School Sta.

Catalina Integrated Grade Level Grade 8

National High School
Teacher Liwayway C. De Luna Learning Area English
Teaching Date Feb. 15-18,22-26, 2021 Quarter Second
Teaching Time 7:30:8:30,10:50-11:50, No. of Days 8
LESSON 12:30-1:30, 1:30-2:30,
EXEMPLAR 2:30-3:30
Modular Distance Modality (Learners-led Modality)
I. OBJECTIVES At the end of the lesson, learners are expected to:
• distinguish the kind of messages that are about to receive;
• recognize positive and negative messages conveyed in a text
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
Standards entertainment 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 MELC #10
Learning
Recognize positive and negative messages conveyed in a text
Competencies
(MELC)
D. Enabling Predict the gist of the material viewed based on the title, pictures, and excerpts
Competencies
II.CONTENT LESSON 5: Recognizing Positive and Negative Messages
III.LEARNING
RESOURCES

A. References
a. Teacher’s
Guide Pages
b. Learner’s PIVOT 4A Learner’s Material
Material Pages Grade 8- Second Quarter
Lesson 5- pp. 32-36
c. Textbook
Pages
d. Additional K to 12 Most Essential Learning Competencies PIVOT 4A Budget of Work in
Materials from All Key Stages p. 83
Learning
Resources
B. List of Learning
Resources for PIVOT 4A Learner’s Material Grade 8 English
Development and
Engagement
Activities
IV.PROCEDURES
A. Introduction The learners will be led to examine the images found on their SLM page 32. They will
(1day) analyze the messages or emotions embedded in each image.
Goal Orientation
• The learners will have the hints and background of what are to be discussed
and to be learned.
• In this part, the content of the lesson will be presented.
 B. Development Learning Task 1:
(3 days) The learners will identify the kind of message that each statement conveys (refer to SLM
page 33)

CONCEPT DISCUSSION (POSITIVE AND NEGATIVE MESSAGES)

(refer to SLM pages 33-35)

Learning Task 2:
The learners will copy the statements then underline the word/s that made each negative
(refer to SLM page 35).

Learning Task 3:
The learners will convert the sentences in Learning Task 2 into grammatically correct
positive statements. (refer to SLM page 35).

C. Engagement Learning Task 4:

(3 days) The learners will complete each sentence by inserting word with positive connotation.
They will choose from the options inside the parentheses. (refer to SLM page 35)
Learning Task 5:
The learners will read the poem “The Land of Nod”, then answer the questions that
follow (refer to SLM pages 36).
Learning Task 6:
The learners will cut and paste a news article, an essay or a speech. They will identify
whether the message it expresses is positive or negative. Highlight the words that made it
either positive or negative to justify their claim. (refer to SLM page 36)

D. Assimilation
(1 day) They will write a reflection note on the importance of identifying whether the embedded
message in a text is positive or negative. ( refer to SLM page 36)

V.REFLECTION The learners will write their personal insights about the lesson using the prompts below.
“ I learn that __________________________________________________________.
“I understand that _____________________________________________________.

Prepared by:

LIWAYWAY C. DE LUNA Checked by: Noted:

Teacher I GERALDINE U. ESTRAVO
MT-I / English SALLY Z. VILLANUEVA
Head Teacher I

NENITA B. EVASCO
Principal III