LEARNING PLAN

DATE OF MEETING: July 11, 2016 (Monday)

TOPIC: PSEP
CONTENT FOCUS: PSEP- CPI Lesson II
a. Practical Phonetics: Common Parts of the Human Body
b. Smart Oral Skills: Correct Use of Stage.
OBJECTIVES:
 To perform with confidence on the stage.
 To demonstrate the four (4) stage positions correctly.
 To manifest excellent pronunciation and intonation.

DATE OF MEETING: July 12, 2016 (Tuesday)

CONTENT FOCUS: Life of Africans
OBJECTIVES:
 To respond to the prepared questions about the life of the villagers in Africa
 To respond to literature from personal experience
 To appreciate the distinct tradition, culture and practices of the villagers in Africa

RESOURCE MATERIALS
Essential English 8
Documentary Film: “Daily Life in a Village in Africa”

I. INTRODUCTION
1. Checking of Assignment
 Practices of the Villagers
 Processes
 Importance of each practices

ESSENTIAL QUESTION: Why is studying literature important?

II. INTERACTION

 The teacher assigns number to each student for the graded recitation.
 Each student picks a number for the question.
 Each question should be answered in two (2) minutes only.

QUESTIONS:
1. Which among the practices of the villagers did you appreciate most? Why?
2. How did you feel seeing the mother just hanged her baby on her body while planting
on the field?
3. What part of the video affected your emotion too much? Why?
4. Do you think the presentation of this video shows bias (prejudice)? Explain your
answer.
5. What particular part of the video did you not appreciate? Why?
6. If there is one thing that you learned from this film, what is it and why?
7. Did the film change something the way you look at black people? Why?
8. If you were to visit these villagers, would you stay there for a week or a month? Why?
9. What part of the video scared you? Why?
10. What do you think is the importance of men’s initiation in the video? Explain.
11. If you were to compare the creativity of Filipinos to those Africans, who do you think
is more creative – Filipinos or Africans? Why?
12. How will you describe the life of the villagers in the film? Why did you say so?
13. Are music and dance still part of Africans’ tradition? Explain.
14. What attitude did you appreciate from the women in the village? Why?
15. What practice of the villagers did you like the most? Why?
16. If you were to give a time to react on the way they cook their meal, what would you
say? Why?
17. Explain how the villagers build their houses. What attitude is shown when they
construct their houses?
18. Would you believe that these practices still being followed by the Africans? Why or
Why not?
19. Who do you think is more powerful in the village – men or women? Explain.
20. How do the villagers live their faith?
21. Explain the importance of religious celebration in the village.
22. If you were to teach something to the mothers in the village, what would it be? Why?
23. What do you think is neglected to the woman who prepared meal for the family?
24. Why is men’s initiation important in the village?
25. Would you like to visit the villagers? Defend your answer.
26. Do you think villagers can still cope with the changes of the world today? Explain.
27. If you were to educate the kids of the village, what would it be and why?
28. What do you think is more important to villagers – entertainment or livelihood?
Explain.
29. Which among the practices of the villagers is true to our community? Explain.
30. Do villagers live one faith? Defend your answer.
31. Compare the sounds of the city and the sounds of the village.
32. Did the documentary film present true to life experiences or not? Prove it.
33. How do the villagers respect the spirits in the village?
34. Do you think elder people are still respected in the village? Justify your answer.
35. Continue this line: Life in the village of Africa is _________________________
because _________________________.

III. INTEGRATION

A. Post-Assessment
1. Write a one-sentence definition of literature
2. Give three (3) features of African literature

B. Synthesis
EQ: Why is studying literature important?
Studying African literature is important because it reveals worthwhile traditions and
values which we can use to deepen our appreciation to the various cultures of the
world.

C. Valuing
How will you use the knowledge you gain from the documentary film?
How will you help others understand the culture and tradition of the African
people/other tribe in the community?

DATE OF MEETING: July 13, 2016 (Wednesday)

CONTENT FOCUS: Genres and Subgenres of Literature
OBJECTIVES:
1. To distinguish the different genres and subgenres of literature
2. To determine the genres of a reading material

REFERENCES
http:/www.ereadingworksheets.com/genre/

I. INTRODUCTION
Activating Prior Knowledge
1. Students interpret the different quotations about literature.
“Literature adds to reality, it does not simply describe it. It enriches the necessary
competencies that daily life requires and provides; and in this respect, it irrigates the
deserts that our lives have already become.”

“The duty of literature is to note what counts, and to light up what is suited to the
light. If it ceases to choose and to love, it becomes like a woman who gives herself
without preference.”

PROCESSING QUESTIONS
1. Why do we read literature?
2. Why is literature important?
3. Why is it important to know the genres and subgenres of literature?

II. INTERACTION
“SHOPPING TIME”
Main Genres and Subgenres
1. Students categorized the following genres and subgenres.

FICTION: stories that come from the author’s imagination.

Historical Fiction: based on a person or event from history.
Science Fiction: dealing with aliens, the distant future or advanced technology.
Fantasy: containing monsters, magic or other supernatural elements.
Realistic Fiction: a story that could have happened but didn’t.
 NONFICTION: writing that is true or factual.
Informal Writing: provides information on a topic.
Persuasive Writing: attempts to influence the reader.
Autobiography: the story of one’s life told by oneself.
Biography: the story of one’s life told by another.

DRAMA: writing that is meant to be acted on a stage (a play)

Comedy: has a happy ending.
Tragedy: ends in death and sadness.

POETRY: writing that is concerned with the beauty of language.

FOLKLORE: stories handed down through speech from generation to

generation.
Fairy Tale: a story with magic, monsters, and/or talking animals (like
fiction/fantasy, but part of the oral tradition.)
Fable: a very short story that has a moral or life lesson; usually has talking
animals as main characters.
Myth: has gods or goddesses and often accounts for how something came to be.
Legend: an exaggerated story about something that may have been real at one
time.
Tall Tale: stories set in the Wild West; the main character’s strengths, skills or
size have been exaggerated and the tone is funny.

ACTIVITY: Identifying Genre and Subgenre

Direction: Read the descriptions of the texts. Look for details that reveal the genre.
Write the genre and subgenre on the lines and write a sentence explaining your answer.
(Students will be given worksheet)

III. INTEGRATION
A. Synthesis
Why is it important to distinguish the different genres and subgenres of
literature?
Distinguishing the different genres and subgenres of literature provides us
the opportunities to explore the vast world of written works. It guides every
reader to extract the necessary details or reliable information.

DATE OF MEETING: July 14-15, 2016 (Thursday-Friday)

TITLE: Mr. and Mrs. Subject-Verb Agreement
CONTENT: Subject-Verb Agreement
OBJECTIVES:
 To identify errors in sentences.
 To construct sentences correctly.
 To appreciate the importance of S-V Agreement in our everyday living.

I. INTRODUCTION
 A. Activating Prior Knowledge
Skill: Identifying sentences and fragments

Pre-Test: Identify whether the group of words in each item is sentence or fragment.
1. I don’t know what to say.
2. In the garden.
3. Yesterday, the man worked in the hospital.
4. All interested students.
5. He looks good in his shirt.
6. While he was cooking the food.
7. Go.
8. Because you are here.
9. After he had eaten his breakfast.
10. The speaker sounds boring.

PROCESSING QUESTIONS:
1. Which of the items are considered fragments? Sentences?
2. What makes them sentences or fragments?
3. What is a sentence?
4. What are the two main parts of sentence?

ESSENTIAL QUESTION:
Why is it important to tell or write stories creatively and clearly to the expected audience?

II. INTERACTION
1. The teacher narrates a stor about the family of Mr. Subject and Mrs. Verb.

Mr. Subject and Mrs. Verb

(created by Mr. Noli Medina Jr.)

Long time ago, in the village of Sentences, there was husband and wife who lived happily
with their children. The children obeyed Mr. Subject and Mrs. Verb. The husband and wife
were well-known in the whole village because of the way they raised their children.

But one day, Mrs. Verb started to get mad to Mr. Subject:
“You are no longer respecting me. I always follow what you want me to do. Whatever
matter is that, I see to it that I work for it because I want to have a peaceful life with our
children but it seems I’m just a great follower of your desires. Your rule is your rule. It should
always be followed. You never give me chance to speak for our family.”

“I’m just doing my responsibility. I am the father. I am the head of the family. I must led
our family… You know the reason why I need to do this. Do I need to explain again this one to
you?”

“It’s no use. I had enough.” Cried Mrs. Verb. The children started to cry as their parents
continued to argue.
 The children decided to pray to the Mountain near the village where Lady Agreement lives
– a lady who sets agreement every time there’s misunderstanding. Lady Agreement appeared
to Mrs. Verb in her dream talked to her family.

“Mrs. Verb, I know you are emotionally disturbed right now because of the argument you
just made with your husband. I do understand what you feel but are you not afraid of what
will happen with your children if this argument continues? I have something to show you.
Please trust me. Follow these things and let your husband do the lead. I can’t see something
wrong with the way he raises your family. Trust him.”

When Mrs. Verb woke up, she had found a paper on her hand. It is labelled

To: Mr. Subject and Mrs. Verb

From: Lady Agreement

She started to read and finally she decided to follow the agreement given by the Lady in
her dream. Since that day, Lady Agreement always appears on Mrs. Verb’s dream every time
she’s in trouble with Mr. Subject.

PROCESSING ACTIVITY:
1. Who are the characters in the story? Where did the story happen?
2. What was the conflict?
3. How did the characters solve their problem?
4. What do you think are the agreements given by the Lady in the story?

Synthesis
What could be the effects to the Possible Effects:
communication process if we do not follow 1. Misunderstanding/creates barriers in
certain rules or agreement in constructing communication
sentences? 2. Misinterpretation of messages
3. Lack of unity and coherence.

2. Teacher presents the basic rule of subject and verb.

A verb must agree with its subject in number.
3. Teacher explains the meaning of number (refers to whether a noun or pronoun is
singular or plural) or (whether a verb is singular or plural).

Number of Nouns and Pronouns

Singular floor tax Child
Plural floors taxes Children

Number of Verbs
SINGULAR PLURAL
The eagle soars. The eagles soar.
swoops. swoop.
 flies. fly.

Note: Most verbs have the same form for both the singular and the plural when they are used
in the past tense.

Singular The eagle soared.

Why is it important to make verb agree to its It is important to make verb agree to its
subject? subject in order to communicate clearly.

Plural The eagles soared.

The irregular verb be shows number differently from most verbs. The singular is not formed
by adding –s or –es.

Forms of Be
Singular forms am, is, was, has
Plural forms are, were, have

4. The teacher presents the first two agreements of subject and verb.
Rule #1: A singular subject takes a singular verb.
Rule #2: A plural subject takes a plural verb.

Singular A large shrub grows in the front yard.

Plural Large shrubs grow in the front yard.
Singular She types rapidly.
Plural They type rapidly.
Singular That light is very bright.
Plural Those lights are very bright.

Note: The pronouns you and I are the only exceptions to these rules. The pronoun you,
whether singular or plural, always takes a plural verb.

Singular You sing the solo. You are the captain.

Plural You two sing the duet. You are teammates.

5. The teacher presents rule #3-6.

Rule #3: The helping verb must agree in number with the subject.

Examples:
a. Ralph was working.
b. They have been working on the committee.
Common Helping Verbs
Singular forms am, is, was, has, does
Plural forms are, were, have, do
Rule #4: The agreement of a verb with its subject is not changed by any interrupting words.

Examples:
a. A bouquet of roses was given to the prom queen.
b. The paintings that hang in the museum are insured for millions of dollars.
c. That engine together with the first three cars was derailed.

Rule #5: When subjects are joined by or, nor, either/or, neither/nor, the verb agrees with the
closer subject.

Examples:
a. Either brown or orange is a good color for the poster.
b. Neither my brother nor my parents are eating at home.

Rule #6: When the subjects are joined by and or both/and, the verb is plural.

Examples:
a. Both the desk and the chair is Carol’s room are painted yellow.
b. Clara and the other cheerleaders at school have learned a new cheer.

Exceptions to the rule:

a. Bread and butter is served with every meal.
b. Every pat and pan has been packed already.

Rule #7. Use a singular verb with distances, periods of time, sums of money, etc., when
considered as a unit.

Examples:
1. Three miles is too far to walk.
2. Five years is the maximum sentence for that offense.
3. Ten dollars is a high price to pay.
BUT
• Ten dollars (i.e., dollar bills) were scattered on the floor.

Rule #8. With words that indicate portions—e.g., a lot, a majority, some, all—Rule 1 given
earlier in this section is reversed, and we are guided by the noun after of. If the noun after of is
singular, use a singular verb. If it is plural, use a plural verb.
Examples:
• A lot of the pie has disappeared.
• A lot of the pies have disappeared.
• A third of the city is  unemployed.
• A third of the people are unemployed.
• All of the pie is  gone.
• All of the pies are gone.
• Some of the pie is  missing.
• Some of the pies are missing.
 III. INTEGRATION
A. Post-Assessment.
Students will be given a worksheet to answer.

B. Synthesis
ESSENTIAL QUESTION:
Why is it important to tell or write stories creatively and clearly to the expected audience?
It is important to tell or write stories creatively and clearly to the expected audience so
that we can be able to convey our message properly and for us to avoid misunderstanding
and misinterpretation. And without subject-verb agreement, audience/readers will be
confused.