NLC23 - Grade 8 Enhancement English Notes To Teachers - Final

8
Enhancement
Learning Camp
English
Teacher Notes
Contents
Rationale and Overview – English ................................................................................................................................ 1
Introduction ............................................................................................................................................................. 1
Texts in English ......................................................................................................................................................... 1
The English Camp lessons and Learning Competencies for Grade 8 ....................................................................... 1
Structure of the 3 weeks of the Learning Camp ...................................................................................................... 2
English Grade 8 Lesson Overview ........................................................................................................................ 2
Structure of the lessons ........................................................................................................................................... 2
The questions ....................................................................................................................................................... 3
Similarities and Differences between the Grade 7 and Grade 8 Lessons ............................................................ 3
Conclusion ............................................................................................................................................................ 4
English Notes for the Teacher ...................................................................................................................................... 5
Appendix A ................................................................................................................................................................... 7
Grade 8 Curriculum References and Learning Competencies ................................................................................. 7
English Grade 8 Week 1 Lesson 1 ........................................................................................................................ 7
English Grade 8 Week 1 Lesson 5 ...................................................................................................................... 10
English Grade 8 Week 2 Lesson 10 .................................................................................................................... 13
i
Dear Reader
Every care has been taken to ensure the accuracy of the information provided in this Booklet. Nevertheless, if you
identify a mistake, error or issue, or wish to provide a comment we would appreciate you informing the Office of
the Director of the Bureau of Learning Delivery via telephone numbers (02) 8637-4346 and 8637-4347 or by email
at bld.od@deped.gov.ph
Thank you for your support
ii
Rationale and Overview – English
Introduction
The English lessons for the Philippines Learning Camp are designed to:
1. consolidate knowledge of content that students in Grade 8 have already been taught; and
2. create enhanced conditions for students to be successful in tests of Reading.
Texts in English
Testing in English typically involves reading and comprehending single and multiple texts and answering
comprehension questions. Questions often require the reader to locate relevant information in more than
one place, both within individual texts and between multiple texts. The questions include both literal and
inferential comprehension tasks. Question types may be multiple choice or require short written responses.
Students can be required to read a substantial amount in English in a limited time and at a pace and level of
understanding commensurate with those students for whom English is their first language.
These factors have influenced the nature and structure of the English lessons presented. In the lessons,
students engage with a range of text types and answer questions about them. Lessons begin with a single
text as each type of text is introduced, but in Lesson 5 of each week, at least two texts are encountered, one
of which students have not seen earlier in the week. Questions have been designed at literal, inferential and
applied levels, but also require students to engage with the generic features of the texts – that is, with the
types of texts to which the chosen texts belong and conform.
The English Camp lessons and Learning Competencies for Grade 8

The English K-12 Curriculum Guide (2016) mandates a range of text types for study and performance in
Grade 8.
Learning Competencies to do with text types include:
• Scan for logical connectors to determine the text type (Q1)

• Use text type knowledge (narrative in literature, instructions, explanation, factual and personal
recount, persuasive, expository) to process information in a text (Q4)
• Develop paragraphs that illustrate each text type (narrative in literature, expository, explanatory,
factual and personal recount, persuasive) (Q2)
• Explain visual-verbal relationships illustrated in tables, graphs and information maps found in
expository texts (Q3).
Often students are presented with reading texts they had never encountered before, and asked to answer
questions about them under time pressure. This has been identified as an issue for many students. A key
first step in dealing with such texts is to identify what type of text it is. This way students know what its
purpose is, how it is structured, where to look for its key information and even what sort of language devices
to expect and recognize. In other words, they read with a purpose, a map, rather than merely trying to
remember what they have read for later questions, which overloads their working memory.
A significant component of the Learning Camp English lessons, then, deals with the nature, structures and
language features of Narrative, Recounts, Expository texts (including Information Reports, Explanations and
Instructional texts) and Persuasive texts explored through close readings of specific texts. Such a focus
necessarily involved the incorporation into the lessons of Learning Competencies associated with reading,
comprehending, analyzing and responding to texts. These included for Grade 8:
1
• Skim to determine key ideas (Q1)
• Read intensively to determine the author’s purpose (Q1)
• Recognize propaganda techniques in a given text (Q3)
• Differentiate facts from opinions (Q3)
• React to what is asserted or expressed in a text (Q3)
• Arrive at meanings through context clues (Q3)
• Note explicit and implicit signals used by the writer (Q4)
• Draw conclusions from a set of details (Q4)
Structure of the 3 weeks of the Learning Camp

Each week focuses on a particular type of text, with five lessons devoted to intense experience of the chosen
text types and questions about them ranging from literal to inferential to applied. The sixth lesson in each
week provides students with an opportunity to practice the knowledge and skills covered in the week. Week
1 lessons are devoted to Narrative texts, Week 2 to Expository texts and Week 3 to Persuasive texts.
English Grade 8 Lesson Overview

WEEK 1: NARRATIVE TEXTS (SINGLE TEXTS)
Lesson 1 Key idea: Reading Narratives
Lesson 2 Key idea: Locating information and interpreting the text - Narratives
Lesson 3 Key idea: Interpreting Narratives
Lesson 4 Key idea: Identifying information in a Recount
Lesson 5 Key idea: Comparing the features of Narratives and Recounts
Lesson 6 Consolidation: Features of narratives
WEEK 2: INFORMATION TEXTS (MULTIMODAL)
Lesson 7 Key idea: Features of expositional texts – Information Reports
Lesson 8 Key idea: Locating and interpreting information in non-linear texts
Lesson 9 Key idea: Reading instructional texts
Lesson 10 Key idea: Locating and interpreting information in explanation texts
Lesson 11 Key idea: Comparing informational texts
Lesson 12 Consolidation: Features of informational texts
WEEK 3: PERSUASIVE TEXTS (MULTIPLE TEXTS)
Lesson 13 Key Idea: Reading Persuasive Texts
Lesson 14 Key Idea: Reading Persuasive Texts for a Specific Audience
Lesson 15 Key Idea: Reading Persuasive Texts Using Propaganda Techniques
Lesson 16 Key idea: Reading persuasive texts – Discussions
Lesson 17 Key Idea: Comparing Persuasive texts: Discussion and Review
Lesson 18 Consolidation: Reading persuasive texts – Applying what we know
Structure of the lessons

Each lesson is structured in the same way:
1. Component 1: A short review of knowledge and understandings based on the Learning

Competencies of the grade and on the content of the previous lessons
2. Component 2: A description of the purpose of the lesson
2
3. Component 3: An orientation to the language and vocabulary to be encountered in the text for
analysis in the next stage of the lesson – Language Practice
4. Component 4: The main activity of the lesson made up of:
A. The teacher reading the chosen text, with some focus on the vocabulary identified in the
Language Practice section
B. The provision of a first set of questions (usually three) on the text which move from literal to
inferential levels and that students answer on their worksheets, followed by correction and
discussion of answers
C. The provision of a second set of questions (usually three) on the text which move from
literal to inferential to application levels and that students answer on their worksheets,
followed by correction and discussion of answers.
5. Component 5: A Conclusion based on questions concerning student responses to the lesson,
including the strategies they used to answer the questions.
The questions
Lesson questions have been designed to engage students gradually in the higher order thinking required to
successfully answer the sort of questions they will encounter in advanced reading tests. The questions
include:
• Literal questions that require students to find the answer from specific words in the text.
• Inferential questions that require students to derive the answer from implied meanings in the text,
or to draw conclusions about the information in the text, based either on several parts of the text or
on a reading of the whole text.
• Applied questions that require students to create texts of their own that respond either critically or
creatively to the information in the text.
• Evaluative questions that require students to assess the quality and credibility of information in the
text, and to reflect on content and form.
The questions, together with the vocabulary preparation provided in the Language practice component, thus
enable access to students at all levels of English commensurate with the standards required for Grade 8. In
Grade 8, the Program and the Grade Level Standards require ‘communicative competence through
understanding of literature and other text types’. Communicative competence is defined in the English K-12
Curriculum Guide (page 6) as ‘a synthesis of knowledge of basic grammatical principles, knowledge of how
language is used in social settings to perform communicative functions, and how knowledge of utterances
and communicative functions can be combined according to the principles of discourse.’ The Lesson
questions target all aspects of this definition in providing opportunities for students to develop, consolidate
and enhance knowledge of:
• the structural and grammatical features of the designated text types

• the ways language is used in the types of texts designed to carry out specific forms of
communication in school and society
the application and combination of such knowledge in the creation of short texts to perform communicative
functions.
Teachers should feel free to allow answers from student pairs or groups and to model answers to questions,
especially in the early stages of each week, in order to ease students into the type of thinking required at the
higher levels. Modelled and guided writing should also support the production of written responses to the
applied questions, particularly when a new type of writing task is introduced.
Similarities and Differences between the Grade 7 and Grade 8 Lessons

The focus of the lessons for both grades is on developing and enhancing knowledge about the types of texts
mandated in the 2016 K-12 English Curriculum Guide. Accordingly, the lessons cover the same content
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pattern for both grades, with some adjustment for content specific to each of the grades (e.g., propaganda
techniques for Grade 8) and increased complexity of texts for Grade 8. It is acknowledged that lessons for
Grade 8 in a 2024 Learning Camp may need to be redeveloped to build on the content experienced by Grade
7 students in 2023 to avoid duplication.
Conclusion
The 2023 English Learning Camp lessons have been designed to provide opportunities for teachers and
students to engage closely with texts across the range of text types mandated in the 2016 K-12 English
Curriculum Guide, and to practice the knowledge and skills required to meet Grade Standard questions at all
levels.
4
English Notes for the Teacher
The notes below provide general guidance for teachers regarding each lesson component in the English
lesson plans. The lesson plans also include brief notes for the teacher that are specific to each lesson.
Component 1: Short Review

Time: 7 minutes
The purpose of Component 1 is to provide a short review of related content that has been
previously taught.
The teacher asks learners to answer 3-4 questions to activate their prior knowledge. The
questions are designed to remind learners of content that has been covered before, to help
them to recall past learning, or connect to past experiences; or simply to revisit some pre-
requisite knowledge that is relevant to the lesson to come. Suggested answers are provided
below each question in the lesson plans.
The teacher provides answers to questions and highlights key concepts. In the time
available, the teacher addresses issues that may have arisen in student answers. Any issues
not able to be addressed (because of time) should be noted at the end of the lesson for
later review.
Component 2: Purpose of the lesson
Time: 3 minutes
The teacher briefly states the purpose/focus of the lesson. The description should attempt
to: (i) promote student engagement; and (ii) offer students information that is
meaningful/interpretable to most students.
Component 3: Lesson Language Practice
Time: 5 minutes
In this part of the lesson, students engage in deliberate practice of words or phrases that
are important to learn in this lesson. Students need practice in word recognition, speaking
and showing understanding. The teacher provides explicit instruction by modelling how to
pronounce the words and ensuring that students understand what the words mean.
Students then practice the words in pairs or individually through one or two activities such
as: saying them aloud, talking about their meanings, using them in a sentence, writing them
down or spelling key words.
Component 4: Lesson Activity
Time: 25 minutes
The main lesson activity is divided into 3 parts. The purpose of Component 4A is to guide
students in reading the text. The teacher should first read the text aloud to provide a
model of a fluent reading with appropriate pacing, phrasing and expression. Students listen
and follow along, and highlight or underline any words they don’t know. Students then read
the text together, in pairs or individually, identifying problematic or unfamiliar language.
Over time, the aim is for students to read fluently. Allow 5 -10 minutes, depending on the
length/complexity of the text.
5
Components 4B and 4C include a range of literal and inferential comprehension questions.
There might be more than one question of each type to develop students higher order
thinking. Students are instructed to use various strategies to engage with the text and to
answer the questions. The questions are designed to develop applied and critical thinking to
evaluate ideas and justify their answers.
The teacher displays the questions on the board and models how to identify key words in
the questions by underlining them. E.g. Let’s look at each question carefully. What
information do we need to answer the question?
The teacher models and scaffolds the process of locating and highlighting relevant
information for answering the first question. E.g. Where can we find the answer? Is it here in
the words? Is it hidden in the text? Is it in your head?
Students demonstrate their understanding in a range of answer formats, such as written
answers (words, phrases, sentences or short paragraphs), completing tables or diagrams on
the Student Worksheet, and oral answers in class discussion. Allow 7-10 minutes for each
set of questions.
Component 5 Lesson Conclusion
Time: 5 minutes
The lesson conclusion provides an opportunity for students to reflect on their own learning.
The teacher initiates by asking students to identify which questions they found the easiest
and hardest, and the reasons why.
Alternatively, students could be asked to recall what were the key concepts and what they
learned; or respond to more open questions such as:
o What was one or two things you really enjoyed about the lesson?
o What is something you would like to learn more about in this topic?
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Appendix A
Grade 8 Curriculum References and Learning Competencies
English Grade 8 Week 1 Lesson 1
Curriculum references
Curriculum: K to 12 Curriculum Guide English (Grade 1 to Grade 10) August 2016
Grade-Quarter: Grade 8 – Quarters 1-4
Content Sec�on: Literature, Reading Comprehension, Vocabulary Development
Learning Competency (Code):
Reading Comprehension
• EN8RC-Ig-7.1 Read intensively to determine the author’s purpose
• EN8RC-IIb-2.22 Evaluate the personal significance of a literary text
• EN8RC-IIb-2.18 Relate content or theme to previous experiences and background knowledge
• EN8RC-IVe-13 Use text type knowledge (narrative in literature, instructions, explanations, factual &
personal recount, persuasive, expository) to process information in a text
• EN8RC-IV1-15 Synthesize essential information found in a given text
Literature
1. EN8LT-Ie-2.2 Explain how the elements specific to a genre contribute to the theme of a particular
literary selection
2. EN8LT-I3-2.2.3 Determine tone, mood, technique and purpose of the author
3. EN8LT-IIId-2.2.4 Explain figurative language used
4. EN8LT- Determine key ideas, purpose and tone of the author
Vocabulary Development
• EN8V -Ia-10.2: Determine the meaning of idiomatic expressions by noting context clues and
collocations
Content Standard
The learner demonstrates understanding of:
• strategies in listening to and viewing of informative and short narrative texts
Performance Standard
The learner transfers learning by:
• comprehending texts using appropriate reading styles (Q1)
• comprehending informative and short narrative texts using schema and appropriate listening and
viewing strategies (Q3)
• expressing ideas, opinions, and feelings through various formats (Q3).
Most Essential Learning Competencies (MELCS)
• Recognize positive and negative messages conveyed in a text (Q2)
• Compare and contrast own opinions with those presented in familiar texts (Q2)
• Determine various social, moral and economic issues discussed in the text listened to (Q3)
(EN8LCIIIh-7.4.

Quarter: Grade 8 – Quarters 1 - 4
Content Sec�on: Literature, Reading Comprehension, Vocabulary Development
• EN8RC-Ie-7: Use the appropriate reading style (scanning, skimming, speed reading, intensive
reading, etc.) for one’s purpose
7
• EN8LC-III-7.4 Determine various social, moral and economic issues discussed in the text listened to
(Q3).
Literature
• EN8LT-Ie-2.2 Explain how the elements specific to a genre contribute to the theme of a particular
literary selection
• EN8LT-I3-2.2.3 Determine tone, mood, technique and purpose of the author
• EN8LT-IIId-2.2.4 Explain figurative language used
• EN8LT- Determine key ideas, purpose and tone of the author.
collocations.
Content Standard
• strategies in listening to and viewing of informative and short narrative texts (Q3)
• expressing ideas, opinions, and feelings through various formats (Q3)
Most Essential Learning Competency
• Recognize positive and negative message conveyed in a text (Q2)
• Determine various social, moral and economic issues discussed in the text listened to (Q3) (EN8LC-
III-7.4).

Quarter: Grade 8 – Quarters 1-4
Content Section: Literature, Reading Comprehension, Vocabulary Development
reading, etc) for one’s purpose
(Q3).
Literature
literary selection
8
• EN8LT-I3-2.2.3 Determine tone, mood, technique and purpose of the author
• EN8LT-IIId-2.2.4 Explain figurative language used
• EN8LT- Determine key ideas, purpose and tone of the author.
collocations.
Content Standard
Most Essential Learning Competency
• Determine various social, moral and economic issues discussed in the text listened to (Q3) (EN8LC-
III-7.4).

Content Section: Literature, Reading Comprehension, Viewing Comprehension, Vocabulary Development
reading, etc) for one’s purpose
(Q3).
Viewing Comprehension
• EN8VC-Ic-8 Use context clues to determine the meaning of unfamiliar words or expressions.
collocations.
Content Standard
9
Most Essential Learning Competencies
• Determine various social, moral and economic issues discussed in the text listened to (Q3)

Quarter: Grade 8– Quarters 1-4
Content Section: Reading Comprehension, Writing and Composition
Learning Competency (Code)
• EN8RC-Ia-7.2; EN8RC-Ib-7.2: Scan for logical connectors to determine the text type - Q1
• EN8RC-Ie-7: Use appropriate reading style (scanning, skimming, speed reading, intensive reading,
etc) for one’s purpose
• EN8RC-IIIe.2.1.7 React to what is asserted or expressed in a text - Q3
• EN8RC-IVe-13 Use text type knowledge (narrative in literature, instructions, explanations, factual
and personal recount, persuasive, expository) to process information in a text- Q2
Writing and Composition
• EN8WC-IIa-2.8: Compose effective paragraphs
Content Standard
The learners demonstrate understanding of:
• Coping strategies in processing factual information - Q3
• Strategies in examining feature of listening and viewing material - Q3
• Reality, fantasy and opinion in listening and viewing materials – Q4
Most Essential Learning Competencies
• Determine various social, moral, and economic issues discussed in the text listened to - Q3
• Synthesize essential information found in various sources - Q4
• Compose effective paragraphs - Q4

Curriculum: K to 12 English Curriculum Guide (Grade 1 to Grade 10) August 2016
Quarter: Grade 8; First/Second/Third/Fourth Quarters
Content section: Reading Comprehension, Literature
• EN8RC-IIb-2.18 Relate content or theme to previous experiences and background knowledge
Literature
literary selection
• EN8LT- Determine key ideas, purpose and tone of the author
• EN8WC-Id-1.1.6 Organize ideas in one-step word, phrase, and sentence outline forms.
• EN8WC-IIa-2.8 Compose effective paragraphs
Content Standard
10
• strategies in listening to and viewing of informative and short narrative texts - Q3
Most Essential Learning Competencies (MELCS)
• Compare and contrast own opinions with those presented in familiar texts (Q2)
• Determine various social, moral and economic issues discussed in the text listened to (Q3).
• Compose effective paragraphs EN8WC-IIa-2.8

Grade 8 – Quarter: 1-4 Learning Competencies
• EN8RC-1a-7.2 Scan for logical connectors to determine the text type – Q1
• EN8RC -Ie-7 Use appropriate reading style (scanning, skimming, speed reading, intensive reading, etc
for one’s purpose – Q1
• EN8RC -Ig-7.1 Read intensively to determine the author’s purpose – Q1
• EN8RC -IIIe-2.1.7 React to what is asserted or expressed in a text – Q3
• EN8RC -IIIi-12 Utilize coping reading strategies to process information in a text – Q3
• EN8RC -IVe-13 Use text type knowledge (narrative in literature, instructions, explanations, factual
and personal recount, expository) to process information in a text – Q4
• EN8RC -IVi-15 Synthesize information found in a given text – Q4
• EN8V – IIIe-12.3 Arrive at meanings through context clues – Q3
• EN8WC-IIa-2.8 Compose effective paragraphs – Q2
Program Standard:
The learner demonstrates communicative competence through his/her understanding of Philippines
literature and other text types for a deeper appreciation of Philippines culture. (Q1-4)
Content Standard:
The learners demonstrate understanding of
• ways by which information may be organized, related and delivered orally.
Performance Standard:
• Composing and delivering an informative (script for) speech.
Most Essential Learning Competency (MELC/s):
• Use appropriate reading strategies for various text types Q4
• Recognize positive and negative messages conveyed in a text Q2
• Determine various social, moral and economic issues discussed in the text listened to Q3
• Synthesize essential information found in various sources Q4
• Compose effective paragraphs Q4

11
Content Section: Reading Comprehension, Viewing Comprehension, Writing and Composition
and personal recount, persuasive, expository) to process information in a text
• EN8RC-IIg-11: Transcode information from linear to nonlinear texts and vice versa
• EN8RC-IIIe.2.1.7 React to what is asserted or expressed in a text
• EN8VC-Id-9: Organize information from material viewed
• EN8WC-Ia-1.1.6.1: Present ideas using a variety of graphic organizers
Program Standard:
The learner demonstrates communicative competence through his/ her understanding of literature and
other text types for a deeper appreciation of Philippine Culture and those of other countries.
Content Standard:
• relationship of visual, sensory, and verbal signals in both literary and expository texts
• coping strategies in processing textual information
• strategies in examining features of a listening and viewing material
• information flow in various text types
viewing strategies
• expressing ideas, opinions, and feelings through various formats
• using appropriate strategies to comprehend extended text types
Most Essential Learning Competencies:
• Explain visual-verbal relationships illustrated in tables, graphs, and information maps found in
expository texts
• Compare and contrast the presentation of the same topic in different multimodal texts
• Synthesize essential information found in various sources

Grade 8 – Quarter: 1-4 Learning Competencies
for one’s purpose – Q1
• EN8RC -Ig-7.1 Read intensively to determine the author’s purpose – Q1
• EN8RC -IIIe-2.1.7 React to what is asserted or expressed in a text – Q3
• EN8RC -IIIi-12 Utilize coping reading strategies to process information in a text – Q3
and personal recount, expository) to process information in a text – Q4
• EN8RC -IVi-15 Synthesize information found in a given text – Q4
• EN8V – IIIe-12.3 Arrive at meanings through context clues – Q3
12
• EN8WC-IIa-2.8 Compose effective paragraphs – Q2
Program Standard:
Content Standard:
• Ways by which information may be organized, related and delivered orally.
• Writing a short opinion-based paragraph is a component of the formal speech required for the
Performance Standard.
• Q1: Use appropriate reading strategies to meet one’s purpose (e.g. Scanning, skimming, close
reading, etc.) ( EN7RC-IV-b-10)
• Q3: Cite evidence to support a general statement (EN7RC-IV-g-10.4)
• Q3: React to what is asserted or expressed in a text (EN7RC-IIIe-2.1.7)

• EN8VC-Ic-8: Use context clues from the material viewed to determine the meaning of unfamiliar
words or expressions
Program Standard:
Content Standard:
• coping strategies in processing factual information
• strategies in examining features of listening and viewing material
viewing strategies
13
expository texts
• Use appropriate grammatical signals or expressions suitable to each pattern of idea development:
cause-effect

• EN8RC-Ia-7.2; EN8RC-Ib-7.2: Scan for logical connectors to determine the text type
etc.) for one’s purpose
Program Standard
Content Standard:
• Coping strategies in processing factual information
• Strategies in examining features of listening and viewing material
• Reality, fantasy and opinion in listening and viewing materials
• Determine various social, moral, and economic issues discussed in the text listened to - EN8LC-IIIh-
7.4
• Compose effective paragraphs - EN8WC-IIa-2.8.

14
Program Standard:
Content Standard:
viewing strategies
expository texts
• Transcode information from linear to non-linear texts and vice-versa
• Summarize key information from a text

Content Section: Reading Comprehension, Listening Comprehension, Viewing Comprehension, Vocabulary
Development, Writing and Composition
Learning Competencies:
for one’s purpose
• EN8RC -Ig-7.1 Read intensively to determine the author’s purpose
• EN8RC -IIIe-2.1.7 React to what is asserted or expressed in a text
• EN8RC-IIIf-2.1.7.1: Evaluate the details that support assertions in a text
• EN8RC -IIIi-12 Utilize coping reading strategies to process information in a text
and personal recount, expository) to process information in a text
• EN8RC -IVi-15 Synthesize information found in a given text
• EN8VC-IIIh-19: Judge the relevance and worth of ideas presented in the material viewed
Program Standard:
The learner demonstrates communicative competence through his/ her understanding of literature and
other texts types for a deeper appreciation of Philippine Culture and those of other countries.
Content Standard:
• Ways by which information may be organized, related and delivered orally
15
• Composing and delivering an informative speech (a short paragraph here).
• Recognize positive and negative messages conveyed in a text
• Compare and contrast own opinions with those presented in familiar texts
• Examine biases (for or against) made by the author
• Determine various social, moral and economic issues discussed in the text listened to
• Compose effective paragraphs

• EN8RC-Ie-7 Use appropriate reading style (scanning, skimming, speed reading, intensive reading, etc
for one’s purpose
• EN8RC-IIe-11: Transcode information form linear to non-linear texts and vice versa
• EN8VC-IIIh-19: Judge the relevance and worth of ideas presented in the material viewed –
Program Standard:
Content Standard:
• Ways by which information may be organized, related and delivered orally.
• Composing and delivering an informative speech (a poster here).
Most Essential Learning Competencies (MELCs):

16
Content Section: Reading Comprehension, Viewing Comprehension, Vocabulary Development, Writing and
Composition
for one’s purpose
• EN8VC-IIIh-19: Judge the relevance and worth of ideas presented in the material viewed
• EN8V – IIIe-12.3 Arrive at meanings through context clues
• EN8V-IIIh-26: Analyze intention of words or expressions used in propaganda techniques
Program Standard:
Content Standard:
• Composing and delivering an informative speech (a short paragraph here).
• Analyze intention of words or expressions used in propaganda techniques
• Compose effective paragraphs.

• EN8RC-1a-7.2 Scan for logical connectors to determine the text type
17
for one’s purpose
Listening Comprehension
• EN7LC-II-c- 2.1/3.1: Note specific details/elements of the text listened to
• EN7LC-II-g- 2.8.3: Infer the purpose of the text listened to
• EN8V – IIIe-12.3 Arrive at meanings through context clues
Program Standard:
Content Standard:
• Composing and delivering an informative (script for) speech.
• Determine the worth of ideas mentioned in the text listened to
• Compose effective paragraphs.

etc) for one’s purpose
• EN8WC-IIa-2.8: Compose effective paragraphs (or script in this lesson)
Program Standard
Content Standard:
18
• Coping strategies in processing factual information
• Strategies in examining features of listening and viewing material
• Reality, fantasy and opinion in listening and viewing materials
• Determine various social, moral, and economic issues discussed in the text listened to
• Compose effective paragraphs

• EN8RC-Iie-1.2 Explain visual-verbal relationships illustrated in tables, graphs and information maps
found in expository texts
Program Standard:
Content Standard:
expository texts
• Summarize key information from a text
• Develop paragraphs that illustrate each text type (persuasive)
19

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The English Camp lessons and Learning Competencies for Grade 8

Learning Competencies to do with text types include:

• Scan for logical connectors to determine the text type (Q1)

Structure of the 3 weeks of the Learning Camp

English Grade 8 Lesson Overview

Structure of the lessons

1. Component 1: A short review of knowledge and understandings based on the Learning

• the structural and grammatical features of the designated text types

Similarities and Differences between the Grade 7 and Grade 8 Lessons

Component 1: Short Review

English Grade 8 Week 1 Lesson 2

English Grade 8 Week 1 Lesson 3

English Grade 8 Week 1 Lesson 4

English Grade 8 Week 1 Lesson 5

English Grade 8 Week 1 Lesson 6

English Grade 8 Week 2 Lesson 7

English Grade 8 Week 2 Lesson 8

English Grade 8 Week 2 Lesson 9

English Grade 8 Week 2 Lesson 10

English Grade 8 Week 2 Lesson 11

English Grade 8 Week 2 Lesson 12

English Grade 8 Week 3 Lesson 13

English Grade 8 Week 3 Lesson 14

English Grade 8 Week 3 Lesson 15

English Grade 8 Week 3 Lesson 16

English Grade 8 Week 3 Lesson 17

English Grade 8 Week 3 Lesson 18

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