SCHOOL: MABOG NHS GRADE LEVEL: Grade 8
TEACHER: ALMA A. CAMINO LEARNING AREA: English
TEACHING DATES & TIME: QUARTER: THIRD QUARTER
WEEK: SIX
DAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Elicit the general theme of the story. Identify Arab practices as depicted in Note down important details from the reading text.Identify the elements of
I. OBJECTIVES RRE
the story. the story in "The Tale of the Three Princes-an Arabian Folktale
The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage ; coping strategies in processing textual information; strategies in examining features of
A. Content Standards a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis.
The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical
B. Performance Standards signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance,and behavior.
EN8LT-IIIf-2.2: Explain how the EN8LT-IIIh-2.3: Identify similarities EN8LT-IIIf-2.2: Explain how the EN8LT-IIIf-2.2: Explain how the
elements specific to a genre and differences of the featured elements specific to a genre lelements specific to a genre
contribute to the theme of a particular selections contribute to the theme of a particular contribute to the theme of a particular
literary selection EN8LC-IIIh-7.4: literary selection literary selection
EN8LT- Determine various social, moral and EN8LT- EN8LT-
C. Learning Competencies / IIIf-2.2.5: Detemine key ideas, tone economic issues discussed in the text IIIf-2.2.5: Detemine key ideas, tone IIIf-2.2.5: Detemine key ideas, tone
Objectives (Write LC code for and purposes of the author listened to and purposes of the author and purposes of the author
each)
TONE AND MOOD TONE AND MOOD TONE AND MOOD TONE AND MOOD
II. CONTENT SPRINGBOARD: ALIBABA SPRINGBOARD: ALIBABA SPRINGBOARD:THE SPRINGBOARD:THE
AND THE FORTY THIEVES AND THE FORTY THIEVES THREE PRINCES THREE PRINCES
III. LEARNING RESOURCES
A. References K TO 12 English Grade 8 Materials
1. TG
2. LM LM pp. 379-390 LM pp. 379-390
3. Textbook pages
4. Additional Materials from
Learning Resources Portal
B. Other Learning Resources
http://www.berliedoherty.com/story- http://www.berliedoherty.com/story-
books/the-three-princes.html books/the-three-princes.html
IV. PROCEDURES
A. Reviewing previous lesson or
Checking of attendance, setting of classroom atmosphere and review of the previous lesson.
presenting the new lesson
B. Establishing a purpose for the Checking of attendance and review of
Presentation of Objectives Settingof Objectives
lesson the previous lesson.
PICTURE TALK.
Students will be given copies of the
C. Presenting examples/instances of Let the students describe the
story and let them read it. How did
the new lesson pictures. (Pictures of a camel,
you find the story?
dessert, and an arab)
Discussion: Where did the story
D. Discussing new concepts and Link the pictures through discussing
happen?, Where did the the three
practicing new skill #1 the cultures and practices of Arab.
princes come from?
Describe the characteristics of the
three princes., How did the King
E. Discussing new concepts and Read the story: Ali Baba and the
pospone her daughter's wedding?
practicing new skill #2 Forty Thieves.
What magical powers does each
possess?
F. Developing mastery (leads to Do activity 8: Ali Baba Characters on What is the perception of the old man
fromative assessment 3) T-Chart ( page 383) about marriage?
The magic words “Open, Sesame” If you were to choose among the the
G. Finding practical applications of and “Close,Sesame” that seal the three princes, who do you think is
concepts and skills in daily living cave of treasures have become worthy to marry the Princess? Why?
popular expressions. How do
modern people use this expression in
their daily conversations?
H. Making generalizations and Choose the one that makes you
Abstract the theme of the story
abstractions about the lesson happy.
If you were to propose an alternative
1. As reflected in this story and in the
ending, which wil begin on the
speech at the start of this lesson,
I. Evaluating learning moment the princess was asked to
what are the personality traits of
choose a prince, how would you end
Saudi Arabs as a people?
the story?
J. Additional activities for application Write a 3 paragraph reflection about
or remediation the story.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who
C. scored
Did below 80%
the remedial lessons work?
No. of learners who have caught up
with theoflesson
D. No. 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 teacher?
Checked and Observed:
(Pls indicate date and time)
Noted by:
MARIVIC R. VILLALUZ
Designation: SSP-I
Date:________________
SCHOOL: MABOG NHS
TEACHER: HONEYLET M. YBANEZ
TEACHING DATES & TIME:
(Week 7)
DAY MONDAY TUESDAY
At the end of the one hour session, at At the end of the one hour session, at
least 80% proficiency level of the least 80% proficiency level of the
I. OBJECTIVES students are expected to: students are expected to:
The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage ; coping stra
A. Content Standards a listening and viewing material; structural analysis of words and propaganda techniques; and gramm
The learner transfers learning by composing and delivering a persuasive speech based on an informative essay f
B. Performance Standards signals for opinion-making , persuasion, and emphasis, and appropriate pros
EN8RC-IIIg-10: Share ideas using opinion-marking signals
EN8G-IIIg-3.6: Use modals appropriately.
EN8G-IIIg-12: Use emphasis markers for persuasive purposes
C. Learning Competencies /
Objectives (Write LC code for
each)
II. CONTENT CONDITIONAL SENTENCES
III. LEARNING RESOURCES
A. References K TO 12 English Grade 8 Materials
1. TG
2. LM Module 3, Lesson 3, pp 401-402
3. Textbook pages
4. Additional Materials from
Learning Resources Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
Checking of attendance, setting of classroom atmosphere and revi
presenting the new lesson
B. Establishing a purpose for the
Presentation of Objectives
lesson
Group Activity: Let the students
complete the following statements. If
C. Presenting examples/instances of
you eat too much, you'll
the new lesson
_________________. Process
students' varied answers.
D. Discussing new concepts and Discussion on CONDITIONAL
practicing new skill #1 SENTENCES
Elaborate the discussion on the 3
types of conditional statement in
E. Discussing new concepts and
English like the Open Conditional,
practicing new skill #2
open hypothetical and unfulfilled
hypothsis statements
Complete the following statement:
F. Developing mastery (leads to
We won't finish in time, unless
fromative assessment 3)
______________________.
G. Finding practical applications of
concepts and skills in daily living Let the student complete the
statement and explain. If you'll be a
superhero, I wish ____________.
Conditional sentences play a very
H. Making generalizations and important role in English grammar.
abstractions about the lesson They express a condition and its
result.
Let the student perform the activity
I. Evaluating learning 22: SENTENCE COMPLETION on
page 401-402
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored
C. Did below 80%
the remedial lessons work?
No. of learners who have caught up
withNo.
D. theoflesson
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 teacher?
Checked and Observed:
(Pls indicate date and time)
Prepared:
____________________________
Noted by:
NOTE: This is a suggested plan. You
may adjust according to your time
frame as long as .you'll achieve the
desired competencies within the
quarter
GRADE LEVEL: Grade 8
LEARNING AREA: English
QUARTER: THIRD
WEDNESDAY THURSDAY FRIDAY
At the end of the one hour session, at least 80% proficiency level of the
RRE
students are expected to:
as mirror to a shared heritage ; coping strategies in processing textual information; strategies in examining features of
ds and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis.
ve speech based on an informative essay featuring use of properly acknowledged information sources, grammatical
uasion, and emphasis, and appropriate prosodic features, stance,and behavior.
ENEN8OL-IIIh-3: Deliver a self- ENEN8OL-IIIh-3: Deliver a self-
composed persuasive speech composed persuasive speech
EN8OL-
EN8OL-IIIi-4.1: Use appropriate IIIi-4.1: Use appropriate verbal and
verbal and non-verbal cues when non-verbal cues when delivering a
delivering a persuasive speech persuasive speech
DELIVERING A PERSUASIVE DELIVERING A PERSUASIVE
SPEECH SPEECH
K TO 12 English Grade 8 Materials
English Expressways III pp. 199-120
e, setting of classroom atmosphere and review of the previous lesson.
____________________________
Designation
Date:________________
