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Republic of the Philippines
Department of Education
MIMAROPA REGION
SCHOOLS DIVISION OF CALAPAN CITY
COMMUNITY VOCATIONAL HIGH SCHOOL
LESSON PLAN IN ENGLISH 8

School COMMUNITY VOCATIONAL HIGH Grade Level 8
SCHOOL
Teacher ALEXIS MECHAELA L. MIRAPLES Learning Area
ENGLISH
Date/Time OCTOBER 19, 2023/10:35-11:35 AM Quarter FIRST QUARTER
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of: African literature as a means of exploring forces that
human beings contend with; various reading styles vis – à-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 The learner transfers learning by composing and delivering an informative speech based on a
Standards 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. Most Essential Use a range of verbs, adverbs and adjectives to convey emotional response or reaction to an
Learning issue to persuade
Competencies
D. Specific Learning 1. Identify the adjectives used in sentences

Objectives 2. Share one’s emotional response or reaction using adjectives
3. Use adjectives in expressing emotions and opinions in differentiated tasks
II. CONTENT USING ADJECTIVES

Integration: Filipino, Edukasyon sa Pagpapakatao
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Self-Learning Module in English 8 Quarter 1

Materials Pages
3. Other Learning
Resources
4. Materials Visual Aids (Presentation slides, pictures)

Technical Aids (Smart TV and Internet)
5. Instructional Question-and-Answer, Discussion and Cooperative Learning
Strategies
IV. PROCEDURES TEACHER’S ACTIVITY KRA OBJECTIVES
Masipit, Calapan City

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DepEd Tayo Calapan City – Community Vocational High School
MIMAROPA REGION
A. Reviewing  Check the learners’ understanding on KRA 1: Content Knowledge and

Previous Lesson or adverbs of opinion through a word cloud. Pedagogy
Presenting the New Objective 2: Used a range of teaching
strategies that enhance learner
Lesson
achievement in literacy and numeracy
skills. (PPST 1.4.2)
B. Establishing a  The teacher will state the lesson objectives.
Purpose for the
Lesson
C. Presenting  The learners will guess the words in Filipino KRA 1: Content Knowledge and
Examples/Instances riddles. Then, let them figure out what helps Pedagogy
of the Lesson them come up with the answer. Objective 1: Applied knowledge of
content within and across curriculum
Mataas kung nakaupo, mababa kung nakatayo. teaching areas. (PPST 1.1.2)
Iisa ang pasukan, tatlo ang labasan.
Isang magandang dalaga, ‘di mabilang ang mata. Objective 4: Displayed proficient use of
Mother Tongue, Filipino, and English to
Heto na si kaka, bubuka-bukaka.
facilitate teaching and learning. (PPST
Baboy sa pulo, ang balahibo ay pako. 1.6.2)
May apat na binti, hindi makalakad.
Hindi hari, hindi pari, nagdadamit ng sari-sari.
D. Discussing New  The teacher will discuss the adjective and the KRA 1: Content Knowledge and
Concepts and adjectives used to show positive and negative Pedagogy
Practicing New emotions. Objective 1: Applied knowledge of
Skills #1  Activity content within and across curriculum
The learners will read a text about the teaching areas. (PPST 1.1.2)
practices of Mangyan family. Then, they will
write the adjectives used on the board and Objective 2: Used a range of teaching
label its degree of comparison. strategies that enhance learner
E. Discussing New  The learners will write 3-5 adjectives to KRA 2: Learning Environment &
Concepts and express their feelings on the topic inside the Diversity of Learners
Practicing New house. Objective 5: Established safe and secure
learning environments to enhance
Skills #2
learning through the consistent
implementation of policies, guidelines

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and procedures. (PPST 2.1.2)
Objective 6: Maintained learning

environments that promote fairness,
respect and care to encourage learning.
(PPST 2.2.2)
Objective 7: Established a learner-

centered culture by using teaching
strategies that respond to their linguistic,
FAMILY
cultural, socio-economic and religious
v backgrounds.
F. Developing  The learners will read the given text and will KRA 1: Content Knowledge and
Mastery work on groups to answer the question Pedagogy
through different forms of presentation using Objective 3: Applied a range of teaching
(Leads to Formative adjectives: strategies to develop a critical and
Assessment 3) 1. Role Play creative thinking, as well as higher order
2. Chat Message thinking skills. (PPST 1.5.2)
3. Word/Text Art
KRA 2: Learning Environment &
Luisa is open to her parents about Diversity of Learners
everything. As the only girl in the family, she Objective 7: Established a learner-
is often asked if someone is courting her. centered culture by using teaching
Luisa values her parents so she tells them strategies that respond to their linguistic,
about her suitor. Her parents advise her but cultural, socio-economic and religious
in the end, she was given the freedom to backgrounds.
choose between studies and relationship as
her priority.
If you were Luisa’s friend, how would
you advise her on choosing between studies
and relationship?
G. Finding Practical  The learners will express their emotion or KRA 2: Learning Environment &
Applications of reaction about the picture using adjective/s in Diversity of Learners
Concepts and Skills a sentence. Objective 6: Maintained learning
in Daily Living
(PPST 2.2.2)

backgrounds.

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H. Making  The learners will classify whether the given KRA 1: Content Knowledge and
Generalizations and adjectives are positive or negative. Pedagogy
Abstractions about Inspired Active Dangerous Objective 2: Used a range of teaching
Strong Scared Helpless strategies that enhance learner
the Lesson
I. Evaluating  A rubric will be used to assess the learners’ KRA 3: Curriculum and Planning &
Learning output. Assessment and Reporting
5 3 1 Objective 10: Used strategies for
Content The advice is The advice is The advice is providing timely, accurate and
outstanding good and is quite far from
and is clearly somehow the situation constructive feedback to improve learner
related to the related to the and is quite
situation. situation. unclear. performance. (PPST 5.3.2)
Creativity The output is The output is The output is
very creative somehow common and
and has big creative and has no impact
impact to has little to audience.
influence impact to
audience. influence
audience.
Usage of The group The group The group

Adjectives uses 8-10 uses 5-7 uses 4 or less
adjectives adjectives adjectives
which are which are which are
appropriately appropriately appropriately
used. used. used.
Participation All group Some group Only 1 or 2

members members group
participate. participate. members
participate.
J. Additional
Activities for
Application or
Remediation
V. REFLECTION
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
additional activities
for remediation
C. Did the remedial

lessons work? No. of
learners who have

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caught up with the

lesson
D. No. of learners
who continue to
require remediation
E. Which of my
teaching strategies
work well? Why did
these work?
Prepared by: Checked by:
ALEXIS MECHAELA L. MIRAPLES MA. LAARNI G. BRUCAL

Teacher III Master Teacher I
Noted by:
DELIA L. ENRIQUEZ
Principal II
ENGLISH 8
WEEKLY HOME LEARNING PLAN
OCTOBER 31 & NOVEMBER 3, 2023
Section Day Time

8 - Garnet Tuesday and Friday 7:15 AM– 8:15 AM
8 - Emerald Tuesday and Friday 8:15 AM– 9:15 AM

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8 - Pearl Tuesday and Friday 9:35-10:45 AM & 3:30-4:30 PM

8 - Jade Tuesday and Friday 2:30 – 3:30 PM
8 - Diamond Tuesday and Friday 3:30–4:30 PM & 9:35–10:35 AM
Quarter : 2
Week : 1
Module No : 1
MELC : Explain visual-verbal relationships illustrated in tables,
graphs, and information maps found in expository texts
Activity Learning Task Mode of Delivery
Important Reminders
What Is It Read and study the different visual-  For learners using printed modules,
verbal illustrations. (Pages 9-12) the copy of Module 1 shall be kept
neatly together with the answer sheet
What’s More Accomplish Activity 1 by matching where answers to the activities are
Activity 1 the definition found in column A written.
with the appropriate illustration
found  The learners shall bring the module and
in column B. (Pages 13-14) answer sheet on the resumption of face-
Assessment to-face classes next week.
1 Accomplish Assessment 1 by putting
a ✓ mark or X mark in the box if the  For questions regarding the topic and
statement is true or false. (Page 14) activities, contact the teacher via phone
Activity 2 number 09605498868 or message her
Accomplish Activity 2 by answering in her messenger account.
the questions after reading the given
text. (Page 15)
Prepared by: Noted by:

Approved by:
DELIA L. ENRIQUEZ
Principal II
LESSON PLAN IN ENGLISH 8
School COMMUNITY VOCATIONAL HIGH Grade Level 8
SCHOOL
Teacher ALEXIS MECHAELA L. MIRAPLES Learning Area
ENGLISH
Date/Time JANUARY 11, 2024/10:35-11:35 AM Quarter SECOND QUARTER

(043) 288-6490
[email protected]
MIMAROPA REGION
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of: East Asian 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 The learner transfers learning by composing and delivering a brief and creative entertainment
Standards speech featuring a variety of effective paragraphs, appropriate grammatical signals or expressions
in topic development, and appropriate prosodic features, stance, and behavior.
C. Most Essential Compare and contrast own opinions with those presented in familiar texts
Learning
Competencies
D. Specific Learning 1. Identify word signals that show comparison and contrast
Objectives 2. Compare and contrast the similarities and differences of local cultures
3. Express similar and contrasting ideas regarding the text presented through differentiated tasks
II. CONTENT COMPARISON AND CONTRAST
Integration: Araling Panlipunan
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Self-Learning Module in English 8 Quarter 2

Materials Pages
3. Other Learning
Resources
4. Materials Visual Aids (Presentation slides, pictures)

Technical Aids (Smart TV and Internet)
5. Instructional Question-and-Answer, Discussion and Cooperative Learning
Strategies
IV. PROCEDURES TEACHER’S ACTIVITY KRA OBJECTIVES
A. Reviewing  Check the learners’ understanding on KRA 1: Content Knowledge and

Previous Lesson or multimodal text by identifying the given Pedagogy
Presenting the New examples. Objective 2: Used a range of teaching

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[email protected]
MIMAROPA REGION
Lesson strategies that enhance learner

B. Establishing a  The teacher will state the lesson objectives.
Purpose for the
Lesson
C. Presenting  The learners will share their observed KRA 1: Content Knowledge and
Examples/Instances similarities and differences of the pictures Pedagogy
of the Lesson presented. Objective 2: Used a range of teaching
D. Discussing New  The teacher will discuss the word signals for KRA 1: Content Knowledge and
Concepts and comparison and contrast. Pedagogy
Practicing New  Activity Objective 1: Applied knowledge of
Skills #1 The learners will read a text about the content within and across curriculum
cultural background of Iraya and Hanunoo teaching areas. (PPST 1.1.2)
Mangyan and will identify the word signals
used in the text. Objective 2: Used a range of teaching
Iraya and Hanunoo are Mangyan tribes
residing in some parts of Oriental and Occidental
Mindoro. Both have dark skin and curly hair. achievement in literacy and numeracy
Similarly, they grow their own food mostly through skills. (PPST 1.4.2)
farming. Same with Irayas, Hanunoos have distinct
handicraft skills in creating weapons, cotton cloths Objective 4: Displayed proficient use of
and baskets. Moreover, Hanunoo and Iraya’s music, Mother Tongue, Filipino, and English to
in like manner, is composed of lullabies and harana

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MIMAROPA REGION
(love poems). facilitate teaching and learning. (PPST

Mangyans can be distinguished by their 1.6.2)
rutay (clothing). Hanunoos are known for their
clothing called ba-ag (loincloth) and balukas (shirt)
KRA 2: Learning Environment and
for men, as well as ramit (an indigo-dyed short skirt)
and lambung (blouse) for women. At present, this is Diversity of Learners
in contrast with the modern Irayas who are dressed Objective 8: Adapted and used culturally
the same way with lowlanders. appropriate teaching strategies to address
With regards to language, the Hanunoos still the needs of learners from indigenous
preserve their own language of the same name which groups. (PPST 3.5.2)
is Hanunó’o. The Hanunoos’ writing system, called
Surat Mangyan, are written on bamboo trunks. On
the other hand, the Irayas are slowly becoming
more comfortable using Tagalog dialect.
In terms of religion, Hanunoos are animistic
and believe in animals and nature spirits. However,
the Irayas have mostly forgotten their animistic
religion in favor of Roman Catholicism, Evangelical
Christianism and Iglesia ni Cristo.
E. Discussing New  The learners will identify the similarities and KRA 2: Learning Environment &
Concepts and differences of Iraya and Hanunoo Mangyan Diversity of Learners
Practicing New cultural background through a Venn diagram. Objective 5: Established safe and secure
learning environments to enhance
Skills #2
learning through the consistent
v implementation of policies, guidelines
and procedures. (PPST 2.1.2)
Objective 6: Maintained learning

Iraya Hanunoo environments that promote fairness,
(PPST 2.2.2)

backgrounds.
F. Developing  The learners will be given different texts and KRA 1: Content Knowledge and
Mastery will work on groups to answer the question Pedagogy
through different forms of presentation using Objective 3: Applied a range of teaching
(Leads to Formative word signals for comparison and contrast: strategies to develop a critical and
Assessment 3) 1. Role Play creative thinking, as well as higher order
In some Mangyan groups, households may thinking skills. (PPST 1.5.2)
be composed of two or more married couples
or families. Among the Hanunoo, newlyweds KRA 2: Learning Environment &

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Diversity of Learners
live temporarily with their inlaws, thus Objective 7: Established a learner-
making for an extended family. centered culture by using teaching
Q: Do you favor the idea of living as an strategies that respond to their linguistic,
extended family? Why or why not? cultural, socio-economic and religious
backgrounds.
2. Interview
Courtship requires that a man win the
approval of both the maiden and her family.
He may serenade her with songs and poems,
after which he is expected to render services
in the farm owned by the maiden’s family.
Q: What is your opinion in this practice of
Mangyan courtship?
3. Slogan
Monogamy is the general rule among
Mangyans, but polygamy is allowed, with the
consent of the first spouse. Some Mangyan,
male or female alike, have married up to five
times.
Q: What do you think about polygamy?
G. Finding Practical  The learners will express their idea or KRA 2: Learning Environment &
Applications of opinion about the quotation. Diversity of Learners
Concepts and Skills Objective 6: Maintained learning
in Daily Living
(PPST 2.2.2)
H. Making  The learners will classify whether the given KRA 1: Content Knowledge and
Generalizations and word signals are used for comparison or Pedagogy
Abstractions about contrast. Objective 2: Used a range of teaching
Similarly On the other hand strategies that enhance learner
the Lesson
While Likewise achievement in literacy and numeracy
Instead Also skills. (PPST 1.4.2)
I. Evaluating  A rubric will be used to assess the learners’ KRA 3: Curriculum and Planning &
Learning output. Assessment and Reporting
5 3 1 Objective 10: Used strategies for

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MIMAROPA REGION
Content The answer is The answer is The answer is providing timely, accurate and
outstanding good and is quite far from
and is clearly somehow the given constructive feedback to improve learner
related to the related to the situation and
given given is quite
performance. (PPST 5.3.2)
situation. situation. unclear.
Creativity The The The

presentation presentation presentation
is very is somehow is common
creative and creative and and has no
has big has little impact to
impact to impact to audience.
influence influence
audience. audience.
Usage of The group The group The group

Adjectives uses 5 or uses 3-4 word uses 1-3 word
more word signals for signals for
signals for comparison comparison
comparison and contrast and contrast
and contrast appropriately. appropriately.
appropriately.
Participation All group Some group Only 1 or 2

members members group
participate. participate. members
participate.
J. Additional
Activities for
Application or
Remediation
V. REFLECTION
A. No. of learners
who earned 80% in
the evaluation
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

(043) 288-6490
[email protected]
MIMAROPA REGION
E. Which of my
teaching strategies
work well? Why did
these work?
Prepared by: Checked by:

Noted by:
DELIA L. ENRIQUEZ
Principal II

(043) 288-6490
[email protected]

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Republic of the Philippines

LESSON PLAN IN ENGLISH 8

D. Specific Learning 1. Identify the adjectives used in sentences

II. CONTENT USING ADJECTIVES

2. Learner’s Self-Learning Module in English 8 Quarter 1

4. Materials Visual Aids (Presentation slides, pictures)

IV. PROCEDURES TEACHER’S ACTIVITY KRA OBJECTIVES

Masipit, Calapan City

A. Reviewing  Check the learners’ understanding on KRA 1: Content Knowledge and

Masipit, Calapan City

and procedures. (PPST 2.1.2)

Objective 6: Maintained learning

Objective 7: Established a learner-

Objective 7: Established a learner-

Masipit, Calapan City

Usage of The group The group The group

Participation All group Some group Only 1 or 2

C. Did the remedial

Masipit, Calapan City

caught up with the

Prepared by: Checked by:

ALEXIS MECHAELA L. MIRAPLES MA. LAARNI G. BRUCAL

Section Day Time

Masipit, Calapan City

8 - Pearl Tuesday and Friday 9:35-10:45 AM & 3:30-4:30 PM

Activity Learning Task Mode of Delivery

Prepared by: Noted by:

ALEXIS MECHAELA L. MIRAPLES MA. LAARNI G. BRUCAL

Masipit, Calapan City

2. Learner’s Self-Learning Module in English 8 Quarter 2

4. Materials Visual Aids (Presentation slides, pictures)

IV. PROCEDURES TEACHER’S ACTIVITY KRA OBJECTIVES

A. Reviewing  Check the learners’ understanding on KRA 1: Content Knowledge and

Masipit, Calapan City

Lesson strategies that enhance learner

Masipit, Calapan City

(love poems). facilitate teaching and learning. (PPST

Objective 6: Maintained learning

Objective 7: Established a learner-

Masipit, Calapan City

Masipit, Calapan City

Creativity The The The

Usage of The group The group The group

Participation All group Some group Only 1 or 2

C. Did the remedial

Masipit, Calapan City

Prepared by: Checked by:

ALEXIS MECHAELA L. MIRAPLES MA. LAARNI G. BRUCAL

Masipit, Calapan City

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