Republic of the Philippines

Department of Education
REGION XII-SOCCSKSARGEN
SCHOOLS DIVISION OF GENERAL SANTOS CITY
GENERAL SANTOS CITY NATIONAL SECONDARY SCHOOL OF ARTS
AND TRADES
TIONGSON STREET, BARANGAY LAGAO, GENERAL SANTOS CITY

School GSCNSSAT Grade Level 8

Teacher EICESS KIM S. MEDEL Section Tapay
Learning
Grades 1 to 12 Teaching Dates March 12, 2025 Englis
Area
DAILY 4th
LESSON PLAN Time 2:45-3:30 PM Quarter
QUAR

I. OBJECTIVES
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.
A. Grade Level
Standard 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.

B. Most Essential Quarter: 4 Week: 5 MELC(s): Develop paragraphs that illustrate each
Learning Competencies text type.
(MELC)

Objective Construct a narrative paragraph illustrating the key features.

0II. CONTENT Narrative Paragraph

III. LEARNING MELC(s): Develop paragraphs that illustrate each text type.
RESOURCES
A. References Grade 8 English Quarter 4 Week 5: Develop paragraphs that illustrate
each text type.
 https://www.youtube.com/watch?v=043dzog6w6A

1. Teacher’s Guide K to 12 Basic Education Curriculum Junior High School

pages 4th quarter
Quarter: 4 Week:5 MELC(s) Develop paragraphs that illustrate each
2. Learner’s Materials
pages text type.

3. Textbook pages Pages 385-386

https://youtu.be/l75Svhp-UBM?si=D93geJ4WtwDkR-HJ
4. Additional Materials
from Learning
https://youtu.be/x42k2bNSPmg?si=r5aLncrnZ4cMVE_t
Resources (LR)

B. Other Learning
PPT, hand-outs
Resources

V. PROCEDURES
A. Reviewing previous Preliminaries
lesson or presenting the a. Prayer
new lesson b. Greetings
c. Checking of Attendance
d. Reading of class rules
e. Recapitulation of the lesson

Question: How do you construct a descriptive paragraph?

B. Establishing a Activity 1: Imaginative Journey

purpose for the lesson. Directions: Try to imagine yourself you are walking in this place. Create a
story based on what you see in the picture.

City Library of General Santos City https://th.bing.com/th/id/OIP.FewSN_TvLUddEZw0xlPLIAHaFj?

rs=1&pid=ImgDetMain
Guide Questions:
1. Have you ever visited this place? If so, where is it located, and how
was your experience?
2. If you could create a story set in this place, what would it be about?
Who are the characters, and what happens in the story?
 Reading of objective:
Construct a narrative paragraph illustrating the key features.

Activity 2: Capturing the Market Experience

C. Presenting
examples/instances of Directions: Read the narrative "A Walk-Through General Santos City Public
the new lesson. Market." Then, share your own narrative about a market experience. Use
descriptive details and sensory imagery (sight, sound, smell, touch, and taste) to
bring your story to life.

A Walk-Through General Santos City Public Market

Written by

The General Santos City Public Market is a vibrant and chaotic symphony of
sights, sounds, and smells. As I step inside, the air is filled with the scent of
freshly caught seafood, stacks of glistening tuna—a testament to the city’s title as
the “Tuna Capital of the Philippines.” Vendors call out their prices in a rhythmic
chorus, enticing buyers to check out their stalls filled with colorful fruits, crisp
vegetables, and fragrant spices. The clinking of coins and the chatter of customers
create a lively atmosphere, making it feel like the heart of the city's daily hustle. I
carefully weave through the narrow aisles, passing by friendly vendors who flash
warm smiles as they hand over change or wrap fresh produce in newspaper.
Despite the market’s crowded and sometimes messy nature, there’s something
comforting about its energy—a reminder of the hardworking people who bring
food to every table in the city.

Guide Questions:

1. Have you visited a public market? How was your experience similar or
different?
2. What details would you add to make your own market story more vivid?
 Remember:

Narrative Paragraph - tells a story or an event. (Should be arranged

chronologically-time order, that is in the order in which they have
happened)

Activity 3: Let’s Write – A True Filipino Hero

D.Discussing new
concepts and practicing Directions: Divide the class into three groups. Each group will collaboratively
new skills #1 write a narrative paragraph in the form of a short script about a Filipino hero
or a modern-day Filipino superhero that reflects important Filipino values. The
script should describe the character’s appearance, values, personality, and a
heroic action they have done. Use descriptive details and sensory imagery to
bring the story to life.

Group Assignments:

 Group 1: Bayanihan (Helping one another in times of need)

 Group 2: Hospitality (Warmly welcoming and caring for others)
 Group 3: Resilience (Overcoming challenges with strength and courage)

Rubric:

Criteria 5 (Excellent) 4 (Good) 3 (Satisfactory) Points

Clearly reflects
Filipino values Reflects Filipino Some Filipino values
Script (Content
and heroism with values with minor are present but need /5
& Structure)
a well-structured gaps in structure. more clarity.
narrative.

Strongly connects
Application Mostly relevant with Some connection to
to real-life Filipino
(Relevance & good connection to Filipino values but /5
heroism and
Impact) Filipino values. lacks depth.
values.

Vivid descriptions
and creative Some sensory details
Sensory Details Descriptions are clear
storytelling make but needs more /5
& Creativity and mostly creative.
the script engagement.
engaging.

Free of grammar, Minor errors that do

Grammar & Noticeable errors but
punctuation, and not affect /5
Mechanics still understandable.
spelling errors. understanding.

Total Score /20

E. Discussing new
concepts and practicing
new skills #2
 Checking of students' answers based on Activity 3: Let’s Write – A True
Filipino Hero
F. Developing mastery
(Leads to Formative Questions:
Assessment)
1. How did you use your senses (sight, hearing, smell, touch, taste) to
describe South Bay?
2. What specific words or phrases did you include to make your
description more vivid and engaging?
3. How did you organize your paragraph to ensure clarity and
coherence?

G. Finding practical
Refer to activity 3 “SOUTH BAY TA BAI!”.
applications of concepts
and skills.
Questions:
H. Making
generalizations and 1. What makes a descriptive paragraph effective?
abstractions about the 2. How do sensory details enhance a description?
lesson 3. Why is it important to use vivid and precise words in descriptive
writing?

I. Evaluating Learning

Direction: Write T if the statement is true and F if the statement is false.

1. Descriptive writing only includes visual descriptions and does not

consider other senses.

2. The purpose of a descriptive paragraph is to tell a story rather than to

describe a person, place, or thing.

3. In a descriptive paragraph, the use of figurative language, such as

similes and metaphors, enhances the imagery.

4. Descriptive paragraphs should avoid using adjectives and adverbs to

maintain clarity.

5. Descriptive writing can be applied in narrating a story to create vivid

imagery and enhance the reader's experience.
 J. Additional activities Assignment
for application or
Direction: Print or draw a picture of your favorite travel destination. Then,
remediation
write a one-paragraph description highlighting its key features, using
sensory details. Do this on your English notebook.

V. REMARKS
V1 REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
used/discover which I
wish to share with other
teachers?
Prepared by:

EICESS KIM S. MEDEL

Pre-Service Teacher

Checked by:

HERMIE C. AKIATAN
Cooperating Teacher

Concurred by:

FEBELYN M. ERAMIS
MT-I/Supervising Teacher