LESSON PLAN FOR GRADE 8 ENGLISH
SECTIONS G8-EBONY, G8-MAHOGANY AND G8-TANGUILE
DATE: June 19, 2017 (DAY 1- Monday)
I. Objectives/ Learning Outcomes
At the end of the session, the students shall have been able to:
recognize unfamiliar words and use context clues to decode them
identify different strategies to help improve vocabulary
II. Subject Matter: Strategies to Help Improve Vocabulary (Context Clues)
Reference: “Voyages in Communication, English, Learner’s Material” (p. 12)
From DepEd K-12 Curriculum Guide: EN8VC-Ib-8: Use context clues from the material viewed to determine
the meaning of unfamiliar words or expressions
A. Materials
Visual Aids
B. References:
DepEd Learner’s Material, English 8
DepEd English Curriculum Guide
http://examples.yourdictionary.com/examples-of-context-clues.html
https://www.slideshare.net/JessLeMere/context-clues-powerpoint
http://highered.mheducation.com/sites/0073123587/student_view0/chapter3/context_clues__exercise_1.htl
III. Learning Procedure
A. Preliminaries/Review
Let the students arrange their chairs and prepare for the session
Call for a volunteer to lead the prayer
Check the attendance.
B. Motivation/Opening Activity
Task 1. What Do You Mean?
Ask the students to read the following sentences:
- It was an idyllic day; sunny, warm and perfect for a walk in the park.
- She hums continuously, or all the time, and it annoys me.
- The team was elated when they won the trophy.
- Sometimes he is perplexed by Sudoku puzzles, but others find them much easier
to solve than a crossword puzzle.
- The hero was virtuous, not like the evil villain.
After reading, inquire with the following question:
- What word in sentence one is unfamiliar to you? How about in sentence two?
Three? Four? Five?
- What do you think are their meanings?
C. Lesson Proper
After hearing the answers, proceed with a discussion on context clues.
D. Generalization/Synthesis
Discuss:
By using the acronym, SAID, you can remember the four types of context clues:
S- Synonym
A- Antonym
I- Inference
D- Definition
Ask the students the following questions:
- What are the different types of context clues we have discussed?
- Why are context clues important?
E. Application
Task 2. Decode Me
Ask the students to read each sentence and define the highlighted words using context
clues:
- Since it was raining outside, I used my bumbershoot to keep from getting wet.
- Unlike Kyle who is a conformer and a follower, Jeremy is a maverick.
- The ravenous hawk, an animal that eats frogs, is found in Central Africa.
- In class, Julia was so cantankerous that her grumpy behavior negatively affected
everyone.
IV. Evaluation
Instructions: Identify the meaning of the italicized word using context clues. Write your answers in a
¼ sheet of paper.
1. Because there was so little precipitation this year, the crops dried up and died.
a. fertilizer b. planting c. rain
2. Although I was unable to understand all of the details of the presentation, I did get the gist of it.
a. humor b. main point c. notes
3. At a special ceremony, the police chief gave the officer a commendation for bravery.
a. an award for outstanding achievement
b. an object designed to bring luck
c. a lecture
4. One brother is an erudite professor; the other brother, however, has never shown any interest in books
or learning.
a. old; elderly
b. well-educated; well-read
c. snobbish; stuck-up
5. Night is the time when many animals forage, or search, for food.
a. come out at night b. sleep c. search for food
V. Assignment
Instructions: Read the excerpt of, “The Hands of the Blacks”. Find unfamiliar words and write it on
your notebook. Then, decode the meaning by using context clues or the dictionary.
Prepared by:
Florli Beth Zeruiah R. Josol
LESSON PLAN FOR GRADE 8 ENGLISH
SECTIONS G8-EBONY, G8-MAHOGANY AND G8-TANGUILE
DATE: June 22, 2017 (DAY 4- Thursday)
I. Objectives/ Learning Outcomes
At the end of the session, the students shall have been able to:
define adjectives and its use
utilize adjectives in composing a sentence
II. Subject Matter: Adjectives
Reference: “Voyages in Communication, English, Learner’s Module” (p. 20-21)
A. Materials
Visual Aids
B. References:
DepEd Learner’s Material, English 8
DepEd English Curriculum Guide
III. Learning Procedure
A. Preliminaries/Review
Let the students arrange their chairs and prepare for the session
Call for a volunteer to lead the prayer
Check the attendance.
B. Motivation/Opening Activity
Task 1. Picture Description
Ask the students to describe the following pictures:
Guide Question:
- Using one word, describe what you have seen in the picture.
C. Lesson Proper
After hearing the answers, proceed with a discussion on adjectives.
D. Generalization/Synthesis
Guide Questions:
- What are adjectives?
- Why are adjectives important?
E. Application
Task 2. Getting To Know Each Other
Ask the students to get to know more about heir seatmates. Ask them to share little facts
about themselves.
From their sharing, ask them to describe their seatmate using one adjective.
IV. Evaluation
Instruction: In a ¼ sheet of paper, write a sentence using the following adjectives:
1. lonely
2. rich
3. poor
4. strong
5. noisy
V. Assignment
Instruction: Make an acronym of your name by using adjectives. The adjectives you will use must
also describe your personality. For example:
Z- zealous
I- independent
A- awesome
H- honest
Prepared by:
Florli Beth Zeruiah R. Josol
LESSON PLAN FOR GRADE 8 ENGLISH
SECTIONS G8-EBONY, G8-MAHOGANY AND G8-TANGUILE
DATE: June 23, 2017 (DAY 5- Friday)
I. Objectives/ Learning Outcomes
At the end of the session, the students shall have been able to:
differentiate simple, compound, complex and compound-complex sentences
use the different types of sentences
II. Subject Matter: Types of Sentences (Simple, Compound, Complex, Compound-Complex)
Reference: “Voyages in Communication, English, Learner’s Module” (p. 21-22)
A. Materials
Visual Aids
B. References:
DepEd Learner’s Material, English 8
DepEd English Curriculum Guide
https://www.slideshare.net/guest2e9cea2a/simple-compound-complex-compound-complex-sentences
https://www.lamission.edu/learningcenter/docs/asc/worksheets/Grammar/Sentence%20Types.pdf
III. Learning Procedure
A. Preliminaries/Review
Let the students arrange their chairs and prepare for the session
Call for a volunteer to lead the prayer
Check the attendance.
B. Motivation/Opening Activity
Task 1. What type of sentence am I?
Let students read the following sentences:
- The baby cried for food.
- The shoplifter had stolen clothes, so he ran once he saw the police.
- After eating lunch at the cafeteria, Tom went to the gym.
- The man believed in the system, and he knew that justice would prevail after the
murderer was sent to jail.
Guide Question:
- What have you observed from the sentences?
- How do these sentences differ?
C. Lesson Proper
Discuss the different types of sentences.
D. Generalization/Synthesis
What are the different types of sentences we have discussed?
IV. Evaluation
Instruction: Identify whether the sentences are simple, complex, compound or compound-complex.
1. Vampires Dairies is my favorite television show, but I also love True Blood.
2. The student wiped the white board that was filthy with last week’s notes.
3. The trendy fashion designer released her new line on Wednesday.
4. Trina and Hareem went to a bar in Hollywood to celebrate their anniversary.
5. Wicked Regina cast a spell on the entire city, so the citizens decided to rebel.
6. While waiting for the paint to dry, Angela went to Home Depot, and Martin organized the
kitchen
appliances.
7. After listening to the Kanye West CD, I have new respect for his music.
8. After the teacher chose groups, John and Sara were selected as partners for a project, yet
Sarah did most of the work.
9. Their practice field is a stretch of asphalt, and their heroes make a living driving cars.
10. The training rooms of these college athletes smell of grease and gasoline.
V. Assignment
Instruction: Make your own example of a simple, compound, complex and compound-complex sentences.
Write it in your notebook.
Prepared by:
Florli Beth Zeruiah R. Josol
LESSON PLAN FOR GRADE 8 ENGLISH
SECTIONS G8-EBONY, G8-MAHOGANY AND G8-TANGUILE
DATE: June 21, 2017 (DAY 3- Wednesday)
I. Objectives/ Learning Outcomes
At the end of the session, the students shall have been able to:
retell the selection, “The Hands of the Blacks”
review on African literature through discussing the poem and the selection
II. Subject Matter: Hands of the Blacks
Reference: “Voyages in Communication, English, Learner’s Module” (p. 14-15)
A. Materials
Handouts
Visual Aids
B. References:
DepEd Learner’s Material, English 8
DepEd English Curriculum Guide
III. Learning Procedure
A. Preliminaries/Review
Let the students arrange their chairs and prepare for the session
Call for a volunteer to lead the prayer
Check the attendance.
B. Motivation/Opening Activity
Task 1. Read My Mind
Instructions: In pairs, spend two minutes describing an object common to African people.
This is how the activity is done.
1. You will show cue cards to help your partner in identifying the object.
2. As you describe the object aided by the cue cards, your partner will describe the
hidden/secret object.
3. When finished, your partner will announce his guess.
4. The process will be repeated. It is now your turn to guess the right object.
C. Lesson Proper
Let students read the excerpt, “The Hands of the Blacks”
Proceed with a discussion on the excerpt and the poem, “I am An African Child”
D. Generalization/Synthesis
Ask the following questions:
-What are the common symbolisms present in both the selection and the poem?
IV. Evaluation
Instructions: In the column labeled ME, place a check next to any statement with which you tend to agree.
Be prepared to defend and support your opinions with specific examples. After reading “The Hands of the
Blacks” and “I am an African Child”, place a check before each statement which you think the authors will
agree to.
ME AUTHOR
_____ _____ The teacher in the story the Hands of the Blacks is a racist.
_____ _____ The author, Luis Bernardo Honwana is a realist.
_____ _____ The Africans in generations were slaves of the Whites.
_____ _____ The characters in the story are religious.
_____ _____ The Africans are discriminated against.
_____ _____ Africans became slaves because they had no choice.
V. Assignment
Instruction: Research more on African Literature. Write your findings in your notebook.
Prepared by:
Florli Beth Zeruiah R. Josol
LESSON PLAN FOR GRADE 8 ENGLISH
SECTIONS G8-EBONY, G8-MAHOGANY AND G8-TANGUILE
DATE: June 20, 2017 (DAY 2- Tuesday)
I. Objectives/ Learning Outcomes
At the end of the session, the students shall have been able to:
understand the selection, “What is an Educated Filipino?”
use prosodic features while reading the selection
II. Subject Matter: “What is An Educated Filipino?”
Reference: “Voyages in Communication, English, Learner’s Material” (pp. 12-13)
From DepEd K-12 Curriculum Guide
EN8LC-Ia-5.1: Listen for important points signaled by volume, projection, pitch, stress, intonation
juncture, and rate of speech
A. Materials
Handouts
Visual Aids
B. References:
DepEd Learner’s Material, English 8
DepEd English Curriculum Guide
III. Learning Procedure
A. Preliminaries/Review
Let the students arrange their chairs and prepare for the session
Call for a volunteer to lead the prayer
Check the attendance.
B. Motivation/Opening Activity
Task 1. Four Pics, One Word
Present the following pictures and let student guess what they mean.
Guide Question: What do these pictures mean?
C. Lesson Proper
Introduce and discuss the excerpt, “What is an Educated Filipino?”
D. Generalization/Synthesis
Why is it important to be educated?
IV. Evaluation
Instruction: From the selection, what are the things you have comprehend in being educated? What will
you do to achieve them? Write your answers in a ¼ sheet of paper.
V. Assignment
Instruction: Complete the graphic organizer below:
EDUCATION
Prepared by:
Florli Beth Zeruiah R. Josol
