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School: Grade Level: 8

GRADE 1 to 12
Teacher: Learning Area: ENGLISH
Teaching Dates and Time: WEEK 9 Quarter:


Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of: East Asian Literature as an art from inspired and influenced by nature;
relationship of visual, sensory, ad verbal signals in both literary and expository texts; strategies in listening to long
descriptive and narrative texts; value of literal and figurative language; and appropriate grammatical signals or
expressions suitable to patterns of idea development.

B. Performance Standards: The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety
of effective paragraphs , appropriate grammatical signals or expressions in topic development, and appropriate prosodic
feature, stance, and behavior.

C. Learning Competencies/Objectives: EN8SS-IIi-1.2: EN8VC-IIi-1.3: EN8LT IIi-3: EN8OL-IIi-3:

Write the LC Code for each Explain visual-verbal Predict the gist of the Explain how a selection Deliver a self-composed
relationships illustrated in material viewed based on may be influenced by entertainment speech using
tables, graphs, and the title, pictures, and culture, history, all the needed speech
information maps found in excerpts environment, or other conventions
expository texts factors
EN8VC-IIi-17: EN8G-IIi-9:
EN8RC-IIi-2.15: Discern positive and EN8WC-IIi-2.2: Use appropriate
Organize information in negative messages Develop paragraphs that grammatical signals or
tables, graphs, and maps conveyed in a material illustrate each text type expressions suitable to
viewed ( narrative in literature, each pattern of idea
EN8LC-IIi-7: expository, explanatory, development:
Employ appropriate EN8V-IIi-10.24: factual and personal General to
listening skills and Discriminate between literal recount, persuasive) particular
strategies suited to long and figurative language Claim and
descriptive and narrative counterclaim
texts Problem-solution
EN8LC-IIi-7.2: And others
Employ projective listening
strategies with longer
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Lists the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teachers Guide Pages
2. Learners Materials Pages

3. Textbook Pages Page 134-135 Page 191-195 Page 179 Page 176-177
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources English Expressways II https://www.youtube.com English Expressways II English Expressways III
English Expressways II
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or According to a Chinese Differentiate the following: The British Council When you speak, read or
Presenting the New Lesson saying A picture is worth a Explicit means Teaching English write, you come across or
thousand words this saying direct or expressly website defines a cline as a use words like because,
is true with the graphs stated scale of language items that since, as a result, therefore,
Implicit means goes from one extreme to so, so that, then.
implied or hinted another, for example, from
positive to negative, or from
weak to strong.
B. Establishing a Purpose for the Lesson Interpret Information Abstract Information by Differentiating between Expressing Causes and
presented in a pie graph Noting Explicit and Implicit Shades and Meaning Effects
Details Used
C. Presenting Examples/Instances of the Graphs are popular forms Read the selection and find The way of placing related Discussion of key points:
Lesson of charts because they are out the effect of saving, words within a slope to ( teacher provide examples)
easy to create and read loving, and protecting show degrees of intensity is
nature on a person called making a Cline 1.Clause stating the effect +
because +clause stating the
D. Discussing New Concepts and Graphs are pictures of Video clips: The use of cline for 2. Because + clause+
Practicing New Skills #1 information, not pictures of vocabulary enables you to stating the cause + clause
things you can see. The https://www.youtube.com see how words in the same stating the effect
information in graphs is /watch?v=C7u4z8KcTu0 situational environment
often called data relate
E. Discussing New Concepts and Pie graphs are useful in Replay: Clines also help you create 3. Clause stating the effect
Practicing New Skills #2 showing the proportional Video clips: connotative meanings in + because of + noun phrase
distribution of items that degrees giving a reason or cause
make up one whole amount. https://www.youtube.com
It shows comparison among /watch?v=C7u4z8KcTu0 4.Because of + noun phrase
items giving the reason or cause +
clause stating the effect
F. Developing Mastery Activity: Activity : Board Work Activities Board work activities
(Leads to Formative Assessment 3) (Group work) Answer comprehension (Provided by teacher)
As a member of the school Check 1-4 on page 195 (provided by teacher)
governing council, you were
tasked to prepare a budget
proposal of Students
Nutrition Program and
present it with a graph
G. Finding Practical Applications of It is the way of life among If you were the boy in the Board Work activities: Apply cause and effect in
Concepts and Skills in Daily Living the Filipinos and even story how will you show to (provided by teachers) your own lives, for example,
among other Asians to think the people that you are a understanding that
of the familys welfare. nature lover? attending class leads to
better grades.
H. Making Generalizations and Graphs were made to The firefly hunt is taken This lesson focuses on The easiest method for
Abstractions about the Lesson identify and prioritized its from that novel. It tells about vocabulary development teaching cause and effect in
basic needs a popular recreational which treats words not mere reading is to use graphic
activity in Japan. It shows grouping of independent organizers.
the Japanese kinship with words but a collection of
nature. interconnected words
I. Evaluating Learning Activity : Activity: Activity: Activity:
As a student, you should Answer comprehension (Provided by teacher) Cause and Effect Organizer
learn to budget your daily check 5-7 on page 195
allowance. What are your
expenses in school? Make
your own budget plan by
presenting it in a pie graph.
J. Additional Activities for Application or Activity: Activity: Activity: Activity:
Remediation Interview your parents Write an essay on their Create your own cline of Tim forgot his English book
about your expenses or personal experience/ synonyms or antonyms. Be So he was unable to
budget at home then, create encounter with nature or creative. complete his homework.
a pie graph about it fireflies. Cause: ___________

Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the
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
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies work
well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?