Final Lesson Plan For FS Demo

MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

Laboratory Schools
A Daily Lesson Plan in English 8
Date Submitted:
March 2024
Prepared by:
Alyz Loraine M. Abuyen
Teaching Intern
Major:
Bachelor of Secondary Education – English
Year and Section:
4-B
Prepared for:
Mr. Rowell R. Esteves
Cooperating Teacher
Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

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A Daily Lesson Plan in English Grade 8
I. OBJECTIVES
A. Content Standards
The learner demonstrates understanding of: African literature as a means of exploring forces
that human beings contend with; various reading styles vis – à-vis purposes of reading;
prosodic features that serve as carriers of meaning; ways by which information may be
organized, related, and delivered orally; and parallel structures and cohesive devices in
presenting information.
B. Performance Standards
The learner transfers learning by composing and delivering an informative speech based on a
specific topic of interest keeping in mind the proper and effective use of parallel structures and
cohesive devices and appropriate prosodic features, stance, and behavior.
C. Learning Competencies
Listen for important points signaled by volume, projection, pitch, stress, intonation, juncture,
and rate of speech (EN8LC-Id-5.1)
Determine how volume, projection, pitch, stress, intonation, juncture, and speech rate serve as
carriers of meaning (EN8LC-Ie-9)
Note the changes in volume, projection, pitch, stress, intonation, juncture, and rate of speech
that affect meaning (EN8LC-If-5.2)
D. Learning Outcomes
At the end of the lesson, the students must have:
1. identified the right stressed syllable in longer words such as:
a) three-syllable words, and
b) four or more syllable words;
2. pronounced the words with the right stress and intonation through chorus
participation; and
3. recognized the importance of knowing the right stressed syllables in longer words
through participation.
II. CONTENT
A. Topic
Listening in Stress in Longer Words and for Intonations
B. Values Infused
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Critical Thinking, Class Participation, Active Listening, Proper Articulation, Respect, and
Discipline.
III. RESOURCES
A. References
1. Curriculum Guide: (K-12 English Curriculum Guide for English 8)
2. Textbook for English 8
3. Online resources
B. Teaching Materials:
• PowerPoint Presentation
• Laptop
• Projector
• Blackboard and chalk
• Rubber band
IV. PROCEDURE
A. PRELIMINARIES
Teacher’s Activity Student’s Activity
a. Greetings
Good morning, class!

Good morning, ma’am.
How are you doing?
We’re doing good, ma’am.
That’s good to know!
Before we start today’s lesson, I would like

to formally introduce myself. I am Alyz
Loraine Abuyen, your student teacher for
today. It’s nice to formally meet you!
It’s nice meeting you, too, ma’am!

b. Classroom Management
Now, I only have a few rules during class.

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First, I would like to request everyone to

please put away your phones. Put it inside
your bags and I don’t want to see anyone
holding their phones during discussion
unless, necessary.
Second, please seat properly. I don’t want to

see you slouching. Let us all be reminded that
we are at school and not at our homes. Don’t
slouch.
And lastly, I would like you to listen and

participate. Listen attentively, for as you can
see, I have put on my best shade of red
lipstick for today, so please listen to me and
actively participate for today’s discussion.
Understood, class?
Yes, ma’am!
c. Introducing new lesson / Motivation
Now, I believe that you have learned the

prosodic features of speech before from your
teacher Cherry, right?
Yes ma’am.
So, you already have prior knowledge about
stress and how one word could have different
meaning depending where the stress is?
Correct?
Yes ma’am.
Good! Let us try to recall. Take a look at the
first sentence. Everyone please read.
1. Josh looks content in his seat. 1. Josh looks content in his seat.
2. The contents of his bag spilled all 2. The contents of his bag spilled all
over the floor. over the floor.
Do the underlined words have the same

meaning as used in the sentences?
No ma’am.
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Good! It is because the stressed syllable in

the words is different. What do you think is
the stressed syllable in the first sentence?
The second syllable ma’am.
Correct! How about in the second sentence?
The first syllable ma’am.
Good job! Now what do you think is the
meaning of the underlined word in the first
sentence? Anyone?
Ma’am the underlined word in the first
sentence means that Josh is pleased and
satisfied in his seat.
Exactly! The word content functioned as a
verb in the first sentence.
How about in the second sentence?

Ma’am the underlined word in the second
sentence refers to the things that are inside of
Josh’s bag.
Correct! The word content functioned as a
noun in the second sentence.
Let’s have another example. Please read.
1. He gave me a present. 1. He gave me a present.

2. He presented the prize. 2. He presented the prize.
Do the underlined words have the same

meaning as used in the sentences?
No ma’am.
Good! What do you think is the stressed
syllable in the first sentence?
The first syllable ma’am.
Are you sure?
Yes, ma’am.
Why do you think so?
Because the underlined word in the first
sentence is a noun ma’am.
Very good! How about in the second
syllable? What is the stressed syllable and
why?
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The second syllable ma’am. It’s because the

underlined word functions as a verb ma’am.
Good job! You are getting the hang of it.
Let’s have one last example. Please read the

sentences on the board.
1. The suspect was caught by the police. 1. The suspect was caught by the police.
2. They suspect him of a crime. 2. They suspect him of a crime.
Now I need two volunteers please to identify

the stressed syllable in first and second
sentence. Afterwards, explain why.
Let’s listen to your classmate.

Ma’am the stressed syllable in the first
sentence is the first syllable because it is a
noun which means that he is a person.
Very good! How about for the second
sentence?
Ma’am the stressed syllable in the second
sentence is the second syllable because it is a
verb which means that they believe or they
have a hunch that he did the crime.
Correct!
Now, what was the rule? The rule is that
Some words in English can be both a noun

and a verb. In those cases, the noun has its
word stress on the first syllable, and with the
verb, the stress falls on the second syllable.
Just like these examples for two syllable

words. Please read.
Noun Verb Noun Verb

PROject ProJECT PROject ProJECT
PROcess ProCESS PROcess ProCESS
CONduct ConDUCT CONduct ConDUCT
COMbat ComBAT COMbat ComBAT
CONvert ConVERT CONvert ConVERT
DEFect DeFECT DEFect DeFECT

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B. LESSON PROPER

a. Discussion Proper
Very good! Since you have already learned the

prosodic features of speech and also word
stress in one and two-syllable words, today’s
topic would be all about stress in longer words
and for intonations.
Before anything else, please get 1 rubber band

and pass.
Don’t play the rubber band against your

classmates. Meanwhile, just get one and keep
it. We’ll use it later.
Yes, ma’am.
So just a quick review, what is a syllable class?

Ma’am syllables make up words.
Good!
Syllables
• are the way we break apart words into
pieces.
• A syllable is a part of a word that
always has 1 vowel sound and
sometimes 1 or more consonant around
it.
For example: ba-na-na.

How many syllables are there in the word ba-
na-na? Three, ma’am.
Good!
What about stress? Anyone? Stress is putting emphasis into a word or

syllable ma’am.
Correct!
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Stress
• is saying a word or part of a word
longer, louder, with a higher pitch,
and full pronunciation.
Let’s take for example the word ba-na-na.

If we put the stress in the second syllable,
therefore, we pronounce it as ba-na-na.
ba-na-na.
Repeat after me class. ba-na-na.
You might be wondering why did I gave each

of you a rubber band? Well, class study shows
that when we stretch the rubber band, it helps
our brain remember. If we only listen, we
remember, okay. But if we speak and we move
the rubber band, our brain remembers more
quickly.
Now bring out your rubber bands and hold it

like this. Every time that we will pronounce a
stressed syllable, stretch it like this.
Now, follow after me while using the rubber

band.
ba-na-na. ba-na-na.
or-ga-nize or-ga-nize
per-so-nal per-so-nal
sen-sible sen-sible
sen-si-tive sen-si-tive
ma-te-rial ma-te-rial
em-pha-size em-pha-size
op-por-tu-ni-ty op-por-tu-ni-ty
What did you notice class? Do the words have

the same syllable stress?
No ma’am.
No. Do you think we should just put the
syllable stress wherever we want?
No ma’am.
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Good! We do not put the syllable stress

wherever we want because there are few rules
we need to follow when putting stress in longer
words just like what we did earlier with the
two-syllable words.
For example: beau-ti-ful

Where should we put the stress?
Are you sure? Let’s find out. Everyone, read On the first syllable ma’am.
with the stress mark.
beau-ti-ful. beau-ti-ful.
beau-ti-ful beau-ti-ful
beau-ti-ful beau-ti-ful
Upon reading the word, where do you think

should we put the stress to?
On the first syllable ma’am.
Very good!
Now, let’s try to study the rules in stress for

longer words.
Three-syllable Words
1. Most three syllable words (nouns,
adjectives, or verbs), are stressed on the first
syllable.
What is noun again, class?

A noun is a word that represents a person,
thing, concept, or place.
Good! How about an adjective?
Adjectives are words that describe the
qualities or states of being of nouns.
Correct! And verbs are action words.
Good! Now let’s apply our rule number 1.
Examples are: Read after me.
Noun Adjective Verb

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Politics General Organize Noun Adjective Verb

Government Wonderful Signify Politics General Organize
Graduate Delicate Constitute Government Wonderful Signify
Interest Favorite Decorate Graduate Delicate Constitute
General Excellent Modernize Interest Favorite Decorate
Confidence Beautiful Compliment General Excellent Modernize
Confidence Beautiful Compliment
Can you think of other examples for three-
syllable nouns with a first-syllable stress,
class?
Hospital
Good!
Elephant
Correct!
How about for adjectives?
Colorful
Correct! What else?
Favorite
Good job!
Rule number two: Please read.
2. Many three syllable words

2. Many three syllable words (especially
(especially nouns derived from verbs,
nouns derived from verbs, or verbs), with
or verbs), with prefixes are stressed
prefixes are stressed on the second syllable.
on the second syllable.
What is a prefix again, class?

Ma’am a prefix is added in the beginning
of a word.
Good! A prefix is a letter or group of letters,
which is added to the beginning of a word in
order to form a different word.
For example: Let’s read.

Nouns derived Verbs with prefixes Nouns derived Verbs with
from verbs with from verbs prefixes
prefixes with prefixes
Approval Continue Approval Continue

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Correctness Consider Correctness Consider

Confusion Remember Confusion Remember
Election Continue Election Continue
Consumer Contribute Consumer Contribute
Director Director
Who can give me other examples of either

nouns derived from verbs or verbs with
prefixes that are stressed on the second
syllable?
Discovery
Very good! what is the prefix?

Dis ma’am.
Correct! What else?

Injury
Good!
Assistance
Nice!
Unable
Correct!
Let us go the third rule:
3. An adjective formed from a noun do

not repeat the stress from which they
are derived are stressed on the second
syllable.
For example: Let’s read.
Generic Generic
Symbolic Symbolic
Instinctive Instinctive
Intuition Intuition
The word generic is either a common noun or

an adjective.
Rule number 4: Kindly read.

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4. Some nouns or adjectives have 4. Some nouns or adjectives have primary

primary stress on the last syllable id stress on the last syllable id there is a long
there is a long vowel or a diphthong. vowel or a diphthong.
What is a diphthong?
• sound formed by the combination of
two vowels in a single syllable.
For example: Follow after me.
Noun Adjective
Noun Adjective
Engineer Obsolete
Engineer Obsolete
Refugee Vietnamese
Refugee Vietnamese
Referee Taiwanese
Referee Taiwanese
Who can provide other examples, class?
Correct! What else? Halloween
Good job! Portuguese
Rule number five: Please read.

5. If the verb prefix consists of two
syllables (under, decom, contra, 5. If the verb prefix consists of two
corre, and etc.) the last syllable is syllables (under, decom, contra, corre, and
stressed. etc.) the last syllable is stressed.
Examples: Read after me.

Understand
Decompose Understand
Contradict Decompose
Correspond Contradict
Correspond
Last rule:
6. Four or more syllables: Long
nouns, adjectives and verbs usually
have two stresses: primary stress and
secondary stress.
Let’s read.

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1. Long nouns, and adjectives with primary

stress. 1. Long nouns, and adjectives with primary
stress.
Noun:
Accuracy Noun:
Delicacy Accuracy
Delicacy
Adjective:
Interesting Adjective:
Interesting
2. Long nouns, adjectives and verbs with
secondary stress.
Noun: Let’s read.

Intolerance
Simplicity Intolerance
Geometry Simplicity
America Geometry
America
Who can provide an example class?
Correct! Mobility
Telepathy
Adjective: Let’s read.
Significant
Mysterious Significant
Intolerable Mysterious
Intolerable
Verb:
Accompany Verb:
Accompany
b. Applying the discussion
Now, let’s try to apply what we have learned

today by reading the “Telephone

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Conversation” by Wole Soyinka with proper

stress.
“Telephone Conversation” by Wole “Telephone Conversation” by Wole

Soyinka Soyinka
1 1
The price seemed reasonable, location The price seemed reasonable, location
Indifferent. The landlady swore she lived Indifferent. The landlady swore she lived
Off premises. Nothing remained Off premises. Nothing remained
But self-confession. “Madam,” I warned, But self-confession. “Madam,” I warned,
“I hate a wasted journey—I am African.” “I hate a wasted journey—I am African.”
Silence. Silenced transmission of Silence. Silenced transmission of
Pressurized good-breeding. Voice, when it Pressurized good-breeding. Voice, when it
came, came,
Lipstick coated, long gold-rolled Lipstick coated, long gold-rolled
Cigarette-holder pipped. Caught I was, foully. Cigarette-holder pipped. Caught I was,
foully.
2 2
“HOW DARK?” . . . I had not misheard . . . “HOW DARK?” . . . I had not misheard . .
“ARE YOU LIGHT . “ARE YOU LIGHT
OR VERY DARK?” Button B. Button A. OR VERY DARK?” Button B. Button A.
Stench Stench
Of rancid breath of public hide-and-speak. Of rancid breath of public hide-and-
Red booth. Red pillar-box. Red double-tiered speak. Red booth. Red pillar-box. Red
Omnibus squelching tar. It was real! Shamed double-tiered Omnibus squelching tar. It
15 By ill-mannered silence, surrender was real! Shamed 15 By ill-mannered
Pushed dumbfoundment to beg silence, surrender
simplification. Pushed dumbfoundment to beg
Considerate she was, varying the emphasis— simplification.
Considerate she was, varying the
emphasis—
3
“ARE YOU DARK? OR VERY LIGHT?”
Revelation came. 3
“You mean—like plain or milk chocolate?” “ARE YOU DARK? OR VERY
Her assent was clinical, crushing in its light LIGHT?” Revelation came.
Impersonality. Rapidly, wavelength adjusted, “You mean—like plain or milk
I chose. “West African sepia”—and as an chocolate?” Her assent was clinical,
afterthought, crushing in its light Impersonality.
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“Down in my passport.” Silence for Rapidly, wavelength adjusted, I chose.

spectroscopic “West African sepia”—and as an
Flight of fancy, till truthfulness clanged her afterthought,
accent “Down in my passport.” Silence for
Hard on the mouthpiece. “WHAT’S THAT?” spectroscopic
conceding, Flight of fancy, till truthfulness clanged
“DON’T KNOW WHAT THAT IS.” “Like her accent
brunette.” Hard on the mouthpiece. “WHAT’S
THAT?” conceding,
“DON’T KNOW WHAT THAT IS.”
4 “Like brunette.”
“THAT’S DARK, ISN’T IT?” “Not
altogether.
Facially, I am brunette, but madam, you 4
should see “THAT’S DARK, ISN’T IT?” “Not
The rest of me. Palm of my hand, soles of my altogether.
feet Facially, I am brunette, but madam, you
Are a peroxide blonde. Friction, caused— should see
Foolishly, madam—by sitting down, has The rest of me. Palm of my hand, soles of
turned my feet
My bottom raven black—One moment Are a peroxide blonde. Friction, caused—
madam!”—sensing Foolishly, madam—by sitting down, has
Her receiver rearing on the thunderclap turned
About my ears— “Madam,” I pleaded, My bottom raven black—One moment
“wouldn’t you rather madam!”—sensing
See for yourself?” Her receiver rearing on the thunderclap
About my ears— “Madam,” I pleaded,
“wouldn’t you rather
See for yourself?”
Very good! What do you think is the poem all

about? Or what is the prevailing issue present
in the poem?
Ma’am it has something to do with racial
discrimination.
Correct! How?
Because during the telephone
conversation, when he mentioned that he is
an African, the lady on the call kept asking
how dark is him.

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Good! Overall, the title of the poem reveals

that two individuals having a discussion on
the phone and how the black man who is
seeking a room for rent on the receiving end
is been racially discriminated.
Now, can you identify some three, four or

more syllable words from the poem? Reasonable.
Good! what else? Indifferent.
Correct! What else? Transmission.
Correct!
You are all so good!
C. AFTER THE LESSON

a. Summary of the lesson
Good job, everyone! That’s it for our lesson
for today.
Remember class, that:

• Most three syllable words (nouns,
adjectives, or verbs), are stressed on
the first syllable.
Examples: Let’s read
Energy Energy
Hospital Hospital
Beautiful Beautiful
Organize Organize
Second:
• Many three syllable words
(especially nouns derived from verbs,

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or verbs), with prefixes are stressed

on the second syllable.
Ex. approval, generic, continue
Third:
• An adjective formed from a noun do
not repeat the stress from which they
are derived are stressed on the second
syllable.
Ex. Generic, Symbolic
Fourth:
• Some nouns or adjectives have
primary stress on the last syllable id
there is a long vowel or a diphthong.
Ex. Engineer, Obsolete
Fifth:
• If the verb prefix consists of two
syllables (under, decom, contra,
corre, and etc.) the last syllable is
stressed.
Ex. Understand, Decompose
And last rule:

• Four or more syllables: Long nouns,
adjectives and verbs usually have two
stresses: primary stress and
secondary stress.
Ex. Ac-cu-ra-cy
Understood, class?
b. Reinforcement of what was taught Yes, ma’am.

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Now, why do you think it is important for us

to put the right emphasis on words and
intonation of our voice when
communicating? Anyone?
Or what happens if use the wrong intonation

of our voices when we communicate? To avoid miscommunication ma’am and for
people to be able to properly understand us.
Correct! Putting wrong emphasis on words

and using wrong intonation of our voice can
lead to misunderstanding or
miscommunication that can lead to fights,
most of the time.
c. Enhancement of weak content and skills

So, what have you learned today class?
Anyone? Ma’am we learned about stress in syllable for
longer words ma’am.
Very good! What else, class? Ma’am we also learned about the rules in
putting stress for nouns, adjectives and verbs
ma’am.
Are you sure? Yes ma’am.
Are there any questions or clarifications you None, ma’am.

would like to raise?
II. EVALUATION
Since there are no more questions raised, I
believe that you are now ready to take on our
next activity.
Now, I will be flashing 10 sentences on the

screen which I will also be reading twice.

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I would like you to put the proper stress in the

right syllable of the underlined word which is
either a noun, an adjective, or a verb. Write the
answers only.
1. He presented the report.

2. The Japanese are respectful.
3. The school aims to create an
atmosphere conducive to learning.
4. She was paid an enormous amount of
money to do the job.
5. He feels that the media should be
more responsible in what they report.
6. When you work with others to
accomplish something, you
collaborate with them.
7. My computer crashed and I lost
everything.
8. She hit the ball with great accuracy.
9. It was a fine afternoon.
10. I guarantee your new book will be a
bestseller
Are you all done, class?
If that is so, pass all your papers in front.
Yes, ma’am.
III. AGREEMENT/ASSIGNMENT
Are there any more concerns or
clarifications?
None, ma’am
Alright very good! If there are no more
questions and clarifications then for your
assignment… I would like you to have a
good night’s sleep tonight.
Goodbye, class!
Goodbye and thank you, ma’am!

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Total Score: __________

Comments/Suggestions:
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Noted by: Prepared by:
Mr. Rowell R. Esteves Alyz Loraine M. Abuyen

Cooperating Teacher Teaching Intern

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MARIANO MARCOS STATE UNIVERSITY

College of Teacher Education

A Daily Lesson Plan in English 8

Alyz Loraine M. Abuyen

Bachelor of Secondary Education – English

Year and Section:

Mr. Rowell R. Esteves

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

A Daily Lesson Plan in English Grade 8

Teacher’s Activity Student’s Activity

Good morning, class!

Before we start today’s lesson, I would like

It’s nice meeting you, too, ma’am!

Now, I only have a few rules during class.

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

First, I would like to request everyone to

Second, please seat properly. I don’t want to

And lastly, I would like you to listen and

Now, I believe that you have learned the

Do the underlined words have the same

Good! It is because the stressed syllable in

How about in the second sentence?

Let’s have another example. Please read.

1. He gave me a present. 1. He gave me a present.

Do the underlined words have the same

The second syllable ma’am. It’s because the

Let’s have one last example. Please read the

Now I need two volunteers please to identify

Let’s listen to your classmate.

Now, what was the rule? The rule is that

Some words in English can be both a noun

Just like these examples for two syllable

Noun Verb Noun Verb

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Teacher’s Activity Student’s Activity

Very good! Since you have already learned the

Before anything else, please get 1 rubber band

Don’t play the rubber band against your

So just a quick review, what is a syllable class?

For example: ba-na-na.

What about stress? Anyone? Stress is putting emphasis into a word or

Let’s take for example the word ba-na-na.

You might be wondering why did I gave each

Now bring out your rubber bands and hold it

Now, follow after me while using the rubber

What did you notice class? Do the words have

Good! We do not put the syllable stress

For example: beau-ti-ful

Upon reading the word, where do you think

Now, let’s try to study the rules in stress for

What is noun again, class?

Good! Now let’s apply our rule number 1.

Examples are: Read after me.

Noun Adjective Verb

Politics General Organize Noun Adjective Verb

How about for adjectives?

Rule number two: Please read.

2. Many three syllable words

What is a prefix again, class?

For example: Let’s read.

Approval Continue Approval Continue

Correctness Consider Correctness Consider

Who can give me other examples of either