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English 8 Second Quarter
English 8 Second Quarter
QUARTER 2
English G8
English
Grade 8
Ephraim L. Gibas
IT & Logistics
What I need to know learning outcomes for the day or week, purpose of
the lesson, core content and relevant samples.
This maximizes awareness of his/her own
What is new knowledge as regards content and skills required
for the lesson.
How much was the total amount of the 2019 National Budget?
Was the 2019 National Budget higher as compared to the budget for the
preceding year?
Which sector had the highest allocation as per budget dimension?
Which sector had the lowest allocation as per budget dimension?
Which expense class had the highest allocation as per budget
dimension? How much was the allocation for this expense class?
Which expense class had the lowest allocation as per budget
dimension? How much was the allocation for this expense class?
How does the above presentation of data help in understanding and
classifying information?
D
Learning Task 1: Choose the letter of the correct answer in each statement
below. Write your answers in your notebook.
1. A _________ is a diagram that shows the relation between variable quantities,
typically of two variables, each measured along a pair of axes at right
angles.
A. flowchart B. table C. graph D. map
2. A ________, also called a matrix, is an orderly arrangement of quantitative
data in columns and rows.
A. table B. map C. graph D. flowchart
3. A _______ uses pictures to represent a particular number of items.
A. graph B. flowchart C. diagram D. pictogram
4. A _________ shows you how numbers have changed over time. They are used
when you have data that are connected, and to show trends, i.e. average night
time temperature in each month of the year.
A. bar graph B. pictogram C. line graph D. pie chart
5. A ________ shows you how a whole is divided into different parts. You might, for
example, want to show how a budget had been spent on different items in a
particular year.
A. pie chart B. bar graph C. line graph D. flowchart
6. A _______ is a graphical representation of data, quantities or numbers using
bars or strips. It is used to compare and contrast numbers, frequencies or other
measures of distinct categories of data.
A. pie chart B. bar graph C. line graph D. flow chart
7. A _______ shows the sequence of movements or actions of people or things
involved in a complex system or activity.
A. pie chart B. flowchart C. line graph D. bar graph
8. A _______ is a collection of data showing the spatial arrangement or
distribution of something over an area.
A. table B. graph C. flowchart D. map
9. _______ provide a title, short explanation, or a description accompanying an
illustration or a photograph.
A. Maps B. Captioned graphics C. Tables D. Surface diagrams
10. _________________ can show trends and cycles and make the information
easier to visualize.
A. Graphs and charts C. Surface diagrams and tables
B. Pictograms and maps D. Captioned graphics and diagrams
Learning Task 2: Study the chart below. Then, in your notebook, answer the
questions that follow.
What information does Chart
1 present?
How many sections is Chart
1 divided into?
What percentage represents
the incoming SPJ 9 Martin
Luther King Jr. students?
What grade level has the
most number of enrollees?
What grade level has the
least number of enrollees?
Chart 1—Distribution of SPJ Enrollees in Grades 8 to 10
VISUAL-VERBAL RELATIONSHIPS
I. Graphs
Year
based on other independent variables.
C. A pictograph/pictogram is a special
14-16 YO
type of bar graph. Instead of using an
11-13 YO
axis with numbers, it uses pictures to
represent a particular number of 7-10 YO
items. 3-6 YO
II. Tables
A table, also known as matrix,
refers an orderly arranged
quantitative data in columns and
rows.
III. Maps
V. Flowcharts
Learning Task 3: Match the data samples in Column A with their best graphical
representations in Column B. Write the letters of the correct answers in your
notebook.
Column A Column B
1. number of books donated
represented by a book icon
A. line graph
2. trends in Korean pop music
preference among teenagers
over the years B. map
E
Learning Task 4: Study the graphic. In your notebook, discuss in one paragraph
the content of the enrolment update presented below.
Learning Task 5: Read the graphical representation and the text below. In your
notebook, answer the questions that follow.
------------------------------------------------------------------------
Learning Task 6: Identify the steps you and your family take to keep yourselves
COVID-19-free. Then, create a flowchart specifying these steps. Then, write a
paragraph discussing the content of your flowchart. Do this in your notebook.
A
Learning Task 7: In your notebook, cut and paste the latest COVID-19 case news
bulletin in the country (or in your locality). Then, make a pictograph showing the
data from the material gathered.
--------------------------------------------------------
Fill in the blanks with the correct terms relevant to what you have learned
in this lesson. Choose from the word pool below. Write your answers in your
notebook.
Lesson 3-4
I
With reference to the availability of information in the advent of
technology, the ability to distinguish fact and opinion becomes an important skill
in higher level reading and listening comprehension tasks. Since both are
often woven together to make a point, extracting verifiable truths from an author’s
personally-developed ideas can be, sometimes, tricky. Fortunately, authors tend
to use phrases or lines to indicate the distinction between fact-based and
opinion-based statements.
D
Learning Task 1: Read each statement. In your notebook, write FACT if you can
prove or disprove the statement with concrete evidence, or OPINION if the
statement is a belief or a position. Take note that some statements are technically
opinions, but are based on such widely accepted views of few people.
Learning Task 2: In your notebook, cut and paste magazine or newspaper articles
which you think fall under Column A for FACT and Column B for Opinion.
FACT OPINION
OPINION-MARKING SIGNALS
You went to a movie that your friend had suggested you to watch. This was
the same movie she had enjoyed watching with her family. Afterwards, she
asked you if you liked it, too. You simply responded with “so-so”.
The table below shows some commonly used opinion-markers which you
may use when expressing your opinion and stating agreement or disagreement to
someone else’s ideas.
Learning Task 3: In your notebook, copy the sentences below. Then, underline
the opinion-markers employed. Then, use them in your own grammatically correct
sentences.
E
Learning Task 4: Read each statement below. Identify whether each statement is
a FACT or an OPINION. If the sentence expresses a fact, convert it to a statement
that expresses an opinion. Do this in your notebook.
Learning Task 5: In your notebook, cut and paste a recent article on any issue in
the country or in your locality. Read the article carefully, then write a
two-paragraph opinion expressing your stand regarding the matter. Use
opinion-marking signals.
A
Learning Task 6: Using your knowledge on fact and opinion, write a short
dialogue between two friends that will be used for a commercial on the product
below. Make sure to use opinion-markers. Do this in your notebook.
--------------------------------------------------------
Fill in the blanks with the correct terms relevant to what you have learned
in this lesson. Choose from the word pool below. Write your answers in your
notebook.
In this lesson, you are expected to compare and contrast the presentation
of the same topic in different viewing genres.
There are different ways on how materials can be viewed. These materials
may either be printed or non-printed. Look at the sample printed material below
on COVID-19 statistics. Can you specify the different details presented by the
poster below? How are the details presented? What platform is used in presenting
the information?
D
Learning Task 1: Match the viewing genres in Column A with their corresponding
descriptions in Column B. Write the letters of the correct answers in your
notebook.
COLUMN A COLUMN B
1. movie trailers a. movies/television programs that
provide factual record of report on
various issues
2. internet-based programs b. short clips of movies or any short videos
used in advertising them in advance
c. an item of important news that is
3. documentaries separately broadcasted and often
interrupts programs
d. online learning videos, activities or
programs which can be assessed
4. news flash through the Internet
e. a subprogram that tells and foretells
weather conditions
5. weather report
Learning Task 2: In your notebook, copy and complete the table below by giving
examples of viewing materials you have watched under the identified genres.
Weather Report
Movie Trailer
Documentary
News Flash
Internet-Based Program
VIEWING GENRES
Genres Descriptions
Below are some of the elements which you may use in evaluating a
viewing material:
Learning Task 3: Identify the BEST GENRE of viewing materials to watch given
the following situations. Write your answers in your notebook.
1. To save time, your friend wants to check the best film to watch before heading
to the mall.
2. Andrew is a Science Teacher. He wants to improve his knowledge and skills in
using an editing software like Photoshop. Getting a teacher for face-to-face
tutoring is not ideal nowadays. So, he wants to do it online.
3. Cassandra, a party planner, wants to know if the chosen day of her client for a
garden birthday party will have a fine weather condition.
4. Lola Amy’s grandson is working in Quezon City. She is worried about his
safety due to COVID-19. She wants to know the current updates regarding the
situation.
5. Caridad watches a program that features collections of different stories of
COVID-19 heroes in various countries.
E
Learning Task 4: Find two available viewing materials for each topic below.
Identify the genre of each viewing material (and the link, if possible). Then,
describe the two viewing materials by comparing and contrasting them in terms of
their features. Do this in your notebook.
Descriptions/
Topics Viewing Genre 1 Viewing Genre 2
Explanations
Story of Hope
Health Care
Programs in
the Country
Traditional
Sports
Learning Task 5: Find two viewing materials that discuss/deal with the same
subject matter or topic. You may recall and use viewing materials that you have
watched before. You may also use the ones available online. Using the Venn
diagram below, illustrate the similarities and differences between the two viewing
materials. Do this in your notebook.
Video 1 Video 2
Learning Task 6: Think of two available viewing materials that you have watched
before. You may also use the available online materials. Then, analyze them in
terms of their point of view, language, length, and mood. Use the given table
below. Do this in your notebook.
Title
Link or Source
Point of View
Language
Length
Mood
Learning Task 7: Suppose you are a writer for content. Think of a topic relevant
in the country or in your community at the moment. In your notebook, describe
how you would present your chosen topic in two different viewing genres
considering the following:
a. point of view,
b. language,
c. length, and
d. mood.
A
In your notebook, write your reflection on the importance of identifying and
analyzing different viewing genres. Explain how viewing genres can help in
gathering information about a particular topic or issue.
Lesson 6
I
In our previous lesson, you have learned the significance of
distinguishing fact from opinion. You also have learned how to compare different
genres of the same topic based on certain elements.
Let us analyze how people express their opinions. Read the dialogue below
and answer the questions that follow.
Reina, Karen and Cecilia were in a pizza parlor, one afternoon. While
they were at the counter, Reina and Cecilia got into a discussion.
--------------------------------------------------------
D
Learning Task 1: Read each sentence carefully. Identify whether the statements
COMPARE or CONTRAST ideas. Write your answer in your notebook.
Learning Task 2: Identify the words or phrases that make the sentences in
Learning Task 1 comparing or contrasting statements. After identifying them, use
them in your own sentences.
--------------------------------------------------------
Learning how to compare and contrast others’ ideas can help you to be
critical and reflective on the kind of information you will feed yourself. However,
primarily, you should learn to evaluate someone’s claims first.
Persuasive Techniques
ETHOS
It is an appeal to the writer's credibility,
ethics, morals and character.
PATHOS LOGOS
It is an appeal to the emotions It is an appeal to logic
of the audience and reason.
When you evaluate an appeal to ethos, you examine how successfully the
writer or speaker appeals to the audience’s sense of ethical behavior. The writer
or speaker presents himself or herself to the audience as credible, trustworthy,
honest and ethical.
Some of the questions you can ask yourself as you evaluate an author’s
ethos may include the following:
Has the writer or speaker cited his/her sources or in some way made it
possible for the audience to access further information on the issue?
Does he/she demonstrate familiarity with different opinions and
perspectives?
Does he/she provide complete and accurate information on the issue?
Now that you know how to evaluate claims, it is important that you
understand the grammatical markers that you may use in contrasting and
comparing these claims.
The following words or short phrases are used to compare two items or
ideas:
like as well as both
likewise also resemble
same as similar to
Time, like money, is a limited resource. You cannot buy everything you
want, likewise, you do not have enough time to do everything you want to do. Our
time is the same as our money. It is limited. Also, time is a resource when work
needs to be done.
The following words or short phrases are used to contrast two items or
ideas:
unlike in contrast to on the other hand
as opposed to different from however
whereas on the contrary although
E
Learning Task 3: Go back to the argument between Reina and Cecilia in I Phase
on page 25. Compare and contrast the claims of the two friends using logos,
ethos, and pathos. Write your answers in your notebook using the table below.
Reina Cecilia
Logos
Ethos
Pathos
PIVOT 4A CALABARZON English G8 28
Learning Task 4: In your notebook, copy the paragraph below. Circle the
grammatical signals used to compare and contrast. Then, using a Venn diagram,
compare and contrast the two birds.
The Cardinal and the Cedar Waxwing are two common birds.
Both have crests on their heads. But these birds have some
differences. Male Cardinal is bright red, while the Waxwing is
brown. The Cedar Waxwing often migrates from one place to
another. On the other hand, the Cardinal stays in one place year
after year.
Questions:
1. What is the opinion of the debater on replacing books with tablets? Identify
words or phrases that reveal the debater’s opinion/s about it.
2. What are the facts that the debater used to back up his/her opinion? List them
down.
3. Do you agree with the debater’s stand on the matter? Justify your answer by
citing factual evidence from the speech itself or other additional reliable and
credible sources.
A
Learning Task 6: Read the text carefully. Evaluate the claims with the writer’s
logos, ethos, and pathos. Write your answers in your notebook.
Baby animals attract more visitors than older animals. Killing an adult
animal opens up space and resources to bring in a younger animal. That animal
can draw bigger crowds and more money. That is the real reason Marius was
killed. The zoo made less money as he grew up. People were more interested in
Marius when he was a baby than when he became an adult.
The second reason zoos should be banned is that they rarely help
endangered animals return to their original habitats. A report by National
Geographic found that most zoos do not have any contact with reintroduction
programs.
People for the Ethical Treatment of Animals (PETA) is a nonprofit
organization that fights for animal rights. According to them, fewer than one-fifth
of the animals in United States zoos are actually endangered. When animal
species is endangered, it is at risk of dying out completely. Zoos spend tons of
money building enclosures for animals. Yet, they do almost nothing to restore wild
habitats or to stop poaching in wild environments.
Finally, zoos simply do not have enough resources to properly house the
creatures that live there. Wild habitats cannot be remade in spaces where animals
are held captive. An opinion article called "All the Reasons Why Zoos Should Be
Banned" was published by Vice in 2015. It said polar bears in zoos have up to
18,000 times less space than they do in the wild.
Animals cannot be healthy in zoos. Seventy-five percent of elephants kept
in zoos are overweight, according to the article. Forty percent of lion cubs pass
away before their full life span. This data supports the argument that zoos do not
have the resources to support animals' well-being, health and populations. The
British Broadcasting Company (BBC) has reported that around 3,000 to 5,000
animals are killed each year in zoos in Europe. Many more animals show signs of
zoochosis. This is a psychological disorder observed in zoo animals that leads to
pacing, bar biting and other repeated behaviors.
Zoos should make an effort to reintroduce the animals they own into
natural habitats. Some could be returned to the wild. However, many zoo animals
would not be able to survive in the wild. These animals should then be sent to
sanctuaries where they can live peacefully.
Zoos inhumanely source and breed animals. They do little to improve
wildlife populations. Zoos also do little to help the public understand their impact
on wildlife. Also, they cannot provide what is needed to support animals' lives.
Zoos should reintroduce their animals into the wild or into sanctuary settings.
This will have the added benefit of relieving zoos of the burden of keeping these
animals alive. Isn't that a win-win?
Source: https://newsela.com/read/ela-ban-zoos-student-opinion/id/2001009233/
--------------------------------------------------------
Fill in the blanks with the correct terms relevant to what you have learned
in this lesson. Choose from the word pool below. Write your answers in your
notebook.
Comparing and (1)_________ others’ ideas are skills that can help you to be
critical and (2)_________ on the kind of information you will feed yourself. One way
to evaluate others’ opinions is by identifying the (3)_________ strategies used by the
writer or (4)_________. Knowing these strategies not only helps you formulate
strong (5)_________, but also helps you identify the weak ones.
WEEKS
Recognizing Positive and Negative Messages
7-8
Lesson
I
Writers and speakers differ in styles in terms of delivery and composition.
Choice of words, tone, and voice are just few of the elements that may make or
break their piece. These things make a huge difference in making the message
clear or vague to an audience.
Let us examine the images below. Can you guess the messages and/or
emotions embedded in each image? Is it positive or negative? Explain your
answers.
Beyond these images, you are to examine the messages portrayed by the
given texts in this lesson. Let us determine how messages embedded in texts are
identified and classified.
PIVOT 4A CALABARZON English G8 32
D
Learning Task 1: In your notebook, identify the kind of message that each
statement conveys. Write POSITIVE if it conveys a positive message or NEGATIVE
if it conveys a negative one.
Writers have their own unique style in expressing their messages. Their
choice of words mainly creates the atmosphere, mood, and emotions depending on
the occasion.
For instance, for fictional texts, authors carefully weave words in order to
give shape to the story and provide the voice for characters. It is what creates the
personality of the selection.
For non-fictional texts, on the other hand, a writer chooses words that
would express his/her attitude toward a subject. It tells the reader how they
should read the text — funny, serious, angry, friendly, etc.
Tone
Tone refers to the emotion or attitude that that the writer embeds in
writing. It gives more context beyond the words used. So, how does it work? You
see the words on the page, interpret their meaning, and add a layer of emotional
context. These create the concept of a message as to being positive or negative.
Writers use tone words to establish a message. These are words that make
the author’s opinion on the subject matter known. They make the tone either
positive or negative.
Teacher: You made an A on the test.
The tone of the student is positive.
Student: “That’s incredible news!”
Teacher: You made an A on the test.
The tone of the students is skeptical.
Student: “I did?”
Teacher: You made a B on the test.
The student’s tone is sarcastic.
Student: “Of course. I knew it.”
You made a pathetic C on the test. The tone is negative.
33 PIVOT 4A CALABARZON English G8
Likewise, emotions, which can rise and fall as to how specific words can be
synonymous, indicate a variety on levels of responses. It is necessary to
recognize the differences when selecting appropriate synonyms.
These pairs of positive and negative sentences will show you how words
that are actually synonymous can be warm, neutral or very cold.
Learning Task 2: In your notebook, copy the statements below. Then, underline
the word/s that made each negative.
E
Learning Task 4: Complete each sentence by inserting word with positive
connotation. Choose from the options inside the parentheses. Write your answers
in your notebook.
Learning Task 5: Read the poem below. Then, answer the questions that follow.
Do this in your notebook.
From breakfast on through all the day The strangest things are there for me,
At home among my friends I stay, Both things to eat and things to see,
But every night I go abroad And many frightening sights abroad
Afar into the land of Nod. Till morning in the land of Nod.
Learning Task 6: In your notebook, cut and paste a news article, an essay or a
speech. Identify whether the message it expresses is positive or negative. Highlight
the words that made it either positive or negative to justify your claim.
A
Write a reflection note on the importance of identifying whether the
embedded message in a text is positive or negative. Do this in your notebook.
- I was able to do/perform the task without any difficulty. The task
helped me in understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still
helped me in understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need
additional enrichment activities to be able to do/perform this task.
Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your
personal evaluation indicated in the first Level of Performance found in the second column
up to the succeeding columns, ie. if the lesson is designed for weeks 4-6, just copy your
personal evaluation indicated in the LP column for week 4, week 5 and week 6. Thank you.
References
Brown, J. (2018, February 6). Positive or negative writing? It's a no-brainer. Retrieved https://
writingcooperative.com/positive-or-negative-writing-its-a-no-brainer-d29de705123c
Department of Budget and Management. (2019). 2019 national budget. Retrieved https://
www.dbm.gov.ph/images/pdffiles/2019-People's-Budget-Quick-Glance_English-Version.pdf
Department of Health. (2017). Acute bloody diarrhea. DOH Philippine Health Statistics 2008-2015
and Field Health Surveillance Information System Annual Reports 2016-2017
English Composition.Org. (2019, February 7). Ethos, pathos and logos. Retrieved https://
englishcomposition.org/advanced-writing/ethos-pathos-and-logos/
Kittelstad, K. Positive and Negative Connotations: Example Sentences. Example Articles & Resources.
https://examples.yourdictionary.com/positive -and-negative-connotations-example-
sentences.html
The Association of Educational Communications and Technology. (2001). The visual-verbal relation-
ship. Retrieved http://members.aect.org/edtech/ed1/16/16-09.html
Zhou, M. (2020, July 2016). Student Opinion: Zoos should be banned. Retrieved https://
newsela.com/read/ela-ban-zoos-student-opinion/id/2001009233/