Republic of the Philippines
DEPARTMENT OF EDUCATION
School:
Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
Write the LC Code for each
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials From
Learning
Resource (LR) portal
B. Other Learning Resources
III. CONTENT
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
Region I
PANGASINAN DIVISION II
BAGUINAY NATIONAL HIGH SCHOOL
Manaoag
BAGUINAY NATIONAL HIGH SCHOOL Grade Level: 8
ARIEL M. BAMBALAN Learning Area: English
September 15, 2023 Quarter: 1st
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.
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.
MELC: Use conventions in citing sources.
Learning Objectives:
Within the lesson, the students should be able to:
1. identify the different types of print sources;
2. cite print sources using the CMOS bibliography format; and
3. value the importance of understanding the conventions in citing print sources.
Department of Education. (2022). Self-learning Modules in English VIII-Module 2. Schools
Division Office of Pangasinan II.
CITING PRINT SOUIRCES USING CMOS
Ask:
1. What is a bibliography?
2. What are the different styles or formats in citing or listing sources?
The students will be tasked to locate the different parts of the print source below. Then,
students will describe each of the part of the presented material.
C. Presenting examples/ instances in A. Using the initial activity as baseline, the teacher will ask the following questions:
the new lesson 1. Why is it important to know the parts of a reference material in writing a bibliography?

B. The teacher will discuss and clarify the following concepts:

Print Sources. These are sources that have been published in printed format, such as
books and periodicals.
1. Books. These are the most common and reliable sources of information.
This is the sample format of writing a book bibliography.
Author’s last name and first name. Title of Book: Subtitle. Place of publication: Name of
Publisher. Year of publication.

2. Periodicals. These are magazines, scholarly journals, newspapers, and newsletters

published at regular intervals. Publication dates are essential when citing periodical
sources.
2.1 Journal. It is a scholarly published periodical containing articles written by researchers,
professors, and other experts.
This is the sample format of writing a journal bibliography:
Author’s last name and first name. “Title of Article”. Journal Title, Issue information.

2.2. Magazine. It is a periodical publication that contains stories, essays, pictures, and the
like, usually published every week or month.
What follows is the sample format of writing a magazine bibliography:
Author’s last name and first name. “Title of Article”. Magazine Title, Issue Date.

C. The teacher will present the following visual-verbal illustration, and will ask the students
to give their thoughts about the implications of the illustration.

Michael Schwartz Library (http://library.csuohio.edu/)

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions
I. Evaluating Learning
J. Additional activities for application or
remediation
V. REMARKS
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation.
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson.
Ask:
1. How do we cite print sources using the Chicago Manual of Style?
Collaborative Activity:
Create a bibliography for the following references below observing the correct use of
punctuation marks and proper indentation. Arrange the list in alphabetical order.
1. You are writing an essay about improving your listening skills in English. You found a
book in your library titled, “How to Improve Your Listening Skills” written by Belinda Gomez.
The book was published by Lawig Publishing, Inc. in Bayugan City and its copyright year is
2017.
2. You also found an article from a journal titled Journal in Early Education which you got
from the Periodicals Section. The title of the article is “Improving Listening Skills of
Preschool Pupils Through Nursery Rhymes” written by Allan Perez. The serial information
is Volume 11, Issue No.6, Published December 2017, pages 17-23.
3. After getting the important information you found in the journal, you discovered a book
entitled ‘100 Ways to Improve Your Listening Skills’ and was authored by Daniel Johnson.
The book was published by Rex Publishing House, Inc., in Marikina City and its copyright
year is 2020.
Ask:
1. Why is it important to understand the ways on how to cite print sources?
2. Does failure to cite sources can be considered as a form of “stealing”? Why do you say
so?
Ask:
1. What are the key elements of a citation for a book, and why are these elements
important?
2. How do the elements of a citation for a magazine differ from those of a book?
The students will be tasked to arrange and write the following list of sources or references
to form a correct bibliography.
1. Book
Mega Publishing Inc.
Metro Manila
2014
Jose Rizal: A Genius and National Hero
Gregorio F. Timong, Juana Impaz
2. Journal
Maria Aquino, Soledad Santos, Jose Cruz,
Journal Social Studies
The advancement of Women Empowerment in the Philippines
Volume No. 8 Issue No. 1
Publication Year 2011
Page Range: 54-58
3. Magazine
Mabuhay Philippines
The Ruins in Bacolod City
January 2018
Antonio Miranda
 D. No. of learners who continue to
required remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Reviewed and Checked: Noted:

ARIEL M. BAMBALAN KEVIN S. MARQUEZ FRANCISCO B. TORRES, JR.

Teacher III Head Teacher III Principal III

School:
Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
Write the LC Code for each
II. LEARNING RESOURCES
C. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials From
Learning
Resource (LR) portal
D. Other Learning Resources
III. CONTENT
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region I
PANGASINAN DIVISION II
BAGUINAY NATIONAL HIGH SCHOOL
Manaoag
BAGUINAY NATIONAL HIGH SCHOOL Grade Level: 8
ARIEL M. BAMBALAN Learning Area: English
November 9, 2023 Quarter: 2nd
The learner demonstrates understanding of: East Asian literature as an art form inspired
and influenced by nature; relationship of visual, sensory, and verbal signals in both literary
and expository texts; strategies in listening to long descriptive and narrative texts; value of
literal and figurative language; and appropriate grammatical signals or expressions suitable
to patterns of idea development.
The learner transfers learning by composing and delivering a brief and creative
entertainment speech featuring a variety of effective paragraphs, appropriate grammatical
signals or expressions in topic development, and appropriate prosodic features, stance, and
behavior.
MELC: Explain visual-verbal relationships illustrated in tables, graphs, and information
maps found in expository texts (EN8SS-lle-1.2MELC)
Learning Objectives:
Within the lesson, the students should be able to:
1. identify the types of visual-verbal illustrations;
2. interpret the visual-verbal relationships through tables, flow chart, and information
maps; and
3. value the importance of understanding visual-verbal relationships.
Department of Education. (2022). Self-learning Modules in English VIII-Module 2. Schools
Division Office of Pangasinan II.
VISUAL-VERBAL ILLUSTRATIONS
Shoppee Grab Activity
The teacher will ask the students to get a reference book or a reading material from the
Shoppee cart and students will be tasked to browse the book and observe the content of
the chosen material. Then, they will be tasked to share their observations about what’s
inside the book.
The teacher will discuss and clarify the following concepts:
 instances in the new lesson 1. What is a visual-verbal illustration?
Visual-verbal illustrations are the ways of presenting information in a simple and
attractive manner to catch the readers’ interest. These illustrations help explain concepts
easily using graphs, maps, tables, infographics, charts and the like.

2. What are the types of visual-verbal illustrations?

a. Table is an organized arrangement of data usually in rows and columns.

b. Map is a diagram or visual representation that shows the relative position of the
parts of something. It could be a drawing or a photograph.

c. Flow chart is an illustration that shows step-by-step process.

D. Discussing new concepts and Ask:

practicing new skills #1
E. Discussing new concepts and
1. What is the primary purpose of using a flowchart and a map, and how do these assist in
illustrating processes and directions?
2. How do these visual representations help to simplify and communicate complex
concepts?
Collaborative Activity
 practicing new skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical applications
of concepts and skills in daily
living
The class will be grouped into 3, and will perform the following tasks.
Group 1: Create a visual representation of the following data using table:
Enrolment of Baguinay National High School SY 2023-2024
Grade 7
 Male -
 Female -
Grade 8
 Male -
 Female -
Grade 9
 Male -
 Female -
Grade 10
 Male -
 Female -
Grade 11
 Male -
 Female -
Grade 12
 Male -
 Female -
Group 2: Arrange the following steps in cooking adobo and create a flow chart to show the
process of cooking the Filipino cuisine.
 Heat the oil in a cooking pot.
 Add the garlic. Cook until it starts to turn light brown.
 Add the peppercorns and bay leaves. Continue to cook for 20 seconds so that its
flavors get infused in the oil.
 Put the pork belly in the cooking pot. Stir and cook until it turns light brown. Note:
check the garlic and make sure that it does not get burnt. Adjust heat if necessary.
 Pour the soy sauce and beef broth (or water). Let boil. Cover and cook in low heat
for 40 minutes or until the pork gets tender. Add more beef broth or water if the
liquid starts to dry quickly.
 Pour-in the vinegar. Let the liquid re-boil. Stir and cook for 8 minutes.
 Taste your pork adobo and decide to add salt if needed.
 Transfer to a serving plate. Serve.
Group 3: Study the map of the Philippines, and explain the significant information found in
the map.
The students will be tasked to respond to the following situations by recommending a
visual-verbal illustration that can be used to accomplish the following activities. Then,
explain how such illustration helps in doing the activity.
1. Your family is planning a vacation to Cebu City, and you want to explore the top
tourist attractions. Suggest a visual-verbal illustration and describe how it can help
your family navigate and prioritize their visits to different landmarks.
2. You're starting a cooking blog and want to share your recipes with a global
audience. Recommend a visual-verbal illustration and explain how it can enhance
the presentation of your recipes, making them easy to follow.
 H. Making generalizations and
abstractions
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
Ask:
1. What are the types of visual-verbal illustrations?
2. Why is it important to use visual-verbal illustrations like flow chart, table, and map
to explain complex concepts?
Directions: Read each item carefully. Encircle the letter of the correct answer.
For items 1-2, please refer to the table below.
1. How many students choose online learning?
A. 8 B. 13 C. 22 D. 49
2. Which learning modality do students like the most?
A. modular learning B. online learning C. radio D. television
For items 3-4, please refer to the flow chart below.
3. How long does it take to wash one’s hands?
A. 10 seconds C. 15 seconds
B. 17 seconds D. 20 seconds
4. Which is NOT the main purpose of hand washing?
A. to maintain proper hygiene C. to prevent the spread of viruses
B. to spread the viruses and diseases D. to eliminate the presence of viruses
5. What does the map below show?
A. Australia is part of Asia
B. Asia is the largest continent
C. Africa is the smallest continent
D. North and South America are considered as one continent
 A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation.
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson.
D. No. of learners who continue to
required remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Reviewed and Checked: Noted:

ARIEL M. BAMBALAN KEVIN S. MARQUEZ FRANCISCO B. TORRES, JR.

Teacher III Head Teacher III Principal III

The Philippines is subdivided into seventeen (17) regions – eight (8) in Luzon, three (3) in the Visayas, and six
(6) in Mindanao. These regions are not local government units but their existence is primarily for administrative
purposes. Thus in each region, a city is designated as the center where each of the national government
agencies have a regional office.