Republic of the Philippines

Region VI – Western Visayas

Department of Education
Division of Aklan
District of Balete
BALETE INTEGRATED SCHOOL
Balete, Aklan

Date:

I. Objectives:
A. Content Standard:
The learner demonstrates understanding of: African literature as means of exploring
forces that human beings contend with; various reading styles vis – a - vis purposes of
reading; prosodic feature that serve as carries 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:
Topic The learners transfer learning by composing and delivering an informative
speech based on a specific topic of interest keeping in mind the proper and effective
use of parallel structures and cohesive devices and appropriate prosodic features,
stance, and behaviour.

C. Learning Competency:
1. Scan for logical connectors to determine the text type. EN8RC-Ia-7.2

II. Content: Logical Connectors

III. Learning Resources

A. Reference
https://staff.washington.edu/marynell/grammar/logicalconnectors.html
https://www2.estrellamountain.edu/faculty/stonbrink/ESL042/transitionsscribd.doc
B. Other Learning Resources
Copy of Lecture, Blackboard, Chalk and Laptop

IV. Procedures
A. Reviewing Previous Lesson or Presenting the New Lesson
Facilitate the learners to unlock the meaning of a work “logical connectors” by guiding
them to share their ideas in free sharing activity.

B. Establishing a Purpose for the Lesson

Present an organizer about the lesson to bring learners initial understanding of
logical connectors.

Logical Connectors

C. Presenting Examples/Instances of New Lesson

Give examples of sentences with logical connectors.
1. This restaurant has the best kitchen in town. However, the staff is quite rude.
2. She was late and I similarly was delayed.
3. George is very handsome. Yet, he is not popular with girls.

D. New Concepts and Practicing New Skills #1

Discuss logical connectors to the learners.
Sentence Connectors
1. Similarity 6. Exemplification 11. Reformulation 16. Conclusion
 2. Contrast
3. Result
4. Addition and Listing
5. Time
E. Discussing New Concepts and Practicing New Skills #2
Present a reading text to the class and let them read silently.
John and his friend went to Paris. First, they decide to go in Eiffel Tower. The
view was wonderful so they decided to take a lot of pictures. Later John ate some tasty
crepes.
The first week they visited the Louvre Museum. Then they had a special dinner in
the Sena River. The third week they went to the South of France but John had to stay in
bed. Their friends went to places and John was watching TV or was reading some travel
guides. Finally they decided to go to Barcelona.

F. Developing Mastery (Leads to Formative Assessment)

Go back from the reading text instruct the learners to underline the logical connectors
inside the reading.

G. Finding Practical Application of Concepts and Skills in Daily Living

Write sentences that connect to our daily life using the logical connectors.

H. Making Generalizations and Abstractions about the Lesson

Share insights on using logical connectors in writing as well in communication.

I. Evaluating Learning
Write a simple paragraph about school day and observe the proper use of logical connectors
in the sentence.

LS:
ID:

Prepared by

ALRO C. MONTIEL
Teacher I

Noted by

MR. JULIO R. GALLARDEZ

Principal III
 Republic of the Philippines
Region VI – Western Visayas
Department of Education
Division of Aklan
District of Balete
BALETE INTEGRATED SCHOOL
Balete, Aklan

Date:

I. Objectives:
A. Content Standard:
The learner demonstrates understanding of: African literature as means of exploring
forces that human beings contend with; various reading styles vis – a - vis purposes of
reading; prosodic feature that serve as carries 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:
Topic The learners transfer learning by composing and delivering an informative
speech based on a specific topic of interest keeping in mind the proper and effective
use of parallel structures and cohesive devices and appropriate prosodic features,
stance, and behaviour.

C. Learning Competency:
1. Use the correct sounds of English. EN8OL-Ia-3.11:

II. Content: Sound of English

III. Learning Resources

A. Reference
http://englishspeaklikenative.com/phonetics/
B. Other Learning Resources
Copy of Lectures, Black board, Chalk and Laptop

IV. Procedures
A. Reviewing Previous Lesson or Presenting the New Lesson
Review the past lesson about logical connectors. Solicit learners examples of sentences
with logical connectors.

B. Establishing a Purpose for the Lesson

Ask the learners about the parts of that body that makes a man produce sounds.

C. Presenting Examples/Instances of New Lesson

D. Discussing New Concepts and Practicing New Skills #1
Place of Articulation: Identifying the place, location, spot and mouth organs involved in the
triggering and production of speech sounds.

Place of Articulation
Place Meaning? The sounds produced
Bilabial Articulated by the lower lip and upper lip /m/ /b/ /p/ /w/
Labio-dental Articulated by the lip and teeth /f/ /v/
Lingua-dental Articulated by the tongue and teeth /θ/ /ð/
Lingua- /t/ /d/ /s/ /z/ /ʧ/ /ʤ/ /n/ /l/
Articulated by the tongue and gum ridge
alveolar /t̬ /
Lingual palatal Articulated by the tongue and hard palate /∫/ /ʒ/ /r/ /j/
Articulated by the tongue and soft palate
Lingua-velar /k/ /g/ /η/ (/w/)
(velum)
Glottal Articulated by the glottis /h/ /ʔ/

E. Discussing New Concepts and Practicing New Skills #2

Present example of word in each place of articulation and allow learners to pronouns
where the sound created.

F. Developing Mastery (Leads to Formative Assessment)

Define the place and manner of articulation of the letters through pronunciation activity.

G. Finding Practical Application of Concepts and Skills in Daily Living

Pronounce the words correctly observing the place and manner of articulation .

H. Making Generalizations and Abstractions about the Lesson

Give reasons about the proper observation of place and manner of articulation.

I. Evaluating Learning
Write two examples of word in each place of articulation.
1. Bilabial
2. Labio-dental
3. Lingua-dental
4. Lingua-alveolar
5. Lingual palatal
6. Lingua-velar
7. Glottal

LS:
ID:

Prepared by

ALRO C. MONTIEL
Teacher I

Noted by

MR. JULIO R. GALLARDEZ

Principal III
 Republic of the Philippines
Region VI – Western Visayas
Department of Education
Division of Aklan
District of Balete
BALETE INTEGRATED SCHOOL
Balete, Aklan

Date:
I. Objectives:
A. Content Standard:
The learner demonstrates understanding of: African literature as means of exploring
forces that human beings contend with; various reading styles vis – a - vis purposes of
reading; prosodic feature that serve as carries 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:
Topic The learners transfer learning by composing and delivering an informative
speech based on a specific topic of interest keeping in mind the proper and effective
use of parallel structures and cohesive devices and appropriate prosodic features,
stance, and behaviour.

C. Learning Competency:
1. Describe the notable literary genres contributed by African writers. EN8LT-Ia-1.1
2. Identify the distinguishing features of notable African chants, poems, folktales, and
short stories. EN8LT-Ia-8.1
3. Generate ideas and relationships. EN8WC-Ia-1.1
4. Present ideas using variety of graphic organizers.

II. Content: Hands of the Blacks – Luis Bernardo Honwana

III. Learning Resources

A. Reference: English Grade 8 Module

B. Other Learning Resources

Copy of Lectures, Blackboard, Chalk and Laptop

IV. Procedures
A. Reviewing Previous Lesson or Presenting the New Lesson
Review the lesson about the sound of ENGLISH ESPECIALLY the manner and place of
articulation.

B. Establishing a Purpose for the Lesson

Spelling Drill
1. Catechism 6. Strange
2. Baloney 7. Clutching
3. Kilns 8. Slaves
4. Chimneys 9. Unbearable
5. Calloused 10. Bleach

C. Presenting Examples/Instances of New Lesson

Unlocking of Difficulties
1. Catechism 6. Strange
2. Baloney 7. Clutching
3. Kilns 8. Slaves
4. Chimneys 9. Unbearable
5. Calloused 10. Bleach

D. Discussing New Concepts and Practicing New Skills #1

 Discuss the story about “Hands of the Blacks” – Luis Bernardo Honwana

E. Discussing New Concepts and Practicing New Skills #2

Answer the process question from the story.
1. Who answered why the black’s hands are lighter than the rest of their bodies?
2. Why do you think each of them gave such an explanation?

F. Developing Mastery (Leads to Formative Assessment)

Choose from the graphic organizer below and present your idea about “Africa” as portrait
in the story.
1. Semantic Web
2. Concept Map
3. Flower Chart

G. Finding Practical Application of Concepts and Skills in Daily Living

Share particular experience in life that is closely related to the story. How would you
defend people who judge you?

H. Making Generalizations and Abstractions about the Lesson

What can you share base from the story to the people who discriminated other people due
to their status?

I. Evaluating Learning
Summarize your answer using the given table.
Why the Black’s Hands are Lighter than the Rest of their Bodies
Teller Explanation Possible Experience/s with
Africans that Led Him/Her to
Give Such Explanation
Fr. Cristiano
Dona Dores
Senior Antunes
Book author
Senior Frias
Dona Estifania
Narrator’s Mother

LS:
ID:

Prepared by

ALRO C. MONTIEL
Teacher I

Noted by

MR. JULIO R. GALLARDEZ

Principal III
 Republic of the Philippines
Region VI – Western Visayas
Department of Education
Division of Aklan
District of Balete
BALETE INTEGRATED SCHOOL
Balete, Aklan

Date:
I. Objectives:
A. Content Standard:
The learner demonstrates understanding of: African literature as means of exploring
forces that human beings contend with; various reading styles vis – a - vis purposes of
reading; prosodic feature that serve as carries 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:
Topic The learners transfer learning by composing and delivering an informative
speech based on a specific topic of interest keeping in mind the proper and effective
use of parallel structures and cohesive devices and appropriate prosodic features,
stance, and behaviour.

C. Learning Competency:

II. Content: History of Journalism

III. Learning Resources

C. Reference

D. Other Learning Resources

Copy of Lectures, Blackboard, Chalk and Laptop

IV. Procedures
I. Reviewing Previous Lesson or Presenting the New Lesson
B. Establishing a Purpose for the Lesson
C. Presenting Examples/Instances of New Lesson
D. Discussing New Concepts and Practicing New Skills #1
E. Discussing New Concepts and Practicing New Skills #2
F. Developing Mastery (Leads to Formative Assessment)
G. Finding Practical Application of Concepts and Skills in Daily Living
H. Making Generalizations and Abstractions about the Lesson
I. Evaluating Learning

LS:
ID:

Prepared by

ALRO C. MONTIEL
Teacher I

Noted by

MR. JULIO R. GALLARDEZ

Principal III
 Republic of the Philippines
Region VI – Western Visayas
Department of Education
Division of Aklan
District of Balete
BALETE INTEGRATED SCHOOL
Balete, Aklan

Date:
I. Objectives:
A. Content Standard:
The learner demonstrates understanding of: African literature as means of exploring
forces that human beings contend with; various reading styles vis – a - vis purposes of
reading; prosodic feature that serve as carries 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:
Topic The learners transfer learning by composing and delivering an informative
speech based on a specific topic of interest keeping in mind the proper and effective
use of parallel structures and cohesive devices and appropriate prosodic features,
stance, and behaviour.

C. Learning Competency:

II. Content: History of Journalism

III. Learning Resources

E. Reference

F. Other Learning Resources

Copy of Lectures, Blackboard, Chalk and Laptop

IV. Procedures
J. Reviewing Previous Lesson or Presenting the New Lesson
B. Establishing a Purpose for the Lesson
C. Presenting Examples/Instances of New Lesson
D. Discussing New Concepts and Practicing New Skills #1
E. Discussing New Concepts and Practicing New Skills #2
F. Developing Mastery (Leads to Formative Assessment)
G. Finding Practical Application of Concepts and Skills in Daily Living
H. Making Generalizations and Abstractions about the Lesson
I. Evaluating Learning

LS:
ID:

Prepared by

ALRO C. MONTIEL
Teacher I

Noted by

MR. JULIO R. GALLARDEZ

Principal III