  Checking of attendance by family, and checking of
(2 minutes) classroom cleanliness and orderliness.
1. Drill/Review Afro-Asian flags quiz
(3 minutes) Divide the class into four groups. Each group is given 1
minute to label the flags of Afro-Asian countries. The group
with the highest number of correct answers will be the
winner.
2. Motivation Activity. The Thoughts that I know are….
(3 minutes)  Ask the students to watch the video clip about the values
and traditions of the Asians and Africans.
 Instruct them to share their thoughts about the people of
Asia and Africa.
 Present some interesting facts about Asians and Africans.
3. Presentation of  Allow the students to go over the following objectives for
the Objectives them to focus more on the target concepts, language,
(2 minutes) communication and literary skills:
A. Listen for important points signalled by volume,
projection, pitch, stress, intonation, juncture, and rate of
speech;
B. Note the changes in volume, projection, pitch, stress,
intonation, juncture, and rate of speech that affect meaning
C. Recognize prosodic features: volume, projection, pitch,
stress, intonation, juncture, and speech rate that serve as
carriers of meaning;
D. Observe the correct production of vowel and consonant
sounds.
E. Discuss the importance of using appropriate cohesive
devices in composing an informative speech.
B. Developmental Analysis. Sounds of Language
Activities/ Lesson  Allow the students to read the descriptions on the board
Proper giving emphasis on the critical sounds.

(10 minutes)  Model to the students the proper pronunciation of a critical

vowel and consonant sounds based on the sentences.
 It should be done through repetition in words, phrases,
clauses, sentences.
 Have them formulate some generalizations based on the
inputs in the video clip.
C. Culminating
Activities
1. Practice Abstraction. Can you say it? Can you hear it?
Exercises  Divide the class into four groups. Each group is assigned
(10 minutes) to a specific stanza of the poem. Instruct the students to
listen and repeat after the teacher reads the poem “I am an
African Child” and remember the right stress to distinguish
the content words from the function words. They should
apply the right stress on the highlighted words.
 Let them observe proper stress, intonation, and pause.
/- indicates a short pause in between speech
//- indicates a longer pause in between speech
WORD – indicates a stressed syllable or word; intonation
rises in this syllable or word.
 Ask the students to discuss the lessons they have learned
from the poem.
2. Application (10 Application. Watch out! Rising Intonation or Falling
minutes) Intonation?
 Group the students into four and ask them to read the
sentences together. Assign Group 1 and 2 to read Set A
sentences while Group 3 and 4 to read Set B sentences. Let
them use the right intonation to achieve the purpose or
feeling indicated in the sentences. They should determine
the instances where rising and falling intonation are used.
 Have them explain the instances where rising and falling
intonation are used.
SET A
Have you seen an African child before? (rising)
Are you proud of the Filipino culture? (rising)
Troy (motivating): Truly you’re a brave Filipino! (rising)
Kathy (doubtful): We know the issues in our country, don’t
we? (rising)
SET B
It’s more fun in the Philippines. (falling)
We have to preserve the Filipino culture, don’t we? Tag
question where the speaker is certain. (falling)

How long have you been in Ozamiz City? (falling)

Speak our own Filipino language. (falling)
IV. EVALUATION (15  Instruct the students to read silently the informative article
minutes) “What is an educated Filipino?” observing proper stress,
intonation and pause on the highlighted words and list
down the cohesive devices used.
 In a 1 whole sheet of paper, ask them to compose a three-
paragraph informative speech about a topic that interests
them using appropriate cohesive devices.
V. ENRICHMENT/  Let the students record their informative speech observing

ASSIGNMENT (5 proper stress, intonation, pause and correct production of
minutes) vowel and consonant sounds.
( Note:1. Values shall be integrated in any part of the lesson when deemed necessary.
2. Font style-Times New Roman, size-12, single spacing, add space after each
paragraph, reference the learning resources used-preferably from the LR portal,
follow format)
Prepared by:
ROSELL M. GOMEZ
Secondary School Teacher III, OCNHS
Checked:
FEDERICO B. ARANIEGO, JR. JASMINE I. GAOGAO

Education Program Supervisor, English Public Schools District Supervisor, D1
Reviewed: (M&E & LR-Specification)
Recommending Approval:
ANACLETA A. GACASAN AUDIE S. BORRES, CESE

Chief ES, CID Assistant Schools Division Superintendent
Approved:
JEAN G. VELOSO, CESO VI

Schools Division Superintendent

Learning Area
Grade Level Date
Quarter Week Day
Content
REMARKS
REFLECTION:
a. Number of learners
who earned 75% and
above on the
formative assessment
b. Number of learners
who need
remediation
c. What difficulties did

I encounter which my
school head or
supervisor can help
me solve?
d. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?
Note: This template shall be accomplished daily.


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Republic of the Philippines

Learning Area English

A. Concepts Stress, Intonation, Juncture, Vowel and Consonant Sounds,

Address: IBJT Compound, Carangan, Ozamiz City

3. Textbook English for Communication Arts and Skills through Afro-

Address: IBJT Compound, Carangan, Ozamiz City

(10 minutes)  Model to the students the proper pronunciation of a critical

Address: IBJT Compound, Carangan, Ozamiz City

How long have you been in Ozamiz City? (falling)

V. ENRICHMENT/  Let the students record their informative speech observing

FEDERICO B. ARANIEGO, JR. JASMINE I. GAOGAO

Reviewed: (M&E & LR-Specification)

ANACLETA A. GACASAN AUDIE S. BORRES, CESE

JEAN G. VELOSO, CESO VI

Address: IBJT Compound, Carangan, Ozamiz City

c. What difficulties did

Note: This template shall be accomplished daily.

Address: IBJT Compound, Carangan, Ozamiz City

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