Holy Rosary Colleges Foundation

Calaba, San Isidro, Nueva Ecija

S.Y. 2019-2020

UNIT LEARNING PLAN

Subject Area: ENGLISH Grading Period: SECOND QUARTER
Grade Level: GRADE-8 Number of Days:

Unit Topic:
Showcasing Significant Human Experiences

SUB-TOPIC:
Lesson 7: Valuing Education
Lesson 8: Seeing Beauty in the Ordinary
Lesson 9: Keeping Relationships
Lesson 10: Conserving Resources
Lesson 11: Finding Hope
Lesson 12: Valuing Freedom

UNIT STANDARDS
CONTENT STANDARDS PERFORMANCE STANDARDS
The learner demonstrates understanding of: The learner transfers learning by composing
East Asian literature as an art form inspired and and delivering a brief and creative entertainment
influenced by nature; relationship of visual, speech featuring a variety of effective paragraphs,
sensory, and verbal signals in both literary and appropriate grammatical signals or expressions in
expository texts; strategies in listening to long topic development, and appropriate prosodic
descriptive and narrative texts; value of literal and features, stance, and behavior.
figurative language; and appropriate grammatical
signals or expressions suitable to patterns of idea
development.
COMPETENCIES
KNOWLEDGE PROCESS UNDERSTANDING(VMO)
The learners… The learners… The learners…
 Identify the elements used in a  Apply context clues and word  Demonstrate communicative
short story equation in determining the competence through his/ her
 Recognize imagery as a meaning of a word understanding of Afro- Asian
literary technique used in a  Construct a parallel haiku Literature and other texts
narration based on the poem discussed types for a deeper
 Recognize cause and effect  Observe correct subject-verb appreciation of Philippine
relationship in statements agreement in sentences Culture and those of other
 Appreciate literature as an art  Increase word power by countries
form inspired and influenced answering a crossword puzzle  Unfold students’ skills in
by nature  Show appreciation and love for dealing with peers
 Define drama as a literary nature through haiku  Develop student’s ability in
genre  Draw insights, values, and public speaking
 Identify the different elements feelings from the selection
of drama read
 Infer the theme of the text  Demonstrate ability to state
listened one’s opinions-whether in
 Explain how a selection is agreement or disagreement
influenced by culture, history with others-by using the
or environment proper expressions
 Discover through literature  Transform a declarative
the symbolic relationship sentence into an interrogative
between a human being and sentence
his/her environment and the  Write a letter of appeal to
need for the former to protect concerned government
the latter. officials to help conserve the
 Interpret Chinese poetry and country’s resources. Interpret
analyze its meaning Chinese poetry and analyze
 Distinguish between poetry in its meaning
free verse and traditional  Compare and contrast poetry
poetry with other types of literary
 Demonstrate the ability to genres
activate background/prior  Produce effective sentences
knowledge to understand a by making the sentences
text better elements parallel
 Differentiate between
denotation and connotation
 Use the appropriate graphic
organizer to sort out gathered
information
 Judge the creative and artistic
content style of a Filipino
poem based on the elements
present and its overall impact
 Identify the proper use of
subordinating conjunctions in
combining sentences with
supporting ideas
ENDURING UNDERSTANDING: ESSENTIAL QUESTION:
EU1 – Students will understand that effective EQ1 – Why do students need to know the
sentence structure and word choice can help importance of using and choosing the proper
improve one’s overall style of sentences and sentence structure and word choice?
communicate meaning clearly.
EU2 – Students comprehend and appreciate a text EQ2 – Is there a need to understand the author’s
better when they recognize the author’s purpose for purpose in writing?
writing.
EU3 –Students gain a better understanding and EQ3 – What role does figure of speech play in
appreciation of language when they recognize students’ understanding language?
figures of speech.
EU4 –Students will have better comprehension in EQ4 - Why do readers need to understand cause-
all subject areas when they understand cause-and- and-effect relationships?
effect relationships.
EU5 – Students will understand how the use EQ5 – Why is there a need to know how to use
context clues help them to become better context clues?
independent readers.
Transfer Goal
The students will be able to express themselves more through writing and delivering a powerful
and creative informative and persuasive speech consisting of not less than four paragraphs talking about
modern-day hero
Part II
LESSON TITLE: Valuing Education
NO. OF DAYS: 6
Activities For Acquiring Activities For Making Activities Leading To Transfer
knowledge and skills meaning and Developing
Understanding
EXPLORE
PRETEST PRETEST PRETEST
Activity 1 Activity 2
It’s Sharing Time Watch, Listen And Answer
(Student share prior knowledge (Students watch a video
about the government’s presentation of Barack Obama’s
commitment to the youth’s speech and understand the gist
education and they share their of the context)
ideas on how they regard
 education)
Activity 4
(BWP) Building Word Power
(For Vocabulary Development)
Activity 5
Literary Selection
(Reading the selection entitled
“The Mulberry Tree and the
Children)
LESSON TITLE: Seeing Beauty in the Ordinary
NO. OF DAYS: 6
Activities For Acquiring
knowledge and skills
PRETEST
Activity 1
Have You Ever?
(Asking the students if they
experienced writing a poem and
what is their poem all about)
Activity 3
BIT – Bits of Information
(Reporting a short biography of
Sim Hun)
FIRM UP
Activity 6
Infer Conclusions
(Answering questions/reflections
and discussion)
Activity 7
Integrating Values
DEEPEN
Activity 8
Fast Facts
(More information about The
Mulberry Tree)
Activity 9
Literary Appreciation
(Discussion about Imagery)
TRANSFER
Activity 10 Activity 11
Focus on Grammar Complete and Fill me
(Cause and Effects) (The students complete the
diagram by supplying the missing
cause and effects on the next one
The students identify the cause and
effect of the text and indicate the
clue words that help them to
identify the cause and effect
relationship )
Activity 12
Fill it Out!
(Filing out the chart about
Obama’s speech to see if his
presentation meets the
requirements of a persuasive
speech or essay)
Activities For Making Activities Leading To Transfer
meaning and Developing
Understanding
EXPLORE
PRETEST PRETEST
Activity 2
Let Us Listen!
(Arouse the student’s interest by
asking them to listen in a short
song entitled “What a wonderful
World” and students try to
figure out the scenario being
described in the song)
 Activity 3
BIT – Bits of Information
(Reporting biography of an
author)
Activity 4
BWP (Building Word Power)
(For Vocabulary Improvement)
FIRM UP
Activity 5 Activity 6
Time to Read What is it?
(Read the Japanese poem (Discuss what is a Haiku and
entitled “Haiku” by Matsuo Haiku Writing)
Basho and answer some given
questions)
Activity 7
Integrating Values
DEEPEN
Activity 8
What is it?
(Discuss what is a Haiku and
Haiku Writing)
TRANSFER
Activity 9 Activity 10
Focus On Grammar Let Us Stretch Our Minds!”
(Subject-Verb Agreement) (The students accomplish
different exercises about subject-
verb agreement)s
Activity 11
This Is My Own
(They need to make their own
haiku using the topics they have
observed in the nature)
LESSON TITLE: Keeping Relationships
NO. OF DAYS: 6
Activities For Acquiring Activities For Making Activities Leading To Transfer
knowledge and skills meaning and Developing
Understanding
EXPLORE
Pre-Test Pre-Test Pre-Test
Activity 1 Activity 2
Picture-Picture Listen to me!
(Arouse the students’ interest by (The students listen to the
showing some pictures and ask teacher as he reads the story
them what do the pictures entitled “The Wooden Bowl”)
suggest)
Activity 3
Getting to know him
(Discussing a short biography of
James Ene Henshaw)

Activity 4
Guess it!
(Crossword Puzzle for
vocabulary improvement)
FIRM UP
Activity 5
Appreciating Literature
(Reading the story entitled “The
Jewels of the Shrine” and

LESSON TITLE: Conserving Resources
NO. OF DAYS: 6
Activities For Acquiring
knowledge and skills
Activity 1
Essential Question
(Asking students on why is there
a need to conserve resources or
preserve the environment)
Activity 3
Consult Mr. Context Clues
(Determine the meaning of the
italicized words without
consulting the dictionary.
Identify context clues as you go
through the story. After this, see
to it they would be able to use it
in making a meaningful
sentences)
Activity 4
It’s Story Time
(Reading the story entitled
“Urashima Taro”)
analyze its content)
Activity 6
Infer Conclusions
(Answering questions/reflections
and discussion)
DEEPEN
Activity 7 Activity 8
What makes a Drama? IT Link
(Identifying the different (Students surf the internet and
elements that make up a Drama) map out the elements of drama)
TRANSFER
Activity 9
Act it Out!
(Two students act out the given
conversation)
Activity 10
Grammar Time
(Expression of Agreement and
Disagreement)
Activity 11
It’s Exercise Time
(Answering Exercises 1, 2 and 3,
pp. 159-161)
Activity 12
Write It Down
(Writing a personal reaction
using expressions that show
agreement or disagreement about
the given topic)
Activities For Making Activities Leading To Transfer
meaning and Developing
Understanding
EXPLORE
Activity 2
Lend Me Your Ears
(Students listen to an article
about the turtles and infer
dominant thoughts and feelings
expressed in the text listened to)
FIRM UP
Activity 5
Let us See if you really listen
well
(Answering questions related to
the story they read)
Activity 6
Integrating Values

LESSON TITLE: Finding Hope
NO. OF DAYS: 6
Activities For Acquiring
knowledge and skills
Activity 1
Sharing is Caring
(Have the students share their
ideas and opinion about the
essential question)
Activity 4
Flowchart
(Supplying boxes for Vocabulary
Improvement)
DEEPEN
Activity 7
Making Inferences
(Reading and answering the
activity on page 170)
TRANSFER
Activity 8 Activity 9
Time to Transform! Exercising Minds
(Discussion about transforming (Have the students answer
declarative sentence into an different exercises on page 174)
interrogative sentence)
Activity 10
Dear Haribon Foundation
(Have the students write a letter
in helping to save the sea turtles
in the Philippines)
Activities For Making Activities Leading To Transfer
meaning and Developing
Understanding
EXPLORE
Activity 2
Hear Me Out
(A student reads a poem entitled
“Call All Nations” in front of
his/her classmates and make
them identify the tone and mood
of the text)
Activity 3
BIT – Bits of Information
(Reporting a short biography of
Shu Ting)
FIRM UP
Activity 5
Let it be Read
(Reading and analyzing the
poem “This is Everything Too”
by Shu Ting)
Activity 6
Pair Activity
(Answering questions regarding
the poem they have read with
their partner.)
Activity 7
Integrating Values
DEEPEN
Activity 7 Activity 8
Literary Appreciation Two sides of a word
(Denotation and Connotation) (Completing the matrix by giving
the denotation and connotation of
the given words)
Activity 9
Oral Language and Fluency
 (Producing sounds correctly)
TRANSFER
Activity 10 Activity 11
Grammarian Will you please correct me?
(Run-on Sentence/Correcting (Have students correct the run-on
Run-on Sentences) sentences on page 184-185)
Activity 12
1,2,3
1,2,3
WRITE
(Make a poem in contrast to the
given poem)
LESSON TITLE: Valuing Freedom
NO. OF DAYS: 6
Activities For Acquiring Activities For Making Activities Leading To Transfer
knowledge and skills meaning and Developing
Understanding
EXPLORE
Activity 1
Check It!
(Have the students check the
qualities they think a hero
should possess)
Activity 2 Activity 3
How to become a Hero? Who is She?
(Asking students in what ways (Getting to know the author
can one become a hero) named Virginia B. Licuanan)

Activity 4
BWP (Building Word Power)
(For Vocabulary Improvement)
FIRM UP
Activity 6
Activity 5 Reading Comprehension
Group Reading (Answering questions about the
(The students, who are divided poem they read)
into groups, read the poem
entitled “Mactan-1521”)

Activity 7
Integrating Values
DEEPEN
Activity 8
Literary Appreciation: Free
Verse
(Have the students analyze a
poem observing a specific
pattern scheme and another one
in free verse)
TRANSFER
Activity 9 Activity 10
Grammar Nazi Applying the Things I learn
(Subordinate clause in (Answering Exercises 1 and 2,
constructing Adverb Clause) pp. 197-198)
Activity 11
Writing Workshop
(Constructing their own poem by
putting the aspects of free verse
poetry)
 PART III
Performance Task:
The municipality of San Isidro will be having a program in lieu of the celebration of the
Independence Day (SITUATION). You are invited to be one of their guest speakers (ROLE) for the
said activity; you will be writing and delivering a powerful and creative entertainment speech
(PRODUCT) consisting of not less than four paragraphs talking about modern-day hero. Your purpose
is to inspire and entertain your listeners, people of San Isidro, (AUDIENCE) about your viewpoint and
ideas about the modern-day hero (GOAL). You must present your reason/argument logically and
convince your audience into accepting what you believe in. Your work will be graded based on the
following criteria/scores (STANDARD): Purpose, Organization, Supporting Statements, Use of
Language, Attention to Audience and Delivery.

RUBRIC

CRITERIA 3 FAIR 4 GOOD 5 VERY GOOD

PURPOSE Provides some support
that appeals to the
audience and serves the
persuasive and
entertainment purpose.
ORGANIZATION Uses inconsistent
organizational strategy
SUPPORTING Provides some support,
STATEMENTS but with little elaboration
USE OF Uses few transitions;
LANGUAGE shows some mechanical
errors
ATTENTION TO Argument demonstrates
AUDIENCE some understanding of
the potential audience
DELIVERY Delivery lacks some
fluency.
TOTAL
COMMENTS AND
SUGGESTION
Provides arguments, Provides arguments,
illustrations, and words illustrations, and words
that appeal to the that forcefully appeal to
audience and serve the audience and
persuasive and effectively serve
entertainment purpose. persuasive and
entertainment purpose.
Uses clear organizational Uses clear, consistent
strategy with occasional organizational strategy
inconsistencies
Provides some elaborated Provides specific, well-
support for the writer’s elaborated support for the
position writer’s position
Uses some transitions; Uses transitions to
shows few mechanical connect ideas smoothly;
errors shows few mechanical
errors
Argument demonstrates a Argument demonstrates a
clear understanding of clear understanding of
the potential audience. the potential audience
and anticipates counter
arguments
Delivery is fluent. Delivery is fluent, with
an engaging flow of
speech