G8 English Lesson Exemplar 1st Quarter 1

CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: First
Theme: Searching for Knowledge
Sub-Theme: 1-Beginning the Knowledge Quest
Content Standard: Performance Standard:
The learner demonstrates The learner transfers learning by

understanding of: African literature as a means of composing and delivering an informative speech
exploring forces that human beings contend with; based on a specific topic of interest keeping in mind
various reading style vis- a vis purposes of reading; the proper and effective use of parallel structures
prosodic features that serve as carriers of meaning; and cohesive devices and appropriate prosodic
ways by which information may be organized, features, stance and behavior.
related, and delivered orally; and parallel structures
and cohesive devises in presenting information.
I. LEARNING COMPETENCY
EN8LT- Id
Determine tone, mood, technique, and purpose of the author.
Objectives:
1. Identify the characters of the story.
2. Determine the tone, mood, technique, and purpose of the author by telling different
stories of each character.
3. Express appreciation on how God created us human.
II. LEARNING CONTENT
Lesson: Hands of the Blacks by Luis Bernardo Honwana

Materials:
1. Visual Aids
2. Laptop and Projector
3. Copy of the reading text
References:
1. K to 12 Curriculum Guide (May, 2016) p. 175
2. Learning Module pp. 14-15
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
I. LEARNING TASKS
Introduction:
The teacher will tell a story about how God created the Filipinos.
Preliminary Activity:
The learners recall and retell their own version of the story on how God created Filipinos.
Activities:
Task 1: Reading and discussion of the story
Task 2: Picture Perfect Activity:
Students will be grouped into 8 and will show a picture of the story of each character.
Their performance will be graded according to the rubric attached below.
Analysis:
The learners will tell whose statement or story was given.
Abstraction:
The Story of the Different Characters

Teacher
They walked around on all fours, like wild animals, so their palms weren‟t exposed to the sun,
which made the rest of their bodies darker and darker.
Father Cristiano
It was like that because they always went about their hands folded together, praying in
secret.
Dona Dores
God made their hands like that so they wouldn‟t dirty the food that they made for their
masters, or anything else that they were ordered to do that had to be kept quite clean.
Senhor Antunes
Long ago, many years ago, God, our Lord Jesus Christ, the Virgin Mary, St. Peter, many
other saints, all the angels were in heaven then, and some of the people who had died
and gone to Heaven- they all had a meeting
and decided to make blacks. They got hold of some clay and pressed it into some
second- hand moulds. And to bake them of the creatures, they took them to heavenly kilns.
Because they were in a hurry and there was no room next to the fire, they hung them in the
chimneys. Smoke, smoke, smoke- and there you have them, black as coals. Their hands
stayed white because their hands are tied.
Senhor Frias
God finished making men and told them to bathe in a lake in heaven. After bathing, the
people were nice and white. The blacks, well, they were made very early in the morning,
and at this hour the water in the lake was very cold, so they only wet the palms of their
hands and the soles of their feet before dressing and coming into the world.
Dona Estifania
It„s only because their hands became bleached with all that washing.
Mother
God made Blacks because they had to be. He thought they really had to be…Afterwards,
He regretted having made them because other men laughed at them and took them off to
their homes and put them to serve as slaves or not much better. But because He couldn‟t
make them all be white, for those who were used to seeing blacks would complain, He
made it so that the palms would exactly like the palms of other men.
Application:
Task 3: Informational Frame
Directions: Retell the story of each character using the informational frames.
Teacher Father Cristiano Dona Dores Senhor Antunes
Senhor Frias Dona Estifana Mother
GROUP PRESENTATION RUBRIC
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: First

EN8V-Ie-4:
Use appropriate strategies in unlocking the meaning of unfamiliar words.
Objectives:
1. Determine the meaning of unfamiliar words.
2. Use appropriate strategies in unlocking the meaning of unfamiliar words.
3. Show appreciation of the lesson by engaging themselves in the activities.
II. LEARNING CONTENT Lesson:

Unlocking of Difficulties Materials:
1. Visual Aids
References:
2. www.enhancemyvocabulary.com/improve-expand-vocabulary.html
3. Vibal English book
III. LEARNING TASKS
Introduction:
As a student, what do you do in order to improve your Vocabulary?
Seven easy ways to improve your vocabulary and learn new words:
1. Read, read, and read. ...

2. Keep a dictionary and thesaurus handy. ...
3. Use a journal. ...
4. Learn a word a day. ...
5. Go back to your roots. ...
6. Play some games. ...
7. Engage in conversations.
Preliminary Activity: Unscramble Game

The teacher will post scrambled letters on the board. The students will arrange the letters
to form a word, right after the teacher gave its meaning.
( o c a s h ) – complete disorder and confusion chaos
( t x a y n i e ) – a painful or apprehensive uneasiness of mind anxiety
( s a g r i n h ) – to decorate a dish or a food garnish
( p n t o p e n o ) - a person you are playing or fighting against in a game or a

competition opponent
( g f l e a r i )- easily broken or damaged fragile
Activities:
Task 1: Contextual Clues
Encircle the letter of the group of words that can replace the word in bold in each
sentence.
1. The elderly are advice to avoid strenuous exercises.

a. complex b. easy c. expensive d. time- consuming
2. The criminal shows no repentance even though he was convicted of the crime.
a. feeling of regret b. gratefulness c. fearfulness d. worry
3. She felt remorse over the death of her pet that she left when she had her summer
vacation.
a. sad b. happy c. angry d. a feeling of being sorry
4. This imitated bag resembles the original one I saw I the department store.
a. looks like c. looks different
b. has the same price d. made from the same company
5. Do you know where the rumors originated?
a. came from c. were first taught
b. were first popularized d. were first documented
6. The computer key- board must be covered after use so that dust will not
accumulate.
a. gradually increased c. greatly increase
b. unlawfully acquired d. secretly saved
7. I feel nauseous every time I pass by the pile of garbage dumped on the
sidewalk.
a. like drinking c. like vomiting
b. like eating d. like sleeping
8. The sudden tremor brought the moviegoers in chaos.

a. fire b. sudden dizziness c. strong waving d. slight shaking
9. She always carries along with her a portable computer.

a. can be operated c. can be sold
b. can be carried easily d. most up- to- date
10. The kidnap victim belongs to a prominent family in Manila.

a. rich b. political c. popular d. notorious
Task 2: Have your own Dictionary
Read the words and look up their meanings in the dictionary. Then, read the passage
carefully. Fill in the blanks with the appropriate words from the box. Use each word once
only.
tents alphabet orderly universal supplies

majority devastation permanent ground necessary
destroyed opportunity chaos converse world
I returned to school soon after the war was over. The entire place, where the school used
to be, was in _ _. The previous school building had been
during the war, but still had a place to study. Later I found out that people
from all over the had kindly donated school _ to us so
that we could continue with our education.
My friends and I spent the first school day in . These were only
temporary. We would be in a more _ place once the buildings were rebuilt.
Despite the around us, people went about picking up their lives.
Everything else was in our school. There were textbooks, pencils, and
erasers. We had to sit on the _, but we did not mind. T least we were back
in school.
That summer I learned English. I learned the and how to

_ with my friends. I was told that it was _ _ to know this
language when I grow up. It was a _ _ language, something that was spoken
Analysis:
by the _ of people in the world. I was certainly enjoying school. I was glad that I
The learners
was given the _ will analyze the given sentences and will complete them by giving the
to study.
appropriate word.
Abstraction:
The learners will discuss the different strategies used in unlocking the unfamiliar words used
in the given activities.
Strategies in Unlocking Unfamiliar Words
UnScramble is a popular and fun game type. UnScramble is similar to other word
games that ask the player to find words in several letters that have been scrambled
up on a game board.
Context clues are hints that an author gives to help define a difficult or unusual word.
The clue may appear within the same sentence as the word to which it refers, or it
may follow in a preceding sentence.
Most people know how to use a dictionary to look up a word's meaning. Here are
some pointers on how to do this as a part of a vocabulary-building program:
Have your own dictionary: Keep it where you usually do your reading at home. You
are more likely to use it if you do not have to get it from another room. At work,
there may be a good dictionary available for your use. At home, most people do not
have a big, unabridged dictionary; however, one of the smaller collegiate dictionaries.
would be fine to start with.
Application/Assessment:
Unscramble the jumbled letters to form an appropriate word that will complete the
sentence.
1. In the past, knowledge was often passed down from one generation to another
by word of .(omuht)
2. If you are tied to your mother‟s apron strings, it means that you are being
and influenced by her. ( o o c d e r t l l n )
3. Children should be taught life so that they will be able to earn a
living in the future. ( i s l l s k )
4. In Japan, certain days have been for children to show how
important they are to the adults. ( t s e a e i d s )
5. All children have the right to _ . They should learn how to read
and write. ( I o n c h s o l g )
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: First
Sub-Theme: I- Beginning the Knowledge Quest

EN8SS-Id-1.5.1:
Skim to determine key ideas
EN8SS-Ie-7:
Use the appropriate reading style (scanning, skimming, speed reading, intensive reading)
for one‟s purpose
Objectives:
1. Identify the meaning of skimming.
2. Use skimming in getting the basic idea of the material or text.
3. Patiently involve themselves in reading applying the appropriate reading style.
Lesson: Skimming
Materials:
References:
3. http://www.howtolearn.com/tag/httpwww-howtolearn- com201302skimming-and-
scanning-two-important-strategies-for-speeding-
up-your-reading/
III. LEARNING TASKS
Introduction:
In high school, you are expected to do a lot of research work in the library. As you
very well know, libraries contain thousands of books, pamphlets and magazines. How can
you single out easily and rapidly the book that answers your need?
Task 1: Skim through this parable and answer the questions that follow.
MUDDY
ROAD
A Zen Story
Tanzan and Ekido were once traveling together down a muddy road. A heavy rain was
still falling.
Coming around a bend, they met a lovely girl in a silk kimono and sash, unable to cross
the intersection.
“ Come on girl,” said Tanzan at once. Lifting her in his arms , he carried her over the
mud.
Ekido did not speak again until that night when they reached a lodging temple. Then he
no longer could restrain himself, “We monks don’t go near females,” he told Tanzan, “especially
not young and lovely ones. It is dangerous. Why did you do that?”
“I left the girl there,” said Tanzan. “Are you still carrying her?”
1. What is the parable “ Muddy Road” all about?
2. What did Tanzan mean when he said to Ekido, “Are you still carrying her?”
Activities:
Task 2: Study the sample table of contents excerpted from the book, The Changing
Face of the Filipino, the Salesian Tribute to the Youth of the Philippines. Note the division of
the major ideas.
TABLE OF CONTENTS
Introduction i
PART I FIVE DECADES OF THE FILIPINO YOUTH
The Fabulous Fifties 3
The Swinging Sixties 21
The Storming Seventies 41
The Electric Eighties 61
The Nerdy Nineties 83
A Turbulent Turn of the Millennium 103
PART II PERSPECTIVE AND REFLECTIONS
Family and Values: Changes and
Challenges in Shaping the Youth 108
Common Myths about Young Filipinos’ Sexuality 176
The Interactive Generation: New Mindset,
Traditional Soul 218
Youth and Sports: In Search of Balance,
Focus, and Excellence 202
Source: The Changing Face of the

Filipino, Makati: Salesian
Society of Don Bosco, 2002.
Analysis:
Answer the following questions:
1. What two main topics are covered in the Table of Contents?
2. What does the title of Part I suggest?
3. Which decade of the Filipino youth is the most fashionable?
4. In which decade of the Filipino youth were you born?
5. What does the title of Part II suggest?
Abstraction:
 To skim means to look at the book quickly to take in the general subject, the divisions
and the major headings.
Techniques that will help when you skim:

 Move your eyes across the lines rapidly.
 Don‟t stop. Always look forward; do not look back.
 Strictly focus on key words.
 Usually, the first sentence prepares the reader for the paragraph.
Use this information about the Frimsborough County library to answer the questions
in the level A and B quizzes:
1. The text is aimed at:
A)Librarians B)Libraryusers C) Council workers D) School students
2. The text is about:

A) resources at Frimsborough County Library B) opening times at Frimsborough County
Library
C) resources at Rimsborough County Library
3. Information is given about borrowing CDs.

A) True B) False
4. Which category of video isn‟t listed?

A) educational C) film B) exercise D) travel
5. A telephone number is provided.
A) True B) False
6. This text tells you where to get more information about how many items you can borrow from the
library.
A) True B) False
7. Members can also borrow CD-ROMs.

A) True B) False C) The text doesn‟t say
8. Which month is „library month‟?

A) November B) September C) August D) April
9. What is the name of the library?

A) Frimsborough Town Library B) Frimsborough County Library
C) Frimsborough Village Library D) Framborough District Library
10. What type of text is this text?

A) informative B) persuasive C) descriptive D) instructive
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: First
Sub-Theme: I- Beginning the Knowledge Quest

EN8G-Ia-8:
Use appropriate cohesive devices in composing an informative speech.
Objectives:
1. Define cohesive devices and focus on transitional words and phrases.
2. Distinguish transitional words/phrases used in the given selection.
3. Combine provided sentences using transition words or phrases
3. Patiently incorporate transitions in composing an informative speech
Lesson: Cohesive Devices ( Transitional Words and Phrases)

Materials:
1. Visual Aids
3.Worksheets
References:
2. http://www.wordsearchfun.com/188085_transition_word_search_wordsearc h.html
3. READING – Transitional Words and Phrases: Showing Relationships Within and

Between Sentences rev. July 2005
III. LEARNING TASKS
Introduction:
Post the following 3 sentence strips up on the board.
o Marty saw the puppy.
o He recognized it.
o He picked it up.
Give 3 student volunteers three cards with 3 transition words on them (First, Then, After that).
Tell students that the transition words on the cards will help them put the sentences in the
correct order:
First, Marty saw the puppy. Then he recognized it. After that, he picked it up.
Ask them how the words change the meaning of the sentences:
Task 1: Puzzle
Look for the following words inside the puzzle.
ABOVE ADDITIONALLY AFTER AGAIN ALSO

BEFORE IN COMPARISON BUT FIRST HOWEVER
NEXT NEVERTHELESS BELOW THEN THIRD
SO NONETHELESS SECOND SIMILARLY
U U R U P Y C P I D C T U B P B O S M
J O H P WY L K A N R H E O S Q P A T
E J H Y H I O L K I A O T O Q MT Y K
Q N E G N I A G A B O V E F P F B A G
C Z E H C G G O F N L V F Q Q R X F S
Q Z A D WS U L T D O S V Z E B G A O
L F V S O U S O E D B I V A O N A O G
P X L I K E I E R K A Y T E L O K H T
X MU A C X MK L T K K WI B S L Q N
L R K O H Z I A J E S O U E N I V B K
P MN H WX L Z F R H R H R D R Q WF
I D J WY K A D R I H T I O L A A J R
E Q J N Q H R MWR Z T R F K P E R Z
M O P K Z V L L P U Z I U E L ME X F
Z U X A O D Y F F WO L E B J O U Z P
F F B K T P K B P WV X A R E C D Y X
A N Z N C WS S E L E H T E O N K Q J
T L E WG WC Q WWQ F Y X B I E Y X
X A Q L H H Z T O Y S I B L MT T X K
Activities:
Discussion of the lesson
TRANSITIONAL WORDS AND PHRASES SHOWING RELATIONSHIPS WITHIN AND

BETWEEN SENTENCES
Transitional words and phrases connect and relate ideas, sentences, and
paragraphs. They assist in the logical flow of ideas as they signal the relationship
between sentences and paragraphs. In prose, the material is supported and
conditioned not only by the ordering of the material (its position) but by connectives
which signal order, relationship and movement.
Some of the more commonly used connectives are listed below. Note especially
how these connections function to develop, relate, connect and move ideas.
Additionally, pronouns act as connectives when they are used to refer to a

noun in the preceding sentences. Repetition of key words and phrases and the use of
synonyms which echo important words both serve to establish connections with
previous sentences.
Task 2: Sort Them Out!
Look at the words above and write them in the appropriate columns.
Conclusions Time/ Sequence Compare
Look at the words and divide them into the categories below.
Emphasize Add Information Contrast Cause/Effect
Analysis:
Task 3: Pen and Paper
Circle the letter that correctly identifies the nature of the underlined transition in each of the
following sentences.
1. A water main downtown broke this morning, so several businesses had no water for
hours.
a. addition b. time c. comparison d. cause and effect
2. Even though most Americans are primarily concerned about AIDS as it exists in the
U.S., it should be remembered that it is now nearly a worldwide disease.
a. addition b. time c. contrast d. comparison
3. Larry will probably be a late bloomer socially, just like his older brothers.
a. time b. contrast c. comparison d. cause and effect
4. There are ways you can make boring tasks more pleasant. For instance, bring a
portable radio and listen to music on the earphones while you work.
a. contrast b. comparison c. illustration/example d. cause and effect
5. The lazy checkout clerk forced the six-pack of cola into the bottom of the bag,
tearing it. Then she shrugged her shoulders and said, “I guess you’ll have to carry
the bag from the bottom.”
a. time b. contrast c. comparison d. illustration/example
6. Science-fiction writer Arthur C. Clarke correctly predicted that satellites would be

used for communication. Moreover, in 1947 he correctly predicted that 1959 would
be the year the first rocket to the moon was launched.
a. addition b. time c. contrast d. cause and effect
7. Some people in New Jersey built their houses very close to the shoreline.
Consequently, they have had to spend a lot of money trying to protect their property
from the sea.
a. addition b. contrast c. illustration/example d. cause and effect
8. Running can make people more aware of their physical surroundings, such as the
scent of honeysuckle or the changing moods of the trees.
a. addition b. contrast c. illustration/example d. cause and effect
9. Residents complain bitterly about potholes in the streets and sloppy trash pick-up, yet
these same people resist paying higher taxes for the improvement of these services.
a. time b. contrast c. comparison d. illustration/example
10. Telephone interviewing allows for a large number of responses in a short time and at
relatively low cost. Moreover, the method permits interviewers to reach respondents
at specific times of the day; this is an important consideration in the study of radio
and TV listening habits.
a. addition b. time c. contrast d. comparison
Abstraction:
Give your idea about the illustration below.
Transitional Words and Phrases

Idea
Idea
Transition words are used to show relationship between ideas. Transition words are like
bridges in your paragraph. It helps you arrange your ideas so that the readers will understand
your paragraph.
Application/Assessment
Circle the letter of the word that correctly identifies the appropriate transition word or phrase.
Then underline the kind of transition you have used.
1. the invention of television, people probably spent more of their leisure
time reading.
a. Nevertheless b. Because c. Before
The transition word indicates: addition cause and effect time
2. If you’re having company for dinner, try to get as much done in advance as possible.
, set the table the day before.
a. For instance b. In contrast c. Similarly
The transition word indicates: illustration/example comparison contrast
3. I’m very allergic to flowers, my boyfriend bought a bouquet of roses.

a. Until b. Because c. Even
though The transition word indicates: time contrast addition
4. My grandfather loves to say, “You’re as nervous _ a long-tailed cat in a

roomful of rocking chairs.”
a. after b. as c. as a result
The transition word indicates: cause and effect time comparison
5. Manny’s car stereo was on full blast, I could see his lips moving, but
I had no idea what he was saying.
a. Moreover b. Because c. Just as
The transition word indicates: comparison addition cause and effect
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: First

EN8G-Ia-7:
Use parallel structures.
Objectives:
1. Define parallelism.
2. Discuss the rules of parallelism.
3. Use parallel structure in making a sentence.
4. Show appreciation of the lesson by engaging themselves in the activities about
parallelism.

Lesson: Parallelism
Materials:
1. Visual Aids
References:
2. Learning Module pp. 467- 468
3. grammar.ccc.commnet.edu/grammar/quizzes/parallelism2_quiz.htm
4. www.myenglishpages.com/site_php_files/grammar-exercise-parallelism.php
III. LEARNING TASKS
Introduction:
Describe the pictures. What is common among them?
1. Parallel lines on the road

2. Parallel rails of a train
3. Line AB is parallel to Line DC/ Line AD is parallel to Line BC
In grammar, parallelism, also known as parallel structure or parallel

construction, is a balance within one or more sentences of similar phrases or clauses
that have the same grammatical structure. The application of parallelism improves writing
style and readability, and is thought to make sentences easier to process.
Analyze the sentences and discuss how they become non- parallel and parallel clauses.
Activities:
Task 1: Board Activity
Direction: Rewrite the sentences to show parallel structure.
1. Nancy likes playing the piano, the trumpet and play the guitar.
2. She played basketball, had a shower and gone to school.
3. You can apply to the job by filling this form or apply by telephone.
Answer:
1. Nancy likes the piano, the trumpet and the guitar. Nancy
likes playing the piano, the trumpet and the guitar.
2. She played basketball, had a shower and went to school.
3. You can apply to the job by filling this form or you can apply by telephone.
Task 2: Make it Parallel!
Direction: Rewrite the sentences that lack parallel structure. If the sentence is already
parallel, label it C.
1. This diet emphasizes fresh vegetables, whole- grain bread, and meat that is broiled.
2. The children need to put away their toys, and they should brush their teeth before
they go to bed.
3. This course is designed to teach you to write a good essay and avoiding
grammatical errors.
4. She wore a diamond ring, a pearl necklace, and a bracelet made if jade.
5. The goals of the French revolution were liberty, equality, and fraternity.
6. He is overweight because he loves to eat, but hates exercising.
7. The witness appeared quiet, calm, and had confidence.
8. We are looking for a house with three bedrooms, two baths, and that has a large
bathroom.
9. The dessert was light, creamy and delicious.
10. She likes to dance, to eat, and having a good time.
Analysis:
The learners will analyze the rules of parallelism and will apply them in the activity given to
them.
Rules of Parallelism
1. Parallelism is used to balance nouns with nouns, prepositional phrases with
prepositional phrases, participles with participles, infinitives with infinitives, clauses
with clauses.
2. Parallelism is used with elements joined by coordinating conjunctions.
My mother likes cooking and to read.
My mother likes cooking and reading

3. Parallelism is used with elements in lists or in a series.
This task can be done individually, in pairs, or can be done in groups of four.
This task can be done individually, in pairs, or in groups of four.

4. Parallelism is used with elements being compared.
She is mad about watching TV more than to read a book . She is
mad about watching TV more than reading a book.

5. Parallelism is used with elements joined by a linking verb or a form of be
To learn is understanding the world. To

learn is to understand the world.
6. Parallelism is used with elements joined by linking words.
The teacher not only wants his students to keep quiet but also to do the task .
The teacher wants his students not only to keep quiet but also to do the task .
Abstraction:
Based from the activities given to them, the learners will give the definition of parallelism and
its importance in giving information.
Definition of Parallelism
 The balance between two or more similar words, phrases or clauses is

called parallelism in grammar. Parallelism is also called parallel structure
or parallel construction. Parallel construction prevents awkwardness,
promotes clarity and improves writing style and readability.
 In grammar, parallelism, also known as parallel structure or parallel

construction, is a balance within one or more sentences of similar phrases
or clauses that have the same grammatical structure. The application of
parallelism improves writing style and readability, and is thought to make
sentences easier to process.
Application:
Task 3: Working in Pair
The learners will work in pair in forming sentences applying parallelism.
1.
Adjective and noun
2.
Infinitives
Assessment:
Paper and Pen
A. Which of the following paired sentences are parallel? Put a check mark in the box.
She likes to listen to music and reading the latest novels.
She likes listening to music and reading the latest novels.
He spent his time studying Spanish, working at the convenience store, and jogging
every afternoon.
He spent his time studying Spanish. working at the convenience store, and he jogged
every afternoon.
The dog was excited: running, barking, and he chased after the boys. The dog
was excited: running, barking, and chasing after the boys.
The apartment was filled with old newspapers, broken bottles, and the ashtrays were
overflowing.
The apartment was filled with old newspapers, broken bottles, and
overflowing ashtrays.
B. Make the following sentences parallel.

1. Mary wanted to paint her office, to add some new draperies, and the carpet need
cleaning.
2. When Friday rolls around, do you go to the mall, head for a bar, or are you going to
work?
3. Last year, my brother dropped out of school, was looking for work, and needed a
place to stay.
4. He watched the latest version of King Lear, studied for his math test, and was talking on
the phone.
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: First
Sub-Theme: 2- Building the Knowledge Bank

EN8LC-If-5.2
Note the changes in volume, projection, pitch, stress, intonation, juncture, and rate of
speech that affect meaning.
EN8LT- Id
Determine tone, mood, technique, and purpose of the author.
Objectives:
1. Determine the tone, mood, technique, and purpose of the author by stating the past and
present economic and social conditions of African people.
2. Pick out information from the literary work to support understanding of African
characteristics.
3. Appreciate the importance of prosodic features by applying them in poem recitation.

Lesson: I am an African Child by Eku Mcgred
Materials:
1. Pictures of Africans
2. Sound system
3. Art Materials
4. Copy of the Literary Text
5. Copies of the Rubrics
References:
2. Learning Module p. 16-17
III. LEARNING TASKS

Introduction:
Give the physical characteristics of the persons in the picture
The teacher will play a music and will ask the students to sing the song “
WakaWaka” of Shakira.
Activities:
The poem is written without punctuations. The teacher will read it without
interruption; no pausing nor variation in tone.
Task 1: One learner will re-read it for everybody.
Task 2: The learners will give their observations on how the teacher and one learner
read the poem.
Task 3: Punctuate Me!

The learners will put the appropriate punctuation marks in the copy of the
poem. Then, they will re-read it with proper volume, projection, pitch, stress,
intonation, juncture, and rate of speech.
Discussion of the lesson.
I AM AN AFRICAN CHILD I am the son daughter of the soil

Rich in texture and content
Full of potential for a better tomorrow Teach
I am an African child
me discipline teach me character teach me
Born of a skin the color of the chocolate Bright
hard work
brilliant and articulate
Teach me to think like the star within me I am
Strong and bold Im gifted Talented
an African child
enough to be the best I am an
African child
I can be extra-ordinary
Call me William Kamkwamba the Inventor Give
Often the target of pity
me a library with books
My future is not confined to charity Give me
Give me a scrap yard and discarded
the gift of a lifetime
electronics
Give me a dream a door of opportunity I will
Give me a broken bicycle Plus
thrive
the freedom to be me And I will
I am an African child
build you a windmill I am an
African child
Do not hide my fault
Show me my wrong I
am like any other We are the new generation
Teach me to dream Not afraid to be us
And I will become Uniquely gifted black and talented
I am an African child Shining like the stars we are
We are the children of Africa
Analysis:
The learners will analyze the lines in the poem and state the message
of the author in each stanza. They will be grouped into six and will
give the message of the poem by drawing them. The leader of the
group will interpret their drawing. Their performance will be graded
according to the rubric below.
Abstraction:
Sharing Insights: The learners will depend and support their opinions with specific examples.
Application:
 Final Task: Poem Recitation
Their performance will be graded according to the rubric.
POEM INTERPRETATION ( DRAWING ) RUBRIC
POEM RECITATION RUBRIC
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: First

EN8LC-Ia-5.1:
Listen for important points signaled by volume, projection, pitch, stress, intonation, juncture,
and rate of speech.
Objectives:
1. Define volume, projection, pitch, stress, intonation, juncture, and rate of speech.
2. Syllabicate words correctly.
3. Identify where the stress of the given word is.
4. Patiently do the activities about syllabication and word stress.
Lesson: Syllabication and Word Stress

Materials:
1. Visual Aids
References:
3. https://www.boundless.com/communications/textbooks/boundless-
communications-textbook/delivering-the-speech-12/effective-vocal-delivery-
64/volume-253-4174/
III. LEARNING TASKS
Introduction:
The learners will watch the video clips prepared by the teacher
(https://www.youtube.com/watch?v=TvcgVRULaWw).
Say What You Mean!
One representative for each group will pick a strip of paper. They should say the
word “hello” depending on the situation given.
Say hello:
a. to a baby
b. to a friend
c. to someone who is annoying you
d. to a friend you didn‟t see for a long time ago
e. to someone over the phone
Activities:
Task 1: Board Activity
Task 2: Paper and Pen Activity
Directions: Syllabicate the following words and write the number of syllable on the blank.
1. Transparent 6. Board
2. Qualification 7. Auditor
3. Office 8. Classes
4. Policy 9. Compatible
5. Totalitarian 10. right
A. Direction: Choose the correct syllabication of the following words.

1. rabbit 2.winter 3. skimming
A) rab/bi/t A) wint/er A) ski/mming
B) rabb/ it B) win/ter B) skim/mi/ng
C) rab / bit C) winter C) skimm/ing
D) ra/bbit D) win/ter D) skim/ming
4. father 5. flower 10. mountain

A) fa/ther A) flo/wer A) mo/un/tain
B) fath/er B) flowe/r B) moun/tain
C) fat/her C) flow/er C) moun/ta/in
D) fa/th/er D) flo/w/er D) mou/ntain
B. Direction: Identify the underlined word as to NOUN or VERB. Write your answer on the blank.
1. We made a swing with a tire and a rope.
2. I‟ll bring the juice drinks to the party.
3. The puppy drinks a lot of water after she plays.
4. The new boss fires the two employees due to negligence.
5. Before the evening comes, we cut all the vegetables.
6. There are two consoles inside our classroom.
7. The country imports rice and other products from neighboring
countries.
8. I found the present near the door.
9. Sahara is the largest desert in the world.
10. Grade 7 students will conduct a research about calabash fruit.
Analysis:
 The learners will analyze the given word and syllabicate them correctly.
 The learners will put the stress on the right syllable to show contrast and emphasis
in meaning
Abstraction:
Volume is the perceived loudness of the speaker. Loudness is what the audience actually
perceives and it correlates with the physical strength (amplitude).
Voice projection is the strength of speaking or singing whereby the voice is used loudly
and clearly. It is a technique employed to command respect and attention, as when a teacher talks
to a class, or simply to be heard clearly, as used by an actor in a theatre.
Pitch, in speech, the relative highness or lowness of a tone as perceived by the ear, which
depends on the number of vibrations per second produced by the vocal cords. Pitch is the main acoustic
correlate of tone and intonation.
Stress is the relative emphasis that may be given to certain syllables in a word, or
to certain words in a phrase or sentence. Stress is typically signaled by such properties as
increased loudness and vowel length, full articulation of the vowel, and changes in pitch.
Intonation, in phonetics, the melodic pattern of an utterance. Intonation is primarily a matter

of variation in the pitch level of the voice (see also tone), but in such languages as English, stress and
rhythm are also involved. Intonation conveys differences of expressive meaning (e.g., surprise, anger,
wariness).
Juncture is a pause in speech or a feature of pronunciation that introduces,

accompanies, or replaces a pause. the set of phonological features signalling a division
between words, such as those that distinguish a name from an aim.
A - Encircle the stressed syllable of the underlined word in each sentence.

1. We availed the d i s c o u n t offered by that store.
2. Some stores give d i s c o u n t during rainy season.
3. I will take one more s u b j e c t next year.
4. The governor m a n d a t e s a cruel proclamation.
5. The Reader‟s D i g e s t contains a lot of information and facts.
6. You need to secure a p e r m i t before leaving the school premises.
7. The truck collected the r e f u s e of the whole barangay.
8. The winners c o n t e s t the result after the event.
B. Identify the underlined word as to NOUN or VERB. Write your answer on the blank.
9. Marianne‟s parents are looking for their daughter‟s escort for

her birthday.
10. The boat‟s sail needed mending.
11. My friends and I play soccer in the vacant lot.
12. Charles drew three large circles on his paper.
13. The football player performed a victory dance after he scored.
14. We will sail away in the morning.
15. Sam watched the cowboy rope a steer at the rodeo.
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: First

EN8V-Ia-10.2:
Determine the meaning of idiomatic expressions by noting context clues and collocations.
Objectives:
1. Define idiomatic expressions.
2. Determine the meaning of the given idiomatic expressions.
3. Use the appropriate idiomatic expressions in the given sentences.
4. Express courteousness to someone using idiomatic expressions.
II. LEARNING CONTENT Lesson:

Idiomatic Expressions
Materials:
1. Visual Aids
References:
2. Learning Module (Second Quarter) p. 153- 154
III. LEARNING TASKS
Introduction:
English idiom or idiomatic expressions are Greek in origin. The word idiom means
―a private citizen, something belonging to a private citizen, personal, and, by extension,
something individual and peculiar. Idiomatic Expressions, then, conform to no laws or
principles describing their formation. They may also violate grammar or logic or both and
still be acceptable because the phrase is familiar, deep-rooted, widely used, and easily
understandable- for the native born.
Working with Idioms.
Directions: Choose the appropriate idiomatic expressions to be used in the following

sentences. Write a piece of cake, odds and ends, pros and cons or ups and down in the
blanks provided.
1. The teacher asked us to talk about the of industrialdevelopment.
2. Do not worry about the problems you have in your business .You know there are
always in business.
3. The police found nothing special in the house of the criminal as he had taken all the
important documents with him leaving just .
4. If you think that doing this math problem is , just try it.
Activities:
Directions: Choose the appropriate word to complete the meaning of the idiom. Write ocean,
music, rags, cold and pie in the blanks provided.
1. All these promises the politicians make are just in the sky.
2. The small amount of money donated is just a drop in the _ compared to
the large sum of money needed.
3. He has been successful in life. He went from to riches.
4. They had a dispute yesterday. That‗s why she gave him a shoulder.
5. I had to face the all by myself, although I was not the only responsible for the
problem.
Task 2: Oral Activity

Directions: Underline the idiomatic expression used in each sentence and give the correct
meaning. After giving the correct meaning, use them in the sentences.
1. Bata makes hay while the sun shines.
2. The wife of Anpu was beaten black and blue.
3. Knowing the wife„s dishonesty, blood pours into his face.
4. After killing the wife, Anpu was blue in the face.
5. Bata had made an easy way out to the mountains.
6. In good faith, Bata supported his brother Anpu.
7. Anpu felt a pain in the neck when he heard his wife„s explana-tion.
8. She bent her knees for forgiveness.
9. Anpu„s wife accepted the dose of her own medicine.
10. Bata kept company with god- Ra to seek consolation.
11. Anpu took the law into his hands.
Analysis:
The learners will give the meaning of the idiomatic expressions used in the given sentences.
Abstraction:
The learners will discuss the origin of idiomatic expressions and understand why we use
them in our language.
English idiom or idiomatic expressions are Greek in origin. The word

idiom means ―a private citizen, something belonging to a private citizen,
personal, and, by extension, something individual and peculiar. Idiomatic
Expressions, then, conform to no laws or principles describing their formation. They
may also violate grammar or logic or both and still be acceptable because the
phrase is familiar, deep-rooted, widely used, and easily understandable- for the
native born.
Why are idioms important for English language learners?
 They are so pervasive throughout the English language that to ignore

them is to miss out on a large percentage of the phrasal interpretations
and nuances.
 Idioms cause your mind to shift from the reality of your situation to the
abstract thought of the analogy or concept they reference. They keep your
mind stimulated and focused. They provide an outlet for expressive
communication and a way for different people to say the same thing but with
different circumstantial allusions.
Application:
 The learners will be grouped into three and will use at least five of the given idiomatic
expressions in making a dialog.
 Each group will present their work in front of their classmates.
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: First
Sub-Theme: 2- Building up the Knowledge Bank

EN8SS-Ie-7:
Use the appropriate reading style (scanning, skimming, speed reading, intensive reading)
for one‟s purpose
Objectives:
1. Identify the meaning of scanning.
2. Use scanning in getting the basic idea of the material or text.
3. Patiently involve themselves in reading applying the appropriate reading style.
Lesson: Scanning
Materials:
References:
2. Learning Module p.94
2. http://www.howtolearn.com/tag/httpwww-howtolearn- com201302skimming-and-
scanning-two-important-strategies-for-speeding-up- your-reading/
III. LEARNING TASKS
Introduction:
Because you already scan many different types of material

in your daily life, learning more details about scanning will be easy.
Establishing your purpose, locating the appropriate material, and
knowing how the information is structured before you start
scanning is essential.
Task 1: Scan to look up specific information about Miss Universe Pia Wurtzbach.
Wurtzbach was born in Stuttgart, Baden-Württemberg in
Germany, to a German father and Filipino mother. Her middle
name of "Alonzo" is her mother's maiden name which is a naming
practice in the Philippines and based upon Spanish naming
customs. From Iligan City, she later moved
to Cagayan de Oro City in the country's Northern Mindanao region

where she attended kindergarten at Kong Hua School and primary school at Corpus Christi. Her
parents separated when she was 11 years old and she became the family's main money-earner
until the age of 18 by doing modeling and acting. After being raised in the Philippines, she spent
several years in England. She finished her secondary education at ABS-CBN Distance Learning
Center in Quezon City, Metro Manila and studied culinary arts at the Center for Asian Culinary
Studies in San Juan, Metro Manila. Wurtzbach speaks fluent Cebuano, English and Tagalog. She
also speaks basic German, describing it as "Enough to get myself a bratwurst".
Complete the sentences with the correct information.
1. Miss Universe Pia Wurtsbach was born in .

2. Her fatheris a and her mother is a .
3. She can speak Cebuano, , and a basic of
German.
4. She became the family's main money-earner until the age of 18 by doing
and .
Activities:
Task 2: Read and Scan!
Direction: Study the information below.
Analysis:
1. The text is aimed at:

A) People who are selling furniture C) Karina
B) People who want to buy furniture
2. The suite is made of:
A) 50% polyester, 50% cotton. C) 49% polyester, 51% cotton.
B) 54% polyester, 46% cotton. D) 46% polyester, 54% cotton.
3. Does the catalogue company offer a home delivery service?
A) Yes. It costs £100.00. C) There is no delivery service offered.
B) Yes. Delivery is free. D) Yes, but the cost of the service is unknown.
4. The large armchair costs £232.99.
A) True B) False
5. How much does the 3 seater sofa cost? A)
£479.95 C) £359.95
B) £409.95 D) £232.99
6. For what type of use is the Karina range designed / made?
A) heavy domestic use C) light domestic use
B) general domestic use D) commercial use
7. The futon costs more that the armchair.
A) True B) False
8. How much does the smallest piece of furniture cost? A)
£59.95 B) £79.99 C) £69.99 D) £189.95
9. The metal-action sofa-bed is wider than the 2 seater sofa.
A) True B) False
10. How many pieces of furniture cost more than £350? A) 1
B) 3 C) 2 D) 4
Abstraction:
 To scan means to look up specific information from a large text or some other kind of
information source
Techniques that will help when you skim:

 Read and understand completely the theme or question.
 Discern what kind of information you are looking for;(date, place, name, number)
 Don‟t read every word in every sentence. Look only for the particular
information.
 Find the stanza/ sentence which you think has the answer. Read it to be certain.
 Write the answer.
Task 3: Look at this text and then answer the next ten questions:
PHOBIAS
What is a phobia?
A phobia is an intense fear or feeling of anxiety that occurs only in a particular situation that
frightens you.
This might be something as seemingly logical as a fear of heights, or as illogical as a fear of the
color green. At other times you don‟t feel anxious. For example, if you have a phobia of spiders (as
millions of people do), you only feel anxious when there‟s a spider around, otherwise you feel fine.
About one in ten people has a significant phobia, although few people seek treatment.
People develop phobias to all sorts of things. Each phobia has its own name.
Some (of a very long list) include:
 Musophobia – fear of mice

 Peladophobia – fear of bald people
 Amathophobia – fear of dust
 Pnigophobia – fear of choking or smothering
 Maieusiophobia – fear of childbirth
 Homichlophobia – fear of fog
 Arachibutyrophobia – fear of peanut butter sticking to the roof of the mouth
Phobias make people avoid situations they know will make them anxious, but this can make
the phobia worse. A person‟s life can become increasingly dominated by the precautions they
take to avoid a situation they fear. You may know there‟s no real danger and you may feel
embarrassed by your fear, but you‟re still unable to control it. It‟s better to confront your fears,
even if it‟s in a very careful way or with the help of a trained therapist.
A phobia is more likely to go away if it began after a distressing or traumatic event.
What’s the treatment?

Cognitive behavioural therapy – a „talking treatment‟ where you learn all about the thing or
situation you are scared of and how to change your behaviour – has a high success rate in
phobias. Your GP can refer you.
1. The purpose of the text is to ...

A) give information about phobias
B) give instructions for people with phobias
C) persuade people with phobias to seek help
2. A phobia ...
A) happens to everyone when they are frightened
B) happens only in certain situations
C) only happens to people who are anxious
3. Phobias ...
A) are logical
B) are not logical
C) can be logical or not logical
4. The number of people who have phobias is ...
A) five out of ten people
B) ten people
C) 10 percent of the population
5. Peladophobia is ...
A) fear of bald people
B) fear of dust
C) fear of fog
6. The writer advises people with phobias to ...
A) consult a psychotherapist
B) avoid situations that make them anxious
C) confront the fear rather than avoid it
7. Which of these phobias is not mentioned in the text?
A) Arachibutyrophobia
B) Arachnophobia
C) Amathophobia
8. Cognitive Behavioural Therapy is ...
A) a recommended treatment for phobias
B) not a recommended treatment for phobias
C) is a recommended treatment for some phobias
9. This text might be found under which heading on the BBC
website?
A) Physical health
B) Mental health
C) You and your therapist
10. What is the main message of this article?
A) Some people have phobias and live in fear of certain things.
B) If you have a phobia you should see a therapist.
C) What a phobia is and how to treat it.
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: First

EN8G-Ia-8:
Use appropriate cohesive devices in composing an informative speech.
Objectives:
1. Identify the different kinds of cohesive devices and focus on conjunction.
2. Use appropriate conjunction in completing the sentences.
3. Patiently compose an informative speech using the appropriate conjunction.
Lesson: Cohesive Devices ( Conjunction )

Materials:
1. Visual Aids
References:
1. K to 12 Curriculum Guide (May, 2016) p.
2. Learning Module pp. 76-78 & pp. 326- 327
3. englishplus.com/grammar/00000377.htm
4. Vibal English book
III. LEARNING TASKS
Introduction:
Tell something about the pictures below. What is common among the four pictures?
ANSWER: Connection/ Cohesive
 Cohesive devices are useful English language conjunctions, transitional phrases,

synonyms and pronouns that express ideas in a cohesive manner. They are used to join
sentences together to make ideas more understandable to the reader.
 Among the eight parts of speech, conjunction has the same idea about the pictures
given
 A conjunction is the glue that holds words, phrases and clauses (both dependent and
independent) together. There are three different kinds of conjunctions–– coordinating,
subordinating, and correlative––each serving its own, distinct purpose, but all working to
bring words together.
The learners will listen to the music about conjunction entitled “ Conjunction Fireworks” (
can be downloaded on youtube).
Activities:
Using the Correct Coordinating Conjunctions
Directions: What coordinating conjunctions will complete the sentences? Write your answer on the
space provided for you.
1. The harp player likes to play classical music contemporary music.

2. The residents are poor they always seem contented.
3. Would you rather have a milkshake an ice cream cone?
4. The policemancatches criminals keeps everyone safe.
5. He is my worst enemy, and I admire him as the wisest man in the world.
6. I‟m sorry but I can neither confirm deny the allegation.
7. Most of the visitors were happy just sitting around, it had been a long journey on
the train.
8. He‟s seventy-two, he still swims, runs and plays football regularly.
9. My cat Buster has beautiful blue eyes a destructive personality.

10. I‟ve drunk six cups of coffee today, I‟ve got a headache.
Using the Correct Subordinating Conjunctions
Directions: What subordinating conjunctions will complete the sentences? Write your answer on
the space provided for you. Choose your answer from the box below.
1. I‟ll give you a map you can find the place more easily.
2. I‟ll wait you arrive.
3. Pete didn‟t go to work yesterday he was ill.
4. We went out the rain stopped.
5. he doesn‟t change his attitude, he‟ll lose his job.
6. you win a million dollars, it doesn‟t mean you‟ll be happy.
7. Ronnie begins to sneeze violently he opens the door to greet a fresh spring
day.
8. I guess I‟ll never be the same I fell for you
9. We‟re never going to survive we get a little crazy.
10. I don‟t know I left your umbrella.
Using the Correct Correlative Conjunctions
Direction: Circle the best answer to complete the sentence.

1. She is neither polite funny.
a. or b. nor c. not d. yet
2. Have you made a decision about to the movies not?
a. if/then b. either/or c. whether/or d. what with/and
3. This salad is delicious healthy.
a. Whether/or b. both/and c. scarcely/when d. rather/than
4. that is the case, I‟m not surprised about what‟s happening.
a. If/then b. No sooner/than c. Scarcely/when d. Whether/or
Analysis:
Students will analyze their answers and discuss why they have come up with it.
Abstraction:
Coordinating conjunctions- ties together words and word-groups which have the
same grammatical construction. There are 7 conjunctions which have the acronym
FANBOYS. ( and, but, or, so, nor, yet, for )
Subordinating conjunctions- joins a subordinate clause to a main clause. The
following is a list of the most common subordinating conjunctions ( although, because, if, after,
before, until, when, since, how, once, while.
Correlative conjunctions- are pairs such as either…or, neither … nor,

and…but, not only… but …also. These conjunctions connect two balanced clauses,
phrases, or words. The two elements that correlative conjunctions connect are usually
similar in length and grammatical structure.
Application:
Informative Speech
Students will write their own informative speech using the different conjunctions. Their work
will be graded according to the rubric below:
WRITING RUBRIC
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: First

EN8WC-Ib-1.1.6
Organize ideas in one-step word, phrase, and sentence outline
Objectives:
1. Define outlining.
2. Discuss the characteristics of a one-step word, phrase, and sentence outline.
3. Organize ideas in one-step word, phrase, and sentence outline.
4. Appreciate the importance of outlining by applying it in reporting a certain topic or
telling stories.
Lesson: Outlining
Materials:
1. Visual Aids
References:
3. Integrative Grade 8
III. LEARNING TASKS
Introduction:
As a grade 8 student, you will often come across a reading material that is difficult to
remember. What do you do in this case?
Thus there is a need for you to outline your reading material. Reducing complex
material to its outline form will make you understand the material fast and easy.
Analyze the two given samples of outline.
Sentence Outline
Topic Outline
Traffic Jams
Traffic Jams
I. Most cities experience the current traffic problems.
I. Current traffic problems
A. Traffic starts to get heavy on morning rush.
A. Morning rush B. Traffic congestions on road is again on its peak on
B. Afternoon Rush afternoon rush.
II. Proposed solutions II. Administrators have proposed solutions for traffic
A. More highways and lanes problem.
B. Light Rails A. More highways and lanes must be built in the city.
B. Light Rails must be improved.
Activities:
OUTLINING
An outline is a general plan of what you are going to write. It is a method for taking
notes that shows the relationships between main ideas and other ideas that support
the main idea.
Two Kinds of Outline
1. Topic Outline- the points are stated as sentences.
2. Sentence Outline- the points are stated as words or phrase.
In making an outline, observe the following instructions on format:
1. Use roman numerals for main ideas.
2. Use capital letters for subheadings.
3. Use arabic numerals for supporting details.
4. Place a period after the numerals and letters that introduce the points.
5. Begin every point in an outline with a capital letter.
6. Do not put periods after the points if the outline is topical.
7. Indent each level of the outline.
8. If there is an A, there must also be a B. If there is a 1, there must also be a 2.
9. In a topical outline, state the points of each division in parallel form.
Task 1: Outline it!
Organize information using a one- step topic outline.
COLORS COLORS
Sunlight separates into different colors, I. Prism

called the visible spectrum as it passes through A. red
the prism. The prism consists of colors of the B.
rainbow.: red, orange, yellow, green, blue, and C.
violet colors. The most prominent colors are D. green
red, green and blue to which our eyes are E. blue
most sensitive. They are also the three F.
primary colors in light. Different combinations G. _
of these colors result in other colors. When II. Prominent Colors
the three primary colors are combined the A. _
result is white.
B.
C.
Read the paragraph. Make an outline by answering the given questions.
PLANTS
Plants are vital in our lives. Man and other

Questions:
form of animals can’t live without plants. The food
1. What is the main topic in the first
we eat, the medicine that we take, the books, and
paragraph? second paragraph?
pencils we use in school come from plants. They
also give oxygen that we need in order to breathe.
2. What are the sub-topics for
People eat a large number of plants
everyday. Most animals, like us, depend on plants each paragraph?
for their foods, too. Fortunately the earth doesn’t
run out of plants because plants are able to
reproduce.
I. Main Topic:
Sub- topics:
A.
B.
C.
II. Main Topic:

Sub- topics:
A.
B.
Analysis:
1. In outlining, what do we do with the important events in the story? What is the role of the
main topic and supporting details in outlining?
2. What do we consider in outlining? When do we use Roman Numerals? When
do we use capital letters?
Abstraction:
How do you prepare a reading outline?
Keep these points in mind:
1. Read the material and determine its purpose and structure.

2. Pick out the writer„s thesis statement or controlling principle; if it is not explicitly stated, express it in
your own words.
3. Look for the major divisions and label each with a Roman numeral.
4. Divide each major division into subdivisions.
5. Check whether the divisions and subdivisions relate to the thesis statement or the purpose of
the writer.
6. Compare your outline with the original material to check against any misinterpretation or
distortion of the content and structure of the original.
Remember that there are two kinds of outline: the topic outline, in which the
entries are given in words or phrases, and the sentence outline, in which the entries are
complete sentences.
A. Organize information using a one- step topic outline.
SPORTSMANSHIP SPORTSMANSHIP
A good sport has courage, determination, I. Good Sport

and culture. He observes the code of good A. courage
sportsmanship. He does not take undue advantage B.
of his opponent to win the game. To him the play is C. _
more important than victory. He plays for physical
exercise. He plays to prepare his mind to work II. Purpose why he plays
again or to study with increased effect. To a good A.
sport, to do his best and to play honestly are far B.to prepare his mind to work
better than merely playing to win. He is a cheerful C. _
loser. He lives by the maxim “he who plays the
game hard and straight wins even when he loses.” III. A good sport
A. do his best
B.
C. cheerful looser
B. Organize information using a sentence outline.
Nilo, my friend went to the province with his parents last week. They visited his
grandmother. He went around the farm with his grandmother. She showed him the duck and
chicken poultry. He observed and played with them.
He continued to go around and came to a vegetable garden. He admired the
bigsquash, patola, and ampalaya. He picked some and grandmother cooked these for lunch.
Nilo enjoyed his stay on the farm.
I.
A.
B.
C.
II.
Sub- topics:
A.
B.
C.

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CITY SCHOOLS DIVISION OF TAYABAS

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by

Determine tone, mood, technique, and purpose of the author.

1. Identify the characters of the story.

stories of each character.

3. Express appreciation on how God created us human.

II. LEARNING CONTENT

Lesson: Hands of the Blacks by Luis Bernardo Honwana

2. Laptop and Projector

3. Copy of the reading text

1. K to 12 Curriculum Guide (May, 2016) p. 175

2. Learning Module pp. 14-15

Task 1: Reading and discussion of the story

Task 2: Picture Perfect Activity:

The Story of the Different Characters

Teacher Father Cristiano Dona Dores Senhor Antunes

Senhor Frias Dona Estifana Mother

GROUP PRESENTATION RUBRIC

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by

II. LEARNING CONTENT Lesson:

1. Read, read, and read. ...

Preliminary Activity: Unscramble Game

( o c a s h ) – complete disorder and confusion chaos

( t x a y n i e ) – a painful or apprehensive uneasiness of mind anxiety

( s a g r i n h ) – to decorate a dish or a food garnish

( p n t o p e n o ) - a person you are playing or fighting against in a game or a

( g f l e a r i )- easily broken or damaged fragile

1. The elderly are advice to avoid strenuous exercises.

8. The sudden tremor brought the moviegoers in chaos.

9. She always carries along with her a portable computer.

10. The kidnap victim belongs to a prominent family in Manila.

Task 2: Have your own Dictionary

tents alphabet orderly universal supplies

That summer I learned English. I learned the and how to

Strategies in Unlocking Unfamiliar Words

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by

II. LEARNING CONTENT

Source: The Changing Face of the

Answer the following questions:

1. What two main topics are covered in the Table of Contents?

2. What does the title of Part I suggest?

3. Which decade of the Filipino youth is the most fashionable?

4. In which decade of the Filipino youth were you born?

5. What does the title of Part II suggest?

Techniques that will help when you skim:

2. The text is about:

3. Information is given about borrowing CDs.

4. Which category of video isn‟t listed?

7. Members can also borrow CD-ROMs.

8. Which month is „library month‟?

9. What is the name of the library?

10. What type of text is this text?

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by

1. Define cohesive devices and focus on transitional words and phrases.

2. Distinguish transitional words/phrases used in the given selection.