Republic of the Philippines

DEPARTMENT OF EDUCATION
REGION XI
SCHOOLS DIVISION OF DAVAO OCCIDENTAL

Address: Lacaron, Malita, Davao Occidental (8012) Email: depedoccidental@gmail.com

Contact: 0966 306 3411
Website: deped.davaooccidental.gov.ph
School: TUBALAN CNHS Grade Level: Grade 8
Teacher: KEIRSTINE CLAIRE AREJA Learning Area: English 8
Date and Time: Quarter: Second/Module 4 lesson 1

Detailed Lesson Plan in English 8

Learning The learner demonstrates communicative competence through

Standard his/her understanding of literature and other texts types for a
deeper appreciation of Philippine Culture and those of other
countries.
Grade Level The learner demonstrates communicative competence through
Standard his/her understanding of Afro –Asian Literature and other text types
for deeper appreciation of Philippine Culture and those of other
countries.
Content The learner demonstrates understanding of: East Asian literature
Standard as an art form inspired and influenced by nature; relationship of
visual, sensory and verbal signals in both literary and expository
texts; strategies in listening to long descriptive and narrative texts;
value of literal and figurative language; and appropriate
grammatical signals or expressions suitable to patterns of idea
development.
Performance The learner transfers learning by composing and delivering a brief
Standard and creative entertainment speech featuring a variety of effective
paragraphs, appreciate grammatical signals or expressions in topic
development and appreciate prosodic features, stance and
behavior.

Learning Compare and Contrast own opinions with these presented in

Competencies familiar text MELC
Domain/s

I. OBJECTIVES:
a. Identify words formed by suffixes
b. Show respect for the environment
c. Infer the meaning of words that contain suffixes with the help of context
 clues

II. SUBJECT MATTER:

A. Topic:
a. Identifying words formed by suffixes
b. Showing respect for the environment
c. Inferring the meaning of words that contain suffixes with the help of
context clues

B. References: Joy in Learning English 5 pages 48-52

English 5 Alternative Delivery Mode (ADM) Module 2,
Lesson 2, Science Beyond Borders 5
C. Materials: puzzle, manila paper, pentel pen/marker
D. Valuing: Respect
E. Integration: ESP, Science

III. PROCEDURE

TEACHER’S ACTIVITY LEARNERS’ ACTIVITY

a. Drill “Line Search”

. Direction: Find the longest word in the line. The learners find the longest
word in each line.
1.
1. listens
t e a c H s l i s t e n s

2.
s m a l L e a r n i n g e 2. learning

3.
m e l t S h o u t e d d y 3. shouted

4.
s h e e P s a f e t y r o 4. safety

5.
5. virus
h i g h I l l e v i r u s

b. Review/Recall

Teacher asks the learners to read the

sentence inside the box.
 The girls were halfway up to the
tree and when the floodwater hit it
midway, they hold on as tightly as they
could.
Then, teacher asks the learners the following
questions:
1. What are the three compound words used The learners answer the given
in the sentence? questions.
2. Which word in the sentence means the 1. The three compound words
same as halfway? used in the sentence are
halfway, floodwater, and midway.
2. The word midway means the
c. Motivation same as halfway.

Teacher says, “Study this puzzle and

match two words that are related to each
other. The first pair of related words has
been identified as an example.

beautyy profitable manage

The learners read the sentence
management beautiful and match the two words that are
related to each other.
paper profit paperless

Example: 1. beauty – beautiful

paper – paperless 2. profit – profitable
1. ________ - ___________ 3. manage – management
2. ________ - ___________
3. ________ - ___________

d. Presentation of the New Lesson

The teacher asks the learners to

complete the paragraph by using the
words in the box to clarify about matching
the words in the puzzle.

The learners complete the

added pattern unfamiliar
paragraph.
longer end

In the puzzle, the words were matched

according to a similarity or likeness in their
(1) pattern
word structure or (1) ___________. Each of
(2) unfamiliar
the (2) _________ words being matched
(3) longer
shares a common base word or root word.
(4) added
One of the words is (3) __________ while
(5) end
the other is much longer. It appears that the
shorter word or the root becomes longer
when something is (4) __________ to it. The
new word parts may be added at the
beginning or at the (5) __________ of the
word. There is something about these new,
added word parts that I should know more.

e. Development of the Lesson

1. Activity
The teacher instructs the class to do
their assigned activity. Then, each
group will choose one reporter to share
the output.

Group 1 – Look for Me!

Direction: Read the following sentences.
Then, underline the words with
affixes. The learners read the sentences
1. Throwing garbage everywhere is and underline the words with
harmful to people. affixes.
2. The 5Rs of waste management is the 1. harmful
modern way of handling garbage.
3. James makes decoration out of 2. management
discarded materials.
4. Let us minimize garbage to avoid 3. decoration
pollution.
5. The girl is using old but usable shoes. 4. pollution

Group 2 – 5. usable
Direction: Study the underlined word in
each sentence. Then, choose the
letter of the correct answer which has The learners choose the letter of
the same meaning as the underlined the correct answer which has the
word. same meaning as the underlined
1. Do you know why some old people want to word.
keep a list of things they need to do during
the day? The list serves as their constant
reminder in case they forget. A reminder is 1. a
__________.
a. something that helps a person remember
b. a set of guidelines that people need to
follow 2. b
c. a signal that tells you to do something

2. The sky has been cloudless for a couple of 3. a

weeks.
a. The clouds in the sky are dark.
b. There have been no clouds in the sky.
c. There have been clouds in the sky.
3. Many insects are harmful to plants.
a. Many insects can do much harm to plants.
b. Many insects do not do any harm to
plants. 4. b
c. Many insects are safe to plants.
4. My cousin works in a dangerous place.
a. serious b. unsafe c. terrifying
5. The enjoyment we find in watching movies
relaxes us.
a. a feeling of pleasure b. a feeling of bored 5. a
c. a feeling of unpleasant

2. Analysis/ Discussion

Presentation of outputs
Discussion follows after each
presentation.
Group 1- Look for Me!
Discussion: Teacher says: “Let us
read the following words with affixes in
the sentences.

1. harmful
2. management
3. decoration
4. pollution
5. usable

The teacher asks these questions:

 What have you noticed about the The learners answer the given
words? questions.
 What affix is being added in the words  The words are formed
“harmful, management, decoration, by affixes.
pollution, and usable”?  The affix -ful is being
 How do you call the affix that is added added in the word
at the end of the word? “harmful”. The affix -
 What have you noticed with the five ment is being added in
sentences in Group’s 1 activity? the word
“management”. The
affix -tion is being
added in the word
“decoration”. The affix -
tion is being added in
the word “pollution”.
The affix -ble is being
added in the word
 “usable”.
 The affix that is added
at the end of the word
is called suffix.
 The sentences are
related on how we can
Teacher says, “In addition to that, the manage our waste.
5Rs of waste management are Reduce,
Reuse, Recycle, Repair or Recover.

Teacher says: “The words we have read

are called suffixed words.”
The learners listen attentively to
Teacher discusses the lesson and says: the discussion of the teacher.
An affix is an element that is added at
the beginning of or at the end of a word
to form a new word. The resulting new
word is much longer and has a new,
distinct meaning. An affix that is added
at the end of a word is called a suffix.
The original word that can be added
with affixes is called a base or root
word. Sometimes there is a need to
change the spelling of the root to
accommodate the affixes.

SUFFIX MEANING EXAMPLES

able having the ability manageable,
or quality understandable
er Someone or worker,
something computer
carrying out an
action
ic Having the heroic,
characteristic of romantic
Ing Happening at working,
present running
ion State of being or action,
process elimination
ful Having the wonderful,
quality or full of hopeful

less Without fruitless,

tireless
Ly In the manner of quickly, happily
ness Having the kindness,
quality madness
ous Full of adventurous,
joyous

Group 2-
 Discussion: Teacher says: “Let us
read the words being underlined in the The learners listen attentively to
sentences. the discussion of the teacher.

1. reminder
2. cloudless
3. harmful
4. dangerous
5. enjoyment

The teacher explains, “If you still can’t figure

out the meaning of the new words through
the word structure that contain affixes, there
are context clues that can always help you.
Context clues are the surrounding words
used in the same sentence or nearby
sentences that give you an idea what the
unfamiliar word means. In the previous
activities, context clues helped you identify
your answer. These clues may give a
synonym, an antonym, an illustration, or
simply some examples of an event.”

3. Abstraction

The teacher asks the following questions:

 How were you able to identify the
words with affixes? The learners answer the
 Is it important for us to know the following questions.
different suffixes? Why? • I was able to identify the
words with affixes by
looking at the suffixes
being added at the end of
the words.
•It is very important for us
to know the different
suffixes to understand the
4. Application text.

o Teacher instructs the class to

follow the direction in letters A and
B.

A. Directions: Arrange the words to

form a sentence and circle the word
with suffix.

1. Let be us against COVID 19 prayerful

 _________________________________
2. The children are poor now fatherless

_________________________________

B. Directions: Give the meaning of the

italicized words in the sentences. Circle the
letter of the correct answer. Key to Correction:
A.
1. Window cleaners on high-rise buildings 1. Let us be prayerful against
can’t be careless. COVID 19.
a. daring b. negligent c. sleepy d. alert
2. Balut Island has many charming places 2. The poor children are now
which attract many tourists to its shores. fatherless.
a. lovely b. popular c. expensive
3. The historic Mayon Volcano is known as B.
the volcano with the perfect cone. 1. b
a. old b. dangerous c. active 2. a
3. a

IV. EVALUATION

Teacher instructs learners to answer the given exercise in their notebooks.

Directions: Give the meaning of the underlined words using context clues.
Choose the letter of the correct answer.
1. I can’t believe that you’re still watching cartoons. You’re so childish!
a. good-looking b. clueless c. immature d. grown-up
2. When Rita regained her consciousness, she saw people surrounding her
bed.
a. sight b. composure c. strength d. awareness
3. He could never forget his painful encounter with bullies.
a. aching b. unpleasant c. exciting d. violent
4. Machines are helpful to people. They use machines well.
a. useless b. not facilitative c. useful d. not conducive
5. The fishermen were foodless for two days because they prepared
insufficient food.
a. had no food b. had much food c. hungry d. had enough food

Key to correction:
1. c 2. d 3. a 4. c 5. a

V. ASSIGNMENT:
 Directions: Give the meaning of the three (3) italicized suffixed word and
use it in a sentence. Do this on your paper.

1. musician
2. majestic
3. reliable

Prepared by:

ROSEMARIE N. RIZALDO
Writer

Evaluator

Illustrator