LCNHS- MAYAO

School Grade Level 8

CROSSING EXTENSION

GRADE MARIELLA JOY M.

Teacher Learning Area ENGLISH
8 BELLUDO

DAILY November 20-24, 2023

Teaching
LESSON First
Objectives Dates and 7:30-8:30 Mahogany Quarter/Semester
: PLAN Quarter
Time
1. identify 1:50-2:50 Cypress
opinion-
marking
signals and
use them
in sharing
your own
I. thoughts.
O 2.
B appreciate
J the
E importanc
e of giving
C opinion-
T based
I statements
V versus
E factual
S based
statements.
3. share
ideas using
opinion
marking
signals
through
differentiat
ed tasks
given.
A. The
C learner
o demonstrat
es
nt
understand
en ing of:
t African
St literature
a as a means
n of
d exploring
forces that
ar
human
ds beings
contend
with;
various
reading
 styles vis – à-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.
The learner transfers learning by composing and delivering an informative speech
B. Performance
based on a specific topic of interest keeping in mind the proper and
Standards effective use of parallel structures and cohesive devices and appropriate prosodic
features, stance, and behavior
C. Learning
Competencies/
( EN8SS – lle -1.2 MELC)
Objectives
Share ideas using opinion-marking signals
(Write the LC Code for
each.)

II. CONTENT OPINION-MARKING SIGNALS

III. LEARNING
RESOURCES

1. References
1. Teacher’s Guide
pages
2. Learner’s Material
pages
1) K to 12 Curriculum Guide (May, 2016) p. 18
3. Textbook pages 2) http://www.wordsearchfun.com/
188085_transition_word_search_wordsearc h.html
3) Additional
Materials from LRMDS, Textbook, Deped Commons, TeleDunong
Learning Resource
(LR) portal
1. Visual Aids
2. Other Learning
2. Worksheets
Resources
3. Laptop

Established a learner-centered culture by using teaching

strategies that respond to their linguistic, cultural, socio-
economic and religious backgrounds.
IV. PROCEDURES

Used a range of teaching strategies that enhance learner

achievement in literacy and numeracy skills.

PRELIMINARIES:
A. Reviewing previous Opening Prayer
lesson or presenting the
new lesson Checking of Attendance

Review of the previous lesson using “HASHTAGS”

B. Establishing a purpose The teacher shows two videos and asks the learners about their opinion about it.
for the lesson
ACTIVITY: Video Analysis
 Students analyze the given situations.

Question/s:

1. What can you say about the video you watched?

2. Which do you think is the fact and opinion between
the two?
3. How do you say so?

For students to easily understand the lesson, the teacher shows another
examples:

C. Presenting
examples/instances of the
new lesson

(Asking students’ reactions about the two photos)

D. Discussing new Question before the discussion of the terms:

concepts and practicing
new skills # 1 1. What do you feel when someone talks something about you, and you know to
yourself that it’s not true?
2. As a listener, how do you identify if someone’s story is true or just a mislead
or false story?

Applied a range of teaching strategies to develop critical and

creative thinking, as well as other higher-order thinking skills.
On the other hand…
 ACTIVITY: GIVING SOME FACTS/OPINIONS IN DIFFECT SUBJECTS

FACTS:

 Araling Panlipunan
 Filipino
 MAPEH
 Science

OPINION:

 English
 Math
 ESP
 TLE

E. Discussing new WHAT’S MORE

concepts and practicing
new skills #2 Distinguishing fact and opinion is a significant skill in order to become critical
and analytical in dealing with information and avoid being wrongfully influenced
and manipulated. Knowing when and how to distinguish one from the other gives
you a head start to becoming a good speaker or writer.

Opinion-marking signals play important roles in signifying that statements are

opinion-based. Expressions like I believe, in my opinion and as I see it are
examples of opinion-markers.

Aside from improving reading and listening comprehension, learning opinion-

markers also improves the way you express your own thoughts. It is a relevant
conversational skill that you should learn as a second language learner.

EXAMINE THIS SCENARIO:

You went to a movie that your friend had suggested you to watch. This was
the same movie she had enjoyed watching with her family. Afterwards, she
asked you if you liked it, too. You simply responded with “so-so”.





 Opinion markers that state disagreement
 


The teacher asks the students about their learnings on the topic.

The teacher creates statements and students need to express their opinion about it
using their own choice of opinion-marking signals.

ACTIVITY: WHAT’S ON YOUR MIND?

FIRST STATEMENT:

WHICH DO YOU PREFER? HALF DAY OR A WHOLE DAY CLASS?

SECOND STATEMENT:

MATH IS ONE OF THE EASIEST SUBJECTS IN SECONDARY SCHOOL

THIRD STATEMENT:

IT’S BETTER TO BE AN INTROVERT THAN TO BE AN EXTROVERT

F. Developing Mastery Learning Task: Read each statement below. Identify whether each statement is
 a FACT or an OPINION. If the sentence expresses a fact.
Examples:
I think she’s a very good dancer.
-
Opinion
Elephants are the largest land mammals.
-
(Leads to Formative Fact
Assessment) 1. Corazon Aquino was the first female president of the Philippines.
2. Pizza with pineapples is delicious, in my case.
3. Mars, the fourth planet from the Sun, is the second smallest planet in the solar
system.
4. Water regulates the Earth’s temperature.
5. Going to the beach is the best form of vacation.
ACTIVITY: DON’T BE SHY, FLAUNT YOUR SKILLS/TALENTS!

By student’s creativity, they are requested to share their talents or facts about
them in front of the class and let their classmates provide an honest opinion about
G. Finding practical it using some opinion marking signals.
applications of concepts
(Presentation of the output to the class)
and skills in daily living

Used strategies for providing timely, accurate and constructive

feedback to improve learner performance.

H. Making With reference to the availability of information in the advent of technology, the
generalizations and ability to distinguish fact and opinion becomes an important skill in higher level
abstractions about the reading and listening comprehension tasks. Since both are often woven together
lesson to make a point, extracting verifiable truths from an author’s personally
developed ideas can be, sometimes, tricky.

Fortunately, authors tend to use phrases or lines to indicate the distinction

between fact-based and opinion-based statements.

If there are group of people who are thirsty to let other people change their
perspectives about them…

They will be the INDIGENOUS PEOPLE.

Why do you think so?

Adapted and used culturally appropriate teaching strategies to

address the needs of learners from indigenous.
 Fill in the blanks with the correct terms relevant to what you have learned in this
lesson. Choose from the word pool below.

Opinion-marking signals play an important role in signifying that statements are

(1-2)__________. Distinguishing fact and (3)__________ is a significant skill in
order to become critical and (4)__________ in dealing with information, and
avoid being wrongfully influenced and manipulated. Knowing when and how to
distinguish one from the other gives you a head start to becoming a good speaker
or (5)__________.

PART II.
I. Evaluating learning

J. Additional activities Performance Task:

 Creation of a comics with chosen topic using an opining marking signals.

Content- 25
for application or
remediation Creativity- 15

Neatness-5

Punctuality- 5

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson
D. No. of students who
continue to require
E. Which of my
teaching strategies
worked well? Why
did these works?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by: Inspected by:

MARIELLA JOY M. BELLUDO REBECCA L. RECTO

Grade 8- English Teacher Teacher-in-charge