g8 English Lesson Exemplar 4th Quarterpdf

LESSON EXEMPLAR
Grade 8-English
Quarter: Fourth
Theme: Changing Perspective
Sub-Theme: Literature as Communication
Content Standard: Performance Standard:

Thelearner demonstrates The learner transfers learning by
understanding of: South and West Asian literature as an expression of philosophical and religious beliefs; information flow
composing a variety of journalistic texts, the
contents of which may be used in
composing and delivering a memorized oral
speech featuring use of properly
acknowledged information sources,
grammatical signals for opinion-making,
persuasion, and emphasis, and appropriate
prosodic features, stance, behavior.
I.LEARNING COMPETENCY
EN8LT-IVa-13:
Identify notable literary genres contributed by South and West Asian writers.
EN8RC-IVi-15:
Synthesize essential information found in a given text.
Objectives:
1. Introduce ― The Arabian Nights‖ and ―Ali Baba and the Forty Thieves‖ as
notable literary texts contributed by a West Asian writer.
2. Discuss the essential information found in the selection.
3. Describe the characters found in the story.
4. Show understanding of the lesson by writing the plot diagram of the story.
II. LEARNING CONTENT
Lesson: Ali Baba and the Forty Thieves

Materials:
1. Activity Sheets
2. Copy of the selection
References:
1. K to 12 Curriculum Guide (May, 2016) p. 30
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
2. Learning Module pp. 394-398
III. LEARNING TASKS
Introduction:
To help you learn more the psyche of the Saudi

people, you have to read Arab literature for you to
know that its literature reflects the personality of her
people and the characteristics of her culture.
Below is an excerpt of the very famous ―One
Thousand and One Nights‖ or better known as ―The
Arabian Nights‖. Read its prologue / introduction first before you read the
excerpt ―Ali Baba and the Forty Thieves‖.
Preliminary Activity:
Frequency Word List: Burger Match!
Directions: Each burger patty contains a word from the literary selection Ali
baba and the Forty Thieves. 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.
1. Were you able to finish the activity on time? If not, what stopped you from
pursuing?
2. What previous knowledge or encounter helped you in arriving at your answers?
3. How many correct answers did you have?
4. In what specific ways do you think you can help yourself improve
your vocabulary skills?
Activities
Task 1: Silent Reading of the selection ―ALI BABA AND THE FORTY THIEVES‖
Task 2: ALI BABA CHARACTERS ON T-CHART

Directions: Enumerate both the major and the minor characters in the selection.
Write the name of the character at the center. At its right, write his good
qualities while at his left write his bad qualities. Make sure to explain briefly
why you consider such attributes good or bad.
Analysis :
Answers 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.
4. How is each of these themes – greed, loyalty and bravery shown in the story?
Abstraction
As reflected in the story, what were the distinctive traits of the characters
that made the story interesting? What is the moral lesson of the story?
Ali Baba demonstrates noble characteristics of humility and gratuity. Morgiana was clever,
Cassim was the greedy and envious brother of Ali Baba
The tale offered many lessons about loyalty and greediness.
Those who are careless lose everything. Those who are clever prosper.
Greed can take over your sense of mind with silly desires that usually don't come true.
Don't let greed over come you. Because it can make you do some horrible stuff that you regret.
Application:
Plot Diagram
Directions: Use the plot diagram below to chart the plot of the drama selection
―Ali Baba and the Forty Thieves. In the spaces provided, describe briefly the
exposition, conflict, to include in the rising action, the key events that build
toward the climax of the selection.
The Arabian
Nights
(Prologue)
The main frame story concerns a Persian king and his new bride. He is shocked to
discover that his brother's wife is unfaithful; discovering his own wife's infidelity has been
even more flagrant, he has her executed: but in his bitterness and grief decides that all
women are the same. The king, Shahryar, begins to marry a succession of virgins only to
execute each one the next morning, before she has a chance to dishonor him. Eventually the
vizier, whose duty it is to provide them, cannot find any more virgins. Scheherazade, the
vizier's daughter, offers herself as the next bride and her father reluctantly agrees. On the
night of their marriage, Scheherazade begins to tell the king a tale, but does not end it. The
king, curious about how the story ends, is thus forced to postpone her execution in order to
hear the conclusion. The next night, as soon as she finishes the tale, she begins (and only
begins) a new one, and the king, eager to hear the conclusion, postpones her execution once
again. So it goes on for 1,001 nights.
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 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 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.
We are an emerging division where excellence is a habit and allegiance for quality is a
LESSON EXEMPLAR
Grade 8-English
Quarter: FOURTH
The learner demonstrates The learner transfers learning

understanding of: South and West Asian literature by
as an expressionaofvariety
composing philosophical and religious beliefs; info
of journalistic
texts, the contents of which may be
used in composing and delivering a
memorized oral speech featuring use
of properly acknowledged
informationsources,
persuasion, and emphasis, and
appropriate prosodic features,
stance, and behavior.
EN8RC-IVd-14.1:
Interpret and follow instructions, directions, notices, rules and
Regulations
Objectives:
1. Describe the different instructions, directions, notices, rules and
Regulations
2. Make signages that can be found in school
3. Help the community to achieve peace- and- order by following the rules
and regulations seen on the signages
Lesson: Public Signages

Materials:
1. pictures
2. rubrics
References:
2. www.google.com, https://www.google.com.ph/search?
q=rubric+for+signage+making&biw=136
6&bih=613&noj=1&tbm=isch&imgil=BUuUOCdIQLD3iM%253A%253BuKakrRC0r NuhZM
%253Bhttps%25253A%25252F%25252Felearningindustry.com%25252Fthe
-5-best-free-rubric-making-tools- for
III. LEARNING TASKS
Introduction:
As members of our community, we will encounter different rules
and regulations. And since we are good citizens, we know to ourselves
that that we have the responsibility to follow them. That way, we will
achieve peace-and-order that will lead to the progress of our country.
Preliminary Activity: Do What I Say!

Activity
Find the square with the flower in the corner.Color the flower ―red‖.Look carefully at
The circles. Draw a triangle inside the top circle. Write the letter your name begins
within the biggest circle. Color the smallest circle.
Activity
Look for the meaning of each of the signage below. Choose your answers from
the box. Write only the letter of your choice on the space before the number.
1. 6.
2. 7.
3. 8. 8
4.
9.
5.
10.
A. Hot Surface E. Men at Work H. Keep Silent
B. No Littering F. No Left Turn I. Reserved Seat for PWD
C. Falling Debris G. No Parking on Either Side J.Poisonous
D. Feet Off
Analysis
Oh, You‟re There!
The teacher will post the big picture of the activity given to the students.
The teacher will call volunteer students to answer the question on the board.
Pictures of the different signages will be posted on the board. The students will
be asked, ―Where can you find these signages?‖
The students will be given follow-up questions.

1. When you see signages like them, what is the first thing that comes into
your mind?
2. Do you follow what is written on the signage?
3. What will you do if you see someone who is not following the signage?
4. Do you think you can help you community by following simple signages?
Abstraction
Signage-graphic designs, as symbols, emblems, or words, used especially for identification or a
 The importance of following directions, as well as the rules and

regulations will be discussed to the class.
Application
Sign-Board Making
The class will be divided into 6, with eight members each. The
students will make a school sign board using the following materials:
1. Aluminum
2. Paint and paintbrush
3. Printed Signage from the internet (this will serve as pattern)
A. Entrance
B. Exit
C. Fall in Line
D. Observe Silence
E. Watch Your Steps
F. Turn Off When Not In Use
LESSON EXEMPLAR
Grade 8-English
Quarter: Fourth

understanding of: South and West Asian literature as an expression of philosophical and religious beliefs; infor
by composing a variety of journalistic
texts, the contents of which may be used
in composing and delivering a memorized
oral speech featuring use of properly
appropriate prosodic features, stance,
and behavior.
EN8LT-IVe-12:
Appreciate literature as an expression of philosophical and religious
ideals. EN8OL-IVh-3.7:
Use effective non-verbal communication strategies: gestures and body
movements and eye contact, etc.
Objectives:
1. Identify the author‘s ideals about the poem
2. Use effective non-verbal communication strategies: gestures and body
movements and eye contact in reciting the poem.
3. Appreciate the message of the poem by expressing their philosophical and
religious ideals through reflection writing
Lesson: Rubaiyat of Omar Khayam

Materials:
1. Visual aids
2. newspaper
References:
1. K-12 Curriculum Guide ( May 2016 ), p. 30
2. www.ef.com/english-resources/english-grammar/direct-and-indirect-speech/
3. www.myenglishpages.com/site_php_files/grammar-lesson-reported-
speech.php
III. LEARNING TASKS
Introduction:
Persian literature refers to the body of writings in Modern Persian, the
form of the Persian language that emerged in the 19th century, especially in
north- eastern Iran. The first writings in Modern Persian were in verse. As prose
translation from Arabic were made, improvements based on Arab literary
conventions and the use of literary devices, were introduced.
The Rubaiyat of Omar Khayam, which scattered philosophical quatrains
of rare music and charm, was written in answer to the many questions about
life. What makes it outstanding is the fact that these verses were written, not
by a man of letters, but by a famous mathematician and astronomer who lived
in Persia in the eleventh century for the readers of the western world.
Let‗s try to find out the general mood or tone of the poem? Find the
lines that describe it.
Activity
BUILDING YOUR VOCABULARY
Match the
Task 1:words
PoeminReading
Column A with their definitions in Column
B. A B
__ 1. turret a. a large inn
The Rubaiyat of Omar Khayam Translated by Edward Fitzgerald
__ 2. anon b. soon
Wake!
__ 3. vintage c. rundown
__ 4. caravanserai
For the Sun, who scattered into flight d. an earlier model
__before
The Stars 5. battered
him from the Field of Night, e. projecting tower
f. Sultán's
Drives Night along with them from Heav'n and strikes The disappeared
Turret with a Shaft of Light.
And, as the Cock crew, those who stood before Come, fill the Cup, and in the Fire of Spring
The Winter Garment of Repentance fling: The Bird of Time has but a little way
To fly -- and Lo! the Bird is on the Wing.
The Worldly Hope men set their Hearts upon
Turns Ashes -- or it prospers; and anon, Like Snow upon the Desert's dusty Face Lighting a little Hour or two -- is gone
Think, in this batter'd Caravanserai
Whose Doorways are alternate Night and Day, How Sultan after Sultan with his Pomp
Abode his Hour or two and went his way. Ah, my Beloved, fill the Cup that clears TO-DAY of past Regrets
Myself with Yesterday's Sev'n thousand Years. For some we loved, the loveliest and the best That from h
Ah, make the most of what we yet may spend, Before we too into the Dust descend;
Dust into Dust, and under Dust, to lie,
Sans Wine, sans Song, sans Singer, and--sans End! Oh threats of Hell and Hopes of Paradise!
One thing at least is certain--This Life flies: One thing is certain and the rest is lies;
The Flower that once is blown for ever dies.
Task 2: Poem Recitation
Analysis
READING MEANING INTO POETRY
Directions: Encircle the letter of the most appropriate meaning of each of

the following passages.
1. The Bird of Time has but a little way

To fly -- and Lo! the Bird is on the
Wing.
a. Life is short
b. Birds cannot fly for a long time.
c. Birds die fast.
2. The Worldly Hope men set their Hearts upon

Turns Ashes -- or it prospers;
a. Men‗s desires either fail or succeed.
b. Men burn their hopes.
c. When men hope, their hurts burn.
3. How Sultan after Sultan with his Pomp

Abode his Hour or two and went his
way.
a. No matter how rich a person is, time comes when he becomes poor.
b. Even rich men just live the life meant for them, then they die.
c. A rich man does not stay permanently in a palace.
4. Oh threats of Hell and Hopes of Paradise!

One thing at least is certain--This Life flies:
a. Life is destined for hell or paradise.
b. Everyone should think about hell and paradise.
c. Life on earth soon ends.
5. One thing is certain and the rest is lies;

The Flower that once is blown forever dies.
a. All flowers die after it has bloomed.
b. Only one thing is certain in this world; all that live, die.
c. Once a thing dies, it does not live again.
Abstraction
WHAT„S ON YOUR MIND?
Identify what is the author‗s concept of life and death.

Answer this using a concept map. Be guided with the steps written below:
The steps in doing a concept map

Write the major idea at the center
Encourage students to use their own words.
Check to make sure the connections are valid and clear.
Share your concept map to your classmates.
Application
WRITING AN EXPERIENCE
Directions: Choose a passage from the poem, ―The Rubaiyat of Omar Khayam,
and write your reflections on it.
Example:
The Bird of Time has but a little way, To fly -- and Lo! the Bird is on the Wing.
Pointers for writing a reflection

1. Interpret the meaning of the lines by paraphrasing or re-stating them.
2. Relate an experience in your life or observation around you that will help
explain or illustrate the meaning of the lines.
3. Conclude with your own view of the passage. Do you agree or believe in it? Is
it an Afro-Asian or universal concept? How does it influence one‗s attitude in
life?
LESSON EXEMPLAR
Grade 8-English
Quarter: Fourth
Theme: Changing Perspectives
The learner demonstrates The learner transfers learning by
understanding of: South and West Asian composing a variety of journalistic texts, the
literature as an expression of philosophical contents of which may be used in composing
and religious beliefs; information flow in
and delivering a memorized oral speech
various text types; reality, fantasy, and
featuring use of properly acknowledged
opinion in listening and viewing materials;
word decoding strategies; and use of information sources, grammatical signals for
information sources, active/passive opinion-making, persuasion, and emphasis,
constructions, direct/reported speech, and appropriate prosodic features, stance,
perfect tenses, and logical connectors in behavior.
journalistic writing.
EN8V-IVg-15-2.2:
Use various strategies in decoding the meaning of words
EN8LT-IVf-2.2.4:
Explain figurative language used
Objectives:
1. Decode the meaning of words or lines used in the poem and song.
2. Use SIFT method in analyzing the message of the author

3. Identify the figurative language used in each line
4. Display positive working attitude in decoding the meaning of the
figurative language found in the poem/song
Lesson: SIFT Method

Materials:
1. Activity Sheets
2. Copies of the Poem and Song
References:
2. Learning Module pp. 513
III. LEARNING TASKS
Introduction:
Some writers do not simply state the facts as they are. They use
figurative language that uses words or expressions with a meaning that is
different from the literal interpretation to force readers to imagine or intuit what
an author means with an expression or statement.
When exploring how a writer uses literary elements and stylistic
techniques to convey meaning or theme, it is useful to use the SIFT method. It
allows us to "SIFT' through the parts in order to comprehend the whole.
Read the poem ( Southwest Asian poetry ) below and answer the questions that
follow.
The Ocean
The pungent smell of saltwater soaks the air

The sound of swishing, crashing impatient waves
Are rolling children dog-piling in playful chaos Racing toward the shore
Bare feet crush barnacles on rugged rocks

And slip on slimy, soft, lush algae
A smooth rounded horizon Reveals white wings on water And like a glass orb
Glistens in sunlight
1. How does the poet initially describe the ocean?
2. What does ― The sound of swishing, crashing impatient waves‖ mean?
3. What figurative device does the poet use in the first line?
4. What message does the poem convey?
Activity
Discussion of the lesson.
SIFT Method for Analyzing Literature
SIFT Method - It is a literary tool that can be used to analyze a specific literature by filling out a table or
SYMBOL
An object, person, or place that has meaning within itself but stands for something else in the contex
Example: heart - love
IMAGERY
When an image is evoked through the use of really descriptive language based from our senses.
Example: beautiful maiden, cold wind, dark night
FIGURATIVE LANGUAGE
Includes (but is not limited to) simile, metaphor, hyperbole, repetition, alliteration, among others
TONE AND THEME

Tone is the attitude and author takes on the subject he/she is writing about Theme = Plot + Tone
Analysis: Song Analysis

Determine how the writer of the song conveys his message to the listeners
through the use of literary tools. Fill out the Poetry Analysis Concept Map found
below:
LOVE YOURSELF
By Justin Bieber
All the times that you rain on my parade 'Cause if you like the way you look that much
Symbol Imagery Figurative Language Tone & Theme
And all the clubs you get in using my Ohhhh baby you should go and love yourself
name You think you broke my heart And if you think that I'm still holdin' on to
somethin'
Ohhh girl for goodness sake
You should go and love yourself
You think I'm crying
Oh my ohhh, well I ain't!

When you told me that you hated my friends
The only problem was with you and not them

And I didn't wanna write a song
And every time you told me my opinion was
'Cause I didn't want anyone thinking I still care, I wrong
don't
And tried to make me forget where I came from
But, you still hit my phone up
And baby I be moving on

And I didn't wanna write a song
Cause I didn't want anyone thinking I still care, I

And I think you should be somethin' I don't don't
wanna hold back
But, you still hit my phone up
Maybe you should know that
And baby I be moving on
My mama don't like you and she like's everyone
And I think you should be somethin' I don't
And I never like to admit that I was wrong wanna hold back
And I've been so caught up in my job Maybe you should know that
Didn't see what's going on My mama don't like you and she like's everyone
But now I know And I never like to admit that I was wrong
I'm better sleeping on my own And I've been so caught up in my job, didn't see
what's going on
And now I know, I'm better sleeping on my own
Abstraction :
Discuss your insights concerning SIFT method as a literary tool to communicate
ideas.
1. How does the SIFT method help you determine the message of the literary
text?
2. Has the activity helped you realize literature as communication?
Writers communicate their ideas in varied ways. Some write stories while others articulate their perspectiv
SIFT Method is a literary tool that can be used to analyze a specific literature by filling out a table or grid w
Application
Group Task: Students will be grouped by 5‘s. They will search a poem or song
on the internet and analyze the message of the author applying the SIFT
method. Their output will be presented in front of the class.
Assessment
Directions: Match the word in Column A with the corresponding meaning in

Column B.
POEM/ SONG ANALYSIS RUBRIC
LESSON EXEMPLAR
Grade 8-English
Quarter: FOURTH

understanding of: South and West Asian literature as an expression of philosophical and religious beliefs; inform
and behavior.
EN8RC-IVh-2.12:
Draw conclusions from a set of
details. EN8OL-IVb-3.11:
Use the correct production of the sounds of English when delivering a manuscript
or memorized speech in an oration, in a declamation or in a dramatic monologue.
Objectives:
1. Discuss the message of the oration piece based from the details presented
on It.
2. Draw conclusions from a set of details.
3. Use the correct production of the sounds of English when delivering
a manuscript or memorized speech in an oration.
4. Deliver a memorized oral speech with confidence before an audience
Lesson: Oration- Service Above Self by Zenaida O. Baldovino

Materials:
1. Projector and Laptop
2. visual aids
3. answer sheet
References:
1. K-12 Curriculum Guide p. 31
2. literary pieces of Zenaida O. Baldovino
III. LEARNING
TASKS
Introduction:
Below are the meanings of a kind of speech which will be the focus of
the lesson for today. Give the exact word by arranging the jumbled letters.
r O aTOn i
an elaborate discourse delivered in a formal and dignified manner
a formal speech, especially one given on a ceremonial occasion
a public speech characterized by a studied or elevated style, diction, or delivery
Task 1: Let‟s Compare!
Students will watch two video clips showing how an oratorical piece was
delivered before and at present.
https://www.youtube.com/watch?v=BmjCZu4TGIo
https://www.youtube.com/watch?v=eIwOGOUhKEQ
Activity
Task 2: Discussion of the Tips on How to Become a Powerful Orator!
Keep It Authentic
Say The Correct Phrases
Keep It Short
Make Connections
Tell Stories
Know Your Speech
Task 3: Silent Reading
SERVICE ABOVE SELF

by Zenaida O. Baldovino
VIOLENCE… MORAL BANKRUPTCY…HEDONISM… MATERIALISM…
these are the laws of the jungles which are slowly swallowing all of us!
It is so alarming that over two decades, there has been a continuing erosion of
traditional moral values in secular society- an erosion measured among other things by the
dizzying rise of procured abortion, the increasing number of broken families, the laws of
guns and bullets, poverty, injustices, racial discrimination, greed for power and wealth!
In the dark pages in our country’s history, we are witnessing coup attempts by
factions within the military and political killings of leaders of government and mass
organizations.
We were a nation enslaved, indebted in billions of dollars, morally sick if not

bankrupt:
The specter of poverty continues to haunt our depressed communities as it afflicts

a growing number of our people in our country and the world over.
Yes, our country runs the risk taken by other countries, its people bitterly divided,
its national soul warped and ravaged, destined to be pawns in the hands of contending
imperial powers.
Ladies and Gentlemen:
The sound of this challenge is as urgent and critical as ever. What could be the
cure for our society’s dilemma that darkens all our hopes and dreams? Yes, my friends,
the answer lies in our hands if we are willing to give service above self and share the
Divine Love we ought to give to others… the love from the lips of St. Paul – “love is
patient and kind. Love never gives up and its faith, hope and patience never fail. Love is
eternal.”
We have an equally important share of rendering service above self in this
enormous task of translating the vision of our country into a reality. The realization must
be strong enough for all of us to rise up morally, politically and economically. We have to
realize that the force of law rather than the law of force will sustain this nation and
guarantee the survival of democracy. This is where our service is needed – when we work
out for cooperative effort to promote peace and unity for national survival.
We need the best intellectuals – men with character and moral courage to serve
our society and government. We need men like you, members of the new generation who
will look at public service as a covenant with God and country, men with unselfish
dedication unexpected of any financial reward.
To the business sector, let us venture to spread and share the fruits of growth with
the people.
The government has also the moral obligation to harness the resources of all
sectors of society to improve the quality of life of both the market and the labor force.
The military and the law enforcers are being called for to bring justice and respect
for human rights to uphold the dignity of every individual.
The home, the school and the church should mold within the youngsters the spirit
of “service above self” in their own unique way.
With our undying service above self, a new sense of life springs in our midst… a
life that we share with non-government organizations in their ideals to spread friendship,
truth, justice, service and love to one another to share the rewards of a life of freedom and
enable all people to feel as belonging to one another in heart, in soul, in conscience.. to
one universal family before the eyes of the Creator.
To the future Masters of the World:
Let us join hands in the remaking of our country and the world by the grace of
God, with you and others, we shall at the end of this long and tortuous road, claim our just
victory in order that immutable good shall triumph over the invincible forces of evil.
In the words of the late Jose Diokno whose unerring vision refuses to die:
We live in seven thousand islands. We pray in no fewer than seven native

tongues. But all of us are Filipinos not only because we ae brothers in blood – many of us
are not – but because we are all brothers in tears; not because we all share the same
dream. Whether we like it or not, we are one nation with one future… a future that will be
bright if we will have that commitment of – SERVICE ABOVE SELF!
Honorable Members of the Board of Judges, Distinguished Guests, Friends,

Ladies and Gentlemen:
Let us all cry with resounding joys as we reach out for that - SERVICE ABOVE
SELF…
with a mind that thinks
a hand that shares
a heart that cares
I thank you.
Analysis
Reflect and Understand
Answer the following questions:
1. What are the society‘s problems mentioned in the first paragraph? Discuss
them by giving examples or situations.
2. Discuss the relation of big population to poverty.
3. Based from the piece, what could be the cure for our society‘s dilemma?
Give the two main answers and explain.
4. Discuss how the following will help promote peace and unity for national
survival:
a. new generation
b. business sectors
c. government
d. military and law enforcers
e. home, school and church
Abstraction
I Therefore Conclude…
Directions: In not less than five sentences, write your conclusion to the given
statement.
All Filipinos will have that commitment of – SERVICE ABOVE

SELF!
__ _ _
__
Application _ _
__ _
Final Task: Speech Delivery
__ _ _
__
Students _
will be given enough time to memorize the piece. They will deliver_ it
__ _ _
confidently using the correct production of the sounds of English.
__ _ _
__ _ _
__ _
__ _
__ _
__ _ _
__ _
Rubric for Oration
www.rcampus.com/rubricshowc.cfm?code=H4C2W6&sp=true
LESSON EXEMPLAR
Grade 8-English
Quarter: FOURTH

and behavior.
EN8RC-IVa-2.21.1:
Identify positions of a topic
sentence. EN8RC-IVb-2.21.2:
Identify details that support the topic sentence.
Objectives:
1. Define topic sentence and supporting details.
2. Identify the topic and supporting details used in the paragraphs.
3. Determine the importance of identifying the topic sentence and supporting
details for better understanding of the paragraphs
Lesson: “Topic Sentence and Supporting Details”

Materials:
1. Activity Sheets
2. Audio-visual materials
References:
1. K to 12 Curriculum Guide (May, 2016) pp. 30-31
2. Learning Module pp. 627-628
3. Online:https://www.internet4classrooms.com/grade_level_help/
writing_sup porting_details_language_arts_fifth_5th_grade.htm
III. LEARNING
TASKS
Introduction:
A paragraph is a series of sentences that support a main idea, or point. A

paragraph typically starts with the main idea or point (also called the topic
sentence), and the rest of the paragraph provides specific details to support and
develop the point. The illustration below shows the relationship between point and
support.
Preliminary Activity
Directions: The teacher will post the copy of a paragraph and ask them to
identify the topic sentence and supporting details used in the paragraph.
StudentsPeople
response in should
my family
be likelove our dog Punch. However, I have several
these:
reasons for wanting to get rid of Punch. First of all, he knows I don‘t like him.
Topic/Point: I have several reasons for wanting to get rid of Punch.
Sometimes he gives me an evil look and curls his top lip back to show me his
Supporting
teeth. The detail: 1. He knows
message I don‘t
is clearly, like him. I‘m going to bite you.‖ Another
―Someday
reason todetail:
Supporting get rid2.ofPunch
Punchsheds
is he everywhere.
sheds everywhere. Every surface in our house
is covered with Punch hair. I spend more time brushing it off my clothes than I
Supporting detail: 3. Punch is an early riser.
do mowing the lawn. Last of all, Punch is an early riser, while (on weekends) I
am not. He will start barking and whining to go outside at 7 a.m., and it‘s my
job to take care of him. When I told my family that I had a list of good reasons
Activity:
for getting rid of Punch, they said they would make up a list of reasons to get
Task 1: Think and Create!
rid of me.
Here are fifteen topics. See if you can write main ideas about any five of
them. Put your topic sentences in the spaces provided.
Examples:
Teacher My senior business teacher, Mrs. Catherine, was the
best teacher I ever had.
Fast-food restaurants Given a choice, I prefer a fast-food restaurant to a

diner.
My dog Rusty, my golden retriever, has some odd habits.
Topics Topic Sentences
Task 2: Read and Work

Read the paragraphs, underline the topic sentence and then complete the
outline for each paragraph. Notice that words such as first, also, another, and
finally often signal each new item of support.
Being a celebrity is often difficult. First of all, celebrities have to look

Supporting detail:
almost 1.
perfect all the time. There‘s always a photographer ready to
Supporting detail: 2.
take an unflattering picture of a famous person looking dumpy in old
clothes. Celebrities also sacrifice their private lives. Their personal struggles,
divorces, or family tragedies all end up as front-page news. Last, and most
SupportingPeople
detail: lie
frightening for all,
1. of different reasons.
celebrities are One commondanger
in constant reasonof
is the
to avoid
wronghurting
kind of
someone‘s feelings. For example, a friend might ask, ―Do you
attention. Threatening letters and even physical attacks from crazy fanslike my neware
haircut?― If you think it‘s ugly,
things a celebrity must contend with. you might still answer, ―Yes.‖ Another
common reason for lying is to avoid a fight. Say a friend angers you and
then asks,
―Are you upset with me?‖ You might answer, ―No,‖ to avoid an argument.
People also lie so that they‘ll fit in, as when you listen to a boring person and
politely say, ―That‘s interesting.‖ In addition, people lie to avoid spending
more time with someone. For instance, you might lie, ―I have to go now.‖
SupportingSeveral factors can interfere with having a good memory. For one thing,
detail: 1.
theredetail:
Supporting can be 2. a lack of motivation. Without a real desire to learn or remember_
something, you probably won‘t. Also a factor is a lack of practice. To stay
sharp, memory skills, like any other skill, must be used on a regular basis. Yet
another factor that can hurt memory is self-doubt. If you‘re convinced you
won‘t remember something, you probably won‘t. In addition, distraction can
Analysis:
interfere with memory. If you‘re distracted by a television or by conversation
nearby, try to find a quiet environment before trying to commit something to
Directions: Look at the following outline of a paragraph. The point is followed by
memory.
six facts, only three of which are on target in supporting the point. The other facts
are irrelevant to the point. See if you can check the three relevant statements
of support—the ones that hit the bull’s-eye.
Point: My dog Otis is not very bright.

1. He‘s five years old and doesn‘t respond to his name yet.
2. He cries when I leave for work every day.
3. He always gets excited when visitors arrive.
4. He often attacks the backyard hedge as if it‘s a hostile animal.
5. He gets along very well with my neighbor‘s cat.
6. I often have to put food in front of him because he can‘t find it
by himself.
Now read the following comments on the six items to see which ones you should
have checked and why.
Explanation
1. Most dogs know their names. Otis‘s unfamiliarity with his own name
reveals a weak memory, and memory is one aspect of intelligence. You
should have checked this item.
2. Even an intelligent dog might be sad when its companions leave the house.
3. Both bright and not-so-bright dogs are happy to see old and new human
friends.
4. The inability to distinguish between a bush and an animal—friendly or hostile
— suggests a lack of analytical skills. You should have checked this item.
5. Dogs of all degrees of intelligence have been known to be friendly with cats.
6. Most dogs recognize food much more often than their owners would like
them to. Otis‘s inability to find food clearly indicates poor problem-solving skills.
You should also have checked this item.
As illustrated on the previous page, you want all the details you provide in a
paper to be on target and hit the bull‘s-eye in support of your point.
Abstraction
Topic Sentence is a sentence that expresses the main idea of the

paragraph in which it occurs.
Supporting details provide the information that supports the topic sentence.
You can create supporting details with descriptions, examples, reasons,
explanations and comparisons.
Application/ Assessment
Directions: Each point is followed by three statements that provide relevant,
on- target support and three that do not. In the spaces, write the letters of the
three relevant statements of support.
1. Point: I‟m a perfect example of someone who has “math anxiety.”
A. I feel dread every time I sit down to take our Friday math quiz.
B. Fear of math is almost as widespread as fear of public speaking.
C. During my last math test, I ―froze‖ and didn‘t even try to answer most of
the questions.
D. I also have a great deal of anxiety when I sit down to write a paper.
E. I turned down a summer job as a salesclerk because I would have had
to figure out how much change customers should get back.
F. I used to be afraid to raise my hand in class, but now it‘s easier for me to
answer questions.
Items that logically support the point:
2. Point: Elephants are very intelligent animals.

A. For years, hunters shot elephants to obtain the ivory from their tusks.
B. Like chimps, elephants can recognize their reflections in mirrors.
C. Elephants tear off branches of trees to use as fly swatters.
D. Elephants have been seen keeping vigil over their dead companions.
E. An elephant can live as long as sixty-five years.
F. Elephants should not be forced to perform in circuses.
3. Point: Drinking coffee can be bad for people.

A. Some people don‘t like the taste of decaffeinated coffees.
B. Coffee in the evening can interfere with sleep at night.
C. As addictions go, coffee is less dangerous than tobacco.
D. Too much coffee can cause the hands to shake.
E. Drinking too much coffee can lead to a faster heartbeat and light-headedness.
F. Most coffees cost under five dollars a pound.
4. Point: If you think school is difficult, it‟s even harder for older students.
A. Studies show that more and more adults are returning to school.
B. It takes a lot of work to re-learn study habits.
C. Many older students have family and job responsibilities in addition
to classes.
D. Some older students are afraid of not ―fitting in.‖
E. It is never too late to gain new knowledge.
F. Older students can contribute to class discussions by talking about their
―real-world‖ experiences.
5 . Point: Schools should eliminate the summer vacation.

A. It costs too much money for school buildings to remain empty in the
summer months.
B. Students have more energy than adults.
C. Year-round school can better prepare students for year-round work in
the adult world.
D. During summer classes, schools should be air-conditioned.
E. Students will learn more and forget less if they attend school twelve
months a year.
F. Students won‘t be able to take summer jobs that would provide money
for college.
LESSON EXEMPLAR
Grade 8-English
Quarter: Fourth
Sub-Theme: Global Communication

and behavior.
I. LEARNING COMPETENCY
EN8WC-Iva-3.11
Identify features of journalistic writing
EN8WC-IvB-3.4.2
Distinguish among types of journalistic writing ( news report, opinion
article, feature article, and sports news article).
Objectives:
1. Determine the different types of Journalistic Writing
2. Discuss the characteristics of news, editorial, feature article and
sports news article.
3. Patiently make an anthology of examples of different Journalistic Writing.

Lesson: Journalistic Writing
Materials:
1. newspaper
2. visual aids
3. art materials
3. rubric
References:
1. K to 12 Curriculum Guide (May, 2016) pp. 30-31
2. Writing in the Disciplines: Journalism retrieved at
http://writing2.richmond.edu/writing/web/journalism/types.html
3. Different forms of journalistic Writing retrieved at
http://mass.pakgalaxy.com/different-forms-of-journalistic-writing.html
III. LEARNING TASKS

Introduction:
What is news? Reading newspapers is one of

the best ways to keep up with news in your town,
across the country and around the world. It is also a
way to learn about sports, travel, hobbies and
entertainment.
“Cracking codes”
Decode each letter by solving the following simple mathematical problems,

and then convert what is its corresponding letter on our table. The first students
to get the correct answer for each problem will have 3 points.
A B C D E F G H I J K L M NOPQRS T U V W X Y Z 01 2 3 4 5 6 7 8 9 10 11 12
2x2= 181-155 = 4+1 = 68/2-16=

5+8-10 = 2 1(4) = 150/10=
32/4= √16 = 435 (0) = 92/2-30=
105 x 2 – 191 = √484 = 5x2+9= 500/20-8=
238/17= 10+20- 2212/158+6 = √361=
85/5= 12= 9/3+14= 900/50
2+2+2+2= 2+2= =
3x0 =
√121=
Answer: Answer:
Answer: Answer:
EDITORIAL NEWS FEATURE SPORTS
Activity
Discussion of the different types of journalistic writing.
News writing
News writing follows a basic formula; there are key elements every news story follows. While styles can
one all news stories are cut from the same mold. The first element of news writing
is, of course, to deliver the news.
Most people have heard of the 5 W’s, even if they’ve never taken a journalism class. The W’s i
Depending on what the story is, how and when you answer those W’s may change. If, for exam
Feature writing
Features do tend to take a more narrative approach, perhaps using opening paragraphs as scene-setting na
Editorial writing
An editorial is an article that presents the newspaper‘s opinion on an issue. It reflects the majority vote of t
Sports writing
Sports journalism is a form of writing that reports on sporting topics and

games. While the sports department within some newspapers has been
mockingly called the toy department, because sports journalists do not concern
themselves with the 'serious' topics covered by the news desk, sports coverage
has grown in importance as sport has grown in wealth, power and influence.
Analysis
Modified True or False. Write SWEET if you find the statement right and SOUR if the
statement is wrong then underline the word or phrase that makes it erroneous.
__ _1. A Sports news article is a persuasive essay that offers a solution to
Abstraction a problem.
Each student must have a copy of a Philippine newspaper.
Instructions:
__ _2. Feature Article is written in Inverted-pyramid Format.
__
1. Allow 3. Feature
students articleminutes
several is madetoout of newspapers.
read human interest.
Encourage them to pay attention to different types of journalistic writing.
__ _4. An article has a headline of ―Donaire Wins Big‖ is an example of News
2. Ask students to look for an example of each type of journalistic writing.
Article.
3. Let students share findings, note in which section each example was
__
found _5.An editorial
and explain whyis an article
they that the
labeled presents the as
example newspaper's
they did. opinion on an
issue.
4. Lead a discussion in which students will discuss the characteristics of
the different types of journalistic writing.
__ _6. Proximity of news includes its nearness or immediacy.
__ _7. In writing an editorial one must not take a stand.
__ _8.Sports Article contains articles about people well-known in sports.
__ _9. An Editorial can be a profile of a prominent or unique individual
of interest to the community.
__ _ 10. Timeliness, prominence, conflict, novelty are the one of the keys
features of News.
1. SOUR. Sports news 6. SWEET
2. SOUR. Feature Article 7. SOUR. Not
3. SWEET. 8. SWEET
4. SOUR. News Article 9. SOUR. Editorial
Application
Final Task: Anthology of Journals
The learners will be grouped by fives. They will come up with an anthology of
sample articles from different types of Journalistic writing. Their output will be
graded according to the given rubric.
Cover Page - 5
Resourcefulness - 5
Creativity - 5
Accurateness - 5
25
LESSON EXEMPLAR
Grade 8-English
Quarter: Fourth

and behavior.
EN8G-IVe-3:
Use past and past perfect tenses in journalistic writing.
Objectives:
1. Distinguish between regular and irregular verbs in the past simple.
2. Use past and past perfect tenses in journalistic writing.
3. Share own values and understanding to a certain phenomenon.
II. LEARNING
CONTENT Lesson:
Past Tense
Materials:
1. Audio materials
2. Picture
3. Activity Sheets
References:
2. http://www.english-grammar-lessons.com/pastsimple/menu.php
3. http://www.omancollege.edu.om/UploadFacultyDocuments/2874-7-
Grammar%20%20Level%201- grammar%20review%20past%20simple
%20(2).pdf
III. LEARNING TASKS
Introduction:
We're often told we should put the past behind us, not dwell in the past,
etc…However, students must do just that…to learn the simple past tense. As
they learn that regular verbs simply need an –ed suffix, they jump for joy.
English uses verbs in the simple past tense to refer to actions, situations,
or events that are finished and that happened before now. There are three ways
to form simple past tense in English. One way is what happens with the verb be:
it uses the special forms was and were. Another way is what happens with
regular verbs. (They are called regular because they all add the same ending--
ed--or some variation on it.)
Preliminary Activity: Quote of the day!

Your teacher will share a quote to you and you will give your own
understanding of it.
What does this quote mean to you?
Activity:
 Task 1: Sound trip
Your teacher will play a sound clip of each song. You will guess the title
of the song and the singer.
a. But I can't let go of your love that has taught me
To hold on Stay by Daryl Ong
b. I never dreamed
Cause I always thought that dreaming was for kids Till I Met You by Kyla
c. Last Christmas, I gave you my heart
But the very next day you gave it away Last Christmas by Taylor Swift
d. But now that you came into my life
I feel complete Your Love by Juris
e. I guess you heard, I guess you know
In time I'd have told you, but I guess I'm too slow You Were
There by Regine
Velasquez
f. How did you know
I needed someone like you in my life How Did You Know by Gary
Valenciano
g. Once I was eleven years old, my daddy told me,
"Go get yourself a wife or you'll be lonely." 7 years by Lukas Graham
Analysis:
Your teacher will let you write the lyrics of the song you listened to on
the board
and will answer the following questions:
1. How did you know which sentences were in the past tense?
2. What words did you see that told you the sentence was past tense?
3. What letters were used to make the verb past tense?
4. What words in the sentence are regular verbs? irregular verbs?
Abstraction:
Task 2: Regular or Irregular?
You will answer the following activity on how verbs formed their past.
 Task 3: Gap Filling
Fill in the blank with the correct simple past form of the verb.
I had a very bad weekend. On Friday night, I (go) downtown to meet my friend Alex. We (want) to go to the movies
Early on Saturday morning, my Father (call) me and we (work) in the yard. I hate working in the yard. In the aft
(see) a lot of nice things to buy, but I(lose) my wallet and (not buy) nothing.
On Sunday, my sister was sick so I (stay) at home and(care) for her all day. I
really (not have) fun this weekend.
Application:
 Final Task: News Making!
Think-Pair-Share: Each student should be paired with another student. Your
teacher may choose whether to assign pairs or let you pick your own partner.
You will compose your own journalistic writing using past form of the verbs.
You can make a report about a recent event in your school or in your
community.
JOURNALISTIC WRITING RUBRIC

Criteria 4 3 2 1
Effective Story is in inverted pyramid form Story is organized and most transitions Story lacks strong Story is choppy;
Organization with info in descending order of and connections are clear, but either organization, jumps around organization is
and Flow importance; strongly organized organization is somewhat lacking or the too much or lacks effective unclear; few
(Structure) with clear transitions and logical sense of flow is somewhat abrupt or transitions; not in inverted effective transitions;
connections that create a sense of story is not in inverted pyramid pyramid not in inverted
being tightly woven together pyramid
Clear Focus and Focus of story is clear; nothing Focus is fairly clear but one or two Story lacks strong sense of No clear angle; story
Unity (deals with detracts from primary focus; areas detract from the primary angle unity and focus; several areas is rambling and
content) everything contributes to overall seem to detract from angle awkward
angle
Journalistic Style NO errors in journalistic style Has few (one or two) errors in Has several errors in Has many errors in
(quotes, dates, scores, numbers, journalistic style; or may have non- journalistic style or non- journalistic style
money, percents, time, commas, journalistic paragraph structure journalistic paragraph and/or non-
etc.); short paragraphs; quotes structure journalistic
stand alone paragraph structure
Interesting, Writing is strong and effective with Writing is adequate but not extremely Writing is rather bland; lacks Writing lacks a clear
Effective Writing a clear voice and a variety of compelling or original; may be wordy or a clear voice and/or sense of voice and original
Style sentence structures; piece is tightly voice may be unclear; diction may not originality; is wordy or style
written; utilizes active verbs and be as vivid or sophisticated redundant; or diction &/or
vivid word choice; original writing sentence structure may be
repetitive
Grammar and Story is well edited and virtually Story is spell checked and all names are Story is spell checked and Names are
Spelling flawless; NO spelling errors; correct; contains few grammatical errors all names are correct; misspelled; or spell
includes the proper spelling of all contains several check was not run; or
names grammatical errors contains many
grammatical errors
Assessment:
You will answer this short quiz about Mary‘s summer holiday.
LESSON EXEMPLAR
Grade 8-English
Quarter: FOURTH
Theme: Changing Perspectives
The learner demonstrates The learner transfers learning by

understanding of: South and West Asian literature as ancomposing
expression of philosophical
a variety and religious
of journalistic beliefs;
texts, theinformation flo
connectors in journalistic writing.
contents of which may be used in composing
and delivering a memorized oral speech
featuring use of properly acknowledged
information sources, grammatical signals for
opinion-making, persuasion, and emphasis,
and appropriate prosodic features, stance,
and behavior.
EN8G-IVe-3:
Use past and past perfect tenses in journalistic writing.
Objectives:
1. Recognize the basic form of past perfect (had + past participle).
2. Use past and past perfect tenses in journalistic writing.
3. Show self-reliance when working independently and cooperate in group

activities.
Lesson: Past Perfect Tense

Materials:
1. Strips of paper
2. Activity Sheets
References:
1. K to 12 Curriculum Guide (May, 2016) p.31
2. http://www.esltower.com/GRAMMARSHEETS/passives%20&
%20participles/p assives.html
III. LEARNING TASKS
Introduction:
The past perfect refers to a time earlier than before now. It is used to
make it clear that one event happened before another in the past. It does not
matter which event is mentioned first - the tense makes it clear which one
happened first.
Preliminary Activity: Play, Go and Act!

You will play charade. Each group will have a representative that will
serve as an actor. There are strips of paper in a jar with words in it, the actor will
just act it without saying anything for the group. In three minutes, the group
who has the highest word guess will get the highest points. (The words in the
jar
are all verbs.) After the game, you
will make each verb into their simple past.
Activity:
Task 1: I Couldn‟t Believe my Eyes
Your teacher will post sentences on the board and you will read it all
together.
Yesterday when I arrived home, I couldn‟t believe my eyes:
Someone had broken into my house.

They had broken the door and the window.
They had stolen all my money.
They had broken my TV and my computer.
They had emptied my drawers.
They had even eaten the food in the
fridge.
Analysis:
After reading, you will answer the following questions:
1.Which things happened first?

2. Had those terrible things happened before or after arriving?
Your teacher will draw a diagram to make it clear with you how things
happened. You will make your own diagram in your notebook.
3. How many situations happened in the past?

4. What have you noticed about the underline words?
5. Are the sentences in the simple past or past perfect tense? Why did
you say so?
Abstraction:
Task 2: Crossword Puzzle
You will answer the crossword puzzle about past participle.
 Task 3: Let‟s Practice More!
Study and analyze the sentences and write your answer on the space
provided.
Application:
 Final Task: Write Something Up!
Below are information about Aguyod Festival. Compose a journalistic text
using the given information with the use of past perfect form of the verbs.
Aguyod Festival: A Festive Event to Promote Tayabas Tourism Industry
October famous bands week long beauty pageant

celebrationstreet dancing showdown
boxing Rizal Park parade barangay videoke
Silungang Bayan
JOURNALISTIC WRITING RUBRIC

Criteria 4 3 2 1
Effective Story is in inverted pyramid form Story is organized and most transitions Story lacks strong Story is choppy;
Organization with info in descending order of and connections are clear, but either organization, jumps around organization is
and Flow importance; strongly organized organization is somewhat lacking or the too much or lacks effective unclear; few
(Structure) with clear transitions and logical sense of flow is somewhat abrupt or transitions; not in inverted effective transitions;
connections that create a sense of story is not in inverted pyramid pyramid not in inverted
being tightly woven together pyramid
Clear Focus and Focus of story is clear; nothing Focus is fairly clear but one or two Story lacks strong sense of No clear angle; story
Unity (deals with detracts from primary focus; areas detract from the primary angle unity and focus; several areas is rambling and
content) everything contributes to overall seem to detract from angle awkward
angle
Journalistic Style NO errors in journalistic style Has few (one or two) errors in Has several errors in Has many errors in
(quotes, dates, scores, numbers, journalistic style; or may have non- journalistic style or non- journalistic style
money, percents, time, commas, journalistic paragraph structure journalistic paragraph and/or non-
etc.); short paragraphs; quotes structure journalistic
stand alone paragraph structure
Interesting, Writing is strong and effective with Writing is adequate but not extremely Writing is rather bland; lacks Writing lacks a clear
Effective Writing a clear voice and a variety of compelling or original; may be wordy or a clear voice and/or sense of voice and original
Style sentence structures; piece is tightly voice may be unclear; diction may not originality; is wordy or style
written; utilizes active verbs and be as vivid or sophisticated redundant; or diction &/or
vivid word choice; original writing sentence structure may be
repetitive
Grammar and Story is well edited and virtually Story is spell checked and all names are Story is spell checked and Names are
Spelling flawless; NO spelling errors; correct; contains few grammatical errors all names are correct; misspelled; or spell
includes the proper spelling of all contains several check was not run; or
names grammatical errors contains many
grammatical errors
Assessment:
You will have a 1-10 item quiz on Past Perfect Tense.
1. When I arrived at the cinema, the film (start)
2. She (live) in Lucena City before she went to Tayabas.
3. After they (eat) the shellfish, they began to feel sick.
4. If you (listen) to me, you would have got the job.
5. Kenzo didn’t arrive until after I_______________(leave).
6. When we _ (finish) dinner, we went out.
7. He (meet) her somewhere before.
8. The children _ (not/do) their homework, so they were in trouble.
9. She said that she___________________(not/visit) the UK before.
10. Julie and Anne______________ (not/meet) before the party.
LESSON EXEMPLAR
Grade 8-English
Quarter: Fourth

and behavior.
EN8G-IVc-14:
Use direct and reported speech in journalistic writing
Objectives:
1. Distinguish a direct and an indirect speech.
2. Discuss the importance of learning the use of direct and reported speech in
journalistic writing
3. Patiently convert a direct speech into an indirect speech using the correct
tense of the verb
Lesson: Direct and Reported Speech

Materials:
1. Visual aids
2. newspaper
References:
2. www.ef.com/english-resources/english-grammar/direct-and-indirect-speech/
3. www.myenglishpages.com/site_php_files/grammar-lesson-reported-
speech.php
III. LEARNING TASKS
Introduction:
If we report what another person has said, we usually do not use the
speaker‘s exact words (direct speech), but reported (indirect) speech.
Therefore, you need to learn how to transform direct speech into reported
speech. The structure is a little different depending on whether you want to
transform a statement, question or request.
Come On! Let‟s Do It.

 The teacher will ask the group leaders to instruct their members to do
the following assignments before they proceed to their formal lesson:
Activity
“ Group 1ofwill
 Discussion thesweep the floor inside the
lesson.
classroom.” “ Group 2 will clean the corridor.”
“ Group 3 will arrange the books in the

Statements
shelf.” “ Group 4 will wipe the tables and
When transforming statements, check whether you have to change:
pronouns
shelves.”
present tense verbs (3rd person singular)
“ place
Groupand time expressions
5 will clean the board.”
tenses (backshift)
 The leaders will write the sentence on the board about how they instructed their
members.
Type direct speech reported

Example
speech
(no backshift) “I speak English.”
He says that he speaks English. He says that he spoke English.
Questions
When transforming questions, check whether you have to change:
 pronouns
 present tense verbs (3rd person singular)
 place and time expressions
 tenses (backshift)
Also note that you have to:
 transform the question into an indirect question
 use the interrogative or if / whether
Type Example
with direct speech “Why don’t you speak English?”
interrogative reported speech He asked me why I didn’t speak English.
without direct speech “Do you speak English?”

interrogative reported speech He asked me whether / if I spoke English.
Requests
When transforming questions, check whether you have to change:
pronouns
place and time expressions
Type Example
direct speech reported speech
“Carol, speak English.“
He told Carol to speak English.
News Sources
It is possible that news sources often retain the original tense in reported speech to convey the immediacy of the
Jane: "I want Pizza."
Father (who couldn't hear): "What did Jane say?" Mother: "She said she wants Pizza."
While "backshifting" (i.e. "She said she wanted Pizza.") would not be incorrect, retaining the original tense is prob
Another reason that news sources might retain the speaker's original tense is to preserve the distinction between
"I want the support of House Republicans."
Task 2: Pen & Paper Activity
Direction: Complete each reported speech by supplying the correct

verb and pronoun.
1. She said, "I think he will win the election.‖
Indirect: She said that she (think) he (win) the
election.
2. She said, ―Hurrah! I am selected for the job‖
Indirect Speech: She that she for the job.
3. "My father is going to visit us next week," Frank said.
Indirect Speech: Frank said that his father them the following
week.
4. "I have worked at the company since 2007," she said.

Indirect Speech: that at the company since 2007.
5. Peter said, "Anna lives in Lucena.‖

Indirect Speech: Peter says that Anna in Lucena
6. I said, ―I write a letter‖
Indirect Speech: said that a letter.
7. He said, ―guests might come‖
Indirect Speech: said that guests come.
8. I said, ―she have eaten the meal‖
Indirect Speech: said she the meal.
9. They said, ―we would apply for a visa‖
Indirect Speech: said that for a visa.
10. He said, ―please give me glass of water‖
Indirect Speech: He me to him a glass of water.
Analysis
Direction: Complete the sentences in reported speech. Note the change of
pronouns and verbs.
A. Statement…
1. Helen: I want to tell you something about my holiday in London.
Gareth: What does she say?
You: She says that
2. Helen: I went to London in July.

You: She says that
3. Helen: My parents went with me.

You: She says that
B. Question…
4. He asked, "Do I have to do it?"
→ He asked
5. "Where have you been?" the mother asked her daughter.

→ The mother asked her daughter
6. "Which dress do you like best?" she asked her boyfriend.

→ She asked her boyfriend
C. Request…
7. "Close the door behind you," he told me.
→ He told me
8. "Don't be late," he advised us.

→ He advised us
9. "Stop staring at me," she said.

→ She told him
10. "Don't be angry with me," he said.

→ He asked her
Abstraction
The learners will work in pair and will do the task listed below:
cut a news article from a newspaper and paste it on a long bond paper
on the same paper, list down at least five reported speech that you found in the news article
change the reported speech to direct speech
Application
Reported Speech Card Games
 For the first game, prepare a set of index card each with a direct speech
statement on one side and the indirect statement on the other. Divide
students into pairs. Student A picks up a card and reads the direct
statement. Student B must report on what they just said. Student A
checks B‘s reply on the back of the card. The team with the most correct
points wins.
 Write the direct statements on index cards and their indirect versions on
another set of cards. Divide the class into two teams. Each student must
pick up a card and find the matching statement. You can make this more
challenging by using statements that are similar but in different tenses.
LESSON EXEMPLAR
Grade 8-English
Quarter: FOURTH

and behavior.
EN8G-IVb-13:
Use active and passive constructions in journalistic contexts.
Objectives:
1. Analyze the correct construction of active and passive voice.
2. Utilize the passive and active voice in a correct manner and in journalistic
writing.
3. Appreciate the importance of the proper use of active and passive voice
in journalistic writing.
I. LEARNING CONTENT
Lesson: Active and Passive Voice
Materials:
1. Sample Objects
2. Copies of the Rubric
References:
1. K to 12 Curriculum G (May, 2016), pp. 30-31
2. Coronel, R. J. A &Paez, D. B. C. (2002). Linking the World through English
I. Makati City: Diwa Scholastic Press Inc.
3. Scriptwriting rubric retrieved from https://godarddrama.wikispaces.
com/file/view/Script+Writing+Rubric.doc
II. LEARNING TASKS
Introduction
Read and analyze a short scenario. Then answer the questions that follow.
John saw
1. What didathe
pretty girl. He went
husband do? to talk to her. Her husband arrived. The husband hit John on the nose.
2. What happened to John?
 Task 1: Watch Me!
Directions: Watch a short video about the difference between active and
passive voice.
https://www.youtube.com/watch?v=ePfmgMTgXl8
Activity:
 Task 2: Say What I Did!
Directions: Five representatives will be selected from the class to be the actors
of the day. Using the objects given to them, they will have to make an action
using it.
Student 1 Chair
Student 2 Door
Student 3 Curtain
Student 4 Eraser
Student 5 Broom
Some students will be called to describe what the actors portrayed. In

describing, they must state first the name of their classmate.
For example: Vincent transferred the chair to that area.
The actors will once again act in front using the same objects. Afterwards,
you will also describe what they did. However, you must start your sentences
using the name of the objects.
For example: The chair was transferred to that area by Vincent.
Analysis:
Guide Questions:
Let‘s have the first set of sentences.
1.What are the verbs that you used?

Now, let‘s go on with the second set of sentences.
2.Who are the subjects of your sentences?
3.Is the are
1.What subject of the that
the verbs sentence doing the action?
you used?
 Task 3: Work It Out! are the subjects of your sentences?
2.What
A. Directions:
3.Is Rewrite theof following
the subject sentences
the sentence doing theinto passive voice.
action?
They are building a house.

I have finished the job.
I sent the report yesterday.
She bought a diamond necklace.
Somebody had stolen my purse.
1.
2.
3.
4.
5.
B. Directions: Rewrite the following sentences into active voice.
The door is opened by him.

A lot of money is paid by her
A new book will be by that company next year.
Our plan was considered by the members of the committee.
Everybody was shocked by the terrible news yesterday.
6.
Abstraction:
7.
 Task 4: I Remember!
8.
Directions: Using the Venn diagram, differentiate how statements are formed
9. both active and passive voice.
for
10.
Active vs. Passive Voice
The relationship of the subject to the verb in a sentence is called the voice.A sentence is writ
Example: Mr. Reyes donated the X-ray machine.
The active voice is straightforward and clear. It focuses on the subject doing the action.
A sentence is written in the passive voice if the subject receives the action. Example: The X-r
The passive voice is only effective if the person or thing doing the action is unspecified or unkn
Example:
The hospital was built in the 1950s. (The person behind construction of the hospital is unknow
A donation worth ₱1M was received by the organization. (The receiver of the action is emphasized.)
Application:
 Task 5: Newspaper Reports
 Task 6: Write the Article!

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LESSON EXEMPLAR

Content Standard: Performance Standard:

2. Discuss the essential information found in the selection.

3. Describe the characters found in the story.

II. LEARNING CONTENT

Lesson: Ali Baba and the Forty Thieves

2. Copy of the selection

1. K to 12 Curriculum Guide (May, 2016) p. 30

III. LEARNING TASKS

To help you learn more the psyche of the Saudi

Task 2: ALI BABA CHARACTERS ON T-CHART

The tale offered many lessons about loyalty and greediness.

ALI BABA AND THE FORTY THIEVES

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning

II. LEARNING CONTENT

Lesson: Public Signages

1. K to 12 Curriculum Guide (May, 2016) p. 31

III. LEARNING TASKS

Preliminary Activity: Do What I Say!

A. Hot Surface E. Men at Work H. Keep Silent

B. No Littering F. No Left Turn I. Reserved Seat for PWD

C. Falling Debris G. No Parking on Either Side J.Poisonous

The students will be given follow-up questions.

Signage-graphic designs, as symbols, emblems, or words, used especially for identification or a

 The importance of following directions, as well as the rules and

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning

II. LEARNING CONTENT

Lesson: Rubaiyat of Omar Khayam

III. LEARNING TASKS

Task 2: Poem Recitation

Directions: Encircle the letter of the most appropriate meaning of each of

1. The Bird of Time has but a little way

2. The Worldly Hope men set their Hearts upon

3. How Sultan after Sultan with his Pomp

4. Oh threats of Hell and Hopes of Paradise!

5. One thing is certain and the rest is lies;

Identify what is the author‗s concept of life and death.

The steps in doing a concept map

Pointers for writing a reflection

2. Use SIFT method in analyzing the message of the author

II. LEARNING CONTENT

Lesson: SIFT Method

2. Copies of the Poem and Song

1. K to 12 Curriculum Guide (May, 2016) p. 30

2. Learning Module pp. 513

The pungent smell of saltwater soaks the air

Bare feet crush barnacles on rugged rocks

1. How does the poet initially describe the ocean?

2. What does ― The sound of swishing, crashing impatient waves‖ mean?

4. What message does the poem convey?

SIFT Method for Analyzing Literature

TONE AND THEME

Analysis: Song Analysis

Oh my ohhh, well I ain't!

The only problem was with you and not them

And baby I be moving on