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Lesson Plan in Grade 8 Positive Negative

Secondary Education (University of Antique)

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Lesson Plan in Grade 8

I. Objectives: at the end of the discussion, the students must be able to;
a. determine the gist or message of the texts;
b. identify the positive and negative messages derived from a specific material; and
c. create negative idea or positive idea based on the given text.

II. Subject Matter

A. Topic: Recognize Positive and Negative Messages Conveyed in a Text
B. Materials: Power point presentation, laptop, activity sheets
C. Reference: English activity sheet Quarter 2 - MELC 5

III. Procedure
A. Teachers activity Students response
Let’s all stand for a short prayer. Amen.

Good Morning class! Good Morning ma’am!

Kindly Arrange your chair, return the

arrangement on its original positions and
pick up the rubbishes under your chairs.

Class monitor, please check the attendance.

B. Motivation
Directions: Look at the words inside the
box below. Identify the words that connote
positive and negative meanings and paste it
under their respective column.

corrupt clumsy energetic

calm
happy creative success
depressed
harmful lucky victory cold-
hearted
fail oppressive naughty
worthy evil friendly

NEGATIVE
POSITIVE

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C. Analysis
What have you observed in our activity? Students answers may vary

How often do you encounter positivity and Students answers may vary
negativity in life?

How do you handle things in dealing with Students answers may vary
positivity and negativity?

Do you now have an idea what will be our Students answers may vary
topic today?

Okay, so before we formally discuss the

recognition of positive and negative
messages, let’s all read first our lesson
objectives.

D. Statement of the aim

a. determine the gist or message of the
texts;
b. identify the positive and negative
messages derived from a specific material;
and
c. create negative idea or positive idea
based on the given text.

E. Abstraction

Reading is like a painting. Just as the

artist has a way of making us find meaning
in the way he interprets his subject; a writer
can also make the reader interpret and
imagine what he is reading through the
skillful use of language in the text.
Moreover, reading is also a thinking
process. As the reader reads, what he had
experienced to what he had read. During
this processing of information, this ability
of the readers to use their background
knowledge and thinking ability to make
sense of what they read; in recognizing the
positive and negative messages along with
the context.
Positive messages are a type of
communication that provides good news,
acceptance, or congratulations. Positive
messages are often the easiest to wrote
because the receiver is expected to be fairly
receptive to the presented information.

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They tend to follow the direct pattern by

stating the idea first, followed by an
explanation.
Negative messages, on the other hand,
are more of a direct approach. They most
often includes refusing requests and
delivering bad news. Negative messages are
usually difficult to write because the
audience is being told exactly what they
don’t want to hear.
The main difference between these
two types of messages is the feeling of
optimism found in the positive message;
and the lack thereof in the negative
messages. Both types of messages,
however, serve a common purpose and that
is to disseminate information and to
encourage the understanding and
acceptance of that information.

F. Application
Directions: Read the passage below and
create a positive or negative advertisement
to promote an advocacy. It can be in a form
of a 2-stanza poem, poster or any visual
advertisement. An example is done for you.
The rubric below will be used to assess
your work. Write your answer on a separate
sheet of paper.

Children are particularly affected by

the hunger crisis in Africa. There are far too
many starving kids in Africa, every single
affected kid is one too much. Malnutrition
leads to physical and mental development
delays and disorders and is a major cause of
high infant mortality rates in sub-Saharan
Africa.
According to UN data, 165 million
children worldwide are too small for their
age, or stunted, due to chronic malnutrition.
Three quarters of these children live in sub-
Saharan Africa and South Asia. In sub-

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Saharan Africa, 40% of children are

affected; in South Asia, 39%.3.2 million
children under the age of 5 die each year in
sub-Saharan Africa - that's about half of the
world's deaths in this age group.
Worldwide, nearly every second death
in children under the age of five is due to
malnutrition. As this weakens the immune
system, diseases such as pneumonia,
malaria or diarrhea often lead to death. The
sub-Saharan child mortality rate is one of
the highest in the world, with one in nine
children dying before the age of 5. In Sierra
Leone, one in every six children dies before
the age of 5. Especially young children die
in Nigeria and the Democratic Republic of
the Congo.

Group 1: EMPTY TUMMY

Luck are you
To have food
Very much different to me
Who can barely eat everyday?
Hunger is our enemy
For it robs our future away
Please extend some help in our
community
Never let us die because of our empty
tummy

Criteria 1pt. 3-4 pts. 5 pts.

Content The content is quite far The content is good The content is excellent
from the passage and and is somehow related and is clearly related to
quite unclear to the passage. the passage.
Creativit The output is common The output is somehow The output is very
y and has only minimal creative and has the creative and has the
impact to readers. impact to influence impact to influence
readers. readers.

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Group 2:

Criteria 1pt. 3-4 pts. 5 pts.

Content The content is quite far The content is good The content is excellent
from the passage and and is somehow related and is clearly related to
quite unclear to the passage. the passage.
Creativit The output is common The output is somehow The output is very
y and has only minimal creative and has the creative and has the
impact to readers. impact to influence impact to influence
readers. readers.
IV. Evaluation

Directions: Read and answer each item.

Write your answer on a separate sheet of
paper. Determine whether the message of
each statement is positive or negative.
Write POSITIVE if it conveys a good
message and NEGATIVE if otherwise.
1. A child dies every 15 seconds from
water-related diseases. Help then
and donate.
2. People who ate chocolate are 72%
happier than those who don’t.
3. You'll make the right decision because
you have something that not many people
do: you have heart.
4. If we don’t follow the protocols, we
are all going to die.
5. Recycling saves habitats of endangered
species.

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6. I heard that that street is far more

dangerous at night.
7. Not getting a regular check-up can cost
you your life.
8. Some children in Africa are starving.
We are not. It is time to share.
9. As a doctor, I am glad to inform you
that your health is getting better.
10. Millions of Filipinos suffer brownout
at the height of “Rolly.”

V. Assignment

DETECTIVE MODE ON!

Directions: Watch TV advertisements and

list down five example of the POSITIVE
and NEGATIVE advertisements.Write
your answer on a separate sheet of paper,
and pass it next meeting.

Prepared by: Jessa Mae C. Flores

Student Teacher

Lianne M. Cadiao
Cooperating Teacher

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