DETAILED LESSON PLAN IN ENGLISH 8

March 21, 2023

Teacher: Rona Mae B. Flores

Grade/Section: Grade – 8 Siena College Tigaon
Time Frame: 1 hour
Subject: English 8

CONTENT STANDARD
The learner demonstrates understanding of: Southeast Asian literature as
mirror to a shared heritage; coping strategies in processing textual information;
strategies in examining features of a listening and viewing material; structural analysis
of words and propaganda techniques; and grammatical signals for opinion- making,
persuasion, and emphasis.

PERFORMANCE STANDARD
The learner transfers learning by composing and delivering a persuasive
speech based on an informative essay featuring use of properly acknowledged
information sources, grammatical signals for opinion-making, persuasion, and
emphasis, and appropriate prosodic features, stance, and behavior.

I. OBJECTIVES

At the end of the lesson the students are expected to:

a.) Define cohesion in writing;

b.) Analyze the four types of cohesion in writing; and
c.) Use the different types of cohesion in writing sentences effectively.

II. SUBJECT MATTER

Topic: Cohesion in Writing

References: English Quarter 3 – Module 5 Using Cohesive Devices ages 9-12
numberdyslexia.com
Materials: Visual aid, paper tape, marker, chalk scissor
Concepts: The four types of cohesion in writing are
Values Integration: Cooperation, self-esteem, optimism
Methodology: 4A’s

III. PROCEDURE

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

A. Preliminary Activities

a. Prayer
 - Everybody stand. Lead the prayer Carmela Carmela: In the name of the Father and of the Son
and of the Holy Spirit…AMEN.

b. Greetings / Classroom Management Students: Good morning teacher, good morning

classmates.
- Good morning class.

- Before you take your seats kindly pick up Students: Yes, teacher.
the trashes you can see inside the
classroom and put it in the trash bins.

After a minute…

- You may now take your seats class. Students: Thank you, Ma’am.

c. Checking of attendance

- I think everyone is present. I’m so glad that

everyone understands the reasons of
coming to school regularly.

d. Review
Grace Sheille: Ma’am, reading is the action or skill
- Okay class, our lesson last meeting was all
of reading written or printed matter
about reading. Can someone define what is
silently or aloud.
reading? Yes, Grace Sheille?

- Yes, very well said, Grace Sheille. Thank

you so much.
(Students listen actively.)
- Again class, reading is;

Constructive: learning about written material

using knowledge from everyday life and
from disciplined fields of study:

Fluent: mastery of basic processes for the

analysis of meaning;

Strategic: controlling one’s reading in

relation to one’s purpose, and/or for
comprehension;

Motivated: able to sustain attention and

learning that written material can be
interesting and informative; and

A lifelong pursuit: continuous practices,

development, and refinement. Students: Yes, Ma’am.
- Did you understand class what is reading?

e. Motivation

- I’m going to flash words with missing letters. Rhea: I, M, I.

- Can you tell us the missing letters from the

word you can see on the TV? Yes, Rhea? Rhea: Skimming.
 - Okay, so Rhea the word is what? Students: Yes, Ma’am.

- Class do you agree with Rhea?

- Yes, Rhea is correct. The word is skimming.

Very good. Cindy: S, N, N.

- Can you tell us the missing letters from the

word you see on the TV? Yes, Cindy I saw
that you’re raising your right hands. Cindy: Scanning.

- So Cindy the word is what? Students: Yes, Ma’am.

- Class do you agree with Cindy?

- Yes, Cindy is correct. The word is scanning. Jeselie: O, E, A, I.

- Can you tell us the missing letters from the

word you see on the TV? Yes, Jeselie?
Jeselie: Close Reading.

Students: Yes, Ma’am.

- Okay, now what is the word, Jeselie?

- Class do you agree with Jeselie that the

word is close reading?

- Very good class. Thank you so much. I am

very pleased with your active participation.

B. Lesson Proper

A. Activity

- Identify what is in column A and match it in (Students are participating in the activity.)
column B.

(Ferjoy answer number 1, Eunice number 2,

Maria Isabel number 3, Paolo number 4,
and Palacio number 5, Donnabel number
6.)

- Thank you so much, class. All of your

answers are correct.
(Students read the objectives.)
- Before proceeding to our discussion, let’s
read our objectives today.

- Thank you so much, our topic for today is all

about the different reading styles.
Jean: Skimming refers to looking only for the gene-
- First, we have the skimming. Can you read ral or main ideas; you read only what is im-
Jean? portant to your purpose, first few paragraphs
in detail, and read only the first sentence of
each paragraph. Also called topic sentences,
they give you the main idea of the paragraph.

Joan: The newspaper.

- Thank you, Jean. So, can someone give me
an example of skimming? Yes, Joan?
Vicky: Magazines.
- Yes, who else? Yes, Vicky?
 Students: None, Ma’am.
- Any additional answer?

- Okay, thank you so much. All of your

answers are correct.
(Students listen actively.)
- Class, here are some examples of
skimming:

The newspaper – to quickly get the general

news of the day.

Magazines – to quickly discover which

articles you would like to read in more
detail.

Business and Travel Brochures – to quickly

get informed.

Donnabel: Scanning look only for a specific fact or

piece of information without reading
- Next is the scanning. Can you read everything; Alphabetical- order from A to
Donnabel? Z; Chronological- time or numerical
order; Non-alphabetical – television
listing; Category – catalog; textual –
encyclopedia entry.

Rosa May: A graph.

- Very good, Donnabel. Can someone give
me an example of scanning? Yes, Rosa
May I saw that you’re raising your right
hands. Joan; A bus / airplane schedules.
- Yes, very good. What else? Yes, Joan? Peran: A google search list on the internet.
- Okay. So, is there any other answer? Yes,
Peran? (Students listen actively.)
- Thank you very much for your very nice
answers. The examples of scanning are; a
google search list on the internet, a bus /
airplane schedule, a conference guide, and
a graph.

Abegail: Close reading is detailed and careful ana-

lysis of a written work; the product of such
- The next is the close reading. Can you read analysis
Abegail?
In-depth – gain deeper meaning and
comprehension of a text.

Extensive – reading for your own pleasure.

Intensive – reading in detail with specific learning.

Julie: Review.
- Well said, Abegail. Can you give me an
example of in-depth reading? Yes, Julie? Sandra: Homework.
- Thank you. What else, Sandra?
 Students: None, Ma’am.
- Yes. So, is there any other answer?
Paolo: Storytelling.
- How about in extensive reading? Yes,
Paolo can you give an example?
Carmela: Reading a newspaper.
- What else? Yes, Carmela?
Leus: reading a magazine.
- Any additional answer? Yes, Leus?
Joan: A contract.
- Yes, your answers are all correct. How
about the examples of intensive reading?
Yes, Joan?
Vicky: Analyzing crossword puzzle
- Yes, correct. What else, Vicky?
Students: None, Ma’am.
- Is there any additional answer?

- Excellent! Your answers are all correct

class.
(Students listen actively.)
- Class, here are the examples of in-depth
reading, extensive reading and intensive
reading:

 In-depth reading – researching,

report analysis, homework, review;
etc.
 Extensive reading – story telling,
reading a magazine, reading a
magazine, reading a fiction books;
etc.
 Intensive reading – analyzing
sequence, analyzing crossword,
analyzing regrouping, organizing; Students: Yes, Ma’am.
etc.

- So, did you understand class the different Students: Says NO / asks questions.
reading styles?

- Do you have any questions? Any

clarifications?

B. Analysis

- Why it is important to study the different Joan: It is important to study the different reading
reading style? Yes, Joan? styles because it will helps us make decisions
about how we read books, as well as doing it
with maximum efficiency.

- Yes, Nice answers! Thank you, Joan. It is (Students listen actively.)

important to learn the different reading
styles because students who understand
their own reading styles can learn to work
through their strengths and develop respect
for the styles of others.

C. Abstraction

- Class, what is skimming again? Yes, Grace (Grace Shielle answered.)

 Shielle?

- Very good! Thank you.

(Jean answered.)
- How about the scanning? Yes, jean?

- Very nice answers! Thank you.

(Vicky answered.)
- Who can remember what is close reading
and its product of analysis? Yes, Vicky?

- Very well said, Vicky. Thank you.

(Students listen actively.)
- Class let us remember that the different
reading styles are the skimming, scanning,
and the in-depth reading, intensive reading,
extensive reading which are under in close
reading. Skimming is reading quickly for the
general idea, examples: the newspaper,
magazines and business and travel
brochures. Scanning is reading quickly for
specific information, examples: a graph and
a bus / airplane schedule. Close reading is
a detailed and careful analysis of a written
work and the product of such analysis are
the in-depth reading which is to gain deeper
meaning and comprehension of a text.
Examples are review, homework, and
researching. An intensive reading is reading
for your own pleasure. Examples are
analyzing crossword puzzle, and analyzing
story sequence. For an extensive reading it
is reading in detail with specific learning.
Examples are story telling, reading a Students: Yes, Ma’am.
magazine, and a newspaper.

- Understood class?

D. Application

- The classes will be divided into five (5) (Students will participate in the tasks given to them.)
groups. Each group will act the reading
styles given to them.

(For Group 1 the skimming, Group 2 scanning,

Group 3 in-depth reading, Group 4 intensive
reading, and Group 5 extensive reading.)

- I will give you 5 minutes to prepare and

another 5 minutes to present in front.

- Thank you so much class. I am amazed that

each group did a great job.
Students: Yes, Ma’am.
- Class, are you ready?
(Students are getting ready for the short quiz.)
- So, since we are done with our discussion
 we will have a short quiz. Kindly get a ¼
sheet of paper and answer this. I will give
you 3 minutes to answer..

IV. Evaluation

Directions: Choose the correct answer and write it on your paper.

1. It is a detailed and careful analysis of a written work.

a. close reading c. skimming

b. intensive reading d. extensive reading

2. Look only for a specific fact or piece of information without reading everything.

a. close reading c. skimming

b. intensive reading d. scanning

3. It’s reading for your own pleasure.

a. close reading c. skimming

b. intensive reading d. extensive reading

4. In this reading style you gain deeper meaning and comprehension of a text.

a. in-depth reading c. extensive reading

b. extensive reading d. close reading

5. It refers to looking only for the general or main ideas.

a. close reading c. skimming

b. intensive reading d. scanning

6. It is reading in detail with specific learning.

a. extensive reading c. intensive reading

b. scanning d. in-depth reading

(7-10) Give the four (4) examples of in-depth reading

1. Researching
2. Report analysis
3. Homework
4. Review

V. ASSIGNMENT

Copy this on your notebook. Search the four (4) major types of essay.

Prepared by: Checked by:

MS. RONA MAE B. FLORES MRS. JOCELYN C. FEDERIS

Subject Teacher Subject Area Coordinator
Approved by:

SR. EMILY S. LALANTACON, O.P., Ph.D.

Dean/President