ST. VINCENT BLESSED SCHOOL OF MANILA, INC.

732 INSTRUCCION ST. SAMPALOC, MANILA

Tel #: 8741-8955 / 8788-3238/ 09771147197
Email Address: svbsm2003@gmail.com
Facebook Page: St. Vincent Blessed School of Manila, Inc.

Learning Area English Grade Level 8

LESSON Learning Fully face to face Quarter First
EXEMPLAR Delivery Modality
Teaching Date Aug. 21-25, 2023 (Week No. of Days 5
1)
Teaching Time 7:30-8:30 am No. of Hours 320 minutes

I. CONTENT Basic Elements of a Narrative

A. Content Standards The learner demonstrates literary and communicative competence
through his/her understanding of the basic elements and distinctive
features of an example of a narrative, which is folktale.
B. Performance The learner transfers learning by tracing the events in a story using a
Standards sequence chart.
C. Learning At the end of the lesson, the learner should be able to:
Competencies
and Objectives 1. define the basic elements of a narrative
2. unlock unfamiliar words in the selection
3. illustrate the plot of a story using a graphic organizer
D. Vincentians Spirit The lesson will enable the students to show their honesty and being
/ Values true to their promise or committed.
Integration
II. LEARNING RESOURCES  African and Asian Literature and Communication Arts
 K to 12 English Curriculum Guide May 2016 (EN8WC-Ia1.1.6.1)
III. PROCEDURES
Objective 1
Define the basic elements of a narrative

 Five Finger Retell

The teacher will ask the students to recall a certain story they
have read following the five finger format below in summarizing:

a. The thumb will answer the question on who are the person/s,
animal/s, or creature/s involved
b. The index finger is for the question when and where the story
happened
c. The middle finger will represent the flow of the events in the
story
d. The ring finger will stand for the thing/s the character faced in
the story and;
e. The little finger is what the story is all about
 Afterwards, the teacher will call some students to share their ideas
to the class and from that, they will answer the question that will
be given by the teacher.

1. Based on your classmates’ answers, how can you tell if it talks

about the character/s, setting, plot, problem, or theme?

 Using the information from the activity above, the teacher will now
introduce the lesson:

Narrative
 According to Cambridge Dictionary, it is a story or a description
of a series of events. One example of a narrative is folktale.

Folktale
 According to an article from Brittanica Kids, folktale is a kind of
story that gets passed on from generation to generation. They do
not have a single or original author as it is developed through time.

Examples: 1. Why Mosquitoes Buzz in People’s Ears by Verna

Aardema
2. Why the Sky is Far Away: a Nigerian folktale by
Mary Joan-Gerson
3. The Search for Gold: an Ashanti tale by Harry
Courlander (same with Harold Courlander)

Basic Elements of a Narrative

 Characters are the people, animals, or imaginary creatures.

Examples: a. chief of the Gurensi people
b. daughter of the Gurensi people
Gold

 Setting is the place and time of the action.

Eaxmples: a. old times
b. Ghana (Ashanti is a group of people who lives in
Central Ghana)

 Plot is the series of events in a story.

Examples: a. The chief asked his friend to watch for his daughter.
b. The chief had been gone for months so he
discussed the marriage settlement with the young
man.
c. When the chief came back, he realized what Gold
did; thus, he ordered everyone to look for his
daughter.

Parts of a Plot

 Exposition/Introduction/Presentation is where the characters

are identified and the situation is clarified.

 Rising Action shows the development of problems arising

from the situation.

 Climax is the highest point of interest in which the problem or

conflict is most intense.

 Falling Action refers to events following the climax in which

conflicts are resolved.

 Conclusion sums up the story.

 Freytag’s Pyramid

 Problem is the thing/s that the character face/s in the story.

Examples: a. Gold is nowhere to be found.
b. The chief did not return for a long time.

 Theme is what is the story all about.

Examples: a. love
b. patience
c. honesty

Objective 2
Unlock unfamiliar words in the selection

 Mix n’ Match
When the teacher is done discussing the topic, she will ask some
volunteers to answer the activity. The said task will be done by:

Instructions: Unscramble the following jumbled letters using the

choices on the right column and match it to the correct definition.
Write the letter of the answer in the blank.

_____1. e s c o w r i a. bright-colored shell used

as money
_____2. e f h i c b. a man who pursues a
relationship with a
particular woman, with a

view to marriage
_____3. s i u o r t c. leader or ruler of a place

 The students will now proceed to the story “The Search for Gold”
by Harry Courlander but using the words that they’ve unlocked,
the teacher will ask them:

1. Can you tell me what could be the story is all about based on
the above-mentioned words?

 The lesson is introduced first by stating where it came from and

brief background about the author.

The story is an Ashanti tale written by Harry Courlander. Ashanti is

 a group of people who lives in Central Ghana today (picture on the
left side). And the author, Harry Courlander (picture on the right
side), also known as Harold Courlander uses cultures he observed
as a setting for his works.

After showing the pictures, the story will now be discussed. (refer
to page 7 of the textbook)

Objective 3
Illustrate the plot of a story using a graphic organizer

 Defining Graph-ity
The students will make a graphic organizer to show the order of
the events that happened in the story.

Sample of a graphic organizer

D. Assessment Directions: Read the question and encircle the letter of the correct
answer.

1. What are the five elements of a narrative?

a. exposition, rising action, climax, falling action, and resolution
b. plot, exposition, climax, setting, and conflict
c. plot, character, conflict, theme, and setting
d. character, conflict, theme, external, and internal

2. What is plot?
a. the turning point in a story
b. internal and external conflict
c. the events in a story
d. the main character

3. What is a character?
a. the person, animal, or creature that carries out the actions in a
 story
b. an example of genre
c. the lesson learned from the story
d. where and when a story takes place

4. What is conflict?
a. the problem
b. the events in a story
c. who or what carries out the actions of a story
d. the lesson learned

5. What is theme?
a. the actions in a story
b. the protagonist
c. the antagonist
d. the lesson learned from a story

6. What is setting?
a. answer 1 and 2
b. neither
c. when the story takes place
d. where the story takes place

7. What is the beginning of the story called?

a. climax
b. resolution
c. rising action
d. exposition

8. How the conflict was resolved is the?

a. resolution
b. exposition
c. falling action
d. rising action

9. The events that occur after the climax are called the?
a. exposition
b. resolution
c. falling action
d. climax

10. The events that lead to the climax are called?

a. resolution
b. falling action
c. exposition
d. rising action
IV. REFLECTION The teacher will ask the students on what they have learned by
completing the prompt below:

I understand that _________________________________________

_______________________________________________________
_______________________________________________________.

I realized that ____________________________________________

_______________________________________________________
_______________________________________________________.

Prepared By: Checked By:

Ms. Ruzcel P. Macasieb Ms. Helen B. Ancheta
Teacher Principal
 ST. VINCENT BLESSED SCHOOL OF MANILA, INC.
732 INSTRUCCION ST. SAMPALOC, MANILA
Tel #: 8741-8955 / 8788-3238/ 09771147197
Email Address: svbsm2003@gmail.com
Facebook Page: St. Vincent Blessed School of Manila, Inc.

Learning Area English Grade Level 8

LESSON Learning Fully face to face Quarter First
EXEMPLAR Delivery Modality
Teaching Date Aug. 28-Sept. 1, 2023 No. of Days 5
(Week 2)
Teaching Time 7:30-8:30 am No. of Hours 320 minutes

I. CONTENT The Simple and Progressive Tenses

A. Content Standards The learner demonstrates literary and communicative competence
through his/her understanding of the forms and functions of the simple
sentences.
B. Performance The learner transfers learning by composing a well-developed and
Standards meaningful paragraph.
C. Learning At the end of the lesson, the learner should be able to:
Competencies
and Objectives 1. visualize sensory images
2. express language functions using the simple and progressive
tenses
3. apply correct tenses in an essay
E. Vincentians The literature in this discussion shows positive attitude towards their
Spirit / Values dreams or being hopeful to the goals that they want to attain.
Integration
II. LEARNING RESOURCES  African and Asian Literature and Communication Arts
 K to 12 English Curriculum Guide May 2016 (EN8WC-IIa-2.8)
III. PROCEDURES
Objective 1
Visualize sensory images

 Picture Analysis
The teacher will group the class into four (4). Then, she will show
a picture of a desert. Each group will describe the posted image
on the board.

And the class will be asked: “What natural phenomenon can occur
in a desert?”
 Before proceeding to the discussion of the poem, the author will
be introduced first.

J.G. Mocoancoeng

(no picture can be found on Internet)

Jacques G. Mocoancoeng is a playwright and poet.

Now, the poem will be read and students will underline the verbs
that they can see.

DROUGHT
—J.G. Mocoancoeng, South Africa

When the sun is hot, it is burning

The land is not ugly, it is terrifying.
People are sweating but they are not wet
The earth is parched,
O drought

Animals are not grazing, but pulling stalks

They are not lean, they are dying
O! The earth has no water
The land is dry, so dry.

The young man is exhausted

He holds his waist and says,
"We are dying."
He is looking at the herd of cattle.
He shakes his head and says,
"We see you."

In the churches prayers are rising

Lord, Rain!
Lord we are going!
On the land vultures are feeding
The fire has come.

The wind is dry, it petrifies

It's not wind, but clouds of sand
in the air.
The land is so dry.

But far in the east

there is a dark cloud
It is true God has heard us
Look, it moves!

(translated by Mongane Wally Serote and Philip Bryant)

The underlined verbs will be categorized into its different type of

tense.

Objective 2
Express language functions using the simple and progressive tenses

 Group Me
The underlined verbs in the first activity will be grouped using the
tables below:
 Simple Tense
Present Past Future

Progressive Tense
Present Past Future

After writing the verbs in their correct column, the teacher will ask
them: “Based on your answers, how can you tell the difference of
each tenses?”

 The Simple Tense will be discussed stating the verbs that can be
found in the poem.

The Present Tense

The Present Tense of the verb expresses

1. habitual actions in the present

We study literature in our English class.

2. general truths or scientific facts

The Sahara Desert lies in North Africa.

3. present events or actions

We study African literature in class.

4. future events or actions

The plane leaves at eight-thirty tonight.

5. vivid narration of past events

He leads his troops, invades the enemy’s territory, and kills
the chief.

The Past Tense

The Past Tense of the verb represents

1. an action or event completed in the past

I read an amusing folktale yesterday.

2. a habitual or repeated action or event in the past

It rained almost every day last month.

Regular verbs form their past tense by adding -d or -ed to the

present form (talk – talked; attend – attended; smile – smiled).
Irregular verbs form their past tense in various other ways such
as by changing the vowel, or by changing the consonant, or by
making no change at all.

come - came make - made cut - cut

 run - ran flee - fled set - set
take - took leave - left bet - bet
lose - lost have - had cost - cost
ride - rode keep - kept put - put
tell - told fly - flew hurt - hurt

The Future Tense

The Future Tense express

1. an action that will take place at some definite future time

I will see you tomorrow.

 The teacher will ask a question about their idea/s on what is

Progressive Tense. Then, the discussion will proceed.

The Present Continuous or Present Progressive Tense

The Present Continuous or Present Progressive tense

expresses ongoing action
He is taking the test now.
Judith is stressing a point.

The Past Continuous or Past Progressive Tense

The Past Progressive tense is formed by the helping verb

was
or were + v-ing. It is used to express

1. a past action simultaneous with another event in the past

Sonny was sleeping when his mother left.

2. an action in progress at a specific point of time in the past

She was coughing at 2:30 this morning.

The Future Continuous or Future Progressive Tense

The Future Continuous or Future Progressive tense shows

an ongoing action in the future.
I will be running in next year’s local marathon.

 After the lesson has been discussed, the teacher will ask the
students to write an essay about this question:

“When was the last time that God heard our prayer? And what
have you learned about it”

They will be graded according to the rubric given below:

Rubric on Essay Writing About Being Hopeful

Criteria 4 3 2 1
Application The The The learner The learner
of tenses learner learner followed did not
discussed. followed all followed less than follow the
the rules of some of half of the rules of the
the tenses. the rules of rules of the tenses.
the tenses. tenses.
Content is All ideas Some of Half of the Ideas are
aligned to are related the ideas ideas are not related
 the theme. to the are related related to to the
topic. to the the topic. topic.
topic.
Sentences The flow of Some of Half of the Sentences
are the the sentence is are not
connected sentences sentence is not logically
to each is logically not logically arranged.
other. arranged. logically arranged.
arranged.
IdentifyingUnderlined Some of Half of the Tenses are
the all the the tenses tenses are not
different tenses that are underlined. underlined
tenses. can be underlined. at all.
found in
the essay.
The The overall The essayThe essay The essay
message is essay has is lacks a big cannot be
clear. a complete somehow part of it to understood
thought. clear. be at all.
understood
.
D. Assessment Directions: Choose the appropriate options to complete the
sentences. Shade the circle of your answer.

1. Make sure you _____ the electricity before you _____ mending this

light switch.

disconnect / start
are disconnecting / were starting
will disconnect / started
disconnect / start
disconnect / will start

2. The workers _____ to go on strike when the management _____

their demand for higher wages.

decide / will refuse

decided / refused
will decide / will refuse
are deciding / refused
would decide / refuse

3. Most people _____ being disturbed while they _____.

don't like / are working

would like / worked
like / worked
don't like / didn't like
will like / were working

4. In public pools, there ____ a much higher level of safety with

 trained lifeguards on duty whenever they _____ open.

will be / were
was / are
is / are
would be / are
is / were

5. The contractors _____ the stadium when strike _____ all

construction.

built / is stopping
are building / stops
were building / will stop
will build / will stop
were building / stopped

6. Humans _____ applying knowledge of genetics in prehistory with

the domestication and breeding of plants and animals.

begin
will begin
began
are beginning
would be starting

7. All pilots _____ speak English so that other pilots and air
controllers _____ them.

have to / understand
had to / will understand
have to / would understand
will have to / understand
would have to / are understood

8. With a tornado on the way, Jesse _____ he _____safer under a

mattress.

was deciding / will be

is deciding / was
would decide / will be
decided / would be
decides / would be

9. The Internet _____ computer users easily to connect to other

 computers and information stores wherever they _____ across the
world.

allows / are
allowed / will be
are allowing / were
will allow / would be
were allowing / will be

10. Mrs. Grant absentmindedly _____ the umbrella that _____ on the
seat before her.

was taking / will hang

will take / would hang
is taking / would hang
would take / is hanging
took / was hanging
IV. REFLECTION Self-assessment

Use the chart below to rate your understanding of the lesson as a

whole and your performance in the various tasks.

Self-assessment Chart
Excellent Very Satisfactory Needs
Understanding Satisfactorily Improvement
of the lesson
Task
performance
The activity that I liked best is _____________________________
because _______________________________________________.
The activity that I need to improve on is _____________________
because _______________________________________________.
To improve my next performance, I will _____________________.

Prepared By: Checked By:

Ms. Ruzcel P. Macasieb Ms. Helen B. Ancheta
Teacher Principal
 ST. VINCENT BLESSED SCHOOL OF MANILA, INC.
732 INSTRUCCION ST. SAMPALOC, MANILA
Tel #: 8741-8955 / 8788-3238/ 09771147197
Email Address: svbsm2003@gmail.com
Facebook Page: St. Vincent Blessed School of Manila, Inc.

Learning Area English Grade Level 8

LESSON Learning Fully face to face Quarter First
EXEMPLAR Delivery Modality
Teaching Date Sept. 4-Sept. 8, 2023 No. of Days 5
(Week 3)
Teaching Time 7:30-8:30 am No. of Hours 320 minutes

I. CONTENT Figures of Speech

A. Content Standards The learner displays literary and communicative competence through
his/her understanding of figures of speech that help create vivid
images in poetry.
B. Performance The learner transfers learning by writing original sentences applying
Standards figures of speech.
C. Learning At the end of the lesson, the learner should be able to:
Competencies
and Objectives 1. identify figures of speech
2. explain the figures of speech used in the poem
3. use figures of speech in creating a dialogue
F. Vincentians The topic will enable the students to show equality for those people
Spirit / Values around us.
Integration
II. LEARNING RESOURCES  African and Asian Literature and Communication Arts
 K to 12 English Curriculum Guide May 2016 (EN8LT-Ic-2.2.2)
III. PROCEDURES
Objective 1
Identify figures of speech

 Individual activity
The teacher will ask the students to write their ideas in a spider
map when they hear the word “tattoo.”

Tattoo

After that, the teacher will call some students to give their answer.
Based on their given answer, the teacher will ask the students to
 make a sentence using the words that they wrote in the spider
map. The sentences that they have created will be used to come
up to the lesson on figures of speech.
 The discussion about the topic will begin with this question, “Since
you’ve used word/s that describes tattoo, a person who has a
tattoo, and the one who uses tattoo for a living, what could be the
lesson about?”

Figures of Speech
Figures of speech are expressions that make imaginative,
rather than literal, comparisons, or associations. These
expressions convey vivid images. The most common figures of
speech are:

a. Metaphor – a comparison that directly states one thing is

another.
You are an angel.

b. Simile – a comparison between two unlike objects that have a

common characteristic, using like or as.
The baby looks like an angel.

c. Personification – the giving of human qualities to an animal,

object, or idea.
The wind whispers to me.

d. Hyperbole – an exaggeration in order to create humor or

emphasis.
I’ll love you till the moon deserts the sky.

e. Apostrophe – the device of calling out to an imaginary, dead, or

absent person.
Rizal, wake up and guide the youth of today.

Objective 2
Explain the figures of speech used in the poem

 After the discussion, the teacher will proceed to the poem giving
its background first. While reading, there will be students who will
give group of words or phrases that is an example of the figures of
speech mentioned in the lesson.

Objective 3
Use figures of speech in creating a dialogue

 By pair activity
The students will write a dialogue based on the following
questions using atleast 3 figures of speech:

1. Why do you think tattoo is an important symbol in African

culture?
2. Why do women in the early times have a tattoo?
3. What does society think about women having tattoos on their
body?

They will choose one question that they will answer and make
sure that dialogues will not exceed more than 10 sentences.
D. Assessment Directions: Identify the figures of speech used in the following items.
Write your answer in the blank.

__________1. He was brave as a lion.

__________2. Ria heard the last piece of pie calling her name.
 __________3. My alarm yelled at me this morning.
__________4. Her eyes are diamonds.
__________5. She is a shining star.
__________6. Life is like a box of chocolates.
__________7. He is a lion.
__________8. “I’ve told you to stop a thousand times.”
__________9. The world is a stage.
__________10. That must have cost a billion dollars.

IV. REFLECTION Self-assessment

Use the chart below to rate your understanding of the lesson as a

whole and your performance in the various tasks.

Self-assessment Chart
Excellent Very Satisfactory Needs
Understanding Satisfactorily Improvement
of the lesson
Task
performance
The activity that I liked best is _____________________________
because _______________________________________________.
The activity that I need to improve on is _____________________
because _______________________________________________.
To improve my next performance, I will _____________________.

Prepared By: Checked By:

Ms. Ruzcel P. Macasieb Ms. Helen B. Ancheta
Teacher Principal
 ST. VINCENT BLESSED SCHOOL OF MANILA, INC.
732 INSTRUCCION ST. SAMPALOC, MANILA
Tel #: 8741-8955 / 8788-3238/ 09771147197
Email Address: svbsm2003@gmail.com
Facebook Page: St. Vincent Blessed School of Manila, Inc.

Learning Area English Grade Level 8

LESSON Learning Fully face to face Quarter First
EXEMPLAR Delivery Modality
Teaching Date Sept. 11-15, 2023 No. of Days 5
(Week 4)
Teaching Time 7:30-8:30 am No. of Hours 320 minutes

I. CONTENT Capitalization
A. Content Standards The learner demonstrates literary and communicative competence
through his/her understanding of the rules on capitalization.
B. Performance The learner transfers learning by summarizing a play using the
Standards correct capitalization.
C. Learning At the end of the lesson, the learner should be able to:
Competencies
and Objectives 1. observe correct capitalization
2. summarize a play applying the correct capitalization
G. Vincentians Spirit The literary piece will make the students value their unique
/ Values characteristics and use what they have to believe in their self.
Integration
II. LEARNING RESOURCES  African and Asian Literature and Communication Arts
 K to 12 English Curriculum Guide May 2016
III. PROCEDURES
Objective 1
Observe correct capitalization

 Show and tell

The teacher will ask the students to differentiate the
characteristics of the following animals:

 After the students shared their answers, the play will be introduced
giving a brief background. (refer to pages 55-57 of the textbook)
  The teacher will ask the students on what they have observed
based on the format of the play.

Objective 2
Summarize a play applying the correct capitalization

 Sum up the key points

The students will write a summary of the play, A Tug of War. The
summary should use correct capitalization.
D. Assessment Answer page 65, Skill Building 3 of the textbook.
IV. REFLECTION The teacher will ask the students on what they have learned by
completing the prompt below:

I understand that _________________________________________

_______________________________________________________
_______________________________________________________.

I realized that ____________________________________________

_______________________________________________________
_______________________________________________________.

Prepared By: Checked By:

Ms. Ruzcel P. Macasieb Ms. Helen B. Ancheta
Teacher Principal
 ST. VINCENT BLESSED SCHOOL OF MANILA, INC.
732 INSTRUCCION ST. SAMPALOC, MANILA
Tel #: 8741-8955 / 8788-3238/ 09771147197
Email Address: svbsm2003@gmail.com
Facebook Page: St. Vincent Blessed School of Manila, Inc.

Learning Area English Grade Level 8

LESSON Learning Fully face to face Quarter First
EXEMPLAR Delivery Modality
Teaching Date Sept. 18-22, 2023 No. of Days 5
(Week 5)
Teaching Time 7:30-8:30 am No. of Hours 320 minutes

I. CONTENT The Perfect Tenses

A. Content Standards The learner exhibits communicative competence and literary
appreciation through his/her understanding of the forms and uses of
the perfect tenses.
B. Performance The learner transfers learning by composing an epilogue to the story.
Standards
C. Learning At the end of the lesson, the learner should be able to:
Competencies
and Objectives 1. express language functions using the perfect tenses of the verb
2. compose an epilogue to the story using perfect tenses of the
verb
H. Vincentians Spirit The students will enable to stay optimistic when problems arise.
/ Values
Integration
II. LEARNING RESOURCES  African and Asian Literature and Communication Arts
 K to 12 English Curriculum Guide May 2016
III. PROCEDURES
Objective 1
Express language functions using the perfect tenses of the verb

 Picture Analysis
The teacher will ask the students to give ideas about the image
below:

 After the students shared their answers, the story, Marriage is a

 Private Affair will be introduced. (refer to pages 75-79 of the
textbook)

 The students will observe the tenses of the verb used. They will be
asked by the teacher: “What can you say about the tense of the
verb used?”

 Then the teacher will discuss the topic on Perfect Tenses (page
84-85 and 90 of the textbook)

Objective 2
Compose an epilogue to the story using perfect tenses of the verb

 Does it end here?

The students will write an epilogue of the story using the perfect
tenses of the verb.
D. Assessment Answer page 86, Skill Building 4 of the textbook.
IV. REFLECTION The teacher will ask the students on what they have learned by
completing the prompt below:

I understand that _________________________________________

_______________________________________________________
_______________________________________________________.

I realized that ____________________________________________

_______________________________________________________
_______________________________________________________.

Prepared By: Checked By:

Ms. Ruzcel P. Macasieb Ms. Helen B. Ancheta
Teacher Principal