Lesson Exemplar 8 q3

English 8
Lesson Exemplar
(Quarter 3)
1
LESSON EXEMPLAR
Grade 8 English
Quarter Third
Week 1 (Day 1)
CONTENT STANDARD: PERFORMANCE STANDARD:

The learner demonstrates The learner transfers learning
understanding of: Southeast Asian by composing and delivering a
literature as mirror to a shared heritage; persuasive speech based on an
coping strategies in processing textual informative essay featuring use of
information; strategies in examining properly acknowledged information
features of a listening and viewing sources, grammatical signals for
material; structural analysis of words opinion-making , persuasion, and
and propaganda techniques; and emphasis, and appropriate prosodic
grammatical signals for opinion- features, stance, and behavior.
making, persuasion, and emphasis.
LEARNING COMPETENCIES:
1. (EN8LC-IIIa-7.3) Determine the target audience of a listening text and the
objective/s of the speaker;
2. (EN8VC-IIIa-3.4/4.4/5.4) Determine the target audience of a material viewed.
I. OBJECTIVES
1. Recognize the target audience from TV commercials;
2. Discover the objective of the speaker in the commercials;
3. Convey honesty in one's words.
II. SUBJECT MATTER

A. Topic : Target Audience of Propaganda on TV
B. References : “How to Analyze Propaganda”

https://www.sagepub.com/sites/default/files/upm-
binaries/11849_Chapter6.pdf
C. Material/s : TV/Projector, laptop, speaker; mp4 commercials
III. PROCEDURE
A. ACTIVITY
1. Spelling Test
a. inevitable k. astray
b. fleeting l. fragrant
c. transitory m. savory
d. amass n. tenacity
e. insatiable o. phenomena
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f. utilitarian p. contentment
g. exploit q. abound
h. rampant r. ignoramuses
i. inexhaustible s. bare
j. wallow t. adequate
2. Groupwork: Several TV commercials (.mp4) will be shown to the

students. Before they watch it, they are instructed to listen well to the
details provided in the commercial and to write down who would
probably buy the products?
(Acer commercial) https://www.youtube.com/watch?v=9rbjNSwEca8
(Clear commercial) https://www.youtube.com/watch?v=tVbR4hBRG_I
B. ANALYSIS
1. What is the commercial all about?
2. Who is the target audience?
3. What evidence suggests this?
4. Aside from TV commercials, where else do you find propaganda?
5. How do you know these are propaganda?
6. What methods do they use to make you buy the products or make you
support an individual (like in an election?)
C. ABSTRACTION
"A target audience is selected by a propagandist for its potential
effectiveness.
The propaganda message is aimed at the audience most likely to be
useful to the propagandist if it responds favorably"
How to analyze propaganda: https://us.sagepub.com/sites/default/files/upm-
binaries/95393_Chapter_6_How_to_Analyze_Propaganda.pdf
D. APPLICATION
Groupwork: Students point out what element in the TV commercial that
made them say that such group of people is targeted to buy the product?
IV. ASSESSMENT
Another set of TV commercials (.mp4) will be shown. Students are asked to
fill up a 2-column chart. On the first column, they determine the objective of the
speaker; on the second column, they identify the target audience.
YouTube links:
(Dove commercial) https://www.youtube.com/watch?v=qQRq9FYc0YE
(Globe telecom commercial) https://www.youtube.com/watch?
v=ZWpqcpwTTDI&pbjreload=10
(Milo commercial) https://www.youtube.com/watch?v=qtKcj_N9-iA
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Objective of the speaker Target audience
V. ASSIGNMENT
Listen to any advertisement on TV tonight. Then identify whom is the target
audience. Write this in your notebook.
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LESSON EXEMPLAR
Grade 8 English
Quarter Third
Week 1 (Day 2)

1. (EN8RC-IIIa-12.1) Recognize propaganda techniques used in a given text.
2. (EN8OL-IIIa-3.11) Use the correct sounds of English during speech delivery.
I. OBJECTIVES
1. Identifies the propaganda techniques used in commercials;
2. Develops an advertisement on one propaganda technique;
3. Judge the truthfulness of advertisements.
II. SUBJECT MATTER

A. Topic : Propaganda Techniques
Speech Delivery
B. References : Propaganda Techniques

https://www.linkedin.com/pulse/20140815205902-
57567806-7-propaganda-techniques-all-students-
should-learn
C. Material/s : Video Clip
III. PROCEDURE
A. ACTIVITY
1. Spelling Test
a. generalities k. bandwagon
b. patriotism l. glittering
c. emphasize m. praise
d. technique n. photography
e. communication o. effective
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f. indicate
g. endorsement
h. recommend
i. appeal
j. testimonial
2. Given various commercials, students identify the propaganda technique

used.
(creamsilk commercial)
https://www.youtube.com/watch?v=mFSERr1-1h4
(iphone commercial) https://www.youtube.com/watch?v=0S6pHex-KCo
(macbook pro commercial)
https://www.youtube.com/watch?v=1yVF-N__JKk
(maxi-peel commercial) https://www.youtube.com/watch?
v=rXvdHavtu_E
(surf commercial) https://www.youtube.com/watch?
v=xQuAEYXUVOw
B. ANALYSIS
1. What language is used to suggest that buying the product is in the best
interest of the audience?
2. What comparison is shown that supports the usefulness of the product?
3. Is this advertisement effective? Why? Why not?
4. What other observations do you have about the way the Glittering
Generalities technique is used in this advertisement?
C. ABSTRACTION
PROPAGANDA techniques – the use of a variety of communication

techniques that create an emotional appeal to accept a particular belief or
opinion, to adopt a certain behavior or to perform a particular action.
Analyzing Advertisements for Propaganda Techniques
1. Glittering Generalities
Words of praise for product or person; nice words like goodness or

patriotism
Who is the target audience? What evidence suggests this?

What word(s) identifies this advertisement as an example of Glittering
Generalities?
How does the layout of the advertisement emphasize the propaganda
technique?
How do the font styles, colors, subtext, background colors, props and
photography techniques emphasize the propaganda technique?
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Is this advertisement effective? Why? Why not?
What other observations do you have about the way the Glittering
Generalities technique is used in this advertisement?
2. Name Calling
Trash-talking another product or person

What is the fight?
No language is used, but what in the illustration shows rivalry?
Examine the objects in the illustration. What other observations do
you have that indicate this as an example of Name Calling
propaganda?
Would language enhance this advertisement? Why? Why not? If so,
what words would you add to show Name Calling propaganda?
What other observations do you have about the way the Name Calling
technique is used in this advertisement?
3. Testimonial
A famous person recommends a product or a political endorsement

Who is the famous person?
How does the endorsement by this person make the product seem like
it is worth the purchase?
Examine font styles, colors, and page layout. What do they suggest
about the product, and how do they strengthen the power of the
testimonial?
What other observations do you have about the way Testimonial
propaganda is used in this advertisement?
4. Plain Folks
Appeals to regular people and their values such as health, family and
patriotism

What is this advertising suggesting will happen if regular people eat
Subway?
How does this advertisement appeal to regular people?
Why does the use of this regular guy appeal to regular people?
Notice the only word used is the company logo. How and/or why is
this effective?
What comparison is shown that supports the usefulness of the
product?
What other observations do you have about the way Plain Folks
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5. Bandwagon
An appeal to be part of the group

What language is used to suggest that eating this cereal is in the best
interest of the audience?
Examine font styles, colors, language and page layout. What do they
suggest about the product, and how do they strengthen the power of
the Bandwagon technique?
What other observations do you have about the way Bandwagon
6. Transfer
An appeal that helps a person imagine themselves as part of a picture

What is this advertisement suggesting about the president?
How does the layout and background create an image for America
and/or the president?
What is the tone of this image? Positive? Negative? How can you tell?
What other observations do you have about the way Transfer
7. Card-stacking
Manipulating information to make a product appear better than it is, often

by unfair comparison or omitting facts

What in this advertisement suggests the product is good and/or that
facts may be omitted?
Examine font styles, colors, and page layout. What do they suggest
about the product, and how do they strengthen the power of the card-
stacking technique?
Notice the adjectives used in the description. How does word choice
affect the idea that smoking is a great thing?
What other observations do you have about the way Card-stacking
D. APPLICATION
Groupwork: Characterize each propaganda technique: 1) Bandwagon; 2)
testimonial; 3) glittering generalities; 4) name calling; 5) plain folks; 6) card
stacking; 7) transfer. What makes one different from the other?
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IV. ASSESSMENT
Form a group of four. Each group shall be given 10 minutes to create their
own advertisement featuring one or more propaganda techniques. As each group
presents their advertisement, they identify the propaganda techniques used in
their ads and defend their answer. They will be graded on the following rubric.
NEEDS
SATISFACTO
EXCELLENT GOOD IMPROVEME
RY
NT
Originality The project The project The work is an The work is a
shows shows some extensive minimal
significant evidence of collection and collection or
evidence of originality and rehash of other rehash of other
originality and inventiveness. people's ideas, people's ideas,
inventiveness. products, and products, and
The majority images. There images. There
of the content is little is no evidence
and many of evidence of of new
the ideas are new thought or thought.
fresh, original, inventiveness.
and inventive.
Presentation The The The The
Format advertisement advertisement advertising is advertisement
is an is aesthetically pleasing and is is unoriginal
aesthetically pleasing/creati a satisfactory and is not an
pleasing, ve/or original example of the example of the
creative, and and a good chosen format. chosen format.
original example of the
example of the chosen format.
chosen format.
Advertising The The The The chosen
Technique advertisement advertisement advertisement advertising
uses the is a good uses the technique is
chosen example of the advertising not followed
advertising use of the technique or no
technique advertising satisfactorily, advertising
creatively and technique. but not technique
well. creatively. exists.
V. ASSIGNMENT
Use television ads to locate an example of each propaganda technique. Defend
your answers to your group.
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LESSON EXEMPLAR
Grade 8 English
Quarter Third
Week 1 (Day 3)

1. (EN8V-IIIa-15.3) Explain the meaning of a word through structural analysis
(prefixes, roots, suffixes).
2. (EN8LT-IIIa-11) Identify the notable literary genres contributed by Southeast
Asian writers.
3. (EN8LT-IIIa-11.1) Identify the distinguishing features of notable poems, short
stories, dramas, and novels contributed by Southeast Asian writers.
I. OBJECTIVES
1. Identify affixes used in the poem;
2. Analyze the poem's meaning using imagery; and
3. Appreciate the hometown through poetry.
II. SUBJECT MATTER

A. Topic : Affixes; Southeast Asian Features of Poems
B. References : CG p. 128; Canyon, P. Writing and Grammar:

Communication in Action Platinum Level 10. 2001.
New Jersey: Prentice Hall, Inc. pp. 774-777;
https://www.poemhunter.com/ poem/a-tribute-to-my-
town/; https://www.biography.com/people/josé-rizal-
39486; http: //www.readingrockets.org/article/root-
words-roots-and-
affixes;https://www.myenglishpages.com/site_php_files/voc
abulary-exercise-affixes.php
C. Material/s : handouts, quiz sheet, sheet of paper, bond paper, copy
of
the poem, rubric
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III.PROCEDURE
A. ACTIVITY
1. Spelling Test
a. refreshing
b. impulsion
c. tempestuous
d. meekly
e. unknown
f. gracious
g. eternally
h. affectionate
i. devotion
j. harmonious
k. tenderness
l. loving
m. exhilarated
n. childhood
o. sadly
2. The class gives a brief description of their hometown and shares the things
that uniquely describe the place.
3. Students share their knowledge of Jose Rizal. The teacher adds vital
information about the author.
B. ANALYSIS
1. The class reads the poem aloud.
2. They describe the hometown referred in the poem using the images used
by the author.
3. They analyze the poem as they answer the following questions:
 What is the poem about?
 Who is the speaker in the poem?
 What did the speaker remember in his childhood?
 What makes the hometown special to him?
4. Then, the class takes a look at the words with underlined parts.
5. The students mention the root word of each.
6. Using the handouts, they examine the different functions of the prefixes
and suffixes.
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A Tribute to My Town
By Jose Rizal
When I remember the days I prayed in your rustic temple,

that saw my early childhood a child, with a child’s devotion;
spent on the green shores and your unsullied breeze
of a murmurous lagoon; exhilarated my heart.
when I remember the coolness,
delicious and refreshing, The Creator I saw in the grandeur
that on my face I felt of your age-old forests;
as I heard Favonius croon; upon your bosom, sorrows
were ever unknown to me;
when I behold the white lily while at your azure skies
swell to the wind’s impulsion, I gazed, neither love nor tenderness
and that tempestuous element failed me, for in nature
meekly asleep on the sand; lay my felicity.
when I inhale the dear
intoxicating essence Tender childhood, beautiful town,
the flowers exude when dawn rich fountain of rejoicing
is smiling on the land; and of harmonious music
that drove away all pain:
sadly, sadly I recall return to this heart of mine,
your visage, precious childhood, return my gracious hours,
which an affectionate mother return as the birds return
made beautiful and bright; when flowers spring again!
I recall a simple town,
my comfort, joy and cradle, But O goodbye! May the Spirit
beside a balmy lake, of Good, a loving gift-giver,
the seat of my delight. keep watch eternally over
your peace, your joy, your sleep!
Ah, yes, my awkward foot For you, my fervent prayers;
explored your sombre woodlands, for you, my constant desire
and on the banks of your rivers to learn; and I pray heaven
in frolic I took part. your innocence to keep!
C. ABSTRACTION
The class identifies the root word and the added parts. They rationalize
if the root word has the same meaning as the new formed by the added part.
They define affixes, prefixes and suffixes.
https://www.readingrockets.org/article/root-words-roots-and-affixes
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D. APPLICATION
Given the copies of the exercise, the students answer Exercise 1 orally
Vocabulary Exercise – Prefixes and Suffixes
Use prefixes to find the opposite of these verbs:
wrap understand
use fold
agree spell
engage connect
behave close
IV. ASSESSMENT
Put the words in brackets in the appropriate form (use prefixes and suffixes):
1. He was acting in a very _________________ way. (child)

2. She looked _________________. She started to cry. (happy)
3. He passed his exam. He was _________________ for the second time.
(succeed)
4. The team that he supported was able to win the _________________.
(champion)
5. I couldn’t find any _________________ in his theory. (weak)
6. He wants to be a _________________ when he grows up. (mathematics)
7. There were only a _________________ of people at the match. (hand)
8. The road was too narrow, so they had to _________________ it. (wide)
9. I think that you should _________________ your decision. It may not be the
best thing to do. (consider)
10. You need a _________________ of motivation, organization and hard work to
realize your dreams. (combine)
V. ASSIGNMENT
Groupwork: Given copies of the poem, "A Tribute to My Town" - Poem by Jose
Rizal, students pick out lines with imagery. Each group selects one imagery, draw
it and share their ideas to the class.
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LESSON EXEMPLAR
Grade 8 English
Quarter Third
Week 1 (Day 4)

1. (EN8RC-IIIa-10) Share ideas using opinion-marking signals.
2. (EN8G-IIIa-3.6) Use modals appropriately.
3. (EN8SS-IIIa-1.10) Organize information about a chosen subject using a graphic
organizer.
I. OBJECTIVES
1. Describes the different functions of modals;
2. Presents their stand or opinion upon agreeing or disagreeing firm statements;
and
3. Learn to be open-minded on people's opinion even when you don't agree.
II. SUBJECT MATTER

A. Topic : Modals; Opinion-marking signals
Graphic organizers
B. References : CG p. 124; https://www.englisch

hilfen.de/en/grammar/hilfsverben2.htm; http://busy
teacher.org/4686-33-controversial-topics-and-how-to-
teach-them.html; https://www. englisch-
hilfen.de/en/exercises/modals/form.htm;
http://funstage.info/info-detail
C. Material/s : list of topics, handouts, copy of exercises, giving advice
template
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III.PROCEDURE
A. ACTIVITY
1. Spelling Test
a. controversial
b. opportunity
c. triumph
d. catastrophe
e. pollution
f. recycle
g. environment
h. noise
i. experience
j. modals
k. opinion
l. strategy
m. issue
n. reduce
o. judgment/judgement
2. Students practice expressing and defending their opinions. A sign is placed

in each corner of the classroom (Strongly Agree, Agree, Disagree, and
Strongly Disagree). Then, the teacher reads a statement that requires the
students to give an opinion, e.g. Teens should have curfew to keep out of
trouble. Students go to the corner that best matches their opinion. The class
wraps up the activity.
How to teach controversial topics: https://busyteacher.org/4686-33-

controversial-topics-and-how-to-teach-them.html
3. With the given the handouts, the class studies the functions of the different
kinds of modals and examines the use of each modal in sample sentences.
https://www.englisch-hilfen.de/en/grammar/hilfsverben2.htm
B. ANALYSIS
Students examine the items in Modals in English Sentences - Exercise
and identify which sentence contains a modal that has the same meaning as the
original one.
Which of the three sentences containing a modal has the same

meaning as the original one? Encircle the letter of your answer.
1. They are able to speak English well.

a. They can speak English well.
b. They may speak English well.
c. They must speak English well.
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2. Steve is not allowed to stay out late.
a. Steve may not stay out late.
b. Steve might not stay out late.
c. Steve need not stay out late.
3. Do I have to clean the kitchen?

a. Can I clean the kitchen?
b. Must I clean the kitchen?
c. Should I clean the kitchen?
4. Are you able to drive a tractor?

a. Can you drive a tractor?
b. Must you drive a tractor?
c. Should you drive a tractor?
5. We are not allowed to swim when the red flag is flying.

a. We must not swim when the red flag is flying.
b. We need not swim when the red flag is flying.
c. We should not swim when the red flag is flying.
6. She is not able to read Chinese.

a. She cannot read Chinese.
b. She may not read Chinese.
c. She need not read Chinese.
7. Do you think we are allowed to park here?

a. Do you think we may park here?
b. Do you think we must park here?
c. Do you think we need park here?
8. You don't have to do this exercise.

a. You must not do this exercise.
b. You need not do this exercise.
c. You should not do this exercise.
9. We have to stop when the traffic lights are red.

a. We can stop when the traffic lights are red.
b. We may stop when the traffic lights are red.
c. We must stop when the traffic lights are red.
10. Am I allowed to ask a question?

a. May I ask a question?
b. Must I ask a question?
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c. Should I ask a question?
Answer Key:
1. They are able to speak English well. They can speak English well.
2. Steve is not allowed to stay out late. Steve may not stay out late.
3. Do I have to clean the kitchen? Must I clean the kitchen?
4. Are you able to drive a tractor? Can you drive a tractor?
5. We are not allowed to swim when the red flag is flying. We must not
swim when the red flag is flying.
6. She is not able to read Chinese. She cannot read Chinese.
7. Do you think we are allowed to park here? Do you think we may park
here?
8. You don't have to do this exercise. You need not do this exercise.
9. We have to stop when the traffic lights are red. We must stop when the
traffic lights are red.
10. Am I allowed to ask a question? May I ask a question?
C. ABSTRACTION
The class describes the function of modals in sentences and tell the
effect of modals in meaning.
D. APPLICATION
Using the Giving Opinion card, students take turns in sharing their views
regarding the different topics. They give their response using the appropriate
modals in sentences.
Topics:
 Celebrities earn so much money.
 Should middle school should be drug tested?
 Can money buy you happiness?
IV. ASSESSMENT
Students respond to the given issues and write their opinion about each topic
in the Let's Talk about the Environment worksheet. They use modals correctly
in sentences as a response.
Topics Response
What do you recycle?
How can we recycle more?
Do you drink bottled water? Why or why not?
What is its effect in the environment?
Big cities are often very noisy places. How can we
reduce noise pollution?
What kinds of pollution do you know? Which is the
worst?
Describe the natural environment in your country.
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V. ASSIGNMENT
The class gives their opinion about the role of teenagers in the peace and
progress of the country and the world using a graphic organizer.
17
LESSON EXEMPLAR
Grade 8 English
Quarter Third
Week 2 (Day 1)

1. (EN8LC-IIIb-8.2) Judge the relevance and worth of ideas presented in the text
listened to.
2. (EN8VC-IIIb3.4/4.4/5.4) Determine the target audience of a material viewed.
I. OBJECTIVES
1. Summarize the distinct features from the video presented;
2. Judge the relevance of the ideas presented in the text;
3. Construct notable timeline that shows the notable literary genres contributed
by Burmese writers.
II. SUBJECT MATTER

A. Topic : Relevance of Ideas
Determining the Target Audience
B. References : https://www.youtube.com/watch?v=OzkNDoJoBHA/
(viewing)
https://www.youtube.com/watch?v=rxmHNuky0hU;
(listening text)
C. Materials : TV/Projector, laptop, speaker
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III.PROCEDURE
A. ACTIVITY
1. Spelling Test
a. negotiated i. diagnosed
b. assassinated j. prostate
c. emigrated k. assurance
d. methodist l. dilapidated
e. ambassador m. renovate
f. philosophy n. obtain
g. subsequently o. dictatorship
h. ailing
2. The teacher will ask the students if they have experienced helping
someone who was really in need of help. Let them share their story.
- Listening: The student will listen a Radio Ad about the Storm Surge in
Tacloban.
B. ANALYSIS
The students will answer the given questions:
1. What was the Radio Ad all about?
2. What kind of audience does the Radio Ad is trying to reach?
3. Why do you think the Radio Ad is important?
4. What does the Radio Ad trying to tell?
(Varied answers from students are expected)
C. ABSTRACTION
Judge the relevance of the Radio Ad based on the report given as to:
a. believable
b. convincing
D. APPLICATION
 The teacher present a video slide about Burmese Literature.
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 Students will make a timeline that shows notable literary genres based on
the video
IV. ASSESSMENT
Summarized the distinct feature of the video in paragraph.
V. ASSIGNMENT
Preparing for the new lesson
Answer briefly:
How can you use a believable story to convince someone to adopt your idea or use
a product or a personal brand?
20
LESSON EXEMPLAR
Grade 8 English
Quarter Third
Week 2 (Day 2)

LEARNING COMPETENCY
1. (EN8RC-IIIb-12.1) Recognize propaganda techniques used in a given text.
2. (EN8OL-IIIb-5) Observe the use of correct stress, pitch, and juncture when
delivering a persuasive speech.
I. OBJECTIVES
1. Recognize propaganda techniques used in the advertisement presented.
2. Use correct stress, pitch, and juncture in presenting their own advertisement.
3. Create their own advertisement using one or more propaganda techniques.
II. SUBJECT MATTER

A. Topic : Propaganda Techniques; Prosodic Features of
Speech
B. References : Internet
https://www.youtube.com/watch?v=tPS9VhLWL6A;
www.propagandacritic.com;
http://school.discoveryeducation.com/quizzes31/artent/
PropagandaQuiz.html
C. Materials : Video Clip, TV/Projector, laptop, speaker
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III.PROCEDURE
A. ACTIVITY
1. Spelling Test
a. atheists i. exhausted
b. tenacity j. phenomena
c. exploitation k. adequate
d. tenacity l. commodity
e. inevitable m. transitory
f. prostitution n. pleasure
g. fulfillment o. handicapped
h. rampant
2. GQ: 1. What products do you usually use? Do ads featuring the product
matter in choosing it? Which part of the ad appeals most to you?
Short Film-Watching: Watch a short advertisement and take note of some

features that appeal most to you as a viewer.
https://www.youtube.com/watch?v=tPS9VhLWL6A
B. ANALYSIS
GQ: Given a situation wherein you have to sell a certain product, what do you
need to do, to convince consumers to choose your product over thousand
others?
C. ABSTRACTION
There are Propaganda techniques that can be used to make your message more
persuasive especially in marketing: glittering generalities, name calling,
testimonial, transfer, plain folks, bandwagon, fear, bad logic, unwanted
extrapolation
PROPAGANDA TECHNIQUES
(Adapted from the Propaganda Critic Web site. For more detailed definitions and additional examples)
see www.propagandacritic.com.
PROPAGANDA – the use of a variety of communication techniques that

create an emotional appeal to accept a particular
belief or opinion, to adopt a certain behavior or to
perform a particular action.
There is some disagreement about whether all
persuasive communication is propagandistic or
whether the propaganda label can only be applied to
dishonest messages.
Techniques:
1. NAME CALLING – links a person, or idea, to a negative

symbol.
Examples: commie, fascist, yuppie

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2. GLITTERING GENERALITIES – use of virtue words; the
opposite of name calling, i.e., links a person, or idea, to a positive
symbol.
Examples: democracy, patriotism, family.
The next two are ways of making false connections:
3. TRANSFER – a device by which the propagandist links the

authority or prestige of something well-respected and revered,
such as church or nation, to something he would have us accept.
Example: a political activist closes her speech with a prayer
4. TESTIMONIAL – a public figure or a celebrity promotes or

endorses a product, a policy, or a political candidate.
Examples: an athlete appears on the Wheaties box; an actor
speaks at a political rally
The following three constitute special appeals:
5. PLAIN FOLKS – attempt to convince the audience that a
prominent person and his ideas are “of the people.”
Examples: a prominent politician eats at McDonald’s; an actress
is photographed shopping for groceries
6. BANDWAGON – makes the appeal that “everyone else is doing

it, and so should you.”
Examples: an ad states that “everyone is rushing down to their
Ford dealer”
7. FEAR – plays on deep-seated fears; warns the audience that

disaster will result if they do not follow a particular course of
action. Example: an insurance company pamphlet includes
pictures of houses destroyed floods, followed up by details about
home-owners’ insurance.
The next two are types of logical fallacies:
8. BAD LOGIC – an illogical message is not necessarily

propagandistic; it can be just a logical mistake; it is propaganda if
logic is manipulated deliberately to promote a cause.
Example: Senator X wants to regulate the power industry. All
Communist governments regulate their power industries. Senator
X is a Communist.
9. UNWARRANTED EXTRAPOLATION – making huge

predictions about the future on the basis of a few small facts.
Example: If the U.S. approves NAFTA, thousands of jobs and 23
factories will move to Mexico
D. APPLICATION
Form a group of three. Each group shall be given 10 minutes to create its own
advertisement featuring one or more propaganda techniques. Use proper
stress, pitch, and juncture to be more persuasive in your speech. (See appendix
for rubrics)
IV. ASSESSMENT
Identifying Propaganda Techniques: Identify the correct type of propaganda

featured in each statement.
Propaganda Quiz
1. The speaker in a TV commercial criticizes another person or product with

little reason or evidence.
2. Radio Advertisement: Drink Super Sports Beverage, the only drink of the
NBA.
3. A famous person (athlete/celebrity) endorses a new product.
24
4. Television Advertisement: Rush to shop at Super-Mart this weekend, everyone
is doing it!
5. Television Advertisement: The slogan for a product is so flashy and attractive

that the audience does not challenge the effectiveness of the product.
6. Newspaper Advertisement: A message that appeals to ordinary people, like

you and me.
7. Magazine Advertisement: Four out of five doctors recommend drinking three

glasses of milk per day to stay healthy and strong.
8. Television Advertisement: Get all of your stains out by using new and
improved Ultra Suds and wash your blues away!
9. Radio Advertisement: Go out today and buy the new Sprinters tennis shoe, the
sneaker everyone is wearing.
10. Radio Advertisement: (A loud scream is heard), the announcer says: Call 1-
800-Be-Safe today and have a new home security system installed to protect
you and your family from crime!
V. ASSIGNMENT
Give 3 lines from popular TV ads portraying a propaganda technique like

testimonial, transfer, bandwagon or the likes.
25
LESSON EXEMPLAR
Grade 8 English
Quarter Third
Week 2 (Day 3)

LEARNING COMPETENCIES
1. (EN8V-IIIb-15.3) Explain the meaning of a word through structural analysis
(prefixes, roots, suffixes)
2. (EN8LT-IIIb-11) Identify the notable literary genres contributed by Southeast
Asian writers.
3. (EN8LT-IIIb11.1) Identify the distinguishing features of notable poems, short
stories, dramas, and novels contributed by Southeast Asian writers.
I. OBJECTIVES
1. Identify meaning of a word through affixes;
2. Identify meaning of a word through affixes;
3. Display spirit of co-patriotism and co-nationalism in comparing
characters.
26
II. SUBJECT MATTER
A. Topic : Affixes / Features Of Southeast Asian Short Story
B. References : CG p. 128;
affixes;https://www.myenglishpages.com/site_php_files
/vocabulary-exercise-affixes.php
C. Materials : handouts, sheet of paper, copy of the story
III.PROCEDURE
A. ACTIVITY
1. Spelling Test
a. trousers i. different
b. satisfaction j. although
c. limping k. intention
d. inquisitive l. bright
e. disable m. jewels
f. addict n. protecting
g. filled o. admire
h. cooperative
2. ASSEMBLE-A-WORD: Try to determine the root word in

each given word. The following words are with affixes (prefix or suffix).
Breakdown them into parts and give the meaning of the word using the
affixes.
Ex. discontentment
Rootword : content
Prefix : dis means NOT
Suffix : ment means STATE OF
Meaning : the state of not content
Here are the rest of the words:

1. satisfaction 5. missing
2. busily 6. cooperative
3. disabled 7. inquisitive
4. intention 8. different
3. Read the story, “The Country's Good Son” by Minn New Thein. Note
essential features of a narrative prevailing in this story (as character, plot,
setting , theme, & atmosphere, especially local color)
B. ANALYSIS
27
DIRECTIONS: Analyze the distinctive elements in the story through
the given tasks:
Group I : CHARACTER REVELATION FIGURE
Group II : PRECIS WRITING
Group III : SOLDIER SIMULATION
Group IV : THEME
Group V : SETTING
GROUP I: Label the Character Revelation Figure by answering the

questions.
1. Which character do you like best? Why?
2. Which character experiences personal change from beginning?
3. How did the story reveal the temperaments and psyche of the
Burmese people in their response to the challenges?
4. How do you think this situation could apply to Filipino
soldiers? Give reasons.
GROUP II: Write a précis/summary of the above story by tracing properly

the development of the plot.
GROUP III: Simulate or role play in class the situation wherein the
members will pretend to be Lin Aung while the others play or act out the
roles of the two young soldiers. Try to come up with another point of view or
varied interpretation.
GROUP IV: Cite situations and events in the story which create the theme
of the story. Give the value or trait that each depicts.
GROUP V: Describe the setting through a drawing.
The Country‘s Good Son

by Minn New Thein
Lin Aung‘s mother had a shop in the Mingaladon market,

where she sold slippers. Lin Aung helped his mother in the shop
during his school holidays. As the Mingaladon market was an
army market, soldiers could be seen shopping there daily.
It was more crowded on Sundays. Many soldiers could
be seen moving about busily. It was Sunday, and Lin Aung was
sitting in front of the shop; ―Younger Brother, do you have real
‗Sin-kye‘ No. 9?‖ A young man, wearing trousers, entered and
asked him. Quickly Lin Aung took a pair of ‗Sinkye‘ No. 9
slippers and showed them. ―How much are these slippers,
Young Brother? Twenty -one Kyats, Elder Brother.‖ ―Can I
take only the right side slipper and pay you ten Kyats and fifty
pyas?
The young man‘s question made Lin Aung‘s eyes become28
wide. If he sold only the right side, how could he sell the left
side? And why did he want only one slipper? ―You can‘t do
that. If I sell only the right side, the one left in the shop will
because there was one who wanted only the right side, and another who
wanted only the left side.
Lin Aung was sorry to see the condition of the two young men.
They were quite young, and they each had a leg missing. ―Don‘t you
feel sad that you have only one leg?‖ Lin Aung as inquisitive and asked
them. ―Why should we be sad?‖ the first young man smiled. ―We are
soldiers who offered even our own lives for our country. We are proud
to lose a leg in protecting our country.
When Lin Aung heard the first young man‘s answer, he respected
them. They were very different from the young drug addicts about whom
he had often read in the newspapers. They were wasting their lives and
killing themselves.
These young men were the country‘s good sons who were
protecting the country from its enemies. Their aims and intentions were
as different from those of the addicts as east from west, north from south.
Although these young men had one leg missing, they still wanted to
serve their country. The two young soldiers told Lin Aung that they
planned to work in the disabled soldiers’ cooperative shop.
I respect you and honor you. You good sons of the country are
the jewels of our country. When I grow up, I will try to be a good son of
the country like you.
The two young soldiers smiled to hear Lin Aung‘s words. ―We
admire your intention. Our country‘s future will really be bright if there
were more young people in our country with the same aim and intention
as yours. All right, we will go now.
The two young soldiers said goodbye to Lin Aung and went
away. Lin Aung was filled with the desire to become a good son of the
country.
29
C. ABSTRACTION
Describe vividly features of Burmese narrative by the presented

outputs of the groups. For the character, writers show the significant role of
soldiers in country’s building. For the theme, prevailing traits as shown in
situations are patriotism and nationalism.
The story’s plot is short and simple.
Actions are not evident with the prevailing atmosphere.
Mood tends to be light and not as gloomy.
D. APPLICATION
Compare & Contrast spirit of nationalism of Filipino and Burmese
soldiers in terms of defending and strengthening nation's security. Use a Venn
diagram to do this.
Differences Differences
Similarities
IV. ASSESSMENT
 Analysis of Learners' Products
 Examine and comment to students ideas.
V. ASSIGNMENT
List 5 words with affixes. Break down them into parts and give their meaning.
Give the meaning of the word using affixes.
30
LESSON EXEMPLAR
Grade 8 English
Quarter Third
Week 2 (Day 4)

1. (EN8RC-IIIb-10) Share ideas using opinion-marking signals.
2. (EN8G-IIIb-3.6) Use modals appropriately.
3. (EN8WC-IIIb1.1.6) Transcode information from a graphic organizer to a topic or
sentence outline.
I. OBJECTIVES
1. Describe a situation through use of appropriate opinion-
marking signals;
2. Use modals meaningfully in a two-sentence statement;
3. Form headings from a graphic organizer using topic
outline and sentence outline through sense of resiliency.
31
II. SUBJECT MATTER
A. Topics : Modals/ Opinion-Marking Signals
Graphic Organizers
B. References :
C. Materials : Labels, list of topics, handouts, copy of exercises,

giving
advice template
III.PROCEDURE
A. ACTIVITY
1. Spelling Test
2. SAY O WITH A PIX:

Say your opinion about a unique Myanmar picture depicting a unique
culture of this nation using the following : I think…, I guess…, I fell
that…, It seems to me that... In my opinion...If I am not mistaken...or As I
see it...
Ex.
a. Bagan Temples
b. A giraffe Woman
c. Golden Buddha’s
d. Puppetry
e. Fisher mode
3. MODALS IN MOTION: Observe sentences using

modals.
a. Burmese people should leave slippers when they enter the Bagan
Temple.
b. A woman in Burma must wear a necklace to show her high status in
the society.
c. Golden Buddha’s can reach in area up to ______.
d. Children and old alike will watch a puppet show as form of
recreation.
e. A way of fishing called _____, might be one of few traditional modes
of fishing in the place.
B. ANALYSIS
Examine what underlined modals can do in the sentence. Review what
feelings or sense those pictures depicting Myanmar culture evoke in a viewer
especially when expressed in a sentence using modals. Link these
connectivity.
32
C. ABSTRACTION
Go over modals as auxiliary, and as a functional kind of verb when
attached to an action. Determine the specific function of modals like will,
should, must, can, may and might
e.g.
will - futurity/willingness,
must - strong obligation,
should - necessity,
can - ability/possibility,
might - probability.
Discuss briefly cultural aspects based on ideas presented.
D. APPLICATION
DIRECTIONS: Form a two-sentence opinion statement using the learned
expressions of opinion and modals relevant to concepts/ideas about the
Myanmar culture and people. Underline opinion signal and circle the modal.
The first one is done for you.
Example:
monks
Answer: I feel that monks are highly religious persons. They be
praying a lot of times.
Start here:
1. Aung San Suu Kyi

_______________________________________________________.
_______________________________________________________.
2. Democracy
_______________________________________________________.
_______________________________________________________.
3. Buddhist people
_______________________________________________________.
_______________________________________________________.
4. Food
_______________________________________________________.
33
_______________________________________________________.
5. Burmese family
_______________________________________________________.
_______________________________________________________.
IV. ASSESSMENT
Examine use of correct language forms: accuracy of modal verb in connection
to sentence theme and of course, use of opinion signals in statements.
V. ASSIGNMENT
DIRECTIONS: Fill in the graphic organizer below. Use topic outlines as heading
and sentence outlines as sub headings. Use 1 whole sheet of paper.
34
LESSON EXEMPLAR
Grade 8 English
Quarter Third
Week 3 (Day 1)
35
literature as mirror to a shared persuasive speech based on an
heritage; coping strategies in informative essay featuring use of
processing textual information; properly acknowledged information
strategies in examining features of a sources, grammatical signals for
listening and viewing material; opinion-making , persuasion, and
structural analysis of words and emphasis, and appropriate prosodic
propaganda techniques; and features, stance, and behavior.
grammatical signals for opinion-
1. (EN8RC-IIIc-2.13) Differentiate facts from opinions.
2. (EN8LC-IIIc-7) Employ different listening strategies suited to the topic, purpose,
and level of difficulty of the listening text.
3. (EN8VC-IIIc-18) Determine the issue and stand presented in the material viewed.
I. OBJECTIVES
1. Differentiate facts from opinion;
2. Evaluate facts from opinions based on viewed material;
3. Share one’s ideas without being difficult.
II. SUBJECT MATTER

A. Topic : Distinguishing Fact and Opinion
B. References : Voyages of Communication English Learner’s Module

http://www.youtube.com/watch?v=IQNs7Fvu5_Y
C. Materials : Strips of paper, television, USB
III.PROCEDURE
A. ACTIVITY
1. Spelling Pre-test
 The teacher will give the pre-test in spelling. The teacher will read the
words aloud and the students are to write the correct spelling of the
words in a ½ lengthwise.
36
 Checking will follow right after.
2. The students are to view a short speech delivered by a Muslim. They are to
listen attentively to the speaker and take note on the speaker’s gestures and
the behavior of his audience. They are to take note and identify the key
notes of the speech. Before the video will be played, the teacher reads
aloud a short introduction about Abdur Raheem McCarthy.
Abdur Raheem McCarthy

Is of Irish-American heritage and was born and raised in the
USA. After accepting Islam in 1994, he moved to Sudan and then Saudi
Arabia where he spent 10 eyars in Madinah studying under the scholars
and as a student in the Islamic University of Madinah. He graduated
from the Arabic Institute and then from the faculty of Da’wah and
Usool Ad-Deen, Islamic University of Madinah. He is well known from
his TV shows on Peace TV, Huda TV, Tayba TV, Sharjah TV and
Qatar TV, along with lecturing internationally with the Peace TV
conference, and conferences in the UK, Canada, Ireland, Qatar, UAE,
and Sudan. He has now decided to follow his roots and is living in
Ireland, while supporting Da’wah projects internationally.
http://www.youtube.com/watch?v=IQNs7Fvu5_Y
B. ANALYSIS
1. Who speaks in the video? How credible is he to talk during the Peace
Conference?
2. According to the speaker, when does misery start? How can Islam be the
solution to the problems that beset the world?
37
3. What specific details are used by the speaker to substantiate each of his
assertions?
4. Why do you think the speaker encourages his audience to adopt Islam?
How do gestures or the intentional movements of the speaker‘s body help
him convey his message?
5. What countries in the world adopt Islam as a religion?
6. What are some of the nonverbal reactions of the audience? What
personality traits does Abdur Raheem possess as reflected in his speech?
What does his speech tell us of the Arab psyche?
7. How do you evaluate the speaker‘s point of view? Was he able to convince
you? Explain your answer.
C. ABSTRACTION
 Deepen discussion fact and opinion
Facts can be proven with evidence, statistics, records, photographs,

data, etc. Sometimes opinions are made to sound like facts-
specifically when a writer/speaker wants to convince his
reader/listener.
Opinions cannot be proven, however, they can be supported by facts

and other knowledgeable opinions.
Examples of Factual
Opinion Signal Words
Information
names believe should / should not
statistics feel may / may not
places possibly / probably think
dates in my opinion best (good) / worst (bad)
times my point of view My impression is . . .
always / never, none advice / suggest
least / most expect
D. APPLICATION
Below are statements taken from the speech of Abdur Raheem
McCarthy; identify whether the sentence expresses a fact or an opinion. Write
your answer on the second column and include a short explanation.
38
Picking it from the speech Fact or Why did I
Opinion say so
1. The Western economy is based on rebate or
interest.
2. The only way to true happiness and peace is
through Islam.
3. The problem of swine flu – the swine is one of
the dirtiest animals in the face of the earth.
4. Fifty-six percent of everyone jailed in America
today is due to drug charges.
5. Islam is not spreading as it should be because
we are not implementing it in its proper form.
Process Questions:
1. What is a fact? How do you arrive at facts?
2. How does a fact differ from an opinion? Can an opinion be proven?
3. Is a fact the opposite of an opinion?
4. If a statement of fact is untrue or false, does it turn into an opinion?
5. In the same logic, if an opinion is believed by everyone, does it turn into a
fact?
IV. ASSESSMENT
Read the sentences below, and choose if the statement is a fact or an opinion.
Write F for fact and O for Opinion.
_______1. There are seven days in a week.
_______2. English is an easy language to learn.
_______3. The cookies my mom makes are the best in town.
_______4. Movies are generally more interesting than books.
_______5. Shihtzu is one breed of dogs.
_______6. Calcium is important for bone health.
_______7. Exercising burns more calories than sitting around.
_______8. The television show Bubble Gang is just not as funny as it used to be.
_______9. April is a month with 30 days.
_______10. There are 12 months in the year.
V. ASSIGNMENT
Define the spelling words in Activity 1 and use each word in a sentence.
LESSON EXEMPLAR
Grade 8 English
Quarter Third
39
Week 3 (Day 2)

LEARNING COMPETENCY
1. (EN8LT-IIIc-2.2.1) Express appreciation for sensory images used.
I. OBJECTIVES
1. Express appreciation for sensory images used
2. Write sentences using the sensory images
3. Grasp the main idea of the poem
II. SUBJECT MATTER

A. Topic : Sensory images
B. References : Voyages of Communication English Learner’s
III.PROCEDURE
A. ACTIVITY
1. Spelling Supervised Study
The teacher will read the words aloud and the students are to write the
correct spelling of the words in a ½ lengthwise.
40
2. Reading of the Poem
This Earth, This Man

Maung Htwe Sung
Not far from the green dense forest

By the side of the stream running full Not far from the green dense forest
There is a field, large and wide. By the side of the stream running full
At the first light of the day There is a field, large and wide.
A burly yet handsome farmer At the first light of the day
Full of vigor and confidence A burly yet handsome farmer
Is ploughing his field. Full of vigor and confidence
Day after day in his field Is ploughing his field.
With his oxen he works Day after day in his field
With ardent zeal and without feeling tired With his oxen he works
And finding joy in his work. With ardent zeal and without feeling tired
Broad is his chest and his muscles are And finding joy in his work.
strong, Broad is his chest and his muscles are strong,
Elastic and firm. Elastic and firm.
It is so pleasant to see It is so pleasant to see
In a field of emerald green In a field of emerald green
The handsome body of this well-built The handsome body of this well-built man.
man. Steadfastly staying with his ground
Steadfastly staying with his ground This farmer tries to work hard
This farmer tries to work hard With his oxen who are his friends
With his oxen who are his friends In the hope of doing good for his country
In the hope of doing good for his country He is a real son of his land.
He is a real son of his land.
B. ANALYSIS
1. Who speaks in the poem?
2. What is the poem is all about?
3. What are the lines from the poem that shows sensory images?
C. ABSTRACTION
 Deepen discussion on sensory images
SENSORY IMAGES
As a literary device, imagery consists of descriptive languages that can
function as a way for the reader to better imagine the world of the piece of literature
41
and also adds symbolism to the work. Imagery draws on the five sense, namely the
details of taste, touch, smell, sight, and sound. Imagery can also pertain to details
about movement or a sense of a body in motion (Kinesthetic imagery) or the emotions
or sensations of a person, such as fear or hunger (organic imagery or subjective
imagery). Using imagery helps the reader develop a more fully realized understanding
of the imaginary world that the author has created
TASTE (Gustatory) which appeals to the sense of taste.

Ex.: The delicious taste of “hipon” with the crunchiness of green
mangoes is flocked at the
SOUND (Auditory)
– appeals to the sense of hearing.
Ex.: The concert was so loud that her ears rang for days afterward
SIGHT (Visual)
– appeals to the sense of seeing.

Ex.: The sunset was the most gorgeous they’d ever seen; the clouds
were edged with pink and gold
SMELL (Olfactory)
- which appeals to the sense of smelling.
Ex.: After eating the “liempo”, his breath reeked of garlic.
TOUCH (Tactile)
- which appeals to the sense of feeling.
Ex.: The tree bark was rough against her skin.
D. APPLICATION
DIRECTIONS: Work with a partner and write sentences using sensory
imagery.
A. Smell
42
1. ____________________________________________________________
2. ____________________________________________________________
B. Sight
1. ____________________________________________________________
2. ____________________________________________________________
C. Touch
1. ____________________________________________________________
2. ____________________________________________________________
D. Sound
1. ____________________________________________________________
2. ____________________________________________________________
E. Taste
1. ____________________________________________________________
2. ____________________________________________________________
IV. ASSESSMENT
DIRECTIONS: Group yourselves into four. Work with your group. Read the
poem and do what is assigned to you.
This Earth, This Man

Maung Htwe Sung
Group A : Compose a short poem expressing their appreciation for the beauty of
the earth.
Group B: Create a poster illustrating the great beauty of the earth and the
powerful physique of a person.
Group C: Cite lines that show sensory images and explain each.
Group D: Make a slogan illustrating the beauty of the earth
Rubrics on Differentiated Task

1 2 3 4 Total
Preparation Did not prepare Some A good Group
enough for the preparation amount of prepared
presentation was done preparation beyond level
was done of assignment
Visual Aids There were no There were a There were Students
43
helpful visual few visual clear and created
aids aids interesting excellent
visual aids visual aids
Speaking and Did not look at Looked at the Looked at the Held the
Audience the audience audience audience and attention of
Contact and was not some of the spoke clearly the audience
loud enough time and used and space very
a soft voice expressively
Overall Students did Students Students Students
Understandin not show understood understood understood the
g of the Topic sufficient most of the the entire topic and
understanding topic topic found extra
of the topic information
Teaching Did not help Helped other Helped other Helped other
value for other other students students learn students students
students learn about the something understand understand the
topic the topic well topic and
enjoy the
presentation
V. ASSIGNMENT
List down at least 1 synonym and 1 antonym of the words in the spelling list.
LESSON EXEMPLAR
Grade 8 English
Quarter Third
Week 3 (Day 3)

44
LEARNING COMPETENCY
1. (EN8V-IIIc-15.3) Explain the meaning of a word through.
I. OBJECTIVES
1. Define prefixes, roots, and suffixes.
2. Explain the meaning of a word through structural analysis (prefixes, roots,
suffixes).
3. Use the appropriate affixes and suffixes to complete the idea.
4. Express enjoyment in playing the interactive game about Affixes.
II. SUBJECT MATTER

A. Topic : Affixes
B. References : Voyages of Communication English Learner’s Module

http://www.youtube.com/watch?
v=IQNs7Fvu5_Yhttp://www.esl-
galaxy.com/prefixsuffix.html
http://www.enchantedlearning.com/grammar/prefixsuffi
x/fillinprefixsuffix/1/
III.PROCEDURE
A. ACTIVITY
1. Spelling: Supervised Study
 Checking on the assigned task wherein the students were tasked to list
at least one (1) synonym and one (antonym) of the words in the
spelling list of words for the current week.
45
2. Word Hund Search Activity
Look for the affixes and suffixes in the pool of letter. Encircle them.
ABLE ANTE AUTO CENTI DIS DOM EER
ESS EXTRA FUL HYPER ICAL ING IOUS
ISM IST IVE KILO LESS MEGA MENT
MID MILLI MONO MULTI NESS NON OVER
POLY POST PRE PRO SHIP SUB SUPER
TRANS UNDER
B. ANALYSIS
Encircle the letter of the correct answer.
1. What is the meaning of the word prefix?
A. a word within a word
B. a group of letters put before a root word which changes its meaning
2. What does the word unhurt mean?
A. hurt badly B. hurt C. not hurt
46
3. If you take away the prefix from disagree, the root word is agree.
A. True B. False
4. If you add the prefix ‘un’ to the word wrap, what is the correct spelling of
the new word?
A. unwrap B. unrap C. unwrap
5. What do you do if you reread a book?
A. don't read it B. read it again C. read it for the first time
6. A suffix is a group of letters that you add to the start of a root word
A. True B. False
7. Which of the following is a suffix?
A. pre B. un C. ed
8. Which of the following is not a suffix?
A. ful B. ing C. re
9. Which suffix can you add to the end of cook to make a new word?
A. ing B. ful C. est
10. Which suffix can you add to the word peace to make a new word?
A. ing B. ful C. est
C. ABSTRACTION
The teacher will lead the students to the formation of the following concepts:
A prefix is an affix which is placed before the stem of a word. Adding

it to the beginning of one word changes it into another word.
A suffix is a letter or a group of letters that is added to the end of a

word to change its meaning or to form a different word.
A root word has no prefix or suffix — it's the most basic part of a
word.
D. APPLICATION
47
Use the bank of prefixes and suffixes to complete each word. There may be
more than one answer for some words.
Bank of Prefixes Bank of Suffixes
dis- im- re- -able -ful -ly

il- pre- un- -al -ion -y
Prefix - Root Word - Suffix Prefix - Root Word - Suffix
____cover____ ____predict____
____like____ ____proper____
____agree____ ____success____
____logic____ ____comfort____
____order____ ____equal____
____expected____ ____construct____
____act____ ____reason____
____luck____ ____honor____
____trust____ ____usual____
____connect____ ____new____
48
IV. ASSESSMENT
Analyze the following questions. Encircle the letter of the correct answer.
1. What prefix would you add to the word 'finished' to show that there is still
some work to be done?
A. un B. dis C. mis
2. What suffix would you add to the word 'air' to show that a room is very stuffy?
A. ed B. ful C. less
3. What prefix would you add to the word 'view' to indicate that you see
something before other people do?
A. un B. re C. dis
4. What suffix would you add to the word 'blame' to show you have done nothing
wrong?
A. ness B. less C. ed
5. Which two suffixes have the same meaning?
A. ful and less B. less and ness C. s and es
6. Which of these words cannot be made into another word by adding the prefix
'sub'?
A. way B. marine C. book
7. Which of these prefixes means below?
A. under B. pre C. over
8. What does the prefix do to the word 'cooked' in this sentence? “The pies were
precooked.”
A. It tells you, you need to cook the pies.
B. It tells you the pies need cooking again.
C. It tells you the pies have already been cooked.
9. What does the prefix 'dis' do to the word appeared in this sentence?
“The cat disappeared before her very eyes.”
A. It tells you that the cat appeared bigger than before.
B. It tells you that the cat vanished.
C. It tells you that the act appeared to be further away.
10. What does the suffix 'ful' do to the word house in this sentence?
“She had a houseful that weekend.”
A. It tells you that her house was empty that weekend.
B. It tells you that her house was a mess that weekend.
C. It tells you that she had lots of people staying in her house that weekend.
V. ASSIGNMENT
 Study spelling words
 What is a persuasive speech?
LESSON EXEMPLAR
49
Grade 8 English
Quarter Third
Week 3 (Day 4)

LEARNING COMPETENCY
1. (EN8OL-IIIf-3) Deliver a self-composed persuasive Speech
I. OBJECTIVES
1. Confidently deliver a self- composed persuasive speech
2. Composed a persuasive speech
3. Show confidence in delivering a persuasive speech
II. SUBJECT MATTER

A. Topic : Persuasive Speech
B. References : Voyages of Communication English Learners

https://www.gotoassignmenthelp.com/blog/8-major-
tips-on-how-to-deliver-a-persuasive-speech/
III.PROCEDURE
A. ACTIVITY
1. Spelling Post-Test
The teacher will read the words aloud and the students are to write the
correct spelling of the words in a ½ lengthwise.
k. inevitable k. astray
l. fleeting l. fragrant
m. transitory m. savory
n. amass n. tenacity
o. insatiable o. phenomena
p. utilitarian p. contentment
50
q. exploit q. abound
r. rampant r. ignoramuses
s. inexhaustible s. bare
t. wallow t. adequate
2. GROUP ACTIVITY: Choose your favorite product/s- shampoo, shoes,

etc. Advertise it/them to your friends so that they, too, will subscribe to
it/them. Make sure to promote it/them. Make sure to promote it/them in two
ways: (1.) by using propaganda device/s , and (2.) By telling the whole
truth.
B. ANALYSIS
1. What is persuasive speech?
2. Why do writers and speakers use propaganda gimmicks?
3. What responsibilities do newspapers have for their readers?
4. How do recognizing propaganda devices make you a better consumer and
a student?
C. ABSTRACTION
Deepen discussion on persuasive speech.
When you deliver a persuasive speech, your objective should be to

convince the audience of your ideas or points of view. While the topic you choose
should be debatable; however, your arguments should reflect clarity of thought
and self-confidence. When you are delivering a persuasive speech, the first thing
you need to make sure is that there lies a solution to the problem at hand. After
that, you need to demonstrate this solution to your target audience and suggest
how your opinion will make all the difference.
51
Tips on how to deliver a persuasive speech
1. Give and impactful introduction.
2. Outline the solution in the main body of the speech.
3. End your speech on a high note.
4. Brainstorm before writing down your speech.
5. Do not counter your arguments.
6. Focus on the delivery of the speech.
7. Design the speech keeping your audience into consideration.
8. Give your speech an emotional touch.
D. APPLICATION
The students will compose a persuasive speech to persuade their friends to
focus on their study and aim for the attainment of their dreams.
IV. ASSESSMENT
52
LESSON EXEMPLAR
53
Grade 8 English
Quarter Third
Week 4 (Day 1)

1. (EN8RC-IIId-12) Utilize coping reading strategies to process information in a
text.
2. (EN8LC-IIId-8.2) Judge the relevance and worth of ideas presented in the text
listened to.
I. OBJECTIVES
1. Know the different reading strategies to use in processing information in a
text;
2. Unlock the meaning of vocabularies through association on its synonyms and
antonyms in the given text; and
3. Judge the relevance and worth of ideas in the given text.
II. SUBJECT MATTER

A. Topic : Ali Baba and the Forty Thieves
Seven Strategies of Highly Effective Readers
Vocabulary Enhancement
B. References : English 8 Curriculum Guide ,Quarter 3 week 4

Voyages of Communication English Learner’s Module
http://www.adlit.org/pdfs/articles/19844_aid1.pdf
https://www.youtube.com/watch?v=m_scvcCPBMg
C. Material/s : activity sheets, printed copy of the story , projector,

speaker, laptop, writing board, marker
III.PROCEDURE
A. ACTIVITY
54
1. Spelling Test (Pre-test)
Students will write the correct spelling of the following words.
a. greedy
b. thieves
c. clever
d. apothecary
e. suspicious
f. awkward
g. deed
h. furious
i. rage
j. mules
k. foils
l. revenge
m. merchant
n. dagger
o. extremely
2. Students will watch a video clip of the story of “Ali Baba and the Forty Thieves”
https://www.youtube.com/watch?v=m_scvcCPBMg
3. Students will read the Story of Ali Baba and the Forty Thieves silently.
ALI BABA AND THE FORTY THIEVES
A li Baba and his elder brother Cassim

are the sons of a merchant. After the death of
their father, the greedy Cassim marries a
wealthy woman and becomes well-to-do,
building on their father's business—but Ali Baba
marries a poor woman and settles into the trade
of a woodcutter.
One day Ali Baba is at work collecting
and cutting firewood in the forest, and he
happens to overhear a group of forty thieves
visiting their treasure store. The treasure is in a
cave, the mouth of which is sealed by magic. It
opens on the words "iftah ya simsim"
(commonly written as "Open Sesame" in
English), and seals itself on the words "Close,
Simsim" ("Close Sesame"). When the thieves are gone, Ali Baba enters the cave
himself, and takes some of the treasure home.
Ali Baba and his wife borrow his sister-in-law's scales to weigh this new
wealth of gold coins. Unbeknownst to them, she puts a blob of wax in the scales to
find out what Ali Baba is using them for, as she is curious to know what kind of grain
her impoverished brother-in-law needs to measure. To her shock, she finds a gold
55
coin sticking to the scales and tells her husband, Ali Baba's rich and greedy brother,
Cassim. Under pressure from his brother, Ali Baba is forced to reveal the secret of the
cave. Cassim goes to the cave and enters with the magic words, but in his greed and
excitement over the treasures, he forgets the magic words to get back out again. The
Thieves find him there, and kill him. When his brother does not come back, Ali Baba
goes to the cave to look for him, and finds the body, quartered and with each piece
displayed just inside the entrance of the cave as a warning to anyone else who might
try to enter.
Ali Baba brings the body home, where he entrusts Morgiana, a clever slave-
girl in Cassim's household, with the task of making others believe that Cassim has
died a natural death. First, Morgiana purchases medicines from an apothecary, telling
him that Cassim is gravely ill. Then, she finds an old Tailor known as Baba Mustafa
whom she pays, blindfolds, and leads to Cassim's house. There, overnight, the Tailor
stitches the pieces of Cassim's body back together, so that no one will be suspicious.
Ali Baba and his family are able to give Cassim a proper burial without anyone asking
awkward questions.
The Thieves, finding the body gone, realize that yet another person must know
their secret, and set out to track him down. One of the Thieves goes down to the town
and comes across Baba Mustafa, who mentions that he has just sewn a dead man's
body back together. Realizing that the dead man must have been the Thieves' victim,
the Thief asks Baba Mustafa to lead the way to the house where the deed was
performed. The Tailor is blindfolded again, and in this state he is able to retrace his
steps and find the house. The Thief marks the door with a symbol. The plan is for the
other thieves to come back that night and kill everyone in the house. However, the
Thief has been seen by Morgiana and she, loyal to her master, foils his plan by
marking all the houses in the neighborhood with a similar marking. When the forty
Thieves return that night, they cannot identify the correct house and their leader in a
furious rage, kills the unsuccessful Thief. The next day, another Thief revisits Baba
Mustafa and tries again, only this time, a chunk is chipped out of the stone step at Ali
Baba's front door. Again Morgiana foils the plan by making similar chips in all the
other doorsteps. The second Thief is killed for his failure as well. At last, the leader of
the Thieves goes and looks for himself. This time, he memorizes every detail he can
of the exterior of Ali Baba's house.
The Chief of the Thieves pretends to be an oil merchant in need of Ali Baba's
hospitality, bringing with him mules loaded with thirty-eight oil jars, one filled with
oil, the other thirty-seven hiding the other remaining thieves. Once Ali Baba is asleep,
the Thieves plan to kill him. Again, Morgiana discovers and foils the plan, killing the
thirty-seven Thieves in their oil jars by pouring boiling oil on them. When their leader
comes to rouse his men, he discovers that they are all dead, and escapes. The next
morning Morgiana tells Ali Baba about the thieves in the jars, they bury them and Ali
Baba shows his gratitude by giving Morgiana her freedom. To exact revenge, after
some time the Chief of Thieves establishes himself as a merchant, befriends Ali
Baba's son (who is now in charge of the late Cassim's business), and is invited to
dinner at Ali Baba's house. However the Thief is recognized by Morgiana, who
performs a dance with a dagger for the diners and plunges it into his heart when he is
56
off his guard. Ali Baba is at first angry with Morgiana, but when he finds out the
Thief tried to kill him, he is extremely grateful and rewards Morgiana by marrying her
to his son. Ali Baba is then left as the only one knowing the secret of the treasure in
the cave and how to access it. Thus, the story ends happily for everyone except
Cassim and the forty Thieves.
Source: http://en.wikipedia.org/wiki/Ali_Baba
B. ANALYSIS
Let‘s find out if you understood the selection ―Ali Baba and the Forty Thieves
despite the presence of some difficult words. Each burger patty contains a word from the
literary selection. In the table below are the synonyms as well as the antonyms of the
words. Create your own veggie burger by matching the word with its synonym and
antonym. Write its synonym on the upper bun while the antonym on the lower bun. Work
on this for three minutes. Enjoy!
Note: The words in the table do NOT necessarily match as listed
SEAL
1. 4. APOTHECARY
2.
5.
AWKWARD
IMPOVERISH
3.
FOIL SYNONYMS ANTONYMS
clumsy rich
to close graceful
bankrupt to open
pharmacy to support
to stop cemetery
Process Questions:
1. Were you able to finish the activity on time? If
not , what stopped you from pursuing? 57
2. What previous knowledge or encounter helped
you in arriving at your answers?
3. How many correct answers did you have?
C. ABSTRACTION
Get to know the SEVEN STRATEGIES OF HIGHLY EFFECTIVE READERS
STRATEGY DEFINITION
Activating "Priming the cognitive pump" in order to
recall relevent prior knowledge and
experiences from long-term memory
in order to extract and construct meaning
from text
Inferring Bringing together what is spoken (written)
in the text, what is unspoker (unwritten) in
the text, and what is already
knowen by the reader in order to extract and
construct meaning from the text
Monitoring-Clarifying Thinking about how and what one is

reading, both during and after the act of
reading, for purposes of determining
if one is comprehending the text combined
with the ability to clarify and fix up any
mix-ups
Questioning Engaging in learning dialogues with text
(authors), peers, and teachers through self-
questioning, question
generation, and question answering
Searching-Selecting Searching a variety of sources in order to
select appropriate information to answer
questions, define words and
terms, clarify misunderstandings, solve
problems, or gather information.
Summarizing Restating the meaning of text in one's own
words--different words from those used in
the original text
Visualizing-Organizing Constructing a mental image or graphic
organizer for the purpose of extracting and
constructing meaning from the
text
58
D. APPLICATION
Students will re read the story taking into account the SEVEN STRATEGIES OF
HIGHLY EFFECTIVE READERS.
IV. ASSESSMENT
Students will answer the following questions:
1. At the start of this lesson, what were your initial feelings and ideas about it?
Did you like story? Was it exciting or too predictable? How did you find its
ending?
2. The magic words ―Open, Sesame‖ and ―Close,Sesame‖ that seal the cave of
treasures have become popular expressions. How do modern people use this
expression in their daily conversations?
3. How were Ali Baba‘ and Cassim‘s lives different? Which of these two
characters do you prefer? Explain your answer and cite instances in the story
that support your choice of character.
V. ASSIGNMENT
Students will answer and make a stand on certain issues illustrated in the story.
How is each of these themes – greed, loyalty and bravery shown in the story?
Support your answers.
LESSON EXEMPLAR
Grade 8 English
Quarter Third
Week 4 (Day 2)
59
1. (EN8OL-IIId-5) Observe the use of correct stress, pitch, and juncture when
delivering a persuasive speech.
2. (EN8VC-IId-18) Determine the issues and stand presented in the material
viewed.
3. (ENG8G-IIID-3.6) Use modals appropriately.
I. OBJECTIVES
1. Identify the modals used in the persuasive speech;
2. Determine the idea expressed in the sentence using the modal;
3. Deliver the persuasive speech observing appropriate pitch, stress, and juncture
in order to convey the message clearly; and
4. Consider all possible advantages and sort out all possible disadvantages in
making decisions.
II. SUBJECT MATTER

A. Topic : Ali Baba and the Forty Thieves
B. References : Voyages in Communication

Page 394
C. Material/s : handouts
III.PROCEDURE
A. ACTIVITY
1. Spelling : Supervised Study
Arrange the scrambled letters to form an appropriate word. The meaning
serves as a clue.
60
1. edyrg- showing selfish desire
2. seveiht- person who steal
3. elcevr- intelligent
4. opaethyrca- a person who prepared and sold medicines in past times
5. suoicipsus- showing suspicion
6. wardawk- not graceful
7. eedd- act or action
8. suoiruf- very angry
9. ager- strong feeling of anger
10. mlue- a hybrid between a horse and a donkey; a very stubborn person
11. loif- trample
12. regenve- to inflict injury in return
13. tmerach- someone who buys and sells good
After identifying the words correctly, the class reads them observing
correct pitch and stress.
B. ANALYSIS
After reading the text, the class makes a stand whether one should gain
richness or live life without blemishing one’s morality in one or two sentences
only. It should be done precis and grace.
With this, thus the class deliver his viewpoint confidently through
observing appropriate pitch and stress.
(After the presentation of the class, the teacher gives a brief feedback
for improvement and appreciation.)
C. ABSTRACTION
From the viewpoints expressed through the speech, determine whether
the statements express determination, obligation, certainty, possibility, will, or
desire. If so, what words are used to express them?
Once the class them, introduce the uses of modals.
MODALS
A modal is a type of auxiliary (helping) verb that is used to express: ability,

possibility, permission or obligation. Modal phrases (or semi-modals) are used
to express the same things as modals, but are a combination of auxiliary verbs
and the preposition to. The modals and semi-modals in English are:
61
The chart helps them recognize the modals and their uses.
D. APPLICATION
The class works in groups and present a short dialogue using the modals. The
following could be the scenario of the dialogue.
1. A student to wear a complete uniform
2. A student afraid to recite the poem
3. A student who keeps eating unhealthy foods
4. A student who keeps throwing garbage anywhere
5. A student who always cut classes
IV. ASSESSMENT
V. ASSIGNMENT
Study the modals for an enrichment activity tomorrow.
LESSON EXEMPLAR
Grade 8 English
Quarter Third
Week 4 (Day 3)
62
1. (EN8WC-IIId-2.2.16) Compose an informative essay
2. (EN8G-IIId-3.6) Use modals appropriately
I. OBJECTIVES
1. Complete the sentence with the appropriate modal to deliberately express its
meaning or thought;
2. Develop an essay that informs the student body of the importance of proper
disposal of waste; and
3. Take the responsibility of spreading the advisory beneficial for the
community.
II. SUBJECT MATTER

A. Topic : Modals

Page 394
III.PROCEDURE
A. ACTIVITY
1. Spelling : Supervised Study
Match the words in Column A with their meanings in Column B.
63
Column A Column B
1. greedy a. persons who steal
2. thieves b. selfish
3. clever c. showing suspicion
4. apothecary d. intelligent
5. suspicious e. not graceful
6. awkward f. a person who prepared and sold medicines
7. deed g. strong feeling of anger
8. furious h. actions
9. rage i. very angry
10. mule j. hybrid between a horse and a donkey
2. The class will listen to a song “Anak ng Pasig” by the Smokey Mountain.
After hearing the song, they will share their thoughts about it.
1. Is the song true a decades ago?
2. If then, how will it be now?
3. Do we share the same sentiments as to the persona of the song?
B. ANALYSIS
1. Let the class reflect on the song and look around them. Aside from the
problem raised in the song, what else have been observed?
2. The class will write on a piece of paper the problems they identify. These
will be collected, then the teacher randomly picks 4 of them.
3. The class then is divided into four groups and each is given a paper
containing the problem.
4. The group will discuss the problem to come up with an advice to solve it.
C. ABSTRACTION
1. What have you realized in the group discussion?
2. What modals are used in making advise?
3. What modals are used to signify obligation?
4. What are the obligations of a student?
5. Do you think, there is still chance to solve the problems you identified?
D. APPLICATION
After the dependent group activity, the class makes a very precise
motto based on the problems they see around or the problem in themselves
using a modal. It will be written on a bond paper in bold and big to remind all
of us of how to deal with the problem.
A motto is a phrase or a quote that is representative of a person’s ideals and

values.
Example: I am strong willed; I can be what I am.
IV. ASSESSMENT
Complete the sentence with the correct modal.
64
Identify the sentence that has the same meaning as the original one.
1. They are able to speak English well.

a. They can speak English well.
b. They may speak English well.
c. They must speak English well.
2. Steve is not allowed to stay out late.

a. Steve may not stay out late.
b. Steve might not stay out late.
c. Steve need not to stay out late.
3. Do I have to clean the kitchen?

a. Can I clean the kitchen?
b. Must I clean the kitchen?
c. May I clean the kitchen?
4. Are you able to drive a tractor?

a. Can you drive a tractor?
b. Must you drive a tractor?
c. Should you drive a tractor?
5. She is not able to read Chinese.

a. She cannot read Chinese.
b. She may not read Chinese.
c. She need not read Chinese.
V. ASSIGNMENT
Write two sentences using a modal.
LESSON EXEMPLAR
Grade 8 English
Quarter Third
Week 4 (Day 4)

The learner demonstrates The learner transfers learning65
1. (EN8WC-IIId-2.2.16) Compose an informative essay.
2. (EN8G-IIId-3.6) Use modals appropriately.
3. (EN8RC-IIId-1.2) Utilize coping reading strategies to process information in a
text.
I. OBJECTIVES
1. Read the text and identify the modals in it;
2. Identify the main idea of the text read;
3. Develop an essay that informs the student body of the importance of proper
disposal of waste; and
4. Take the responsibility of spreading the advisory beneficial for the
community.
II. SUBJECT MATTER

A. Topic : Modals

Page 394
III. PROCEDURE
A. ACTIVITY
1. Spelling (Post-test)
Identify the word (from the spelling list) given its meaning.
1. Showing a selfish desire- greedy

2. Persons who steal- thieves
3. Intelligent- clever
4. A person who prepared and sold medicines in past times-
apothecary
5. Showing suspicion- suspicious
66
6. Not graceful- awkward
7. Act/action-deed
8. Very angry- furious
9. Strong feeling of anger- rage
10. A hybrid between a horse and a donkey; a very stubborn person
2. The class reads the text that follows with proper pitch and stress.
Two business men, Michael and Dennis, are at a lunch meeting. They
are waiting for their co-worker, Terry who is late.
“We must wait for Terry before we start, “ says Michael. “Is he here
yet?”
“ No, he must be on his way,” replies Dennis.
“ Yes, he said he left the office 30 minutes ago,” says Michael.” He
must be about to arrive.”
 Let the class identify the modal in the dialogue and determine the
meaning expressed through its usage.
 Must is a modal that expresses certainty and obligation.
 In the sentence, “We must wait for Terry before we start,” the
modal must expresses obligation while in the sentence He must be
on his way, must expresses certainty.
B. ANALYSIS
 Yesterday you have heard the song “Anak ng Pasig” which voiced out the
sentiment of a young child confused of what he sees in the picture against
the reality.
 Think of other instances that you see at around that you wish remains the
same or you wish to change.
C. ABSTRACTION
1. What obvious problem you want to be resolved in our country?
2. What obvious problem do you observe in your community?
3. What about in the school?
4. Do you think these problems are addressed?
5. How are these problems addressed?
6. What can you do/contribute in coming up with a solution to it?
7. Take a look with a small context, in your school, what exact problem
have you identified that affects the entire community as well?
8. Are you directly affected? Did you care about it?
D. APPLICATION
1. The class is given a time of silence to reflect on the issues?
67
2. The class then develops an essay of what he thinks is the problem he
obviously observes in the school. In the essay, he will suggest of the ways
to cater it.
3. The class should be reminded of the mechanics in writing as they craft a
one paragraph essay that revolves on the suggested theme.
IV. ASSESSMENT
After the writing activity, the class will share to the whole class by speaking
out loud their desire to help the world a better place through identifying some
ways of making out of the problems in the school that eventually affects the
entire community and country.
Through this activity, the class again develop their speaking skill through
proper use of pitch and stress, and intonation, as well as their pronunciation.
LESSON EXEMPLAR
Grade 8 English
Quarter Third
Week 5 (Day 1)

68
1. (EN8V-IIIe-12.3) Arrive at meanings through context clues.
2. (EN8RC-IIIe-2.1.7) React to what is asserted or expressed in a text.
3. (EN8LC-IIIe-7.1) Determine the stand of the speaker on a given issue
presented in the text listened to.
I. OBJECTIVES
1. Identify the meaning of the word through context clue;
2. Write a critical review of the story;
3. Display teamwork in the given activities; and
4. Integrate social responsibility.
II. SUBJECTIVE MATTER

A. Topic : The Temperaments and Psyche of the People
Of Israel: A Touch of Modern Israel
Context Clues
B. References : Voyages of Communication Module 3

Pages 407-410
C. Material/s : TG, LM, photocopy of the reading material
III. PROCEDURE
A. ACTIVITY
1. Spelling (Pre-test)
Spell out the words correctly as the teacher will state them aloud.
1. cigarette 6.grumble 11. anti-revolutionary
2. furtively 7. regime 12. trance
69
3. incantation 8. anthropologist 13. stabbing
4. revolution 9. interrogation 14. converging
5. metamorphosis 10. appeal 15. fatalistic
2. Ask the question, “What is your stand on Death Penalty?” Varied

answers from the students will be processed.
3. Group the students into 5 and provide copies of the reading text “The
Cat”. Give the students 15 minutes to read and understand the story.
4. Let the students do the “Vocabulary Development”.

WORD MEANING SENTENCE
1. grumble
2. interrogation
3. incantation
4. anthropologist
5. fatalistic
B. ANALYSIS
1. What is the story about?
2. How did the prisoner escape?
3. Why did the prisoner choose to be a cat?
C. ABSTRACTION
Discussion of the following terms and meanings:
 Critical Review is a writing task that asks to summarize and evaluate a

text.
 Introduction is a few opening sentences that announce the author and
the title and briefly explains the topic of the text.
 Summary explains the author’s purpose or intentions throughout the text
and briefly describes how the text is organized.
 Critique is a balanced discussion and evaluation of the strengths,
weaknesses, and notable features of the text.
 Conclusion restates the over-all opinion of the text and briefly presents
recommendations.
D. APPLICATION
Write a critical review of the short story “The Cat”. Use the given format.
A CRITICAL REVIEW
Introduction
Summary
Critique
Conclusion
70
IV. ASSESSMENT
Directions: Match the terms in column A with the meanings in column B.
A B
1. Critical review a. restates the over-all opinion of the text
2. Introduction b. discussion and evaluation of the strengths,
weaknesses, and other features of the text
3. Critique c. explains the topic of the text
4. Summary d. describes how the text is organized
5. Conclusion e. A writing task that asks to summarize and
evaluate a text
f. demonstrates learnings
V. ASSIGNMENT
Read Psalm 23 and identify the three main points of the Psalm.
LESSON EXEMPLAR
Grade 8 English
Quarter Third
Week 5 (Day 2)

The learner demonstrates The learner transfers learning71
1. (EN8LT-IIIe-10) Appreciate literature as a mirror to a shared heritage of people
with diverse backgrounds.
2. (EN8VC-IIIe-18) Determine the issue and stand presented in the material viewed.
I. OBJECTIVES
1. Recognize the different media behaviors;
2. React to the topic as reflected in the blog;
3. Displays positive attitude towards the issue;
4. Show love of God.
II. SUBJECT MATTER

A. Topic : The Temperaments and Psyche of the People
of Israel: A Touch of Modern Israel
Video Viewing
Media Behaviors
B. References : Module 3, page415-419,

http://www.youtube.com/watch?
v=cDOUxtPkm5Q
C. Materials : English worksheets, handouts, laptop, projector
III.PROCEDURE
A. ACTIVITY
1. Spelling (Supervised Study)
Word Game (Five Difficult Words Only). The students will be grouped
into 5. Each group will select one representative who will write on the
board the correct spelling of the words dictated by the teacher.
72
2. Motivation
Jumbled letters of the HOLY BIBLE- HYOL IBLBE
Clues: It’s a book where you can find the words of God.
The greatest masterpiece of the Israeli Literature.
3. Present the famous poem from the book

of Psalm- Psalm 23 A Psalm of David.
B. ANALYSIS
Process questions:
1. Who is the author of this
psalm? What are the three main points of the psalm?
2. How does David describe
the physical and the spiritual necessities provided by the Lord?
3. What is the author’s
purpose of writing the psalm? What is manifested in his character as he
wrote this verse? What does this tell us of the Israeli character?
C. ABSTRACTION
Discuss the different Media behaviors.
D. APPLICATION
Video Viewing: The Future Warfare Is Here
This site shows a three-minute CNN news report about Israel’s latest drone
technology capable of defending and attacking enemies in air, land, and water.
Process Questions:
1. What is Israel’s
latest drone technology?
2. What makes this
upgraded aircraft amazing?
3. What is the
reaction of Israel’s greatest nemesis Iran over this latest unmanned aerial
vehicle?
4. How do Israelis
respond to challenges of modernity as reflected in their literary selections?
IV. ASSESSMENT
Writing a Blog: Getting Connected to Israel
Write a sensible and unbiased comment on the blog. Make sure your comment
is not offensive to any race and is a sincere expression of your desire, psyche and
temperament as a Filipino student.
(Students will be provided with a copy of the Blog)
V. ASSIGNMENT
Write one example of Citation and Footnote.
73
LESSON EXEMPLAR
Grade 8 English
74
Quarter Third
Week 5 (Day 3)

1. (EN8SS-IIIe-1.6) Show respect for intellectual property rights by acknowledging
citations made in an informative essay.
2. (EN8SS-IIIe-1.6.3) Acknowledging sources by creating a bibliography.
I. OBJECTIVES
1. Memorize formats of Citations and Footnotes;
2. Construct an informative essay through E-
journal;
3. Demonstrate respect of intellectual property
rights;
4. Show social responsibility.
II. SUBJECT MATTER

A. Topic : Informative Essay, Bibliography
B. References : Module 3, pages 422-428
C. Materials : Print outs
III.PROCEDURE
A. ACTIVITY
1. Spelling (Mid-Test)
Words will be dictated and students will give the correct spelling of the
words.
2. Motivation
75
What is common among Madam Kilay, Jamill, Alex Gonzaga, Snake
Princess, Medyo Maldito and others?
Possible Answer: Someone who has a regular record of thoughts, opinions,

and experiences that is placed on the internet for other people to read.
(Video Bloggers)
B. ANALYSIS
Recall the blog about Israeli personality trait and give the following process
questions:
1. What four major traits
characterized the Israeli as a people? Explain each briefly.
2. What is the sociological
background of the arrogance of the Israelis?
3. What does freier mean?
When is one considered such?
4. Incorporating the terms,
Jew, Hebrew, Israelite, describe the Israeli psyche and temperament as
reflected in their readings and viewing texts.
5. What is the purpose of the
writer for exposing his essay to the worldwide web?
6. What does blog mean?
Why do people create blogs?
7. Is it all right to make
blogs or to comment on people’s blogs?
C. ABSTRACTION
The following will be discussed:
Intellectual property (IP) refers to creations of the mind: inventions, literary

and artistic works, and symbols, names, images, and designs used in
commerce.
Footnotes are a conventional way to tell your readers where you got the
information and quotes that appear in your paper. Your goal is to make it easy
for your readers to see what sources you used -- and easy to find any that they
might want to study further. To do that, you need to provide complete citations
in a consistent citation style.
http://history.hanover.edu/courses/handouts/footnotes.htm
Printed Resources How to footnote a book:

Ronald Takaki, Iron Cages: Race and Culture in 19th-Century America
(New York: Oxford University Press, 1990), 113. or:
Ronald Takaki, Iron Cages: Race and Culture in 19th-Century America
(New York: Oxford University Press, 1990), 113.
76
When the book is edited:
Edward Chiera, They Wrote on Clay, ed. George C. Cameron (Chicago:
University of Chicago Press, 1938), 42.
How to footnote an essay in a journal:

Samuel M. Thompson, "The Authority of Law," Ethics 75 (October 1964):
16-24.
How to footnote an article in a newspaper:

"Amazing Amazon Region," New York Times, 12 January 1969, sec. 4,
E11.
How to footnote a work of art (in this case, a painting):

Larry Calcagno, Landscape, 1970.
Non-Printed Media How to footnote a radio or television program:

TVNZ, "The Amazing Mollusc," 17 April 1972.
How to footnote a film:

Lee Tamahori, Director, Once Were Warriors, 1995.
How to footnote a recording (in this case, a song called "Blood Red
River," on an album called The Legendary Peg Leg Howell:
Peg Leg Howell, "Blood Red River," The Legendary Peg Leg Howell,
1943, Testament T-2204.
How to Cite, Bibliography: Using the Chicago Manual of Style Printed

Resources How to cite a book:
Takaki, Ronald. Iron Cages: Race and Culture in 19th-Century America.
New York: Oxford University Press, 1990. or
Takaki, Ronald. Iron Cages: Race and Culture in 19th-Century America.
New York: Oxford University Press, 1990.
77
When the book is edited:
Cameron, George C., Ed. They Wrote on Clay. Chicago: University of
Chicago Press, 1938.
How to cite an essay in a journal:

Thompson, Samuel M. "The Authority of Law." Ethics 75 (October 1964):
16-24.
How to cite an article in a newspaper:

"Amazing Amazon Region." New York Times, 12 January 1969, sec. 4,
E11.
Non-Printed Media How to cite a radio or television program:

TVNZ. "The Amazing Mollusc." 17 April 1972.
How to cite a film:

Tamahori, Lee, Director. Once Were Warriors. 1995.
How to cite a recording (in this case, a song called "Blood Red River,"
on an album called The Legendary Peg Leg Howell:
How to cite a recording (in this case, a song called "Blood Red River," on
an album called The Legendary Peg Leg Howell:
How to cite a work of art (in this case, a painting):

Calcagno, Larry. Landscape. 1970.
D. APPLICATION
Get any book and follow the given format in making a bibliography.
4. Author’s last name, first initial(publication date). Book title. Additional

information. City of publication: Publishing company
78
IV. ASSESSMENT
1. Create an E-
journal or informative essay of your favorite Saudi and Israel Prose and
Poems.
2. Post your output
in our Group Chat and invite classmates to visit and post their comments.
 SCORING GUIDE FOR E-JOURNAL OF PROSE AND POETRY can be
found on pp.426-427 of the module
V. ASSIGNMENT
Answer Anticipation-The Action Guide found on pp.428
79
LESSON EXEMPLAR
Grade 8 English
Quarter Third
Week 5 (Day 4)

1. (EN8OL-IIIe-1.14) Use appropriate persuasive devices.
2. (EN8G-IIIe-3.6) Use modals appropriately.
I. OBJECTIVES
1. Define what modals are;
2. Compose notes on different events using
appropriate modals;
3. Challenge oneself in completing a song;
4. Show faith in one’s capability.
II. SUBJECT MATTER

A. Topic : Modals
B. References :
C. Materials : meta strips, bondpaper/ activity sheets
III.PROCEDURE
A. ACTIVITY
1. Spelling (Post-Test)
80
Dictate words and use each in their own sentence.
2. Motivation
Name That Tune
Write the lyrics of the song with omitted words. Call volunteers to sing the
lines and supply the missing words.
Looking back as lovers go walking past
All of my life
Wondering how they met and what makes it last
If I found the place,
____ I recognize the face.
Something’s telling me it _____ be you..
How ____ you hurt me this way?

Everything I knew was lovin’ you.
How ____ you try pretending,
Your love was never ending
B. ANALYSIS
Questions:
1. What are the missing
words? How do we call them?
2. Can you give other
examples?
3. When can we possibly use
them?
C. ABSTRACTION
81
Modal Verb Expressing Example
50 % obligation I should / ought to see a doctor. I have a
Strong obligation You must stop when the traffic lights
terrible headache.
turn red.
must
should/ought to advice You should / ought to revise your lessons
logical conclusion / He must be very tired. He's been
Certainty
logical conclusion Heworking
should /all day long.
ought to be very tired. He's
been working all day long.
must not prohibition You must not smoke in the hospital.
had better advice You 'd better revise your lessons
ability I can swim.
D. can permission Can I use your phone please?

possibility Smoking can cause cancer.
ability in the past When I was younger I could run fast.
polite permission Excuse me, could I just say
could
something?
possibility It could rain tomorrow!
permission May I use your phone please?
may possibility, It may rain tomorrow!
probability
lack of I need not buy tomatoes. There are
need not necessity/absence plenty of tomatoes in the fridge.
of obligation
APPLICATION
Finding Modal Verbs worksheet
82
IV. ASSESSMENT
Make a note on the following events using appropriate modals.
Birthday Party
Anniversary
Graduation
Mourning
V. ASSIGNMENT
Differentiate the following kinds of sentences according to structure.
Compound and Compound-Complex
83
LESSON EXEMPLAR
Grade 8 English
Quarter Third
Week 6 (Day 1)

1. (EN8LT-IIIf-2.2) Explain how the elements specific to a genre contribute to the
theme of a particular literary selection.
2. (EN8LT-IIIf-2.2.5) Determine key ideas , tone and purposes of the author.
3. (EN8VC-IIIf-19) Judge the relevance and worth of ideas presented in the material
viewed.
4. (EN8V-IIIf-12.3) Arrive at the meanings through context clues.
I. OBJECTIVES
1. Determine the elements of the selection "The
Story of Ruth";
2. Distinguish the meaning of the words through
context clues;
84
3. Analyze the personality traits of Ruth and
Naomi;
4. Compare and contrast Naomi who was bitter and
Ruth who reigned;
5. Compare Naomi as a symbol of the law and
Ruth as a symbol of grace;
6. Show appreciation of a character's personality or
trait.
II. SUBJECT MATTER

A. Topic : The Story of Ruth
Elements of a Story
Author's purpose and idea
Context Clues

Module
https://www.youtube.com/watch?
v=YIeRJmLDeQ0
C. Materials : activity sheets, printed copy of the story , video

clip, projector or television, speaker
III.PROCEDURE
A. ACTIVITY
Students will write the correct spelling of the following words.
a. famine k. ought
b. widow l. generous
c. married m. generous
d. daughter n. opportunity
e. begged o. debt
f. conversation p. approached
g. vows q. kinsman
h. buried r. privilege
i. husband s. kindness
j. despondent t. negotiate
2. Motivation
a. Students will watch a video clip of "The Story of Ruth."
https://www.youtube.com/watch?v=YIeRJmLDeQ0
b. Students will watch a video clip of "The Story of Ruth."
THE STORY OF RUTH

Famine has hit Bethlehem, which forces Elimelech and his wife,
Naomi, to move east to Moab with their two sons to get some grub. 85
There, they set up shop, eat some food, and live for about ten years. The
sons marry two local girls, Ruth and Orpah, during this time. Life is
good. Or so it seems.
Naomi's late husband, which is very, very important, since Boaz
would have an obligation to marry Ruth and provide for her as
family.
When Naomi hears about Boaz and what a stand-up guy he is,
she hatches a plan for Ruth to snag him as a husband. She tells her
daughter-in-law to visit Boaz at night in secret and lie at his feet (it's
sexy, trust us). Ruth does what her mother-in-law asks and Boaz is
pleasantly surprised to see the cute girl from the fields is interested in
him. He tells Ruth that he would love to marry her, but that there's
another relative with even closer ties to her in-laws. Boaz sets out to
meet the guy and everyone is left to hold his or her breath while we
wait to find out whom Ruth will end up with.
As it turns out, this random relative is interested in buying
some land that Naomi has, but he's much less interested in taking her
daughter-in-law as his wife. So a deal is struck—the other guy
renounces his claim on Ruth and Boaz is free to marry her. Wedding
bells start ringing and everyone is happy.
Soon, Ruth and Boaz have a son, which makes Naomi über
happy. The women in town name the baby Obed and, surprise,
surprise, he goes on to be the grandfather of King David.
B. ANALYSIS
86
1. How does the text differ
from the video?
2. What are the scenes from
the video that shows relevance to the text?
3. How was the idea
presented in the text and in the video?
4. How is it important to
know the complete idea in the text as or before you watch the video?
5. What do you think is the
purpose of the author in writing the text?
6. What do you think is the
author's mood as he was writing the text?
C. ABSTRACTION
Students will analyze the elements of the selection completing the graphic
organizer below.
Name: ___________________________________Activity no.____________

Title of the Story: ______________________________
Main Character: Minor Characters:
Central Conflict
Setting: Mood:
Major Events in the Plot

Inciting Action:
Rising Action:
Climax or Turning Point:
Falling Action:
87
Theme:
Students' answers will be processed through the following questions:
1. Describe the living
faith that works out of love in the lives of Ruth and Boaz.
2. At the end of the
Story of Ruth, it appeared that Naomi owned some land that Boaz was willing
to sell to her. If she had this land all along, why didn't she ell it earlier and
save herself a lot of trouble?
D. APPLICATION
Students will analyze the personality traits of Ruth and Naomi as reflected in
their actions and dialogue. Compare and contrast Naomi who left Bethlehem
and was bitter and Ruth who came to Bethlehem and reigned. Furthermore,
compare Naomi as the symbol of the law and Ruth as a symbol of grace.
Students will do this through a Venn Diagram.
RUTH NAOMI
IV. ASSESSMENT
Context Clues: Students will identify the meaning of the word using context clues
and encircle the letter of the correct answer.
88
1. A Hebrew family
moved to Moab, because of a famine in Israel.
A. starvation B. abundance
2. Elimelech and his
two sons died which left three widows in Moab.
A. starvation happily married B. a woman whose husband has died
3. Mahlon and
Chillion married a wife from Moab.
A. wedded couple B. unwedded woman
4. Naomi prepared to
leave her two daughters-in-law.
A. female child B. a male friend
5. They begged to be able to go with her.
A. demand B. request politely
6. It was during a conversation that Ruth said for wedding vows.
A. dialogue B. song
7. Ruth believes many Christian wedding vows.
A. promise B. ritual
8. Her husband was buried with her love.
A. to put in a grave B. to put soil on the ground
9. Naomi's husband died with his sons.
A. co-worker B. male partner
10. Naomi was financially and emotionally despondent.
A. with hope B. very sad
11. Ruth ought to love her husband forever.
A. moral obligation B. suggest
12. Ruth returned to Naomi and told her about the generous land owner.
A. kind-hearted B. uncharitable
13. Boaz chose to care for the new stranger in their land.
A. native B. outsider
14. The man left Boaz with an opportunity to buy them out of their debt.
A. chance B. unfavourable situation
15. Boaz paid the debt and take Ruth as his wife.
A. trust B. credit
16. She approached Boaz and asked him to become the kinsman-redeemer for
them.
A. come nearer B. run away
17. Boaz became the kinsman-redeemer for Naomi and Ruth .
A. relative B. king
18. He negotiated another man for the privilege.
A. disqualify B. honor
19. Out of kindness, he chose to care for Ruth.
89
A. kind act B. coldhearted
20. Boaz had to negotiate with another kinsman.
A. arrange B. disorder
V. ASSIGNMENT
Students will choose at least five words from the spelling activity and use them in
sentences.
LESSON EXEMPLAR
Grade 8 English
Quarter Third
Week 6 (Day 2)

grammatical signals for opinion- features, stance, and behavior. 90
1. (EN8RC-IIIf-2.1.7.1) Evaluate the details that support assertions in a text.
2. (EN8LC-IIIf-2.10) Distinguish facts from opinion cited in the text listened to.
I. OBJECTIVES
1. Differentiate what is fact and opinion;
2. Listen analytically to distinguish fact from
opinion;
3. Give meanings through context clues;
4. Analyze the details of a text that supports
assertions.
II. SUBJECT MATTER

A. Topic : Fact and Opinion
Assertions

Module
https://www.pinterest.ph/pin/102668066481223
559/visual-search/?x=8&y=8&w=253&h=321
https://www.youtube.com/watch?v=NuK-
QkF7fes
C. Materials : activity sheets, video clip, projector or

television,
speaker, strips of papers with meaning of words,
jumbled letters in a strip
III.PROCEDURE
A. ACTIVITY
Students will be grouped into five and will arrange the jumbled letters of
the words to form the correct one and will post it on the board. As they
post it on the board, they will also match it to its meaning already posted
by the teacher on the board.
Group 1: eminaf, owdiw, dierarm, aughertd
Group 2: eggedb, sationconver, swov, diebur
Group 3: bandhus, pondesdent, gouht, rouseneg
Group 4: tunityoppor, betd, appoachedr,mansnik
91
Group 5: legeivirp, senskidn, nogetaiet, gerstran
2. Motivation
a. Students will guess or identify the letter described in the statement.
Game1: "Who am I?" (The word FACT will be formed)

- I am one of your ability that you can find in chart.
- I am first in final.
- I am a vitamin that you can get in squash but never in grass.
- I am the sound of a three-letter word kind of drink that is
healthy for the body.
Game2: Students will read the statements and will guess the opposite
word of FACT which is OPINION.
- French fries taste better with ketchup.
- Sunday is the best day of the week.
b. Students will listen to text to be read by the teacher and will identify
fact and opinion from the text.
The Best Pet Ever

My dog's name is sally, and I think she is the best pet ever.
She has four legs to walk with. She likes to play and run with me.
She has blonde, long hair. I like her blonde hair. I wish my hair
was blonde like hers. I think blonde hair is so beautiful. Her hair
is silky and smooth. My friend has a cat, but I do not like cats. I
think dogs are better than cats. What do you think? I know some
people like cats, but no matter what, I still think my dog is the best
pet ever.
1. My dog's name is Sally. fact opinion
2. I think my dog is the best pet ever fact opinion
3. My dog has four legs. fact opinion

4. She has blonde, long hair. fact opinion
5. I like her blonde hair. fact opinion
6. I think blonde hair is so beautiful. fact opinion
7. Her hair is silky and smooth. fact opinion
8. I think dogs are better than cats. fact opinion
B. ANALYSIS
92
1. What is fact and opinion
based on your understanding and observation from the first activity?
2. How can you distinguish
fact from opinion?
3. How is it important to
know how to distinguish fact from opinion?
4. Did you know that some
assertions could make an opinion look like a factual one?
5. Why do you think
assertions support factual statements?
C. ABSTRACTION
1. Students will
watch a video clip on what is fact and opinion.
https://www.youtube.com/watch?v=NuK-QkF7fes
2. Students will also

have a discussion on assertions with the teacher.
Definition of Assertion
When someone makes a statement investing his strong

belief in it, as if it is true, though it may not be, he is making an
assertion. Assertion is a stylistic approach or technique
involving a strong declaration, a forceful or confident and
positive statement regarding a belief or a fact. Often, it is
without proof or any support. Its purpose is to express ideas or
feelings directly, for instance, “I have put my every effort to
complete this task today.”
Types of Assertion
Assertion has four types, including:
1. Basic Assertion
It is a simple and straightforward statement for expressing

feelings, opinions, and beliefs such as:
- “I wish I could have expressed this idea earlier, because now

someone else has taken the credit.”
- “Excuse me, first I want to finish my work, then I shall go with
you.”
2. Emphatic Assertion
It conveys sympathy to someone, and usually has two parts: the

first encompasses recognition of the feelings or situations of the
other person, and the second is a statement that shows support for
the other person’s viewpoint, feelings, or rights such as: 93
- “I understand you are busy, and me too, but it is difficult for

me to finish this project on my own. So, I want you to help me
D. APPLICATION
1. Students will listen to a passage about
Michael Jacksons "We are the World" read by the teacher.
ed by the supergroup United Support of Artists (USA)

for Africa in 1985. It was written by Michael
Jackson and Lionel Richie and produced by Quincy
Jones and Michael Omartian for the album We Are the
World. With sales in excess of 20 million copies, it is one of
fewer than 30 retail singles to have sold at least 10
30 retail singles to have sold at least 10 million copies worldwide. It
was sung by more than 45 famous singers from all over the world.
2. Students will then identify if the statement is a fact or opinion.

94
a. "We are the World" is a beautiful song.
b. It was composed by Michael Jackson and Lionel Richie to help the
hungry and homeless people in Africa and America.
c. It became the best song because more than 20 million copies were
sold out.
d. It was sung by more than 45 famous singers from all over the world.
e. Michael Jackson is one of my favorite singers.
3. According to the text, pick one fact out of it and give an assertion to it.
IV. ASSESSMENT
Students will listen to the whole selection and will identify fact through
underlining it and opinion through encircling it from the text.
He was Teodoro F. Valencia, the park commissioner himself. He was in
charge of Rizal Park and it was he who managed to make the park one of the
most beautiful parks of its kind in the world. He wanted to make children
happy. That is why Rizal Park has a playground for children, a skating rink, and
bicycle lanes. Families have picnics on the grass under flowering trees and
palms. Teenagers sit on the grass or stroll around fountains and along the
flowering hedges or watch the carp and goldfish swim gaily in the ponds. A
planetarium stands beside a library rich in magazines and books for young and
old.
Answers:
FACT:
- Teodoro Valencia was the park commissioner in charge of Rizal Park.
- It has a spacious playground, smooth skating rinks, and inviting bicycle lane.
- Teenagers watch carps swimming in circular ponds and stroll around on
paths lined with hedges.
- Families have picnics on the grass under flowering trees and palms.
OPINION:
- Rizal Park is one of the most beautiful parks of its kind in the world.
V. ASSIGNMENT
Students will watch a television news and list 5 facts and 5 opinions they have
heard.
LESSON EXEMPLAR
Grade 8 English
Quarter Third
Week 6 (Day 3)

95
1. (EN8SS-IIIf-1.6) Show respect for intellectual property rights by acknowledging
citations made in in an informative essay.
2. (EN8SS-IIIf-1.6.3) Acknowledge sources by creating a bibliography.
I. OBJECTIVES
1. Familiarize with the importance and usage of
citing sources;
2. Comply and associate with different kind of
formats for basic bibliographic information recommended by the American
Psychological Association (APA);
3. Show teamwork and cooperation through group
dynamics.
II. SUBJECT MATTER

A. Topic : Citations/ Bibliography
B. References : Learning Module for English, internet
C. Materials : Handouts (Fidget Spinner)
III.PROCEDURE
A. ACTIVITY
1. Supervise Study: The teacher will
facilitate the spelling drill. Students will meet their group and they will
take turns to answer on the board using the meta cards given. (Words from
the previous class session are still the words to be used.)
2. Motivation
The teacher will use T-chart to sort the things that must be included in
doing research.
96
Research Paper
Things to include… No. of students
The teacher will ask the class about the things to be included or must put
in mind in doing a research. Write their answers to “things to include…”
column, and do a survey on how many students do the following from the
list.
B. ANALYSIS
The teacher will divide the class into three groups and each group will be
given a handout (Fidget Spinner – Fill the spin!). The teacher will raise
questions and their answers will be written on corresponding circle of the
fidget spinner.
Questions:
1. Could anything bad happen to
you if you copied someone else’s
idea or words and didn’t give them
credit?
2. How does it help YOU when you
cite sources?
3. How would you feel if you
posted something in Facebook and a
bunch of people shared it as if it was
their own witty comment, not giving
you credit?
(Process students answers and add
additional input if necessary.)
C. ABSTRACTION
The teacher will discuss referencing and its important and standard
formats and examples of basic bibliographic information recommended by the
American Psychological Association (APA).
The terms cite and refer (or citations and referencing) are often used
to same thing since to cite a piece of work is to provide a reference to its
source.
97
Why is a bibliography and referencing important?
Preparing bibliographies helps researches keep track of the sources

98
D. APPLICATION
Fill the columns accordingly to its needs. Choose the words listed below.
1. To Kill a Mockingbird Warner Books New

York: H. (1982).Lee,
Author’s First Middle Publicati Book Place of Publisher

Last Initial Initial on Date Title Publicati
Name on
99
2. (2004) The American Renaissance. Chelsea
House Publication Philadelphia:
Book Title Publication Date Place of Publisher
Publication
3. Publisher Place of Publication

Book Title First Initial Middle Initial
Author’s Last Name (Publication Date)
H. Warner (1982) Lee, To Kill a New York:
Book S. Mocking
Bird
4. Publisher (Publication Date)

Place of Publication Book Title
The American Renaissance (2004) Chelsea House Philadelphia
Publishers
IV. ASSESSMENT
Arrange the following:
1. Author(s): Lynn Smith

Year: 2010
Title: A Study of Undergraduate Students
Page number: article pgs. 170 – 191; quote pg. 172
Journal: Collegiate Learning Review\
Reference:
_____________________________________________________________________
2. Author(s): Steven Marisol

Publisher: McGraw – Hill Publishing
Title: Mathematical Concepts for Non-Math Majors
City of Publication: New York City, New York
Year: 2008
Page Number: quote pg. 214
Reference:
_____________________________________________________________________
3. Author(s): Jan Plumm and Carol Neischke

100
Publisher: Harley Publishing, Inc.
Title: a Creationist View of Sexuality
City of Publication: New Brunswick, New Jersey
Year: 2008
Number: quote pg. 113 – 114
Reference:
_____________________________________________________________________
4. Author(s): John P. Ackran
Date of Publication: September 21, 2013
Title of Webpage: Statistics of Insurance Coverage of Elderly
Date of Access: April 3, 2014
Sponsoring Organization: Organization for Medical Reform
URL: http://www.medreform.org/statistics/insurance/elderly-coverage/233
Reference:
_____________________________________________________________________
V. ASSIGNMENT
Write all your answers in your assignment notebook.
- Copy ten bibliography / references from different books.
LESSON EXEMPLAR
101
Grade 8 English
Quarter Third
Week 6 (Day 4)

1. (EN8OL- IIIf- 3) Deliver a self- composed persuasive speech.
2. (EN8G- IIIf- 3.6) Use modals appropriately.
3. (EN8G- IIIf- 12) Use emphasis markers for persuasive purposes.
I. OBJECTIVES
1. Define Modals;
2. Recognize the uses of modals;
3. Demonstrates appreciation and understanding of
modals through a song.
4. Write a persuasive speech using modals and
emphasis markers.
II. SUBJECT MATTER

A. Topic : Modals
B. References : English 8 Learning Package-

Voyages in Communication
C. Materials : Music Video Clip, Graphic Organizer
III.PROCEDURE
A. ACTIVITY
1. Spelling
The teacher will dictate the words and use each word in a sentence.
a. famine k. ought
b. widow l. generous
c. married m. strange
102
d. daughter n. opportunity
e. begged o. debt
f. conversation p. approached
g. vows q. kinsman
h. buried r. privilege
i. husband s. kindness
j. despondent t. negotiate
2. Have the students view the music video

(https:/www.youtube.com/watch?v=Bug-hnPxaY) and ask them the
following questions:
a. How did the writer of the song define shouldawouldacoulda?
b. What did the singer put aside for her ambition? Did she regret her
decision?
c. Were there instances in your life when you regret your decision? How
do you move on after regretting a decision that you made?
B. ANALYSIS
Have students analyze the comic strip and find the right answer to the
questions below.
Questions:
1. Where do they go?
2. How many are they?
3. When do they go out?
4. Will they have lunch?
5. What will they eat?
6. What will they drink?
103
7. What kind of beer will they have?
8. Did they like the restaurant?
9. Had they made a reservation?
10. Who pays for the meat?
C. ABSTRACTION
104
Emphasis Example words or phrases
Markers
D. Addition likewise, similarly, as well as, at the same time, in a like
manner, in the same manner, moreover, afterward,
furthermore, additionally, and then, in addition, as a
matter of fact,
Contrast although, even if, even though, conceding that, it may
appear that, although it is true that, in spite of the fact
that (denote an illogical fact that either supports or
changes an idea)
Exemplificatio particularly, specifically, that is, I mean, to clarify, to
n repeat, to rephrase, to illustrate, to demonstrate, for
example, for instance, in particular, in other words, as
an illustration, that is to say, this can be seen in, to put
in another way (expound further)
Sequence first, second, third...firstly, secondly, thirdly... initially,
in the first place, then, next, later, eventually, finally,
lastly (denote order)
Summary to end, in short, after all, in summary, all in all
(capsulize previous statement)
to conclude, in conclusion, to summarize (end a
presentation) on top of that, to top it all off (add
surprising information)
Cause and for, since, because, the reason why (stress the cause of
Effect something) so, thus, hence, therefore, accordingly,
thereupon, subsequently, consequently, so that, after
that, as a resut, as a consequence, for that reason, an
account of (present an outcome)
APPLICATION
The students will write a persuasive speech using the modals and emphasis
markers.
Topic: Government should honor the Local Farmers.
IV. ASSESSMENT
Test I. Read the questions and select the right answer.
1. Which one of the pair expresses an ability?

A. Can I lift that for you? B. I can lift that easily.
2. Which one of the pair expresses an obligation?
A. I must go to the dentist. B. I can’t go to the dentist.
3. Which one of th pair expresses a request?
A. Could we meet on Thursday? B. We could meet on Thursday.
4. Which one of the pair expresses a request for pemission?
A. Could I go now? B. I could go now.
5. Which one of the Pair expresses a suggestion?
A. Could we meet on Thursday? B. We could meet on Thursday.
6. Which one of the pair expresses ability?
A. He could speak several languages. B. He could speak to the boss.
105
7. Which one of the pair expresses an offer?
A. Can you give me a hand? B. I can give you a hand.
8. Which one of the pair expresses an invitation?
A. We must go out for a drink. B. We must get out of the building.
9. Which one of the pair expresses advice?
A. You should speak to a lawyer. B. You may speak to a lawyer.
Test II. Select the endings from Column B and match them to the beginnings in
Column A.
Column A Column B
I’ve got another meeting at 11 am I may be late.
It’s -15 celsius outside. You must be frozen.
Talk to Miriam in Human Resources. She should be able to help.
He works every weekend, you know. That can’t be healthy.
Mark’s starting a new school on It can be very difficult at first.

Monday
I am thinking again about what Alison She may be right.

said.
The roads were very bad this evening. They could have been stuck in the
snow.
I can’t see your train on the board. It may have been canceled.
It was a pretty vicious dog. He must have been terrified.
There were on delays. They should have landed by now.
106
LESSON EXEMPLAR
Grade 8 English
Quarter Third
Week 7 (Day 1)

1. (EN8V-IIIg-26) Analyze intention of words or expressions used in propaganda
techniques.
2. (EN8LT-IIIg-2.2.5) Determine key ideas, tone, and purposes of the author.
3. (EN8LC-IIIg-7) Employ different listening strategies suited to the topic, purpose,
and level of difficulty of the listening text.
I. OBJECTIVES
1. Identify the types of Author’s bias in a
nonfiction texts or literary work;
2. Examine articles to identify author’s purpose
and to identify evidence of biased thinking;
3. Participate in a group discussion;
4. Appreciate author’s purpose/point of view that
affects what an individual says, writes, and reads.
II. SUBJECT MATTER

A. Topic : Examine Author’s Bias/types and
Text Structured
B. References : Webliography and power point presentation

(https://literarydevices.net/bias/#targetText=The
re%20are%20various%20types
%20of,discrimination%2C%20marginalization
%20and%20also%20stereotyping; and
107
https://examples.yourdictionary.com/examples-
of-bias.html)
C. Materials : Exercises sheets for every learner, Notes for

every learner (but encourage the learners to jot
down additional details) video clips and human
resource (oral reading)
III.PROCEDURE
A. ACTIVITY
1. Instruction: The teacher will give a mind
exercise through spelling bee. She will give its structure and defines each
word. Students will write their answer in their English notebook.
2. Spelling Words: These following words

are observable during the abstractions of the lesson.
k. bias f. scenario k. mainstream

l. author g. discrimination l. corporate
m. editorial h. prejudice m. concision
n. purpose i. connotation n.
advertise
o. appreciate j. sensationalism o. argument
B. ANALYSIS
1. Watching a video clips. The teacher will view a
short video clip on introduction to Author’s Voice, Point of View, and
Bias from https://www.youtube.com/watch?v=AC2ichSnFSK (remove
“spaces” from the link then copy it on the address bar or your internet)
Process Questions:
a. How can the author’s point of view help you evaluate and detect bias?
b. What type of bias you observed from the video clip?
c. Does the point of view of the author affects our culture?
2. Analyzing a literary Text. Method: Think-Pair-

Share. The teacher will pair the student and distribute a piece of paper
containing a short non-literary text. The student will read the text silently.
Then, they will read it aloud.
Sample text:
“None of your damned business,” Al said. “Who’s out in
the kitchen?”
“The nigger.”
“What do you mean the nigger?”
“The nigger that cooks.”
“Tell him to come in.” (“The Killer” by Ernest Hemingway) 108
Process Questions:
a. What word/s above shows a character or a behavior?
b. What does the word means?
c. Does this word shows an author’s bias?
d. Cite your own opinion or idea about the text.
e. Therefore, what is author’s bias means? What are the type?
C. ABSTRACTION
The teacher will give the propped discussion of the lesson.
Bias Meaning and Function
Bias in literature is used to implicitly send a message to the readers

about specific prejudice against a community, faith, sect or race. It is used
to make people aware of certain defects in people. It is also used to make
people think in a different way than they usually do. In fact, bias is used to
create prejudice, leading to hatred and war-mongering. It is also called
“othering” of the people different from us. Note: Refer to the attached
power point presentation of the lesson:
Types of Bias
There are various types of biases. It exists even in the non-literary

texts. It could be propaganda, gender-related, age-related, racial
discrimination, religious discrimination, marginalization and also
stereotyping.
Text structures in writing a writer can use that include:

1. Chronological: discussing things in order (like in history, events and
etc.)
2. Cause and Effect: Explaining a cause and its results.
3. Problem and solution: presenting a problem and offering a solution
4. Compare and Contrast: discussing similarities and differences.
Author’s purpose - to inform, persuade, instruct, explain, entertain
Example #1
“None of your damned business,” Al said. “Who’s out in the

kitchen?”
“The nigger.”
“What do you mean the nigger?”
“The nigger that cooks.” 109
“Tell him to come in.”
“What’s the idea?”
“Tell him to come in.”
Although Hemingway is never accused of being biased, however,
his story “The Killers” has words that show the characters are biased
toward the African American community. The use of the word “nigger” is
an insult to their ethnicity, which was used to call the African American
young man. Max uses this word to tell Al that he is working in the kitchen
which shows his racial bias toward him.
Example #2
“Scout,” said Atticus, “nigger-lover is just one of those

terms that don’t mean anything—like snot-nose. It’s hard to
explain—ignorant, trashy people use it when they think
somebody’s favoring Negroes over and above themselves.
It’s slipped into usage with some people like ourselves,
when they want a common, ugly term to label somebody.”
“You aren’t really a nigger-lover, then, are you?”
“I certainly am. I do my best to love everybody… I’m hard
put, sometimes—baby, it’s never an insult to be called what
somebody thinks is a bad name. It just shows you how poor
that person is, it doesn’t hurt you.”
(To Kill a Mockingbird by Harper Lee)
This is an extract from Harper Lee’s novel, To Kill a Mockingbird.

Scout’s explanation, though seems highly unbiased and effective, does not
impact Atticus. Atticus believes that these are just fancy words for drawing
room discussions. This does not happen in reality. Bias exists and will
continue to exist in life. The use of the word “nigger-lover” is too
prominent to disappear in reality.
D. APPLICATION
Note: COLLABORATIVE WORK: The teacher will divide the class into
groups with at least 5 members. Then, they will read the text assign to them
and follow the given instruction below.
Instruction: Examine the article and identify the following:
1. Types of Bias (propaganda, gender-related, age-related, racial

stereotyping)
2. Purpose of the author (To inform, persuade, instruct, explain,

entertain)
3. Text Structure (Chronological, Cause and Effects, Problem and 110

Solution, Compare and Contrast, descriptive, narrative)
4. Cite lines, phrase to justify your claim. (Note: you can state your own
words)
A. (The Awakening by Kate Chopin)
Has she,” asked the Doctor, with a smile, “has she been
associating of late with a circle of pseudo-intellectual
women–super-spiritual superior beings? My wife has been
telling me about them.”
“That’s the trouble,” broke in Mr. Pontellier, “she hasn’t been
associating with anyone. She has abandoned her Tuesdays at
home, has thrown over all her acquaintances, and goes
tramping about by herself, moping in the street-cars, getting
in after dark. I tell you she’s peculiar. I don’t like it; I feel a
little worried over it.”
Answer:
1. Gender bias
2. Paragraph 1: inform; Paragraph 2: inform
3. Text Structure: Compare and Contrast
4. The doctor is clearly against women and assumes that
modern women have impacted the mind of Mrs. Pontellier.
Mr. Pontellier is describing how his wife, Edna Pontellier has
acted in a different way than a woman having children and a
husband should behave. However, the doctor’s views reflect
his gender bias. Leonce has also verified these comments of a
doctor. This shows that both the men are biased against the
only female in the story, Edna Pontellier.
B. (Othello Act-1. Scene-I, by William Shakespeare)
IAGO
“Even now, now, very now, an old black ram
Is tupping your white ewe. Arise, arise!
Awake the snorting citizens with the bell,
Or else the devil will make a grandsire of you.
Arise, I say!”
1. Type of Bias: Gender bias, racial discrimination

2. Purpose of the Author: persuade
3. Text Structure: descriptive
4. Proof of Claim: These lines from Othello shows how Iago
uses bias to make Barbantio and other senators turn
against Othello. He terms him an “old black ram” which
is a racist term. He is using a racial slur against Othello to
make people hate him.
111
IV. ASSESSMENT
Formative assessment no. ______

Instruction: Examine the article and identify the following:
1. Types of Bias (propaganda, gender-related, age-related, racial

stereotyping)
2. Purpose of the author (To inform, persuade, instruct, explain,

entertain)
3. Text Structure (Chronological, Cause and Effects, Problem and

Solution, Compare and Contrast, descriptive, narrative)
4. Cite lines, phrase to justify your claim. (Note: you can state your own
words)
A .From a Hebrew Literature: A story of Ruth
1. Paragraph 1: The book of Ruth contains an interesting story about

a Moabite woman was redeemed into a Hebrew family. The book
may have been written by Samuel and was probably penned during
B. A TOUCH OF MODERN ISRAEL “THE CAT”

2. Paragraph 1: He lay on the bunk in his cell, smoking a cigarette. The day
had been hot, but now, with the dusk falling, a pleasant breeze had sprung up
and was coming in from the courtyard, along the corridor and into his cell.
The old prison was very much like the ones in cowboy movies. The door of
his cell, as well as the one at the end of the corridor were steel frames with
iron bars less than twenty centimeters apart, too close for the even the thinnest
man to squeeze through, but ample for a cat. One could see through the bars,
talks with the guards and the prisoners in the other cells, and be disturbed by
someone snoring at night, and the barred doors made the prison airy.
V. ASSIGNMENT
Study the spelling words and the lesson for the Summative test.
112
LESSON EXEMPLAR
Grade 8 English
Quarter Third
Week 7 (Day 2)

1. (EN8V-IIIg-26) Analyze intention of words or expressions used in propaganda
techniques.
2. (EN8OL-IIIg-1.14) Use appropriate persuasive devices.
3. (EN8VC-IIIg-19) Judge the relevance and worth of ideas presented in the
material viewed.
I. OBJECTIVES
1. Recognize propaganda techniques used in a
given text;
2. Apply and share ideas through human diorama;
3. Share ideas using opinion-marking signals;
4. Accepting something after verifying its evidence
and its importance according to priority.
II. SUBJECT MATTER

A. Topic : Propaganda Techniques/Devices
B. References : Learning Module for English , page no.396-397,

Webliography
C. Materials : Video clips, individual exercises and Human

Diorama
113
III.PROCEDURE
A. ACTIVITY
Supervise Study. The teacher will facilitate the spelling drill. Students are
group with five members. Using the Meta cards. Then, the student will take
turns to answer and they will post their answers on the board.
B. ANALYSIS
Process Questions:
1. What is propaganda?
2. What are the different propaganda
techniques/Devices?
3. Why do unscrupulous businessmen, writers, and
speakers use propaganda gimmicks?
4. How do propaganda techniques essentials?
5. When to use propaganda?
C. ABSTRACTION
The teacher will divide the class. Using the Meta card containing the
different devices, the student will analyze the technique they’ve pick up and
try to understand and construct one example of that device. The same rule
applied to other groups. The teacher will only introduce the topic and facilitate
the Lecture-discussion done by each group. Then, the teacher will add details
if necessary.
What is Propaganda?
- Propaganda is designed to persuade
- Its purpose is to influence & manipulate your opinions, emotions,
attitudes, or behavior.
- It seeks to “guide your choice” by exaggerating the truth & using
hidden messages
Who uses Propaganda?

- Military
- Media
- Advertisers
- Politicians
- You and me
Types of Propaganda Techniques

1. Bandwagon - Everybody is doing this. If you want to fit in, you
need to “jump on the bandwagon” and do it too. The implication is
that you must JOIN in to FIT in. Ask yourself, what is the evidence
for and against this ad? Even though others are supporting it, why
should I?
Example: If the whole world uses Verizon you must need Verizon
too.
2. Name-calling - A links a person, or idea, to a negative symbol.

Examples: commie, fascist, yuppie, terrorist 114
Ask yourself, what does the name mean? Is there a real connection
between the idea and the name being used? Example: Do we want
3. Testimonial - A public figure or celebrity endorses an idea,
product, policy, or a candidate. If someone famous uses this
product, believes this idea, or supports this candidate, so should we.
Examples: an athlete appears on the Wheaties box; an actor speaks
at a political rally
Ask yourself, Why should we regard this person as an expert or

trust their testimony? Is there merit to the idea or product without
the testimony?
Example: If we drink milk we will all be as famous, beautiful, rich,
& talented as Mylie Cyrus.
4. Glittering Generality - A commonly admired virtue is used;

emotionally appealing words that don’t make an argument for the
product; the opposite of name calling, i.e., links a person, or idea, to
a positive symbol.
Examples: democracy, patriotism, family, love, beauty
Ask yourself, what do the slogans or phrases really mean? Is there a

legitimate connection between the main idea and the true meaning
of the slogan or phrase being used? What are the merits of the idea
itself if it is separated from the slogans or phrases?
Example: If you want to be brighter, you’ll support Bill Brite.
5. Plain-folks appeal - This idea, product, or person is associated with

normal, everyday people and activities. Ask yourself, Is the person
credible and trustworthy when they are removed from the situation
being discussed? Is the person trying to cover up anything? What
are the facts of the situation?
Example: I, too, can help win the war by working in the factory and
buying war bonds.
6. Transfer - Well-respected or negative symbols, quotes, or images

are used to convey a message. The message may not necessarily be
associated with them.
Ask yourself, Is there a legitimate connection between the

suggestion made by the propagandist and the person or product?
Example: Marlboro persuades the audience to identify smoking
with the rugged, strength of an American cowboy
7. Card Stacking - making the best case possible for one side and the
worst for the opposing viewpoint (I.e., carefully using only those
facts that support his or her side of the argument attempting to lead
the audience into accepting the facts as a conclusion by “stacking 115
the cards against the truth” Ask yourself, Are facts being distorted
or omitted? What other arguments exist to support these assertions?
Example: Mac vs PC
8. Faulty Reasoning: Factual supporting details are used though they
do not support the conclusion. It works like this: Christians believe
in God. Muslims believe in God. Christians are Muslims.
Example: The president supports regulating health care. Nazis
regulated health care. Therefore, the president is a Nazi.
D. APPLICATION
Activity: HUMAN DIORAMA Method: The teacher will regroup the class
into seven groups. Then, one student from the group will pick a no.
representing the type of the propaganda device. They can portray, act out,
advertise, and pantomime their chosen device. However, they will not tell
what device is being shown for the other group to guess. They can also use
any materials found inside the classroom. (Localization)
Guide Questions:
1. What propaganda device is utilize?
2. Is the propaganda useful? In what way?
Rubrics for the Performance Task:

Accuracy : 30
Mastery : 30
Creativity : 20
Teamwork : 20
TOTAL : 100
IV. ASSESSMENT
Formative Assessment no._____
Instruction: Answer what is being asked in every category. Use ½ crosswise.
V. ASSIGNMENT
1. Spelling words
2. Author’s bias, purpose and Text
Structure
3. Propaganda Techniques
116
LESSON EXEMPLAR
Grade 8 English
Quarter Third
Week 7 (Day 3)

1. (EN8SS-IIIg-1.6) Show respect for intellectual property rights by acknowledging
citations made in an informative essay.
2. (EN8G-IIIg-3.6) Use modals appropriately.
I. OBJECTIVES
1. Identify the words that are difficult and arrive at
their meanings;
2. Show one’s understanding using a graphic
organizer;
3. Consider the different psyche of Arab using
modals.
II. SUBJECT MATTER

A. Topic : The Arab Psyche
B. References : Overcoming Challenges pages 384-386
C. Materials : Laptop, book
117
III.PROCEDURE
A. ACTIVITY
Spelling:
The teacher reads the words aloud and the students are to write the correct
spelling of the given words in a ½ lengthwise.
a. acrid k. opaque
b. animosity l. pacifist
c. brusque m. panorama
d. clamor n. pilfer
e. decorous o. precision
f. emotive p. precocious
g. feign q. prognosis
h. hygienic r. theoretical
i. indigent s. wallow
j. inaudible t. windfall
B. ANALYSIS
1. Unlocking of Difficult Words:
a. descended f. disgrace k. hathar
b. perish g. eloquent l. bedouin
c. lineage h. statuary m. hostile
d. intermarried i. intricacies n. imperative
e. adamant j. recitations o. shrieking
2. The teacher shows picture (Saudi Arabia) and let

them explain/identify.
C. ABSTRACTION
The teacher gives individual copies to the students and gives them 6
minutes to read and analyse the text given. (The teacher gives the students an
idea about what an informative essay is) During the activity, the teacher also
gives comprehension questions for the students.
After which, the students will be divided into seven (since there are 7
paragraphs on the text). The teacher lets the students read aloud by group.
Process Questions:
1. What are the clans of the Arabic tribes? What are their similarities and
differences in terms of origin and characteristics?
2. Explain briefly the Arab trait of the need for Revenge. When was this Arab
mentality changed? How?
3. What personal and political progress did the Arabs gain after they had
embraced Islam as a Religion?
4. After knowing the history and the present condition of Saudi Arab, what
insights can help you better understand them as a people?
The Arab Psyche

118
The Arabs Before Islam
The Arabs are an ancient Semitic people of the Middle East. They
are proud in their belief that they are descended from the Prophet Noah's
Some tribes from the era survive even to this day, while others
perished during the process of God's unfolding plan.
The Arabic tribes which did not perish but which survived to the
modern era can be divided into those clans of pure lineage and those
peoples who have gradually become naturalized within the Arabic family.
The core tribe of the pure Arab is the Qahtan, whose land of origin
is found within Yemen. Arab historians identify the first king of Yemen as
Yar'ub bin Qahtan, who was succeeded by his son Yashjub, who in turn
was followed by his son Abdu-Shams.
The second group of Arabs who have survived from the pre-Islamic
era are those which are referred to as naturalized, being from the peoples
which mixed and intermarried with the Qahtan. These Arabs descended
from the Prophet Ismail who had settled in the holy city of Mecca. They
are also known as the Adnani and the Nizari after their great-grandfather
Adnan and their father Nizar bin Maad bin Adnan.
Tribal System
During the pre-Islamic era, the tribe was the primary social and
political unit of the Arabs. The primary function of the clan structure was
to defend its members, whether right or wrong. Correspondingly, the
tribesmen devoted themselves to protect their collective honor and they
obeyed the dictates of their tribal elders. A pre-Islamic poet eloquently
expressed this unquestioning loyalty as follows: I am nothing but a member
of my tribe. If it goes astray, I will too, and if it follows the right path, so
will I.
The Holy Quran preached strongly against this blind loyalty and the
destructive prejudices which resulted. The Word of God decreed a better
criteria to differentiate between people, being their devotion to Islam.
Practical Knowledge and Science
The Arabic culture of the pre-Islamic era did not invent the sort of
complex mythologies and creation myths which characterized ancient
cultures such as Greece. 119
The classic framework of philosophy and rhetoric which the Greeks

developed was therefore far from the more mundane considerations of the
The Need for Revenge
Pre-Islamic Arabs were adamant about the unquestionable law of

revenge. In their view, a disgrace must be avenged, no matter what the
consequences. One of their poets expressed this cultural fixation thus: I
shall wash disgrace with the edge of my sword, no matter what this may
bring about. In this context, the pagan tribes believed that if the murder of a
kinsman went unavenged, a bird named 'al Hama' would come out of the
victim's skull and hover over his grave shrieking "Satisfy my thirst!" This
would be the victim's demand to avenge his death and to quench his
terrible thirst with the blood of the murderer.
A People of Eloquence
The early tribes did not commonly express their artistry with
architecture and statuary. Instead they gloried in the intricacies of their
splendid Arabic language. The tribes loved eloquent speech and the
expression of their folk wisdom in clever proverbs. Story-telling and
recitations of poetry were standard features of the social gatherings of both
hathar and bedouin.
The Character of Respect
For a tribesman to hold his head high among his fellows during the
long epoch of the pre-Islamic period, he had to display certain elements of
character which were highly valued in his culture. These qualities included
courage, generosity, integrity and pride.
An unfortunate aspect of the life of both hathar and bedouin was a

condition of constant insecurity. Attack from hostile forces could take
place at any time. For members of the tribe, courage was imperative if
family and property and honor were to be defended.
Audacity therefore came to be a highly regarded attribute, whereas

cowardliness and fear of the enemy was a disgrace.
The Emergence of Islam
The Word of God was revealed to mankind in the year 610 AD. 120
The message brought by the Prophet Mohammed, peace be upon him,
introduced drastic changes to the political, social, intellectual and cultural
life of the Arabs. The teachings of the Holy Quran were a blunt instrument
the Muslim world. Such is the power of the word of God! The Revelation
of the Word had a powerful impact on the Arab psyche.
Source: http://www.alshindagah.com/january99/thearabpsyche.htm
What is an Informative Essay?

An Informative Essay is an academic paper written at high
school/college level, which aims to inform the target audience about the
particular object, person, event or phenomenon. The main purpose is
to respond to the main question through explaining the topic in details.
D. APPLICATION
Show your understanding of the reading selection above by completing the
concept map.
CONCEPT MAP OF THE ARAB PSYCHE
121
IV. ASSESSMENT
Give 5 sentences about what you have learned in Arab Psyche. Apply the
correct usage of modals especially when it comes to the peep of the Arab
Character.
V. ASSIGNMENT
Know the spelling words in Activity 1 and use them in a sentence.
122
EXEMPLAR
Grade 8 English
Quarter Third
Week 7 (Day 1)

1. (EN8RC-IIIg-10) Share ideas using opinion-marking signals.
2. (EN8G-IIIg-12) Use emphasis markers for persuasive purposes.
I. OBJECTIVES
1. Identify the elements of persuasive writing;
2. Organize thoughts and ideas for prewriting;
3. Outline a persuasive essay.
II. SUBJECT MATTER

A. Topic : Persuasive Writing
B. References : English 8 Learning Package –

123
https://study.com0./academy/persuasive-writing-
html
C. Materials : Laptops & projector to display the lesson
III.PROCEDURE
A. ACTIVITY
1. Spelling Drill
a. ebony f. calvary
b. agony g. lozenge
c. sentinel h. dungeon
d. pacify i. speckle
e. felon j. crescent
B. ANALYSIS
The teacher asks the students about the TV Commercial or Advertisement they
have seen.
Ask: What is their main purpose?
Explain that each commercial or advertisement is targeted to a specific
audience. Also, explains the main purpose.
C. ABSTRACTION
What is a Persuasive Essay?

Persuasive essay: text written with the intent to persuade or convince the
reader of something.
Persuasive Essay Elements
A persuasive essay is a multipara graph essay designed to influence the

attitudes or actions of a specific audience on specific issues. The number
of paragraphs is not predetermined. The essay includes a beginning,
middle, and an end.
What is the purpose of Persuasive Essay?

The purpose of a persuasive essay is to persuade readers to adopt the
writer’s point of view on an issue and/or agree with a suggested course of
action. To accomplish this purpose, writers need to develop a logical and
reasonable argument that supports their opinions.
Writers establish a position and include detailed and relevant evidence that
is logically organized to support their viewpoint. They differentiate
between fact and opinion, consider and respond to the views of others, and
anticipate and answer reader concerns and counterarguments. A well-
written persuasive essay is based on sound reasoning, detailed and
relevant evidence, and a thorough consideration of alternatives.
1. Clear, concise, and defined thesis

In the first paragraph of a persuasive essay, writers should present the124
thesis. In a persuasive essay, the thesis statement presents the writer’s
position on a topic/issue.
The thesis statement should clearly and directly state a supportable
position—one that people could have differing opinions on—related to the
Writers need to think about how they want to approach a topic/issue—
what type of position or claim they will take in their essay. This is one
way to narrow the focus of a thesis from a broader topic/issue. Writers
need to consider their position and knowledge on the topic, their audience,
and the context of the essay.
Even if writers begin with one type of claim, they can also use several
other types to develop their argument within the persuasive essay.
Persuasive essays can include the following types of claims:
• Fact or definition: things that have already happened, are happening

now, or will happen in the future and reasons for such occurrences
• Cause and effect: one person, thing, or event causing another thing
or event to occur
• Value: morality of an issue or what something is worth, or a call
for a judgment to be made (e.g., right/wrong, good/bad)
• Solution or policy: an advocating for or against a plan of action to
be taken
2. Strong introduction
Persuasive essays should include an introduction that captures the
audience’s attention and presents the debatable topic/issue. The
introduction clearly establishes the writer’s position on the topic/issue in a
thesis statement.
The importance of the topic/issue is clearly conveyed to the audience.
Background information related to the topic/issue may be presented. A
strong introduction entices the audience to read on and consider the
writer’s opinion.
Writers may begin their persuasive essays with a startling fact or a probing
question. Effective introductions often include sincere and straightforward
language, rather than strong or emotional words that may offend some
readers.
3. Well-developed argument with strong evidential support

After writers define their position in a thesis statement, they are ready to
develop the argument that will defend their thesis. 125
First, writers should consider their audience. Questions to consider include

the following:
• What are the chances of changing the opinions and actions of the
audience?
• Are there any sensitive issues I should be aware of?
Next, writers develop their argument using specific reasons and evidence
to help convince their audience. Writers must create a logical argument by
fitting the facts together so that they lead to a reasonable conclusion.
The reasons and evidence the writer uses to support his or her position
should be specific and well chosen. The writer may choose to recognize
the complexities of the issue, use his or her unique experiences or view of
the world as a basis for writing, and/or connect ideas in interesting ways.
Each paragraph should present one of the strong reasons that support the
writer’s position and logically connect the reason to the thesis statement
(presented in the opening paragraph).
4. Clearly organized structure
The organizing structure of the essay should clearly present the writer’s
position and ensure that all ideas (pro and con) are strongly related to the
position and the topic/issue. By sustaining this focus throughout the
persuasive essay, the writer is able to create an argument that is unified
and coherent.
The writer’s progression of ideas should be logical and well controlled.
The most common type of organization used in persuasive essays is order
of importance. Writers begin with the least important point or reason and
build up to the most important point or reason that supports their position.
As a result, the audience is more likely to remember the most convincing
and important point that the writer has made in the essay.
Meaningful transitions and strong sentence-to-sentence connections
enhance the flow of a persuasive essay by clearly showing the audience
the relationships among ideas, making the writer’s argument easy to
follow. Transitions that are often used in persuasive writing include
although, admittedly, however, still, on the other hand, instead, while it is126
true that, nevertheless, and nonetheless.
5. Strong conclusion
important, review the main points, and/ or review the thesis. If writers
want to persuade their audience to take some action, they can also make a
recommendation in the final paragraphs.
6. Purposeful and precise word choice
The writer’s word choice in a persuasive essay should be reasonable and
forceful, but also objective. Writers should avoid the use of words that
show bias or highly charged emotions. Effective word choice reflects a
keen awareness of the persuasive purpose and maintains a tone
appropriate to the purpose and audience. Writers often focus on refining
their word choice to improve their first drafts.
Examples of how word choice can refine and improve writing include the
following:
• Replacing overused words with stronger, more powerful ones
• Action verbs
• Adjectives
• Adverbs
• Inserting phrases and sensory details that describe, explain, or
provide additional detail and connections
7. Varied sentence structure
Sentences are the building blocks of writing. The ways sentences are
constructed affect the fluency or the flow of the writing. Expository essays
are enhanced when the writer uses purposeful sentences that are varied in
both length and structure.
Examples of how writers can vary sentences to improve their writing
include the following:
• Using a variety of sentence patterns: simple, compound, and
complex
127
• Combining short sentences with prepositional phrases, appositive
phrases, or participial phrases
• Combining short sentences by linking items of equal importance
D. APPLICATION
The teacher groups the students in 5 and gives them strips of papers,
marker and 1 Manila Paper in each group. They are to give their persuasive
ideas on the topic onz the strips of paper given. The leader shares it to the
class after.
TOPIC: Why Students Should Not Wear Uniforms
RUBRICS:
Content – 15%
Effectiveness of the Persuasion – 25%
Grammar- 10%
TOTAL 50%
IV. ASSESSMENT
Write a short persuasive essay about Saudi Culture. Use the information you
had from the previous activity as your arguments.
PERSUASIVE ESSAY WRITING SHEET

FROM MY HEAD TO THE PEN!
Name: __________________________________ Date:_________________ Score:______________
Thesis Statement:
What is your general opinion about the culture of Saudi Arabia?
Argument # 1
What is your opinion regarding Saudi laws? Make sure to support this opinion with appropriate
facts or data.
Argument # 2
What is your opinion regarding respect? Make sure to support this opinion with appropriate facts
or data.
128
Argument # 3
What is your opinion regarding their problem on poverty? Make sure to support this opinion with
RUBRICS:
Focus & Details 10%
Organization 10%
Word Choice 5%
Sentence Structure, Grammar & Spelling 10%
Effectiveness Of The Persuasion 15%
Total 50%
V. ASSIGNMENT
Know the spelling words in Activity 1 and use them in a sentence.
129
EXEMPLAR
Grade 8 English
Quarter Third
Week 8 (Day 1)

3. (EN8G-IIIh-3.6) Use modals appropriately.
4. (EN8G-IIIh-12) Use modals appropriate use emphasis markers for persuasive
purposely.
VI. OBJECTIVES
4. Distinguish the proper use of modals in present
and past tense;
5. Present a paragraph using the different modal
functions and emphasis markers;
6. Use the appropriate modals the given sentences;
7. Display a sense belongingness and cooperation;
8. Show manifestation of confidence and certainty.
VII. SUBJECT MATTER
130
D. Topic : Modals / Emphasis Markers
E. References : English 8 Learning Package –

F. Materials : Paper strips, PowerPoint presentation, laptop,

multimedia
VIII. PROCEDURE
B. ACTIVITY
1. Spelling Drill
a. techniques f. alleviate k. ludicrous
b. bequeath g. impeccable l. perennial
c. corroborate h. nullify m. subterranean
d. discrepancy i. pugnacity n. liaison
e. eminent j. requiem o. vignette
2. Motivation: Asia’s Next Tough Modal

a. The teacher asks for five volunteers from the class. The volunteers pick
a piece of paper from the bowl. The paper strip contains a modal which
they will use to answer the question “Who will reign towards
becoming Asia’s Next Tough Modal?”
b. The five volunteers take turn to ramp and say the verbatim “It
________ be me.” Each volunteer shall fill in the missing word of the
verbatim using the modal they picked.
Example:
“It MUST be me.”
E. ANALYSIS
After the activity, the teacher asks the class the following questions:
1. What have you observed with the activity? How
do you feel?
2. What have you observed with the statement of
each model? Is there any conviction? Assertion?
3. What differences did you find in each of the
model’s statement?
F. ABSTRACTION
The teacher gives the modals and discusses its use to the class.
131
Source: https://www.pinterest.ph/pin/541346817707120543/?nic=1a
Emphasis Example words or phrases

Markers
Addition likewise, similarly, as well as, at the same time, in a like
manner, in the same manner, moreover, afterward,
furthermore, additionally, and then, in addition, as a matter of
fact,
Contrast although, even if, even though, conceding that, it may appear
that, although it is true that, in spite of the fact that (denote an
illogical fact that either supports or changes an idea)
Exemplification particularly, specifically, that is, I mean, to clarify, to repeat,
to rephrase, to illustrate, to demonstrate, for example, for
instance, in particular, in other words, as an illustration, that
is to say, this can be seen in, to put in another way (expound
further)
Sequence first, second, third...firstly, secondly, thirdly... initially, in the
first place, then, next, later, eventually, finally, lastly (denote
order)
Summary to end, in short, after all, in summary, all in all (capsulize
previous statement)
to conclude, in conclusion, to summarize (end a presentation)
on top of that, to top it all off (add surprising information)
Cause and Effect for, since, because, the reason why (stress the cause of
something) so, thus, hence, therefore, accordingly, thereupon,
subsequently, consequently, so that, after that, as a resut, as a
consequence, for that reason, an account of (present an
outcome)
Source: https://prezi.com/xshrxkeoxjo2/emphasis-markers/
G. APPLICATION
The teacher divides the class into five group and assigns them with the
different uses of modals namely: Ability, Suggestion or Advice, Request or
Permission, Possibility, and Obligation. Using the assigned used of modals;
132
each group must present a one-paragraph persuasive text with the help of
emphasis markers.
IX. ASSESSMENT
The teacher assesses the students learning through a formative test.
Directions: Identify the correct and most appropriate modal to be used in

each item. Answer directly in your separate sheet.
1. (May, Can, Have) you speak any foreign

languages?
2. Liz (has to, must, should) get tired of her job. It
is so boring.
3. Where's Nick? He (might, mustn’t, is to) be in
his office.
4. Take an umbrella. It (has to, need, might) rain
later.
5. Jack (must, had to, need) go to hospital
yesterday.
6. You look tired. You (should, ought, are to) go to
bed.
7. You (must not, need not, ought not) do it. I've
already done it.
8. (Must, May, Can) it be true?
X. ASSIGNMENT
Direction: Read the text and fill in the blanks with the appropriate modals and
correct tense of the verb. (Source: https://www.grammar-quizzes.com/modalquiz.html)
Before this year, I ____ (not) move out of my parents' house because
I did not have a job. But now that I have finished college and have a
job, I realize that living at home ____ drive my parents and me crazy.
Unfortunately, it's not so easy to find to find an apartment in the city.
Without an agent, you ___ not be able to find all the available listings.
Because of my agent's help, I found a wonderful condominium this
morning and signed the lease. Before now, I couldn't sign a lease, but
now I ___ because I am twenty-one.
I asked my friends to help me move because I knew that I ___(not)
fit all my possessions into my little car. My best friend said, " I ___ help
you move next week." He added, "I ___ help earlier in the morning
than later in the afternoon." My father also offered to help me move. He
___ be really be eager to have me move out!
Another friend told me that he ___ (help) me move, but he never
showed up. What a flake! With the help of three friends, I ___ get all
my possessions into the new condo.
My parents are happy for me, but warned, "You ___ spend all your
money each month. Save a little extra money for unexpected
emergencies." I know that everyone ___ save a little extra money, but it
is hard with so many bills to pay. I made a few purchases. The first
thing that I ___ (have) was furniture. I ___ (sleep) on the wood floor,133
but it was too hard, so I bought a sofa-bed.
It ___ (take) about a year until I am able to completely furnish my
apartment. By this time next year, I ___ (learn) a lot about living
LESSON EXEMPLAR
Grade 8 English
Quarter Third
Week 8 (Day 2)

1. (EN8RC-IIIh-3.1.12) Examine biases (for or against) made by the author.
2. (EN8LC-IIIh-7.4) Determine various social, moral, and economic issues
discussed in the text listened to.
3. (EN8LT-IIIh2.3) Identify similarities and differences of the featured selections.
I. OBJECTIVES
1. Identify the similarities and differences of the
given text using Venn diagram;
2. Discuss the social issues presented in the given
text through group discussion;
3. Determine the attitude of the author of the given
text;
4. Express ideas on how the author show some
biases on the text;
5. Show manifestation the value of awareness and
acceptance.
II. SUBJECT MATTER

A. Topic : Examine Biases

C. Materials : laptop, handouts, projector
134
III.PROCEDURE
A. ACTIVITY
1. Spelling Drill
a. techniques f. eminent k. pugnacity
b. alleviate g. impeccable l. requiem
c. bequeath h. ludicrous m. subterranean
d. corroborate i. nullify n. vignette
e. discrepancy j. perennial o. liaison
2. Motivation
The teacher displays a picture of equality and justice.
B. ANALYSIS
1. What makes the first part of the picture equal?
2. What makes the second part of the picture
justified?
3. What words create positive or negative
impressions?
C. ABSTRACTION
Bias is when a writer or speaker uses a selection of facts, choice of
words, and the quality and tone of description, to convey a feeling or attitude.
Its purpose is to convey a certain attitude or point of view toward the subject.
135
D. APPLICATION
The students will read the given a text with their own eyes while the teacher
will read it to the class.
Let them identify the similarities and differences of the given texts using Venn
diagram..
Why an LGBTQ member strongly

opposes the SOGIE bill?
By:Jeline Malasig August 29, 2019 - 3:50 PM
Despite the renewed calls of the LGBTQ community for Congress to pass
the Sexual Orientation and Gender Identity or Expression (SOGIE) bill due to the
experience of transwoman Gretchen Diez, not all of those who identify to be among
its members have the same sentiment.
Ryan Borja Capitulo, an obstetrician and gynecologist, shared his views
on the bill that seeks to criminalize discrimination against persons identifying as
members of the LGBTQ community.
He cited three main concerns in a fairly popular post on Facebook.
Existing laws against discrimination
Citing two versions of the bill in the legislature—House Bill 4982 or the

“SOGIE Equality Act” and Senate Bill 935 or the “Anti-Discrimination Act“—
Capitulo argued that the bills are not necessary since there are already existing laws
that “safeguard the rights of citizens against discrimination.”
“There are victims of discrimination because of their height, but do we need
an Anti-Short Stature Discrimination Act? There are victims of discrimination
because they are fat, but do we need an Anti-Obese Discrimination Act?” he pointed
out.
Capitulo enumerated laws in the Philippines that supposedly ensure “any

form of discrimination is avoided.”
 The 1987 Philippine Constitution
 Labor Code of the Philippines

136
 Civil Code of the Philippines
 Anti-Graft and Corrupt Practices Act

Capitulo added that the Philippines’ Magna Carta for
Women likewise “seeks to eliminate discrimination” but falsely claimed
that it “does not impose penalties.”
Under the Magna Carta, private individuals or private entities who violate certain
provisions are bound to be “liable to pay damages” to the offended.
The SOGIE bill, meanwhile, imposes anywhere from fines to
imprisonment for offenses of discrimination.
The Philippines is a ‘gay-friendly’ country
Capitulo also argued that the SOGIE bill is not necessary since the
Philippine society is “innately tolerant of LGBTs” or lesbians, gays, bisexuals and
transexuals.
He mentioned the election of the country’s first transgender lawmaker, Rep.
Geraldine Roman (Bataan), is proof of such acceptance.
Capitulo then added that he has never experienced discrimination “growing
up, whether in school or at work.”
However, a 2018 survey released by the Philippine LGBT Chamber of
Commerce and research firm Cogencia reveals that local companies are not yet
accepting of LGBTQ members in their policies.
It ‘violates’ people’s freedom of religion
Capitulo also expressed his fear that the SOGIE bill might be used to “stifle
or violate” people’s freedom of religion and their freedom to live out their faith.
“What will happen to a seminary or convent that will uphold Church laws
by refusing admission to a transgender who wants to study and become a priest or
nun?” he asked.
“What will happen to parishes and Catholic universities that will not allow
or recognize LGBT organizations in keeping with their mandate to abide by Church
doctrines?” Capitulo added.
“What will happen to Catholic and Christian offices or companies like

bookstores, travel agencies, radio stations, television networks or religious
137
organizations that will not hire LGBT employees because it violates their faith-based
beliefs?” he asked.
Under the bill, violators can be sanctioned for up to P500,000 and
be imprisoned for up to six years.
“We cannot expect the followers of the great religious traditions of
the world to change their doctrines to accommodate a law that will violate
their fundamental right to freely practice the very religion that they uphold,”
Capitulo said.
Last week, Senate President Tito Sotto revealed that the SOGIE bill
has “no chance” of passing in the upper chamber “if it transgresses on
academic freedom, religious freedom and women’s rights.”
He made the remark following a public hearing on the proposed
measure’s passage that was initiated by the Senate Committee on Women,
Children, Family Relations and Gender Equality headed by Senator Risa
Hontiveros.
Hontiveros, for her part, argued in a Facebook post that the bill
“will not penalize people who practice religious or academic freedom.”
She added that it “will not dictate churches on their teachings or
hiring process” as well.
Some enforced anti-discrimination laws outside

the Philippines
Other countries have certain laws that specifically prohibit discrimination

against sexual orientation and religion or belief, among others.
In the United States, discrimination against certain employees and
applicants of a job is criminalized under Title VII of the Civil Rights Act of 1964.
The said law prohibits discrimination based on a person’s race, color,
religion, national origin, physical and mental disability, reprisal and sexual
orientation.
In Australia, it is prohibited to discriminate based on a person’s gender,
sexual orientation, marital or relationship status (including same-sex couples),
familial responsibilities and pregnancy under the Sex Discrimination Act 1984.
The United Kingdom’s Equality Act 2010 protects people from138

discrimination based on their age, disability, gender reassignment, marriage and civil
partnership, pregnancy and maternity, race, religion and belief, sex and sexual
IV. ASSESSMENT
Group the students into five groups and let them answer the following
questions that follows. Let them write their answer in a Manila paper and have
them report in in front of the class.
1. What is the purpose of the author in the text?
2. What is the attitude of the author towards the
reading material?
3. Does the author show biases/prejudices in the
written text? Justify!
V. ASSIGNMENT
Read an article about an issue of a SOGIE Bill, informative essays about
homosexuality.
139
LESSON EXEMPLAR
Grade 8 English
Quarter Third
Week 8 (Day 3 & 4)

1. (EN8V-IIIh-26) Analyze intention of words or expressions used in propaganda
techniques.
2. (EN8OL-IIIh-3) Deliver a self-composed persuasive speech.
3. (EN8RC-IIIh-10) Share ideas using opinion-marking signals.
I. OBJECTIVES
1. Analyze the different propaganda techniques
used in the given tv ads;
2. Deliver a self-composed persuasive speech
using propaganda techniques and opinion marking signals;
3. Listen attentively to the statements and
arguments presented in the debate;
4. Display enthusiasm in expressing one’s ideas
and opinions;
140
5. Show manifestation the value of confidence and
truthfulness.
II. SUBJECT MATTER

A. Topic : Propaganda Techniques
Opinion-Marking Signals

C. Materials : Video clips, monitor, laptop, speaker
III.PROCEDURE
A. ACTIVITY
1. Spelling Drill
a. techniques f. eminent k. pugnacity
b. alleviate g. impeccable l. requiem
c. bequeath h. ludicrous m. subterranean
d. corroborate i. nullify n. vignette
e. discrepancy j. perennial o. liaison
2. Motivation
The teacher divides the class into groups with not more than 5
members. Each group is given picture puzzle that implies one specific
propaganda techniques. After solving, one representative from every group
shows the picture and state the propaganda technique being used.
B. ANALYSIS
The teacher asks every group the following questions:
1. What makes the first part of the picture equal?
How did you identify the type of propaganda technique used in the
picture? What are the pictures all about?
2. What methods do they use to make you buy the
products or make you support an individual (like in an election?)
C. ABSTRACTION
The teacher shows different video clips of tv ads that used propaganda
techniques. The teacher discusses how the propaganda techniques being used
to persuade consumers to patronize their products.
Since propaganda techniques are ways of persuasion, it is important to

use our opinions to persuade someone. Some of the opinion markings that we
can use are the following:
141
D. APPLICATION
Group the students into two groups, each group must select five
speakers for the debate. They will be arguing about the resolution “should
SOGIE Bill be pass into law in the Philippines” and they must use propaganda
techniques and opinion markers in their statements or arguments. While the
speakers are debating the rest of the class will jot the propaganda techniques
and opinion markers used.
IV. ASSESSMENT
The teacher instructs the class to compose a persuasive essay on the same
social issue discussed in the debate with the use of propaganda techniques and
opinion markers.
RUBRICS:
Clarity of the message = 10pts.
Effectiveness of the persuasion = 10pts
Organization = 10pts.
Grammar = 10pts.
TOTAL 40pts
V. ASSIGNMENT
The teacher will instruct the students to memorize their persuasive speech and
make a video of themselves while delivering their speech and upload the video on
their Facebook account and gather more likes and shares.
Rubrics:
Tone of voice: 10pts.
Diction: 10pts.
Mastery: 10 pts.
142
Gestures / facial expressions: 10pts.
Likes & shares: 10 pts.
TOTAL 50pts
LESSON EXEMPLAR
Grade 8 English
Quarter Third
Week 9 (Day 1)

1. (EN8G-IIIi-3.6) Use modals appropriately.
2. (EN8WC-IIIi-2.2.16) Compose an informative essay.
I. OBJECTIVES
1. Identify the modals used in the song entitled
“Hero” by Enrique Iglesias;
2. Construct an essay using modals;
3. Appreciate the importance of the correct usage
of modals.
II. SUBJECT MATTER
143
A. Topic : Modals
B. References : gingersoftware.com/content/grammar-
rules/verbs/modal-verbs/
(https://www.azlyrics.com/lyrics/enriqueiglesias
/hero.html)
C. Materials : speaker, hand-outs, laptop or monitor
III.PROCEDURE
A. ACTIVITY
1. Spelling
The teacher will conduct a spelling activity of a 15-item words from the
lyrics of the song entitled “Hero” by Enrique Iglesias.
a. tremble f. stand k. lost

b. could g. breath l. touch
c. laugh h. lie m. deep
d. would i. hide n. hold
e. swear j. soul o. pain
2. Motivation
The teacher will provide a lyric of a song and let students identify the
underlined words.
B. ANALYSIS
The teacher will ask the following questions:
1. What can you say about the song?
2. What are the different underlined words in the
song?
3. How are you going to distinguish its uses?
C. ABSTRACTION
MODAL is a type of auxiliary verb that is used to express: ability,

possibility, permission or obligation. is a type of auxiliary verb that is used to
express: ability, possibility, permission or obligation.
MODA CONCEPT EXAMPLE

L
Can Ability: Julie can swim.
Permission: Can I come with you? (May is also used)
Offers: Can I help you?
Could Possibility: That story could be true- who knows!
Past ability: Julie could swim when she was four years old.
Permission: Could I use your phone please?
Requests: Could you tell me the way to the station
144
please?
May Possibility: The President may come to visit our offices
tomorrow if the meeting finishes before 5pm.
Permission: May I borrow your dictionary?
Might Slight possibility: We might win a prize but I doubt it!

Past form of The President said he might come.
‘may’ in reported
speech
Should Advice: You should take an umbrella. It’s starting to
rain.
Logical deduction John has revised all day. He should be ready
for his exam.
Ought to Advice: You ought to write to your grandmother.
Logical Here’s 30€. That ought to be enough for a taxi.

deduction:
Shall Offers and Shall I order a taxi?
suggestions with Shall we begin the meeting now?
“I” and “We”:
Will Future tense Tomorrow I will be in New York.
auxiliary:
Invitations/offers: Will you join us for coffee? Won’t you come
in?
D. APPLICATION
The teacher will let students construct three sentences using the
different modal. Students must write their sentences in a ¼ sheet of paper.
IV. ASSESSMENT
The teacher will let students do the following:
1. construct an essay (at least 5 sentences) using at

least five modals
2. encircle the modals used
V. ASSIGNMENT
Research about informative essay.
145
LESSON EXEMPLAR
Grade 8 English
Quarter Third
Week 9 (Day 2)

LEARNING COMPETENCY
I. OBJECTIVES
1. Define an informative essay;
2. Identify the steps on how to write an informative
essay;
146
3. Explain the purpose of writing an informative
essay.
II. SUBJECT MATTER

A. Topic : Informative Essay
B. References : https://www.merriam-webster.com/dictionary
/essay
https://study.com/academy/lesson/informative-
essay-definition-examples-structure.html
https://www.aresearchguide.com/write-
informative-essay.html
C. Materials : projector, laptop, TG, spelling booklet
III.PROCEDURE
A. ACTIVITY
1. Spelling
Teacher will tell students to get spelling booklet for the spelling quiz
consists of 15 words. She will flash the definition of a word together with
the parts of speech, definition and sample sentence using the word on a
projector. Teacher will read the words to be spelled out.
a. essay f. bullying k. persuade

b. intelligent g. informative l. entertain
c. humane h. abstract m. tentative
d. bias i. composition n. judgment
e. depression j. appraisal o. conviction
B. ANALYSIS
The teacher will ask the students the following: (using a projector)
1. What is an essay?
2. What do you mean with the phrase “informative
essay”?
3. What do you think is the purpose of this type of
essay?
C. ABSTRACTION
Essay is an analytic or interpretative literary composition usually dealing

with its subject from a limited or personal point of view.
Informative essay is the most basic form of an informative essay. Its goal
is to simply provide an explanation. Informative essays that define provide
their explanation using one of three methods.
THE FIVE (5) KEY STEPS IN MAKING AN INFORMATIVE
ESSAY
1. Choose a topic.
2. After you’ve chosen a good topic, sit down and commence your 147
informative research.
3. Next, you will create a content map.
4. Create an essay outline that will prepare you to organize your key
D. APPLICATION
Teacher will ask students the following and will use repetition method to
check student’s mastery of the topic:
2. What is an informative essay?
3. What is the purpose in writing an informative
essay?
IV. ASSESSMENT
Using a ½ crosswise, answer the following:
1. What are the five important steps in making an

informative essay?
2. Choose at least two steps of making informative
essay and explain.
V. ASSIGNMENT
Study and practice how to make an informative essay for the next day’s activity.
LESSON EXEMPLAR
Grade 8 English
Quarter Third
Week 9 (Day 3)

LEARNING COMPETENCY
148
I. OBJECTIVES
1. Recall topic about informative essay;
2. Explain the importance of informative essays as
student;
3. Construct an informative essay.
II. SUBJECT MATTER

A. Topic : Informative Essay
B. References : https://study.com/academy/lesson/informative-
essay-definition-examples-structure.html
https://www.aresearchguide.com/write-
informative-essay.html
https://en.wikipedia.org/wiki/Bullying
C. Materials : TG, spelling booklet, visual aid, tabletpc
III.PROCEDURE
A. ACTIVITY
1. Spelling
Teacher will tell students to get spelling booklet for the spelling quiz
consists of 15 words. She will read the words together with the parts of
speech, definition and sample sentence using the word.
a. justification f. vague k. tomorrow
b. February g. denouement l. pillar
c. sequins h. encampment m. debt
d. bouquet i. exchange n. seatmate
e. debut j. comb o. pavilion
B. ANALYSIS
The teacher will ask the students the following:
2. What is an informative essay?
3. What do you think is the purpose of this type of
essay?
4. What are the steps in making an informative
essay?
C. ABSTRACTION
Review
THE FIVE (5) KEY STEPS IN MAKING AN INFORMATIVE

ESSAY
1. Choose a topic.
2. After you’ve chosen a good topic, sit down and commence your
informative research.
149
3. Next, you will create a content map.
4. Create an essay outline that will prepare you to organize your key
points in a logical and easy-to-understand format.
5. The final step, after actually writing your essay, is to edit it.
D. APPLICATION
What is the importance of informative essays for you as a student? Explain
IV. ASSESSMENT
Teacher will let students construct an informative essay using the given topic
below. Teacher will post the visual aid. Essay must contain at least 300 words.
They will need to encode their essay in a short bond paper using the TABLETPC
provided by the teacher. Be guided with the following criteria:
CONTENT- 30%
GRAMMAR- 30%
ORGANIZATION OF IDEAS- 30%
NEATNESS- 10%
TOTAL 100%
Bullying is the use of force, coercion, or threat, to abuse,
aggressively dominate or intimidate. The behavior is often repeated and habitual. One
essential prerequisite is the perception (by the bully or by others) of an imbalance of
physical or social power. This imbalance distinguishes bullying from conflict.
V. ASSIGNMENT
Define what a persuasive speech is.
LESSON EXEMPLAR
Grade 8 English
Quarter Third
Week 9 (Day 4)

150
1. (EN8WC-IIIi-12) Use emphasis markers for persuasive purposes.
2. (EN8OL-IIIi-4.1) Use appropriate verbal and non-verbal cues when delivering a
persuasive speech.
I. OBJECTIVES
1. Determine what is persuasive speech;
2. Apply and make how to speech a persuasive
speech;
3. Appreciate the importance of persuasive speech.
II. SUBJECT MATTER

A. Topic : Persuasive Speech
B. References : https://www.vocabulary.com/dictionary/
persuasion
https://lumen.instructure.com/courses/218897/
pages/linkedtext54305?
module_item_id=5007185
https://quizlet.com/76542999/types-of-
persuasive-speech-flash-cards/
https://www.quora.com/Why-is-persuasion-so-
important
C. Materials : Laptop/Monitor, Spelling Booklet
III.PROCEDURE
A. ACTIVITY
Spelling
Spelling: Teacher will tell students to get spelling booklet for the spelling
quiz consists of 15 words. She will read the words together with the parts
of speech, definition and sample sentence using the word.
B. ANALYSIS
The teacher will ask to the learners:
1. What is a persuasion? How can you define
persuade?
2. What is the importance of this persuasive
speech?
151
C. ABSTRACTION
 Persuasion or persuade it means to get you to do or believe something.

that something meant
 A persuasive speech is a specific type of speech in which the speaker
has a goal of convincing the audience to accept his or her point of
view.
 Persuasive speeches aim to convince the audience to believe a certain
view.
 Persuasive speeches can come in many forms, such as sales pitches,
debates, and legal proceedings.
3 Major Kinds Of Persuasive Speech
1. QUESTION OF FACT
- Determines the truth or falsity of an assertion
- Hypothesis-Prediction
Ex. Will the economy be worse or better next year?
Who will win the world series?
Does global warming exists?, Courtroom Arguments, Conspiracy
Theories
2. QUESTION OF VALUE
- Based on your beliefs on what's right or wrong
- More of a personal opinion
Ex. Capital punishment is wrong, .Is it cruel and unusual
punishment? Is it ineffective deterrent in the justice system?, Does
it cost taxpayers more than it's worth
3. QUESTION OF POLICY
- Want to change the world
- Something should be done
Ex: to persuade my audience to give blood at the Red Cross
The importance of Persuasive Speech
 Persuasion is important for many reasons, but perhaps the most
important reason is because persuasion is a powerful vehicle for
significant change, for good and for ill.
 In a free society, people much prefer being persuaded both to
believe and to do things than simply being told what to believe and
what to do.
 Persuasion works best when people are free to be persuaded as well
as to remain unpersuaded. Some people simply take longer to be
persuaded, and they present more of a challenge to those who
would persuade them.
152
D. APPLICATION
The teacher will give a short quiz.
On a ½ sheet of paper, answer the following questions:

1. What is persuasive speech?
2. What is the importance of persuasive speech?
3. What are the 3 major types of persuasive
speech?
IV. ASSESSMENT
The teacher will group the students into 5. Each group must present a
Persuasive Speech using the 3 kinds of persuasive speech and they will choose
one. They will present with the minimum 2 to 3 minutes.
V. ASSIGNMENT
Advance study to the next topic to be discuss.
153

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English 8

CONTENT STANDARD: PERFORMANCE STANDARD:

II. SUBJECT MATTER

B. References : “How to Analyze Propaganda”

C. Material/s : TV/Projector, laptop, speaker; mp4 commercials

2. Groupwork: Several TV commercials (.mp4) will be shown to the

Objective of the speaker Target audience

Objective of the speaker Target audience

CONTENT STANDARD: PERFORMANCE STANDARD:

II. SUBJECT MATTER

B. References : Propaganda Techniques

C. Material/s : Video Clip

2. Given various commercials, students identify the propaganda technique

PROPAGANDA techniques – the use of a variety of communication

Analyzing Advertisements for Propaganda Techniques

Words of praise for product or person; nice words like goodness or

Who is the target audience? What evidence suggests this?

Trash-talking another product or person

Who is the target audience? What evidence suggests this?

A famous person recommends a product or a political endorsement

Who is the target audience? What evidence suggests this?

Who is the target audience? What evidence suggests this?

An appeal to be part of the group

Who is the target audience? What evidence suggests this?

An appeal that helps a person imagine themselves as part of a picture

Who is the target audience? What evidence suggests this?

Manipulating information to make a product appear better than it is, often

Who is the target audience? What evidence suggests this?

CONTENT STANDARD: PERFORMANCE STANDARD:

II. SUBJECT MATTER

B. References : CG p. 128; Canyon, P. Writing and Grammar:

When I remember the days I prayed in your rustic temple,

Vocabulary Exercise – Prefixes and Suffixes

Use prefixes to find the opposite of these verbs:

1. He was acting in a very _________________ way. (child)

CONTENT STANDARD: PERFORMANCE STANDARD:

II. SUBJECT MATTER

B. References : CG p. 124; https://www.englisch

2. Students practice expressing and defending their opinions. A sign is placed

How to teach controversial topics: https://busyteacher.org/4686-33-

Which of the three sentences containing a modal has the same

1. They are able to speak English well.

3. Do I have to clean the kitchen?

4. Are you able to drive a tractor?

5. We are not allowed to swim when the red flag is flying.

6. She is not able to read Chinese.

7. Do you think we are allowed to park here?

8. You don't have to do this exercise.

9. We have to stop when the traffic lights are red.

10. Am I allowed to ask a question?

CONTENT STANDARD: PERFORMANCE STANDARD:

II. SUBJECT MATTER

CONTENT STANDARD: PERFORMANCE STANDARD:

II. SUBJECT MATTER

C. Materials : Video Clip, TV/Projector, laptop, speaker

Short Film-Watching: Watch a short advertisement and take note of some

PROPAGANDA – the use of a variety of communication techniques that

1. NAME CALLING – links a person, or idea, to a negative

Examples: commie, fascist, yuppie

The next two are ways of making false connections:

3. TRANSFER – a device by which the propagandist links the

4. TESTIMONIAL – a public figure or a celebrity promotes or

6. BANDWAGON – makes the appeal that “everyone else is doing