RICH GOLDEN SHOWER MONTESSORI CENTER

JUNIOR HIGH SCHOOL DEPARTMENT

S.Y. 2023-2024

SUBJECT: ENGLISH GRADE LEVEL: 8

Quarter Unit Topic Content Performance Learning Assessment Activities Resources Institutional Core
Month: Content Standards Standards Competencies Values

FIRST QUARTER
Week 1 Unit 1: African-Asian The students The students transfer  Read English of the New
Literature demonstrate learning by composing Informative Generation 8
understanding of: and delivering an  Recitation texts about
African literature as a informative speech  Pair work and Arica, e.g.,
means of exploring based on a specific Group work national
forces that human topic of interest  Exercises and parks, art, and
beings contend with; keeping in mind the Quizzes literature
various reading styles proper and effective  Performance
vis-à-vis purposes of use of parallel Task
reading prosodic structures and  Unit Test
features that serve as cohesive devices and
carriers of meaning; appropriate prosodic
ways by which features, stance, and
information may be behavior.
organized, related, and
delivered orally; and
parallel structures and
cohesive devices in
presenting information.
Lesson 1: The Rain  Describe the Responsible
Came (Afro-Asian notable literary stewardship in the
Narrative Folktales) genres preservation,
contributed by conservation and
African Writers enrichment of our
environment and
culture.

1
 Scan for logical English of the New
connectors to Present Ideas from the Generation 8
determine the previous activity in
text type different message, or
how the speech affects
the comprehension of
an audience
 Determine the C1 Compare and English of the New
meaning of contrast the speeches Generation 8
idiomatic that the students have
expressions by watched online with
noting context something they have
clues and live or on TV, then
collocations share their
observations with their
seatmate
 Use parallel D1 English of the New
structures  Study each Generation 8
 Use given
appropriate idiomatic
cohesive expression
devices in and use it in a
composing an sentence
informative  Complete the
speech sentences
with the
correct
idiomatic
expressions
 Listen for E1 English of the New
important Read informative texts Generation 8
points signed about the Arab World
by volume, in Africa
projection,
pitch, stress,
intonation,
juncture, and
rate of speech
 Note the
changes in
volume,
2
 projection,
pitch, stress,
intonation,
juncture, and
rate of speech
that affect
meaning
 Use the correct F1 Compose an English of the New
sounds of informative speech Generation 8
English with the student’s own
choice of topic
 Generate ideas G1 English of the New
and their  Differentiate Generation 8
relationships the sounds
 Present ideas between \ä\
using a variety as in cot and
of graphic \a\ as in cat
organizers  Pronounce
the phrases
with \ə\ and
\a\ sounds
correctly
 Differentiate
the sounds
between \ə\
as in hut and
\ä\ as in hot
 Read the
sentences
with \ä\ and
\ə\ correctly
 Use context C1 English of the New
clues from the Search videos about Generation 8
material writing and developing
viewed to an outline, then
determine the organize the gathered
meaning of information with the
unfamiliar use of graphic
words or organizers to present
expressions thoughts in an orderly
manner.
3
Lesson 2: Africa’s Plea  Identify the E1 English of the New Love of God
distinguishing Read a folklore from Generation 8
features of Central Africa
notable African
chants, poems,
folktales and
short stories
 Skim to F1 a/ F2 a English of the New
determine key With a group, go Generation 8
ideas online, research about
their assigned topic,
and report it in class
using their preferred
presentation tool
F1 b/ F2 b
Choose the top three
topics and write rough
outlines for each using
the provided chart
F1c / F2c
Develop a topic or
sentence outline using
the chosen topic for the
informative speech
 Determine the G1 English of the New
meaning of  Differentiate Generation 8
idiomatic the sounds
expressions by between \e\
noting context  As in eat and
clues and \i\ as in it
collocations  Read the
sentences
with \e\ and \i\
sounds
 Pronounce
the words with
\u\ sound
 Read the
phrases with
\u\u sound

4
 loudly and
correctly
 Note how the
finals is
pronounced
 Read the
Given sets of
words
pronouncing
the ending
sounds
correctly and
distinctly
WEEK 5  Use parallel G2 English of the New
structures Note how the finals is Generation 8
 Use pronounced. Read the
appropriate given sets of words
cohesive pronouncing the ending
devices in sounds correctly and
composing an distinctly
informative Read the sentences
speech aloud while
pronouncing the finals
sounds correctly and
observing proper use
of volume, projection,
pitch, stress, and
juncture
Read the words
pronouncing d endings
as indicated
Read the sentences,
pronouncing the d
endings of the verbs
correctly
 Listen for A1 English of the New
important Scan the story, “The Generation 8
points signaled Leopard” and encircle
by volume, the cohesive devices
projection, used, then discuss the
pitch, stress,
5
 intonation, answers to the given
juncture, and questions
rate of speech
 Note the
changes in
volume
projection,
pitch, stress,
intonation,
juncture, and
rate of speech
that effect
meaning

WEEK 6  Deliver a self- E1 English of the New

composed  Read a Generation 8
informative literary about
speech the Nile River
and answer
the sidebar
questions
 Read one of
Egypt’s
classic works
and discuss
views integrity
of creation on
the given
statements
and answers
to the given
questions
 Organize ideas G1 English of the New
in one-step Read the introduction Generation 8
word, phrase, article about Africa
and sentence aloud while observing
outline forms the prosodic features of
 Arrange notes speech
in one-step
word, phrase,

6
 and sentence
outline forms
 Use of context G2
clues from the Deliver informative
material speech using the
viewed to prosodic features of
determine the speech
meaning of
unfamiliar
words or
expressions
WEEK 7 Lesson 3: Folk Dance:  Explain how H1 English of the New Respect for the dignity
The Asian the elements Rewrite the first draft of Generation 8 of self, of others, of
Communicator of specific to a one’s informative each person.
Culture genre speech with the use of
contribute to appropriate cohesive
the theme of a devices
particular
literary
selection
 Explain how a
selection may
be influenced
by culture,
history,
environment,
or other factors
 Use the English of the New
appropriate Generation 8
reading style
(scanning,
skimming,
speed reading,
intensive
reading, etc.)
for one’s
purpose
 Use
appropriate
strategies in
unlocking the
7
 meaning of
unfamiliar
words and
idiomatic
expressions
 Use parallel English of the New
structures Generation 8
 Use
appropriate
cohesive
devices in
composing an
informative
speech
WEEK 8  Listen for English of the New
important Generation 8
points signaled
by volume,
projection,
pitch, stress,
intonation,
juncture, and
rate of speech
 Use
appropriate
prosodic
features of
speech when
delivering lines
WEEK 9  Organize notes English of the New
taken from an Generation 8
expository text
 Arrange notes
using a variety
of graphic
organizers
 Use context
clues from the
material
viewed to

8
 determine the
meaning of
unfamiliar
words or
expressions
Lesson 4: Modern  Express Culture of excellence,
India appreciation for discipline and integrity.
sensory
images used
 Explain the
literary devices
used
 Determine
tone, mood,
technique, and
purpose of the
author
 Read
intensively to
determine the
author’s
purpose
 Determine the
meaning of
words and
expressions
that reflect the
local culture by
noting context
clues
 Use parallel
structures
 Use
appropriate
cohesive
devices in
composing an
informative
speech

9
  Listen for
important
points
signaled by
volume,
projection,
pitch, stress,
intonation,
juncture, and
rate of speech
 Note the
changes in
volume,
projection,
pitch, stress,
intonation,
juncture, and
rate of speech
that affect
meaning
 Use the
correct stance
and behavior
 Arrange notes
in one-step
word, phrase
and sentence
outline forms
 Organize
material from
a material
viewed
Lesson 5: Africa  Appreciate Good Governance
literature as a and Responsible
means of Citizenship
understanding
human being
10
 and the forces
he/she needs
to contend
with
 Draw
similarities
and
differences of
the featured
selections in
relation to the
theme
 Use the
appropriate
reading style
(scanning,
skimming,
speed
reading,
intensive
reading, etc.)
for one
purpose
 Determine the
meaning of
words and
expressions
that reflect the
local culture
by noting
context clues
 Use parallel
structures
 Use
appropriate
cohesive
devices in
11
 composing an
informative
speech
 Determine
how volume,
projection,
pitch, stress,
intonation,
juncture, and
speech rate
serve as
carriers of
meaning
 Highlight
important
points in an
informative
talk using
appropriate
presentation
aids
 Arrange notes
in one-step
word, phrase,
and sentence
outline forms
 Compare and
contrast the
presentation
of the same
topic in
different
viewing
genres

12
Quarter Unit Topic Content Performance Learning Assessment Activities Resources Institutional Core
Month: Content Standards Standards Competencies Values

SECOND QUARTER
Unit 2: East Asian The students The students transfer English of the New
Literature demonstrate learning by composing Generation 8
understanding of: East and delivering a brief  Recitation
Asian Literature as an and creative  Pair work and
art form inspired and entertainment speech Group work
influenced by nature; featuring a variety of  Exercises and
relationship of visual effective paragraphs, Quizzes
sensory, and verbal appropriate  Performance
signals in both literary grammatical signals or Task
and expository texts; expressions in topic  Unit Test
strategies in listening development, and
to long descriptive and appropriate prosodic
narrative texts; value of features, stance and
literal figure and behavior.
language; and
appropriate
grammatical signals or
expressions suitable to
patterns of idea
development.
Lesson 6: The Soul of  Describe the Good Governance and
the Great Bell notable literary Responsible
genres Citizenship
contributed by
East Asian
writers
 Identify the
distinguishing
features of
notable East
Asian poems,
folktales, and
short stories

13
  Evaluate the
personal
significance in
literary text
 relate content
or theme to
previous
experiences
and
background
knowledge
 Distinguish
between and
among verbal
situational, and
dramatic types
of irony and
give examples
of each
 Use
appropriate
grammatical
signals or
expressions
suitable to
each pattern of
idea
development:
-general to particular
-claim and counterclaim
-problem-solution
-cause-effect
-and others
 Employ
appropriate
listening skills
and strategies
suited to long
descriptive and
narrative texts

14
 Use the
appropriate
prosodic
features of
speech when
delivering an
entertainment
speech
 Compose
effective
paragraphs
 Limit a topic
 Use a variety
of techniques
to introduce a
topic
 Develop
related support
sentences
 Use a variety
of techniques
to formulate a
conclusion
 Predict the gist
of the material
viewed based
on the title,
pictures and
excerpts
 Discern
positive and
negative
messages
conveyed in a
material
viewed

15
Lesson 7: Sayings  Explain how Respect for the dignity
from the Analects the elements of self, of others of
specific to a each person.
genre
contribute to
the theme of a
particular
literary
selection
 Express
appreciation for
sensory
images used
 Explain the
literary devices
used
 React to
assertions
made by the
author in the
text
 Distinguish
between and
among verbal,
situational and
dramatic types
of irony and
give examples
of each
 Use
appropriate
grammatical
signals or
expressions
suitable to
each pattern of
idea
development:
-general to particular
-claim and counter claim
-problem-solution
16
-cause and effect
-others
 Employ
projective
listening
strategies with
longer stories
 Produce the
sounds of
English
correctly and
effectively
when
delivering and
entertainment
speech
 Develop
paragraphs
that illustrate
each text type
(narrative in
literature,
expository,
explanatory,
factual and
personal
recount,
persuasive)

17
  Predict the gist
of the material
viewed based
on the title,
pictures and
excerpts
 Discern
positive and
negative
messages
conveyed in a
material
viewed
Lesson 8: A Thousand  Explain how Culture of excellence,
Paper Cranes the elements discipline and integrity.
specific to a
genre
contribute to
the theme of a
particular
literary
selection
 Determine
tone, mood,
technique, and
purpose of the
author
 Explain visual-
verbal
relationships
illustrated in
tables, graphs,
and information
maps found in
expository
texts

18
  Discriminate
between literal
and figurative
language
 Use
appropriate
grammatical
signals or
expressions
suitable to
each pattern of
idea
development:
-general to particular
-claim and counter claim
-problem-solution
-cause and effect
-others
 Determine the
tone and mood
of the speaker
or characters in
the narrative
listened to
 Infer the theme
of the text
listened to
 Use the
appropriate
non-verbal
cues when
delivering lines
in an
entertainment
speech

19
  Develop
paragraphs
that illustrate
each text type
(narrative in
literature,
expository,
explanatory,
factual and
personal
recount,
persuasive
 Predict the gist
of the material
viewed based
on the title,
pictures and
excerpts
 Discern
positive and
negative
messages
conveyed in a
material
viewed
Lesson 9: Haikus  Draw Responsible
similarities and stewardship in the
differences of preservation,
the featured conservation and
selections in enrichment of our
relation to the environment and
theme culture.
 Transcode
information
from linear to
non-linear texts
and vice-versa

20
  Identify figures
of speech that
show emphasis
(hyperbole and
litotes)
 Use
appropriate
grammatical
signals or
expressions
suitable to
each pattern of
idea
development:
-general to particular
-claim and counter claim
-problem-solution
-cause and effect
-others
 Employ
appropriate
listening skills
and strategies
suited to long
descriptive and
narrative texts
 Deliver a self-
composed
entertainment
speech using
all the needed
speech
conventions
 Maintain the
interest of the
audience by
delivering
punch lines
effectively

21
  Develop
paragraphs
that illustrate
each text type
(narrative in
literature,
expository,
explanatory,
factual and
personal
recount,
persuasive)
 Predict the gist
of the material
viewed based
on the title,
pictures, and
excerpts
 Discern
positive and
negative
messages
conveyed in a
material
viewed
Lesson 10: The Story  Appreciate Love of God
of the Creation literature as an
art form
inspired and
influenced by
nature
 Explain how a
selection may
be influenced
by culture,
history,
environment,
or other factors
 Organize
information in

22
 tables, graphs,
and maps
 Identify figures
of speech that
show emphasis
(hyperbole and
litotes)
 Use
appropriate
grammatical
signals or
expressions
suitable to
each pattern of
idea
development:
-general to particular
-claim and counter claim
-problem-solution
-cause and effect
-others
 Formulate
predictions
about the
contents of the
listening texts
 Listen to
paraphrase
information/
ideas
 Deliver a self-
composed
entertainment
speech using
all the needed
speech

23
 Develop
paragraphs
that illustrate
each text type
(narrative in
literature,
expository,
explanatory,
factual and
personal
recount,
persuasive
 Predict the gist
of the material
viewed based
on the title,
pictures, and
excerpts
 Discern
positive and
negative
messages
conveyed in a
material
viewed

24
Quarter Unit Topic Content Performance Learning Assessment Activities Resources Institutional Core
Month: Content Standards Standards Competencies Values

THIRD QUARTER
Unit 3: Southeast The students The students transfer English of the New
Asian Literature demonstrate learning by composing Generation 8
understanding of: and delivering a  Recitation
Southeast Asian persuasive speech  Pair work and
literature as mirror to a based on an Group work
shared heritage; informative essay  Exercises and
coping strategies in featuring use of Quizzes
processing textual properly acknowledged  Performance
information; strategies information sources, Task
in examining features grammatical signals for  Unit Test
of a listening and opinion-making,
viewing material; persuasion, and
structural analysis of emphasis, and
words and propaganda appropriate prosodic
techniques; and features, stance and
grammatical signals to behavior
opinion-making,
persuasion and
emphasis
Lesson 11: After the  Identify the Love of God
Rain notable literary
genres
contributed by
Southeast
Asian writers
 Identify
distinguishing
features of
notable poems,
short stories,
dramas, and
novels
contributed by
Southeast
Asian writers

25
 Appreciate
literature as a
mirror to a
shared
heritage of
people with
diverse
backgrounds
 Explain how a
selection is
influenced by
culture, history,
environment
 Recognize
propaganda
techniques
used in a given
text
 Explain the
meaning of a
word through
structural
analysis
(prefixes, roots,
suffixes)
 Share ideas
using opinion-
marking
signals
 Use modals
appropriately
 Determine the
target audience
of a listening
text and the
objective/s of
the speaker

26
 Judge the
relevance and
worth of ideas
presented in
the text
listened to
 Use the correct
sounds of
English during
speech
delivery
 Observe the
use of correct
stress, pitch,
and juncture
when
delivering a
persuasive
speech
 Organize
information
about a chosen
subject using a
graphic
organizer
 Transcode
information
from a graphic
organizer to a
topic or
sentence
outline
 Determine the
target audience
of a material
viewed

27
Lesson 12: Rustam  Explain the Good governance and
and Suhra’b elements responsible citizenship
specific to a
genre
contribute to
the theme of
particular
literary
selection
 Express
appreciation for
sensory
images
 Differentiate
facts from
opinions
 Utilize coping
reading
strategies to
process
information in a
text
 Use
appropriate
strategies for
unlocking
unfamiliar
words
 Share ideas
using opinion-
marking
signals
 Use
appropriate
documentation
 Use modals
appropriately

28
  Employ
different
listening
strategies
suited to the
topic, purpose,
and level of
difficulty of the
listening text
 Observe the
use of correct
stress, pitch,
and juncture
when
delivering a
persuasive
speech
 Expand the
content of an
outline using
notes from
primary and
secondary
sources
 Compose an
informative
essay
 Determine the
issue and
stand
presented in
the material
viewed
Lesson 13: Rubaiyat  Explain Respect for the dignity
figurative of self, of others, of
language used each person.

29
 React to what
is asserted or
expressed in a
text
 Arrive at
meanings
through context
clues
 Use modals
appropriately
 Use emphasis
markers for
persuasive
purposes
 Determine the
stand of the
speaker on a
given issue
presented in
the text
listened to
 Use
appropriate
persuasive
devices
 Show respect
for intellectual
property rights
by
acknowledging
citations made
in an
informative
essay
 Acknowledge
sources by
creating a
bibliography

30
  Judge the
relevance and
worth of ideas
presented in
the material
viewed
Lesson 14: On the  Determine key Love of God
Three Evils ideas, tone,
and purposes
of the author
 Evaluate the
details that
support
assertions in a
text
 Analyze
intentions of
words or
expressions
used in
propaganda
techniques
 Share ideas
using opinion-
marking
signals
 Use modals
appropriately
 Use emphasis
markers for
persuasive
purposes
 Distinguish
facts from
opinion cited in
the text
listened to

31
  Deliver a self-
composed
persuasive
speech
 Show respect
for intellectual
property rights
by
acknowledging
citations made
in an
informative
essay
 Use
conventions in
citing sources
 Use in-text
citation
 Judge the
relevance and
worth of ideas
presented in
the material
viewed
Lesson 15: Dith Pran:  Identify Respect for the dignity
A Story of Friendship similarities and of self, of others, of
differences of each person.
the featured
selections
 Examine
biases (for or
against) made
by the author

32
 Analyze
intention of
words or
expressions
used in
propaganda
techniques
 Share ideas
using opinion-
marking
signals
 Use
appropriate
documentation
 Use modals
appropriately
 Use emphasis
markers for
persuasive
purposes
 Determine
various social,
moral and
economic
issues
discussed in
the text
listened to
 Use
appropriate
verbal and
nonverbal cues
when
delivering a
persuasive
speech

33
  Compose an
informative
essay
 Judge the
relevance and
worth of ideas
presented in
the material
viewed
Quarter Unit Topic Content Performance Learning Assessment Activities Resources Institutional Core
Month: Content Standards Standards Competencies Values

FOURTH QUARTER
Unit 4: South and West The students The students transfer English of the New
Asian Literature demonstrate learning by composing Generation 8
understanding of: a variety of journalistic  Recitation
Southeast and West texts, the contents of  Pair work and
Asian literature as an which may be used in Group work
expression of composing and  Exercises and
philosophical and delivering a memorized Quizzes
religious beliefs; oral speech featuring  Performance
information flow in use of properly Task
various text types; acknowledged  Unit Test
reality, fantasy, and information sources,
opinion in listening and grammatical signals for
viewing materials; opinion-making,
word decoding persuasion, and
strategies; and use of emphasis, and
information sources, appropriate prosodic
active/passive features, stance, and
constructions, behavior.
direct/reported speech,
perfect tenses, and
logical connectors in
journalistic writing.

34
Lesson 16: History  Identify English of the New Culture of
and the Nation notable Generation 8 excellence, discipline
literature and integrity.
genres
contributed by
South and
West Asian
writers
 Identify the
distinguishing
features
found in
religious
texts, epics,
myths,
drama, and
short stories
contributed by
South and
West Asian
writers
 Identify
positions of a
topic
sentence
 Identify
details that
support the
topic
sentence
 Use various
strategies in
decoding the
meaning of
words

35
 Use
appropriate
modifiers
 Use
appropriate
logical
connectors
for emphasis
 Predict what
is to follow
after a
segment of a
text listened
to
 Infer thoughts
and feelings
expressed in
a text listened
to
 Use the
correct
production of
the sounds of
English when
delivering a
manuscript or
memorized
speech in an
oration, in a
declamation
or in a
dramatic
monologue
 Identify
features of
journalistic
writing
36
  Analyze the
elements that
make up
reality and
fantasy based
on a material
viewed
Lesson 17: Why  Identify the Good Governance
Women Wash the distinguishing and Responsible
Dishes? features Citizenship
found in
religious
texts, epics,
myths,
drama, and
short stories
 Note explicit
and implicit
signals (like
cohesive
devices) used
by the writer
 Interpret and
follow
instructions,
directions,
notices, rules
and
regulations.
 Use various
strategies in
decoding the
meaning of
words
 Use active
and passive
constructions
37
 in journalistic
contexts
 Raise
questions
about the text
listened to

38
 Raise
questions
about the text
listened to
 Use the
correct
production of
sounds of
English when
delivering a
manuscript or
memorized
speech in an
oration, in a
declamation
or in a
dramatic
monologue
 Distinguish
among types
of journalistic
writing (news
report,
opinion
article,
feature
article, and
sports news
article)

39
  Raise
questions
about a
particular
aspect of a
material
viewed
Lesson 18: Song of  Appreciate Culture of
Peace literature as excellence, discipline
an expression and integrity.
of
philosophical
and religious
ideals
 Use text type
knowledge
(narrative in
literature,
instructions,
explanation,
factual and
personal
recount,
persuasive,
expository) to
process
information in
a text
 Distinguish
between
general and
specific
statements

40
 Use various
strategies in
decoding the
meaning of
words
 Judge the
relevance and
worth of ideas
presented in
the text
listened to
 Use the
correct
production of
the sounds of
English when
delivering a
manuscript or
memorized
speech in an
oration, in a
declamation
or in a
dramatic
monologue
 Compose
journalistic
texts

41
  Compare and
contrast one’s
beliefs/convictions
with those
presented in a
material viewed
Lesson 19: Once  Explain how the Love of God
Upon a Time elements specific
to a genre
contribute to the
theme of a
particular literary
selection
 Express
appreciation for
sensory images
used
 Explain figurative
language used
 Determine key
ideas, tone, and
purpose of the
author
 Evaluate
accuracy of a
given information
 Use various
strategies in
decoding the
meaning of words
 Use direct and
reported speech
in journalistic
writing

42
 Summarize
information
from the text
listened to
 Process
speech
delivered by
making
inferences
from what has
been listened
to
 Use the
appropriate
prosodic
features of
speech like
pitch, stress,
juncture,
volume, and
projection,
intonation and
speech rate
 Use primary
and
secondary
sources to
develop a
topic for
journalistic
writing

43
  Show respect for
intellectual
property rights by
acknowledging
sources of
information in
journalistic writing
 Compare and
contrast one’s
beliefs/convictions
with those
presented in a
material viewed
Lesson 20: The  Identify Love of God
Food of Paradise similarities and
differences of the
featured
selections
 Explain how a
selection is
influenced by
culture, history,
environment
 Draw conclusions
from a set of
ideas
 Synthesize
essential
information found
in a given text
 Use various
strategies in
decoding
meaning of words

44
 Use appropriate
modifiers
 Summarize
information from the
text listened to
 Use effective
nonverbal
communication
strategies: gestures
and body movements
and eye contact, etc.
 Deliver a
manuscript/memorized
oral speech with ease
and fluency before an
audience
 Use writing
conventions to
indicate
acknowledgement of
sources
 Compose journalistic
texts
 Compare and contrast
one’s
beliefs/convictions
with those presented
in a material viewed

45