JUAN SUMULONG MEMORIAL SCHOOLS SYSTEM, INC.

TAYTAY
ANGONO
ANTIPOLO
School Year 2015-2016
CURRICULUM GUIDE IN ENGLISH 8
QUARTER I
CONTENT STANDARD: The learner demonstrates understanding of: African literature as a means of exploring forces that human beings content with; various reading styles vis--vis purposes
of reading; prosodic features that serves as carriers of meaning; ways by which information may be organized, related, and delivered orally; and parallel structures and cohesive devices in
presenting information.
PERFORMANCE STANDARD: The learning transfers learning by composing and delivering an informative speech based on a specific topic of interest keeping in mind the proper and effective
use of parallel structures and cohesive devices appropriate prosodic features, stance, and behaviour.
Da
y
1

Competency

Topic/References

Strategies

Assessment

EN8LT: Describe the

notable literary genres
contributed by African
writers.
- Familiarize with
some known
African writer and
their contributions
to African
literature
- Be acquainted
about African
literature
- Study the culture,
tradition and
history of Africa

Topic: Introduction to
African Literature

Drill: Spelling
Review: Students prior knowledge about literature, its divisions, and its kinds.
Lesson Development:
A. Acquisition
Motivation: Sharing
Students tell something about their favourite writers (local or foreign),
some of their work.
B. Meaning Making
Ask:
1. What are your criteria upon choosing your favourite author? Is it because
of their looks? Popularity? The way they right? Explain you answer.
2. Are there authors you know whose kinds of works are somehow similar
from the works of the African authors you have researched? What are
those?
3. What do you think are the factors that influence these authors to write a
certain kind or genre as a contribution to African literature?
Group Activity: Summarizing information: The teacher groups the class by
triads and each group summarize the information the
discussion to come up with a brief essay containing using
Venn Diagram: The teacher posts pictures of African authors
together with details about them then the students choose one

Quiz: True of False

1. Africa was know
as dark continent
because of their
skin tone.
2. Most of thier
folklores are
based from their
culture
3. Animals are the
common
character of their
folklores or
myth.

Reference:
-Source

Teachers Notes

JUAN SUMULONG MEMORIAL SCHOOLS SYSTEM, INC.

TAYTAY
ANGONO
ANTIPOLO
School Year 2015-2016
from these African authors and one from their known authors
(Foreign or Local) then do a comparison and contrast using
Venn diagram.
Individual Activity: Students will interpret literature by drawing of a

diagram that shows the development of it through their

culture, tradition and history.
C. Transfer: Generalization about the topic through Q and A
Assignment: Do a research about African poetry.
What are the elements of poetry?
Da
y
2

Competency

Topic/References

EN8LT: Explain how

Topic: Introduction to
the elements specific to Poetry
a genre contribute to the - Elements of Poetry
theme of a particular
Reference:
literary selection.
- source
EN8LT: Determine tone,
mood, technique, and
purpose of the author
- Identify the
elements of
poetry
- Introduce the
African poetry
- Know how to
express
emotions
through poetry
- Compose a
short poem

Strategies

Assessment

Drill: Spelling
Review: Review about authors and literature of Africa.
Lesson Development:
A. Acquisition
Motivation: Semantic Web
Students will make a semantic map by group wherein a word is in the
middle and brainstorm words they associate with this word. After they will
share and briefly explain their work in front of the class.
B. Meaning Making
Ask:
1. How do you come up with these words?
2. How do you express your ideas effectively in writing?
3. How imagination helps you in creating ideas?
4. What is poetry? How does it form?
5. What are the elements of poetry?
Group Activity: The class will be group in six; the teacher will read lines or
stanzas of poems and each group need to give if what is the
element used. Each group has a flag to wave if they know the
answer.
Individual Activity: Analyze a poem that will be given by the teacher, look
for the elements used.
C. Transfer: Compose at least two stanza of poem using some of the elements.
Assignment: Study The Village of Round and Square Houses
Essential English pp. 5 - 8

Quiz:
1. What is poetry?
2. Aside from
experience
people can write
poetry because
of what?
3. What is the
element that
shows the same
sound of the end
in every line?
4. What is the
element that is
usually the
message?
5. What is the
element that
shows the mood
of the poem?

Teachers Notes

JUAN SUMULONG MEMORIAL SCHOOLS SYSTEM, INC.

TAYTAY
ANGONO
ANTIPOLO
School Year 2015-2016
Da
y
3

Da
y
4

Competency

Topic/References

Strategies

Assessment

EN8LT: Identify the

distinguishing features
of notable African
chants, poems, folktales,
and short stories.
- Discuss The
Village of
Round and
Square Houses.
EN8LT: Explain how a
selection may be
influenced by culture,
history, environment, or
other factors.
- Study the
Africans live
through a poem
EN8LT: Express
appreciation for sensory
images used
- Identify the
sensory images
from the poem.
Competency

Topic: The Village of

Round and Square
Houses
Reference:
- Essential in
English
pp. 5 - 8

Drill: Spelling Drill

Review: Recall the elements of poetry
Lesson Development:
A. Acquisition
Motivation: Teacher will call students to read in class about the Ann Grifalconi in
page 4.
B. Meaning Making
Asks:
1. Why do we find stories told by our parents or grandparents endearing?
2. Can you think of tales that have been handed down from generation to
generation?
Group Activity: Students by partner will do the activity 1 for comprehension
skill.
Individual Activity: and activity 2 for literary skill.
C. Transfer: Interpret the poem if how you imagine or visualize the setting from
how it was described.
Assignment:

Quiz:
1. Who is Mother
Naka?
2. What were some
of the things that
she told them?
3. What happened
to the village?
4. How does the
villagers accept
the anger of
Mother Naka?

Topic/References

Strategies

Assessment

F: Use the correct

Topic: English Sounds
sounds of English
Reference:
- Familiarize with - Proficiency in English
the sounds of
Book 8
- Internet
English
(Vowels,
diphthongs,

Drill: Review of the parts of speech through sentence analysis (Nouns)

Review: Students prior knowledge about English Sounds
Lesson Development:
a. Acquisition
Motivation: Try Not to Twist: Reciting tongue twisters showing different English
sounds
b. Meaning Making
Ask: What have you noticed from the words on our spelling drill? How about on

Teachers Notes

Teachers Notes

JUAN SUMULONG MEMORIAL SCHOOLS SYSTEM, INC.

TAYTAY
ANGONO
ANTIPOLO
School Year 2015-2016
our tongue twisters?
Do they use words having similar vowels or consonants? If yes, what are
those words?
Base from their letters, can you distinguish the differences of their sounds
while you are pronouncing those?
What do you think is the importance of learning these English sounds?
Group Activity: Where do I belong The teacher divides the class into 6 groups and
gives each member a specific English sound. Each members of the
group are not allowed to talk to each other. The teacher dictates words
with different sounds that each members of the group should listen to,
a member writes down a word belongs to him/her. When the teacher is
done reciting the words, the groups begin to assess each others work
then come up with the final list of given words on a Manila paper.
Individual Activity: Write sentences using the words given from their group work

consonants)
Recognize
different English
sounds in
speaking and
reading
Use English
sounds in
writing,
speaking

c. Transfer: Generalization through Q and A

Define Informative
speech

Topics:
-Informative speech
(Instruction)
-Prosodic features of
speech

LC: Listen to important

points signalled by
volume, projection,
pitch, and stress
Reference:
- Recognize the
- Essential English
proper use of
projection, pitch,
Book 8
- Source
and stress
- Identify important
ideas through the
speakers
projection while

Assignment: What is an informative speech?

Define the ff. terms:
1. Volume 2. Projection 3. Pitch 4. Stress
Drill: Review of the parts of speech through sentence analysis (Verbs)
Review: Topic about English sounds
Lesson Development:
a. Acquisition
Motivation: Checking of students assignment through socialized discussion
followed by listening to an informative speech (instruction)
b. Meaning Making
Ask: Did the speaker use voice of projection and was his/her voice loud
enough? How about pitch and stress?
Did the speakers voice projection help you to get the important points in
the speech? Explain you answer.
Did the speakers projection, pitch, and stress affect the meaning or message
of the speech? How?
Group Activity: The teacher divides the class into 5, then play another example
of an informative speech giving instructions. The group criticize the
speech base from the speakers projection, pitch and stress through

listening to a
speech of
instruction

WC: Generate ideas and

their relationship
G: Use appropriate
cohesive devices in
composing an
informative speech
- define the
meaning of the
word cohesive
- recognize the
use of cohesive
devices

Topic: Writing an
Informative speech
-Cohesive devices
Reference:
- Essential English
Book 8 pp. 25-29
- Internet

JUAN SUMULONG MEMORIAL SCHOOLS SYSTEM, INC.

TAYTAY
ANGONO
ANTIPOLO
School Year 2015-2016
their learnings from the discussion, and then a reporter from a group
presents the comments of his/her group.
Individual Activity: Students answers the questions prepared by the teacher
from the speech they had listened to.
c. Transfer: Generalization through Q and A
Assignment: Do a research about how to write an informative speech
and cohesive devices, paste your printed hard copy on your notebook.
Drill: Review of the parts of speech through sentence analysis (Conjunctions)
Review: Topic about informative speech
Lesson Development:
a. Acquisition
Motivation: Game: Tic-tac-toe
b. Meaning Making
Ask: What is the mechanics of the game?
Can the mechanics of the game be related on our way of organizing ideas?
Why did you say so?
How we organize ideas? Are there words being used for organizing ideas?
Group Activity: Picture analysis: Creating story through presented pictures
Individual Activity: Completing sentences using cohesive devices
c. Transfer: Write an informative speech, use the guidelines on page 15 of you EE 8
book.
Assignment: Surf the internet about the Literature of Africa, take note of the important
details like; name of people or events that have a great influence on
African Literature, Known African Writers.