DETAILED LESSON PLAN IN ENGLISH

GRADE 8, FIRST QUARTER, ENGLISH SUBJECT

I. OBJECTIVES:
A.CONTENT STANDARD: The learner demonstrates understanding of:
*Based on the Curriculum Guide. African literature as a means of exploring forces
that human beings contend with; various reading
styles vis-a-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.
B.PERFORMANCE STANDARD: The learner transfers learning by composing and
*Based on the Curriculum Guide. 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 and appropriate prosodic
features, stance, and behavior.
C.LEARNING COMPETENCY: EN8F-Id-3: Deliver a self-composed informative
*Based on the Curriculum Guide. speech
D.OBJECTIVES At the end of the lesson, students should be able
to

a) Define informative speech,

b) Deliver a self composed informative speech,
and
c) Share their self composed informative
speech based on their chosen topic.
II. SUBJECT MATTER:
A. LEARNING RESOURCES: 1. TOPIC: Informative Speech
2. REFERENCE/S: ENGLISH8 Q1 Module12
3. MATERIAL/S: Visual Aids
4. VALUE/S Appreciation and
INTEGRATION: understanding
III. PROCEDURES:
TEACHER’S HINT TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. PRELIMINARY ACTIVITIES:
1. CLASSROOM Kindly pick up some pieces of *Students will pick up the
MANAGEMENT: paper under your chair and put trash and throw it in the
it on the garbage bin. garbage bin.
2. PRAYER: Please, let us stand for the *Students will stand for the
prayer. prayer.
3. GREETINGS: Good morning/afternoon class. Good morning/afternoon
Ma’am.

Thank you and you may take Thank you Ma’am.

your sits.
4. CHECKING OF How are you today class? Fine Ma’am.
ATTENDANCE:
Who is absent today? None, Ma’am.

Very good!
B. MOTIVATION: I will show you a clip and I
*Remembering Skills wanted you to think of what kind
of speech did the speaker
 delivers.
Did I make it clear? Yes, Ma’am.

*Using television, show a video *The students will share

of informative speaker who talks their thoughts about the
about teenage pregnancy. clip shown.

C. RECALL: So, then man was delivering an

*This could be a review of informative speech. *The students will answer
the lesson from the the questions accordingly.
previous class or an Have you tried to write or deliver
activity that elicits prior an informative speech? Are you
knowledge about the new familiar with it?
topic.
LESSON PROPER:
A. ACTIVITY: *The class will be divided into *The class will have to go
*Understanding Skills four and encourage them to use to their group then they
their gadgets to search. will have five minutes
brainstorming.
Using your phones, each of
you will have to search about
a topic that you are interested
and brainstorm with your group
for five minutes. Share and take
note all the information about
the topic that you have chosen.

B. ANALYSIS: Based on the topic and *The students will started

*Analyzing Skills information that you gather with to analyze all the
your group in the brainstorming information and write it in
activity. Arrange all the the paper.
information accordingly and
composed an informative
speech in a one whole sheet of
paper.

C. ABSTRACTION: Is delivering informative speech *The students will share

*Values Integration and is just the same with any type oftheir thoughts about the
Applying Skills speech? questions.
D. APPLICATION: Let’s have an informative *The students will go in
*Applying Skills speaking. front one by one to deliver
their self composed
Deliver the informative essay informative speech.
that you composed, each one
of you will go in front and your
copy with you.
E. GENERALIZATION: How’s your experience of *The students will share
*Summarization of the delivering informative speech? their ideas.
topic.
*Inferring Skills What have you learned, so far?

IV. EVALUATION: Since, you are done delivering *The students will
*Evaluating Skills your self composed informative exchange their papers and
 essay. I want you to choose a share their thoughts about
partner then, exchange your their peers performance.
papers and give feedback,
comments or suggestions about
the things that needs
improvement.
V. ASSIGNMENT/AGREEMENT: Search on how to use
appropriate prosodic features of
speech when delivering lines.

Prepared by:
HAMSIYAH F. ANDAYOP
DETAILED LESSON PLAN IN DETERMINING MEANING OF WORDS AND EXPRESSIONS
GRADE 8, FIRST QUARTER, SPECIALIZED SUBJECT

I. OBJECTIVES:
A. CONTENT STANDARD: The learner demonstrates communicative competence
*Based on the Curriculum Guide. through his/ her understanding of literature and other
texts types for a deeper
appreciation of Philippine Culture and those of other
countries.
B. PERFORMANCE STANDARD: The learner transfers learning by composing and
*Based on the Curriculum Guide. 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 and appropriate prosodic features, stance, and
behavior.
C. LEARNING COMPETENCY: Use context clues from the material viewed to
*Based on the Curriculum Guide. determine the meaning of unfamiliar words or
expressions (EN8VC- Ia- 8)
Objectives:
At the end of the lesson, students should be able to:

a. identify the meaning of words through

context clues;
b. Give examples of the different types of
context clues; and
c. Write an essay using one or more types
of context clues
II. SUBJECT MATTER:
B. LEARNING RESOURCES: 1. TOPIC: Determining Meaning of Words
and Expressions
2. REFERENCE/S: Quarter 1 – Module 1:
Determining Meaning of Words
and Expressions
Page 4
3. MATERIAL/S: PowerPoint Presentation, TV,
and Cellphone
4. VALUE/S Collaboration and
INTEGRATION: understanding
III. PROCEDURES:
TEACHER’S HINT TEACHER’S STUDENTS’ ACTIVITY
ACTIVITY
A. PRELIMINARY ACTIVITIES:
1. CLASSROOM Kindly pick up the pieces of *Students will pick up the trash
MANAGEMENT: paper under your chairs and throw it in the garbage bin.
and throw them in the
garbage bin.
2. PRAYER: Let us all stand for prayer. *Students will stand for the
prayer.
3. GREETINGS: Good morning/afternoon Good morning/afternoon,
class. Ma’am!

Thank you and you may Thank you, Ma’am.

take your sits.
We feel great today.
 How are you today?
4. CHECKING OF ( checking of attendance)
ATTENDANCE: Class secretary, is anyone
absent today? None, Ma’am

Very good!
B. MOTIVATION: Before we delve into our
*Remembering Skills discussion, I have prepared Yes Ma’am
an activity. Are you all
excited?

Okay, that's good to hear.

I will be calling names

based on our randomizer,
which will be displayed on
the screen. The five
sentences will also be
flashed on the screen, and
you are going to identify the
meaning of the bold words.
Choose the letter of the
correct answer. Let's start!
*Selected names of the
1. An oracle is said to have students start flashing on the
the ability to foresee the screen. The selected students
future. start to give their answers.
A. diviner
B. fortune-teller
C. priest
D. scientist

2. People who are

despicable should not be Answers:
avoided, instead they 1. B
should be loved. 2. C
3. D
A. good 4. D
B. kind 5. D
C. mean
D. nice

3. Police officers are very

conspicuous. We can see
them in checkpoints.
A. distinct
B. evident
C. hidden
D. visible

4. Serenity, a state of
being calm, is one of the
important traits that a
person should
 possess especially during
difficult and stressful times.
A. anxiety
B. confusion
C. imagination
D. tranquility

5. Matthew is a
rambunctious child who
always injures himself and
is warned for
being naughty.
A. humble
B. refined *The students clapped their
C. shy hands.
D. unruly

Okay! Thank you for your

cooperation. Let us give
them a round of applause,
class.

C. RECALL: Based on our activity *One student will raise his/her

*This could be a review of awhile ago, can anyone hand to share his/her thought
the lesson from the here in the class share their about context clues.
previous class or an activity ideas about context clues?
that elicits prior knowledge Or are you familiar with it?
about the new topic.
Very good!
Yes, Ma’am!
What we have done a while
ago is related to our lesson
for today. Are you excited
to learn another lesson?
LESSON PROPER:
A. ACTIVITY: I will now divide you into
*Understanding Skills five groups. I have here
scrambled letters, and you
have to arrange these
words. After arranging the
words, search the internet
for the meaning of those
words. Each group will be
given their flags or
nametags. The first group
to unanimously raise their *After 20 minutes, one group
flags will be given the started raising their flag
chance to provide the
answer and to present their Answers for the activity:
answers to the class.
1. Definition- the unfamiliar
word is defined in a sentence.
1. NOITINITED
2. MONNSYY 2. Synonym- a similar word is
 3. TONAMY placed in the same sentence to
4. NONIRAPCOM know the meaning of the
5. PLEMAXE unfamiliar word.
6. NIOTANAIPEX
7. ESUCA - TECFEF 3. Antonym- an opposite word
8. SLIT is placed in the same sentence.
9. FINREECNE
10. NNTECXO SLUEC 4. Comparison- a similar word
with the same meaning of the
unfamiliar word is placed with
an object to be compared.

5. Example- samples are

provided in the sentence to
understand the meaning of the
unfamiliar word.

6. Explanation- a description is
given to understand the
meaning of the unfamiliar word.

7. Cause-Effect- the meaning

of the difficult word depends on
the cause-effect relationship of
other words as expressed in the
sentence.

8. List or Series of clues- to

understand the meaning of the
unknown word, it is included in
a series of words given in a
sentence.

9. by Inference- to understand
the meaning of the unknown
word, one has to make a guess
based on the description given
in the sentence

10. Context clues are words

that appear in sentences to
help understand the meanings
of difficult words.

B. ANALYSIS: Those words from one to

*Analyzing Skills nine are the types of
context clues, and number
ten is the meaning of
context clues. Now you
already know what context
clues are and their types.

Now I will show you a short

video where a person
recites a poem related to
 the topic for another
activity, which will be
flashed on the TV screen.
Then, list down at least two
words in the poem that are Answer for the activity:
new to you. After that, with
your own list of unfamiliar The answer may vary based on
words, write down the ways students' understanding.
that will help you
understand their meanings.

C. ABSTRACTION: How do context clues help *The students will share their
*Values Integration and you as a student in thoughts about the given
Applying Skills understanding the meaning question.
of unfamiliar words or
comprehending phrases
and sentences? As a
student, what are your
ways to know/find the
meaning of unfamiliar
words?
D. APPLICATION: Choose at least five types
*Applying Skills of context clues, then
create a diagram to
illustrate the chosen five
types of context clues and
provide an example for Answer for the activity:
each type.

The answer may vary based on

students' understanding.

GENERALIZATION: What have you learned We learned about the meaning

*Summarization of the topic. today? of context clues and its types
*Inferring Skills
Context clues are words that
appear in sentences to help
understand the meanings of
difficult words.

Context clues are of different

types:

1. Definition
2. Synonym
3. Antonym
4. Comparison
What are the types of 5. Example
context clues? 6. Explanation
7. Cause - Effect
8. List
9. Inference

*The students will share their

 ideas.

What is the importance of

context clues in our
everyday learning in school
or even at home?
IV. EVALUATION: Since you have understood Answer:
*Evaluating Skills the lesson, let's proceed
with a quiz. 1. C) Definition
2. C) Synonym
The questions will be 3. B) Antonym
flashed on the TV screen. 4. C) Example
Read the questions 5. B) Cause-Effect relationship
carefully and choose the of other words
letter of the correct answer. 6. B) Explanation
Write your answers on a ¼ 7. B) List or Series of clues
sheet of paper. 8. C) by Inference
9. C) Context clues
10. B) Comparison

1. In which type of context

clue is the unfamiliar word
defined in a sentence?
A) Synonym
B) Antonym
C) Definition
D) Example
2. Which type of context
clue provides a similar
word in the same sentence
to help understand the
meaning of the unfamiliar
word?
A) Comparison
B) Explanation
C) Synonym
D) Cause-Effect
3. What type of context
clue includes an opposite
word in the same sentence
to help understand the
unfamiliar word?
A) Example
B) Antonym
C) List or Series of clues
D) by Inference
4. Which type of context
clue presents samples in
the sentence to clarify the
meaning of the unfamiliar
word?
A) Explanation
B) List or Series of clues
C) Example
D) Cause-Effect
5. In the context clue type
of Cause-Effect, the
meaning of the difficult
word depends on:
A) Synonyms provided in
the sentence
B) Cause-Effect
relationship of other words
C) Definitions given in the
sentence
D) Comparison with an
object
6. What type of context
clue includes a description
to help understand the
meaning of the unfamiliar
word?
A) Definition
B) Explanation
C) List or Series of clues
D) by Inference
7. Context clues in the form
of a series of words in a
sentence are categorized
under which type of context
clue?
A) Example
B) List or Series of clues
C) Synonym
D) by Inference
8. When understanding the
meaning of an unknown
word by making a guess
based on the description in
the sentence, it is known
as:
A) Definition
B) Example
C) by Inference
D) Comparison
9. Context clues are words
that appear in sentences to
help understand the
meanings of difficult words.
This statement describes:
A) List or Series of clues
B) Explanation
C) Context clues
D) Cause-Effect
10. Which type of context
clue involves a similar word
 with the same meaning of
the unfamiliar word placed
with an object to be
compared?
A) Definition
B) Comparison
C) Synonym
D) Explanation

V. ASSIGNMENT/AGREEMENT: Since you all have an idea

about context clues, for
your assignment, write an
essay consisting of four
paragraphs about how you
face your greatest
challenges using one or
more types of context
clues.
 DETAILED LESSON PLAN IN ENGLISH
GRADE 8, FIRST QUARTER, ENGLISH SUBJECT
VI. OBJECTIVES:
D. CONTENT STANDARD: The learner demonstrates understanding of:
*Based on the Curriculum Guide. African literature as a means of exploring forces
that human beings contend with; various
reading styles vis-a-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.
E. PERFORMANCE STANDARD: The learner transfers learning by composing
*Based on the Curriculum Guide. 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 and appropriate prosodic
features, stance, and behavior.
F. LEARNING COMPETENCY: EN8LT-Ia-8: Describe the notable literary genres
*Based on the Curriculum Guide. contributed by African writers.
EN8LT-Ia-8.1: Identify the distinguishing
features of notable African chants, poems,
folktales, and short stories.
G. OBJECTIVES At the end of the lesson, students should be
able to

a) Determine the distinguishing features of

notable African folktale “Anansi the
Spider” by Gerald McDermott
b) Recognize the importance of literary
pieces of African writers.
c) Create a graphic organizer to present
ideas about the African literary piece, and
VII. SUBJECT MATTER:
C. LEARNING RESOURCES: 5. TOPIC: Anansi the Spider: A Tale
from the Ashanti” by
Gerald McDermott.
6. REFERENCE/S: Grade 8 English Learner’s
Materials
7. MATERIAL/S: Powerpoint Presentation,
TV, and Laptop
8. VALUE/S INTEGRATION: Appreciation and
understanding
VIII. PROCEDURES:
TEACHER’S HINT TEACHER’S ACTIVITY STUDENTS’
ACTIVITY
D. PRELIMINARY ACTIVITIES:
5. CLASSROOM Kindly pick up some pieces of *Students will pick up
MANAGEMENT: paper under your chair and put it the trash and throw it
on the garbage bin. in the garbage bin.
6. PRAYER: Please, let us stand for the prayer. *Students will stand for
the prayer.
7. GREETINGS: Good morning/afternoon class. Good
morning/afternoon
Ma’am.
 Thank you and you may take your
sits. Thank you Ma’am.

8. CHECKING OF How are you today class? Fine Ma’am.

ATTENDANCE:
Who is absent today? None, Ma’am.

Very good!
E. MOTIVATION: I’m going to flash in the screen
*Remembering Skills the pictures and I want you to
share your thoughts about the
given picture.

Am I clear? Yes Ma’am.

Okay, lets start!

1. *The students will raise

their hands and must
answer accordingly

Answers:
6. Si Malakas at
2.
Maganda.
7. Juan Tamad
8. The Monkey
and the Turtle

3.
F. RECALL: Are you familiar with these Yes, Ma’am!
*This could be a review of stories?
the lesson from the
previous class or an I’m sure you are all familiar with
activity that elicits prior these stories and it gives us life Yes, Ma’am!
knowledge about the new lesson, right?
topic. *The students will
Now, can you tell the class how share their thoughts
these stories affect you as a about how these
person? stories affect them as
a person.

Very good!
LESSON PROPER:
E. ACTIVITY: Directed Reading and Thinking
*Understanding Skills Activity (DRTA)

*The class will read the tale of

“Anansi the Spider: A Tale from the
Ashanti” by Gerald McDermott”.

This time, I am going to flash the

copy of the story on the screen
and we will read it all together.
Then, you have to answer the
questions you’ll encounter.

Did I make it clear?

Yes Ma’am.
Okay, you can raise your hands if
you wanted to answer the
question

. Answers for the

activity:
1. What does Anansi want from
Nyame? 1. Kwaku Anansi, the
spider, yearned to
2. Do you think Anansi can afford be the owner of all
to buy the stories from Nyame? the stories known
in the world, which
3. What do you think is the price was owned by
of the stories? Nyame.
2. The answer may
4. What are the characteristics of vary to the
the hornets? The python? The students.
leopard? 3. Mmoboro, the
hornets, Onini, the
5. Do you think Anansi the spider great python,
will be able to bring them to Osebo, the leopard.
Nyame? 4. They are all foolish.
5. The answer may
6. Do you think he can capture vary to students.
 the hornets? 6. The answer may
vary to students.
7. If yes, how? 7. The answer may
vary to students.
8. Does Nyame believe that 8. The answer may
Anansi could bring the python and vary to students.
the leopard? 9. The answer may
vary to students.
9. How do you think Anansi plan 10. Since the leopard
to capture Onini, the python? likes to walk, he set
a trap that if the
10. Which characteristic of the leopard would
leopard will Anasi use to trick it? stepped on he
would fell.
F. ANALYSIS: *Divide the class into four groups.
*Analyzing Skills
Since, we already read the story
“Anansi the Spider”. I want you to
get your phones and search on
the internet the features of
folktale. After that, distinguish the
features of the folktale that you
have read.

Determine the features of the

folktales found in the tale Anansi
the Spider and create a graphic
organizer to present you ideas.

Did I make it clear! Yes, Ma’am!

Okay, work in your group (5 min) Okay, Ma’am!

and you have to present it later.

G. ABSTRACTION: What do you think is the *The learners will

*Values Integration and characteristic of Anansi that help share their thoughts
Applying Skills him get what he wants? Do you about the questions.
think you can be brave enough to
do the same?
H. APPLICATION: Choose one character trait that *The students will do
*Applying Skills best describe Anansi the Spider the activity then, have
based on your understanding of a simple discussion by
the story. And briefly explain why pair.
you chose it. Share your answer to
your seatmate and choose who
will discuss it.
I. GENERALIZATION: What have you learned today? We learned about the
*Summarization of the folktale “Anansi the
topic. What kind of way of life existed in spider”.
*Inferring Skills this specific story? In your own
words, how did this narrative *The students will
impact history? share their ideas.

What role does Anansi play in

African folklore, and why is it
 significant to preserve and share
these traditional stories?
IX. EVALUATION: Now, you may present the graphic *The student will
*Evaluating Skills organizer that you make, a while discuss the features of
ago. the tale Anansi the
Spider.
Every group will have two
representatives to explain your
work.
X. ASSIGNMENT/AGREEMENT: Search about different African
poems genres and create a poem
based on the genre that your
interested in.

Poem must have four stanzas and

four line each stanzas. You can
use Filipino, English, or your
native language.

Prepared by:

DIANNA ROSE H. ANDAN

 DETAILED LESSON PLAN IN ENGLISH
GRADE 8, FIRST QUARTER, ENGLISH SUBJECT
I. OBJECTIVES:
A. CONTENT STANDARD: The learner demonstrates understanding of:
*Based on the Curriculum African literature as a means of exploring forces
Guide. that human beings contend with; various reading
styles vis-a-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.
D. PERFORMANCE STANDARD: The learner transfers learning by composing and
*Based on the Curriculum delivering an informative speech based on a
Guide. specific topic of interest keeping in mind the
proper and effective use of parallel structures and
cohesive devices and appropriate prosodic
features, stance, and behavior.
E. LEARNING COMPETENCY: EN8WC-Ih-6: Organize notes taken from an
*Based on the Curriculum expository text
Guide.
F. OBJECTIVES At the end of the lesson, students should be able
to

a) Identify the key ideas and details of an

expository text,
b) Construct an organize notes taken from an
expository text using digital tools, and
c) Show perseverance in organizing notes
taken from an expository text.
II. SUBJECT MATTER:
A. LEARNING RESOURCES: 1.TOPIC: Expository text
2.REFERENCE/S: Grade 8 English Learner’s
Materials
3.MATERIAL/S: Visual Aids
4.VALUE/S Appreciation & Understanding
INTEGRATION:
III. PROCEDURES:
TEACHER’S HINT TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. PRELIMINARY ACTIVITIES:
1. CLASSROOM Kindly pick up some pieces of *Students will pick up the
MANAGEMENT: paper under your chair and put trash and throw it in the
it on the garbage bin. garbage bin.
2. PRAYER: Lets start the class with a *(John will lead the prayer).
prayer, John, please lead the
prayer.
3. GREETINGS: Good morning/afternoon class. Good morning/afternoon
Ma’am.

Thank you and you may take Thank you Ma’am.

your sits.
4. CHECKING OF How are you today class? Fine Ma’am.
ATTENDANCE:
Who is absent today? None, Ma’am.

Very good!
B. MOTIVATION: I have here some statements
*Remembering Skills and respond to each statements
if you agree or disagree.

Understand? Yes, Ma’am.

1.Japan, Philippines, China *The students will raise

have many examples of oral their hands and must
literature. answer accordingly

2. China has different folktales

that feature their religious
beliefs.

3. Only Asian countries have

wedding traditions. Answers:
1. Agree
4. Love for family is often the 2. Agree
theme of Japan’s oral literature. 3. Disagree
4. Agree
5. For Asians, shame and honor 5. Agree
go far beyond the individual;
and reflect directly upon ones’
family, nation, or other group,
and so is taken very seriously.

C. RECALL: Do you know about expository Yes, Ma’am.

*This could be a review of texts?
the lesson from the
previous class or an Okay, what is expository text? Expository text refers to a
activity that elicits prior Anyone? type of writing that
knowledge about the new presents factual
topic. information about a specific
topic. It is commonly found
in academic, scientific, and
technical contexts.

Very good! Thank you.

LESSON PROPER:
A. ACTIVITY: *The class will be given a
*Understanding Skills sample of expository essay
about the impact of technology
on education.

Using your phones and

internet, select a digital note-
taking app such as Microsoft
Onenote, Google keep and
Evernote. Then, take note the
important details of the
expository text given.

Did I make it clear? Yes Ma’am.

 *The students will read the
expository text on their
then choose an available
app for them to take note.

B. ANALYSIS: *The class will be divided into *The students will go to

*Analyzing Skills five groups. their group and create a
concept map, graphic
Now, let’s have a group activity, organizer or flow chart to
I want you analyze then present their ideas.
organize the key points, main
ideas, supporting details, and
any relevant information that
you take note from the
expository text that you have
read. You can create a concept
map, graphic organizer or flow
chart and you may also use
Microsoft or canva to create
your concept map to present
your ideas.

Go to your group and you will

be given eight minutes to
discuss and create a chart.

Then you have to choose a

representative to discuss it to
class.
C. ABSTRACTION: What do you think is the *The students will share
*Values Integration and importance of taking notes? their ideas or thoughts in
Applying Skills Especially, you as a students, the class.
do you think taking notes is
necessary?
D. APPLICATION: Now, let’s have discussion *The students will be given
*Applying Skills questions. a chance to ask questions
for them to apply the topic
On the same group, discuss well.
and think about questions that
you wanted to address then
you can present it to class.
Questions will be based on the
presentation of other group.
E. GENERALIZATION: Do you understand the topic *The students will share
*Summarization of the well? their ideas.
topic.
*Inferring Skills Organizing notes from
expository text can improve
your critical thinking skills and it
helps us manage and process
large amounts of information
effectively.

IV.EVALUATION: Write an essay about your own *The students will write an
 *Evaluating Skills process of taking and essay on 1/4 sheet of
organizing notes from an paper.
expository text.

Make it brief and concise.

V.ASSIGNMENT/AGREEMENT: Write your own expository text
based on your chosen topic. (2
paragraphs only).

Prepared by:

DIANNA ROSE H. ANDAN

 DETAILED LESSON PLAN IN ENGLISH
GRADE 8, FIRST QUARTER, ENGLISH SUBJECT
I. OBJECTIVES:
A.CONTENT STANDARD: The learner demonstrates understanding of:
*Based on the Curriculum Guide. African literature as a means of exploring forces
that human beings contend with; various reading
styles vis-a-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.
B.PERFORMANCE STANDARD: The learner transfers learning by composing and
*Based on the Curriculum Guide. 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 and appropriate prosodic
features, stance, and behavior.
C.LEARNING COMPETENCY: EN8V-Ia-10.2: Determine the meaning of idiomatic
*Based on the Curriculum Guide. expressions by noting context clues and
collocations.
D. LEARNING OBJECTIVES At the end of the lesson, students should be able
to

a) Define idiomatic expressions, context clues

and collocations,
b) Interpret the meaning of various idioms, and
c) Perform a scenario of idiomatic expressions
used in the situation.
II. SUBJECT MATTER:
A. LEARNING RESOURCES: 1. TOPIC: Informative Speech
2. REFERENCE/S: Grade 8 English Learner’s
Materials
Grade 8 - Q1 Module 12
3. MATERIAL/S: Visual Aids
4. VALUE/S Appreciation and
INTEGRATION: understanding
III. PROCEDURES:
TEACHER’S HINT TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. PRELIMINARY ACTIVITIES:
1. CLASSROOM Kindly pick up some pieces of *Students will pick up the
MANAGEMENT: paper under your chair and put trash and throw it in the
it on the garbage bin. garbage bin.
2. PRAYER: Please, let us stand for the *Students will stand for
prayer. the prayer.
3. GREETINGS: Good morning/afternoon class. Good morning/afternoon
Ma’am.

Thank you and you may take Thank you Ma’am.

your sits.
4. CHECKING OF How are you today class? Fine Ma’am.
ATTENDANCE:
Who is absent today? None, Ma’am.

Very good!
 B. MOTIVATION: I have prepared something for
*Remembering Skills you today to activate your prior
knowledge.

Read the paragraph below and Yes, Ma’am.

supply the appropriate word in
the box to complete the *The students will share
sentences. Don't forget to write their thoughts about the
your answers on your clip shown.
notebook/answer sheet.

Yesterday was full of Answers:

excitement. It's like I was on
(1)_______ after receiving 1. D
surprise gifts from my 2. C
grandparents. Unfortunately, 3. B
I'm feeling (2) ____ because of 4. E
the heavy rain. I got so hungry 5. A
that I could (3)_______.
Meanwhile, I needed to
prepare for my singing audition
and my sister told me to
(4)_________ I asked her if
she could not (5)_________
yet so that I could surprise my
classmates.
C. RECALL: Have you ever used words that Yes, Ma’am.
*This could be a review of has figurative or non-literal
the lesson from the meaning?
previous class or an activity
that elicits prior knowledge What do you mean by these *The students will answer
about the new topic. words? the questions.

LESSON PROPER:
A. ACTIVITY: *The class will be divided into
*Understanding Skills four.

This time, I’ll play video in the

television about of a group of
friends chatting with each
other. I want you to listen
carefully and list down the
idiomatic expressions or
phrases and understand how
these words used in the
conversation. You can use
your phone to record the
 audio of the video, so you can
listen to several times.

Do you understand the Yes, Ma’am.

instructions?

Later on, I will be selecting one Noted, Ma’am.

representative in each group to
state those listed idiomatic
expression, then one
representative to explain it’s
meaning.

Understood? Yes, Ma’am.

B. ANALYSIS: Okay, since you already have
*Analyzing Skills an idea about idiomatic
expressions, I want you to think
critically in this matching
activity. Read the instruction Okay, Ma’am.
carefully.

Instruction: Read the following

idioms written in Column A and
match them with their Answers:
corresponding meaning in
Column B. 1. D
2. C
Column A 3. E
1. Two different worlds 4. A
2. Do not let the cat out of the 5. B
bag
3. Hit the nail on the head
4. Give someone a hand
5. Keep an eye on someone

Column B
a. to help someone
b. to watch someone very
closely
c. don't reveal the secret
d. to enjoy two different
experiences
e. to describe exactly what is
causing conflict
C. ABSTRACTION: I know you’ve been using
*Values Integration and idiomatic expressions but you
Applying Skills are not aware of it because,
sometimes, we used words that
are only familiar to you but, you
don’t really know the meaning
of it.

How does it help you express *The students will share

you feelings, thoughts or their thoughts.
ideas?
 D. APPLICATION: *Divide the class into two.
*Applying Skills
This time, we will be having a
role playing activity.

In your groups, using the

idiomatic expressions that you
have listed earlier, I want you
to think about a scenario
where those idiomatic
expressions are used.

You will have 10 minutes to

practice and you have to
perform it later. The
presentation should not
exceed on 3 minutes.

Do you understand the Yes, Ma’am.

instructions?

If you have questions, feel free

to ask.
E. GENERALIZATION: What have you learned today? *The students will share
*Summarization of the topic. the things that they have
*Inferring Skills read.

Now, I want you to infer or *The students will share

conclude the importance of their ideas.
these idiomatic expressions.
IV. EVALUATION: Now, that you have understood Yes, Ma’am.
*Evaluating Skills the topic, let’s have a short
quiz.

Get 1/2 sheet of paper. Answers;

Test I. Directions: Read each Test I.

sentence and determine the
meaning of it. Encircle the letter 1. A
of the correct answer. 2. D
3. D
1. World renowned country 4. D
western super group The 5. A
Mountain Boys can sell out an
arena at the drop of a hat. Test II.
a. The Mountain Boys can sell
out an arena very quickly. 1. Pros and cons
b. The Mountain Boys enforce 2. Odds and ends
a dress code at all of their 3. Ups and downs
shows. 4. A piece of cake
c. The Mountain Boys are 5. Pie
always willing to perform at
charity events.
d. The Mountain Boys may be
able to sell out an arena, but it
will take a long
time.

2. Kennedy would have been

playing ball until the cows
came home if it hadn't been for
Susan dragging him home for
dinner.
a. Bobby prefers nature to
athletics.
b. Bobby was just about to stop
playing ball.
c. Bobby didn't even want to
play ball to begin with.
d. Bobby would have continued
playing ball for a long time.

3. Mr. Emmanuel Cervantes

was very particular about the
arrangement of his classroom,
so the thing he hated most was
when his students caused a
ruckus with their wild
horseplay.
a. Mr. Cervantes hated when
his students played sports.
b. Mr. Cervantes hated when
his students made animal
noises.
c. Mr. Cervantes hated when
his students pretended to be
animals.
d. Mr. Cervantes hated when
his students wrestled around
with each other.

4. Eric wanted to fix his

cousin's computer, but he was
already having problems
setting up his Aunt's Wi-Fi
network and he didn't want to
open a whole new can of
worms.
a. Eric was sick of spending his
time helping his family.
b. Eric was having difficulties
untangling the computer wires.
c. Eric wanted to go fishing
instead of working on
computers.
d. Eric was not ready to begin
working on a complicated new
problem.
 5.Lucy expected Cesar to sob
uncontrollably when she broke
up with him; however, Craig
kept a stiff upper lip.
a. Cesar did not cry.
b. Cesar cried even more than
Lucy had expected.
c. Cesar cried a little less than
Lucy had expected.
d. Cesar cried about as much
as Lucy had expected.

Test II. Direction: Choose the

appropriate idiomatic
expression in the parenthesis.

1. The teacher asked us to

talk about the (pros and
cons, odds and ends) of
industrial development.
2. The police found nothing
special in the house of the
criminal as he had taken all
the important documents
with him, leaving just (pros
and cons, odds and ends).
3. Don't worry about the
problems you have in your
business. You know there
are always (a piece of
cake, ups and downs) in
business.
4. If you think that doing this
math problem is (a piece of
cake, ups and downs) just
try it.
5. All these promises these
politicians make are just
(cotton, pie) in the sky.
V. ASSIGNMENT/AGREEMENT: Search on the internet for
different idiom expressions or
phrases and write 10 idiom in
1/4 sheet of paper.

Prepared by:

DIANNA ROSE H. ANDAN

 DETAILED LESSON PLAN IN COMPOSING EFFECTIVE PARAGRAPHS
GRADE 8, SECOND QUARTER, SPECIALIZED SUBJECT
I. OBJECTIVES:
A. CONTENT STANDARD: The learner demonstrates understanding of: East Asian
*Based on the Curriculum Guide. literature as an art form inspired and influenced by nature;
relationship of visual, sensory, and 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 STANDARD: The learner transfers learning by composing and
*Based on the Curriculum Guide. delivering a brief and creative entertainment speech
featuring a variety of effective paragraphs, appropriate
grammatical signals or expressions in topic development,
and appropriate prosodic features, stance, and behavior.
C. LEARNING COMPETENCY: Composing an effective paragraphs.( EN8WC-IIa-2.8.)
*Based on the Curriculum Guide. Objectives:
At the end of the lesson, students should be able to:
a) Define paragraph;
b) Identify the different principles in writing an
effective paragraph;
c) Distinguish different patterns used in
paragraphs development; and
d) Compose a paragraph using technology
tools.
II. SUBJECT MATTER:
A. LEARNING RESOURCES: 1. TOPIC: Composing Effective
Paragraphs
2. REFERENCE/S: Quarter 2- Module 1: Writing
and Composition
Lesson 1: Composing Effective
Paragraphs (Page 1)
DepEd’s English 8 Learner’s
Material EN8WC-lla-2.8
3. MATERIAL/S: TV/ Projector, PowerPoint
Presentation, Laptop, Marker,
Cellphone
4. VALUE/S INTEGRATION: Collaboration, Integrity, and
Creativity
III. PROCEDURES:
TEACHER’S HINT TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. PRELIMINARY ACTIVITIES:
1. CLASSROOM Everybody, please arrange your *Students will arrange their
MANAGEMENT: chairs properly and pick up chairs and pick up garbage.
everything that is disturbing to the
eyes.
2. PRAYER: Before we start, who would like to Student 1 raised his hand, and
lead the prayer? the rest of the class will stand
up.
3. GREETINGS: Good morning/afternoon class. Good morning/afternoon
Ma’am/Sir!
 Okay, thank you and you may now Thank you Ma’am/Sir.
take your sits.
4. CHECKING OF How are you today class? We’re fine Ma’am/Sir.
ATTENDANCE:
Let’s have your attendance first.

Who is absent today? None, Ma’am/Sir.

That’s good to hear!

B. MOTIVATION: I have prepared something for you
today, class. Take a look at the
word search puzzle on the screen.
Your task is to locate the letters that Yes Ma’am/Sir.
form each word listed. Once you
find a word, come here and write it
on the board. Remember to search
horizontally, vertically, and
diagonally.

I’ll give you a minute to take a look

at it, then raise your hand if you
want to answer, or I’ll call on any of *The students will raise their
you. hands and begin answering

Who would like to answer?

Answers:
9. PARAGRAPH
WORD SEARCH 10. SENTENCE
C P E A T A V E B A 11. ESSAY
J A A T K M B L C D 12. COMPOSITION
T W O R D A M T J I 13. TOPIC
O L A A A T K A C O 14. WRITE
P C B E D G F L M O 15. WORD
I K L H D M R R P W
C R A A T R P A L N
A Y B T Z Y L A P B
C N Z R T A S C Q H
C O M P O S I T I O
E T D A M S N Q T M
B D E C N E T N E S
C. RECALL: Does anyone of you here have an *Students will share their ideas
*A review from the idea about paragraphs? about paragraphs
previous activity that
elicits prior knowledge Very well idea. Very good!
about the new topic.
Our activity a while ago is actually
related to our topic for today.
LESSON PROPER:
A. ACTIVITY: *The class will be divided into 3
*Understanding Skills groups.

Now, in this activity, each group will

have 15 minutes to use their
cellphones or laptops to browse
the internet. Search for information
related to composing effective
paragraphs and brainstorm ideas
and key points together with your
group mates. After brainstorming,
collaborate to create at least 3-4
paragraphs summarizing your
understanding based on what you
have researched. Yes Ma’am/Sir.

Did everyone understand the Answers for the activity:

instructions, class? The answer depends on their
understanding.
*The teacher will select one
representative from each group to
present their ideas to the class *Students will listen attentively

*The teacher will add more ideas

related to the activity in the class.
B. ANALYSIS: Since you are familiar with
*Analyzing Skills paragraph, let’s analyze the
following given questions.

Read and analyze carefully the

given questions. Choose the right
answer from the provided choices
inside the box.

A. Paragraph
B. Unity
C. Concluding sentences
D. Supporting sentences
E. Description, Narration,
Process, Exemplification

No, Sir/Ma’am!

Any clarifications for this?

Okay, very good. Now, let’s start. *The students must answer the
letter A
1. What refers to a group of
sentences organized to discuss a
topic?
 Letter A is paragraph
The correct answer is the letter A.

What is letter A?

*The teacher will explain further *The students must answer the
about paragraph letter D

2. Which essential part of a

paragraph elaborates the topic by
including specific details or D.Supporting sentences
evidences?
*The students will share their
The correct answer is the letter D. own thoughts

Please read what is written in letter

D. *The students must answer the
letter C
* The teacher will ask students
about supporting sentences

3. Which essential part of a

paragraph uses a transitional
device like thus, therefore, indeed
or finally in restating the topic of the *The students must answer the
paragraph? letter B

The correct answer is the letter C,

which is concluding sentences.
Letter B is unity

4. What principle of paragraph

writing is evident when all * The students must answer the
sentences in the paragraph talk letter E.
about one central idea or topic?

The correct answer is the letter B.

Can you read what is in the letter E. Description, Narration,
B? Process, and Exemplification

5. Which among the choices are

the different patterns of paragraph
development?

The correct answer is the letter E.

Please read what is in the letter E.

C. ABSTRACTION: Why do you believe composing *The learners will share their
*Values Integration and effective paragraphs is essential? thoughts and opinion about the
Applying Skills As an English major, when given questions
the opportunity to convey a speech,
what are the most effective
methods you can employ to ensure
your speech is delivered clearly and
effectively?
D. APPLICATION: *The teacher will group the students
*Applying Skills into two and provide materials for
the activity

In this activity, your task is to *The representative from each

correct the paragraph properly. As group will present their answers
you can see on the TV screen, for only 3 minutes
each sentence has errors or is
incomplete, so make sure to fix
them. Each group can work
together using a digital writing
tool, such as, Microsoft Word
instead of writing it on paper, to
revise the paragraph
collaboratively. Each group should
have one representative to present
the revised paragraph to the class.
E. GENERALIZATION: What have you learned today? *Some students will raise their
*Summarization of the hands
topic. Expected answer:
*Inferring Skills We’ve learned everything about
paragraph including the types,
parts, principles, and patterns.
We’ve also learned how to
effectively compose a
paragraph.

*Students’ answers may vary

Why is it important to compose
paragraphs effectively?
*The students will share their
ideas.
How can organizing ideas within a
paragraph improve clarity and *The students will elaborate on
coherence? the types of paragraphs

What are the types of paragraph? *The students will share their
thoughts

*All students will participate

What role do topic sentences play together in answering the
in guiding the reader through a teacher asks
paragraph?
 Elaborate the parts, principles and
patterns of paragraph

IV.EVALUATION: *The teacher will utilize Quizlet for Yes, Ma’am/Sir!

*Evaluating Skills the quiz during the class session.

Since you have understood the

lesson, let's proceed with a quiz.

On a sheet of paper, read the

questions carefully and write the Answers
correct answers on your paper.
l. Multiple Choice

l. Multiple Choice 1) B. Idea

2) A. Topic sentence
1.The main role of paragraph 3) D. Supporting sentence
writing is to focus on one ___ or 4) C. Coherence
topic. 5) D. Development
A. Lesson
B. Idea ll. True or False
C. Unity
D. Process 1.False
2. False
2. What sentence represents the 3. True
topic of the paragraph. 4. False
A. Topic sentence
B. Coherence lll.
C. Concluding sentence
D. Supporting sentence Students’ answers may vary.

3. Serve as the body of your

paragraph
A. Topic sentence
B. Coherence
C. Concluding sentence
D. Supporting sentence

4. Refers to the connection of ideas

in the paragraph in general.
A. Unity
B. Development
C. Coherence
D. Description

5. Refers to the principle when a

paragraph describes, elaborates,
explains, and supports its topic
sentence.
A. Unity
B. Coherence
 C. Narration
D. Development

ll. True or False

You write True if the statement is
correct, False if otherwise.

____1. A unity presents the topic of

the paragraph.
____2. Unity, coherence,
development, and concluding
sentence are the principles in
writing a paragraph .
____3. Coherence refers to the
connection of ideas in the
paragraph in general.
____4. Supporting sentence
restate what the topic of paragraph
is all about.

lll. Essay
Your answer should be brief and
will not exceed to 5 sentences.

1.What is importance of composing

effective paragraphs?

V.ASSIGNMENT/AGREEMENT: Please compose at least 4 Noted, Ma’am/Sir!

paragraphs, with each paragraph
containing no more than 8
sentences. You may utilize
Microsoft Word to complete the
task. The task is due tomorrow
and should be submitted on our
Google Classroom platform before
the deadline. Each paragraph
should address a specific issue None so far Ma’am/ Sir!
prevalent in today’s society.

Any clarifications?

Prepared by:
GROUP 2
 DETAILED LESSON PLAN IN DISCRIMINATE LITERAL AND FIGURATIVE LANGUAGE
GRADE 8, SECOND QUARTER, SPECIALIZED SUBJECT
I. OBJECTIVES:
A. CONTENT STANDARD: The learner demonstrates understanding of: East Asian
*Based on the Curriculum Guide. literature as an art form inspired and influenced by
nature; relationship of visual, sensory, and 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 STANDARD: The learner transfers learning by composing and
*Based on the Curriculum Guide. delivering a brief and creative entertainment speech
featuring a variety of effective paragraphs, appropriate
grammatical signals or expressions in topic
development, and appropriate prosodic features,
stance, and behavior.
C. LEARNING COMPETENCY: Discriminate between literal and figurative language
*Based on the Curriculum Guide. (EN8V-IIe-24).

Objectives:
At the end of this lesson, students should be able to:
a) Define literal and figurative language,
b) Differentiate between literal and figurative
language; and
c) Show the importance of literal and
figurative language in communication.
II. SUBJECT MATTER:
A. LEARNING RESOURCES: 1. TOPIC: Literal and Figurative Language
2. REFERENCE/S: DepEd’s English 8 Learner’s
Material EN8V-IIe-24
3. MATERIAL/S: TV/ Projector, PowerPoint
Presentation, Laptop, and ,
Marker
4. VALUE/S Honesty, Clarity, and Creativity
INTEGRATION:
III. PROCEDURES:
TEACHER’S HINT TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. PRELIMINARY ACTIVITIES:
1. CLASSROOM Everybody, please arrange your *Students will arrange their
MANAGEMENT: chairs properly and pick up some chairs and pick up some
pieces of paper. pieces of paper
2. PRAYER: Everybody please stand. Mr. Valle, *The students stand up
please lead the prayer.
3. GREETINGS: Good morning/afternoon class. Good morning/afternoon
Ma’am/Sir!

Okay, thank you and you may now Thank you Ma’am/Sir.
take your sits.
4. CHECKING OF How are you today class? We’re fine Ma’am/Sir.
ATTENDANCE: Oh, that’s good to hear that you
are all doing fine.
 Let’s have your attendance first.

Who is absent today? None, Ma’am/Sir.

Very good!
B. MOTIVATION: Before we start our discussion
today, let's do a very short and
simple activity that I have prepared
for you. What we are going to do is
arrange the jumbled letters to form
the correct words.

Am I clear? Yes Ma’am/Sir.

Okay, now let’s answer the activity. *Some students will raise their
Who would like to answer number hands and begin answering
1?

UNSCRAMBLE THE JUMBLED Answers:

LETTERS 16. literal
a. aelritl 17. language
b. lngaueag 18. direct
c. deritc 19. indirect
d. inderitc 20. figurative
e. fgiuaritve

C. RECALL: What have you learned from the *Students will share their
*A review from the activity earlier?? ideas about their
previous activity that elicits understanding from
prior knowledge about the the activity
new topic.
Another idea?
*Another student will raise his
hand and share his insight

Very good, class. It shows that you

really learned something from our
activity.

Our activity a while ago is actually

related to our topic for today.

What do you think is our topic for

today? *One student will answer but
not the exact term

*Another student will raise his

 hand and answer
Alright, very good.

Thank you. Our topic for today

class is all about Literal and *Students will listen attentively
Figurative language. Discriminate
Literal and Figurative Language.
Let’s figure out what are they.

LESSON PROPER:
A. ACTIVITY: *The teacher will divide the class
*Understanding Skills into 2 groups and provide each
group a materials that can be used
for completing the activity

This time, group 1 will discuss

literal language, while the second
group is assigned to discuss
figurative language. Working
together with your groupmates,
provide information about your
assigned topic, including the
definition, importance, examples,
and the differences between the
two. Collaborate with your group
and present your findings to the
class. Two representatives for each
group.

Yes Ma’am/Sir.
Did everyone understand the
instructions, class?
Answers for the activity:
*The teacher will call the The answer depends on their
representatives from each group to own understanding.
present their ideas to the class

*Students will listen attentively

*The teacher will add more ideas
related to the activity in the class
for more clarification.
B. ANALYSIS: For today’s activity, you and your
*Analyzing Skills seatmate will analyze the
statements displayed on the TV
screen. If you believe a statement
is literal, write “L,” and if you think
it’s figurative, write “F.” Please write
your answer on a sheet of paper.
Make sure to discuss with your
partner before writing your
response.
 Do you have any questions? If Yes, Ma’am/Sir!
none, you start answering.

*The students will begin to

collaborate with their partners
ANALYZE ME!
Write “L” if the statement is literal, Answer Key:
and “F” if the statement is 1. L
figurative. 2. L
3. F
1.The book is on the table. 4. L
2. Maria went to market earlier to 5. L
buy groceries. 6. F
3. My classmate has a heart of 7. F
gold. 8. L
4. The sun is setting in the west.
5. The tree’s leaves are turning
yellow in the fall.
6. Life is a rollercoaster of
emotions.
7. His smile lights up the room.
8. Dianne is sleeping while *Some students will ask
watching movie. questions for clarification why
the statement is literal or
*The teacher will ask the class to figurative
recite their answers and the
teacher will also explain briefly why
the statement is literal or figurative.
C. ABSTRACTION: * The teacher will have an oral
*Values Integration and recitation
Applying Skills As a student, do you believe it is *The learners will share their
more important to convey thoughts and opinion about
information through literal or the questions honestly
figurative statements, whether
spoken or written? If you had to
choose, would you prefer literal or
figurative language? In what
situations do you think figurative
language can be beneficial? How
about the literal language?
D. APPLICATION: *The teacher will allow the
*Applying Skills students to use their phone for this
activity

This time, you’re going to search

for something on the internet
using your cellphone. It could be
a story, a paragraph, or anything
that showcases literal or figurative
language. Once you have found
one, select 3 statements from it. If
you believe your chosen statement
 is literal, create a figurative
interpretation for it. If you think the
statement you’ve chosen is
figurative, then provide a literal
explanation for it.

For instance, if you come across

the statement: “It is raining outside”
(literal) you can write a figurative
interpretation:
“There’s a soothing sound outside
that feels like a gentle lullaby.”

Did you understand? Please do not

hesitate to ask questions if you’re Where are we going to write
being confused, class. our answers, Ma’am /Sir?

In a ½ sheet of paper.
Noted, Ma’am /Sir!
*The teacher will choose two (2)
students to share their answers *The students will share their
answers to the class
E. GENERALIZATION: What have you learned today? *Some students will raise their
*Summarization of the topic. hands
*Inferring Skills Expected answer:
We’ve learned something
about literal language and
figurative language.

When can you say when it is literal *One student will raise his
or figurative language? hand and share his
understanding

Expected answer:
We can say it is literal
language when it refers to
words and phrases that mean
exactly what they say, without
any hidden or implied
meanings. Figurative
language, on the other hand,
is when it uses words in a
creative or imaginative way to
express ideas beyond their
literal meanings. It includes
Very good, thank you. figures of speech.

Now, can anyone give me at least *Almost all of the students

3 figures of speech? raise their hands

Expected answer:
Simile, Metaphor,
 Personification
Very good, thank you.

What is the significance of these *The students will share their

two in communication or conveying ideas.
information?

In what situations can these two be *The students will share their
beneficial? Are they truly thoughts
important?

XI. EVALUATION: Since you have understood the Yes, Ma’am/Sir!

*Evaluating Skills lesson, let's proceed with a quiz.

On a sheet of paper, read the

questions carefully and write the
correct answers on your paper.

l. Multiple Choice Answers

Choose the best answer. l. Multiple Choice

1. What does literal language 1) b

primarily focus on? 2) b
a) Conveying deeper meanings 3) c
b) Directly stating facts and ideas 4) c
c) Creating vivid imagery 5) b
d) Expressing emotions through
symbols ll. Fill in the Blanks

2.Which of the following is an 1) literal

example of figurative language? 2) factual
a) “The sun is shining brightly.” 3) figurative language
b) “He has a heart of gold.”
c) “The cat sat on the mat.” lll. Essay
d) “The tree branches swayed
gently in the breeze.” Answers may vary.

3. Which statement best describes

the use of literal language?
a) It relies heavily on metaphors
and similes.
b) It often requires interpretation to
understand implied meanings.
c) It communicates ideas directly
without exaggeration or
embellishment.
d) It employs symbolism to convey
abstract concepts.

4. When a writer uses figurative

language, what is their primary
 intention?
a) To provide straightforward
information.
b) To convey ideas through direct
statements.
c) To evoke imagery and create
vivid descriptions.
d) To avoid ambiguity and
confusion in the text.

5.Which of the following sentences

contains figurative language?
a) “She walked down the street
with a smile on her face.”
b) “The waves danced playfully
along the shore.”
c) “The mountain peak reached
towards the sky.”
d) “The clock struck midnight with a
loud chime.”

ll.Fill in the Blanks

1.Figurative language uses words

to convey meanings beyond their
___________ definitions.
2. Literal language is
straightforward and __________,
stating facts without
embellishment.
3. Metaphors, similes, and
personification are common
examples of __________
language.

lll. Essay

Create 4 examples of literal

language and 4 examples of
figurative language.
XII. ASSIGNMENT/AGREEMENT: *The teacher will divide the class
into 4 groups

For your assignment, create an

infographic illustrating the
differences between literal and Noted, Ma’am/Sir!
figurative language, including their
similarities, using digital tools.
Upload a soft copy of your work
to Google Classroom before 6:00
am tomorrow. Only 1
representative of each group will
submit the task.
 Do you have any questions? No, Ma’am/ Sir!

Prepared by:
GROUP 2
 DETAILED LESSON PLAN IN LINEAR AND NON- LINEAR TEXT
GRADE 8, SECOND QUARTER, SPECIALIZED SUBJECT
I. OBJECTIVES:
A. CONTENT STANDARD: The learner demonstrates understanding of: East Asian
*Based on the Curriculum literature as an art form inspired and influenced by
Guide. nature; relationship of visual, sensory, and 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 STANDARD: The learner transfers learning by composing and
*Based on the Curriculum delivering a brief and creative entertainment speech
Guide. featuring a variety of effective paragraphs, appropriate
grammatical signals or expressions in topic development,
and appropriate prosodic features, stance, and behavior.
C. LEARNING COMPETENCY: Transcode information from linear to nonlinear texts and
*Based on the Curriculum vice versa (EN8RC-IIe-11)
Guide.

Objectives:
At the end of the lesson, students should be able to:
a. Define linear and non- linear text;
b. Differentiate linear from non linear text; and
c. Transcode information from linear to non-
linear text and vice versa.

III. SUBJECT MATTER:

A. LEARNING RESOURCES: 9. TOPIC:
10. REFERENCE/S: DepEd’s English 8 Learner’s
Material EN8RC-IIe-11
11. MATERIAL/S: TV/ Projector, PowerPoint
Presentation, Laptop
12. VALUE/S INTEGRATION: Understanding, and Creativity
XIII. PROCEDURES:
TEACHER’S HINT TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. PRELIMINARY ACTIVITIES:
1. CLASSROOM Everyone, please arrange the tables *Students will arrange their
MANAGEMENT: and chairs properly and pick up any chairs and tables, and pick up
pieces of garbage. Then return to garbage.
your respective seats.
2. PRAYER: Everybody please stand up for the *Students will remain silent
opening prayer. Who would like to
lead the prayer?

*The teacher will call on a student *All students will stand up for
the prayer

Yes, Miss Ann, go ahead.

3. GREETINGS: Good morning/afternoon class. Good morning/afternoon
Ma’am/Sir!

Thank you Ma’am/Sir.

Okay, thank you and you may now
take your seats.
4. CHECKING OF How is everyone's day going, class? We’re all doing good
ATTENDANCE: Ma’am/Sir.
Wow, that’s very good.

Let’s have your attendance first.

Say ‘present’ if your name is called.

Who is absent today? None, Ma’am/Sir.

Good thing that you are all here

today.
B. MOTIVATION: Before we proceed with our new
lesson for today, let's first take a
look at the names displayed on the
screen. Your task is to group the
names accordingly. Please
categorize them into two groups and
label them as linear text or non-
linear text. Yes Ma’am/Sir.

Did you get the instruction, class?

*The teacher will give the students 1

minute to look at the names *Students will raise their hands

Okay, let’s start. Who wants to *Students who are being

answer first in column A? called will start answering

*The teacher will call on each of

them to answer

Very good.
Answers:
Categorize them into two groups,
and label them as linear text or Column A: Linear Text
non-linear text. •Essay
•Poem
•Letters
Essay Pie charts Diagrams •Novels

Poem Sequence charts Letters Column B: Non- linear Text

Tables Venn diagram Novels •Tables

•Pie charts
•Sequence charts
•Venn diagram
•Diagrams
C. RECALL: Does anyone of you here have an *Students will share their ideas
*A review from the idea about linear and non- linear about linear and non- linear
previous activity that text? text
elicits prior knowledge
about the new topic.
Very well idea. Very good!

Our activity a while ago is actually

related to our topic for today. It’s all
about transcoding information from
linear to non- linear text.

LESSON PROPER:
A. ACTIVITY: *The class will be divided into 2
*Understanding Skills groups.
*The students will listen
Last meeting, I asked you to bring a attentively
cartolina and a marker, right? Now,
we are going to use those in our
activity. Here’s what we’re going to
do: Together with your group, you
will discuss the assignment given to
you. I’ll give you the same topic, and
it’s up to you how you’re going to
present your topic creatively. Group
1, discuss your topic in a linear
manner. Group 2 will discuss the
topic in a non-linear way. Yes, Ma’am/Sir.

The topic is about “the importance

of linear and non- linear text”. Go
with your groups and discuss it.
No, Ma’am/Sir.
Later, choose one representative to
present your work.
*Each presenter of the group
Do you have any questions? will start presenting their
works in the class

*The teacher will ask the

representative from each group to Answers for the activity:
present their ideas to the class. The answer depends on their
Each will be given 4 minutes to understanding.
present their ideas.
*Students will listen attentively

Very good. Both of the groups did a

very well performance.
 *The teacher will provide comments
and add more ideas related to the
said activity
B. ANALYSIS: Read and analyze carefully the
*Analyzing Skills given questions.

Am I clear? Yes, Ma’am /Sir!

l. You write “T” if the statement is

linear, and “F” if it is non- linear text. Answer:
l.
________1. Linear text follows a 1. T
sequential order from beginning to 2. T
end. 3. F
4. T
________2. Non-linear text allows ll.
readers to choose their own path 1. Graphs- non- linear
through the content. 2. Venn diagrams- non- linear
3. Essays- linear
________3. Hyperlinks are 4. Letters- linear
commonly used in linear text to 5. Sequence charts – non-
navigate between sections. linear
6. Novels – linear
________4. Non-linear text is often
used in interactive fiction and game
books.

ll. Analyze and indicate if the given

pictures are linear or non-linear.

*The teacher presents pictures of

graphs, Venn diagrams, essays, *The students will share their
letters, sequence charts, and answers correctly
novels on the TV screen.

*The teacher will ask students to

share their answers *The students will listen to the
teacher

Okay, very good.

*The teacher will explain further

about linear and non- linear text,
and provide example how it should
be done

C. ABSTRACTION: In your opinion, when it comes to *The learners will share their
*Values Integration and understanding and retaining thoughts and opinion about
Applying Skills information, do you find it more the questions
effective to engage with traditional
 linear text formats, where ideas are
presented sequentially in written
form, or do you prefer non-linear
formats, such as graphs, diagrams,
or other visual representations,
which often provide a more holistic
view of the information?
D. APPLICATION: *The teacher will group the students
*Applying Skills into two

Alright , this time, class, for our new

activity, you will collaborate with
your group members to convert
non-linear text into a linear format.
Begin by finding an example of
non-linear text on the internet and
then transform it into a linear
structure. Aim to be both creative
and clear in your approach. Each
group will have 10 minutes to
complete the task before presenting
their work to the class. No, Ma’am /Sir.

Do you have any clarifications

regarding the task?

If there’s o question, you may start

doing the task. *The representative from each
group will start presenting their
*The teacher will ask the presenter works
to present their works

*The teacher will provide feedback

to each group and further explain
linear and non- linear text as well as
how it should be used.

E. GENERALIZATION: *The teacher will have an oral

*Summarization of the recitation
topic. *Some students will raise their
*Inferring Skills •What are the important things hands
you’ve learned today?
*Students’ answers may vary
*The teacher will let 3 students to
answer this question *The students will share their
ideas.
•How can you demonstrate
understanding the transcoding of
linear text into non-linear formats,
such as mind maps or concept
webs?
 *The teacher will choose 2 students
to answer the question *The students will differentiate
linear and non- linear
•What is the difference between
linear and non- linear text? *The students will share their
thoughts

•How can technology be used to

support students in transcoding
between linear and non-linear text
formats effectively?

*The teacher will provide positive

feedback to their answers
IV. EVALUATION: *The teacher will give a quiz *The students will get 1 whole
*Evaluating Skills sheet of paper
Transcode linear text to non-linear
text and vice versa on a single
sheet of paper.
Test l *Students’ answers may vary
1.“Studying involves engaging with
educational material to gain
knowledge and skills through
reading, attending lectures, and
completing assignments. Effective
habits include creating a conducive
environment, managing time
efficiently, and actively engaging
with the material through note-
taking and summarizing, leading to *Students’ answers may vary
improved academic performance
and understanding”

2. Create a Venn diagram about the Test ll

differences between linear and non- 1. a
linear text. 2. a
3. b
Choose the correct answer.
Test ll Test lll
1. What distinguishes a linear text Answers may vary
from a non-linear text?
a) Linear texts have a single,
sequential narrative, while non-
linear texts have multiple narrative
paths.
b) Linear texts have complex
character development, while non-
linear texts focus on simple
storylines.
c) Linear texts are only available in
print format, while non-linear texts
 are exclusively digital.

2. Which of the following is an

example of a linear text?
a) A traditional novel with chapters
that follow a chronological order.
b) A hypertext fiction where readers
can choose different story paths.
c) A digital poem with interactive
elements that allow readers to
rearrange verses.

3. What feature distinguishes non-

linear texts from linear ones?
a) Non-linear texts lack character
development.
b) Non-linear texts allow readers to
navigate through the content in
various orders.
c) Non-linear texts are always
shorter than linear ones.

Essay
Test lll

1. How do linear and non-linear

formats help in presenting
information clearly and engagingly
across different media?
V. ASSIGNMENT/AGREEMENT: You browse on internet and read in Noted, Ma’am/Sir!
advance about visual-verbal
relationships illustrated in tables,
graphs, and information maps found
in expository texts.
None so far Ma’am/ Sir!
Any clarifications?

Prepared by:
GROUP 2
 DETAILED LESSON PLAN IN ENGLISH
GRADE 8, SECOND QUARTER

XIV. OBJECTIVES:
H. CONTENT STANDARD: The learner demonstrates understanding of: East Asian
*Based on the Curriculum Guide. literature as an art form inspired and influenced by nature;
relationship of visual, sensory, and 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.
I. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a
*Based on the Curriculum Guide. brief and creative entertainment speech featuring a variety of
effective paragraphs, appropriate grammatical signals or
expressions in topic development, and appropriate prosodic
features, stance, and behavior.
J. LEARNING COMPETENCY: The students are expected to produce the sounds of English
*Based on the Curriculum Guide. correctly
and effectively when delivering an entertainment speech.
XV. SUBJECT MATTER:
G. LEARNING RESOURCES: 13. TOPIC: Entertainment Speech
14. REFERENCE/S: DepEd’s English 8 Learner’s
Material (EN8OL-IIc-3.11)
K-12 Curriculum Guide p. 181
(EN8OL-IIc-3.11:)
Quipper
15. MATERIAL/S: Laptop, PowerPoint presentation,
Speaker
16. VALUE/S INTEGRATION: Respectfulness
XVI. PROCEDURES:
TEACHER’S HINT TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
G. PRELIMINARY ACTIVITIES:
9. CLASSROOM Kindly arrange your chairs and pick *Students will arrange their
MANAGEMENT: up the pieces of paper under your chairs and pick up the trash
chairs and throw them in the garbage and throw it in the garbage
bin. bin.
10. PRAYER: Let us all stand up, may I request Ms. *Students will stand for the
Wong to lead the prayer prayer.
11. GREETINGS: Good morning/afternoon class. Good morning/afternoon
Ma’am/Sir!

Thank you, you may now take your Thank you Ma’am/Sir.
sits.
12. CHECKING OF How are you today class? How’s your Good, Ma’am/Sir.
ATTENDANCE: weekend?
None, Ma’am/Sir.
Who is absent today?

Very good!
H. MOTIVATION: When preparing to give a speech do (Students answer may vary)
*Remembering Skills you feel nervous about speaking in
front of others?

What steps do you take to get ready (Students answer may vary)
for addressing a crowd?
I. RECALL: What comes in your mind when you *Students are silent.
*This could be a review of the hear the words entertainment speech?
lesson from the previous class or
an activity that elicits prior Can anyone share their thoughts about *Student 1 raising his/her
knowledge about the new topic. entertainment speech? hand, and starting sharing
 his/her thoughts.
Good Job!

So the question I ask earlier presents

how you deliver your speech. Today
we will learn on how to deliver an
entertainment speech.
LESSON PROPER:
J. ACTIVITY: *The teacher will present some *The students starting to
*Understanding Skills pictures on the screen and will choose understand the pictures.
students to give insight about the
picture.

*The teacher have already choose on

who will be presenting their insights.
*The chosen students starting
Okay, class there’s no right or wrong to share their insights based
answer here, you can free interpret on their understanding.
and explain what’s in the picture
1.

*Picture 1 – Ted Talk

2.

*Picture 2 – Magic Show

3.
*Picture 3 – Storytelling

*Picture 4 – Motivational
Speech
 4.

*Picture 5 – Comedy

5.

K. ANALYSIS: Today, we’re going to explore the

*Analyzing Skills power of pronunciation in delivering
captivating entertainment speeches.
Let’s start by watching a video. Pay
close attention to how clear
pronunciation enhances the speaker’s
message and engages the audience.

Understood? Yes Ma’am/Sir.

*The video is playing

“My Cellphone’s Death”

*The students watching

attentively

https://youtu.be/93geYiZccqI?si=
vZBt1C6UUBluJ7Du

Does the video you watch, delivered

his/her entertainment speech? Yes Ma’am /Sir.

Does his entertainment speech makes

you laugh or no? Yes Ma’am / Sir we’re
entertained!
When we say entertainment speech it
is a type of presentation meant to
captivate an audience entertain or
educate them and convey a distinct
message. Its goal is to engage viewers
while conveying a specific message
usually through comedic dramatic or
heartfelt means.

What do you think are the parts of

Entertainment Speech? Introduction, Body and
Conclusion
Correct!
 When we say introduction of
entertainment speech this is possibly
using an anecdote, joke, witty
comment, or entertaining remark to
capture the audience’s attention.

What does the body composed of?

The body compose of the

main idea, incorporate
anecdotes, jokes, witty
comments, and other
When developing a speech topic what entertaining remarks to
do you consider? maintain the audience’s
interest.
Entertainment speeches are often
given in what types of situations? (Students answer may vary)

Special occasions, Everyday

events, Major events
L. ABSTRACTION: What strategies can be implemented to Answer to the question:
*Values Integration and improve clarity, expression, and - Practice and Rehearsal
Applying Skills accuracy in student entertainment - Utilize Technology
speech? - Peer Feedback
- Speech Modeling
- Vocabulary Expansion
M. APPLICATION: Delivering an Entertainment Speech
*Applying Skills with Clear Pronunciation

*The teacher will give students

individual task.

*The teacher will ask the students to *The students starts creating
create Entertainment Speech. In their entertainment speech
addition challenge students to write
and deliver their own short, original
entertainment speech. They should
incorporate elements of humor,
storytelling, or persuasion while
consciously applying the
pronunciation skills.
*The students will present the
speech they create
individually in front of the
class.
GENERALIZATION: What have you learned today? We learned about the what is
*Summarization of the topic. entertainment speech, it’s part
*Inferring Skills and learn on what strategies
can be implemented in
improving our entertainment
speech.
What are the parts of entertainment
speech? Parts:
1. Introduction
2. Body
3. Conclusion
How can students improve clarity in
their entertainment speeches? Students can improve clarity
by practicing articulation,
 enunciating each word clearly,
and focusing on pronunciation
accuracy.
XVII. EVALUATION: Choose the letter of the best answer. Answer:
*Evaluating Skills
1. What is the importance of clear 1. B. It enhances
pronunciation in entertainment audience
speeches? understanding and
a. It doesn't impact audience engagement
engagement 2. C. It adds depth and
b. It enhances audience emotion to the speech
understanding and 3. B. Utilize peer
engagement feedback and self-
c. It is irrelevant in assessment
entertainment speeches 4. B. It provides
d. It confuses the audience valuable insights and
constructive criticism
2. What role does expression play in 5. C. It enhances the
an entertainment speech? impact and
a. It is not important effectiveness of the
b. It helps in confusing the speech
audience
c. It adds depth and emotion to
the speech
d. It is irrelevant in
entertainment speeches

3. How can students improve their

pronunciation skills in entertainment
speeches?
a. Avoid practicing speaking out
loud
b. Utilize peer feedback and
self-assessment
c. Ignore pronunciation errors
d. Speak quickly to impress the
audience
4. How can peer feedback contribute
to improving pronunciation skills in
entertainment speeches?
a. It has no impact on speech
improvement
b. It provides valuable insights
and constructive criticism
c. It discourages students from
practicing
d. It is not necessary for speech
development
5. Why is accurate sound production
essential in delivering an
entertainment speech?
a. It doesn't affect speech
delivery
b. It helps in maintaining a
monotone voice
c. It enhances the impact and
effectiveness of the speech
d. It is not necessary for
audience engagement
XVIII. ASSIGNMENT/ Read in advance the figures of speech
AGREEMENT: that show emphasis on hyperbole and
litotes.
 DETAILED LESSON PLAN IN ENGLISH 8
GRADE 8, SECOND QUARTER

XIX. OBJECTIVES:
K. CONTENT STANDARD: The learner demonstrates understanding of: East Asian
*Based on the Curriculum Guide. literature as an art form inspired and influenced by nature;
relationship of visual, sensory, and 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
L. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a
*Based on the Curriculum Guide. brief and creative entertainment speech featuring a variety of
effective paragraphs, appropriate grammatical signals or
expressions in topic development, and appropriate prosodic
features, stance, and behavior.
M. LEARNING COMPETENCY: The students are expected to identify figures of speech that
*Based on the Curriculum Guide. show emphasis of hyperbole and litotes
XX. SUBJECT MATTER:
H. LEARNING RESOURCES: 17. TOPIC: Figure of speech that shows
Hyperbole and Litotes
18. REFERENCE/S: K-12 Curriculum Guide p. 183
(EN8V-IIh-10.1.4:)
19. MATERIAL/S: Laptop, PowerPoint presentation,
Printed story.
20. VALUE/S Appreciation
INTEGRATION:
XXI. PROCEDURES:
TEACHER’S HINT TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
J. PRELIMINARY ACTIVITIES:
13. CLASSROOM Kindly arrange your chairs and pick *Students will arrange their
MANAGEMENT: up the pieces of paper under your chairs and pick up the trash and
chairs and throw them in the throw it in the garbage bin.
garbage bin.
14. PRAYER: Ms. Geronimo, please lead the *Students will stand for the
prayer. prayer.
15. GREETINGS: Good morning/afternoon class. Good morning/afternoon
Ma’am/Sir!

How’s your day? Did you study? Yes Ma’am/Sir.

Okay very good. You may take your Thank you Ma’am/Sir.
sits.
16. CHECKING OF Who is absent today? None, Ma’am/Sir.
ATTENDANCE:
Very good!
K. MOTIVATION: I will flash some jumbled letters on Yes Ma’am/Sir Understood
*Remembering Skills the screen and you will identify
what kind of figure of speech is on
the screen, understand?

*The teacher will flash the jumbled

letters
IONREPSTIAONCIF
YPEEOHRBL
TOLEIST
SELIIM
RMOEHTPA
Personification Ma’am /Sir!
 What will be the answer for the first
jumbled letter?
Hmm, Hyperbole Teacher.
How about the second jumbled
letter? Litotes teacher.

The third one? It’s Simile Ma’am/Sir

How about the fourth?

Metaphor, Teacher!
And last, what is it?

Correct!
L. RECALL: Can anyone define what is Figure of *Students will define what is
*This could be a review of the Speech? figure of speech
lesson from the previous class or
an activity that elicits prior Very good!
knowledge about the new topic.
Now can anyone define what is *Students defines what is
hyperbole and Litotes? Hyperbole and Litotes.

Correct! You clearly and define

each.

Our jumbled letters activity presents

our topic for today, which is
Identifying figures of
speech that show emphasis
(hyperbole and litotes)
LESSON PROPER:
N. ACTIVITY: *The teacher will divide the class
*Understanding Skills into 2 groups.

Okay class now, work with your Yes, Ma’am /Sir.

group mates, and underlined the
figures of speech that use Hyperbole
and Litotes. For group you only
need to find the hyperbole as well as
the group 2 only the Litotes.

Possible Answers: (The students

Hyperbole Poem – Group 1 should explain their answers)
“The Road Not Taken”
by Robert Frost Hyperbole
 “I could not travel both”
Two roads diverged in a yellow  “Oh, I kept the first for
wood, another day!”
And sorry I could not travel both  “Two roads diverged in
And be one traveler, long I stood a yellow wood”
And looked down one as far as I
could Litotes
To where it bent in the undergrowth; O. “And sore must be the
Then took the other, as just as fair, storm, That could abash
And having perhaps the better the little bird”
claim, P. “And sweetest in the gale
Because it was grassy and wanted is heard’
wear;
Though as for that the passing there
Had worn them really about the
 same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to
way,
I doubted if I should ever come
back.

Litotes Poem – Group 2

“Hope is the Thing with Feathers”
by Emily Dickinson

Hope is the thing with feathers

That perches in the soul,
And sings the tune without the
words,
And never stops at all,
And sweetest in the gale is heard;
And sore must be the storm
That could abash the little bird
That kept so many warm.
By analyzing these poems, one can
observe the use of hyperbole in
exaggerating emotions or situations
and litotes in understating to
emphasize a point subtly.

Q. ANALYSIS:
*Analyzing Skills *The teacher will give an activity to
the students. The activity will be
flash on the screen.

Okay class, for today we will have

to analyze of the sentence/s is
HYPERBOLE OR LITOTES.
Where should we write it
Ma’am/Sir?

Write this on your ¼ sheet of paper. We don’t have any questions

You will on be given 3 minutes to Ma’am/Sir.
answer. No more questions?

*The teacher flash the 10 sentences *The students starts analyzing

on the screen. and answering.

1. He’s not exactly a rocket

scientist. Answers for the activity:
2. He’s not half bad at playing a. LITOTES
the guitar. b. LITOTES
3. I’m so hungry I could eat a c. HYPERBOLE
horse. d. HYPERBOLE
4. I’m bored to tears! e. LITOTES
5. Hawaii is not an unpleasant f. HYPERBOLE
place to visit. g. HYPERBOLE
6. She’s as light as a feather. h. LITOTES
7. I’ve been waiting for ages! i. LITOTES
8. This task is not exactly a j. HYPERBOLE
walk in the park.
 9. He’s no genius, is he?
10. I could eat a horse!
R. ABSTRACTION: *The teacher will have a brief
*Values Integration and discussion on what is Hyperbole
Applying Skills and Litotes.

Okay class, I know you have now

some idea between hyperbole and
litotes. A brief discussion a
Hyperbole is the use of
exaggeration as a rhetorical device
or figure of speech. In rhetoric, it is
also sometimes known as auxesis
(literally ‘growth’). While Litotes is
ironic understatement in which an
affirmative is expressed by the
negative of its contrary (e.g., you
won’t be sorry, meaning you’ll be *The learners will share their
glad ). thoughts about the questions.

So I have some questions class, it’s

base on you own understanding.
What values or themes are
emphasized through the use of these
literary devices?
S. APPLICATION: * The teacher will Ask students to
*Applying Skills write their own sentences using
hyperbole and litotes to emphasize
different scenarios or emotions.

After you write your sentences I *The chosen student starts to

want you to share work in the class, explain his/her work.
explaining the intended emphasis
and effect of your chosen figures of
speech.

*The teacher will choose at least 3-5

students.
GENERALIZATION: What have you learned today? We learned about what is
*Summarization of the topic. Hyperbole and Litotes.
*Inferring Skills

Differentiate hyperbole and litotes. Hyperbole is a figure of speech

that involves deliberate
exaggeration to emphasize a
point while Litotes is a figure of
speech that involves deliberate
understatement to emphasize a
point.
XXII. EVALUATION: 1. What is hyperbole? Answers:
*Evaluating Skills A) Intentional understatement
B) Exaggeration for emphasis 1. A. Exaggeration for emphasis
C) Comparison using "like" or "as" 2. B. “I can sleep for a year."
D) Direct comparison between two 3. B. Understatement for
different things emphasis
4. A. Hyperbole
2.Which of the following statements 5. B. Litotes
is an example of hyperbole?
A) "He is as strong as an ox."
B) "I can sleep for a year."
 C) "The stars danced in the night
sky."
D) "The wind whispered in the
trees."

3. Litotes is a figure of speech that

includes:
A) Exaggeration
B) Understatement for emphasis
C) Direct comparison
D) Symbolic representation

4. Identify the figure of speech in

the sentence: "I'm so hungry I could
eat a horse."
A) Hyperbole
B) Simulation
C) Metaphor
D) Litotes

5. In the sentence "He is not the

brightest bulb in the box," the figure
of speech used is:
A) Hyperbole
B) Simulation
C) Metaphor
D) Litotes
XXIII. ASSIGNMENT/ Research about what is persuasive
AGREEMENT: Paragraph.
 DETAILED LESSON PLAN IN ENGLISH 8
GRADE 8, SECOND QUARTER

XXIV. OBJECTIVES:
N. CONTENT STANDARD: The learner demonstrates understanding of: East Asian
*Based on the Curriculum Guide. literature as an art form inspired and influenced by nature;
relationship of visual, sensory, and 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.
O. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a
*Based on the Curriculum Guide. brief and creative entertainment speech featuring a variety of
effective paragraphs, appropriate grammatical signals or
expressions in topic development, and appropriate prosodic
features, stance, and behavior.
P. LEARNING COMPETENCY: The students are expected to Use appropriate grammatical
*Based on the Curriculum Guide. signals or expressions suitable to each pattern of idea
development particularly to cause and effect
XXV. SUBJECT MATTER:
I. LEARNING RESOURCES: 21. TOPIC: Cause and Effect
Relationship
22. REFERENCE/S: Skill Builders for Efficient
Reading pp. 109-111
K-12 Curriculum Guide
p.183 (EN8G-IIh-9)
23. MATERIAL/S: Laptop and PowerPoint
Presentation
24. VALUE/S INTEGRATION: Understanding
XXVI. PROCEDURES:
TEACHER’S HINT TEACHER’S ACTIVITY STUDENTS’
ACTIVITY
M. PRELIMINARY ACTIVITIES:
17. CLASSROOM Kindly pick up the pieces of paper under *Students will pick up
MANAGEMENT: your chairs and throw them in the garbage the trash and throw it in
bin. the garbage bin.
18. PRAYER: Let us all stand, may I request Mr. Noel to *Students will stand for
lead the prayer. the prayer.
19. GREETINGS: Good morning/afternoon class. Good morning/afternoon
Ma’am/Sir!

Thank you and you may take your sits. Thank you Ma’am/Sir.

20. CHECKING OF How’s your weekend? Fine Ma’am/Sir.

ATTENDANCE:
Who is absent today? None, Ma’am/Sir.

Very good!
N. MOTIVATION: *The teacher will show the students
*Remembering Skills pictures on the TV screen.

Today we will have a short group activity

this activity is called “cause and effect
relationship” this can be used to develop
effective paragraphs by describing what
happens and why it happens. You can do so
by explaining reasons and consequences of
an idea or event.
 *The teacher starting to shows the 5
different pictures on the screen and each
group will be given a picture and will
describe based on their prior knowledge
and present it in front of the class.

Picture 1

*The group 1 describe,

and explain their idea
about the picture 1

Picture 2

*The group 2 describe,

and explain their idea
about the picture 2
Picture 3

*The group 3 describe,

and explain their idea
Picture 4 about the picture 3

*The group 4 describe,

Picture 5 and explain their idea
about the picture 4

*The group 5 describe,

and explain their idea
about the picture 5
O. RECALL: What was our last topic class? *The Students raised
*This could be a review of the their hands.
lesson from the previous class or Yes, Mr. Pelle
an activity that elicits prior Our last topic Ma’am /
knowledge about the new topic. Sir was all about
identifying figure of
speech that shows
Very good! emphasis on hyperbole
and litotes.
So today I will discuss about the cause and
effect relationship.
LESSON PROPER:
T. ACTIVITY: *The class have already their groups. They
 *Understanding Skills are task to complete and understand the
situation.

Okay class with your same group, I will be

giving a short story, and you will answer
the table that I will flashing on the screen.
I will be giving you 5 minutes to finish the Okay Ma’am/Sir
group activity.

HAMSTER
Yesterday, after playing with my hamster *The students are
on the floor, I put him back into his cage. working on their groups.
But, I didn’t close the lid tightly and he
escaped. I didn’t know he was loose until I
saw something run by my feet. I jumped up
quickly and hit the lamp on the table next
to me. The lamp fell and crashed to the
ground, making a loud noise. Soon, my dad
was in the room upset that he was awoken
from his nap. I walked over to apologize
when I stopped just in time. My hamster
was sitting in front of me, looking up, and
smiling. I reached down to grab him, and
he took off under the couch and into the
kitchen. When I heard the scream, I knew
my mom had seen my pet. She scooped
him into a colander and popped him back
into his cage. I tightly secured the top, and
he was back in his home. I watched him Answer:
play, and thought for sure I saw him give CAUSE EFFECT
me a little wink. I did not My
close the hamster
CAUSE EFFECT lid escaped
I did not close tightly.
the lid tightly. Hamster I jumped
I jumped up and ran by up and hit
hit the lamp. me and the lamp.
The lamp startled
crashed to the me.
floor and made a The The noise
loud noise lamp woke my
My mom crashed dad
screamed. to the
I watch my pet floor and
play and thought made a
I saw him loud
winked at me noise
Hamster My mom
startled screamed.
Mom.
Mom I watch my
scooped pet play
up and
hamster thought I
and put saw him
him in winked at
his cage. me.

U. ANALYSIS: Do you find our activity interesting? Yes Sir/Ma’am!

 *Analyzing Skills
Since we are done with our activity I
prepared some questions for you.

*The teacher flash the 3 questions to

analyze if you understand our activity.

1. What is your own definition of cause? Cause: A cause is an

Effect? event, action, or situation
that brings about or leads
to another event or
situation. It is the reason
behind something
happening.
Effect: An effect is the
result, outcome, or
consequence of a cause.
It is what happens as a
2. How did you come up with your result of the cause taking
answers? place.

I came up with these

answers by thinking
about how things happen
in the real world. When
3. What do you think are the keywords used one thing triggers
for you to get the perfect match to the another, the first thing is
thought of the sentence? the cause and the second
thing is the effect.

 Keywords
related to
hamsters and
cages indicated
the situation
involved a pet.
 Action verbs
described a series
of events related
to the hamster
escaping and
being recaptured.
 Descriptive
language
provided
additional details
about the
emotional state
and behaviors
involved.
V. ABSTRACTION: Since you have answer all my questions. *The starting to answer
*Values Integration and Please get 1/2 Crosswise and answer the
Applying Skills matching type table. Write your answer
before the number. Answer:
a. C.
CAUSE EFFECT b. A.
___1. Studying A. The plant c. E.
diligently for a wilts and dies. d. B.
test. B. Feeling e. D.
___2. Forgetting hungry and low
 to water a plant. energy by
___3. Practicing lunchtime.
a musical C. Getting a good
instrument grade.
regularly. D. Feeling tired
___4. Skipping and irritable the
breakfast in the next day.
morning. E. Improving
___5. Not getting your musical
enough sleep. skills.

W. APPLICATION: *The teacher will give a task. (Students answer may

*Applying Skills vary)
Okay, class now that we’re almost done
you are going to Organize Your Ideas!
Based from our topic cause and effect
relationship and use appropriate
grammatical signals or expressions suitable
to each pattern.

Make a Cause and Effect chain organizer

about The Story of the Aged mother. Make
sure to write all the ideas that shows cause
and effect.

See the sample below:

GENERALIZATION: What have you learned today class? *The students shares
*Summarization of the topic. their idea on what they
*Inferring Skills have learned.

Great!

Can anyone tell me what the difference *The students raising

between these two? (Cause and Effect their hands.
The difference between
the two Ma’am/Sir is that
a cause is the reason or
trigger that initiates an
That’s correct! event or outcome. While,
an effect is the result or
consequence of a cause.

XXVII. EVALUATION: Answer:

*Evaluating Skills 1-2. Sarah left her umbrella at home. She
 was completely wet as the rain continued 1-2.
to pour. Cause: Sarah forgot her
Cause:________________________. umbrella at home.
Effect:________________________. Effect: She got soaked in
3-4. Jason woke up late and missed the the rain.
bus. He’s going to be late for school since
he’s delayed at the bus stop right now. 3-4.
He’ll receive a late mark if he misses the Cause: Jason missed the
bus. bus. Effect: He will be
Cause:________________________. late for school and
Effect:________________________. received late mark
5-6. Emma dropped her phone off at a
friend’s house. She is unable to phone 5-6:
anyone right now! She’s disconnected Cause: Emma left her
and unable to make calls since she forgot phone at a friend’s house.
her phone. Effect: She can’t make
Cause:________________________. any calls.
Effect:________________________.
7-8. Max’s playful puppy chewed up his 7-8.
sneakers that he had left on the floor! Ah, Cause: Max left his shoes
I see! When he left his shoes outside, his out. Effect: His dog
dog chewed on them. chewed them up.
Cause:________________________.
Effect:________________________. 9-10:
9-10. Olivia stayed up late watching Cause: Olivia stayed up
movies last night. All that late-night fun late watching movies.
means she’s super tired today. Effect: She feels tired the
Cause:________________________. next day.
Effect:________________________.

XXVIII. ASSIGNMENT/ On a one half sheet of paper crosswise, you

AGREEMENT: will create five sentences of your own that
shows cause and effect and use appropriate
grammatical signals or expressions.

Past it on our next meeting.

 DETAILED LESSON PLAN IN PROPAGANDA TECHNIQUES
GRADE 8, THIRD QUARTER, SPECIALIZED SUBJECT

I. OBJECTIVES:
A. 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.
B. PERFORMANCE BASED The learner transfers learning by composing and
STANDARD: 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.
C. LEARNING COMPETENCY: Analyze intention of words or expressions used in
propaganda techniques
II. SUBJECT MATTER:
A. LEARNING 1. TOPIC: Propaganda Techniques
RESOURCES:
2. REFERENCE/S: Dela Cruz, Laura S. (2017). English in
Perspective: Afro- Asian Literature,
Propaganda Techniques pp. 437-440
Link:
https://znnhs.zdnorte.net/wpcontent/uplo
ads/2021/03/SLM-E8Q3M4.pdf
CG Code: EN8V-IIIg-26
3. MATERIAL/S: PowerPoint presentation, Videos, and
Pictures
4. VALUES/INTEGRATION: Appreciating the importance of
propaganda techniques in business,
economics, and life.
III. PROCEDURES:
TEACHER`S HINT TEACHER`S ACTIVITY STUDENTS` ACTIVITY
A. PRELIMINARY ACTIVITIES:
1. CLASSROOM Everyone, kindly please arrange you chairs * The students will arrange
MANAGEMENT: properly, and pick up some pieces of papers their chairs, and picked up
under your chairs. some piece of papers
2. PRAYER: Now, please all stand for our prayer. May I * The students will stand for
ask ______ to lead our prayer. the prayer
(Students will pray)

3. GREETINGS: Good morning/afternoon, class. Good morning/afternoon,

ma`am/sir!

Okay, thank you. You may now take your sits. Thank you, ma`am/sir!
4. CHECKING OF How are you today class? Fine, ma`am/sir!
ATTENDANCE: Is there an absent today? None, ma`am!
Very good!
B. MOTIVATION Before we proceed with our discussion, we (The FBM will give a brief
*Remembering Skills will be having a pre-activity which I called background about the
“FBM or Facebook Memory” topic.)

In here, I will show a screenshot of a (Volunteer students will

Facebook Memory Post, and all you must do share their answers to the
is to list down your observations. class.)

Student E: Teacher, I have

observed that even though
the brand name is missing
still, we were able to identify
the product because the
elements like the logo,
hashtag, and tagline are all
familiar to us.
Wow! All your ideas are very impressive.
Give yourselves a big hand. Now, what have Student F: In addition,
you observed in our activity? teacher I think our topic for
today has something to do
Great! Our activity has a connection to our with advertisements.
lesson for today. Specifically, we will talk
about “Propaganda Techniques”. Are you
now ready for our discussion? Yes, ma`am/sir!

C. RECALL: Now, let’s have a review. Yesterday, we

tackled about facts and opinion.
Student A: Facts are actual
So, what are facts again? Yes, Student A? thing that exists, which are
observable, provable, and
Very good! Kindly give me a fact statement, measurable.
Student B.
Student B: The newly
Wonderful! How about the definition of the elected president of the
word “opinion”? Republic of the Philippines
is Ferdinand
Exactly! Now, give me a sentence of opinion. Marcos Jr.
Yes, Student D? Kindly share your answer.
Student C: Opinion is a
Nice one! I think that’s enough for you to personal belief or
review the ideas. Now, let’s move on to our judgement that is not
new topic. founded on proof or
certainty.

Student D: The most

peaceful country in the
world is the Philippines.
LESSON PROPER:
A. ACTIVITY: *The class will be divided into four groups.
Students will be given activity materials

This time, we will be having a jumbled letters

activity. Your task is to arrange the letters
given based on the assigned definition to your
group. You can use Google to search for your
additional definitions.
 Is it clear?
Yes, ma`am!
*The teacher will choose one representative in
each group to present their output. Answers for the activity:
1. Bandwagon - is a
propaganda technique that
appeals to the idea that
everyone is doing
something, so you should
too, creating a sense of
peer pressure or social
conformity.
2. Testimonial - involves
using a well-known or
respected figure to endorse
a product, idea, or
candidate, aiming to
transfer their credibility or
likability to the thing being
promoted.

3. Transfer - associates
positive feelings, images, or
ideas with a product or
person, hoping to evoke
similar feelings in the
audience.

4. Fear - relies on creating a

sense of fear or threat to
persuade people to adopt a
certain viewpoint or take a
specific action.

B. ANALYSIS: Now, let`s have the words that you guessed

earlier. This is a subjective answer.

Is it clear? Yes Ma`am/Sir!

Okay, then.

How does the bandwagon technique differ Student A: The bandwagon

from the testimonial technique in technique creates a sense
propaganda? of social pressure by
suggesting that everyone is
doing or supporting
something, while the
testimonial technique uses
a well-known figure to
endorse a product or idea.
Okay, very good.
*The teacher will explain further.
Student B: The transfer
 technique associates
Next, how does the transfer technique work positive feelings, images, or
to influence people's opinions? ideas with a product or
person, hoping to evoke
similar feelings in the
audience and create a
positive association that
influences their opinions or
Excellent! actions.
*The teacher will explain further.

The third one, What role does fear play in Student C: Fear is used in
propaganda, and how does it differ from the propaganda to create a
bandwagon technique? sense of threat or danger,
persuading people to adopt
a certain viewpoint or take a
specific action out of fear of
the consequences if they
don't comply, whereas the
bandwagon technique
focuses on creating a sense
Wow, very good! of social conformity.
*The teacher will explain further.

Last one, in what ways can awareness of Student D: Awareness of

propaganda techniques help individuals resist propaganda techniques can
manipulation? help individuals recognize
when they are being
manipulated and make
more informed decisions,
reducing the impact of
Okay, very good. propaganda on their beliefs
*The teacher will explain further. and behaviors.

C. ABSTRACTION: How do propaganda techniques influence *The students will share

decision-making processes in business, their thoughts about the
economics, and everyday life, and what question.
strategies can individuals employ to critically
evaluate and respond to these influences?
D. APPLICATION: Direction: Choose at least two (2) Yes, ma`am/sir!
advertisements that are so striking to
you and write the lines inside the box.
Follow the format given as an
example. Write your answer on a
separate one whole sheet paper. Do
you understand the instruction?

Follow this example. *The students will make the

Product Name Belo Products advertisements
“Only Belo touches my
Lines skin. Who touches yours?
– Sarah Geronimo
Propaganda Testimonial
Technique
 Product Name
1. Lines
Propaganda Technique
GENERALIZATION: Finally, we are already done with the
discussion about propaganda techniques. Class: None,
teacher. Class:
Do you have any questions, class? Yes, teacher.

So, it means, you really understand the None ma`am/sir!

lesson, right?

Yes ma`am/sir!

Is that so? Let me see. Again, what is a

propaganda? Ma`am, propaganda is
systematic effort to
manipulate other people’s
beliefs, attitudes, or
actions.

Perfect! Now, give me at least one Testimonial, ma`am. It is

propaganda technique and its definition. where the product is sold by
using statements from
famous people.
(The recap will end after all the techniques
were given.)

Excellent! I think you are now ready to have

your last activity for today.
V. ASSIGNMENT: Finally, after we learned about propaganda
techniques, you can now apply your learning
in your assignment.

*The teacher will give an assignment, and

instruction.

Is it clear? Yes Ma`am/Sir!

Directions: PRINT ADVERTISEMENT

 Create your own advertisement with a
brand name, image, logo, and tagline.
 You can use any propaganda technique
of your desire.
 You can use any application or website
to edit your work.
 Size must be 8.5 by 11 in Portrait or
Landscape.
*Rubrics will be presented to the students.
 DETAILED LESSON PLAN IN DIFFERENTIATING FACTS FROM OPINION
GRADE 8, THIRD QUARTER, SPECIALIZED SUBJECT

I. OBJECTIVES:
D. 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.
E. PERFORMANCE BASED 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.
F. LEARNING COMPETENCY: Differentiate facts from opinions
II. SUBJECT MATTER:
A. LEARNING 5. TOPIC: Facts and Opinions
RESOURCES:
6. REFERENCE/S: Internet Resources
7. MATERIAL/S: WORKSHEETS, PPT
PRESENTATION, PROJECTOR
8. VALUES/INTEGRATION: Differentiating Facts from Opinion
III. PROCEDURES:
TEACHER`S HINT TEACHER`S ACTIVITY STUDENTS` ACTIVITY
A. PRELIMINARY ACTIVITIES:
5. CLASSROOM Everyone, please arrange you chairs * The students will arrange their
MANAGEMENT: properly, and pick up some pieces of chairs, and picked up some piece
papers under your chairs. of papers
6. PRAYER: Now, please all stand for our prayer. May * The students will stand for the
I ask ______ to lead our prayer. prayer
(Students will pray)

7. GREETINGS: Good morning/afternoon, class. Good morning/afternoon,

ma`am/sir!
Okay, thank you. You may now take your
sits. Thank you, ma`am/sir!
8. CHECKING OF How are you today class? Fine, ma`am/sir!
ATTENDANCE: Is there an absent today? None, ma`am!
Very good!
B. MOTIVATION: *The teacher will let the students play the *The students will guess the word
“Guess the Word” game presented in the using the clues presented to them.
tv.
The words are the following:
- FACT
- OPINION
C. RECALL: Can anyone tell the class the definition of *Students will share their ideas
facts and opinion? about fact and opinion
 Very good!

Our activity a while ago is our topic for

today.
LESSON PROPER:
A. ACTIVITY: *I will conduct an activity.

Is it clear?
* The teacher will let the students Yes ma`am/sir!
observe the statements they see on the
screen, and the students will have to
answer the following questions:

1. The elements of a short story are

setting, character, conflict, plot, and
theme. Students A: It`s a fact Ma`am/Sir!
2. French fries are better with ketchup. Students B: It`s an opinion
3. Sunday is the best day of the week. Ma`am/Sir!
4. The kettle is hot after it boils. Students C: It`s an opinion
5. The perfume I used is very sweet- Ma`am/Sir!
scented. Students D: It`s a fact Ma`am/Sir!
Students E: It`s a fact Ma`am/Sir!

B. ANALYSIS: After the first activity, the students will

answer the following questions: *Students will share their
1. How did you find the activity? Did you experience in the activity.
enjoy?
2. Did you learn something from it? Student: Yes ma`am/sir!
3.In regard to our previous exercise,
what do you think is our topic for today? Student: Yes ma`am/sir. Our topic
Do you have any idea? for today is all about fact and
opinions.
C. ABSTRACTION: *The teacher will define first what is fact
and what is opinion clues and signal
words in finding what is fact and opinion.

The teacher will flash a question in the tv *Students will answer to the
that can be distinguish as Facts and statement flash in the tv.
Opinions.

1. How would you know that a

statement is a fact or opinion?
D. APPLICATION: - The teacher will divide the class - The students will be
into three (3) groups. divided into three (3)
- The teacher will give each group groups.
a worksheet and each group will
be given only 5 minutes to do the - The students will determine
activity. if the statement is a fact or
opinion.

- The students will cut each

statement out and paste it
in the correct column.
 - Then, each group will choose
representative to present in front.

GENERALIZATION: The teacher will ask the students a *The students will answer the
question about the topic discussed. following questions.
1. What is a fact?
2. What is an opinion?
3. Differentiate fact from opinion.

IV. EVALUATION: *The teacher will give an activity to *The students started to identify
evaluate the students learning. the activity, and write it in their
paper.
Directions: Identify whether the
statement is a fact or opinion.
1. Sunday is the best day of the week.

2. There are 12 months in a year.

3. Spring is the most beautiful season.

4. Parrots are prettier than blue birds.

5. The bats in the cave are very scary.

6. A Komodo dragon is a reptile.

7. Hippos are amazing animals to watch.

8. A cheetah can run faster than a lion.

9. Monday and Tuesday are weekdays.

10. This has been a terrible week.

V. ASSIGNMENT: Watch any television news and list 5

facts and 5 opinions you heard.
 DETAILED LESSON PLAN IN WRITING AND COMPOSITION
GRADE 8, THIRD QUARTER, SPECIALIZED SUBJECT
I. OBJECTIVES:
G. 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.
H. PERFORMANCE BASED 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.
I. LEARNING COMPETENCY: Organize information about a chosen subject
using a graphic organizer
II. SUBJECT MATTER:
A. LEARNING 9. TOPIC: Makato and the Cowrie Shells
RESOURCES:
10. REFERENCE/ https://www.youtube.com/watch?
S: v=L7Kt5oOjqG4
11. MATERIAL/S: PowerPoint Presentation, Wheel of Names,
Padlet, Google Drive
12. VALUES/ Environmental consciousness, Computer aided
INTEGRATION: learning, and Connected type integration
III. PROCEDURES:
TEACHER`S HINT TEACHER`S ACTIVITY STUDENTS` ACTIVITY
A. PRELIMINARY ACTIVITIES:
9. CLASSROOM Everyone, kindly please * The students will arrange their chairs, and
MANAGEMENT: arrange you chairs properly, picked up some piece of papers
and pick up some pieces of
papers under your chairs.
10. PRAYER: Now, please all stand for our * The students will stand for the prayer
prayer. May I ask ______ to (Students will pray)
lead the prayer.
11. GREETINGS: Good morning/afternoon, Good morning/afternoon, ma`am/sir!
class.
Thank you, ma`am/sir!
Okay, thank you. You may now
take your sits.
12. CHECKING OF How are you today class? Fine, ma`am/sir!
ATTENDANCE: Is there an absent today? None, ma`am!
Very good!
B. MOTIVATION Now, are you familiar with the Students: Yes ma`am/sir!
Disney Movie “Moana”?

Great! Then, who can tell me

Grezyl: Moana is a Disney princess who
what s/he knows about
Moana? Yes, Grezyl? loves the seas and sailing. She has nice
 curly hair and brown eyes and brown skin
and pink flower on her hair.

Good description, Grezyl!

Since you know Moana, what
is the title of the song she used
to sing in the movie? Yes, Jennezel: How Far I’ll Go, ma’am! It is sung
Jennezel? by Auli’l Cravalho, who happens to also be
the voice of Moana.
What a trivia, Jennezel! Very Yes ma`am/sir!
good! Today, we’re going to
listen to one of her cover
songs entitled “Live Your
Story.” Throughout the lyrics
video, I want you to remember
your favorite lyrics from it and
the reason why you like it the
most. Is that clear?

Alright, presenting, “Live Your

Story” by Auli’l Cravalho.
(plays lyrics video of “Live Your
Story”)

So, who wants to share his or

her favorite lyrics from the
song? You can volunteer if you
want to answer. So, anyone
who wants to share?
Irrah: My favorite lyrics is “Dream big and
Yes, Irrah? live your story” because it is reminding me
that I can be anyone I want if I dream.

Very well said, Irrah! Thank

you! Any more from the class
who wants to share?
Ariane: My favorite lyrics is “You got what
Yes, Ariane? the world needs, and it’s time you see,
you’re the only one” because it kind of tells
me that I’m one of a kind and I possess
Good point! Thank you, Ariane! something that can only be moved by me,
like my dream.
With the lyrics of the song,
what do you think is the
message of the song?
Kath: The song is telling us to hold on our
Yes, Kath? dreams and make it come true.

Excellent idea, Kath!

Maria: I realized that everyone of us have
From the responses, what
have you dreams, maybe alike or different from one
realized? May we hear from another, and that’s good to know because
you, Maria? dreaming is the first step to achieve the
success, we want for ourselves so, as the
song says, dream, see, write, live our story.
Perfectly said, Maria. Thank
you.
C. RECALL: Alright. Now, let’s have recall.
 What did we discuss last
meeting? Yes, Grezyl? Grezyl: We discussed about Cause-
andEffect signal words and phrases,
Exactly! Thank you, Grezyl!
ma’am.
Now, let’s pick four lucky
students to recall our previous (Students are feeling nervous)
lesson through this “Wheel of
Names”.
Here we go!
(spins the wheel)

The first one is…Jennezel! In a

very brief manner, can you tell
us the difference between
cause and effect?
Jennezel: We discussed about Cause-
That’s right! Thank you, andEffect signal words and phrases,
Jennezel! Let’s spin again, ma’am.
shall we?

Here we go!
(spins the wheel)

Next, we have…Rayner! In a
very brief manner, too, can you Rayner: Word is a group of letters and is
tell us the difference between often a single word while phrase is a group
words and phrases?
of words.
Nice explanation, Rayner!
Thank you! Now, let’s spin for
the third student. Here we go!
(spins the wheel)

The lucky third, Irrah! Can you

give us one example of Cause-
and-Effect signal word?

Very good! Thank you, Irrah! Irrah: One example is the word ‘Because’.
And for the last student…
(spins the wheel)

Last but not the least, Ariane!

Can you give me an example
of Cause-and-Effect signal
phrase?
Ariane: One example is ‘As a
Brilliant! Thank you, Ariane! consequence’.

I am convinced that you have

clearly understood our lesson
last meeting
LESSON PROPER:
E. ACTIVITY: Let`s now see if your ideas in
minds about our lesson for
today are correct. We will now
watch a video clip of the short
story “Makato and the Cowrie
Shells, but wait! As you watch,
let’s have an activity. It is
called “Something Thailand-ic.”
It’s how it goes:
(presents instructions on
screen) Grezyl:
1. While watching, observe the traits of
Can you read the instruction, Makato and the other characters. Also,
Grezyl? observe some concepts manifested in the
story which you think have something to do
with Thailand.
2. After the video clip, the teacher will ask
some students to share what have been
observed.

In short, observe the

characters and the concepts
you think are related to
Thailand, then afterwards, we
will be sharing answers. Do Yes, ma’am/sir!
you understand, class?

Okay, thank you, Grezyl! Is the

instruction clear?
(The students will watch attentively and
Alright then, let’s now watch observe the traits of the characters and the
the video clip of “Makato and concepts that they think are Thailand-
the Cowrie Shells.” related)
(plays the video clip)
Yes ma’am/sir!
Have you understood the story,
class?

Very good!

Now, each question I will be

picking names through
“Wheels of Name”
(students are feeling nervous)
The first one is Jennezel, what
have you observed about Jennezel: Makato was determined to see
Makato? Why do you think did the land and the king of Sukhothai so he left
he leave his old town? his old town for an adventure.

That’s right! Thank you,

Jennezel!

Next, we have…Grezyl! What Grezyl: Pra Ruang was a very kindhearted

have you observed about the king. He was impressed by Makato’s
Pra Ruang, the king? Why do intelligence and industry and persistence to
you think did he give Makato a his dream, so he gave him a job in the
job in the palace? palace, and many more positions came
after that, too.
 Very well said, Grezyl! Thank
you!

And now for the Thai concepts,

what have you observed that
has something to do with
Thailand? Yes, Irrah? Irrah: When the people in Sukhothai used
cowrie shells as money
Good idea! It’s really quite
unique so it is possible. Thank
you, Irrah!

*The teacher shares

presesentation in the screen)
The theme in the story of
Makato is based on the
Buddhist principle you can see
on your screen. May you all
read it? (The students will read in chorus)
“One who controls his desire can achieve
How is it related to the song enlightenment.”
we watched a while ago? Yes,
Ariane?
Ariane: Both the song and the principle are
about achieving something we desire. As if
they are trying to tell us that in order to
achieve something, we must know how to
Very good point, Ariane! Thank compose ourselves in ways that may get us
you! through success.
A job well done, class!
F. ANALYSIS: From the previous activity the
teacher plays the video clip of
the short story” Makato and
the Cowrie Shells”

*The class will be divided into

5 groups. The first group will
identify the exposition, the
second group will identify rising
action, the third group will
identify climax, the fourth
group will identify falling action,
then the last group will identify
and denouement of the short
story of “Makato and Cowrie
Shell”

*The teacher will let one

representative for each group
to present their work. Yes ma’am/sir!
Did I make it clear?
(The students will go their respective
Alright, I will give you 3
 minutes to prepare. groupmates to brainstorm their ideas)

1 minute
2 minutes
3 minutes
4 minutes
5 minutes

Okay, times up! (Presenters start to present their work)

Group 1 presenter, you may *Students answers may vary
now start.

G. ABSTRACTION: How do you think Makato felt *The learners will share their thoughts
when he discovered the about the questions.
magical powers of the cowrie
shells? How can this relate to
times when you have
experienced something
unexpected or surprising?
H. APPLICATION: For you to understand further, I
will be giving an activity. You
can write you answer in a ½
crosswise. You will do this
activity in 5 minutes only.
Do you understand?
Students: Yes ma`am/sir!
Okay, you may now start
answering this question quietly. (The students start answering)

1. What is the main theme of

the story "Makato and the
Cowrie Shells"?
2. How does Makato's
character change throughout
the story?
3. What role do the cowrie
shells play in the story?
4. How does the setting of the
story contribute to its overall
theme?
5. What motivates Makato to
steal the cowrie shells initially?

GENERALIZATION: What have you learned today?

Answers for this activity:
1. What is the main moral
lesson that can be learned 1. The main moral lesson is that
from the story "Makato and the honesty and integrity are more
Cowrie Shells"? valuable than material wealth.
2. Makato changes from being greedy
2. How does the character of and dishonest to being honest and
Makato change from the generous.
beginning to the end of the 3. The setting of a rural village in
 story? Thailand helps to highlight the
traditional values and cultural beliefs
3. How does the setting of the that are central to the story.
story contribute to the overall 4. The cowrie shells symbolize wealth
theme? and temptation, and they serve as a
catalyst for Makato's transformation.
4. What role do the cowrie
shells play in the story?

IV. EVALUATION: Choose the letter of the best Answer:

answer.
1. A. Honesty and integrity are more
1. What is the main moral valuable than material wealth
lesson of the story "Makato 2. C. He was greedy and wanted to
and the Cowrie Shells"? become rich.
A) Honesty and integrity are 3. B. When he was caught stealing the
more valuable than material cowrie shells from the temple.
wealth 4. A. He started to see them as a
B) Greed leads to happiness symbol of greed
and fulfillment 5. C. He was caught stealing and
C) It is acceptable to steal if it faced shame and regret.
benefits one's family
2. Why did Makato decide to
steal the cowrie shells?
A) He wanted to buy a new
fishing boat.
B) He was hungry and needed
food for his family.
C) He was greedy and wanted
to become rich.

3. What was the turning point

in Makato's life in the story
"Makato and the Cowrie
Shells"?
A) When he found the cowrie
shells on the beach.
B) When he was caught
stealing the cowrie shells from
the temple.
C) When he realized the true
value of honesty and integrity.

4. How did Makato's attitude

towards the cowrie shells
change throughout the story?
A) He started to see them as a
symbol of greed
B) He realized they were not
as valuable as he thought.
C) He became more obsessed
with them.
 5. What was the ultimate
consequence of Makato's
greed in the story "Makato and
the Cowrie Shells"?
A) He lost all his cowrie shells.
B) He was banished from the
village.
C) He was caught stealing and
faced shame and regret.
V. ASSIGNMENT: Using Google, do a research
and read in advance of modals
and how those are used?