DLP 8 Q1mODULE 5

Republic of the Philippines
DEPARTMENT OF EDUCATION
San Miguel II District
SAN MIGUEL NATIONAL COMPREHENSIVE
HIGH SCHOOL
Purok 6, Magroyong, San Miguel, Surigao del Sur
DAILY LESSON PLAN IN ENGLISH 8
School SAN MIGUEL NCHS Grade Level 8

Teacher JOEVANNIE PAGAURA Quarter 1 Module 5
Learning English Teaching Dates & Duration 60 Minutes Daily
Area Weeks 5-6
I. LEARNING OBJECTIVES
Content Standards
Performance Standards
Learning Competencies/Code Use range of verbs, adjectives and adverbs to convey emotional response
or reaction to an issue to persuade.
Objectives
● Knowledge Identify verb, adjective, and adverb in sentences.
● Skills Determine the function of a verb adjective, and adverb in sentences.
● Attitude Use a wide range of verb, adjective and adverb in expressing a meaningful
Idea.
II. CONTENT Using verbs, adjectives and adverbs
III. LEARNING RESOURCES

A. References
1. Self Learning Module
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning Quarter 1 Module 5 Written by Jemilrose E. Elvinia
Resource (LR) portal
B. Other Learning Resources
C. Supplies, Equipment, Tools, etc.
IV. PROCEDURES
A. Review/Introductory Prayer, Greetings
Activity Checking of Attendance
(2 minutes) Review on the previous lesson
Can you still remember what is a verb? What about Adjective? Adverb?
Give examples.
B. Activity/ Motivation Direction: Determine how the underlined words are used in the sentences below.
(13 minutes) Write V (verb), ADJ (adjective) and ADV (adverb) in your notebook.
Note: Use your notebook for your answer.
_____ 1. I painted a small picture for my mother.
_____ 2. The house at the corner looks so creepy.
_____ 3. I held my mother’s hand when I walked into the amusement park.
_____ 4. My younger brother slept early the night before his test.
_____ 5. He reacted angrily to the news. I have never seen him so upset.
C. Analysis/Presenting Now, the next activity could be quite hard for you. Remember that these three, play
examples of the new an important role in building a meaningful sentence. So, check on this and try a little
lesson where the harder this time.
concepts are clarified Task 1: Verbs on the Go!
(5 minutes) Instructions: Read and identify the verb in the following sentences.
1. The boy arrived.
2. The player threw the ball.
3. The man sat.
4. The defense held.
5. The quarterback threw the football.
Task 2: Adverb or Adjective?
Instructions: Choose the appropriate word to complete the following sentences.
Do you know the difference between an adjective or adverb? Sometimes it can be a
bit difficult to tell.
1. He's always in a rush. I don't understand why he walks so
____________(quick/quickly).
2. I prefer studying in the library. It's always_______________ (quiet/quietly).
3. Michael __________ (happy/happily) took the assistant job. He had been looking
for a position all summer.
4. Mary and Thea work _____________ (hard/hardly). They must help their mother
for their daily needs.
5. They speak French very ____________ (good/well). They lived in France for two
years.
What is a verb?
Verbs are words that show an action (sing), occurrence (develop), or state of being
D.Abstraction (exist). Almost every sentence requires a verb.
(10 minutes) Ex. Maria dances gracefully. (dances – is a verb; telling what Maria is doing)
She is pretty. (is – is a verb that links the subject to its predicate)
What is an adjective?
Adjectives are words belonging to one of the major form classes in any of numerous
languages and typically serving as a modifier of a noun to denote a quality of the
thing named, to indicate its quantity or extent, or to specify a thing as distinct from
something else
Ex. Maria has a new dress. (new – is an adjective modifying the word dress which is
a noun)
Let us look on the several functions of an adjective in sentences.

Functions of an Adjective.
An adjective modifies a noun; that is, it provides more detail about a noun.
This can be anything from color to size to temperature to personality. Adjectives
usually occur just before the nouns they modify. In the following examples,
adjectives are in bold, while the nouns they modify are in italics (the big bear):
● The generator is used to convert mechanical energy into electrical energy.
● The steel pipes contain a protective sacrificial anode and are surrounded
by packing material.
Adjectives can also follow a linking verb. In these instances, adjectives can modify
pronouns as well. In the following examples, adjectives are still bold, while the
linking verb is in italics this time (the sun is yellow):
● The schoolhouse was red.
● I looked good today.
● She was funny.
Numbers can also be adjectives in some cases. When you say, “Seven is my lucky
number,” seven is a noun, but when you say “There are seven cats in this painting,”
seven is an adjective because it is modifying the noun cats.
These are the points to be considered in identifying adverbs in sentences.
What are adverbs?

Adverbs are words belonging to one of the major form classes in any of numerous
languages, typically serving as a modifier of a verb, an adjective, another adverb, a
preposition, a phrase, a clause, or a sentence, expressing some relation of manner
or quality, place, time, degree, number, cause, opposition, affirmation, or denial and
in English also serving to connect and to express comment on clause content.
Ex. Maria dances gracefully. (gracefully – is an adverb modifying the verb dances; it
also explains how Maria dances)
The following rules will help you understand on the proper use of adverbs.
Rule 1. Many adverbs end in -ly, but many do not. Generally, if a word can have -ly
added to its adjective form, place it there to form an adverb.
Examples:
She thinks quick/quickly.
How does she think? Quickly.
She is a quick/quickly thinker.
Quick is an adjective describing thinker, so no -ly is attached.
She thinks fast/fastly.
Fast answers the question how, so it is an adverb. But fast never has -ly attached to
it.
We performed bad/badly.
Badly describes how we performed, so -ly is added.
Rule 2. Adverbs that answer the question how sometimes cause

grammatical problems. It can be a challenge to determine if -ly should be attached.
Avoid the trap of -ly with linking verbs such as taste, smell, look, feel, which pertain
to the senses. Adverbs are often misplaced in such sentences, which require
adjectives instead.
Examples:
Roses smell sweet/sweetly.
Do the roses actively smell with noses? No; in this case, smell is a linking verb—
which requires an adjective to modify roses—so no -ly.
The woman looked angry/angrily to us.
Did the woman look with her eyes, or are we describing her appearance?
We are describing her appearance (she appeared angry), so no -ly.
The woman looked angry/angrily at the paint splotches.
Here the woman actively looked (used her eyes), so the -ly is added.
She feels bad/badly about the news.
She is not feeling with fingers, so no -ly.
Rule 3. The word good is an adjective, whose adverb equivalent is well.

Examples:
You did a good job.
Good describes the job.
You did the job well.
Well answers how.
You smell good today.
Good describes your fragrance, not how you smell with your nose, so using the
adjective is correct.
You smell well for someone with a cold.
You are actively smelling with your nose here, so use the adverb.
Rule 4. The word well can be an adjective, too. When referring to health, we often
use well rather than good.
Examples:
You do not look well today.
I don't feel well, either.
E. Valuing: Finding Instructions: Read the short selection and pick out the verbs, adjectives and
Practical Applications of adverbs from the paragraph below. Use the table for your answer.
Concepts and Skills in It was Christmas Eve, and pretty girls and boys everywhere were hungrily
Daily Living (4 minutes) awaiting Santa’s arrival. The elves worked eagerly, to put the finishing touches on all
the toys. The shiny reindeer ran quickly into position at the head of Santa’s sleigh.
They soared into the midnight sky, high above the pointy rooftops. Santa laughed as
he delivered soft presents
to all the children’s homes. Slowly, wrapped gifts glistened under the sharp lights of
Christmas trees. Children around the world awoke early on Christmas morning and
carefully tiptoed out of bed to see if Santa had come.
Verb Adjective Adverb
F. Generalization You are now ready to give your insights and reflection that will help you grow and
(10 minutes) develop understanding more deeply with the topic, so that you can work
continuously for self – improvement.
Directions: Review the lesson on the use of VERBS, ADJECTIVES, and ADVERBS to
convey emotional response or reaction to an issue to persuade. Then write your
reflection in your notebook by finishing up the unfinished statements below.
I have learned that
________________________________________________________
_____________________________________________________________________
______
I have realized that
_______________________________________________________
_____________________________________________________________________
_____
I will apply
_______________________________________________________________
_____________________________________________________________________
_____
Let’s find out how much you have learned on this module. Read the issue carefully
G. Assessment and use range of verbs, adjectives and adverbs to convey emotional response or
(6 minutes) reaction to an issue to persuade. Write a two – paragraph for your response.
ISSUE:
The pandemic (Fight against COVID -19) is indeed a battle of every human and
every unit of government, but to ultimately win this battle, the collective effort
and solidarity of everyone are needed. As a student, how does this affect your life
and what can you do to help stop the spread of this virus?
(Note: the rubric of this activity is on page 11 of this module)

H. Additional Activities Instructions: Describe each picture in a sentence form. Label or underline the
for Application or adjective (s) or the adverb (s) used.
Remediation if Needed
(7 minutes)
V. REMARKS
VI. REFLECTIONS
A.No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D.No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G.What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?
Prepared by:
JOEVANNIE S. PAGAURA
Teacher III
San Miguel National Comprehensive High school

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Republic of the Philippines

School SAN MIGUEL NCHS Grade Level 8

● Skills Determine the function of a verb adjective, and adverb in sentences.

II. CONTENT Using verbs, adjectives and adverbs

III. LEARNING RESOURCES

Let us look on the several functions of an adjective in sentences.

What are adverbs?

Rule 2. Adverbs that answer the question how sometimes cause

Rule 3. The word good is an adjective, whose adverb equivalent is well.

Verb Adjective Adverb

(Note: the rubric of this activity is on page 11 of this module)

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