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The document outlines lesson exemplars for Grade 8 English in Quarter 3, focusing on understanding target audiences in advertisements and propaganda techniques. Students will analyze commercials, develop advertisements, and engage in spelling and vocabulary exercises related to these topics while learning about Southeast Asian literature. Through group work, analysis, and peer presentations, learners will grasp the impact of propaganda in media and refine their persuasive communication skills.

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(Quarter 3) 1 English 8 Lesson Exemplar
LESSON EXEMPLAR Grade 8 English Quarter Third Week 1 (Day 1) LEARNING COMPETENCIES: 1. (EN8LC-IIIa-7.3) Determine the target audience of a listening text and the objective/s of the speaker; 2. (EN8VC-IIIa-3.4/4.4/5.4) Determine the target audience of a material viewed. I. OBJECTIVES 1. Recognize the target audience from TV commercials; 2. Discover the objective of the speaker in the commercials; 3. Convey honesty in one's words. II. SUBJECT MATTER A. Topic : Target Audience of Propaganda on TV B. References : “How to Analyze Propaganda” https://www.sagepub.com/sites/default/files/upm- binaries/11849_Chapter6.pdf C. Material/s : TV/Projector, laptop, speaker; mp4 commercials III. PROCEDURE A. ACTIVITY 1. Spelling Test a. inevitable k. astray b. fleeting l. fragrant c. transitory m. savory d. amass n. tenacity e. insatiable o. phenomena 1 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
f. utilitarian p. contentment g. exploit q. abound h. rampant r. ignoramuses i. inexhaustible s. bare j. wallow t. adequate 2. Groupwork: Several TV commercials (.mp4) will be shown to the students. Before they watch it, they are instructed to listen well to the details provided in the commercial and to write down who would probably buy the products? (Acer commercial) https://www.youtube.com/watch?v=9rbjNSwEca8 (Clear commercial) https://www.youtube.com/watch?v=tVbR4hBRG_I B. ANALYSIS 1. What is the commercial all about? 2. Who is the target audience? 3. What evidence suggests this? 4. Aside from TV commercials, where else do you find propaganda? 5. How do you know these are propaganda? 6. What methods do they use to make you buy the products or make you support an individual (like in an election?) C. ABSTRACTION "A target audience is selected by a propagandist for its potential effectiveness. The propaganda message is aimed at the audience most likely to be useful to the propagandist if it responds favorably" How to analyze propaganda: https://us.sagepub.com/sites/default/files/upm- binaries/95393_Chapter_6_How_to_Analyze_Propaganda.pdf D. APPLICATION Groupwork: Students point out what element in the TV commercial that made them say that such group of people is targeted to buy the product? IV. ASSESSMENT Another set of TV commercials (.mp4) will be shown. Students are asked to fill up a 2-column chart. On the first column, they determine the objective of the speaker; on the second column, they identify the target audience. YouTube links: (Dove commercial) https://www.youtube.com/watch?v=qQRq9FYc0YE (Globe telecom commercial) https://www.youtube.com/watch? v=ZWpqcpwTTDI&pbjreload=10 (Milo commercial) https://www.youtube.com/watch?v=qtKcj_N9-iA 2
Objective of the speaker Target audience Objective of the speaker Target audience Objective of the speaker Target audience V. ASSIGNMENT Listen to any advertisement on TV tonight. Then identify whom is the target audience. Write this in your notebook. 3
LESSON EXEMPLAR Grade 8 English Quarter Third Week 1 (Day 2) LEARNING COMPETENCIES: 1. (EN8RC-IIIa-12.1) Recognize propaganda techniques used in a given text. 2. (EN8OL-IIIa-3.11) Use the correct sounds of English during speech delivery. I. OBJECTIVES 1. Identifies the propaganda techniques used in commercials; 2. Develops an advertisement on one propaganda technique; 3. Judge the truthfulness of advertisements. II. SUBJECT MATTER A. Topic : Propaganda Techniques Speech Delivery B. References : Propaganda Techniques https://www.linkedin.com/pulse/20140815205902- 57567806-7-propaganda-techniques-all-students- should-learn C. Material/s : Video Clip III. PROCEDURE A. ACTIVITY 1. Spelling Test a. generalities k. bandwagon b. patriotism l. glittering c. emphasize m. praise d. technique n. photography e. communication o. effective 4 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
f. indicate g. endorsement h. recommend i. appeal j. testimonial 2. Given various commercials, students identify the propaganda technique used. (creamsilk commercial) https://www.youtube.com/watch?v=mFSERr1-1h4 (iphone commercial) https://www.youtube.com/watch?v=0S6pHex-KCo (macbook pro commercial) https://www.youtube.com/watch?v=1yVF-N__JKk (maxi-peel commercial) https://www.youtube.com/watch? v=rXvdHavtu_E (surf commercial) https://www.youtube.com/watch? v=xQuAEYXUVOw B. ANALYSIS 1. What language is used to suggest that buying the product is in the best interest of the audience? 2. What comparison is shown that supports the usefulness of the product? 3. Is this advertisement effective? Why? Why not? 4. What other observations do you have about the way the Glittering Generalities technique is used in this advertisement? C. ABSTRACTION PROPAGANDA techniques – the use of a variety of communication techniques that create an emotional appeal to accept a particular belief or opinion, to adopt a certain behavior or to perform a particular action. Analyzing Advertisements for Propaganda Techniques 1. Glittering Generalities Words of praise for product or person; nice words like goodness or patriotism Who is the target audience? What evidence suggests this? What word(s) identifies this advertisement as an example of Glittering Generalities? How does the layout of the advertisement emphasize the propaganda technique? How do the font styles, colors, subtext, background colors, props and photography techniques emphasize the propaganda technique? 5
Is this advertisement effective? Why? Why not? What other observations do you have about the way the Glittering Generalities technique is used in this advertisement? 2. Name Calling Trash-talking another product or person Who is the target audience? What evidence suggests this? What is the fight? No language is used, but what in the illustration shows rivalry? Examine the objects in the illustration. What other observations do you have that indicate this as an example of Name Calling propaganda? Would language enhance this advertisement? Why? Why not? If so, what words would you add to show Name Calling propaganda? What other observations do you have about the way the Name Calling technique is used in this advertisement? 3. Testimonial A famous person recommends a product or a political endorsement Who is the target audience? What evidence suggests this? Who is the famous person? How does the endorsement by this person make the product seem like it is worth the purchase? Examine font styles, colors, and page layout. What do they suggest about the product, and how do they strengthen the power of the testimonial? What other observations do you have about the way Testimonial propaganda is used in this advertisement? 4. Plain Folks Appeals to regular people and their values such as health, family and patriotism Who is the target audience? What evidence suggests this? What is this advertising suggesting will happen if regular people eat Subway? How does this advertisement appeal to regular people? Why does the use of this regular guy appeal to regular people? Notice the only word used is the company logo. How and/or why is this effective? What comparison is shown that supports the usefulness of the product? What other observations do you have about the way Plain Folks propaganda is used in this advertisement? 6
5. Bandwagon An appeal to be part of the group Who is the target audience? What evidence suggests this? What language is used to suggest that eating this cereal is in the best interest of the audience? Examine font styles, colors, language and page layout. What do they suggest about the product, and how do they strengthen the power of the Bandwagon technique? What other observations do you have about the way Bandwagon propaganda is used in this advertisement? 6. Transfer An appeal that helps a person imagine themselves as part of a picture Who is the target audience? What evidence suggests this? What is this advertisement suggesting about the president? How does the layout and background create an image for America and/or the president? What is the tone of this image? Positive? Negative? How can you tell? What other observations do you have about the way Transfer propaganda is used in this advertisement? 7. Card-stacking Manipulating information to make a product appear better than it is, often by unfair comparison or omitting facts Who is the target audience? What evidence suggests this? What in this advertisement suggests the product is good and/or that facts may be omitted? Examine font styles, colors, and page layout. What do they suggest about the product, and how do they strengthen the power of the card- stacking technique? Notice the adjectives used in the description. How does word choice affect the idea that smoking is a great thing? What other observations do you have about the way Card-stacking propaganda is used in this advertisement? D. APPLICATION Groupwork: Characterize each propaganda technique: 1) Bandwagon; 2) testimonial; 3) glittering generalities; 4) name calling; 5) plain folks; 6) card stacking; 7) transfer. What makes one different from the other? 7
IV. ASSESSMENT Form a group of four. Each group shall be given 10 minutes to create their own advertisement featuring one or more propaganda techniques. As each group presents their advertisement, they identify the propaganda techniques used in their ads and defend their answer. They will be graded on the following rubric. EXCELLENT GOOD SATISFACTO RY NEEDS IMPROVEME NT Originality The project shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, and inventive. The project shows some evidence of originality and inventiveness. The work is an extensive collection and rehash of other people's ideas, products, and images. There is little evidence of new thought or inventiveness. The work is a minimal collection or rehash of other people's ideas, products, and images. There is no evidence of new thought. Presentation Format The advertisement is an aesthetically pleasing, creative, and original example of the chosen format. The advertisement is aesthetically pleasing/creati ve/or original and a good example of the chosen format. The advertising is pleasing and is a satisfactory example of the chosen format. The advertisement is unoriginal and is not an example of the chosen format. Advertising Technique The advertisement uses the chosen advertising technique creatively and well. The advertisement is a good example of the use of the advertising technique. The advertisement uses the advertising technique satisfactorily, but not creatively. The chosen advertising technique is not followed or no advertising technique exists. V. ASSIGNMENT Use television ads to locate an example of each propaganda technique. Defend your answers to your group. 8
LESSON EXEMPLAR Grade 8 English Quarter Third Week 1 (Day 3) LEARNING COMPETENCIES: 1. (EN8V-IIIa-15.3) Explain the meaning of a word through structural analysis (prefixes, roots, suffixes). 2. (EN8LT-IIIa-11) Identify the notable literary genres contributed by Southeast Asian writers. 3. (EN8LT-IIIa-11.1) Identify the distinguishing features of notable poems, short stories, dramas, and novels contributed by Southeast Asian writers. I. OBJECTIVES 1. Identify affixes used in the poem; 2. Analyze the poem's meaning using imagery; and 3. Appreciate the hometown through poetry. II. SUBJECT MATTER A. Topic : Affixes; Southeast Asian Features of Poems B. References : CG p. 128; Canyon, P. Writing and Grammar: Communication in Action Platinum Level 10. 2001. New Jersey: Prentice Hall, Inc. pp. 774-777; https://www.poemhunter.com/ poem/a-tribute-to-my- town/; https://www.biography.com/people/josé-rizal- 39486; http: //www.readingrockets.org/article/root- words-roots-and-affixes;https:// www.myenglishpages.com/site_php_files/vocabulary- exercise-affixes.php C. Material/s : handouts, quiz sheet, sheet of paper, bond paper, copy of the poem, rubric 9 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
III.PROCEDURE A. ACTIVITY 1. Spelling Test a. refreshing b. impulsion c. tempestuous d. meekly e. unknown f. gracious g. eternally h. affectionate i. devotion j. harmonious k. tenderness l. loving m. exhilarated n. childhood o. sadly 2. The class gives a brief description of their hometown and shares the things that uniquely describe the place. 3. Students share their knowledge of Jose Rizal. The teacher adds vital information about the author. B. ANALYSIS 1. The class reads the poem aloud. 2. They describe the hometown referred in the poem using the images used by the author. 3. They analyze the poem as they answer the following questions:  What is the poem about?  Who is the speaker in the poem?  What did the speaker remember in his childhood?  What makes the hometown special to him? 4. Then, the class takes a look at the words with underlined parts. 5. The students mention the root word of each. 6. Using the handouts, they examine the different functions of the prefixes and suffixes. 10
A Tribute to My Town By Jose Rizal C. ABSTRACTION The class identifies the root word and the added parts. They rationalize if the root word has the same meaning as the new formed by the added part. They define affixes, prefixes and suffixes. https://www.readingrockets.org/article/root-words-roots-and-affixes 11 When I remember the days that saw my early childhood spent on the green shores of a murmurous lagoon; when I remember the coolness, delicious and refreshing, that on my face I felt as I heard Favonius croon; when I behold the white lily swell to the wind’s impulsion, and that tempestuous element meekly asleep on the sand; when I inhale the dear intoxicating essence the flowers exude when dawn is smiling on the land; sadly, sadly I recall your visage, precious childhood, which an affectionate mother made beautiful and bright; I recall a simple town, my comfort, joy and cradle, beside a balmy lake, the seat of my delight. Ah, yes, my awkward foot explored your sombre woodlands, and on the banks of your rivers in frolic I took part. I prayed in your rustic temple, a child, with a child’s devotion; and your unsullied breeze exhilarated my heart. The Creator I saw in the grandeur of your age-old forests; upon your bosom, sorrows were ever unknown to me; while at your azure skies I gazed, neither love nor tenderness failed me, for in nature lay my felicity. Tender childhood, beautiful town, rich fountain of rejoicing and of harmonious music that drove away all pain: return to this heart of mine, return my gracious hours, return as the birds return when flowers spring again! But O goodbye! May the Spirit of Good, a loving gift-giver, keep watch eternally over your peace, your joy, your sleep! For you, my fervent prayers; for you, my constant desire to learn; and I pray heaven your innocence to keep!
D. APPLICATION Given the copies of the exercise, the students answer Exercise 1 orally Vocabulary Exercise – Prefixes and Suffixes Use prefixes to find the opposite of these verbs: IV.ASSESSMENT Put the words in brackets in the appropriate form (use prefixes and suffixes): 1. He was acting in a very _________________ way. (child) 2. She looked _________________. She started to cry. (happy) 3. He passed his exam. He was _________________ for the second time. (succeed) 4. The team that he supported was able to win the _________________. (champion) 5. I couldn’t find any _________________ in his theory. (weak) 6. He wants to be a _________________ when he grows up. (mathematics) 7. There were only a _________________ of people at the match. (hand) 8. The road was too narrow, so they had to _________________ it. (wide) 9. I think that you should _________________ your decision. It may not be the best thing to do. (consider) 10. You need a _________________ of motivation, organization and hard work to realize your dreams. (combine) V. ASSIGNMENT Groupwork: Given copies of the poem, "A Tribute to My Town" - Poem by Jose Rizal, students pick out lines with imagery. Each group selects one imagery, draw it and share their ideas to the class. 12 wrap understand use fold agree spell engage connect behave close
LESSON EXEMPLAR Grade 8 English Quarter Third Week 1 (Day 4) LEARNING COMPETENCIES: 1. (EN8RC-IIIa-10) Share ideas using opinion-marking signals. 2. (EN8G-IIIa-3.6) Use modals appropriately. 3. (EN8SS-IIIa-1.10) Organize information about a chosen subject using a graphic organizer. I. OBJECTIVES 1. Describes the different functions of modals; 2. Presents their stand or opinion upon agreeing or disagreeing firm statements; and 3. Learn to be open-minded on people's opinion even when you don't agree. II. SUBJECT MATTER A. Topic : Modals; Opinion-marking signals Graphic organizers B. References : CG p. 124; https://www.englisch hilfen.de/en/grammar/hilfsverben2.htm; http://busy teacher.org/4686-33-controversial-topics-and-how-to- teach-them.html; https://www. englisch-hilfen.de/en/exercises/modals/form.htm; http://funstage.info/info-detail C. Material/s : list of topics, handouts, copy of exercises, giving advice template 13 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
III.PROCEDURE A. ACTIVITY 1. Spelling Test a. controversial b. opportunity c. triumph d. catastrophe e. pollution f. recycle g. environment h. noise i. experience j. modals k. opinion l. strategy m. issue n. reduce o. judgment/judgement 2. Students practice expressing and defending their opinions. A sign is placed in each corner of the classroom (Strongly Agree, Agree, Disagree, and Strongly Disagree). Then, the teacher reads a statement that requires the students to give an opinion, e.g. Teens should have curfew to keep out of trouble. Students go to the corner that best matches their opinion. The class wraps up the activity. How to teach controversial topics: https://busyteacher.org/4686-33- controversial-topics-and-how-to-teach-them.html 3. With the given the handouts, the class studies the functions of the different kinds of modals and examines the use of each modal in sample sentences. https://www.englisch-hilfen.de/en/grammar/hilfsverben2.htm B. ANALYSIS Students examine the items in Modals in English Sentences - Exercise and identify which sentence contains a modal that has the same meaning as the original one. Which of the three sentences containing a modal has the same meaning as the original one? Encircle the letter of your answer. 1. They are able to speak English well. a. They can speak English well. b. They may speak English well. c. They must speak English well. 14
2. Steve is not allowed to stay out late. a. Steve may not stay out late. b. Steve might not stay out late. c. Steve need not stay out late. 3. Do I have to clean the kitchen? a. Can I clean the kitchen? b. Must I clean the kitchen? c. Should I clean the kitchen? 4. Are you able to drive a tractor? a. Can you drive a tractor? b. Must you drive a tractor? c. Should you drive a tractor? 5. We are not allowed to swim when the red flag is flying. a. We must not swim when the red flag is flying. b. We need not swim when the red flag is flying. c. We should not swim when the red flag is flying. 6. She is not able to read Chinese. a. She cannot read Chinese. b. She may not read Chinese. c. She need not read Chinese. 7. Do you think we are allowed to park here? a. Do you think we may park here? b. Do you think we must park here? c. Do you think we need park here? 8. You don't have to do this exercise. a. You must not do this exercise. b. You need not do this exercise. c. You should not do this exercise. 9. We have to stop when the traffic lights are red. a. We can stop when the traffic lights are red. b. We may stop when the traffic lights are red. c. We must stop when the traffic lights are red. 10. Am I allowed to ask a question? a. May I ask a question? b. Must I ask a question? 15
c. Should I ask a question? Answer Key: 1. They are able to speak English well. They can speak English well. 2. Steve is not allowed to stay out late. Steve may not stay out late. 3. Do I have to clean the kitchen? Must I clean the kitchen? 4. Are you able to drive a tractor? Can you drive a tractor? 5. We are not allowed to swim when the red flag is flying. We must not swim when the red flag is flying. 6. She is not able to read Chinese. She cannot read Chinese. 7. Do you think we are allowed to park here? Do you think we may park here? 8. You don't have to do this exercise. You need not do this exercise. 9. We have to stop when the traffic lights are red. We must stop when the traffic lights are red. 10. Am I allowed to ask a question? May I ask a question? C. ABSTRACTION The class describes the function of modals in sentences and tell the effect of modals in meaning. D. APPLICATION Using the Giving Opinion card, students take turns in sharing their views regarding the different topics. They give their response using the appropriate modals in sentences. Topics:  Celebrities earn so much money.  Should middle school should be drug tested?  Can money buy you happiness? IV. ASSESSMENT Students respond to the given issues and write their opinion about each topic in the Let's Talk about the Environment worksheet. They use modals correctly in sentences as a response. Topics Response What do you recycle? How can we recycle more? Do you drink bottled water? Why or why not? What is its effect in the environment? Big cities are often very noisy places. How can we reduce noise pollution? What kinds of pollution do you know? Which is the worst? Describe the natural environment in your country. 16
V. ASSIGNMENT The class gives their opinion about the role of teenagers in the peace and progress of the country and the world using a graphic organizer. 17
LESSON EXEMPLAR Grade 8 English Quarter Third Week 2 (Day 1) LEARNING COMPETENCIES: 1. (EN8LC-IIIb-8.2) Judge the relevance and worth of ideas presented in the text listened to. 2. (EN8VC-IIIb3.4/4.4/5.4) Determine the target audience of a material viewed. I. OBJECTIVES 1. Summarize the distinct features from the video presented; 2. Judge the relevance of the ideas presented in the text; 3. Construct notable timeline that shows the notable literary genres contributed by Burmese writers. II. SUBJECT MATTER A. Topic : Relevance of Ideas Determining the Target Audience B. References : https://www.youtube.com/watch?v=OzkNDoJoBHA/ (viewing) https://www.youtube.com/watch?v=rxmHNuky0hU; (listening text) C. Materials : TV/Projector, laptop, speaker 18 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
III.PROCEDURE A. ACTIVITY 1. Spelling Test a. negotiated i. diagnosed b. assassinated j. prostate c. emigrated k. assurance d. methodist l. dilapidated e. ambassador m. renovate f. philosophy n. obtain g. subsequently o. dictatorship h. ailing 2. The teacher will ask the students if they have experienced helping someone who was really in need of help. Let them share their story. - Listening: The student will listen a Radio Ad about the Storm Surge in Tacloban. B. ANALYSIS The students will answer the given questions: 1. What was the Radio Ad all about? 2. What kind of audience does the Radio Ad is trying to reach? 3. Why do you think the Radio Ad is important? 4. What does the Radio Ad trying to tell? (Varied answers from students are expected) C. ABSTRACTION Judge the relevance of the Radio Ad based on the report given as to: a. believable b. convincing D. APPLICATION  The teacher present a video slide about Burmese Literature. 19
 Students will make a timeline that shows notable literary genres based on the video IV.ASSESSMENT Summarized the distinct feature of the video in paragraph. V. ASSIGNMENT Preparing for the new lesson Answer briefly: How can you use a believable story to convince someone to adopt your idea or use a product or a personal brand? 20
LESSON EXEMPLAR Grade 8 English Quarter Third Week 2 (Day 2) LEARNING COMPETENCY 1. (EN8RC-IIIb-12.1) Recognize propaganda techniques used in a given text. 2. (EN8OL-IIIb-5) Observe the use of correct stress, pitch, and juncture when delivering a persuasive speech. I. OBJECTIVES 1. Recognize propaganda techniques used in the advertisement presented. 2. Use correct stress, pitch, and juncture in presenting their own advertisement. 3. Create their own advertisement using one or more propaganda techniques. II. SUBJECT MATTER A. Topic : Propaganda Techniques; Prosodic Features of Speech B. References : Internet https://www.youtube.com/watch?v=tPS9VhLWL6A; www.propagandacritic.com; http://school.discoveryeducation.com/quizzes31/artent/ PropagandaQuiz.html C. Materials : Video Clip, TV/Projector, laptop, speaker 21 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
III.PROCEDURE A. ACTIVITY 1. Spelling Test a. atheists i. exhausted b. tenacity j. phenomena c. exploitation k. adequate d. tenacity l. commodity e. inevitable m. transitory f. prostitution n. pleasure g. fulfillment o. handicapped h. rampant 2. GQ: 1. What products do you usually use? Do ads featuring the product matter in choosing it? Which part of the ad appeals most to you? Short Film-Watching: Watch a short advertisement and take note of some features that appeal most to you as a viewer. https://www.youtube.com/watch?v=tPS9VhLWL6A B. ANALYSIS GQ: Given a situation wherein you have to sell a certain product, what do you need to do, to convince consumers to choose your product over thousand others? C. ABSTRACTION There are Propaganda techniques that can be used to make your message more persuasive especially in marketing: glittering generalities, name calling, testimonial, transfer, plain folks, bandwagon, fear, bad logic, unwanted extrapolation 22 PROPAGANDA TECHNIQUES (Adapted from the Propaganda Critic Web site. For more detailed definitions and additional examples) see www.propagandacritic.com. PROPAGANDA – the use of a variety of communication techniques that create an emotional appeal to accept a particular belief or opinion, to adopt a certain behavior or to perform a particular action. There is some disagreement about whether all persuasive communication is propagandistic or whether the propaganda label can only be applied to dishonest messages. Techniques: 1. NAME CALLING – links a person, or idea, to a negative symbol. Examples: commie, fascist, yuppie
23 2. GLITTERING GENERALITIES – use of virtue words; the opposite of name calling, i.e., links a person, or idea, to a positive symbol. Examples: democracy, patriotism, family. The next two are ways of making false connections: 3. TRANSFER – a device by which the propagandist links the authority or prestige of something well-respected and revered, such as church or nation, to something he would have us accept. Example: a political activist closes her speech with a prayer 4. TESTIMONIAL – a public figure or a celebrity promotes or endorses a product, a policy, or a political candidate. Examples: an athlete appears on the Wheaties box; an actor speaks at a political rally The following three constitute special appeals: 5. PLAIN FOLKS – attempt to convince the audience that a prominent person and his ideas are “of the people.” Examples: a prominent politician eats at McDonald’s; an actress is photographed shopping for groceries 6. BANDWAGON – makes the appeal that “everyone else is doing it, and so should you.” Examples: an ad states that “everyone is rushing down to their Ford dealer” 7. FEAR – plays on deep-seated fears; warns the audience that disaster will result if they do not follow a particular course of action. Example: an insurance company pamphlet includes pictures of houses destroyed floods, followed up by details about home-owners’ insurance. The next two are types of logical fallacies: 8. BAD LOGIC – an illogical message is not necessarily propagandistic; it can be just a logical mistake; it is propaganda if logic is manipulated deliberately to promote a cause. Example: Senator X wants to regulate the power industry. All Communist governments regulate their power industries. Senator X is a Communist. 9. UNWARRANTED EXTRAPOLATION – making huge predictions about the future on the basis of a few small facts. Example: If the U.S. approves NAFTA, thousands of jobs and factories will move to Mexico
D. APPLICATION Form a group of three. Each group shall be given 10 minutes to create its own advertisement featuring one or more propaganda techniques. Use proper stress, pitch, and juncture to be more persuasive in your speech. (See appendix for rubrics) IV.ASSESSMENT Identifying Propaganda Techniques: Identify the correct type of propaganda featured in each statement. Propaganda Quiz 1. The speaker in a TV commercial criticizes another person or product with little reason or evidence. 2. Radio Advertisement: Drink Super Sports Beverage, the only drink of the NBA. 3. A famous person (athlete/celebrity) endorses a new product. 24
4. Television Advertisement: Rush to shop at Super-Mart this weekend, everyone is doing it! 5. Television Advertisement: The slogan for a product is so flashy and attractive that the audience does not challenge the effectiveness of the product. 6. Newspaper Advertisement: A message that appeals to ordinary people, like you and me. 7. Magazine Advertisement: Four out of five doctors recommend drinking three glasses of milk per day to stay healthy and strong. 8. Television Advertisement: Get all of your stains out by using new and improved Ultra Suds and wash your blues away! 9. Radio Advertisement: Go out today and buy the new Sprinters tennis shoe, the sneaker everyone is wearing. 10. Radio Advertisement: (A loud scream is heard), the announcer says: Call 1- 800-Be-Safe today and have a new home security system installed to protect you and your family from crime! V. ASSIGNMENT Give 3 lines from popular TV ads portraying a propaganda technique like testimonial, transfer, bandwagon or the likes. 25
LESSON EXEMPLAR Grade 8 English Quarter Third Week 2 (Day 3) LEARNING COMPETENCIES 1. (EN8V-IIIb-15.3) Explain the meaning of a word through structural analysis (prefixes, roots, suffixes) 2. (EN8LT-IIIb-11) Identify the notable literary genres contributed by Southeast Asian writers. 3. (EN8LT-IIIb11.1) Identify the distinguishing features of notable poems, short stories, dramas, and novels contributed by Southeast Asian writers. I. OBJECTIVES 1. Identify meaning of a word through affixes; 2. Identify meaning of a word through affixes; 3. Display spirit of co-patriotism and co-nationalism in comparing characters. 26 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
II. SUBJECT MATTER A. Topic : Affixes / Features Of Southeast Asian Short Story B. References : CG p. 128; affixes;https://www.myenglishpages.com/ site_php_files/vocabulary-exercise-affixes.php C. Materials : handouts, sheet of paper, copy of the story III.PROCEDURE A. ACTIVITY 1. Spelling Test a. trousers i. different b. satisfaction j. although c. limping k. intention d. inquisitive l. bright e. disable m. jewels f. addict n. protecting g. filled o. admire h. cooperative 2. ASSEMBLE-A-WORD: Try to determine the root word in each given word. The following words are with affixes (prefix or suffix). Breakdown them into parts and give the meaning of the word using the affixes. Ex. discontentment Rootword : content Prefix : dis means NOT Suffix : ment means STATE OF Meaning : the state of not content Here are the rest of the words: 1. satisfaction 5. missing 2. busily 6. cooperative 3. disabled 7. inquisitive 4. intention 8. different 3. Read the story, “The Country's Good Son” by Minn New Thein. Note essential features of a narrative prevailing in this story (as character, plot, setting , theme, & atmosphere, especially local color) B. ANALYSIS DIRECTIONS: Analyze the distinctive elements in the story through the given tasks: 27
Group I : CHARACTER REVELATION FIGURE Group II : PRECIS WRITING Group III : SOLDIER SIMULATION Group IV : THEME Group V : SETTING GROUP I: Label the Character Revelation Figure by answering the questions. 1. Which character do you like best? Why? 2. Which character experiences personal change from beginning? 3. How did the story reveal the temperaments and psyche of the Burmese people in their response to the challenges? 4. How do you think this situation could apply to Filipino soldiers? Give reasons. GROUP II: Write a précis/summary of the above story by tracing properly the development of the plot. GROUP III: Simulate or role play in class the situation wherein the members will pretend to be Lin Aung while the others play or act out the roles of the two young soldiers. Try to come up with another point of view or varied interpretation. GROUP IV: Cite situations and events in the story which create the theme of the story. Give the value or trait that each depicts. GROUP V: Describe the setting through a drawing. 28 The Country‘s Good Son by Minn New Thein Lin Aung‘s mother had a shop in the Mingaladon market, where she sold slippers. Lin Aung helped his mother in the shop during his school holidays. As the Mingaladon market was an army market, soldiers could be seen shopping there daily. It was more crowded on Sundays. Many soldiers could be seen moving about busily. It was Sunday, and Lin Aung was sitting in front of the shop; ―Younger Brother, do you have real ‗Sin-kye‘ No. 9? A ‖ young man, wearing trousers, entered and asked him. Quickly Lin Aung took a pair of ‗Sinkye‘ No. 9 slippers and showed them. ―How much are these slippers, Young Brother? Twenty -one Kyats, Elder Brother.‖ ―Can I take only the right side slipper and pay you ten Kyats and fifty pyas? The young man‘s question made Lin Aung‘s eyes become wide. If he sold only the right side, how could he sell the left side? And why did he want only one slipper? ―You can‘t do that. If I sell only the right side, the one left in the shop will become useless. ―Yes, but I want only the right side. But wait, I‘ll go and look for a partner. Lin Aung was left behind, looking at the back of the young man, who walked away, limping.
29 because there was one who wanted only the right side, and another who wanted only the left side. Lin Aung was sorry to see the condition of the two young men. They were quite young, and they each had a leg missing. ―Don‘t you feel sad that you have only one leg? Lin Aung as inquisitive and asked ‖ them. ―Why should we be sad? the first young man smiled. ―We are ‖ soldiers who offered even our own lives for our country. We are proud to lose a leg in protecting our country. When Lin Aung heard the first young man‘s answer, he respected them. They were very different from the young drug addicts about whom he had often read in the newspapers. They were wasting their lives and killing themselves. These young men were the country‘s good sons who were protecting the country from its enemies. Their aims and intentions were as different from those of the addicts as east from west, north from south. Although these young men had one leg missing, they still wanted to serve their country. The two young soldiers told Lin Aung that they planned to work in the disabled soldiers’ cooperative shop. I respect you and honor you. You good sons of the country are the jewels of our country. When I grow up, I will try to be a good son of the country like you. The two young soldiers smiled to hear Lin Aung‘s words. ―We admire your intention. Our country‘s future will really be bright if there were more young people in our country with the same aim and intention as yours. All right, we will go now. The two young soldiers said goodbye to Lin Aung and went away. Lin Aung was filled with the desire to become a good son of the country.
C. ABSTRACTION Describe vividly features of Burmese narrative by the presented outputs of the groups. For the character, writers show the significant role of soldiers in country’s building. For the theme, prevailing traits as shown in situations are patriotism and nationalism. The story’s plot is short and simple. Actions are not evident with the prevailing atmosphere. Mood tends to be light and not as gloomy. D. APPLICATION Compare & Contrast spirit of nationalism of Filipino and Burmese soldiers in terms of defending and strengthening nation's security. Use a Venn diagram to do this. IV.ASSESSMENT  Analysis of Learners' Products  Examine and comment to students ideas. V. ASSIGNMENT List 5 words with affixes. Break down them into parts and give their meaning. Give the meaning of the word using affixes. 30 Differences Differences Similarities
LESSON EXEMPLAR Grade 8 English Quarter Third Week 2 (Day 4) LEARNING COMPETENCIES 1. (EN8RC-IIIb-10) Share ideas using opinion-marking signals. 2. (EN8G-IIIb-3.6) Use modals appropriately. 3. (EN8WC-IIIb1.1.6) Transcode information from a graphic organizer to a topic or sentence outline. I. OBJECTIVES 1. Describe a situation through use of appropriate opinion-marking signals; 2. Use modals meaningfully in a two-sentence statement; 3. Form headings from a graphic organizer using topic outline and sentence outline through sense of resiliency. II. SUBJECT MATTER A. Topics : Modals/ Opinion-Marking Signals 31 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
Graphic Organizers B. References : C. Materials : Labels, list of topics, handouts, copy of exercises, giving advice template III.PROCEDURE A. ACTIVITY 1. Spelling Test 2. SAY O WITH A PIX: Say your opinion about a unique Myanmar picture depicting a unique culture of this nation using the following : I think…, I guess…, I fell that…, It seems to me that... In my opinion...If I am not mistaken...or As I see it... Ex. a. Bagan Temples b. A giraffe Woman c. Golden Buddha’s d. Puppetry e. Fisher mode 3. MODALS IN MOTION: Observe sentences using modals. a. Burmese people should leave slippers when they enter the Bagan Temple. b. A woman in Burma must wear a necklace to show her high status in the society. c. Golden Buddha’s can reach in area up to ______. d. Children and old alike will watch a puppet show as form of recreation. e. A way of fishing called _____, might be one of few traditional modes of fishing in the place. B. ANALYSIS Examine what underlined modals can do in the sentence. Review what feelings or sense those pictures depicting Myanmar culture evoke in a viewer especially when expressed in a sentence using modals. Link these connectivity. C. ABSTRACTION 32
Go over modals as auxiliary, and as a functional kind of verb when attached to an action. Determine the specific function of modals like will, should, must, can, may and might e.g. will - futurity/willingness, must - strong obligation, should - necessity, can - ability/possibility, might - probability. Discuss briefly cultural aspects based on ideas presented. D. APPLICATION DIRECTIONS: Form a two-sentence opinion statement using the learned expressions of opinion and modals relevant to concepts/ideas about the Myanmar culture and people. Underline opinion signal and circle the modal. The first one is done for you. Example: monks Answer: I feel that monks are highly religious persons. They be praying a lot of times. Start here: 1. Aung San Suu Kyi _______________________________________________________. _______________________________________________________. 2. Democracy _______________________________________________________. _______________________________________________________. 3. Buddhist people _______________________________________________________. _______________________________________________________. 4. Food _______________________________________________________. _______________________________________________________. 33
5. Burmese family _______________________________________________________. _______________________________________________________. IV.ASSESSMENT Examine use of correct language forms: accuracy of modal verb in connection to sentence theme and of course, use of opinion signals in statements. V. ASSIGNMENT DIRECTIONS: Fill in the graphic organizer below. Use topic outlines as heading and sentence outlines as sub headings. Use 1 whole sheet of paper. 34
LESSON EXEMPLAR Grade 8 English Quarter Third Week 3 (Day 1) 35
LEARNING COMPETENCIES 1. (EN8RC-IIIc-2.13) Differentiate facts from opinions. 2. (EN8LC-IIIc-7) Employ different listening strategies suited to the topic, purpose, and level of difficulty of the listening text. 3. (EN8VC-IIIc-18) Determine the issue and stand presented in the material viewed. I. OBJECTIVES 1. Differentiate facts from opinion; 2. Evaluate facts from opinions based on viewed material; 3. Share one’s ideas without being difficult. II. SUBJECT MATTER A. Topic : Distinguishing Fact and Opinion B. References : Voyages of Communication English Learner’s Module http://www.youtube.com/watch?v=IQNs7Fvu5_Y C. Materials : Strips of paper, television, USB III.PROCEDURE A. ACTIVITY 1. Spelling Pre-test  The teacher will give the pre-test in spelling. The teacher will read the words aloud and the students are to write the correct spelling of the words in a ½ lengthwise. a. inevitable k. astray b. fleeting l. fragrant c. transitory m. savory d. amass n. tenacity e. insatiable o. phenomena f. utilitarian p. contentment 36 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
g. exploit q. abound h. rampant r. ignoramuses i. inexhaustible s. bare j. wallow t. adequate  Checking will follow right after. 2. The students are to view a short speech delivered by a Muslim. They are to listen attentively to the speaker and take note on the speaker’s gestures and the behavior of his audience. They are to take note and identify the key notes of the speech. Before the video will be played, the teacher reads aloud a short introduction about Abdur Raheem McCarthy. http://www.youtube.com/watch?v=IQNs7Fvu5_Y B. ANALYSIS 1. Who speaks in the video? How credible is he to talk during the Peace Conference? 37 Abdur Raheem McCarthy Is of Irish-American heritage and was born and raised in the USA. After accepting Islam in 1994, he moved to Sudan and then Saudi Arabia where he spent 10 eyars in Madinah studying under the scholars and as a student in the Islamic University of Madinah. He graduated from the Arabic Institute and then from the faculty of Da’wah and Usool Ad-Deen, Islamic University of Madinah. He is well known from his TV shows on Peace TV, Huda TV, Tayba TV, Sharjah TV and Qatar TV, along with lecturing internationally with the Peace TV conference, and conferences in the UK, Canada, Ireland, Qatar, UAE, and Sudan. He has now decided to follow his roots and is living in Ireland, while supporting Da’wah projects internationally.
2. According to the speaker, when does misery start? How can Islam be the solution to the problems that beset the world? 3. What specific details are used by the speaker to substantiate each of his assertions? 4. Why do you think the speaker encourages his audience to adopt Islam? How do gestures or the intentional movements of the speaker‘s body help him convey his message? 5. What countries in the world adopt Islam as a religion? 6. What are some of the nonverbal reactions of the audience? What personality traits does Abdur Raheem possess as reflected in his speech? What does his speech tell us of the Arab psyche? 7. How do you evaluate the speaker‘s point of view? Was he able to convince you? Explain your answer. C. ABSTRACTION  Deepen discussion fact and opinion Examples of Factual Opinion Signal Words Information names believe should / should not statistics feel may / may not places possibly / probably think dates in my opinion best (good) / worst (bad) times my point of view My impression is . . . always / never, none advice / suggest least / most expect D. APPLICATION 38 Facts can be proven with evidence, statistics, records, photographs, data, etc. Sometimes opinions are made to sound like facts- specifically when a writer/speaker wants to convince his reader/listener. Opinions cannot be proven, however, they can be supported by facts and other knowledgeable opinions.
Below are statements taken from the speech of Abdur Raheem McCarthy; identify whether the sentence expresses a fact or an opinion. Write your answer on the second column and include a short explanation. Picking it from the speech Fact or Opinion Why did I say so 1. The Western economy is based on rebate or interest. 2. The only way to true happiness and peace is through Islam. 3. The problem of swine flu – the swine is one of the dirtiest animals in the face of the earth. 4. Fifty-six percent of everyone jailed in America today is due to drug charges. 5. Islam is not spreading as it should be because we are not implementing it in its proper form. Process Questions: 1. What is a fact? How do you arrive at facts? 2. How does a fact differ from an opinion? Can an opinion be proven? 3. Is a fact the opposite of an opinion? 4. If a statement of fact is untrue or false, does it turn into an opinion? 5. In the same logic, if an opinion is believed by everyone, does it turn into a fact? IV.ASSESSMENT Read the sentences below, and choose if the statement is a fact or an opinion. Write F for fact and O for Opinion. _______1. There are seven days in a week. _______2. English is an easy language to learn. _______3. The cookies my mom makes are the best in town. _______4. Movies are generally more interesting than books. _______5. Shihtzu is one breed of dogs. _______6. Calcium is important for bone health. _______7. Exercising burns more calories than sitting around. _______8. The television show Bubble Gang is just not as funny as it used to be. _______9. April is a month with 30 days. _______10. There are 12 months in the year. V. ASSIGNMENT Define the spelling words in Activity 1 and use each word in a sentence. LESSON EXEMPLAR 39
Grade 8 English Quarter Third Week 3 (Day 2) LEARNING COMPETENCY 1. (EN8LT-IIIc-2.2.1) Express appreciation for sensory images used. I. OBJECTIVES 1. Express appreciation for sensory images used 2. Write sentences using the sensory images 3. Grasp the main idea of the poem II. SUBJECT MATTER A. Topic : Sensory images B. References : Voyages of Communication English Learner’s C. Materials : Strips of paper, television, USB III.PROCEDURE A. ACTIVITY 1. Spelling Supervised Study The teacher will read the words aloud and the students are to write the correct spelling of the words in a ½ lengthwise. a. inevitable k. astray b. fleeting l. fragrant c. transitory m. savory d. amass n. tenacity e. insatiable o. phenomena f. utilitarian p. contentment g. exploit q. abound h. rampant r. ignoramuses 40 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
i. inexhaustible s. bare j. wallow t. adequate  Checking will follow right after. 2. Reading of the Poem This Earth, This Man Maung Htwe Sung B. ANALYSIS 1. Who speaks in the poem? 2. What is the poem is all about? 3. What are the lines from the poem that shows sensory images? C. ABSTRACTION  Deepen discussion on sensory images SENSORY IMAGES 41 Not far from the green dense forest By the side of the stream running full There is a field, large and wide. At the first light of the day A burly yet handsome farmer Full of vigor and confidence Is ploughing his field. Day after day in his field With his oxen he works With ardent zeal and without feeling tired And finding joy in his work. Broad is his chest and his muscles are strong, Elastic and firm. It is so pleasant to see In a field of emerald green The handsome body of this well-built man. Steadfastly staying with his ground This farmer tries to work hard With his oxen who are his friends In the hope of doing good for his country He is a real son of his land. Not far from the green dense forest By the side of the stream running full There is a field, large and wide. At the first light of the day A burly yet handsome farmer Full of vigor and confidence Is ploughing his field. Day after day in his field With his oxen he works With ardent zeal and without feeling tired And finding joy in his work. Broad is his chest and his muscles are strong, Elastic and firm. It is so pleasant to see In a field of emerald green The handsome body of this well-built man. Steadfastly staying with his ground This farmer tries to work hard With his oxen who are his friends In the hope of doing good for his country He is a real son of his land.
As a literary device, imagery consists of descriptive languages that can function as a way for the reader to better imagine the world of the piece of literature and also adds symbolism to the work. Imagery draws on the five sense, namely the details of taste, touch, smell, sight, and sound. Imagery can also pertain to details about movement or a sense of a body in motion (Kinesthetic imagery) or the emotions or sensations of a person, such as fear or hunger (organic imagery or subjective imagery). Using imagery helps the reader develop a more fully realized understanding of the imaginary world that the author has created TASTE (Gustatory) which appeals to the sense of taste. Ex.: The delicious taste of “hipon” with the crunchiness of green mangoes is flocked at the SOUND (Auditory) – appeals to the sense of hearing. Ex.: The concert was so loud that her ears rang for days afterward SIGHT (Visual) – appeals to the sense of seeing. Ex.: The sunset was the most gorgeous they’d ever seen; the clouds were edged with pink and gold SMELL (Olfactory) - which appeals to the sense of smelling. Ex.: After eating the “liempo”, his breath reeked of garlic. TOUCH (Tactile) - which appeals to the sense of feeling. Ex.: The tree bark was rough against her skin. D. APPLICATION DIRECTIONS: Work with a partner and write sentences using sensory imagery. 42
A. Smell 1. ____________________________________________________________ 2. ____________________________________________________________ B. Sight 1. ____________________________________________________________ 2. ____________________________________________________________ C. Touch 1. ____________________________________________________________ 2. ____________________________________________________________ D. Sound 1. ____________________________________________________________ 2. ____________________________________________________________ E. Taste 1. ____________________________________________________________ 2. ____________________________________________________________ IV.ASSESSMENT DIRECTIONS: Group yourselves into four. Work with your group. Read the poem and do what is assigned to you. Group A : Compose a short poem expressing their appreciation for the beauty of the earth. Group B: Create a poster illustrating the great beauty of the earth and the powerful physique of a person. Group C: Cite lines that show sensory images and explain each. Group D: Make a slogan illustrating the beauty of the earth Rubrics on Differentiated Task 1 2 3 4 Total Preparation Did not prepare Some A good Group 43 This Earth, This Man Maung Htwe Sung
enough for the presentation preparation was done amount of preparation was done prepared beyond level of assignment Visual Aids There were no helpful visual aids There were a few visual aids There were clear and interesting visual aids Students created excellent visual aids Speaking and Audience Contact Did not look at the audience and was not loud enough Looked at the audience some of the time and used a soft voice Looked at the audience and spoke clearly Held the attention of the audience and space very expressively Overall Understandin g of the Topic Students did not show sufficient understanding of the topic Students understood most of the topic Students understood the entire topic Students understood the topic and found extra information Teaching value for other students Did not help other students learn about the topic Helped other students learn something Helped other students understand the topic well Helped other students understand the topic and enjoy the presentation V. ASSIGNMENT List down at least 1 synonym and 1 antonym of the words in the spelling list. LESSON EXEMPLAR Grade 8 English 44
Quarter Third Week 3 (Day 3) LEARNING COMPETENCY 1. (EN8V-IIIc-15.3) Explain the meaning of a word through. I. OBJECTIVES 1. Define prefixes, roots, and suffixes. 2. Explain the meaning of a word through structural analysis (prefixes, roots, suffixes). 3. Use the appropriate affixes and suffixes to complete the idea. 4. Express enjoyment in playing the interactive game about Affixes. II. SUBJECT MATTER A. Topic : Affixes B. References : Voyages of Communication English Learner’s Module http://www.youtube.com/watch? v=IQNs7Fvu5_Yhttp://www.esl-galaxy.com/ prefixsuffix.html http://www.enchantedlearning.com/grammar/ prefixsuffix/fillinprefixsuffix/1/ C. Materials : Strips of paper, television, USB III.PROCEDURE A. ACTIVITY 45 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
1. Spelling: Supervised Study  Checking on the assigned task wherein the students were tasked to list at least one (1) synonym and one (antonym) of the words in the spelling list of words for the current week. 2. Word Hund Search Activity Look for the affixes and suffixes in the pool of letter. Encircle them. B. ANALYSIS Encircle the letter of the correct answer. 1. What is the meaning of the word prefix? 46 ABLE ANTE AUTO CENTI DIS DOM EER ESS EXTRA FUL HYPER ICAL ING IOUS ISM IST IVE KILO LESS MEGA MENT MID MILLI MONO MULTI NESS NON OVER POLY POST PRE PRO SHIP SUB SUPER TRANS UNDER
A. a word within a word B. a group of letters put before a root word which changes its meaning 2. What does the word unhurt mean? A. hurt badly B. hurt C. not hurt 3. If you take away the prefix from disagree, the root word is agree. A. True B. False 4. If you add the prefix ‘un’ to the word wrap, what is the correct spelling of the new word? A. unwrap B. unrap C. unwrap 5. What do you do if you reread a book? A. don't read it B. read it again C. read it for the first time 6. A suffix is a group of letters that you add to the start of a root word A. True B. False 7. Which of the following is a suffix? A. pre B. un C. ed 8. Which of the following is not a suffix? A. ful B. ing C. re 9. Which suffix can you add to the end of cook to make a new word? A. ing B. ful C. est 10. Which suffix can you add to the word peace to make a new word? A. ing B. ful C. est C. ABSTRACTION The teacher will lead the students to the formation of the following concepts: 47 A prefix is an affix which is placed before the stem of a word. Adding it to the beginning of one word changes it into another word. A suffix is a letter or a group of letters that is added to the end of a word to change its meaning or to form a different word. A root word has no prefix or suffix — it's the most basic part of a word.
D. APPLICATION Use the bank of prefixes and suffixes to complete each word. There may be more than one answer for some words. Prefix - Root Word - Suffix Prefix - Root Word - Suffix ____cover____ ____predict____ ____like____ ____proper____ ____agree____ ____success____ ____logic____ ____comfort____ ____order____ ____equal____ ____expected____ ____construct____ ____act____ ____reason____ ____luck____ ____honor____ ____trust____ ____usual____ ____connect____ ____new____ 48 Bank of Prefixes dis- im- re- il- pre- un- Bank of Suffixes -able -ful -ly -al -ion -y
IV.ASSESSMENT Analyze the following questions. Encircle the letter of the correct answer. 1. What prefix would you add to the word 'finished' to show that there is still some work to be done? A. un B. dis C. mis 2. What suffix would you add to the word 'air' to show that a room is very stuffy? A. ed B. ful C. less 3. What prefix would you add to the word 'view' to indicate that you see something before other people do? A. un B. re C. dis 4. What suffix would you add to the word 'blame' to show you have done nothing wrong? A. ness B. less C. ed 5. Which two suffixes have the same meaning? A. ful and less B. less and ness C. s and es 6. Which of these words cannot be made into another word by adding the prefix 'sub'? A. way B. marine C. book 7. Which of these prefixes means below? A. under B. pre C. over 8. What does the prefix do to the word 'cooked' in this sentence? “The pies were precooked.” A. It tells you, you need to cook the pies. B. It tells you the pies need cooking again. C. It tells you the pies have already been cooked. 9. What does the prefix 'dis' do to the word appeared in this sentence? “The cat disappeared before her very eyes.” A. It tells you that the cat appeared bigger than before. B. It tells you that the cat vanished. C. It tells you that the act appeared to be further away. 10. What does the suffix 'ful' do to the word house in this sentence? “She had a houseful that weekend.” A. It tells you that her house was empty that weekend. B. It tells you that her house was a mess that weekend. C. It tells you that she had lots of people staying in her house that weekend. V. ASSIGNMENT  Study spelling words  What is a persuasive speech? 49
LESSON EXEMPLAR Grade 8 English Quarter Third Week 3 (Day 4) LEARNING COMPETENCY 1. (EN8OL-IIIf-3) Deliver a self-composed persuasive Speech I. OBJECTIVES 1. Confidently deliver a self- composed persuasive speech 2. Composed a persuasive speech 3. Show confidence in delivering a persuasive speech II. SUBJECT MATTER A. Topic : Persuasive Speech B. References : Voyages of Communication English Learners https://www.gotoassignmenthelp.com/blog/8-major- tips-on-how-to-deliver-a-persuasive-speech/ C. Materials : Strips of paper, television, USB III.PROCEDURE A. ACTIVITY 1. Spelling Post-Test The teacher will read the words aloud and the students are to write the correct spelling of the words in a ½ lengthwise. 50 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
k. inevitable k. astray l. fleeting l. fragrant m. transitory m. savory n. amass n. tenacity o. insatiable o. phenomena p. utilitarian p. contentment q. exploit q. abound r. rampant r. ignoramuses s. inexhaustible s. bare t. wallow t. adequate  Checking will follow right after. 2. GROUP ACTIVITY: Choose your favorite product/s- shampoo, shoes, etc. Advertise it/them to your friends so that they, too, will subscribe to it/them. Make sure to promote it/them. Make sure to promote it/them in two ways: (1.) by using propaganda device/s , and (2.) By telling the whole truth. B. ANALYSIS 1. What is persuasive speech? 2. Why do writers and speakers use propaganda gimmicks? 3. What responsibilities do newspapers have for their readers? 4. How do recognizing propaganda devices make you a better consumer and a student? C. ABSTRACTION Deepen discussion on persuasive speech. 51
When you deliver a persuasive speech, your objective should be to convince the audience of your ideas or points of view. While the topic you choose should be debatable; however, your arguments should reflect clarity of thought and self-confidence. When you are delivering a persuasive speech, the first thing you need to make sure is that there lies a solution to the problem at hand. After that, you need to demonstrate this solution to your target audience and suggest how your opinion will make all the difference. D. APPLICATION The students will compose a persuasive speech to persuade their friends to focus on their study and aim for the attainment of their dreams. IV.ASSESSMENT 52 Tips on how to deliver a persuasive speech 1. Give and impactful introduction. 2. Outline the solution in the main body of the speech. 3. End your speech on a high note. 4. Brainstorm before writing down your speech. 5. Do not counter your arguments. 6. Focus on the delivery of the speech. 7. Design the speech keeping your audience into consideration. 8. Give your speech an emotional touch.
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LESSON EXEMPLAR Grade 8 English Quarter Third Week 4 (Day 1) LEARNING COMPETENCIES 1. (EN8RC-IIId-12) Utilize coping reading strategies to process information in a text. 2. (EN8LC-IIId-8.2) Judge the relevance and worth of ideas presented in the text listened to. I. OBJECTIVES 1. Know the different reading strategies to use in processing information in a text; 2. Unlock the meaning of vocabularies through association on its synonyms and antonyms in the given text; and 3. Judge the relevance and worth of ideas in the given text. II. SUBJECT MATTER A. Topic : Ali Baba and the Forty Thieves Seven Strategies of Highly Effective Readers Vocabulary Enhancement B. References : English 8 Curriculum Guide ,Quarter 3 week 4 Voyages of Communication English Learner’s Module http://www.adlit.org/pdfs/articles/19844_aid1.pdf https://www.youtube.com/watch?v=m_scvcCPBMg 54 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
C. Material/s : activity sheets, printed copy of the story , projector, speaker, laptop, writing board, marker III.PROCEDURE A. ACTIVITY 1. Spelling Test (Pre-test) Students will write the correct spelling of the following words. a. greedy b. thieves c. clever d. apothecary e. suspicious f. awkward g. deed h. furious i. rage j. mules k. foils l. revenge m. merchant n. dagger o. extremely 2. Students will watch a video clip of the story of “Ali Baba and the Forty Thieves” https://www.youtube.com/watch?v=m_scvcCPBMg 3. Students will read the Story of Ali Baba and the Forty Thieves silently. ALI BABA AND THE FORTY THIEVES A li Baba and his elder brother Cassim are the sons of a merchant. After the death of their father, the greedy Cassim marries a wealthy woman and becomes well-to-do, building on their father's business—but Ali Baba marries a poor woman and settles into the trade of a woodcutter. One day Ali Baba is at work collecting and cutting firewood in the forest, and he happens to overhear a group of forty thieves visiting their treasure store. The treasure is in a cave, the mouth of which is sealed by magic. It opens on the words "iftah ya simsim" (commonly written as "Open Sesame" in English), and seals itself on the words "Close, 55
Simsim" ("Close Sesame"). When the thieves are gone, Ali Baba enters the cave himself, and takes some of the treasure home. Ali Baba and his wife borrow his sister-in-law's scales to weigh this new wealth of gold coins. Unbeknownst to them, she puts a blob of wax in the scales to find out what Ali Baba is using them for, as she is curious to know what kind of grain her impoverished brother-in-law needs to measure. To her shock, she finds a gold coin sticking to the scales and tells her husband, Ali Baba's rich and greedy brother, Cassim. Under pressure from his brother, Ali Baba is forced to reveal the secret of the cave. Cassim goes to the cave and enters with the magic words, but in his greed and excitement over the treasures, he forgets the magic words to get back out again. The Thieves find him there, and kill him. When his brother does not come back, Ali Baba goes to the cave to look for him, and finds the body, quartered and with each piece displayed just inside the entrance of the cave as a warning to anyone else who might try to enter. Ali Baba brings the body home, where he entrusts Morgiana, a clever slave- girl in Cassim's household, with the task of making others believe that Cassim has died a natural death. First, Morgiana purchases medicines from an apothecary, telling him that Cassim is gravely ill. Then, she finds an old Tailor known as Baba Mustafa whom she pays, blindfolds, and leads to Cassim's house. There, overnight, the Tailor stitches the pieces of Cassim's body back together, so that no one will be suspicious. Ali Baba and his family are able to give Cassim a proper burial without anyone asking awkward questions. The Thieves, finding the body gone, realize that yet another person must know their secret, and set out to track him down. One of the Thieves goes down to the town and comes across Baba Mustafa, who mentions that he has just sewn a dead man's body back together. Realizing that the dead man must have been the Thieves' victim, the Thief asks Baba Mustafa to lead the way to the house where the deed was performed. The Tailor is blindfolded again, and in this state he is able to retrace his steps and find the house. The Thief marks the door with a symbol. The plan is for the other thieves to come back that night and kill everyone in the house. However, the Thief has been seen by Morgiana and she, loyal to her master, foils his plan by marking all the houses in the neighborhood with a similar marking. When the forty Thieves return that night, they cannot identify the correct house and their leader in a furious rage, kills the unsuccessful Thief. The next day, another Thief revisits Baba Mustafa and tries again, only this time, a chunk is chipped out of the stone step at Ali Baba's front door. Again Morgiana foils the plan by making similar chips in all the other doorsteps. The second Thief is killed for his failure as well. At last, the leader of the Thieves goes and looks for himself. This time, he memorizes every detail he can of the exterior of Ali Baba's house. The Chief of the Thieves pretends to be an oil merchant in need of Ali Baba's hospitality, bringing with him mules loaded with thirty-eight oil jars, one filled with oil, the other thirty-seven hiding the other remaining thieves. Once Ali Baba is asleep, the Thieves plan to kill him. Again, Morgiana discovers and foils the plan, killing the thirty-seven Thieves in their oil jars by pouring boiling oil on them. When their leader 56
comes to rouse his men, he discovers that they are all dead, and escapes. The next morning Morgiana tells Ali Baba about the thieves in the jars, they bury them and Ali Baba shows his gratitude by giving Morgiana her freedom. To exact revenge, after some time the Chief of Thieves establishes himself as a merchant, befriends Ali Baba's son (who is now in charge of the late Cassim's business), and is invited to dinner at Ali Baba's house. However the Thief is recognized by Morgiana, who performs a dance with a dagger for the diners and plunges it into his heart when he is off his guard. Ali Baba is at first angry with Morgiana, but when he finds out the Thief tried to kill him, he is extremely grateful and rewards Morgiana by marrying her to his son. Ali Baba is then left as the only one knowing the secret of the treasure in the cave and how to access it. Thus, the story ends happily for everyone except Cassim and the forty Thieves. Source: http://en.wikipedia.org/wiki/Ali_Baba B. ANALYSIS Let‘s find out if you understood the selection ―Ali Baba and the Forty Thieves despite the presence of some difficult words. Each burger patty contains a word from the literary selection. In the table below are the synonyms as well as the antonyms of the words. Create your own veggie burger by matching the word with its synonym and antonym. Write its synonym on the upper bun while the antonym on the lower bun. Work on this for three minutes. Enjoy! Note: The words in the table do NOT necessarily match as listed 1. 4. 2. 5. 3. 57 SEAL AWKWARD FOIL IMPOVERISH APOTHECARY SYNONYMS ANTONYMS clumsy rich to close graceful bankrupt to open pharmacy to support to stop cemetery
C. ABSTRACTION Get to know the SEVEN STRATEGIES OF HIGHLY EFFECTIVE READERS STRATEGY DEFINITION Activating "Priming the cognitive pump" in order to recall relevent prior knowledge and experiences from long-term memory in order to extract and construct meaning from text Inferring Bringing together what is spoken (written) in the text, what is unspoker (unwritten) in the text, and what is already knowen by the reader in order to extract and construct meaning from the text Monitoring-Clarifying Thinking about how and what one is reading, both during and after the act of reading, for purposes of determining if one is comprehending the text combined with the ability to clarify and fix up any mix-ups Questioning Engaging in learning dialogues with text (authors), peers, and teachers through self- questioning, question generation, and question answering Searching-Selecting Searching a variety of sources in order to select appropriate information to answer questions, define words and terms, clarify misunderstandings, solve problems, or gather information. Summarizing Restating the meaning of text in one's own 58 Process Questions: 1. Were you able to finish the activity on time? If not , what stopped you from pursuing? 2. What previous knowledge or encounter helped you in arriving at your answers? 3. How many correct answers did you have? 4. In what specific ways do you think can help yourself improve your vocabulary skills?
words--different words from those used in the original text Visualizing-Organizing Constructing a mental image or graphic organizer for the purpose of extracting and constructing meaning from the text D. APPLICATION Students will re read the story taking into account the SEVEN STRATEGIES OF HIGHLY EFFECTIVE READERS. IV.ASSESSMENT Students will answer the following questions: 1. At the start of this lesson, what were your initial feelings and ideas about it? Did you like story? Was it exciting or too predictable? How did you find its ending? 2. The magic words ―Open, Sesame and ―Close,Sesame that seal the cave of ‖ ‖ treasures have become popular expressions. How do modern people use this expression in their daily conversations? 3. How were Ali Baba‘ and Cassim‘s lives different? Which of these two characters do you prefer? Explain your answer and cite instances in the story that support your choice of character. V. ASSIGNMENT Students will answer and make a stand on certain issues illustrated in the story. How is each of these themes – greed, loyalty and bravery shown in the story? Support your answers. 59
LESSON EXEMPLAR Grade 8 English Quarter Third Week 4 (Day 2) LEARNING COMPETENCIES 1. (EN8OL-IIId-5) Observe the use of correct stress, pitch, and juncture when delivering a persuasive speech. 2. (EN8VC-IId-18) Determine the issues and stand presented in the material viewed. 3. (ENG8G-IIID-3.6) Use modals appropriately. I. OBJECTIVES 1. Identify the modals used in the persuasive speech; 2. Determine the idea expressed in the sentence using the modal; 3. Deliver the persuasive speech observing appropriate pitch, stress, and juncture in order to convey the message clearly; and 4. Consider all possible advantages and sort out all possible disadvantages in making decisions. II. SUBJECT MATTER A. Topic : Ali Baba and the Forty Thieves B. References : Voyages in Communication Page 394 C. Material/s : handouts 60 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
III.PROCEDURE A. ACTIVITY 1. Spelling : Supervised Study Arrange the scrambled letters to form an appropriate word. The meaning serves as a clue. 1. edyrg- showing selfish desire 2. seveiht- person who steal 3. elcevr- intelligent 4. opaethyrca- a person who prepared and sold medicines in past times 5. suoicipsus- showing suspicion 6. wardawk- not graceful 7. eedd- act or action 8. suoiruf- very angry 9. ager- strong feeling of anger 10. mlue- a hybrid between a horse and a donkey; a very stubborn person 11. loif- trample 12. regenve- to inflict injury in return 13. tmerach- someone who buys and sells good After identifying the words correctly, the class reads them observing correct pitch and stress. B. ANALYSIS After reading the text, the class makes a stand whether one should gain richness or live life without blemishing one’s morality in one or two sentences only. It should be done precis and grace. With this, thus the class deliver his viewpoint confidently through observing appropriate pitch and stress. (After the presentation of the class, the teacher gives a brief feedback for improvement and appreciation.) C. ABSTRACTION From the viewpoints expressed through the speech, determine whether the statements express determination, obligation, certainty, possibility, will, or desire. If so, what words are used to express them? Once the class them, introduce the uses of modals. 61
MODALS A modal is a type of auxiliary (helping) verb that is used to express: ability, possibility, permission or obligation. Modal phrases (or semi-modals) are used to express the same things as modals, but are a combination of auxiliary verbs and the preposition to. The modals and semi-modals in English are: The chart helps them recognize the modals and their uses. D. APPLICATION The class works in groups and present a short dialogue using the modals. The following could be the scenario of the dialogue. 1. A student to wear a complete uniform 2. A student afraid to recite the poem 3. A student who keeps eating unhealthy foods 4. A student who keeps throwing garbage anywhere 5. A student who always cut classes IV.ASSESSMENT V. ASSIGNMENT Study the modals for an enrichment activity tomorrow. 62
LESSON EXEMPLAR Grade 8 English Quarter Third Week 4 (Day 3) LEARNING COMPETENCIES 1. (EN8WC-IIId-2.2.16) Compose an informative essay 2. (EN8G-IIId-3.6) Use modals appropriately I. OBJECTIVES 1. Complete the sentence with the appropriate modal to deliberately express its meaning or thought; 2. Develop an essay that informs the student body of the importance of proper disposal of waste; and 3. Take the responsibility of spreading the advisory beneficial for the community. II. SUBJECT MATTER A. Topic : Modals B. References : Voyages in Communication Page 394 C. Material/s : handouts 63 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
III.PROCEDURE A. ACTIVITY 1. Spelling : Supervised Study Match the words in Column A with their meanings in Column B. Column A Column B 1. greedy a. persons who steal 2. thieves b. selfish 3. clever c. showing suspicion 4. apothecary d. intelligent 5. suspicious e. not graceful 6. awkward f. a person who prepared and sold medicines 7. deed g. strong feeling of anger 8. furious h. actions 9. rage i. very angry 10. mule j. hybrid between a horse and a donkey 2. The class will listen to a song “Anak ng Pasig” by the Smokey Mountain. After hearing the song, they will share their thoughts about it. 1. Is the song true a decades ago? 2. If then, how will it be now? 3. Do we share the same sentiments as to the persona of the song? B. ANALYSIS 1. Let the class reflect on the song and look around them. Aside from the problem raised in the song, what else have been observed? 2. The class will write on a piece of paper the problems they identify. These will be collected, then the teacher randomly picks 4 of them. 3. The class then is divided into four groups and each is given a paper containing the problem. 4. The group will discuss the problem to come up with an advice to solve it. C. ABSTRACTION 1. What have you realized in the group discussion? 2. What modals are used in making advise? 3. What modals are used to signify obligation? 4. What are the obligations of a student? 5. Do you think, there is still chance to solve the problems you identified? D. APPLICATION After the dependent group activity, the class makes a very precise motto based on the problems they see around or the problem in themselves using a modal. It will be written on a bond paper in bold and big to remind all of us of how to deal with the problem. 64
A motto is a phrase or a quote that is representative of a person’s ideals and values. Example: I am strong willed; I can be what I am. IV.ASSESSMENT Complete the sentence with the correct modal. Identify the sentence that has the same meaning as the original one. 1. They are able to speak English well. a. They can speak English well. b. They may speak English well. c. They must speak English well. 2. Steve is not allowed to stay out late. a. Steve may not stay out late. b. Steve might not stay out late. c. Steve need not to stay out late. 3. Do I have to clean the kitchen? a. Can I clean the kitchen? b. Must I clean the kitchen? c. May I clean the kitchen? 4. Are you able to drive a tractor? a. Can you drive a tractor? b. Must you drive a tractor? c. Should you drive a tractor? 5. She is not able to read Chinese. a. She cannot read Chinese. b. She may not read Chinese. c. She need not read Chinese. V. ASSIGNMENT Write two sentences using a modal. 65
LESSON EXEMPLAR Grade 8 English Quarter Third Week 4 (Day 4) LEARNING COMPETENCIES 1. (EN8WC-IIId-2.2.16) Compose an informative essay. 2. (EN8G-IIId-3.6) Use modals appropriately. 3. (EN8RC-IIId-1.2) Utilize coping reading strategies to process information in a text. I. OBJECTIVES 1. Read the text and identify the modals in it; 2. Identify the main idea of the text read; 3. Develop an essay that informs the student body of the importance of proper disposal of waste; and 4. Take the responsibility of spreading the advisory beneficial for the community. II. SUBJECT MATTER A. Topic : Modals B. References : Voyages in Communication Page 394 C. Material/s : handouts III. PROCEDURE A. ACTIVITY 1. Spelling (Post-test) 66 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
Identify the word (from the spelling list) given its meaning. 1. Showing a selfish desire- greedy 2. Persons who steal- thieves 3. Intelligent- clever 4. A person who prepared and sold medicines in past times- apothecary 5. Showing suspicion- suspicious 6. Not graceful- awkward 7. Act/action-deed 8. Very angry- furious 9. Strong feeling of anger- rage 10. A hybrid between a horse and a donkey; a very stubborn person 2. The class reads the text that follows with proper pitch and stress.  Let the class identify the modal in the dialogue and determine the meaning expressed through its usage.  Must is a modal that expresses certainty and obligation.  In the sentence, “We must wait for Terry before we start,” the modal must expresses obligation while in the sentence He must be on his way, must expresses certainty. B. ANALYSIS  Yesterday you have heard the song “Anak ng Pasig” which voiced out the sentiment of a young child confused of what he sees in the picture against the reality.  Think of other instances that you see at around that you wish remains the same or you wish to change. C. ABSTRACTION 1. What obvious problem you want to be resolved in our country? 2. What obvious problem do you observe in your community? 3. What about in the school? 4. Do you think these problems are addressed? 5. How are these problems addressed? 6. What can you do/contribute in coming up with a solution to it? 67 Two business men, Michael and Dennis, are at a lunch meeting. They are waiting for their co-worker, Terry who is late. “We must wait for Terry before we start, “ says Michael. “Is he here yet?” “ No, he must be on his way,” replies Dennis. “ Yes, he said he left the office 30 minutes ago,” says Michael.” He must be about to arrive.”
7. Take a look with a small context, in your school, what exact problem have you identified that affects the entire community as well? 8. Are you directly affected? Did you care about it? D. APPLICATION 1. The class is given a time of silence to reflect on the issues? 2. The class then develops an essay of what he thinks is the problem he obviously observes in the school. In the essay, he will suggest of the ways to cater it. 3. The class should be reminded of the mechanics in writing as they craft a one paragraph essay that revolves on the suggested theme. IV. ASSESSMENT After the writing activity, the class will share to the whole class by speaking out loud their desire to help the world a better place through identifying some ways of making out of the problems in the school that eventually affects the entire community and country. Through this activity, the class again develop their speaking skill through proper use of pitch and stress, and intonation, as well as their pronunciation. 68
LESSON EXEMPLAR Grade 8 English Quarter Third Week 5 (Day 1) LEARNING COMPETENCIES 1. (EN8V-IIIe-12.3) Arrive at meanings through context clues. 2. (EN8RC-IIIe-2.1.7) React to what is asserted or expressed in a text. 3. (EN8LC-IIIe-7.1) Determine the stand of the speaker on a given issue presented in the text listened to. I. OBJECTIVES 1. Identify the meaning of the word through context clue; 2. Write a critical review of the story; 3. Display teamwork in the given activities; and 4. Integrate social responsibility. II. SUBJECTIVE MATTER A. Topic : The Temperaments and Psyche of the People Of Israel: A Touch of Modern Israel Context Clues B. References : Voyages of Communication Module 3 Pages 407-410 C. Material/s : TG, LM, photocopy of the reading material 69 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
III. PROCEDURE A. ACTIVITY 1. Spelling (Pre-test) Spell out the words correctly as the teacher will state them aloud. 1. cigarette 6.grumble 11. anti-revolutionary 2. furtively 7. regime 12. trance 3. incantation 8. anthropologist 13. stabbing 4. revolution 9. interrogation 14. converging 5. metamorphosis 10. appeal 15. fatalistic 2. Ask the question, “What is your stand on Death Penalty?” Varied answers from the students will be processed. 3. Group the students into 5 and provide copies of the reading text “The Cat”. Give the students 15 minutes to read and understand the story. 4. Let the students do the “Vocabulary Development”. WORD MEANING SENTENCE 1. grumble 2. interrogation 3. incantation 4. anthropologist 5. fatalistic B. ANALYSIS 1. What is the story about? 2. How did the prisoner escape? 3. Why did the prisoner choose to be a cat? C. ABSTRACTION Discussion of the following terms and meanings:  Critical Review is a writing task that asks to summarize and evaluate a text.  Introduction is a few opening sentences that announce the author and the title and briefly explains the topic of the text.  Summary explains the author’s purpose or intentions throughout the text and briefly describes how the text is organized.  Critique is a balanced discussion and evaluation of the strengths, weaknesses, and notable features of the text.  Conclusion restates the over-all opinion of the text and briefly presents recommendations. 70
D. APPLICATION Write a critical review of the short story “The Cat”. Use the given format. IV. ASSESSMENT Directions: Match the terms in column A with the meanings in column B. A B 1. Critical review a. restates the over-all opinion of the text 2. Introduction b. discussion and evaluation of the strengths, weaknesses, and other features of the text 3. Critique c. explains the topic of the text 4. Summary d. describes how the text is organized 5. Conclusion e. A writing task that asks to summarize and evaluate a text f. demonstrates learnings V. ASSIGNMENT Read Psalm 23 and identify the three main points of the Psalm. 71 A CRITICAL REVIEW Introduction Summary Critique Conclusion
LESSON EXEMPLAR Grade 8 English Quarter Third Week 5 (Day 2) LEARNING COMPETENCIES 1. (EN8LT-IIIe-10) Appreciate literature as a mirror to a shared heritage of people with diverse backgrounds. 2. (EN8VC-IIIe-18) Determine the issue and stand presented in the material viewed. I. OBJECTIVES 1. Recognize the different media behaviors; 2. React to the topic as reflected in the blog; 3. Displays positive attitude towards the issue; 4. Show love of God. II. SUBJECT MATTER A. Topic : The Temperaments and Psyche of the People of Israel: A Touch of Modern Israel Video Viewing Media Behaviors B. References : Module 3, page415-419, http://www.youtube.com/watch? v=cDOUxtPkm5Q C. Materials : English worksheets, handouts, laptop, projector III.PROCEDURE 72 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
A. ACTIVITY 1. Spelling (Supervised Study) Word Game (Five Difficult Words Only). The students will be grouped into 5. Each group will select one representative who will write on the board the correct spelling of the words dictated by the teacher. 2. Motivation Jumbled letters of the HOLY BIBLE- HYOL IBLBE Clues: It’s a book where you can find the words of God. The greatest masterpiece of the Israeli Literature. 3. Present the famous poem from the book of Psalm- Psalm 23 A Psalm of David. B. ANALYSIS Process questions: 1. Who is the author of this psalm? What are the three main points of the psalm? 2. How does David describe the physical and the spiritual necessities provided by the Lord? 3. What is the author’s purpose of writing the psalm? What is manifested in his character as he wrote this verse? What does this tell us of the Israeli character? C. ABSTRACTION Discuss the different Media behaviors. D. APPLICATION Video Viewing: The Future Warfare Is Here This site shows a three-minute CNN news report about Israel’s latest drone technology capable of defending and attacking enemies in air, land, and water. Process Questions: 1. What is Israel’s latest drone technology? 2. What makes this upgraded aircraft amazing? 3. What is the reaction of Israel’s greatest nemesis Iran over this latest unmanned aerial vehicle? 4. How do Israelis respond to challenges of modernity as reflected in their literary selections? IV.ASSESSMENT Writing a Blog: Getting Connected to Israel Write a sensible and unbiased comment on the blog. Make sure your comment is not offensive to any race and is a sincere expression of your desire, psyche and temperament as a Filipino student. (Students will be provided with a copy of the Blog) 73
V. ASSIGNMENT Write one example of Citation and Footnote. LESSON EXEMPLAR 74
Grade 8 English Quarter Third Week 5 (Day 3) LEARNING COMPETENCIES 1. (EN8SS-IIIe-1.6) Show respect for intellectual property rights by acknowledging citations made in an informative essay. 2. (EN8SS-IIIe-1.6.3) Acknowledging sources by creating a bibliography. I. OBJECTIVES 1. Memorize formats of Citations and Footnotes; 2. Construct an informative essay through E-journal; 3. Demonstrate respect of intellectual property rights; 4. Show social responsibility. II. SUBJECT MATTER A. Topic : Informative Essay, Bibliography B. References : Module 3, pages 422-428 C. Materials : Print outs III.PROCEDURE A. ACTIVITY 1. Spelling (Mid-Test) Words will be dictated and students will give the correct spelling of the words. 2. Motivation 75 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
What is common among Madam Kilay, Jamill, Alex Gonzaga, Snake Princess, Medyo Maldito and others? Possible Answer: Someone who has a regular record of thoughts, opinions, and experiences that is placed on the internet for other people to read. (Video Bloggers) B. ANALYSIS Recall the blog about Israeli personality trait and give the following process questions: 1. What four major traits characterized the Israeli as a people? Explain each briefly. 2. What is the sociological background of the arrogance of the Israelis? 3. What does freier mean? When is one considered such? 4. Incorporating the terms, Jew, Hebrew, Israelite, describe the Israeli psyche and temperament as reflected in their readings and viewing texts. 5. What is the purpose of the writer for exposing his essay to the worldwide web? 6. What does blog mean? Why do people create blogs? 7. Is it all right to make blogs or to comment on people’s blogs? C. ABSTRACTION The following will be discussed: Intellectual property (IP) refers to creations of the mind: inventions, literary and artistic works, and symbols, names, images, and designs used in commerce. Footnotes are a conventional way to tell your readers where you got the information and quotes that appear in your paper. Your goal is to make it easy for your readers to see what sources you used -- and easy to find any that they might want to study further. To do that, you need to provide complete citations in a consistent citation style. http://history.hanover.edu/courses/handouts/footnotes.htm 76 Printed Resources How to footnote a book: Ronald Takaki, Iron Cages: Race and Culture in 19th-Century America (New York: Oxford University Press, 1990), 113. or: Ronald Takaki, Iron Cages: Race and Culture in 19th-Century America (New York: Oxford University Press, 1990), 113.
77 When the book is edited: Edward Chiera, They Wrote on Clay, ed. George C. Cameron (Chicago: University of Chicago Press, 1938), 42. How to footnote an essay in a journal: Samuel M. Thompson, "The Authority of Law," Ethics 75 (October 1964): 16-24. How to footnote an article in a newspaper: "Amazing Amazon Region," New York Times, 12 January 1969, sec. 4, E11. How to footnote a work of art (in this case, a painting): Larry Calcagno, Landscape, 1970. Non-Printed Media How to footnote a radio or television program: TVNZ, "The Amazing Mollusc," 17 April 1972. How to footnote a film: Lee Tamahori, Director, Once Were Warriors, 1995. How to footnote a recording (in this case, a song called "Blood Red River," on an album called The Legendary Peg Leg Howell: Peg Leg Howell, "Blood Red River," The Legendary Peg Leg Howell, 1943, Testament T-2204. How to Cite, Bibliography: Using the Chicago Manual of Style Printed Resources How to cite a book: Takaki, Ronald. Iron Cages: Race and Culture in 19th-Century America. New York: Oxford University Press, 1990. or Takaki, Ronald. Iron Cages: Race and Culture in 19th-Century America. New York: Oxford University Press, 1990.
D. APPLICATION Get any book and follow the given format in making a bibliography. 4. Author’s last name, first initial(publication date). Book title. Additional information. City of publication: Publishing company IV.ASSESSMENT 1. Create an E-journal or informative essay of your favorite Saudi and Israel Prose and Poems. 2. Post your output in our Group Chat and invite classmates to visit and post their comments. 78 When the book is edited: Cameron, George C., Ed. They Wrote on Clay. Chicago: University of Chicago Press, 1938. How to cite an essay in a journal: Thompson, Samuel M. "The Authority of Law." Ethics 75 (October 1964): 16-24. How to cite an article in a newspaper: "Amazing Amazon Region." New York Times, 12 January 1969, sec. 4, E11. Non-Printed Media How to cite a radio or television program: TVNZ. "The Amazing Mollusc." 17 April 1972. How to cite a film: Tamahori, Lee, Director. Once Were Warriors. 1995. How to cite a recording (in this case, a song called "Blood Red River," on an album called The Legendary Peg Leg Howell: How to cite a recording (in this case, a song called "Blood Red River," on an album called The Legendary Peg Leg Howell: How to cite a work of art (in this case, a painting): Calcagno, Larry. Landscape. 1970.
 SCORING GUIDE FOR E-JOURNAL OF PROSE AND POETRY can be found on pp.426-427 of the module V. ASSIGNMENT Answer Anticipation-The Action Guide found on pp.428 LESSON EXEMPLAR 79
Grade 8 English Quarter Third Week 5 (Day 4) LEARNING COMPETENCIES 1. (EN8OL-IIIe-1.14) Use appropriate persuasive devices. 2. (EN8G-IIIe-3.6) Use modals appropriately. I. OBJECTIVES 1. Define what modals are; 2. Compose notes on different events using appropriate modals; 3. Challenge oneself in completing a song; 4. Show faith in one’s capability. II. SUBJECT MATTER A. Topic : Modals B. References : C. Materials : meta strips, bondpaper/ activity sheets III.PROCEDURE A. ACTIVITY 1. Spelling (Post-Test) Dictate words and use each in their own sentence. 2. Motivation Name That Tune Write the lyrics of the song with omitted words. Call volunteers to sing the lines and supply the missing words. Looking back as lovers go walking past 80 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
All of my life Wondering how they met and what makes it last If I found the place, ____ I recognize the face. Something’s telling me it _____ be you.. How ____ you hurt me this way? Everything I knew was lovin’ you. How ____ you try pretending, Your love was never ending B. ANALYSIS Questions: 1. What are the missing words? How do we call them? 2. Can you give other examples? 3. When can we possibly use them? C. ABSTRACTION should/ought to 50 % obligation I should / ought to see a doctor. I have a terrible headache. advice You should / ought to revise your lessons logical conclusion He should / ought to be very tired. He's been working all day long. had better advice You 'd better revise your lessons D. APPLICATION Finding Modal Verbs worksheet 81 Modal Verb Expressing Example must Strong obligation You must stop when the traffic lights turn red. logical conclusion / Certainty He must be very tired. He's been working all day long. must not prohibition You must not smoke in the hospital. can ability I can swim. permission Can I use your phone please? possibility Smoking can cause cancer. could ability in the past When I was younger I could run fast. polite permission Excuse me, could I just say something? possibility It could rain tomorrow! may permission May I use your phone please? possibility, probability It may rain tomorrow! need not lack of necessity/absence of obligation I need not buy tomatoes. There are plenty of tomatoes in the fridge.
IV.ASSESSMENT Make a note on the following events using appropriate modals. Birthday Party Anniversary 82
Graduation Mourning V. ASSIGNMENT Differentiate the following kinds of sentences according to structure. Compound and Compound-Complex LESSON EXEMPLAR Grade 8 English Quarter Third Week 6 (Day 1) 83 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
LEARNING COMPETENCIES 1. (EN8LT-IIIf-2.2) Explain how the elements specific to a genre contribute to the theme of a particular literary selection. 2. (EN8LT-IIIf-2.2.5) Determine key ideas , tone and purposes of the author. 3. (EN8VC-IIIf-19) Judge the relevance and worth of ideas presented in the material viewed. 4. (EN8V-IIIf-12.3) Arrive at the meanings through context clues. I. OBJECTIVES 1. Determine the elements of the selection "The Story of Ruth"; 2. Distinguish the meaning of the words through context clues; 3. Analyze the personality traits of Ruth and Naomi; 4. Compare and contrast Naomi who was bitter and Ruth who reigned; 5. Compare Naomi as a symbol of the law and Ruth as a symbol of grace; 6. Show appreciation of a character's personality or trait. II. SUBJECT MATTER A. Topic : The Story of Ruth Elements of a Story Author's purpose and idea Context Clues B. References : Voyages of Communication English Learner’s Module https://www.youtube.com/watch? v=YIeRJmLDeQ0 C. Materials : activity sheets, printed copy of the story , video clip, projector or television, speaker III.PROCEDURE A. ACTIVITY 1. Spelling (Pre-test) Students will write the correct spelling of the following words. a. famine k. ought b. widow l. generous c. married m. generous d. daughter n. opportunity e. begged o. debt f. conversation p. approached 84
g. vows q. kinsman h. buried r. privilege i. husband s. kindness j. despondent t. negotiate 2. Motivation a. Students will watch a video clip of "The Story of Ruth." https://www.youtube.com/watch?v=YIeRJmLDeQ0 b. Students will watch a video clip of "The Story of Ruth." 85 THE STORY OF RUTH Famine has hit Bethlehem, which forces Elimelech and his wife, Naomi, to move east to Moab with their two sons to get some grub. There, they set up shop, eat some food, and live for about ten years. The sons marry two local girls, Ruth and Orpah, during this time. Life is good. Or so it seems. One by one, Elimelech and his two sons die. Bummer. This leaves Naomi, Ruth, and Orpah man-less and in need of help. Naomi decides to head back to Bethlehem (ten years is enough time to get over a famine, right?) and her daughters-in-law pack their luggage and join her. Naomi begs the girls to stay behind and, while Orpah is convinced and high tails it back to Moab, Ruth pledges her devotion to Naomi, forsaking her god and her people to become part of Naomi's life. Ruth's stubbornness pays off and Naomi lets her tag along. In Bethlehem, things are not good for the ladies. Naomi is feeling down and out and Ruth is reduced to gleaning in the barley fields. There, Ruth happens to run into a well-known rich guy named Boaz, who instantly takes a liking to her and offers her all kinds of sweet gleaning privileges. Boaz also happens to be a relative of Naomi's late husband, which is very, very important, since Boaz would have an obligation to marry Ruth and provide for her as family. When Naomi hears about Boaz and what a stand-up guy he is, she hatches a plan for Ruth to snag him as a husband. She tells her daughter-in-law to visit Boaz at night in secret and lie at his feet (it's sexy, trust us). Ruth does what her mother-in-law asks and Boaz is pleasantly surprised to see the cute girl from the fields is interested in him. He tells Ruth that he would love to marry her, but that there's another relative with even closer ties to her in-laws. Boaz sets out to meet the guy and everyone is left to hold his or her breath while we wait to find out whom Ruth will end up with. As it turns out, this random relative is interested in buying some land that Naomi has, but he's much less interested in taking her daughter-in-law as his wife. So a deal is struck—the other guy renounces his claim on Ruth and Boaz is free to marry her. Wedding bells start ringing and everyone is happy. Soon, Ruth and Boaz have a son, which makes Naomi über
B. ANALYSIS Students will answer the following questions: 1. How does the text differ from the video? 2. What are the scenes from the video that shows relevance to the text? 3. How was the idea presented in the text and in the video? 4. How is it important to know the complete idea in the text as or before you watch the video? 5. What do you think is the purpose of the author in writing the text? 6. What do you think is the author's mood as he was writing the text? C. ABSTRACTION Students will analyze the elements of the selection completing the graphic organizer below. 86 Major Events in the Plot Inciting Action: Mood: Setting: Central Conflict Minor Characters: Main Character: Name: ___________________________________ Activity no.____________ Title of the Story: ______________________________
Students' answers will be processed through the following questions: 1. Describe the living faith that works out of love in the lives of Ruth and Boaz. 2. At the end of the Story of Ruth, it appeared that Naomi owned some land that Boaz was willing to sell to her. If she had this land all along, why didn't she ell it earlier and save herself a lot of trouble? D. APPLICATION Students will analyze the personality traits of Ruth and Naomi as reflected in their actions and dialogue. Compare and contrast Naomi who left Bethlehem and was bitter and Ruth who came to Bethlehem and reigned. Furthermore, compare Naomi as the symbol of the law and Ruth as a symbol of grace. Students will do this through a Venn Diagram. 87 NAOMI RUTH
IV.ASSESSMENT Context Clues: Students will identify the meaning of the word using context clues and encircle the letter of the correct answer. 1. A Hebrew family moved to Moab, because of a famine in Israel. A. starvation B. abundance 2. Elimelech and his two sons died which left three widows in Moab. A. starvation happily married B. a woman whose husband has died 3. Mahlon and Chillion married a wife from Moab. A. wedded couple B. unwedded woman 4. Naomi prepared to leave her two daughters-in-law. A. female child B. a male friend 5. They begged to be able to go with her. A. demand B. request politely 6. It was during a conversation that Ruth said for wedding vows. A. dialogue B. song 7. Ruth believes many Christian wedding vows. A. promise B. ritual 8. Her husband was buried with her love. A. to put in a grave B. to put soil on the ground 9. Naomi's husband died with his sons. A. co-worker B. male partner 10. Naomi was financially and emotionally despondent. A. with hope B. very sad 11. Ruth ought to love her husband forever. A. moral obligation B. suggest 12. Ruth returned to Naomi and told her about the generous land owner. A. kind-hearted B. uncharitable 13. Boaz chose to care for the new stranger in their land. A. native B. outsider 14. The man left Boaz with an opportunity to buy them out of their debt. A. chance B. unfavourable situation 15. Boaz paid the debt and take Ruth as his wife. A. trust B. credit 16. She approached Boaz and asked him to become the kinsman-redeemer for them. A. come nearer B. run away 17. Boaz became the kinsman-redeemer for Naomi and Ruth . A. relative B. king 18. He negotiated another man for the privilege. 88
A. disqualify B. honor 19. Out of kindness, he chose to care for Ruth. A. kind act B. coldhearted 20. Boaz had to negotiate with another kinsman. A. arrange B. disorder V. ASSIGNMENT Students will choose at least five words from the spelling activity and use them in sentences. LESSON EXEMPLAR Grade 8 English Quarter Third Week 6 (Day 2) 89 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
LEARNING COMPETENCIES 1. (EN8RC-IIIf-2.1.7.1) Evaluate the details that support assertions in a text. 2. (EN8LC-IIIf-2.10) Distinguish facts from opinion cited in the text listened to. I. OBJECTIVES 1. Differentiate what is fact and opinion; 2. Listen analytically to distinguish fact from opinion; 3. Give meanings through context clues; 4. Analyze the details of a text that supports assertions. II. SUBJECT MATTER A. Topic : Fact and Opinion Assertions B. References : Voyages of Communication English Learner’s Module https://www.pinterest.ph/pin/ 102668066481223559/visual-search/? x=8&y=8&w=253&h=321 https://www.youtube.com/watch?v=NuK- QkF7fes C. Materials : activity sheets, video clip, projector or television, speaker, strips of papers with meaning of words, jumbled letters in a strip III.PROCEDURE A. ACTIVITY 1. Spelling (Pre-test) Students will be grouped into five and will arrange the jumbled letters of the words to form the correct one and will post it on the board. As they post it on the board, they will also match it to its meaning already posted by the teacher on the board. Group 1: eminaf, owdiw, dierarm, aughertd Group 2: eggedb, sationconver, swov, diebur Group 3: bandhus, pondesdent, gouht, rouseneg Group 4: tunityoppor, betd, appoachedr,mansnik 90
Group 5: legeivirp, senskidn, nogetaiet, gerstran 2. Motivation a. Students will guess or identify the letter described in the statement. Game1: "Who am I?" (The word FACT will be formed) - I am one of your ability that you can find in chart. - I am first in final. - I am a vitamin that you can get in squash but never in grass. - I am the sound of a three-letter word kind of drink that is healthy for the body. Game2: Students will read the statements and will guess the opposite word of FACT which is OPINION. - French fries taste better with ketchup. - Sunday is the best day of the week. b. Students will listen to text to be read by the teacher and will identify fact and opinion from the text. B. ANALYSIS Students will answer the following questions: 91 The Best Pet Ever My dog's name is sally, and I think she is the best pet ever. She has four legs to walk with. She likes to play and run with me. She has blonde, long hair. I like her blonde hair. I wish my hair was blonde like hers. I think blonde hair is so beautiful. Her hair is silky and smooth. My friend has a cat, but I do not like cats. I think dogs are better than cats. What do you think? I know some people like cats, but no matter what, I still think my dog is the best pet ever. 1. My dog's name is Sally. fact opinion 2. I think my dog is the best pet ever fact opinion 3. My dog has four legs. fact opinion 4. She has blonde, long hair. fact opinion 5. I like her blonde hair. fact opinion 6. I think blonde hair is so beautiful. fact opinion 7. Her hair is silky and smooth. fact opinion 8. I think dogs are better than cats. fact opinion
1. What is fact and opinion based on your understanding and observation from the first activity? 2. How can you distinguish fact from opinion? 3. How is it important to know how to distinguish fact from opinion? 4. Did you know that some assertions could make an opinion look like a factual one? 5. Why do you think assertions support factual statements? C. ABSTRACTION 1. Students will watch a video clip on what is fact and opinion. https://www.youtube.com/watch?v=NuK-QkF7fes 2. Students will also have a discussion on assertions with the teacher. 92 Definition of Assertion When someone makes a statement investing his strong belief in it, as if it is true, though it may not be, he is making an assertion. Assertion is a stylistic approach or technique involving a strong declaration, a forceful or confident and positive statement regarding a belief or a fact. Often, it is without proof or any support. Its purpose is to express ideas or feelings directly, for instance, “I have put my every effort to complete this task today.” Types of Assertion Assertion has four types, including: 1. Basic Assertion It is a simple and straightforward statement for expressing feelings, opinions, and beliefs such as: - “I wish I could have expressed this idea earlier, because now someone else has taken the credit.” - “Excuse me, first I want to finish my work, then I shall go with you.” 2. Emphatic Assertion It conveys sympathy to someone, and usually has two parts: the first encompasses recognition of the feelings or situations of the other person, and the second is a statement that shows support for the other person’s viewpoint, feelings, or rights such as: - “I understand you are busy, and me too, but it is difficult for me to finish this project on my own. So, I want you to help me complete this project.” - “I know this is making you angry and frustrated because you have not gotten a response yet. But I can help you by giving you an estimate of how long it might take.”
D. APPLICATION 1. Students will listen to a passage about Michael Jacksons "We are the World" read by the teacher. 2. Students will then identify if the statement is a fact or opinion. a. "We are the World" is a beautiful song. b. It was composed by Michael Jackson and Lionel Richie to help the hungry and homeless people in Africa and America. c. It became the best song because more than 20 million copies were sold out. 93 rld" is a charity single originally recorded by the supergroup United Support of Artists (USA) for Africa in 1985. It was written by Michael Jackson and Lionel Richie and produced by Quincy Jones and Michael Omartian for the album We Are the World. With sales in excess of 20 million copies, it is one of fewer than 30 retail singles to have sold at least 10 million copies worldwide. It 30 retail singles to have sold at least 10 million copies worldwide. It was sung by more than 45 famous singers from all over the world.
d. It was sung by more than 45 famous singers from all over the world. e. Michael Jackson is one of my favorite singers. 3. According to the text, pick one fact out of it and give an assertion to it. IV.ASSESSMENT Students will listen to the whole selection and will identify fact through underlining it and opinion through encircling it from the text. Answers: FACT: - Teodoro Valencia was the park commissioner in charge of Rizal Park. - It has a spacious playground, smooth skating rinks, and inviting bicycle lane. - Teenagers watch carps swimming in circular ponds and stroll around on paths lined with hedges. - Families have picnics on the grass under flowering trees and palms. OPINION: - Rizal Park is one of the most beautiful parks of its kind in the world. V. ASSIGNMENT Students will watch a television news and list 5 facts and 5 opinions they have heard. LESSON EXEMPLAR Grade 8 English Quarter Third Week 6 (Day 3) 94 He was Teodoro F. Valencia, the park commissioner himself. He was in charge of Rizal Park and it was he who managed to make the park one of the most beautiful parks of its kind in the world. He wanted to make children happy. That is why Rizal Park has a playground for children, a skating rink, and bicycle lanes. Families have picnics on the grass under flowering trees and palms. Teenagers sit on the grass or stroll around fountains and along the flowering hedges or watch the carp and goldfish swim gaily in the ponds. A planetarium stands beside a library rich in magazines and books for young and old. CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic
LEARNING COMPETENCIES 1. (EN8SS-IIIf-1.6) Show respect for intellectual property rights by acknowledging citations made in in an informative essay. 2. (EN8SS-IIIf-1.6.3) Acknowledge sources by creating a bibliography. I. OBJECTIVES 1. Familiarize with the importance and usage of citing sources; 2. Comply and associate with different kind of formats for basic bibliographic information recommended by the American Psychological Association (APA); 3. Show teamwork and cooperation through group dynamics. II. SUBJECT MATTER A. Topic : Citations/ Bibliography B. References : Learning Module for English, internet C. Materials : Handouts (Fidget Spinner) III.PROCEDURE A. ACTIVITY 1. Supervise Study: The teacher will facilitate the spelling drill. Students will meet their group and they will take turns to answer on the board using the meta cards given. (Words from the previous class session are still the words to be used.) 2. Motivation The teacher will use T-chart to sort the things that must be included in doing research. Research Paper Things to include… No. of students 95
The terms cite and refer (or citations and referencing) are often used to same thing since to cite a piece of work is to provide a reference to its source. Why is a bibliography and referencing important? Preparing bibliographies helps researches keep track of the sources they consulted or cited for their written material and gives readers a framework of how the writers’ arguments were formed. Referencing allows you to acknowledge the contribution of other writers and researcher in your work. Any university assignments that draw on the ideas, words or research of other writers must contain citations. Referencing is also a way to give credit to the writers from whom you have borrowed words and ideas. Give credit whenever you use: The teacher will ask the class about the things to be included or must put in mind in doing a research. Write their answers to “things to include…” column, and do a survey on how many students do the following from the list. B. ANALYSIS The teacher will divide the class into three groups and each group will be given a handout (Fidget Spinner – Fill the spin!). The teacher will raise questions and their answers will be written on corresponding circle of the fidget spinner. Questions: 1. Could anything bad happen to you if you copied someone else’s idea or words and didn’t give them credit? 2. How does it help YOU when you cite sources? 3. How would you feel if you posted something in Facebook and a bunch of people shared it as if it was their own witty comment, not giving you credit? (Process students answers and add additional input if necessary.) C. ABSTRACTION The teacher will discuss referencing and its important and standard formats and examples of basic bibliographic information recommended by the American Psychological Association (APA). 96
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D. APPLICATION Fill the columns accordingly to its needs. Choose the words listed below. 1. To Kill a Mockingbird Warner Books New York: H. (1982).Lee, Author’s Last Name First Initial Middle Initial Publicati on Date Book Title Place of Publicati on Publisher 2. (2004) The American Renaissance. Chelsea House Publication Philadelphia: 98 Book Title Publication Date Place of Publication Publisher
3. Publisher Place of Publication Book Title First Initial Middle Initial Author’s Last Name (Publication Date) H. Warner Book S. (1982) Lee, To Kill a Mocking Bird New York: 4. Publisher (Publication Date) Place of Publication Book Title The American Renaissance (2004) Chelsea House Publishers Philadelphia IV.ASSESSMENT Arrange the following: 1. Author(s): Lynn Smith Year: 2010 Title: A Study of Undergraduate Students Page number: article pgs. 170 – 191; quote pg. 172 Journal: Collegiate Learning Review Reference: _____________________________________________________________________ 2. Author(s): Steven Marisol Publisher: McGraw – Hill Publishing Title: Mathematical Concepts for Non-Math Majors City of Publication: New York City, New York Year: 2008 Page Number: quote pg. 214 Reference: _____________________________________________________________________ 3. Author(s): Jan Plumm and Carol Neischke Publisher: Harley Publishing, Inc. Title: a Creationist View of Sexuality City of Publication: New Brunswick, New Jersey Year: 2008 Number: quote pg. 113 – 114 Reference: _____________________________________________________________________ 4. Author(s): John P. Ackran Date of Publication: September 21, 2013 99
Title of Webpage: Statistics of Insurance Coverage of Elderly Date of Access: April 3, 2014 Sponsoring Organization: Organization for Medical Reform URL: http://www.medreform.org/statistics/insurance/elderly-coverage/233 Reference: _____________________________________________________________________ V. ASSIGNMENT Write all your answers in your assignment notebook. - Copy ten bibliography / references from different books. LESSON EXEMPLAR Grade 8 English Quarter Third Week 6 (Day 4) 100 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic
LEARNING COMPETENCIES 1. (EN8OL- IIIf- 3) Deliver a self- composed persuasive speech. 2. (EN8G- IIIf- 3.6) Use modals appropriately. 3. (EN8G- IIIf- 12) Use emphasis markers for persuasive purposes. I. OBJECTIVES 1. Define Modals; 2. Recognize the uses of modals; 3. Demonstrates appreciation and understanding of modals through a song. 4. Write a persuasive speech using modals and emphasis markers. II. SUBJECT MATTER A. Topic : Modals B. References : English 8 Learning Package- Voyages in Communication C. Materials : Music Video Clip, Graphic Organizer III.PROCEDURE A. ACTIVITY 1. Spelling The teacher will dictate the words and use each word in a sentence. a. famine k. ought b. widow l. generous c. married m. strange d. daughter n. opportunity e. begged o. debt f. conversation p. approached g. vows q. kinsman h. buried r. privilege i. husband s. kindness j. despondent t. negotiate 2. Have the students view the music video (https:/www.youtube.com/watch? v=Bug-hnPxaY) and ask them the following questions: 101
a. How did the writer of the song define shouldawouldacoulda? b. What did the singer put aside for her ambition? Did she regret her decision? c. Were there instances in your life when you regret your decision? How do you move on after regretting a decision that you made? B. ANALYSIS Have students analyze the comic strip and find the right answer to the questions below. Questions: 1. Where do they go? 2. How many are they? 3. When do they go out? 4. Will they have lunch? 5. What will they eat? 6. What will they drink? 7. What kind of beer will they have? 8. Did they like the restaurant? 9. Had they made a reservation? 10. Who pays for the meat? C. ABSTRACTION 102
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D. APPLICATION The students will write a persuasive speech using the modals and emphasis markers. Topic: Government should honor the Local Farmers. IV.ASSESSMENT Test I. Read the questions and select the right answer. 1. Which one of the pair expresses an ability? A. Can I lift that for you? B. I can lift that easily. 2. Which one of the pair expresses an obligation? A. I must go to the dentist. B. I can’t go to the dentist. 3. Which one of th pair expresses a request? A. Could we meet on Thursday? B. We could meet on Thursday. 4. Which one of the pair expresses a request for pemission? A. Could I go now? B. I could go now. 5. Which one of the Pair expresses a suggestion? A. Could we meet on Thursday? B. We could meet on Thursday. 6. Which one of the pair expresses ability? A. He could speak several languages. B. He could speak to the boss. 104 Emphasis Markers Example words or phrases Addition likewise, similarly, as well as, at the same time, in a like manner, in the same manner, moreover, afterward, furthermore, additionally, and then, in addition, as a matter of fact, Contrast although, even if, even though, conceding that, it may appear that, although it is true that, in spite of the fact that (denote an illogical fact that either supports or changes an idea) Exemplification particularly, specifically, that is, I mean, to clarify, to repeat, to rephrase, to illustrate, to demonstrate, for example, for instance, in particular, in other words, as an illustration, that is to say, this can be seen in, to put in another way (expound further) Sequence first, second, third...firstly, secondly, thirdly... initially, in the first place, then, next, later, eventually, finally, lastly (denote order) Summary to end, in short, after all, in summary, all in all (capsulize previous statement) to conclude, in conclusion, to summarize (end a presentation) on top of that, to top it all off (add surprising information) Cause and Effect for, since, because, the reason why (stress the cause of something) so, thus, hence, therefore, accordingly, thereupon, subsequently, consequently, so that, after that, as a resut, as a consequence, for that reason, an account of (present an outcome)
7. Which one of the pair expresses an offer? A. Can you give me a hand? B. I can give you a hand. 8. Which one of the pair expresses an invitation? A. We must go out for a drink. B. We must get out of the building. 9. Which one of the pair expresses advice? A. You should speak to a lawyer. B. You may speak to a lawyer. Test II. Select the endings from Column B and match them to the beginnings in Column A. Column A Column B I’ve got another meeting at 11 am I may be late. It’s -15 celsius outside. You must be frozen. Talk to Miriam in Human Resources. She should be able to help. He works every weekend, you know. That can’t be healthy. Mark’s starting a new school on Monday It can be very difficult at first. I am thinking again about what Alison said. She may be right. The roads were very bad this evening. They could have been stuck in the snow. I can’t see your train on the board. It may have been canceled. It was a pretty vicious dog. He must have been terrified. There were on delays. They should have landed by now. 105
LESSON EXEMPLAR Grade 8 English Quarter Third Week 7 (Day 1) LEARNING COMPETENCIES 1. (EN8V-IIIg-26) Analyze intention of words or expressions used in propaganda techniques. 2. (EN8LT-IIIg-2.2.5) Determine key ideas, tone, and purposes of the author. 3. (EN8LC-IIIg-7) Employ different listening strategies suited to the topic, purpose, and level of difficulty of the listening text. I. OBJECTIVES 1. Identify the types of Author’s bias in a nonfiction texts or literary work; 2. Examine articles to identify author’s purpose and to identify evidence of biased thinking; 3. Participate in a group discussion; 4. Appreciate author’s purpose/point of view that affects what an individual says, writes, and reads. II. SUBJECT MATTER A. Topic : Examine Author’s Bias/types and Text Structured B. References : Webliography and power point presentation (https://literarydevices.net/bias/ #targetText=There%20are%20various%20types %20of,discrimination%2C%20marginalization %20and%20also%20stereotyping; and 106 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
https://examples.yourdictionary.com/examples- of-bias.html) C. Materials : Exercises sheets for every learner, Notes for every learner (but encourage the learners to jot down additional details) video clips and human resource (oral reading) III.PROCEDURE A. ACTIVITY 1. Instruction: The teacher will give a mind exercise through spelling bee. She will give its structure and defines each word. Students will write their answer in their English notebook. 2. Spelling Words: These following words are observable during the abstractions of the lesson. k. bias f. scenario k. mainstream l. author g. discrimination l. corporate m. editorial h. prejudice m. concision n. purpose i. connotation n. advertise o. appreciate j. sensationalism o. argument B. ANALYSIS 1. Watching a video clips. The teacher will view a short video clip on introduction to Author’s Voice, Point of View, and Bias from https://www.youtube.com/watch?v=AC2ichSnFSK (remove “spaces” from the link then copy it on the address bar or your internet) Process Questions: a. How can the author’s point of view help you evaluate and detect bias? b. What type of bias you observed from the video clip? c. Does the point of view of the author affects our culture? 2. Analyzing a literary Text. Method: Think-Pair-Share. The teacher will pair the student and distribute a piece of paper containing a short non- literary text. The student will read the text silently. Then, they will read it aloud. 107 Sample text: “None of your damned business,” Al said. “Who’s out in the kitchen?” “The nigger.” “What do you mean the nigger?” “The nigger that cooks.” “Tell him to come in.” (“The Killer” by Ernest Hemingway)
Process Questions: a. What word/s above shows a character or a behavior? b. What does the word means? c. Does this word shows an author’s bias? d. Cite your own opinion or idea about the text. e. Therefore, what is author’s bias means? What are the type? C. ABSTRACTION The teacher will give the propped discussion of the lesson. 108 Bias Meaning and Function Bias in literature is used to implicitly send a message to the readers about specific prejudice against a community, faith, sect or race. It is used to make people aware of certain defects in people. It is also used to make people think in a different way than they usually do. In fact, bias is used to create prejudice, leading to hatred and war-mongering. It is also called “othering” of the people different from us. Note: Refer to the attached power point presentation of the lesson: Types of Bias There are various types of biases. It exists even in the non-literary texts. It could be propaganda, gender-related, age-related, racial discrimination, religious discrimination, marginalization and also stereotyping. Text structures in writing a writer can use that include: 1. Chronological: discussing things in order (like in history, events and etc.) 2. Cause and Effect: Explaining a cause and its results. 3. Problem and solution: presenting a problem and offering a solution 4. Compare and Contrast: discussing similarities and differences. Author’s purpose - to inform, persuade, instruct, explain, entertain Example #1 “None of your damned business,” Al said. “Who’s out in the kitchen?” “The nigger.” “What do you mean the nigger?” “The nigger that cooks.” “Tell him to come in.” “What’s the idea?” “Tell him to come in.”
D. APPLICATION 109 Note: COLLABORATIVE WORK: The teacher will divide the class into groups with at least 5 members. Then, they will read the text assign to them and follow the given instruction below. Instruction: Examine the article and identify the following: 1. Types of Bias (propaganda, gender-related, age-related, racial discrimination, religious discrimination, marginalization and also stereotyping) 2. Purpose of the author (To inform, persuade, instruct, explain, entertain) 3. Text Structure (Chronological, Cause and Effects, Problem and Solution, Compare and Contrast, descriptive, narrative) 4. Cite lines, phrase to justify your claim. (Note: you can state your own words) Although Hemingway is never accused of being biased, however, his story “The Killers” has words that show the characters are biased toward the African American community. The use of the word “nigger” is an insult to their ethnicity, which was used to call the African American young man. Max uses this word to tell Al that he is working in the kitchen which shows his racial bias toward him. Example #2 “Scout,” said Atticus, “nigger-lover is just one of those terms that don’t mean anything—like snot-nose. It’s hard to explain—ignorant, trashy people use it when they think somebody’s favoring Negroes over and above themselves. It’s slipped into usage with some people like ourselves, when they want a common, ugly term to label somebody.” “You aren’t really a nigger-lover, then, are you?” “I certainly am. I do my best to love everybody… I’m hard put, sometimes—baby, it’s never an insult to be called what somebody thinks is a bad name. It just shows you how poor that person is, it doesn’t hurt you.” (To Kill a Mockingbird by Harper Lee) This is an extract from Harper Lee’s novel, To Kill a Mockingbird. Scout’s explanation, though seems highly unbiased and effective, does not impact Atticus. Atticus believes that these are just fancy words for drawing room discussions. This does not happen in reality. Bias exists and will continue to exist in life. The use of the word “nigger-lover” is too prominent to disappear in reality.
110 A. (The Awakening by Kate Chopin) Has she,” asked the Doctor, with a smile, “has she been associating of late with a circle of pseudo-intellectual women–super-spiritual superior beings? My wife has been telling me about them.” “That’s the trouble,” broke in Mr. Pontellier, “she hasn’t been associating with anyone. She has abandoned her Tuesdays at home, has thrown over all her acquaintances, and goes tramping about by herself, moping in the street-cars, getting in after dark. I tell you she’s peculiar. I don’t like it; I feel a little worried over it.” Answer: 1. Gender bias 2. Paragraph 1: inform; Paragraph 2: inform 3. Text Structure: Compare and Contrast 4. The doctor is clearly against women and assumes that modern women have impacted the mind of Mrs. Pontellier. Mr. Pontellier is describing how his wife, Edna Pontellier has acted in a different way than a woman having children and a husband should behave. However, the doctor’s views reflect his gender bias. Leonce has also verified these comments of a doctor. This shows that both the men are biased against the only female in the story, Edna Pontellier. B. (Othello Act-1. Scene-I, by William Shakespeare) IAGO “Even now, now, very now, an old black ram Is tupping your white ewe. Arise, arise! Awake the snorting citizens with the bell, Or else the devil will make a grandsire of you. Arise, I say!” 1. Type of Bias: Gender bias, racial discrimination 2. Purpose of the Author: persuade 3. Text Structure: descriptive 4. Proof of Claim: These lines from Othello shows how Iago uses bias to make Barbantio and other senators turn against Othello. He terms him an “old black ram” which is a racist term. He is using a racial slur against Othello to make people hate him.
IV.ASSESSMENT V. ASSIGNMENT Study the spelling words and the lesson for the Summative test. 111 Formative assessment no. ______ Instruction: Examine the article and identify the following: 1. Types of Bias (propaganda, gender-related, age-related, racial discrimination, religious discrimination, marginalization and also stereotyping) 2. Purpose of the author (To inform, persuade, instruct, explain, entertain) 3. Text Structure (Chronological, Cause and Effects, Problem and Solution, Compare and Contrast, descriptive, narrative) 4. Cite lines, phrase to justify your claim. (Note: you can state your own words) A .From a Hebrew Literature: A story of Ruth 1. Paragraph 1: The book of Ruth contains an interesting story about a Moabite woman was redeemed into a Hebrew family. The book may have been written by Samuel and was probably penned during B. A TOUCH OF MODERN ISRAEL “THE CAT” 2. Paragraph 1: He lay on the bunk in his cell, smoking a cigarette. The day had been hot, but now, with the dusk falling, a pleasant breeze had sprung up and was coming in from the courtyard, along the corridor and into his cell. The old prison was very much like the ones in cowboy movies. The door of his cell, as well as the one at the end of the corridor were steel frames with iron bars less than twenty centimeters apart, too close for the even the thinnest man to squeeze through, but ample for a cat. One could see through the bars, talks with the guards and the prisoners in the other cells, and be disturbed by someone snoring at night, and the barred doors made the prison airy.
LESSON EXEMPLAR Grade 8 English Quarter Third Week 7 (Day 2) LEARNING COMPETENCIES 1. (EN8V-IIIg-26) Analyze intention of words or expressions used in propaganda techniques. 2. (EN8OL-IIIg-1.14) Use appropriate persuasive devices. 3. (EN8VC-IIIg-19) Judge the relevance and worth of ideas presented in the material viewed. I. OBJECTIVES 1. Recognize propaganda techniques used in a given text; 2. Apply and share ideas through human diorama; 3. Share ideas using opinion-marking signals; 4. Accepting something after verifying its evidence and its importance according to priority. II. SUBJECT MATTER A. Topic : Propaganda Techniques/Devices B. References : Learning Module for English , page no.396-397, Webliography C. Materials : Video clips, individual exercises and Human Diorama 112 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
III.PROCEDURE A. ACTIVITY Supervise Study. The teacher will facilitate the spelling drill. Students are group with five members. Using the Meta cards. Then, the student will take turns to answer and they will post their answers on the board. B. ANALYSIS Process Questions: 1. What is propaganda? 2. What are the different propaganda techniques/Devices? 3. Why do unscrupulous businessmen, writers, and speakers use propaganda gimmicks? 4. How do propaganda techniques essentials? 5. When to use propaganda? C. ABSTRACTION The teacher will divide the class. Using the Meta card containing the different devices, the student will analyze the technique they’ve pick up and try to understand and construct one example of that device. The same rule applied to other groups. The teacher will only introduce the topic and facilitate the Lecture-discussion done by each group. Then, the teacher will add details if necessary. 113 What is Propaganda? - Propaganda is designed to persuade - Its purpose is to influence & manipulate your opinions, emotions, attitudes, or behavior. - It seeks to “guide your choice” by exaggerating the truth & using hidden messages Who uses Propaganda? - Military - Media - Advertisers - Politicians - You and me Types of Propaganda Techniques 1. Bandwagon - Everybody is doing this. If you want to fit in, you need to “jump on the bandwagon” and do it too. The implication is that you must JOIN in to FIT in. Ask yourself, what is the evidence for and against this ad? Even though others are supporting it, why should I? Example: If the whole world uses Verizon you must need Verizon too. 2. Name-calling - A links a person, or idea, to a negative symbol. Examples: commie, fascist, yuppie, terrorist Ask yourself, what does the name mean? Is there a real connection between the idea and the name being used? Example: Do we want a lazy politician to represent us?
114 3. Testimonial - A public figure or celebrity endorses an idea, product, policy, or a candidate. If someone famous uses this product, believes this idea, or supports this candidate, so should we. Examples: an athlete appears on the Wheaties box; an actor speaks at a political rally Ask yourself, Why should we regard this person as an expert or trust their testimony? Is there merit to the idea or product without the testimony? Example: If we drink milk we will all be as famous, beautiful, rich, & talented as Mylie Cyrus. 4. Glittering Generality - A commonly admired virtue is used; emotionally appealing words that don’t make an argument for the product; the opposite of name calling, i.e., links a person, or idea, to a positive symbol. Examples: democracy, patriotism, family, love, beauty Ask yourself, what do the slogans or phrases really mean? Is there a legitimate connection between the main idea and the true meaning of the slogan or phrase being used? What are the merits of the idea itself if it is separated from the slogans or phrases? Example: If you want to be brighter, you’ll support Bill Brite. 5. Plain-folks appeal - This idea, product, or person is associated with normal, everyday people and activities. Ask yourself, Is the person credible and trustworthy when they are removed from the situation being discussed? Is the person trying to cover up anything? What are the facts of the situation? Example: I, too, can help win the war by working in the factory and buying war bonds. 6. Transfer - Well-respected or negative symbols, quotes, or images are used to convey a message. The message may not necessarily be associated with them. Ask yourself, Is there a legitimate connection between the suggestion made by the propagandist and the person or product? Example: Marlboro persuades the audience to identify smoking with the rugged, strength of an American cowboy 7. Card Stacking - making the best case possible for one side and the worst for the opposing viewpoint (I.e., carefully using only those facts that support his or her side of the argument attempting to lead the audience into accepting the facts as a conclusion by “stacking the cards against the truth” Ask yourself, Are facts being distorted or omitted? What other arguments exist to support these assertions? Example: Mac vs PC
D. APPLICATION Activity: HUMAN DIORAMA Method: The teacher will regroup the class into seven groups. Then, one student from the group will pick a no. representing the type of the propaganda device. They can portray, act out, advertise, and pantomime their chosen device. However, they will not tell what device is being shown for the other group to guess. They can also use any materials found inside the classroom. (Localization) Guide Questions: 1. What propaganda device is utilize? 2. Is the propaganda useful? In what way? Rubrics for the Performance Task: Accuracy : 30 Mastery : 30 Creativity : 20 Teamwork : 20 TOTAL : 100 IV.ASSESSMENT Formative Assessment no._____ Instruction: Answer what is being asked in every category. Use ½ crosswise. V. ASSIGNMENT 1. Spelling words 2. Author’s bias, purpose and Text Structure 3. Propaganda Techniques 115 8. Faulty Reasoning: Factual supporting details are used though they do not support the conclusion. It works like this: Christians believe in God. Muslims believe in God. Christians are Muslims. Example: The president supports regulating health care. Nazis regulated health care. Therefore, the president is a Nazi.
LESSON EXEMPLAR Grade 8 English Quarter Third Week 7 (Day 3) LEARNING COMPETENCIES 1. (EN8SS-IIIg-1.6) Show respect for intellectual property rights by acknowledging citations made in an informative essay. 2. (EN8G-IIIg-3.6) Use modals appropriately. I. OBJECTIVES 1. Identify the words that are difficult and arrive at their meanings; 2. Show one’s understanding using a graphic organizer; 3. Consider the different psyche of Arab using modals. II. SUBJECT MATTER A. Topic : The Arab Psyche B. References : Overcoming Challenges pages 384-386 C. Materials : Laptop, book III.PROCEDURE A. ACTIVITY Spelling: 116 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
The teacher reads the words aloud and the students are to write the correct spelling of the given words in a ½ lengthwise. a. acrid k. opaque b. animosity l. pacifist c. brusque m. panorama d. clamor n. pilfer e. decorous o. precision f. emotive p. precocious g. feign q. prognosis h. hygienic r. theoretical i. indigent s. wallow j. inaudible t. windfall B. ANALYSIS 1. Unlocking of Difficult Words: a. descended f. disgrace k. hathar b. perish g. eloquent l. bedouin c. lineage h. statuary m. hostile d. intermarried i. intricacies n. imperative e. adamant j. recitations o. shrieking 2. The teacher shows picture (Saudi Arabia) and let them explain/identify. C. ABSTRACTION The teacher gives individual copies to the students and gives them 6 minutes to read and analyse the text given. (The teacher gives the students an idea about what an informative essay is) During the activity, the teacher also gives comprehension questions for the students. After which, the students will be divided into seven (since there are 7 paragraphs on the text). The teacher lets the students read aloud by group. Process Questions: 1. What are the clans of the Arabic tribes? What are their similarities and differences in terms of origin and characteristics? 2. Explain briefly the Arab trait of the need for Revenge. When was this Arab mentality changed? How? 3. What personal and political progress did the Arabs gain after they had embraced Islam as a Religion? 4. After knowing the history and the present condition of Saudi Arab, what insights can help you better understand them as a people? 117 The Arab Psyche The Arabs Before Islam The Arabs are an ancient Semitic people of the Middle East. They are proud in their belief that they are descended from the Prophet Noah's son Shem, and honored that the last of the lineage of God's prophets was from their midst, and humbled that God enlightened mankind by revealing the Holy Word in their language. The complex history of the Arab is conveniently divided into two parts of before and after by the Revelation. In the pre-Islamic period, the social structure which evolved in the harsh environment of the Arab
118 Some tribes from the era survive even to this day, while others perished during the process of God's unfolding plan. The Arabic tribes which did not perish but which survived to the modern era can be divided into those clans of pure lineage and those peoples who have gradually become naturalized within the Arabic family. The core tribe of the pure Arab is the Qahtan, whose land of origin is found within Yemen. Arab historians identify the first king of Yemen as Yar'ub bin Qahtan, who was succeeded by his son Yashjub, who in turn was followed by his son Abdu-Shams. The second group of Arabs who have survived from the pre-Islamic era are those which are referred to as naturalized, being from the peoples which mixed and intermarried with the Qahtan. These Arabs descended from the Prophet Ismail who had settled in the holy city of Mecca. They are also known as the Adnani and the Nizari after their great-grandfather Adnan and their father Nizar bin Maad bin Adnan. Tribal System During the pre-Islamic era, the tribe was the primary social and political unit of the Arabs. The primary function of the clan structure was to defend its members, whether right or wrong. Correspondingly, the tribesmen devoted themselves to protect their collective honor and they obeyed the dictates of their tribal elders. A pre-Islamic poet eloquently expressed this unquestioning loyalty as follows: I am nothing but a member of my tribe. If it goes astray, I will too, and if it follows the right path, so will I. The Holy Quran preached strongly against this blind loyalty and the destructive prejudices which resulted. The Word of God decreed a better criteria to differentiate between people, being their devotion to Islam. Practical Knowledge and Science The Arabic culture of the pre-Islamic era did not invent the sort of complex mythologies and creation myths which characterized ancient cultures such as Greece. The classic framework of philosophy and rhetoric which the Greeks developed was therefore far from the more mundane considerations of the early Arabs. The tribal lack of advanced urban centers meant that schools of specialized intellectual skills did not develop. The pre-Islamic Arabs were either villagers, pastoralists or traders, who existed with the less effete goal of simple physical survival.
119 The Need for Revenge Pre-Islamic Arabs were adamant about the unquestionable law of revenge. In their view, a disgrace must be avenged, no matter what the consequences. One of their poets expressed this cultural fixation thus: I shall wash disgrace with the edge of my sword, no matter what this may bring about. In this context, the pagan tribes believed that if the murder of a kinsman went unavenged, a bird named 'al Hama' would come out of the victim's skull and hover over his grave shrieking "Satisfy my thirst!" This would be the victim's demand to avenge his death and to quench his terrible thirst with the blood of the murderer. A People of Eloquence The early tribes did not commonly express their artistry with architecture and statuary. Instead they gloried in the intricacies of their splendid Arabic language. The tribes loved eloquent speech and the expression of their folk wisdom in clever proverbs. Story-telling and recitations of poetry were standard features of the social gatherings of both hathar and bedouin. The Character of Respect For a tribesman to hold his head high among his fellows during the long epoch of the pre-Islamic period, he had to display certain elements of character which were highly valued in his culture. These qualities included courage, generosity, integrity and pride. An unfortunate aspect of the life of both hathar and bedouin was a condition of constant insecurity. Attack from hostile forces could take place at any time. For members of the tribe, courage was imperative if family and property and honor were to be defended. Audacity therefore came to be a highly regarded attribute, whereas cowardliness and fear of the enemy was a disgrace. The Emergence of Islam The Word of God was revealed to mankind in the year 610 AD. The message brought by the Prophet Mohammed, peace be upon him, introduced drastic changes to the political, social, intellectual and cultural life of the Arabs. The teachings of the Holy Quran were a blunt instrument to suppress the cruder aspects of the Arabic culture, and a fine instrument to uplift their better selves. The revealed system was complete, as it established all of the laws necessary to regulate both personal and political life. Islam instilled in the
D. APPLICATION Show your understanding of the reading selection above by completing the concept map. CONCEPT MAP OF THE ARAB PSYCHE 120 the Muslim world. Such is the power of the word of God! The Revelation of the Word had a powerful impact on the Arab psyche. Source: http://www.alshindagah.com/january99/thearabpsyche.htm What is an Informative Essay? An Informative Essay is an academic paper written at high school/college level, which aims to inform the target audience about the particular object, person, event or phenomenon. The main purpose is to respond to the main question through explaining the topic in details.
IV.ASSESSMENT Give 5 sentences about what you have learned in Arab Psyche. Apply the correct usage of modals especially when it comes to the peep of the Arab Character. V. ASSIGNMENT Know the spelling words in Activity 1 and use them in a sentence. 121
EXEMPLAR Grade 8 English Quarter Third Week 7 (Day 1) LEARNING COMPETENCIES 1. (EN8RC-IIIg-10) Share ideas using opinion-marking signals. 2. (EN8G-IIIg-12) Use emphasis markers for persuasive purposes. I. OBJECTIVES 1. Identify the elements of persuasive writing; 2. Organize thoughts and ideas for prewriting; 3. Outline a persuasive essay. II. SUBJECT MATTER A. Topic : Persuasive Writing B. References : English 8 Learning Package – Voyages in Communication https://study.com0./academy/persuasive-writing- html C. Materials : Laptops & projector to display the lesson 122 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
III.PROCEDURE A. ACTIVITY 1. Spelling Drill a. ebony f. calvary b. agony g. lozenge c. sentinel h. dungeon d. pacify i. speckle e. felon j. crescent B. ANALYSIS The teacher asks the students about the TV Commercial or Advertisement they have seen. Ask: What is their main purpose? Explain that each commercial or advertisement is targeted to a specific audience. Also, explains the main purpose. C. ABSTRACTION 123 What is a Persuasive Essay? Persuasive essay: text written with the intent to persuade or convince the reader of something. Persuasive Essay Elements A persuasive essay is a multipara graph essay designed to influence the attitudes or actions of a specific audience on specific issues. The number of paragraphs is not predetermined. The essay includes a beginning, middle, and an end. What is the purpose of Persuasive Essay? The purpose of a persuasive essay is to persuade readers to adopt the writer’s point of view on an issue and/or agree with a suggested course of action. To accomplish this purpose, writers need to develop a logical and reasonable argument that supports their opinions. Writers establish a position and include detailed and relevant evidence that is logically organized to support their viewpoint. They differentiate between fact and opinion, consider and respond to the views of others, and anticipate and answer reader concerns and counterarguments. A well- written persuasive essay is based on sound reasoning, detailed and relevant evidence, and a thorough consideration of alternatives. 1. Clear, concise, and defined thesis In the first paragraph of a persuasive essay, writers should present the thesis. In a persuasive essay, the thesis statement presents the writer’s position on a topic/issue. The thesis statement should clearly and directly state a supportable position—one that people could have differing opinions on—related to the topic/issue that is open for debate. The thesis can include a recommendation for action. The thesis needs to be narrow in focus. To present an effective argument, the thesis must be supported by evidence. If the thesis is too broad, the
124 Writers need to think about how they want to approach a topic/issue— what type of position or claim they will take in their essay. This is one way to narrow the focus of a thesis from a broader topic/issue. Writers need to consider their position and knowledge on the topic, their audience, and the context of the essay. Even if writers begin with one type of claim, they can also use several other types to develop their argument within the persuasive essay. Persuasive essays can include the following types of claims: • Fact or definition: things that have already happened, are happening now, or will happen in the future and reasons for such occurrences • Cause and effect: one person, thing, or event causing another thing or event to occur • Value: morality of an issue or what something is worth, or a call for a judgment to be made (e.g., right/wrong, good/bad) • Solution or policy: an advocating for or against a plan of action to be taken 2. Strong introduction Persuasive essays should include an introduction that captures the audience’s attention and presents the debatable topic/issue. The introduction clearly establishes the writer’s position on the topic/issue in a thesis statement. The importance of the topic/issue is clearly conveyed to the audience. Background information related to the topic/issue may be presented. A strong introduction entices the audience to read on and consider the writer’s opinion. Writers may begin their persuasive essays with a startling fact or a probing question. Effective introductions often include sincere and straightforward language, rather than strong or emotional words that may offend some readers. 3. Well-developed argument with strong evidential support After writers define their position in a thesis statement, they are ready to develop the argument that will defend their thesis. First, writers should consider their audience. Questions to consider include the following: • What does the audience already know about the topic/issue? • What is the audience’s point of view about this topic/issue? Do they already agree or disagree with my position?
125 • What are the chances of changing the opinions and actions of the audience? • Are there any sensitive issues I should be aware of? Next, writers develop their argument using specific reasons and evidence to help convince their audience. Writers must create a logical argument by fitting the facts together so that they lead to a reasonable conclusion. The reasons and evidence the writer uses to support his or her position should be specific and well chosen. The writer may choose to recognize the complexities of the issue, use his or her unique experiences or view of the world as a basis for writing, and/or connect ideas in interesting ways. Each paragraph should present one of the strong reasons that support the writer’s position and logically connect the reason to the thesis statement (presented in the opening paragraph). 4. Clearly organized structure The organizing structure of the essay should clearly present the writer’s position and ensure that all ideas (pro and con) are strongly related to the position and the topic/issue. By sustaining this focus throughout the persuasive essay, the writer is able to create an argument that is unified and coherent. The writer’s progression of ideas should be logical and well controlled. The most common type of organization used in persuasive essays is order of importance. Writers begin with the least important point or reason and build up to the most important point or reason that supports their position. As a result, the audience is more likely to remember the most convincing and important point that the writer has made in the essay. Meaningful transitions and strong sentence-to-sentence connections enhance the flow of a persuasive essay by clearly showing the audience the relationships among ideas, making the writer’s argument easy to follow. Transitions that are often used in persuasive writing include although, admittedly, however, still, on the other hand, instead, while it is true that, nevertheless, and nonetheless. 5. Strong conclusion A strong conclusion does not simply restate the thesis, but rather readdresses it in light of the evidence provided. The conclusion should be logically drawn from the arguments. Writers should not introduce any new information into the conclusion. Instead, they should synthesize the
126 important, review the main points, and/ or review the thesis. If writers want to persuade their audience to take some action, they can also make a recommendation in the final paragraphs. 6. Purposeful and precise word choice The writer’s word choice in a persuasive essay should be reasonable and forceful, but also objective. Writers should avoid the use of words that show bias or highly charged emotions. Effective word choice reflects a keen awareness of the persuasive purpose and maintains a tone appropriate to the purpose and audience. Writers often focus on refining their word choice to improve their first drafts. Examples of how word choice can refine and improve writing include the following: • Replacing overused words with stronger, more powerful ones • Action verbs • Adjectives • Adverbs • Inserting phrases and sensory details that describe, explain, or provide additional detail and connections 7. Varied sentence structure Sentences are the building blocks of writing. The ways sentences are constructed affect the fluency or the flow of the writing. Expository essays are enhanced when the writer uses purposeful sentences that are varied in both length and structure. Examples of how writers can vary sentences to improve their writing include the following: • Using a variety of sentence patterns: simple, compound, and complex • Combining short sentences with prepositional phrases, appositive phrases, or participial phrases • Combining short sentences by linking items of equal importance with a coordinating conjunction • Combining short sentences containing ideas that are of unequal importance with a subordinating conjunction
D. APPLICATION The teacher groups the students in 5 and gives them strips of papers, marker and 1 Manila Paper in each group. They are to give their persuasive ideas on the topic onz the strips of paper given. The leader shares it to the class after. TOPIC: Why Students Should Not Wear Uniforms RUBRICS: Content – 15% Effectiveness of the Persuasion – 25% Grammar- 10% TOTAL 50% IV.ASSESSMENT Write a short persuasive essay about Saudi Culture. Use the information you had from the previous activity as your arguments. 127 PERSUASIVE ESSAY WRITING SHEET FROM MY HEAD TO THE PEN! Name: __________________________________ Date:_________________ Score:______________ Thesis Statement: What is your general opinion about the culture of Saudi Arabia? Argument # 1 What is your opinion regarding Saudi laws? Make sure to support this opinion with appropriate facts or data. Argument # 2 What is your opinion regarding respect? Make sure to support this opinion with appropriate facts or data. Argument # 3 What is your opinion regarding their problem on poverty? Make sure to support this opinion with facts or data. Conclusion
RUBRICS: Focus & Details 10% Organization 10% Word Choice 5% Sentence Structure, Grammar & Spelling 10% Effectiveness Of The Persuasion 15% Total 50% V. ASSIGNMENT Know the spelling words in Activity 1 and use them in a sentence. 128
EXEMPLAR Grade 8 English Quarter Third Week 8 (Day 1) LEARNING COMPETENCIES 3. (EN8G-IIIh-3.6) Use modals appropriately. 4. (EN8G-IIIh-12) Use modals appropriate use emphasis markers for persuasive purposely. VI.OBJECTIVES 4. Distinguish the proper use of modals in present and past tense; 5. Present a paragraph using the different modal functions and emphasis markers; 6. Use the appropriate modals the given sentences; 7. Display a sense belongingness and cooperation; 8. Show manifestation of confidence and certainty. VII. SUBJECT MATTER D. Topic : Modals / Emphasis Markers E. References : English 8 Learning Package – Voyages in Communication F. Materials : Paper strips, PowerPoint presentation, laptop, multimedia 129 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
VIII. PROCEDURE B. ACTIVITY 1. Spelling Drill a. techniques f. alleviate k. ludicrous b. bequeath g. impeccable l. perennial c. corroborate h. nullify m. subterranean d. discrepancy i. pugnacity n. liaison e. eminent j. requiem o. vignette 2. Motivation: Asia’s Next Tough Modal a. The teacher asks for five volunteers from the class. The volunteers pick a piece of paper from the bowl. The paper strip contains a modal which they will use to answer the question “Who will reign towards becoming Asia’s Next Tough Modal?” b. The five volunteers take turn to ramp and say the verbatim “It ________ be me.” Each volunteer shall fill in the missing word of the verbatim using the modal they picked. Example: “It MUST be me.” E. ANALYSIS After the activity, the teacher asks the class the following questions: 1. What have you observed with the activity? How do you feel? 2. What have you observed with the statement of each model? Is there any conviction? Assertion? 3. What differences did you find in each of the model’s statement? F. ABSTRACTION The teacher gives the modals and discusses its use to the class. 130
Source: https://www.pinterest.ph/pin/541346817707120543/?nic=1a Source: https://prezi.com/xshrxkeoxjo2/emphasis-markers/ G. APPLICATION The teacher divides the class into five group and assigns them with the different uses of modals namely: Ability, Suggestion or Advice, Request or Permission, Possibility, and Obligation. Using the assigned used of modals; each group must present a one-paragraph persuasive text with the help of emphasis markers. IX.ASSESSMENT The teacher assesses the students learning through a formative test. Directions: Identify the correct and most appropriate modal to be used in each item. Answer directly in your separate sheet. 131 Emphasis Markers Example words or phrases Addition likewise, similarly, as well as, at the same time, in a like manner, in the same manner, moreover, afterward, furthermore, additionally, and then, in addition, as a matter of fact, Contrast although, even if, even though, conceding that, it may appear that, although it is true that, in spite of the fact that (denote an illogical fact that either supports or changes an idea) Exemplification particularly, specifically, that is, I mean, to clarify, to repeat, to rephrase, to illustrate, to demonstrate, for example, for instance, in particular, in other words, as an illustration, that is to say, this can be seen in, to put in another way (expound further) Sequence first, second, third...firstly, secondly, thirdly... initially, in the first place, then, next, later, eventually, finally, lastly (denote order) Summary to end, in short, after all, in summary, all in all (capsulize previous statement) to conclude, in conclusion, to summarize (end a presentation) on top of that, to top it all off (add surprising information) Cause and Effect for, since, because, the reason why (stress the cause of something) so, thus, hence, therefore, accordingly, thereupon, subsequently, consequently, so that, after that, as a resut, as a consequence, for that reason, an account of (present an outcome)
Before this year, I ____ (not) move out of my parents' house because I did not have a job. But now that I have finished college and have a job, I realize that living at home ____ drive my parents and me crazy. Unfortunately, it's not so easy to find to find an apartment in the city. Without an agent, you ___ not be able to find all the available listings. Because of my agent's help, I found a wonderful condominium this morning and signed the lease. Before now, I couldn't sign a lease, but now I ___ because I am twenty-one. I asked my friends to help me move because I knew that I ___(not) fit all my possessions into my little car. My best friend said, " I ___ help you move next week." He added, "I ___ help earlier in the morning than later in the afternoon." My father also offered to help me move. He ___ be really be eager to have me move out! Another friend told me that he ___ (help) me move, but he never showed up. What a flake! With the help of three friends, I ___ get all my possessions into the new condo. My parents are happy for me, but warned, "You ___ spend all your money each month. Save a little extra money for unexpected emergencies." I know that everyone ___ save a little extra money, but it is hard with so many bills to pay. I made a few purchases. The first thing that I ___ (have) was furniture. I ___ (sleep) on the wood floor, but it was too hard, so I bought a sofa-bed. It ___ (take) about a year until I am able to completely furnish my apartment. By this time next year, I ___ (learn) a lot about living independently. 1. (May, Can, Have) you speak any foreign languages? 2. Liz (has to, must, should) get tired of her job. It is so boring. 3. Where's Nick? He (might, mustn’t, is to) be in his office. 4. Take an umbrella. It (has to, need, might) rain later. 5. Jack (must, had to, need) go to hospital yesterday. 6. You look tired. You (should, ought, are to) go to bed. 7. You (must not, need not, ought not) do it. I've already done it. 8. (Must, May, Can) it be true? X. ASSIGNMENT Direction: Read the text and fill in the blanks with the appropriate modals and correct tense of the verb. (Source: https://www.grammar-quizzes.com/modalquiz.html) LESSON EXEMPLAR Grade 8 English Quarter Third Week 8 (Day 2) 132
LEARNING COMPETENCIES 1. (EN8RC-IIIh-3.1.12) Examine biases (for or against) made by the author. 2. (EN8LC-IIIh-7.4) Determine various social, moral, and economic issues discussed in the text listened to. 3. (EN8LT-IIIh2.3) Identify similarities and differences of the featured selections. I. OBJECTIVES 1. Identify the similarities and differences of the given text using Venn diagram; 2. Discuss the social issues presented in the given text through group discussion; 3. Determine the attitude of the author of the given text; 4. Express ideas on how the author show some biases on the text; 5. Show manifestation the value of awareness and acceptance. II. SUBJECT MATTER A. Topic : Examine Biases B. References : English 8 Learning Package – Voyages in Communication C. Materials : laptop, handouts, projector III.PROCEDURE A. ACTIVITY 1. Spelling Drill a. techniques f. eminent k. pugnacity b. alleviate g. impeccable l. requiem c. bequeath h. ludicrous m. subterranean d. corroborate i. nullify n. vignette e. discrepancy j. perennial o. liaison 2. Motivation The teacher displays a picture of equality and justice. 133 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
B. ANALYSIS 1. What makes the first part of the picture equal? 2. What makes the second part of the picture justified? 3. What words create positive or negative impressions? C. ABSTRACTION Bias is when a writer or speaker uses a selection of facts, choice of words, and the quality and tone of description, to convey a feeling or attitude. Its purpose is to convey a certain attitude or point of view toward the subject. D. APPLICATION The students will read the given a text with their own eyes while the teacher will read it to the class. Let them identify the similarities and differences of the given texts using Venn diagram.. 134 Why an LGBTQ member strongly opposes the SOGIE bill? By:Jeline Malasig August 29, 2019 - 3:50 PM Despite the renewed calls of the LGBTQ community for Congress to pass
135 Capitulo added that the Philippines’ Magna Carta for Women likewise “seeks to eliminate discrimination” but falsely claimed that it “does not impose penalties.” Under the Magna Carta, private individuals or private entities who violate certain provisions are bound to be “liable to pay damages” to the offended. The SOGIE bill, meanwhile, imposes anywhere from fines to imprisonment for offenses of discrimination. The Philippines is a ‘gay-friendly’ country
136 Capitulo also argued that the SOGIE bill is not necessary since the Under the bill, violators can be sanctioned for up to P500,000 and be imprisoned for up to six years. “We cannot expect the followers of the great religious traditions of the world to change their doctrines to accommodate a law that will violate their fundamental right to freely practice the very religion that they uphold,” Capitulo said. Last week, Senate President Tito Sotto revealed that the SOGIE bill has “no chance” of passing in the upper chamber “if it transgresses on academic freedom,
IV.ASSESSMENT Group the students into five groups and let them answer the following questions that follows. Let them write their answer in a Manila paper and have them report in in front of the class. 1. What is the purpose of the author in the text? 2. What is the attitude of the author towards the reading material? 3. Does the author show biases/prejudices in the written text? Justify! V. ASSIGNMENT 137
Read an article about an issue of a SOGIE Bill, informative essays about homosexuality. LESSON EXEMPLAR Grade 8 English Quarter Third 138
Week 8 (Day 3 & 4) LEARNING COMPETENCIES 1. (EN8V-IIIh-26) Analyze intention of words or expressions used in propaganda techniques. 2. (EN8OL-IIIh-3) Deliver a self-composed persuasive speech. 3. (EN8RC-IIIh-10) Share ideas using opinion-marking signals. I. OBJECTIVES 1. Analyze the different propaganda techniques used in the given tv ads; 2. Deliver a self-composed persuasive speech using propaganda techniques and opinion marking signals; 3. Listen attentively to the statements and arguments presented in the debate; 4. Display enthusiasm in expressing one’s ideas and opinions; 5. Show manifestation the value of confidence and truthfulness. II. SUBJECT MATTER A. Topic : Propaganda Techniques Opinion-Marking Signals B. References : English 8 Learning Package – Voyages in Communication C. Materials : Video clips, monitor, laptop, speaker III.PROCEDURE A. ACTIVITY 1. Spelling Drill a. techniques f. eminent k. pugnacity b. alleviate g. impeccable l. requiem 139 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
c. bequeath h. ludicrous m. subterranean d. corroborate i. nullify n. vignette e. discrepancy j. perennial o. liaison 2. Motivation The teacher divides the class into groups with not more than 5 members. Each group is given picture puzzle that implies one specific propaganda techniques. After solving, one representative from every group shows the picture and state the propaganda technique being used. B. ANALYSIS The teacher asks every group the following questions: 1. What makes the first part of the picture equal? How did you identify the type of propaganda technique used in the picture? What are the pictures all about? 2. What methods do they use to make you buy the products or make you support an individual (like in an election?) C. ABSTRACTION The teacher shows different video clips of tv ads that used propaganda techniques. The teacher discusses how the propaganda techniques being used to persuade consumers to patronize their products. Since propaganda techniques are ways of persuasion, it is important to use our opinions to persuade someone. Some of the opinion markings that we can use are the following: D. APPLICATION Group the students into two groups, each group must select five speakers for the debate. They will be arguing about the resolution “should SOGIE Bill be pass into law in the Philippines” and they must use propaganda 140
techniques and opinion markers in their statements or arguments. While the speakers are debating the rest of the class will jot the propaganda techniques and opinion markers used. IV.ASSESSMENT The teacher instructs the class to compose a persuasive essay on the same social issue discussed in the debate with the use of propaganda techniques and opinion markers. RUBRICS: Clarity of the message = 10pts. Effectiveness of the persuasion = 10pts Organization = 10pts. Grammar = 10pts. TOTAL 40pts V. ASSIGNMENT The teacher will instruct the students to memorize their persuasive speech and make a video of themselves while delivering their speech and upload the video on their Facebook account and gather more likes and shares. Rubrics: Tone of voice: 10pts. Diction: 10pts. Mastery: 10 pts. Gestures / facial expressions: 10pts. Likes & shares: 10 pts. TOTAL 50pts LESSON EXEMPLAR Grade 8 English Quarter Third 141
Week 9 (Day 1) LEARNING COMPETENCIES 1. (EN8G-IIIi-3.6) Use modals appropriately. 2. (EN8WC-IIIi-2.2.16) Compose an informative essay. I. OBJECTIVES 1. Identify the modals used in the song entitled “Hero” by Enrique Iglesias; 2. Construct an essay using modals; 3. Appreciate the importance of the correct usage of modals. II. SUBJECT MATTER A. Topic : Modals B. References : gingersoftware.com/content/grammar- rules/verbs/modal-verbs/ (https://www.azlyrics.com/lyrics/ enriqueiglesias/hero.html) C. Materials : speaker, hand-outs, laptop or monitor III.PROCEDURE A. ACTIVITY 1. Spelling The teacher will conduct a spelling activity of a 15-item words from the lyrics of the song entitled “Hero” by Enrique Iglesias. a. tremble f. stand k. lost b. could g. breath l. touch c. laugh h. lie m. deep d. would i. hide n. hold e. swear j. soul o. pain 142 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
2. Motivation The teacher will provide a lyric of a song and let students identify the underlined words. B. ANALYSIS The teacher will ask the following questions: 1. What can you say about the song? 2. What are the different underlined words in the song? 3. How are you going to distinguish its uses? C. ABSTRACTION MODAL is a type of auxiliary verb that is used to express: ability, possibility, permission or obligation. is a type of auxiliary verb that is used to express: ability, possibility, permission or obligation. MODAL CONCEPT EXAMPLE Can Ability: Permission: Offers: Julie can swim. Can I come with you? (May is also used) Can I help you? Could Possibility: Past ability: Permission: Requests: That story could be true- who knows! Julie could swim when she was four years old. Could I use your phone please? Could you tell me the way to the station please? May Possibility: Permission: The President may come to visit our offices tomorrow if the meeting finishes before 5pm. May I borrow your dictionary? Might Slight possibility: Past form of ‘may’ in reported speech We might win a prize but I doubt it! The President said he might come. Should Advice: Logical deduction You should take an umbrella. It’s starting to rain. John has revised all day. He should be ready for his exam. Ought to Advice: Logical deduction: You ought to write to your grandmother. Here’s 30€. That ought to be enough for a taxi. Shall Offers and suggestions with “I” and “We”: Shall I order a taxi? Shall we begin the meeting now? Will Future tense auxiliary: Invitations/offers: Tomorrow I will be in New York. Will you join us for coffee? Won’t you come in? 143
D. APPLICATION The teacher will let students construct three sentences using the different modal. Students must write their sentences in a ¼ sheet of paper. IV.ASSESSMENT The teacher will let students do the following: 1. construct an essay (at least 5 sentences) using at least five modals 2. encircle the modals used V. ASSIGNMENT Research about informative essay. LESSON EXEMPLAR Grade 8 English Quarter Third 144
Week 9 (Day 2) LEARNING COMPETENCY 1. (EN8WC-IIIi-2.2.16) Compose an informative essay. I. OBJECTIVES 1. Define an informative essay; 2. Identify the steps on how to write an informative essay; 3. Explain the purpose of writing an informative essay. II. SUBJECT MATTER A. Topic : Informative Essay B. References : https://www.merriam-webster.com/dictionary /essay https://study.com/academy/lesson/informative- essay-definition-examples-structure.html https://www.aresearchguide.com/write- informative-essay.html C. Materials : projector, laptop, TG, spelling booklet III.PROCEDURE A. ACTIVITY 1. Spelling Teacher will tell students to get spelling booklet for the spelling quiz consists of 15 words. She will flash the definition of a word together with the parts of speech, definition and sample sentence using the word on a projector. Teacher will read the words to be spelled out. a. essay f. bullying k. persuade b. intelligent g. informative l. entertain c. humane h. abstract m. tentative 145 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
d. bias i. composition n. judgment e. depression j. appraisal o. conviction B. ANALYSIS The teacher will ask the students the following: (using a projector) 1. What is an essay? 2. What do you mean with the phrase “informative essay”? 3. What do you think is the purpose of this type of essay? C. ABSTRACTION D. APPLICATION Teacher will ask students the following and will use repetition method to check student’s mastery of the topic: 1. What is an essay? 2. What is an informative essay? 3. What is the purpose in writing an informative essay? IV.ASSESSMENT Using a ½ crosswise, answer the following: 1. What are the five important steps in making an informative essay? 2. Choose at least two steps of making informative essay and explain. V. ASSIGNMENT Study and practice how to make an informative essay for the next day’s activity. LESSON EXEMPLAR Grade 8 English Quarter Third 146 Essay is an analytic or interpretative literary composition usually dealing with its subject from a limited or personal point of view. Informative essay is the most basic form of an informative essay. Its goal is to simply provide an explanation. Informative essays that define provide their explanation using one of three methods. THE FIVE (5) KEY STEPS IN MAKING AN INFORMATIVE ESSAY 1. Choose a topic. 2. After you’ve chosen a good topic, sit down and commence your informative research. 3. Next, you will create a content map. 4. Create an essay outline that will prepare you to organize your key points in a logical and easy-to-understand format. 5. The final step, after actually writing your essay, is to edit it.
Week 9 (Day 3) LEARNING COMPETENCY 1. (EN8WC-IIIi-2.2.16) Compose an informative essay. I. OBJECTIVES 1. Recall topic about informative essay; 2. Explain the importance of informative essays as student; 3. Construct an informative essay. II. SUBJECT MATTER A. Topic : Informative Essay B. References : https://study.com/academy/lesson/informative- essay-definition-examples-structure.html https://www.aresearchguide.com/write- informative-essay.html https://en.wikipedia.org/wiki/Bullying C. Materials : TG, spelling booklet, visual aid, tabletpc III.PROCEDURE A. ACTIVITY 1. Spelling Teacher will tell students to get spelling booklet for the spelling quiz consists of 15 words. She will read the words together with the parts of speech, definition and sample sentence using the word. a. justification f. vague k. tomorrow b. February g. denouement l. pillar c. sequins h. encampment m. debt d. bouquet i. exchange n. seatmate e. debut j. comb o. pavilion 147 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
B. ANALYSIS The teacher will ask the students the following: 1. What is an essay? 2. What is an informative essay? 3. What do you think is the purpose of this type of essay? 4. What are the steps in making an informative essay? C. ABSTRACTION Review D. APPLICATION What is the importance of informative essays for you as a student? Explain IV.ASSESSMENT Teacher will let students construct an informative essay using the given topic below. Teacher will post the visual aid. Essay must contain at least 300 words. They will need to encode their essay in a short bond paper using the TABLETPC provided by the teacher. Be guided with the following criteria: CONTENT- 30% GRAMMAR- 30% ORGANIZATION OF IDEAS- 30% NEATNESS- 10% TOTAL 100% V. ASSIGNMENT Define what a persuasive speech is. LESSON EXEMPLAR Grade 8 English Quarter Third 148 THE FIVE (5) KEY STEPS IN MAKING AN INFORMATIVE ESSAY 1. Choose a topic. 2. After you’ve chosen a good topic, sit down and commence your informative research. 3. Next, you will create a content map. 4. Create an essay outline that will prepare you to organize your key points in a logical and easy-to-understand format. 5. The final step, after actually writing your essay, is to edit it. Bullying is the use of force, coercion, or threat, to abuse, aggressively dominate or intimidate. The behavior is often repeated and habitual. One essential prerequisite is the perception (by the bully or by others) of an imbalance of physical or social power. This imbalance distinguishes bullying from conflict.
Week 9 (Day 4) LEARNING COMPETENCIES 1. (EN8WC-IIIi-12) Use emphasis markers for persuasive purposes. 2. (EN8OL-IIIi-4.1) Use appropriate verbal and non-verbal cues when delivering a persuasive speech. I. OBJECTIVES 1. Determine what is persuasive speech; 2. Apply and make how to speech a persuasive speech; 3. Appreciate the importance of persuasive speech. II. SUBJECT MATTER A. Topic : Persuasive Speech B. References : https://www.vocabulary.com/dictionary/ persuasion https://lumen.instructure.com/courses/218897/ pages/linkedtext54305? module_item_id=5007185 https://quizlet.com/76542999/types-of- persuasive-speech-flash-cards/ https://www.quora.com/Why-is-persuasion-so- important C. Materials : Laptop/Monitor, Spelling Booklet III.PROCEDURE A. ACTIVITY 149 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
Spelling Spelling: Teacher will tell students to get spelling booklet for the spelling quiz consists of 15 words. She will read the words together with the parts of speech, definition and sample sentence using the word. B. ANALYSIS The teacher will ask to the learners: 1. What is a persuasion? How can you define persuade? 2. What is the importance of this persuasive speech? C. ABSTRACTION 150  Persuasion or persuade it means to get you to do or believe something. that something meant  A persuasive speech is a specific type of speech in which the speaker has a goal of convincing the audience to accept his or her point of view.  Persuasive speeches aim to convince the audience to believe a certain view.  Persuasive speeches can come in many forms, such as sales pitches, debates, and legal proceedings. 3 Major Kinds Of Persuasive Speech 1. QUESTION OF FACT - Determines the truth or falsity of an assertion - Hypothesis-Prediction Ex. Will the economy be worse or better next year? Who will win the world series? Does global warming exists?, Courtroom Arguments, Conspiracy Theories 2. QUESTION OF VALUE - Based on your beliefs on what's right or wrong - More of a personal opinion Ex. Capital punishment is wrong, .Is it cruel and unusual punishment? Is it ineffective deterrent in the justice system?, Does it cost taxpayers more than it's worth 3. QUESTION OF POLICY - Want to change the world - Something should be done Ex: to persuade my audience to give blood at the Red Cross The importance of Persuasive Speech  Persuasion is important for many reasons, but perhaps the most important reason is because persuasion is a powerful vehicle for significant change, for good and for ill.  In a free society, people much prefer being persuaded both to believe and to do things than simply being told what to believe and what to do.  Persuasion works best when people are free to be persuaded as well
D. APPLICATION The teacher will give a short quiz. On a ½ sheet of paper, answer the following questions: 1. What is persuasive speech? 2. What is the importance of persuasive speech? 3. What are the 3 major types of persuasive speech? IV.ASSESSMENT The teacher will group the students into 5. Each group must present a Persuasive Speech using the 3 kinds of persuasive speech and they will choose one. They will present with the minimum 2 to 3 minutes. V. ASSIGNMENT Advance study to the next topic to be discuss. 151

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537906363-Lesson-Exemplar-8-q3 modules (2).docx

  • 1.
  • 2.
    LESSON EXEMPLAR Grade 8English Quarter Third Week 1 (Day 1) LEARNING COMPETENCIES: 1. (EN8LC-IIIa-7.3) Determine the target audience of a listening text and the objective/s of the speaker; 2. (EN8VC-IIIa-3.4/4.4/5.4) Determine the target audience of a material viewed. I. OBJECTIVES 1. Recognize the target audience from TV commercials; 2. Discover the objective of the speaker in the commercials; 3. Convey honesty in one's words. II. SUBJECT MATTER A. Topic : Target Audience of Propaganda on TV B. References : “How to Analyze Propaganda” https://www.sagepub.com/sites/default/files/upm- binaries/11849_Chapter6.pdf C. Material/s : TV/Projector, laptop, speaker; mp4 commercials III. PROCEDURE A. ACTIVITY 1. Spelling Test a. inevitable k. astray b. fleeting l. fragrant c. transitory m. savory d. amass n. tenacity e. insatiable o. phenomena 1 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
  • 3.
    f. utilitarian p.contentment g. exploit q. abound h. rampant r. ignoramuses i. inexhaustible s. bare j. wallow t. adequate 2. Groupwork: Several TV commercials (.mp4) will be shown to the students. Before they watch it, they are instructed to listen well to the details provided in the commercial and to write down who would probably buy the products? (Acer commercial) https://www.youtube.com/watch?v=9rbjNSwEca8 (Clear commercial) https://www.youtube.com/watch?v=tVbR4hBRG_I B. ANALYSIS 1. What is the commercial all about? 2. Who is the target audience? 3. What evidence suggests this? 4. Aside from TV commercials, where else do you find propaganda? 5. How do you know these are propaganda? 6. What methods do they use to make you buy the products or make you support an individual (like in an election?) C. ABSTRACTION "A target audience is selected by a propagandist for its potential effectiveness. The propaganda message is aimed at the audience most likely to be useful to the propagandist if it responds favorably" How to analyze propaganda: https://us.sagepub.com/sites/default/files/upm- binaries/95393_Chapter_6_How_to_Analyze_Propaganda.pdf D. APPLICATION Groupwork: Students point out what element in the TV commercial that made them say that such group of people is targeted to buy the product? IV. ASSESSMENT Another set of TV commercials (.mp4) will be shown. Students are asked to fill up a 2-column chart. On the first column, they determine the objective of the speaker; on the second column, they identify the target audience. YouTube links: (Dove commercial) https://www.youtube.com/watch?v=qQRq9FYc0YE (Globe telecom commercial) https://www.youtube.com/watch? v=ZWpqcpwTTDI&pbjreload=10 (Milo commercial) https://www.youtube.com/watch?v=qtKcj_N9-iA 2
  • 4.
    Objective of thespeaker Target audience Objective of the speaker Target audience Objective of the speaker Target audience V. ASSIGNMENT Listen to any advertisement on TV tonight. Then identify whom is the target audience. Write this in your notebook. 3
  • 5.
    LESSON EXEMPLAR Grade 8English Quarter Third Week 1 (Day 2) LEARNING COMPETENCIES: 1. (EN8RC-IIIa-12.1) Recognize propaganda techniques used in a given text. 2. (EN8OL-IIIa-3.11) Use the correct sounds of English during speech delivery. I. OBJECTIVES 1. Identifies the propaganda techniques used in commercials; 2. Develops an advertisement on one propaganda technique; 3. Judge the truthfulness of advertisements. II. SUBJECT MATTER A. Topic : Propaganda Techniques Speech Delivery B. References : Propaganda Techniques https://www.linkedin.com/pulse/20140815205902- 57567806-7-propaganda-techniques-all-students- should-learn C. Material/s : Video Clip III. PROCEDURE A. ACTIVITY 1. Spelling Test a. generalities k. bandwagon b. patriotism l. glittering c. emphasize m. praise d. technique n. photography e. communication o. effective 4 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
  • 6.
    f. indicate g. endorsement h.recommend i. appeal j. testimonial 2. Given various commercials, students identify the propaganda technique used. (creamsilk commercial) https://www.youtube.com/watch?v=mFSERr1-1h4 (iphone commercial) https://www.youtube.com/watch?v=0S6pHex-KCo (macbook pro commercial) https://www.youtube.com/watch?v=1yVF-N__JKk (maxi-peel commercial) https://www.youtube.com/watch? v=rXvdHavtu_E (surf commercial) https://www.youtube.com/watch? v=xQuAEYXUVOw B. ANALYSIS 1. What language is used to suggest that buying the product is in the best interest of the audience? 2. What comparison is shown that supports the usefulness of the product? 3. Is this advertisement effective? Why? Why not? 4. What other observations do you have about the way the Glittering Generalities technique is used in this advertisement? C. ABSTRACTION PROPAGANDA techniques – the use of a variety of communication techniques that create an emotional appeal to accept a particular belief or opinion, to adopt a certain behavior or to perform a particular action. Analyzing Advertisements for Propaganda Techniques 1. Glittering Generalities Words of praise for product or person; nice words like goodness or patriotism Who is the target audience? What evidence suggests this? What word(s) identifies this advertisement as an example of Glittering Generalities? How does the layout of the advertisement emphasize the propaganda technique? How do the font styles, colors, subtext, background colors, props and photography techniques emphasize the propaganda technique? 5
  • 7.
    Is this advertisementeffective? Why? Why not? What other observations do you have about the way the Glittering Generalities technique is used in this advertisement? 2. Name Calling Trash-talking another product or person Who is the target audience? What evidence suggests this? What is the fight? No language is used, but what in the illustration shows rivalry? Examine the objects in the illustration. What other observations do you have that indicate this as an example of Name Calling propaganda? Would language enhance this advertisement? Why? Why not? If so, what words would you add to show Name Calling propaganda? What other observations do you have about the way the Name Calling technique is used in this advertisement? 3. Testimonial A famous person recommends a product or a political endorsement Who is the target audience? What evidence suggests this? Who is the famous person? How does the endorsement by this person make the product seem like it is worth the purchase? Examine font styles, colors, and page layout. What do they suggest about the product, and how do they strengthen the power of the testimonial? What other observations do you have about the way Testimonial propaganda is used in this advertisement? 4. Plain Folks Appeals to regular people and their values such as health, family and patriotism Who is the target audience? What evidence suggests this? What is this advertising suggesting will happen if regular people eat Subway? How does this advertisement appeal to regular people? Why does the use of this regular guy appeal to regular people? Notice the only word used is the company logo. How and/or why is this effective? What comparison is shown that supports the usefulness of the product? What other observations do you have about the way Plain Folks propaganda is used in this advertisement? 6
  • 8.
    5. Bandwagon An appealto be part of the group Who is the target audience? What evidence suggests this? What language is used to suggest that eating this cereal is in the best interest of the audience? Examine font styles, colors, language and page layout. What do they suggest about the product, and how do they strengthen the power of the Bandwagon technique? What other observations do you have about the way Bandwagon propaganda is used in this advertisement? 6. Transfer An appeal that helps a person imagine themselves as part of a picture Who is the target audience? What evidence suggests this? What is this advertisement suggesting about the president? How does the layout and background create an image for America and/or the president? What is the tone of this image? Positive? Negative? How can you tell? What other observations do you have about the way Transfer propaganda is used in this advertisement? 7. Card-stacking Manipulating information to make a product appear better than it is, often by unfair comparison or omitting facts Who is the target audience? What evidence suggests this? What in this advertisement suggests the product is good and/or that facts may be omitted? Examine font styles, colors, and page layout. What do they suggest about the product, and how do they strengthen the power of the card- stacking technique? Notice the adjectives used in the description. How does word choice affect the idea that smoking is a great thing? What other observations do you have about the way Card-stacking propaganda is used in this advertisement? D. APPLICATION Groupwork: Characterize each propaganda technique: 1) Bandwagon; 2) testimonial; 3) glittering generalities; 4) name calling; 5) plain folks; 6) card stacking; 7) transfer. What makes one different from the other? 7
  • 9.
    IV. ASSESSMENT Form agroup of four. Each group shall be given 10 minutes to create their own advertisement featuring one or more propaganda techniques. As each group presents their advertisement, they identify the propaganda techniques used in their ads and defend their answer. They will be graded on the following rubric. EXCELLENT GOOD SATISFACTO RY NEEDS IMPROVEME NT Originality The project shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, and inventive. The project shows some evidence of originality and inventiveness. The work is an extensive collection and rehash of other people's ideas, products, and images. There is little evidence of new thought or inventiveness. The work is a minimal collection or rehash of other people's ideas, products, and images. There is no evidence of new thought. Presentation Format The advertisement is an aesthetically pleasing, creative, and original example of the chosen format. The advertisement is aesthetically pleasing/creati ve/or original and a good example of the chosen format. The advertising is pleasing and is a satisfactory example of the chosen format. The advertisement is unoriginal and is not an example of the chosen format. Advertising Technique The advertisement uses the chosen advertising technique creatively and well. The advertisement is a good example of the use of the advertising technique. The advertisement uses the advertising technique satisfactorily, but not creatively. The chosen advertising technique is not followed or no advertising technique exists. V. ASSIGNMENT Use television ads to locate an example of each propaganda technique. Defend your answers to your group. 8
  • 10.
    LESSON EXEMPLAR Grade 8English Quarter Third Week 1 (Day 3) LEARNING COMPETENCIES: 1. (EN8V-IIIa-15.3) Explain the meaning of a word through structural analysis (prefixes, roots, suffixes). 2. (EN8LT-IIIa-11) Identify the notable literary genres contributed by Southeast Asian writers. 3. (EN8LT-IIIa-11.1) Identify the distinguishing features of notable poems, short stories, dramas, and novels contributed by Southeast Asian writers. I. OBJECTIVES 1. Identify affixes used in the poem; 2. Analyze the poem's meaning using imagery; and 3. Appreciate the hometown through poetry. II. SUBJECT MATTER A. Topic : Affixes; Southeast Asian Features of Poems B. References : CG p. 128; Canyon, P. Writing and Grammar: Communication in Action Platinum Level 10. 2001. New Jersey: Prentice Hall, Inc. pp. 774-777; https://www.poemhunter.com/ poem/a-tribute-to-my- town/; https://www.biography.com/people/josé-rizal- 39486; http: //www.readingrockets.org/article/root- words-roots-and-affixes;https:// www.myenglishpages.com/site_php_files/vocabulary- exercise-affixes.php C. Material/s : handouts, quiz sheet, sheet of paper, bond paper, copy of the poem, rubric 9 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
  • 11.
    III.PROCEDURE A. ACTIVITY 1. SpellingTest a. refreshing b. impulsion c. tempestuous d. meekly e. unknown f. gracious g. eternally h. affectionate i. devotion j. harmonious k. tenderness l. loving m. exhilarated n. childhood o. sadly 2. The class gives a brief description of their hometown and shares the things that uniquely describe the place. 3. Students share their knowledge of Jose Rizal. The teacher adds vital information about the author. B. ANALYSIS 1. The class reads the poem aloud. 2. They describe the hometown referred in the poem using the images used by the author. 3. They analyze the poem as they answer the following questions:  What is the poem about?  Who is the speaker in the poem?  What did the speaker remember in his childhood?  What makes the hometown special to him? 4. Then, the class takes a look at the words with underlined parts. 5. The students mention the root word of each. 6. Using the handouts, they examine the different functions of the prefixes and suffixes. 10
  • 12.
    A Tribute toMy Town By Jose Rizal C. ABSTRACTION The class identifies the root word and the added parts. They rationalize if the root word has the same meaning as the new formed by the added part. They define affixes, prefixes and suffixes. https://www.readingrockets.org/article/root-words-roots-and-affixes 11 When I remember the days that saw my early childhood spent on the green shores of a murmurous lagoon; when I remember the coolness, delicious and refreshing, that on my face I felt as I heard Favonius croon; when I behold the white lily swell to the wind’s impulsion, and that tempestuous element meekly asleep on the sand; when I inhale the dear intoxicating essence the flowers exude when dawn is smiling on the land; sadly, sadly I recall your visage, precious childhood, which an affectionate mother made beautiful and bright; I recall a simple town, my comfort, joy and cradle, beside a balmy lake, the seat of my delight. Ah, yes, my awkward foot explored your sombre woodlands, and on the banks of your rivers in frolic I took part. I prayed in your rustic temple, a child, with a child’s devotion; and your unsullied breeze exhilarated my heart. The Creator I saw in the grandeur of your age-old forests; upon your bosom, sorrows were ever unknown to me; while at your azure skies I gazed, neither love nor tenderness failed me, for in nature lay my felicity. Tender childhood, beautiful town, rich fountain of rejoicing and of harmonious music that drove away all pain: return to this heart of mine, return my gracious hours, return as the birds return when flowers spring again! But O goodbye! May the Spirit of Good, a loving gift-giver, keep watch eternally over your peace, your joy, your sleep! For you, my fervent prayers; for you, my constant desire to learn; and I pray heaven your innocence to keep!
  • 13.
    D. APPLICATION Given thecopies of the exercise, the students answer Exercise 1 orally Vocabulary Exercise – Prefixes and Suffixes Use prefixes to find the opposite of these verbs: IV.ASSESSMENT Put the words in brackets in the appropriate form (use prefixes and suffixes): 1. He was acting in a very _________________ way. (child) 2. She looked _________________. She started to cry. (happy) 3. He passed his exam. He was _________________ for the second time. (succeed) 4. The team that he supported was able to win the _________________. (champion) 5. I couldn’t find any _________________ in his theory. (weak) 6. He wants to be a _________________ when he grows up. (mathematics) 7. There were only a _________________ of people at the match. (hand) 8. The road was too narrow, so they had to _________________ it. (wide) 9. I think that you should _________________ your decision. It may not be the best thing to do. (consider) 10. You need a _________________ of motivation, organization and hard work to realize your dreams. (combine) V. ASSIGNMENT Groupwork: Given copies of the poem, "A Tribute to My Town" - Poem by Jose Rizal, students pick out lines with imagery. Each group selects one imagery, draw it and share their ideas to the class. 12 wrap understand use fold agree spell engage connect behave close
  • 14.
    LESSON EXEMPLAR Grade 8English Quarter Third Week 1 (Day 4) LEARNING COMPETENCIES: 1. (EN8RC-IIIa-10) Share ideas using opinion-marking signals. 2. (EN8G-IIIa-3.6) Use modals appropriately. 3. (EN8SS-IIIa-1.10) Organize information about a chosen subject using a graphic organizer. I. OBJECTIVES 1. Describes the different functions of modals; 2. Presents their stand or opinion upon agreeing or disagreeing firm statements; and 3. Learn to be open-minded on people's opinion even when you don't agree. II. SUBJECT MATTER A. Topic : Modals; Opinion-marking signals Graphic organizers B. References : CG p. 124; https://www.englisch hilfen.de/en/grammar/hilfsverben2.htm; http://busy teacher.org/4686-33-controversial-topics-and-how-to- teach-them.html; https://www. englisch-hilfen.de/en/exercises/modals/form.htm; http://funstage.info/info-detail C. Material/s : list of topics, handouts, copy of exercises, giving advice template 13 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
  • 15.
    III.PROCEDURE A. ACTIVITY 1. SpellingTest a. controversial b. opportunity c. triumph d. catastrophe e. pollution f. recycle g. environment h. noise i. experience j. modals k. opinion l. strategy m. issue n. reduce o. judgment/judgement 2. Students practice expressing and defending their opinions. A sign is placed in each corner of the classroom (Strongly Agree, Agree, Disagree, and Strongly Disagree). Then, the teacher reads a statement that requires the students to give an opinion, e.g. Teens should have curfew to keep out of trouble. Students go to the corner that best matches their opinion. The class wraps up the activity. How to teach controversial topics: https://busyteacher.org/4686-33- controversial-topics-and-how-to-teach-them.html 3. With the given the handouts, the class studies the functions of the different kinds of modals and examines the use of each modal in sample sentences. https://www.englisch-hilfen.de/en/grammar/hilfsverben2.htm B. ANALYSIS Students examine the items in Modals in English Sentences - Exercise and identify which sentence contains a modal that has the same meaning as the original one. Which of the three sentences containing a modal has the same meaning as the original one? Encircle the letter of your answer. 1. They are able to speak English well. a. They can speak English well. b. They may speak English well. c. They must speak English well. 14
  • 16.
    2. Steve isnot allowed to stay out late. a. Steve may not stay out late. b. Steve might not stay out late. c. Steve need not stay out late. 3. Do I have to clean the kitchen? a. Can I clean the kitchen? b. Must I clean the kitchen? c. Should I clean the kitchen? 4. Are you able to drive a tractor? a. Can you drive a tractor? b. Must you drive a tractor? c. Should you drive a tractor? 5. We are not allowed to swim when the red flag is flying. a. We must not swim when the red flag is flying. b. We need not swim when the red flag is flying. c. We should not swim when the red flag is flying. 6. She is not able to read Chinese. a. She cannot read Chinese. b. She may not read Chinese. c. She need not read Chinese. 7. Do you think we are allowed to park here? a. Do you think we may park here? b. Do you think we must park here? c. Do you think we need park here? 8. You don't have to do this exercise. a. You must not do this exercise. b. You need not do this exercise. c. You should not do this exercise. 9. We have to stop when the traffic lights are red. a. We can stop when the traffic lights are red. b. We may stop when the traffic lights are red. c. We must stop when the traffic lights are red. 10. Am I allowed to ask a question? a. May I ask a question? b. Must I ask a question? 15
  • 17.
    c. Should Iask a question? Answer Key: 1. They are able to speak English well. They can speak English well. 2. Steve is not allowed to stay out late. Steve may not stay out late. 3. Do I have to clean the kitchen? Must I clean the kitchen? 4. Are you able to drive a tractor? Can you drive a tractor? 5. We are not allowed to swim when the red flag is flying. We must not swim when the red flag is flying. 6. She is not able to read Chinese. She cannot read Chinese. 7. Do you think we are allowed to park here? Do you think we may park here? 8. You don't have to do this exercise. You need not do this exercise. 9. We have to stop when the traffic lights are red. We must stop when the traffic lights are red. 10. Am I allowed to ask a question? May I ask a question? C. ABSTRACTION The class describes the function of modals in sentences and tell the effect of modals in meaning. D. APPLICATION Using the Giving Opinion card, students take turns in sharing their views regarding the different topics. They give their response using the appropriate modals in sentences. Topics:  Celebrities earn so much money.  Should middle school should be drug tested?  Can money buy you happiness? IV. ASSESSMENT Students respond to the given issues and write their opinion about each topic in the Let's Talk about the Environment worksheet. They use modals correctly in sentences as a response. Topics Response What do you recycle? How can we recycle more? Do you drink bottled water? Why or why not? What is its effect in the environment? Big cities are often very noisy places. How can we reduce noise pollution? What kinds of pollution do you know? Which is the worst? Describe the natural environment in your country. 16
  • 18.
    V. ASSIGNMENT The classgives their opinion about the role of teenagers in the peace and progress of the country and the world using a graphic organizer. 17
  • 19.
    LESSON EXEMPLAR Grade 8English Quarter Third Week 2 (Day 1) LEARNING COMPETENCIES: 1. (EN8LC-IIIb-8.2) Judge the relevance and worth of ideas presented in the text listened to. 2. (EN8VC-IIIb3.4/4.4/5.4) Determine the target audience of a material viewed. I. OBJECTIVES 1. Summarize the distinct features from the video presented; 2. Judge the relevance of the ideas presented in the text; 3. Construct notable timeline that shows the notable literary genres contributed by Burmese writers. II. SUBJECT MATTER A. Topic : Relevance of Ideas Determining the Target Audience B. References : https://www.youtube.com/watch?v=OzkNDoJoBHA/ (viewing) https://www.youtube.com/watch?v=rxmHNuky0hU; (listening text) C. Materials : TV/Projector, laptop, speaker 18 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
  • 20.
    III.PROCEDURE A. ACTIVITY 1. SpellingTest a. negotiated i. diagnosed b. assassinated j. prostate c. emigrated k. assurance d. methodist l. dilapidated e. ambassador m. renovate f. philosophy n. obtain g. subsequently o. dictatorship h. ailing 2. The teacher will ask the students if they have experienced helping someone who was really in need of help. Let them share their story. - Listening: The student will listen a Radio Ad about the Storm Surge in Tacloban. B. ANALYSIS The students will answer the given questions: 1. What was the Radio Ad all about? 2. What kind of audience does the Radio Ad is trying to reach? 3. Why do you think the Radio Ad is important? 4. What does the Radio Ad trying to tell? (Varied answers from students are expected) C. ABSTRACTION Judge the relevance of the Radio Ad based on the report given as to: a. believable b. convincing D. APPLICATION  The teacher present a video slide about Burmese Literature. 19
  • 21.
     Students willmake a timeline that shows notable literary genres based on the video IV.ASSESSMENT Summarized the distinct feature of the video in paragraph. V. ASSIGNMENT Preparing for the new lesson Answer briefly: How can you use a believable story to convince someone to adopt your idea or use a product or a personal brand? 20
  • 22.
    LESSON EXEMPLAR Grade 8English Quarter Third Week 2 (Day 2) LEARNING COMPETENCY 1. (EN8RC-IIIb-12.1) Recognize propaganda techniques used in a given text. 2. (EN8OL-IIIb-5) Observe the use of correct stress, pitch, and juncture when delivering a persuasive speech. I. OBJECTIVES 1. Recognize propaganda techniques used in the advertisement presented. 2. Use correct stress, pitch, and juncture in presenting their own advertisement. 3. Create their own advertisement using one or more propaganda techniques. II. SUBJECT MATTER A. Topic : Propaganda Techniques; Prosodic Features of Speech B. References : Internet https://www.youtube.com/watch?v=tPS9VhLWL6A; www.propagandacritic.com; http://school.discoveryeducation.com/quizzes31/artent/ PropagandaQuiz.html C. Materials : Video Clip, TV/Projector, laptop, speaker 21 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
  • 23.
    III.PROCEDURE A. ACTIVITY 1. SpellingTest a. atheists i. exhausted b. tenacity j. phenomena c. exploitation k. adequate d. tenacity l. commodity e. inevitable m. transitory f. prostitution n. pleasure g. fulfillment o. handicapped h. rampant 2. GQ: 1. What products do you usually use? Do ads featuring the product matter in choosing it? Which part of the ad appeals most to you? Short Film-Watching: Watch a short advertisement and take note of some features that appeal most to you as a viewer. https://www.youtube.com/watch?v=tPS9VhLWL6A B. ANALYSIS GQ: Given a situation wherein you have to sell a certain product, what do you need to do, to convince consumers to choose your product over thousand others? C. ABSTRACTION There are Propaganda techniques that can be used to make your message more persuasive especially in marketing: glittering generalities, name calling, testimonial, transfer, plain folks, bandwagon, fear, bad logic, unwanted extrapolation 22 PROPAGANDA TECHNIQUES (Adapted from the Propaganda Critic Web site. For more detailed definitions and additional examples) see www.propagandacritic.com. PROPAGANDA – the use of a variety of communication techniques that create an emotional appeal to accept a particular belief or opinion, to adopt a certain behavior or to perform a particular action. There is some disagreement about whether all persuasive communication is propagandistic or whether the propaganda label can only be applied to dishonest messages. Techniques: 1. NAME CALLING – links a person, or idea, to a negative symbol. Examples: commie, fascist, yuppie
  • 24.
    23 2. GLITTERING GENERALITIES– use of virtue words; the opposite of name calling, i.e., links a person, or idea, to a positive symbol. Examples: democracy, patriotism, family. The next two are ways of making false connections: 3. TRANSFER – a device by which the propagandist links the authority or prestige of something well-respected and revered, such as church or nation, to something he would have us accept. Example: a political activist closes her speech with a prayer 4. TESTIMONIAL – a public figure or a celebrity promotes or endorses a product, a policy, or a political candidate. Examples: an athlete appears on the Wheaties box; an actor speaks at a political rally The following three constitute special appeals: 5. PLAIN FOLKS – attempt to convince the audience that a prominent person and his ideas are “of the people.” Examples: a prominent politician eats at McDonald’s; an actress is photographed shopping for groceries 6. BANDWAGON – makes the appeal that “everyone else is doing it, and so should you.” Examples: an ad states that “everyone is rushing down to their Ford dealer” 7. FEAR – plays on deep-seated fears; warns the audience that disaster will result if they do not follow a particular course of action. Example: an insurance company pamphlet includes pictures of houses destroyed floods, followed up by details about home-owners’ insurance. The next two are types of logical fallacies: 8. BAD LOGIC – an illogical message is not necessarily propagandistic; it can be just a logical mistake; it is propaganda if logic is manipulated deliberately to promote a cause. Example: Senator X wants to regulate the power industry. All Communist governments regulate their power industries. Senator X is a Communist. 9. UNWARRANTED EXTRAPOLATION – making huge predictions about the future on the basis of a few small facts. Example: If the U.S. approves NAFTA, thousands of jobs and factories will move to Mexico
  • 25.
    D. APPLICATION Form agroup of three. Each group shall be given 10 minutes to create its own advertisement featuring one or more propaganda techniques. Use proper stress, pitch, and juncture to be more persuasive in your speech. (See appendix for rubrics) IV.ASSESSMENT Identifying Propaganda Techniques: Identify the correct type of propaganda featured in each statement. Propaganda Quiz 1. The speaker in a TV commercial criticizes another person or product with little reason or evidence. 2. Radio Advertisement: Drink Super Sports Beverage, the only drink of the NBA. 3. A famous person (athlete/celebrity) endorses a new product. 24
  • 26.
    4. Television Advertisement:Rush to shop at Super-Mart this weekend, everyone is doing it! 5. Television Advertisement: The slogan for a product is so flashy and attractive that the audience does not challenge the effectiveness of the product. 6. Newspaper Advertisement: A message that appeals to ordinary people, like you and me. 7. Magazine Advertisement: Four out of five doctors recommend drinking three glasses of milk per day to stay healthy and strong. 8. Television Advertisement: Get all of your stains out by using new and improved Ultra Suds and wash your blues away! 9. Radio Advertisement: Go out today and buy the new Sprinters tennis shoe, the sneaker everyone is wearing. 10. Radio Advertisement: (A loud scream is heard), the announcer says: Call 1- 800-Be-Safe today and have a new home security system installed to protect you and your family from crime! V. ASSIGNMENT Give 3 lines from popular TV ads portraying a propaganda technique like testimonial, transfer, bandwagon or the likes. 25
  • 27.
    LESSON EXEMPLAR Grade 8English Quarter Third Week 2 (Day 3) LEARNING COMPETENCIES 1. (EN8V-IIIb-15.3) Explain the meaning of a word through structural analysis (prefixes, roots, suffixes) 2. (EN8LT-IIIb-11) Identify the notable literary genres contributed by Southeast Asian writers. 3. (EN8LT-IIIb11.1) Identify the distinguishing features of notable poems, short stories, dramas, and novels contributed by Southeast Asian writers. I. OBJECTIVES 1. Identify meaning of a word through affixes; 2. Identify meaning of a word through affixes; 3. Display spirit of co-patriotism and co-nationalism in comparing characters. 26 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
  • 28.
    II. SUBJECT MATTER A.Topic : Affixes / Features Of Southeast Asian Short Story B. References : CG p. 128; affixes;https://www.myenglishpages.com/ site_php_files/vocabulary-exercise-affixes.php C. Materials : handouts, sheet of paper, copy of the story III.PROCEDURE A. ACTIVITY 1. Spelling Test a. trousers i. different b. satisfaction j. although c. limping k. intention d. inquisitive l. bright e. disable m. jewels f. addict n. protecting g. filled o. admire h. cooperative 2. ASSEMBLE-A-WORD: Try to determine the root word in each given word. The following words are with affixes (prefix or suffix). Breakdown them into parts and give the meaning of the word using the affixes. Ex. discontentment Rootword : content Prefix : dis means NOT Suffix : ment means STATE OF Meaning : the state of not content Here are the rest of the words: 1. satisfaction 5. missing 2. busily 6. cooperative 3. disabled 7. inquisitive 4. intention 8. different 3. Read the story, “The Country's Good Son” by Minn New Thein. Note essential features of a narrative prevailing in this story (as character, plot, setting , theme, & atmosphere, especially local color) B. ANALYSIS DIRECTIONS: Analyze the distinctive elements in the story through the given tasks: 27
  • 29.
    Group I :CHARACTER REVELATION FIGURE Group II : PRECIS WRITING Group III : SOLDIER SIMULATION Group IV : THEME Group V : SETTING GROUP I: Label the Character Revelation Figure by answering the questions. 1. Which character do you like best? Why? 2. Which character experiences personal change from beginning? 3. How did the story reveal the temperaments and psyche of the Burmese people in their response to the challenges? 4. How do you think this situation could apply to Filipino soldiers? Give reasons. GROUP II: Write a précis/summary of the above story by tracing properly the development of the plot. GROUP III: Simulate or role play in class the situation wherein the members will pretend to be Lin Aung while the others play or act out the roles of the two young soldiers. Try to come up with another point of view or varied interpretation. GROUP IV: Cite situations and events in the story which create the theme of the story. Give the value or trait that each depicts. GROUP V: Describe the setting through a drawing. 28 The Country‘s Good Son by Minn New Thein Lin Aung‘s mother had a shop in the Mingaladon market, where she sold slippers. Lin Aung helped his mother in the shop during his school holidays. As the Mingaladon market was an army market, soldiers could be seen shopping there daily. It was more crowded on Sundays. Many soldiers could be seen moving about busily. It was Sunday, and Lin Aung was sitting in front of the shop; ―Younger Brother, do you have real ‗Sin-kye‘ No. 9? A ‖ young man, wearing trousers, entered and asked him. Quickly Lin Aung took a pair of ‗Sinkye‘ No. 9 slippers and showed them. ―How much are these slippers, Young Brother? Twenty -one Kyats, Elder Brother.‖ ―Can I take only the right side slipper and pay you ten Kyats and fifty pyas? The young man‘s question made Lin Aung‘s eyes become wide. If he sold only the right side, how could he sell the left side? And why did he want only one slipper? ―You can‘t do that. If I sell only the right side, the one left in the shop will become useless. ―Yes, but I want only the right side. But wait, I‘ll go and look for a partner. Lin Aung was left behind, looking at the back of the young man, who walked away, limping.
  • 30.
    29 because there wasone who wanted only the right side, and another who wanted only the left side. Lin Aung was sorry to see the condition of the two young men. They were quite young, and they each had a leg missing. ―Don‘t you feel sad that you have only one leg? Lin Aung as inquisitive and asked ‖ them. ―Why should we be sad? the first young man smiled. ―We are ‖ soldiers who offered even our own lives for our country. We are proud to lose a leg in protecting our country. When Lin Aung heard the first young man‘s answer, he respected them. They were very different from the young drug addicts about whom he had often read in the newspapers. They were wasting their lives and killing themselves. These young men were the country‘s good sons who were protecting the country from its enemies. Their aims and intentions were as different from those of the addicts as east from west, north from south. Although these young men had one leg missing, they still wanted to serve their country. The two young soldiers told Lin Aung that they planned to work in the disabled soldiers’ cooperative shop. I respect you and honor you. You good sons of the country are the jewels of our country. When I grow up, I will try to be a good son of the country like you. The two young soldiers smiled to hear Lin Aung‘s words. ―We admire your intention. Our country‘s future will really be bright if there were more young people in our country with the same aim and intention as yours. All right, we will go now. The two young soldiers said goodbye to Lin Aung and went away. Lin Aung was filled with the desire to become a good son of the country.
  • 31.
    C. ABSTRACTION Describe vividlyfeatures of Burmese narrative by the presented outputs of the groups. For the character, writers show the significant role of soldiers in country’s building. For the theme, prevailing traits as shown in situations are patriotism and nationalism. The story’s plot is short and simple. Actions are not evident with the prevailing atmosphere. Mood tends to be light and not as gloomy. D. APPLICATION Compare & Contrast spirit of nationalism of Filipino and Burmese soldiers in terms of defending and strengthening nation's security. Use a Venn diagram to do this. IV.ASSESSMENT  Analysis of Learners' Products  Examine and comment to students ideas. V. ASSIGNMENT List 5 words with affixes. Break down them into parts and give their meaning. Give the meaning of the word using affixes. 30 Differences Differences Similarities
  • 32.
    LESSON EXEMPLAR Grade 8English Quarter Third Week 2 (Day 4) LEARNING COMPETENCIES 1. (EN8RC-IIIb-10) Share ideas using opinion-marking signals. 2. (EN8G-IIIb-3.6) Use modals appropriately. 3. (EN8WC-IIIb1.1.6) Transcode information from a graphic organizer to a topic or sentence outline. I. OBJECTIVES 1. Describe a situation through use of appropriate opinion-marking signals; 2. Use modals meaningfully in a two-sentence statement; 3. Form headings from a graphic organizer using topic outline and sentence outline through sense of resiliency. II. SUBJECT MATTER A. Topics : Modals/ Opinion-Marking Signals 31 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
  • 33.
    Graphic Organizers B. References: C. Materials : Labels, list of topics, handouts, copy of exercises, giving advice template III.PROCEDURE A. ACTIVITY 1. Spelling Test 2. SAY O WITH A PIX: Say your opinion about a unique Myanmar picture depicting a unique culture of this nation using the following : I think…, I guess…, I fell that…, It seems to me that... In my opinion...If I am not mistaken...or As I see it... Ex. a. Bagan Temples b. A giraffe Woman c. Golden Buddha’s d. Puppetry e. Fisher mode 3. MODALS IN MOTION: Observe sentences using modals. a. Burmese people should leave slippers when they enter the Bagan Temple. b. A woman in Burma must wear a necklace to show her high status in the society. c. Golden Buddha’s can reach in area up to ______. d. Children and old alike will watch a puppet show as form of recreation. e. A way of fishing called _____, might be one of few traditional modes of fishing in the place. B. ANALYSIS Examine what underlined modals can do in the sentence. Review what feelings or sense those pictures depicting Myanmar culture evoke in a viewer especially when expressed in a sentence using modals. Link these connectivity. C. ABSTRACTION 32
  • 34.
    Go over modalsas auxiliary, and as a functional kind of verb when attached to an action. Determine the specific function of modals like will, should, must, can, may and might e.g. will - futurity/willingness, must - strong obligation, should - necessity, can - ability/possibility, might - probability. Discuss briefly cultural aspects based on ideas presented. D. APPLICATION DIRECTIONS: Form a two-sentence opinion statement using the learned expressions of opinion and modals relevant to concepts/ideas about the Myanmar culture and people. Underline opinion signal and circle the modal. The first one is done for you. Example: monks Answer: I feel that monks are highly religious persons. They be praying a lot of times. Start here: 1. Aung San Suu Kyi _______________________________________________________. _______________________________________________________. 2. Democracy _______________________________________________________. _______________________________________________________. 3. Buddhist people _______________________________________________________. _______________________________________________________. 4. Food _______________________________________________________. _______________________________________________________. 33
  • 35.
    5. Burmese family _______________________________________________________. _______________________________________________________. IV.ASSESSMENT Examineuse of correct language forms: accuracy of modal verb in connection to sentence theme and of course, use of opinion signals in statements. V. ASSIGNMENT DIRECTIONS: Fill in the graphic organizer below. Use topic outlines as heading and sentence outlines as sub headings. Use 1 whole sheet of paper. 34
  • 36.
    LESSON EXEMPLAR Grade 8English Quarter Third Week 3 (Day 1) 35
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    LEARNING COMPETENCIES 1. (EN8RC-IIIc-2.13)Differentiate facts from opinions. 2. (EN8LC-IIIc-7) Employ different listening strategies suited to the topic, purpose, and level of difficulty of the listening text. 3. (EN8VC-IIIc-18) Determine the issue and stand presented in the material viewed. I. OBJECTIVES 1. Differentiate facts from opinion; 2. Evaluate facts from opinions based on viewed material; 3. Share one’s ideas without being difficult. II. SUBJECT MATTER A. Topic : Distinguishing Fact and Opinion B. References : Voyages of Communication English Learner’s Module http://www.youtube.com/watch?v=IQNs7Fvu5_Y C. Materials : Strips of paper, television, USB III.PROCEDURE A. ACTIVITY 1. Spelling Pre-test  The teacher will give the pre-test in spelling. The teacher will read the words aloud and the students are to write the correct spelling of the words in a ½ lengthwise. a. inevitable k. astray b. fleeting l. fragrant c. transitory m. savory d. amass n. tenacity e. insatiable o. phenomena f. utilitarian p. contentment 36 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
  • 38.
    g. exploit q.abound h. rampant r. ignoramuses i. inexhaustible s. bare j. wallow t. adequate  Checking will follow right after. 2. The students are to view a short speech delivered by a Muslim. They are to listen attentively to the speaker and take note on the speaker’s gestures and the behavior of his audience. They are to take note and identify the key notes of the speech. Before the video will be played, the teacher reads aloud a short introduction about Abdur Raheem McCarthy. http://www.youtube.com/watch?v=IQNs7Fvu5_Y B. ANALYSIS 1. Who speaks in the video? How credible is he to talk during the Peace Conference? 37 Abdur Raheem McCarthy Is of Irish-American heritage and was born and raised in the USA. After accepting Islam in 1994, he moved to Sudan and then Saudi Arabia where he spent 10 eyars in Madinah studying under the scholars and as a student in the Islamic University of Madinah. He graduated from the Arabic Institute and then from the faculty of Da’wah and Usool Ad-Deen, Islamic University of Madinah. He is well known from his TV shows on Peace TV, Huda TV, Tayba TV, Sharjah TV and Qatar TV, along with lecturing internationally with the Peace TV conference, and conferences in the UK, Canada, Ireland, Qatar, UAE, and Sudan. He has now decided to follow his roots and is living in Ireland, while supporting Da’wah projects internationally.
  • 39.
    2. According tothe speaker, when does misery start? How can Islam be the solution to the problems that beset the world? 3. What specific details are used by the speaker to substantiate each of his assertions? 4. Why do you think the speaker encourages his audience to adopt Islam? How do gestures or the intentional movements of the speaker‘s body help him convey his message? 5. What countries in the world adopt Islam as a religion? 6. What are some of the nonverbal reactions of the audience? What personality traits does Abdur Raheem possess as reflected in his speech? What does his speech tell us of the Arab psyche? 7. How do you evaluate the speaker‘s point of view? Was he able to convince you? Explain your answer. C. ABSTRACTION  Deepen discussion fact and opinion Examples of Factual Opinion Signal Words Information names believe should / should not statistics feel may / may not places possibly / probably think dates in my opinion best (good) / worst (bad) times my point of view My impression is . . . always / never, none advice / suggest least / most expect D. APPLICATION 38 Facts can be proven with evidence, statistics, records, photographs, data, etc. Sometimes opinions are made to sound like facts- specifically when a writer/speaker wants to convince his reader/listener. Opinions cannot be proven, however, they can be supported by facts and other knowledgeable opinions.
  • 40.
    Below are statementstaken from the speech of Abdur Raheem McCarthy; identify whether the sentence expresses a fact or an opinion. Write your answer on the second column and include a short explanation. Picking it from the speech Fact or Opinion Why did I say so 1. The Western economy is based on rebate or interest. 2. The only way to true happiness and peace is through Islam. 3. The problem of swine flu – the swine is one of the dirtiest animals in the face of the earth. 4. Fifty-six percent of everyone jailed in America today is due to drug charges. 5. Islam is not spreading as it should be because we are not implementing it in its proper form. Process Questions: 1. What is a fact? How do you arrive at facts? 2. How does a fact differ from an opinion? Can an opinion be proven? 3. Is a fact the opposite of an opinion? 4. If a statement of fact is untrue or false, does it turn into an opinion? 5. In the same logic, if an opinion is believed by everyone, does it turn into a fact? IV.ASSESSMENT Read the sentences below, and choose if the statement is a fact or an opinion. Write F for fact and O for Opinion. _______1. There are seven days in a week. _______2. English is an easy language to learn. _______3. The cookies my mom makes are the best in town. _______4. Movies are generally more interesting than books. _______5. Shihtzu is one breed of dogs. _______6. Calcium is important for bone health. _______7. Exercising burns more calories than sitting around. _______8. The television show Bubble Gang is just not as funny as it used to be. _______9. April is a month with 30 days. _______10. There are 12 months in the year. V. ASSIGNMENT Define the spelling words in Activity 1 and use each word in a sentence. LESSON EXEMPLAR 39
  • 41.
    Grade 8 English QuarterThird Week 3 (Day 2) LEARNING COMPETENCY 1. (EN8LT-IIIc-2.2.1) Express appreciation for sensory images used. I. OBJECTIVES 1. Express appreciation for sensory images used 2. Write sentences using the sensory images 3. Grasp the main idea of the poem II. SUBJECT MATTER A. Topic : Sensory images B. References : Voyages of Communication English Learner’s C. Materials : Strips of paper, television, USB III.PROCEDURE A. ACTIVITY 1. Spelling Supervised Study The teacher will read the words aloud and the students are to write the correct spelling of the words in a ½ lengthwise. a. inevitable k. astray b. fleeting l. fragrant c. transitory m. savory d. amass n. tenacity e. insatiable o. phenomena f. utilitarian p. contentment g. exploit q. abound h. rampant r. ignoramuses 40 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
  • 42.
    i. inexhaustible s.bare j. wallow t. adequate  Checking will follow right after. 2. Reading of the Poem This Earth, This Man Maung Htwe Sung B. ANALYSIS 1. Who speaks in the poem? 2. What is the poem is all about? 3. What are the lines from the poem that shows sensory images? C. ABSTRACTION  Deepen discussion on sensory images SENSORY IMAGES 41 Not far from the green dense forest By the side of the stream running full There is a field, large and wide. At the first light of the day A burly yet handsome farmer Full of vigor and confidence Is ploughing his field. Day after day in his field With his oxen he works With ardent zeal and without feeling tired And finding joy in his work. Broad is his chest and his muscles are strong, Elastic and firm. It is so pleasant to see In a field of emerald green The handsome body of this well-built man. Steadfastly staying with his ground This farmer tries to work hard With his oxen who are his friends In the hope of doing good for his country He is a real son of his land. Not far from the green dense forest By the side of the stream running full There is a field, large and wide. At the first light of the day A burly yet handsome farmer Full of vigor and confidence Is ploughing his field. Day after day in his field With his oxen he works With ardent zeal and without feeling tired And finding joy in his work. Broad is his chest and his muscles are strong, Elastic and firm. It is so pleasant to see In a field of emerald green The handsome body of this well-built man. Steadfastly staying with his ground This farmer tries to work hard With his oxen who are his friends In the hope of doing good for his country He is a real son of his land.
  • 43.
    As a literarydevice, imagery consists of descriptive languages that can function as a way for the reader to better imagine the world of the piece of literature and also adds symbolism to the work. Imagery draws on the five sense, namely the details of taste, touch, smell, sight, and sound. Imagery can also pertain to details about movement or a sense of a body in motion (Kinesthetic imagery) or the emotions or sensations of a person, such as fear or hunger (organic imagery or subjective imagery). Using imagery helps the reader develop a more fully realized understanding of the imaginary world that the author has created TASTE (Gustatory) which appeals to the sense of taste. Ex.: The delicious taste of “hipon” with the crunchiness of green mangoes is flocked at the SOUND (Auditory) – appeals to the sense of hearing. Ex.: The concert was so loud that her ears rang for days afterward SIGHT (Visual) – appeals to the sense of seeing. Ex.: The sunset was the most gorgeous they’d ever seen; the clouds were edged with pink and gold SMELL (Olfactory) - which appeals to the sense of smelling. Ex.: After eating the “liempo”, his breath reeked of garlic. TOUCH (Tactile) - which appeals to the sense of feeling. Ex.: The tree bark was rough against her skin. D. APPLICATION DIRECTIONS: Work with a partner and write sentences using sensory imagery. 42
  • 44.
    A. Smell 1. ____________________________________________________________ 2.____________________________________________________________ B. Sight 1. ____________________________________________________________ 2. ____________________________________________________________ C. Touch 1. ____________________________________________________________ 2. ____________________________________________________________ D. Sound 1. ____________________________________________________________ 2. ____________________________________________________________ E. Taste 1. ____________________________________________________________ 2. ____________________________________________________________ IV.ASSESSMENT DIRECTIONS: Group yourselves into four. Work with your group. Read the poem and do what is assigned to you. Group A : Compose a short poem expressing their appreciation for the beauty of the earth. Group B: Create a poster illustrating the great beauty of the earth and the powerful physique of a person. Group C: Cite lines that show sensory images and explain each. Group D: Make a slogan illustrating the beauty of the earth Rubrics on Differentiated Task 1 2 3 4 Total Preparation Did not prepare Some A good Group 43 This Earth, This Man Maung Htwe Sung
  • 45.
    enough for the presentation preparation wasdone amount of preparation was done prepared beyond level of assignment Visual Aids There were no helpful visual aids There were a few visual aids There were clear and interesting visual aids Students created excellent visual aids Speaking and Audience Contact Did not look at the audience and was not loud enough Looked at the audience some of the time and used a soft voice Looked at the audience and spoke clearly Held the attention of the audience and space very expressively Overall Understandin g of the Topic Students did not show sufficient understanding of the topic Students understood most of the topic Students understood the entire topic Students understood the topic and found extra information Teaching value for other students Did not help other students learn about the topic Helped other students learn something Helped other students understand the topic well Helped other students understand the topic and enjoy the presentation V. ASSIGNMENT List down at least 1 synonym and 1 antonym of the words in the spelling list. LESSON EXEMPLAR Grade 8 English 44
  • 46.
    Quarter Third Week 3(Day 3) LEARNING COMPETENCY 1. (EN8V-IIIc-15.3) Explain the meaning of a word through. I. OBJECTIVES 1. Define prefixes, roots, and suffixes. 2. Explain the meaning of a word through structural analysis (prefixes, roots, suffixes). 3. Use the appropriate affixes and suffixes to complete the idea. 4. Express enjoyment in playing the interactive game about Affixes. II. SUBJECT MATTER A. Topic : Affixes B. References : Voyages of Communication English Learner’s Module http://www.youtube.com/watch? v=IQNs7Fvu5_Yhttp://www.esl-galaxy.com/ prefixsuffix.html http://www.enchantedlearning.com/grammar/ prefixsuffix/fillinprefixsuffix/1/ C. Materials : Strips of paper, television, USB III.PROCEDURE A. ACTIVITY 45 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
  • 47.
    1. Spelling: SupervisedStudy  Checking on the assigned task wherein the students were tasked to list at least one (1) synonym and one (antonym) of the words in the spelling list of words for the current week. 2. Word Hund Search Activity Look for the affixes and suffixes in the pool of letter. Encircle them. B. ANALYSIS Encircle the letter of the correct answer. 1. What is the meaning of the word prefix? 46 ABLE ANTE AUTO CENTI DIS DOM EER ESS EXTRA FUL HYPER ICAL ING IOUS ISM IST IVE KILO LESS MEGA MENT MID MILLI MONO MULTI NESS NON OVER POLY POST PRE PRO SHIP SUB SUPER TRANS UNDER
  • 48.
    A. a wordwithin a word B. a group of letters put before a root word which changes its meaning 2. What does the word unhurt mean? A. hurt badly B. hurt C. not hurt 3. If you take away the prefix from disagree, the root word is agree. A. True B. False 4. If you add the prefix ‘un’ to the word wrap, what is the correct spelling of the new word? A. unwrap B. unrap C. unwrap 5. What do you do if you reread a book? A. don't read it B. read it again C. read it for the first time 6. A suffix is a group of letters that you add to the start of a root word A. True B. False 7. Which of the following is a suffix? A. pre B. un C. ed 8. Which of the following is not a suffix? A. ful B. ing C. re 9. Which suffix can you add to the end of cook to make a new word? A. ing B. ful C. est 10. Which suffix can you add to the word peace to make a new word? A. ing B. ful C. est C. ABSTRACTION The teacher will lead the students to the formation of the following concepts: 47 A prefix is an affix which is placed before the stem of a word. Adding it to the beginning of one word changes it into another word. A suffix is a letter or a group of letters that is added to the end of a word to change its meaning or to form a different word. A root word has no prefix or suffix — it's the most basic part of a word.
  • 49.
    D. APPLICATION Use thebank of prefixes and suffixes to complete each word. There may be more than one answer for some words. Prefix - Root Word - Suffix Prefix - Root Word - Suffix ____cover____ ____predict____ ____like____ ____proper____ ____agree____ ____success____ ____logic____ ____comfort____ ____order____ ____equal____ ____expected____ ____construct____ ____act____ ____reason____ ____luck____ ____honor____ ____trust____ ____usual____ ____connect____ ____new____ 48 Bank of Prefixes dis- im- re- il- pre- un- Bank of Suffixes -able -ful -ly -al -ion -y
  • 50.
    IV.ASSESSMENT Analyze the followingquestions. Encircle the letter of the correct answer. 1. What prefix would you add to the word 'finished' to show that there is still some work to be done? A. un B. dis C. mis 2. What suffix would you add to the word 'air' to show that a room is very stuffy? A. ed B. ful C. less 3. What prefix would you add to the word 'view' to indicate that you see something before other people do? A. un B. re C. dis 4. What suffix would you add to the word 'blame' to show you have done nothing wrong? A. ness B. less C. ed 5. Which two suffixes have the same meaning? A. ful and less B. less and ness C. s and es 6. Which of these words cannot be made into another word by adding the prefix 'sub'? A. way B. marine C. book 7. Which of these prefixes means below? A. under B. pre C. over 8. What does the prefix do to the word 'cooked' in this sentence? “The pies were precooked.” A. It tells you, you need to cook the pies. B. It tells you the pies need cooking again. C. It tells you the pies have already been cooked. 9. What does the prefix 'dis' do to the word appeared in this sentence? “The cat disappeared before her very eyes.” A. It tells you that the cat appeared bigger than before. B. It tells you that the cat vanished. C. It tells you that the act appeared to be further away. 10. What does the suffix 'ful' do to the word house in this sentence? “She had a houseful that weekend.” A. It tells you that her house was empty that weekend. B. It tells you that her house was a mess that weekend. C. It tells you that she had lots of people staying in her house that weekend. V. ASSIGNMENT  Study spelling words  What is a persuasive speech? 49
  • 51.
    LESSON EXEMPLAR Grade 8English Quarter Third Week 3 (Day 4) LEARNING COMPETENCY 1. (EN8OL-IIIf-3) Deliver a self-composed persuasive Speech I. OBJECTIVES 1. Confidently deliver a self- composed persuasive speech 2. Composed a persuasive speech 3. Show confidence in delivering a persuasive speech II. SUBJECT MATTER A. Topic : Persuasive Speech B. References : Voyages of Communication English Learners https://www.gotoassignmenthelp.com/blog/8-major- tips-on-how-to-deliver-a-persuasive-speech/ C. Materials : Strips of paper, television, USB III.PROCEDURE A. ACTIVITY 1. Spelling Post-Test The teacher will read the words aloud and the students are to write the correct spelling of the words in a ½ lengthwise. 50 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
  • 52.
    k. inevitable k.astray l. fleeting l. fragrant m. transitory m. savory n. amass n. tenacity o. insatiable o. phenomena p. utilitarian p. contentment q. exploit q. abound r. rampant r. ignoramuses s. inexhaustible s. bare t. wallow t. adequate  Checking will follow right after. 2. GROUP ACTIVITY: Choose your favorite product/s- shampoo, shoes, etc. Advertise it/them to your friends so that they, too, will subscribe to it/them. Make sure to promote it/them. Make sure to promote it/them in two ways: (1.) by using propaganda device/s , and (2.) By telling the whole truth. B. ANALYSIS 1. What is persuasive speech? 2. Why do writers and speakers use propaganda gimmicks? 3. What responsibilities do newspapers have for their readers? 4. How do recognizing propaganda devices make you a better consumer and a student? C. ABSTRACTION Deepen discussion on persuasive speech. 51
  • 53.
    When you delivera persuasive speech, your objective should be to convince the audience of your ideas or points of view. While the topic you choose should be debatable; however, your arguments should reflect clarity of thought and self-confidence. When you are delivering a persuasive speech, the first thing you need to make sure is that there lies a solution to the problem at hand. After that, you need to demonstrate this solution to your target audience and suggest how your opinion will make all the difference. D. APPLICATION The students will compose a persuasive speech to persuade their friends to focus on their study and aim for the attainment of their dreams. IV.ASSESSMENT 52 Tips on how to deliver a persuasive speech 1. Give and impactful introduction. 2. Outline the solution in the main body of the speech. 3. End your speech on a high note. 4. Brainstorm before writing down your speech. 5. Do not counter your arguments. 6. Focus on the delivery of the speech. 7. Design the speech keeping your audience into consideration. 8. Give your speech an emotional touch.
  • 54.
  • 55.
    LESSON EXEMPLAR Grade 8English Quarter Third Week 4 (Day 1) LEARNING COMPETENCIES 1. (EN8RC-IIId-12) Utilize coping reading strategies to process information in a text. 2. (EN8LC-IIId-8.2) Judge the relevance and worth of ideas presented in the text listened to. I. OBJECTIVES 1. Know the different reading strategies to use in processing information in a text; 2. Unlock the meaning of vocabularies through association on its synonyms and antonyms in the given text; and 3. Judge the relevance and worth of ideas in the given text. II. SUBJECT MATTER A. Topic : Ali Baba and the Forty Thieves Seven Strategies of Highly Effective Readers Vocabulary Enhancement B. References : English 8 Curriculum Guide ,Quarter 3 week 4 Voyages of Communication English Learner’s Module http://www.adlit.org/pdfs/articles/19844_aid1.pdf https://www.youtube.com/watch?v=m_scvcCPBMg 54 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
  • 56.
    C. Material/s :activity sheets, printed copy of the story , projector, speaker, laptop, writing board, marker III.PROCEDURE A. ACTIVITY 1. Spelling Test (Pre-test) Students will write the correct spelling of the following words. a. greedy b. thieves c. clever d. apothecary e. suspicious f. awkward g. deed h. furious i. rage j. mules k. foils l. revenge m. merchant n. dagger o. extremely 2. Students will watch a video clip of the story of “Ali Baba and the Forty Thieves” https://www.youtube.com/watch?v=m_scvcCPBMg 3. Students will read the Story of Ali Baba and the Forty Thieves silently. ALI BABA AND THE FORTY THIEVES A li Baba and his elder brother Cassim are the sons of a merchant. After the death of their father, the greedy Cassim marries a wealthy woman and becomes well-to-do, building on their father's business—but Ali Baba marries a poor woman and settles into the trade of a woodcutter. One day Ali Baba is at work collecting and cutting firewood in the forest, and he happens to overhear a group of forty thieves visiting their treasure store. The treasure is in a cave, the mouth of which is sealed by magic. It opens on the words "iftah ya simsim" (commonly written as "Open Sesame" in English), and seals itself on the words "Close, 55
  • 57.
    Simsim" ("Close Sesame").When the thieves are gone, Ali Baba enters the cave himself, and takes some of the treasure home. Ali Baba and his wife borrow his sister-in-law's scales to weigh this new wealth of gold coins. Unbeknownst to them, she puts a blob of wax in the scales to find out what Ali Baba is using them for, as she is curious to know what kind of grain her impoverished brother-in-law needs to measure. To her shock, she finds a gold coin sticking to the scales and tells her husband, Ali Baba's rich and greedy brother, Cassim. Under pressure from his brother, Ali Baba is forced to reveal the secret of the cave. Cassim goes to the cave and enters with the magic words, but in his greed and excitement over the treasures, he forgets the magic words to get back out again. The Thieves find him there, and kill him. When his brother does not come back, Ali Baba goes to the cave to look for him, and finds the body, quartered and with each piece displayed just inside the entrance of the cave as a warning to anyone else who might try to enter. Ali Baba brings the body home, where he entrusts Morgiana, a clever slave- girl in Cassim's household, with the task of making others believe that Cassim has died a natural death. First, Morgiana purchases medicines from an apothecary, telling him that Cassim is gravely ill. Then, she finds an old Tailor known as Baba Mustafa whom she pays, blindfolds, and leads to Cassim's house. There, overnight, the Tailor stitches the pieces of Cassim's body back together, so that no one will be suspicious. Ali Baba and his family are able to give Cassim a proper burial without anyone asking awkward questions. The Thieves, finding the body gone, realize that yet another person must know their secret, and set out to track him down. One of the Thieves goes down to the town and comes across Baba Mustafa, who mentions that he has just sewn a dead man's body back together. Realizing that the dead man must have been the Thieves' victim, the Thief asks Baba Mustafa to lead the way to the house where the deed was performed. The Tailor is blindfolded again, and in this state he is able to retrace his steps and find the house. The Thief marks the door with a symbol. The plan is for the other thieves to come back that night and kill everyone in the house. However, the Thief has been seen by Morgiana and she, loyal to her master, foils his plan by marking all the houses in the neighborhood with a similar marking. When the forty Thieves return that night, they cannot identify the correct house and their leader in a furious rage, kills the unsuccessful Thief. The next day, another Thief revisits Baba Mustafa and tries again, only this time, a chunk is chipped out of the stone step at Ali Baba's front door. Again Morgiana foils the plan by making similar chips in all the other doorsteps. The second Thief is killed for his failure as well. At last, the leader of the Thieves goes and looks for himself. This time, he memorizes every detail he can of the exterior of Ali Baba's house. The Chief of the Thieves pretends to be an oil merchant in need of Ali Baba's hospitality, bringing with him mules loaded with thirty-eight oil jars, one filled with oil, the other thirty-seven hiding the other remaining thieves. Once Ali Baba is asleep, the Thieves plan to kill him. Again, Morgiana discovers and foils the plan, killing the thirty-seven Thieves in their oil jars by pouring boiling oil on them. When their leader 56
  • 58.
    comes to rousehis men, he discovers that they are all dead, and escapes. The next morning Morgiana tells Ali Baba about the thieves in the jars, they bury them and Ali Baba shows his gratitude by giving Morgiana her freedom. To exact revenge, after some time the Chief of Thieves establishes himself as a merchant, befriends Ali Baba's son (who is now in charge of the late Cassim's business), and is invited to dinner at Ali Baba's house. However the Thief is recognized by Morgiana, who performs a dance with a dagger for the diners and plunges it into his heart when he is off his guard. Ali Baba is at first angry with Morgiana, but when he finds out the Thief tried to kill him, he is extremely grateful and rewards Morgiana by marrying her to his son. Ali Baba is then left as the only one knowing the secret of the treasure in the cave and how to access it. Thus, the story ends happily for everyone except Cassim and the forty Thieves. Source: http://en.wikipedia.org/wiki/Ali_Baba B. ANALYSIS Let‘s find out if you understood the selection ―Ali Baba and the Forty Thieves despite the presence of some difficult words. Each burger patty contains a word from the literary selection. In the table below are the synonyms as well as the antonyms of the words. Create your own veggie burger by matching the word with its synonym and antonym. Write its synonym on the upper bun while the antonym on the lower bun. Work on this for three minutes. Enjoy! Note: The words in the table do NOT necessarily match as listed 1. 4. 2. 5. 3. 57 SEAL AWKWARD FOIL IMPOVERISH APOTHECARY SYNONYMS ANTONYMS clumsy rich to close graceful bankrupt to open pharmacy to support to stop cemetery
  • 59.
    C. ABSTRACTION Get toknow the SEVEN STRATEGIES OF HIGHLY EFFECTIVE READERS STRATEGY DEFINITION Activating "Priming the cognitive pump" in order to recall relevent prior knowledge and experiences from long-term memory in order to extract and construct meaning from text Inferring Bringing together what is spoken (written) in the text, what is unspoker (unwritten) in the text, and what is already knowen by the reader in order to extract and construct meaning from the text Monitoring-Clarifying Thinking about how and what one is reading, both during and after the act of reading, for purposes of determining if one is comprehending the text combined with the ability to clarify and fix up any mix-ups Questioning Engaging in learning dialogues with text (authors), peers, and teachers through self- questioning, question generation, and question answering Searching-Selecting Searching a variety of sources in order to select appropriate information to answer questions, define words and terms, clarify misunderstandings, solve problems, or gather information. Summarizing Restating the meaning of text in one's own 58 Process Questions: 1. Were you able to finish the activity on time? If not , what stopped you from pursuing? 2. What previous knowledge or encounter helped you in arriving at your answers? 3. How many correct answers did you have? 4. In what specific ways do you think can help yourself improve your vocabulary skills?
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    words--different words fromthose used in the original text Visualizing-Organizing Constructing a mental image or graphic organizer for the purpose of extracting and constructing meaning from the text D. APPLICATION Students will re read the story taking into account the SEVEN STRATEGIES OF HIGHLY EFFECTIVE READERS. IV.ASSESSMENT Students will answer the following questions: 1. At the start of this lesson, what were your initial feelings and ideas about it? Did you like story? Was it exciting or too predictable? How did you find its ending? 2. The magic words ―Open, Sesame and ―Close,Sesame that seal the cave of ‖ ‖ treasures have become popular expressions. How do modern people use this expression in their daily conversations? 3. How were Ali Baba‘ and Cassim‘s lives different? Which of these two characters do you prefer? Explain your answer and cite instances in the story that support your choice of character. V. ASSIGNMENT Students will answer and make a stand on certain issues illustrated in the story. How is each of these themes – greed, loyalty and bravery shown in the story? Support your answers. 59
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    LESSON EXEMPLAR Grade 8English Quarter Third Week 4 (Day 2) LEARNING COMPETENCIES 1. (EN8OL-IIId-5) Observe the use of correct stress, pitch, and juncture when delivering a persuasive speech. 2. (EN8VC-IId-18) Determine the issues and stand presented in the material viewed. 3. (ENG8G-IIID-3.6) Use modals appropriately. I. OBJECTIVES 1. Identify the modals used in the persuasive speech; 2. Determine the idea expressed in the sentence using the modal; 3. Deliver the persuasive speech observing appropriate pitch, stress, and juncture in order to convey the message clearly; and 4. Consider all possible advantages and sort out all possible disadvantages in making decisions. II. SUBJECT MATTER A. Topic : Ali Baba and the Forty Thieves B. References : Voyages in Communication Page 394 C. Material/s : handouts 60 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
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    III.PROCEDURE A. ACTIVITY 1. Spelling: Supervised Study Arrange the scrambled letters to form an appropriate word. The meaning serves as a clue. 1. edyrg- showing selfish desire 2. seveiht- person who steal 3. elcevr- intelligent 4. opaethyrca- a person who prepared and sold medicines in past times 5. suoicipsus- showing suspicion 6. wardawk- not graceful 7. eedd- act or action 8. suoiruf- very angry 9. ager- strong feeling of anger 10. mlue- a hybrid between a horse and a donkey; a very stubborn person 11. loif- trample 12. regenve- to inflict injury in return 13. tmerach- someone who buys and sells good After identifying the words correctly, the class reads them observing correct pitch and stress. B. ANALYSIS After reading the text, the class makes a stand whether one should gain richness or live life without blemishing one’s morality in one or two sentences only. It should be done precis and grace. With this, thus the class deliver his viewpoint confidently through observing appropriate pitch and stress. (After the presentation of the class, the teacher gives a brief feedback for improvement and appreciation.) C. ABSTRACTION From the viewpoints expressed through the speech, determine whether the statements express determination, obligation, certainty, possibility, will, or desire. If so, what words are used to express them? Once the class them, introduce the uses of modals. 61
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    MODALS A modal isa type of auxiliary (helping) verb that is used to express: ability, possibility, permission or obligation. Modal phrases (or semi-modals) are used to express the same things as modals, but are a combination of auxiliary verbs and the preposition to. The modals and semi-modals in English are: The chart helps them recognize the modals and their uses. D. APPLICATION The class works in groups and present a short dialogue using the modals. The following could be the scenario of the dialogue. 1. A student to wear a complete uniform 2. A student afraid to recite the poem 3. A student who keeps eating unhealthy foods 4. A student who keeps throwing garbage anywhere 5. A student who always cut classes IV.ASSESSMENT V. ASSIGNMENT Study the modals for an enrichment activity tomorrow. 62
  • 64.
    LESSON EXEMPLAR Grade 8English Quarter Third Week 4 (Day 3) LEARNING COMPETENCIES 1. (EN8WC-IIId-2.2.16) Compose an informative essay 2. (EN8G-IIId-3.6) Use modals appropriately I. OBJECTIVES 1. Complete the sentence with the appropriate modal to deliberately express its meaning or thought; 2. Develop an essay that informs the student body of the importance of proper disposal of waste; and 3. Take the responsibility of spreading the advisory beneficial for the community. II. SUBJECT MATTER A. Topic : Modals B. References : Voyages in Communication Page 394 C. Material/s : handouts 63 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
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    III.PROCEDURE A. ACTIVITY 1. Spelling: Supervised Study Match the words in Column A with their meanings in Column B. Column A Column B 1. greedy a. persons who steal 2. thieves b. selfish 3. clever c. showing suspicion 4. apothecary d. intelligent 5. suspicious e. not graceful 6. awkward f. a person who prepared and sold medicines 7. deed g. strong feeling of anger 8. furious h. actions 9. rage i. very angry 10. mule j. hybrid between a horse and a donkey 2. The class will listen to a song “Anak ng Pasig” by the Smokey Mountain. After hearing the song, they will share their thoughts about it. 1. Is the song true a decades ago? 2. If then, how will it be now? 3. Do we share the same sentiments as to the persona of the song? B. ANALYSIS 1. Let the class reflect on the song and look around them. Aside from the problem raised in the song, what else have been observed? 2. The class will write on a piece of paper the problems they identify. These will be collected, then the teacher randomly picks 4 of them. 3. The class then is divided into four groups and each is given a paper containing the problem. 4. The group will discuss the problem to come up with an advice to solve it. C. ABSTRACTION 1. What have you realized in the group discussion? 2. What modals are used in making advise? 3. What modals are used to signify obligation? 4. What are the obligations of a student? 5. Do you think, there is still chance to solve the problems you identified? D. APPLICATION After the dependent group activity, the class makes a very precise motto based on the problems they see around or the problem in themselves using a modal. It will be written on a bond paper in bold and big to remind all of us of how to deal with the problem. 64
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    A motto isa phrase or a quote that is representative of a person’s ideals and values. Example: I am strong willed; I can be what I am. IV.ASSESSMENT Complete the sentence with the correct modal. Identify the sentence that has the same meaning as the original one. 1. They are able to speak English well. a. They can speak English well. b. They may speak English well. c. They must speak English well. 2. Steve is not allowed to stay out late. a. Steve may not stay out late. b. Steve might not stay out late. c. Steve need not to stay out late. 3. Do I have to clean the kitchen? a. Can I clean the kitchen? b. Must I clean the kitchen? c. May I clean the kitchen? 4. Are you able to drive a tractor? a. Can you drive a tractor? b. Must you drive a tractor? c. Should you drive a tractor? 5. She is not able to read Chinese. a. She cannot read Chinese. b. She may not read Chinese. c. She need not read Chinese. V. ASSIGNMENT Write two sentences using a modal. 65
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    LESSON EXEMPLAR Grade 8English Quarter Third Week 4 (Day 4) LEARNING COMPETENCIES 1. (EN8WC-IIId-2.2.16) Compose an informative essay. 2. (EN8G-IIId-3.6) Use modals appropriately. 3. (EN8RC-IIId-1.2) Utilize coping reading strategies to process information in a text. I. OBJECTIVES 1. Read the text and identify the modals in it; 2. Identify the main idea of the text read; 3. Develop an essay that informs the student body of the importance of proper disposal of waste; and 4. Take the responsibility of spreading the advisory beneficial for the community. II. SUBJECT MATTER A. Topic : Modals B. References : Voyages in Communication Page 394 C. Material/s : handouts III. PROCEDURE A. ACTIVITY 1. Spelling (Post-test) 66 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
  • 68.
    Identify the word(from the spelling list) given its meaning. 1. Showing a selfish desire- greedy 2. Persons who steal- thieves 3. Intelligent- clever 4. A person who prepared and sold medicines in past times- apothecary 5. Showing suspicion- suspicious 6. Not graceful- awkward 7. Act/action-deed 8. Very angry- furious 9. Strong feeling of anger- rage 10. A hybrid between a horse and a donkey; a very stubborn person 2. The class reads the text that follows with proper pitch and stress.  Let the class identify the modal in the dialogue and determine the meaning expressed through its usage.  Must is a modal that expresses certainty and obligation.  In the sentence, “We must wait for Terry before we start,” the modal must expresses obligation while in the sentence He must be on his way, must expresses certainty. B. ANALYSIS  Yesterday you have heard the song “Anak ng Pasig” which voiced out the sentiment of a young child confused of what he sees in the picture against the reality.  Think of other instances that you see at around that you wish remains the same or you wish to change. C. ABSTRACTION 1. What obvious problem you want to be resolved in our country? 2. What obvious problem do you observe in your community? 3. What about in the school? 4. Do you think these problems are addressed? 5. How are these problems addressed? 6. What can you do/contribute in coming up with a solution to it? 67 Two business men, Michael and Dennis, are at a lunch meeting. They are waiting for their co-worker, Terry who is late. “We must wait for Terry before we start, “ says Michael. “Is he here yet?” “ No, he must be on his way,” replies Dennis. “ Yes, he said he left the office 30 minutes ago,” says Michael.” He must be about to arrive.”
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    7. Take alook with a small context, in your school, what exact problem have you identified that affects the entire community as well? 8. Are you directly affected? Did you care about it? D. APPLICATION 1. The class is given a time of silence to reflect on the issues? 2. The class then develops an essay of what he thinks is the problem he obviously observes in the school. In the essay, he will suggest of the ways to cater it. 3. The class should be reminded of the mechanics in writing as they craft a one paragraph essay that revolves on the suggested theme. IV. ASSESSMENT After the writing activity, the class will share to the whole class by speaking out loud their desire to help the world a better place through identifying some ways of making out of the problems in the school that eventually affects the entire community and country. Through this activity, the class again develop their speaking skill through proper use of pitch and stress, and intonation, as well as their pronunciation. 68
  • 70.
    LESSON EXEMPLAR Grade 8English Quarter Third Week 5 (Day 1) LEARNING COMPETENCIES 1. (EN8V-IIIe-12.3) Arrive at meanings through context clues. 2. (EN8RC-IIIe-2.1.7) React to what is asserted or expressed in a text. 3. (EN8LC-IIIe-7.1) Determine the stand of the speaker on a given issue presented in the text listened to. I. OBJECTIVES 1. Identify the meaning of the word through context clue; 2. Write a critical review of the story; 3. Display teamwork in the given activities; and 4. Integrate social responsibility. II. SUBJECTIVE MATTER A. Topic : The Temperaments and Psyche of the People Of Israel: A Touch of Modern Israel Context Clues B. References : Voyages of Communication Module 3 Pages 407-410 C. Material/s : TG, LM, photocopy of the reading material 69 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
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    III. PROCEDURE A. ACTIVITY 1.Spelling (Pre-test) Spell out the words correctly as the teacher will state them aloud. 1. cigarette 6.grumble 11. anti-revolutionary 2. furtively 7. regime 12. trance 3. incantation 8. anthropologist 13. stabbing 4. revolution 9. interrogation 14. converging 5. metamorphosis 10. appeal 15. fatalistic 2. Ask the question, “What is your stand on Death Penalty?” Varied answers from the students will be processed. 3. Group the students into 5 and provide copies of the reading text “The Cat”. Give the students 15 minutes to read and understand the story. 4. Let the students do the “Vocabulary Development”. WORD MEANING SENTENCE 1. grumble 2. interrogation 3. incantation 4. anthropologist 5. fatalistic B. ANALYSIS 1. What is the story about? 2. How did the prisoner escape? 3. Why did the prisoner choose to be a cat? C. ABSTRACTION Discussion of the following terms and meanings:  Critical Review is a writing task that asks to summarize and evaluate a text.  Introduction is a few opening sentences that announce the author and the title and briefly explains the topic of the text.  Summary explains the author’s purpose or intentions throughout the text and briefly describes how the text is organized.  Critique is a balanced discussion and evaluation of the strengths, weaknesses, and notable features of the text.  Conclusion restates the over-all opinion of the text and briefly presents recommendations. 70
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    D. APPLICATION Write acritical review of the short story “The Cat”. Use the given format. IV. ASSESSMENT Directions: Match the terms in column A with the meanings in column B. A B 1. Critical review a. restates the over-all opinion of the text 2. Introduction b. discussion and evaluation of the strengths, weaknesses, and other features of the text 3. Critique c. explains the topic of the text 4. Summary d. describes how the text is organized 5. Conclusion e. A writing task that asks to summarize and evaluate a text f. demonstrates learnings V. ASSIGNMENT Read Psalm 23 and identify the three main points of the Psalm. 71 A CRITICAL REVIEW Introduction Summary Critique Conclusion
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    LESSON EXEMPLAR Grade 8English Quarter Third Week 5 (Day 2) LEARNING COMPETENCIES 1. (EN8LT-IIIe-10) Appreciate literature as a mirror to a shared heritage of people with diverse backgrounds. 2. (EN8VC-IIIe-18) Determine the issue and stand presented in the material viewed. I. OBJECTIVES 1. Recognize the different media behaviors; 2. React to the topic as reflected in the blog; 3. Displays positive attitude towards the issue; 4. Show love of God. II. SUBJECT MATTER A. Topic : The Temperaments and Psyche of the People of Israel: A Touch of Modern Israel Video Viewing Media Behaviors B. References : Module 3, page415-419, http://www.youtube.com/watch? v=cDOUxtPkm5Q C. Materials : English worksheets, handouts, laptop, projector III.PROCEDURE 72 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
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    A. ACTIVITY 1. Spelling(Supervised Study) Word Game (Five Difficult Words Only). The students will be grouped into 5. Each group will select one representative who will write on the board the correct spelling of the words dictated by the teacher. 2. Motivation Jumbled letters of the HOLY BIBLE- HYOL IBLBE Clues: It’s a book where you can find the words of God. The greatest masterpiece of the Israeli Literature. 3. Present the famous poem from the book of Psalm- Psalm 23 A Psalm of David. B. ANALYSIS Process questions: 1. Who is the author of this psalm? What are the three main points of the psalm? 2. How does David describe the physical and the spiritual necessities provided by the Lord? 3. What is the author’s purpose of writing the psalm? What is manifested in his character as he wrote this verse? What does this tell us of the Israeli character? C. ABSTRACTION Discuss the different Media behaviors. D. APPLICATION Video Viewing: The Future Warfare Is Here This site shows a three-minute CNN news report about Israel’s latest drone technology capable of defending and attacking enemies in air, land, and water. Process Questions: 1. What is Israel’s latest drone technology? 2. What makes this upgraded aircraft amazing? 3. What is the reaction of Israel’s greatest nemesis Iran over this latest unmanned aerial vehicle? 4. How do Israelis respond to challenges of modernity as reflected in their literary selections? IV.ASSESSMENT Writing a Blog: Getting Connected to Israel Write a sensible and unbiased comment on the blog. Make sure your comment is not offensive to any race and is a sincere expression of your desire, psyche and temperament as a Filipino student. (Students will be provided with a copy of the Blog) 73
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    V. ASSIGNMENT Write oneexample of Citation and Footnote. LESSON EXEMPLAR 74
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    Grade 8 English QuarterThird Week 5 (Day 3) LEARNING COMPETENCIES 1. (EN8SS-IIIe-1.6) Show respect for intellectual property rights by acknowledging citations made in an informative essay. 2. (EN8SS-IIIe-1.6.3) Acknowledging sources by creating a bibliography. I. OBJECTIVES 1. Memorize formats of Citations and Footnotes; 2. Construct an informative essay through E-journal; 3. Demonstrate respect of intellectual property rights; 4. Show social responsibility. II. SUBJECT MATTER A. Topic : Informative Essay, Bibliography B. References : Module 3, pages 422-428 C. Materials : Print outs III.PROCEDURE A. ACTIVITY 1. Spelling (Mid-Test) Words will be dictated and students will give the correct spelling of the words. 2. Motivation 75 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
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    What is commonamong Madam Kilay, Jamill, Alex Gonzaga, Snake Princess, Medyo Maldito and others? Possible Answer: Someone who has a regular record of thoughts, opinions, and experiences that is placed on the internet for other people to read. (Video Bloggers) B. ANALYSIS Recall the blog about Israeli personality trait and give the following process questions: 1. What four major traits characterized the Israeli as a people? Explain each briefly. 2. What is the sociological background of the arrogance of the Israelis? 3. What does freier mean? When is one considered such? 4. Incorporating the terms, Jew, Hebrew, Israelite, describe the Israeli psyche and temperament as reflected in their readings and viewing texts. 5. What is the purpose of the writer for exposing his essay to the worldwide web? 6. What does blog mean? Why do people create blogs? 7. Is it all right to make blogs or to comment on people’s blogs? C. ABSTRACTION The following will be discussed: Intellectual property (IP) refers to creations of the mind: inventions, literary and artistic works, and symbols, names, images, and designs used in commerce. Footnotes are a conventional way to tell your readers where you got the information and quotes that appear in your paper. Your goal is to make it easy for your readers to see what sources you used -- and easy to find any that they might want to study further. To do that, you need to provide complete citations in a consistent citation style. http://history.hanover.edu/courses/handouts/footnotes.htm 76 Printed Resources How to footnote a book: Ronald Takaki, Iron Cages: Race and Culture in 19th-Century America (New York: Oxford University Press, 1990), 113. or: Ronald Takaki, Iron Cages: Race and Culture in 19th-Century America (New York: Oxford University Press, 1990), 113.
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    77 When the bookis edited: Edward Chiera, They Wrote on Clay, ed. George C. Cameron (Chicago: University of Chicago Press, 1938), 42. How to footnote an essay in a journal: Samuel M. Thompson, "The Authority of Law," Ethics 75 (October 1964): 16-24. How to footnote an article in a newspaper: "Amazing Amazon Region," New York Times, 12 January 1969, sec. 4, E11. How to footnote a work of art (in this case, a painting): Larry Calcagno, Landscape, 1970. Non-Printed Media How to footnote a radio or television program: TVNZ, "The Amazing Mollusc," 17 April 1972. How to footnote a film: Lee Tamahori, Director, Once Were Warriors, 1995. How to footnote a recording (in this case, a song called "Blood Red River," on an album called The Legendary Peg Leg Howell: Peg Leg Howell, "Blood Red River," The Legendary Peg Leg Howell, 1943, Testament T-2204. How to Cite, Bibliography: Using the Chicago Manual of Style Printed Resources How to cite a book: Takaki, Ronald. Iron Cages: Race and Culture in 19th-Century America. New York: Oxford University Press, 1990. or Takaki, Ronald. Iron Cages: Race and Culture in 19th-Century America. New York: Oxford University Press, 1990.
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    D. APPLICATION Get anybook and follow the given format in making a bibliography. 4. Author’s last name, first initial(publication date). Book title. Additional information. City of publication: Publishing company IV.ASSESSMENT 1. Create an E-journal or informative essay of your favorite Saudi and Israel Prose and Poems. 2. Post your output in our Group Chat and invite classmates to visit and post their comments. 78 When the book is edited: Cameron, George C., Ed. They Wrote on Clay. Chicago: University of Chicago Press, 1938. How to cite an essay in a journal: Thompson, Samuel M. "The Authority of Law." Ethics 75 (October 1964): 16-24. How to cite an article in a newspaper: "Amazing Amazon Region." New York Times, 12 January 1969, sec. 4, E11. Non-Printed Media How to cite a radio or television program: TVNZ. "The Amazing Mollusc." 17 April 1972. How to cite a film: Tamahori, Lee, Director. Once Were Warriors. 1995. How to cite a recording (in this case, a song called "Blood Red River," on an album called The Legendary Peg Leg Howell: How to cite a recording (in this case, a song called "Blood Red River," on an album called The Legendary Peg Leg Howell: How to cite a work of art (in this case, a painting): Calcagno, Larry. Landscape. 1970.
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     SCORING GUIDEFOR E-JOURNAL OF PROSE AND POETRY can be found on pp.426-427 of the module V. ASSIGNMENT Answer Anticipation-The Action Guide found on pp.428 LESSON EXEMPLAR 79
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    Grade 8 English QuarterThird Week 5 (Day 4) LEARNING COMPETENCIES 1. (EN8OL-IIIe-1.14) Use appropriate persuasive devices. 2. (EN8G-IIIe-3.6) Use modals appropriately. I. OBJECTIVES 1. Define what modals are; 2. Compose notes on different events using appropriate modals; 3. Challenge oneself in completing a song; 4. Show faith in one’s capability. II. SUBJECT MATTER A. Topic : Modals B. References : C. Materials : meta strips, bondpaper/ activity sheets III.PROCEDURE A. ACTIVITY 1. Spelling (Post-Test) Dictate words and use each in their own sentence. 2. Motivation Name That Tune Write the lyrics of the song with omitted words. Call volunteers to sing the lines and supply the missing words. Looking back as lovers go walking past 80 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
  • 82.
    All of mylife Wondering how they met and what makes it last If I found the place, ____ I recognize the face. Something’s telling me it _____ be you.. How ____ you hurt me this way? Everything I knew was lovin’ you. How ____ you try pretending, Your love was never ending B. ANALYSIS Questions: 1. What are the missing words? How do we call them? 2. Can you give other examples? 3. When can we possibly use them? C. ABSTRACTION should/ought to 50 % obligation I should / ought to see a doctor. I have a terrible headache. advice You should / ought to revise your lessons logical conclusion He should / ought to be very tired. He's been working all day long. had better advice You 'd better revise your lessons D. APPLICATION Finding Modal Verbs worksheet 81 Modal Verb Expressing Example must Strong obligation You must stop when the traffic lights turn red. logical conclusion / Certainty He must be very tired. He's been working all day long. must not prohibition You must not smoke in the hospital. can ability I can swim. permission Can I use your phone please? possibility Smoking can cause cancer. could ability in the past When I was younger I could run fast. polite permission Excuse me, could I just say something? possibility It could rain tomorrow! may permission May I use your phone please? possibility, probability It may rain tomorrow! need not lack of necessity/absence of obligation I need not buy tomatoes. There are plenty of tomatoes in the fridge.
  • 83.
    IV.ASSESSMENT Make a noteon the following events using appropriate modals. Birthday Party Anniversary 82
  • 84.
    Graduation Mourning V. ASSIGNMENT Differentiate thefollowing kinds of sentences according to structure. Compound and Compound-Complex LESSON EXEMPLAR Grade 8 English Quarter Third Week 6 (Day 1) 83 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
  • 85.
    LEARNING COMPETENCIES 1. (EN8LT-IIIf-2.2)Explain how the elements specific to a genre contribute to the theme of a particular literary selection. 2. (EN8LT-IIIf-2.2.5) Determine key ideas , tone and purposes of the author. 3. (EN8VC-IIIf-19) Judge the relevance and worth of ideas presented in the material viewed. 4. (EN8V-IIIf-12.3) Arrive at the meanings through context clues. I. OBJECTIVES 1. Determine the elements of the selection "The Story of Ruth"; 2. Distinguish the meaning of the words through context clues; 3. Analyze the personality traits of Ruth and Naomi; 4. Compare and contrast Naomi who was bitter and Ruth who reigned; 5. Compare Naomi as a symbol of the law and Ruth as a symbol of grace; 6. Show appreciation of a character's personality or trait. II. SUBJECT MATTER A. Topic : The Story of Ruth Elements of a Story Author's purpose and idea Context Clues B. References : Voyages of Communication English Learner’s Module https://www.youtube.com/watch? v=YIeRJmLDeQ0 C. Materials : activity sheets, printed copy of the story , video clip, projector or television, speaker III.PROCEDURE A. ACTIVITY 1. Spelling (Pre-test) Students will write the correct spelling of the following words. a. famine k. ought b. widow l. generous c. married m. generous d. daughter n. opportunity e. begged o. debt f. conversation p. approached 84
  • 86.
    g. vows q.kinsman h. buried r. privilege i. husband s. kindness j. despondent t. negotiate 2. Motivation a. Students will watch a video clip of "The Story of Ruth." https://www.youtube.com/watch?v=YIeRJmLDeQ0 b. Students will watch a video clip of "The Story of Ruth." 85 THE STORY OF RUTH Famine has hit Bethlehem, which forces Elimelech and his wife, Naomi, to move east to Moab with their two sons to get some grub. There, they set up shop, eat some food, and live for about ten years. The sons marry two local girls, Ruth and Orpah, during this time. Life is good. Or so it seems. One by one, Elimelech and his two sons die. Bummer. This leaves Naomi, Ruth, and Orpah man-less and in need of help. Naomi decides to head back to Bethlehem (ten years is enough time to get over a famine, right?) and her daughters-in-law pack their luggage and join her. Naomi begs the girls to stay behind and, while Orpah is convinced and high tails it back to Moab, Ruth pledges her devotion to Naomi, forsaking her god and her people to become part of Naomi's life. Ruth's stubbornness pays off and Naomi lets her tag along. In Bethlehem, things are not good for the ladies. Naomi is feeling down and out and Ruth is reduced to gleaning in the barley fields. There, Ruth happens to run into a well-known rich guy named Boaz, who instantly takes a liking to her and offers her all kinds of sweet gleaning privileges. Boaz also happens to be a relative of Naomi's late husband, which is very, very important, since Boaz would have an obligation to marry Ruth and provide for her as family. When Naomi hears about Boaz and what a stand-up guy he is, she hatches a plan for Ruth to snag him as a husband. She tells her daughter-in-law to visit Boaz at night in secret and lie at his feet (it's sexy, trust us). Ruth does what her mother-in-law asks and Boaz is pleasantly surprised to see the cute girl from the fields is interested in him. He tells Ruth that he would love to marry her, but that there's another relative with even closer ties to her in-laws. Boaz sets out to meet the guy and everyone is left to hold his or her breath while we wait to find out whom Ruth will end up with. As it turns out, this random relative is interested in buying some land that Naomi has, but he's much less interested in taking her daughter-in-law as his wife. So a deal is struck—the other guy renounces his claim on Ruth and Boaz is free to marry her. Wedding bells start ringing and everyone is happy. Soon, Ruth and Boaz have a son, which makes Naomi über
  • 87.
    B. ANALYSIS Students willanswer the following questions: 1. How does the text differ from the video? 2. What are the scenes from the video that shows relevance to the text? 3. How was the idea presented in the text and in the video? 4. How is it important to know the complete idea in the text as or before you watch the video? 5. What do you think is the purpose of the author in writing the text? 6. What do you think is the author's mood as he was writing the text? C. ABSTRACTION Students will analyze the elements of the selection completing the graphic organizer below. 86 Major Events in the Plot Inciting Action: Mood: Setting: Central Conflict Minor Characters: Main Character: Name: ___________________________________ Activity no.____________ Title of the Story: ______________________________
  • 88.
    Students' answers willbe processed through the following questions: 1. Describe the living faith that works out of love in the lives of Ruth and Boaz. 2. At the end of the Story of Ruth, it appeared that Naomi owned some land that Boaz was willing to sell to her. If she had this land all along, why didn't she ell it earlier and save herself a lot of trouble? D. APPLICATION Students will analyze the personality traits of Ruth and Naomi as reflected in their actions and dialogue. Compare and contrast Naomi who left Bethlehem and was bitter and Ruth who came to Bethlehem and reigned. Furthermore, compare Naomi as the symbol of the law and Ruth as a symbol of grace. Students will do this through a Venn Diagram. 87 NAOMI RUTH
  • 89.
    IV.ASSESSMENT Context Clues: Studentswill identify the meaning of the word using context clues and encircle the letter of the correct answer. 1. A Hebrew family moved to Moab, because of a famine in Israel. A. starvation B. abundance 2. Elimelech and his two sons died which left three widows in Moab. A. starvation happily married B. a woman whose husband has died 3. Mahlon and Chillion married a wife from Moab. A. wedded couple B. unwedded woman 4. Naomi prepared to leave her two daughters-in-law. A. female child B. a male friend 5. They begged to be able to go with her. A. demand B. request politely 6. It was during a conversation that Ruth said for wedding vows. A. dialogue B. song 7. Ruth believes many Christian wedding vows. A. promise B. ritual 8. Her husband was buried with her love. A. to put in a grave B. to put soil on the ground 9. Naomi's husband died with his sons. A. co-worker B. male partner 10. Naomi was financially and emotionally despondent. A. with hope B. very sad 11. Ruth ought to love her husband forever. A. moral obligation B. suggest 12. Ruth returned to Naomi and told her about the generous land owner. A. kind-hearted B. uncharitable 13. Boaz chose to care for the new stranger in their land. A. native B. outsider 14. The man left Boaz with an opportunity to buy them out of their debt. A. chance B. unfavourable situation 15. Boaz paid the debt and take Ruth as his wife. A. trust B. credit 16. She approached Boaz and asked him to become the kinsman-redeemer for them. A. come nearer B. run away 17. Boaz became the kinsman-redeemer for Naomi and Ruth . A. relative B. king 18. He negotiated another man for the privilege. 88
  • 90.
    A. disqualify B.honor 19. Out of kindness, he chose to care for Ruth. A. kind act B. coldhearted 20. Boaz had to negotiate with another kinsman. A. arrange B. disorder V. ASSIGNMENT Students will choose at least five words from the spelling activity and use them in sentences. LESSON EXEMPLAR Grade 8 English Quarter Third Week 6 (Day 2) 89 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
  • 91.
    LEARNING COMPETENCIES 1. (EN8RC-IIIf-2.1.7.1)Evaluate the details that support assertions in a text. 2. (EN8LC-IIIf-2.10) Distinguish facts from opinion cited in the text listened to. I. OBJECTIVES 1. Differentiate what is fact and opinion; 2. Listen analytically to distinguish fact from opinion; 3. Give meanings through context clues; 4. Analyze the details of a text that supports assertions. II. SUBJECT MATTER A. Topic : Fact and Opinion Assertions B. References : Voyages of Communication English Learner’s Module https://www.pinterest.ph/pin/ 102668066481223559/visual-search/? x=8&y=8&w=253&h=321 https://www.youtube.com/watch?v=NuK- QkF7fes C. Materials : activity sheets, video clip, projector or television, speaker, strips of papers with meaning of words, jumbled letters in a strip III.PROCEDURE A. ACTIVITY 1. Spelling (Pre-test) Students will be grouped into five and will arrange the jumbled letters of the words to form the correct one and will post it on the board. As they post it on the board, they will also match it to its meaning already posted by the teacher on the board. Group 1: eminaf, owdiw, dierarm, aughertd Group 2: eggedb, sationconver, swov, diebur Group 3: bandhus, pondesdent, gouht, rouseneg Group 4: tunityoppor, betd, appoachedr,mansnik 90
  • 92.
    Group 5: legeivirp,senskidn, nogetaiet, gerstran 2. Motivation a. Students will guess or identify the letter described in the statement. Game1: "Who am I?" (The word FACT will be formed) - I am one of your ability that you can find in chart. - I am first in final. - I am a vitamin that you can get in squash but never in grass. - I am the sound of a three-letter word kind of drink that is healthy for the body. Game2: Students will read the statements and will guess the opposite word of FACT which is OPINION. - French fries taste better with ketchup. - Sunday is the best day of the week. b. Students will listen to text to be read by the teacher and will identify fact and opinion from the text. B. ANALYSIS Students will answer the following questions: 91 The Best Pet Ever My dog's name is sally, and I think she is the best pet ever. She has four legs to walk with. She likes to play and run with me. She has blonde, long hair. I like her blonde hair. I wish my hair was blonde like hers. I think blonde hair is so beautiful. Her hair is silky and smooth. My friend has a cat, but I do not like cats. I think dogs are better than cats. What do you think? I know some people like cats, but no matter what, I still think my dog is the best pet ever. 1. My dog's name is Sally. fact opinion 2. I think my dog is the best pet ever fact opinion 3. My dog has four legs. fact opinion 4. She has blonde, long hair. fact opinion 5. I like her blonde hair. fact opinion 6. I think blonde hair is so beautiful. fact opinion 7. Her hair is silky and smooth. fact opinion 8. I think dogs are better than cats. fact opinion
  • 93.
    1. What isfact and opinion based on your understanding and observation from the first activity? 2. How can you distinguish fact from opinion? 3. How is it important to know how to distinguish fact from opinion? 4. Did you know that some assertions could make an opinion look like a factual one? 5. Why do you think assertions support factual statements? C. ABSTRACTION 1. Students will watch a video clip on what is fact and opinion. https://www.youtube.com/watch?v=NuK-QkF7fes 2. Students will also have a discussion on assertions with the teacher. 92 Definition of Assertion When someone makes a statement investing his strong belief in it, as if it is true, though it may not be, he is making an assertion. Assertion is a stylistic approach or technique involving a strong declaration, a forceful or confident and positive statement regarding a belief or a fact. Often, it is without proof or any support. Its purpose is to express ideas or feelings directly, for instance, “I have put my every effort to complete this task today.” Types of Assertion Assertion has four types, including: 1. Basic Assertion It is a simple and straightforward statement for expressing feelings, opinions, and beliefs such as: - “I wish I could have expressed this idea earlier, because now someone else has taken the credit.” - “Excuse me, first I want to finish my work, then I shall go with you.” 2. Emphatic Assertion It conveys sympathy to someone, and usually has two parts: the first encompasses recognition of the feelings or situations of the other person, and the second is a statement that shows support for the other person’s viewpoint, feelings, or rights such as: - “I understand you are busy, and me too, but it is difficult for me to finish this project on my own. So, I want you to help me complete this project.” - “I know this is making you angry and frustrated because you have not gotten a response yet. But I can help you by giving you an estimate of how long it might take.”
  • 94.
    D. APPLICATION 1. Studentswill listen to a passage about Michael Jacksons "We are the World" read by the teacher. 2. Students will then identify if the statement is a fact or opinion. a. "We are the World" is a beautiful song. b. It was composed by Michael Jackson and Lionel Richie to help the hungry and homeless people in Africa and America. c. It became the best song because more than 20 million copies were sold out. 93 rld" is a charity single originally recorded by the supergroup United Support of Artists (USA) for Africa in 1985. It was written by Michael Jackson and Lionel Richie and produced by Quincy Jones and Michael Omartian for the album We Are the World. With sales in excess of 20 million copies, it is one of fewer than 30 retail singles to have sold at least 10 million copies worldwide. It 30 retail singles to have sold at least 10 million copies worldwide. It was sung by more than 45 famous singers from all over the world.
  • 95.
    d. It wassung by more than 45 famous singers from all over the world. e. Michael Jackson is one of my favorite singers. 3. According to the text, pick one fact out of it and give an assertion to it. IV.ASSESSMENT Students will listen to the whole selection and will identify fact through underlining it and opinion through encircling it from the text. Answers: FACT: - Teodoro Valencia was the park commissioner in charge of Rizal Park. - It has a spacious playground, smooth skating rinks, and inviting bicycle lane. - Teenagers watch carps swimming in circular ponds and stroll around on paths lined with hedges. - Families have picnics on the grass under flowering trees and palms. OPINION: - Rizal Park is one of the most beautiful parks of its kind in the world. V. ASSIGNMENT Students will watch a television news and list 5 facts and 5 opinions they have heard. LESSON EXEMPLAR Grade 8 English Quarter Third Week 6 (Day 3) 94 He was Teodoro F. Valencia, the park commissioner himself. He was in charge of Rizal Park and it was he who managed to make the park one of the most beautiful parks of its kind in the world. He wanted to make children happy. That is why Rizal Park has a playground for children, a skating rink, and bicycle lanes. Families have picnics on the grass under flowering trees and palms. Teenagers sit on the grass or stroll around fountains and along the flowering hedges or watch the carp and goldfish swim gaily in the ponds. A planetarium stands beside a library rich in magazines and books for young and old. CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic
  • 96.
    LEARNING COMPETENCIES 1. (EN8SS-IIIf-1.6)Show respect for intellectual property rights by acknowledging citations made in in an informative essay. 2. (EN8SS-IIIf-1.6.3) Acknowledge sources by creating a bibliography. I. OBJECTIVES 1. Familiarize with the importance and usage of citing sources; 2. Comply and associate with different kind of formats for basic bibliographic information recommended by the American Psychological Association (APA); 3. Show teamwork and cooperation through group dynamics. II. SUBJECT MATTER A. Topic : Citations/ Bibliography B. References : Learning Module for English, internet C. Materials : Handouts (Fidget Spinner) III.PROCEDURE A. ACTIVITY 1. Supervise Study: The teacher will facilitate the spelling drill. Students will meet their group and they will take turns to answer on the board using the meta cards given. (Words from the previous class session are still the words to be used.) 2. Motivation The teacher will use T-chart to sort the things that must be included in doing research. Research Paper Things to include… No. of students 95
  • 97.
    The terms citeand refer (or citations and referencing) are often used to same thing since to cite a piece of work is to provide a reference to its source. Why is a bibliography and referencing important? Preparing bibliographies helps researches keep track of the sources they consulted or cited for their written material and gives readers a framework of how the writers’ arguments were formed. Referencing allows you to acknowledge the contribution of other writers and researcher in your work. Any university assignments that draw on the ideas, words or research of other writers must contain citations. Referencing is also a way to give credit to the writers from whom you have borrowed words and ideas. Give credit whenever you use: The teacher will ask the class about the things to be included or must put in mind in doing a research. Write their answers to “things to include…” column, and do a survey on how many students do the following from the list. B. ANALYSIS The teacher will divide the class into three groups and each group will be given a handout (Fidget Spinner – Fill the spin!). The teacher will raise questions and their answers will be written on corresponding circle of the fidget spinner. Questions: 1. Could anything bad happen to you if you copied someone else’s idea or words and didn’t give them credit? 2. How does it help YOU when you cite sources? 3. How would you feel if you posted something in Facebook and a bunch of people shared it as if it was their own witty comment, not giving you credit? (Process students answers and add additional input if necessary.) C. ABSTRACTION The teacher will discuss referencing and its important and standard formats and examples of basic bibliographic information recommended by the American Psychological Association (APA). 96
  • 98.
  • 99.
    D. APPLICATION Fill thecolumns accordingly to its needs. Choose the words listed below. 1. To Kill a Mockingbird Warner Books New York: H. (1982).Lee, Author’s Last Name First Initial Middle Initial Publicati on Date Book Title Place of Publicati on Publisher 2. (2004) The American Renaissance. Chelsea House Publication Philadelphia: 98 Book Title Publication Date Place of Publication Publisher
  • 100.
    3. Publisher Placeof Publication Book Title First Initial Middle Initial Author’s Last Name (Publication Date) H. Warner Book S. (1982) Lee, To Kill a Mocking Bird New York: 4. Publisher (Publication Date) Place of Publication Book Title The American Renaissance (2004) Chelsea House Publishers Philadelphia IV.ASSESSMENT Arrange the following: 1. Author(s): Lynn Smith Year: 2010 Title: A Study of Undergraduate Students Page number: article pgs. 170 – 191; quote pg. 172 Journal: Collegiate Learning Review Reference: _____________________________________________________________________ 2. Author(s): Steven Marisol Publisher: McGraw – Hill Publishing Title: Mathematical Concepts for Non-Math Majors City of Publication: New York City, New York Year: 2008 Page Number: quote pg. 214 Reference: _____________________________________________________________________ 3. Author(s): Jan Plumm and Carol Neischke Publisher: Harley Publishing, Inc. Title: a Creationist View of Sexuality City of Publication: New Brunswick, New Jersey Year: 2008 Number: quote pg. 113 – 114 Reference: _____________________________________________________________________ 4. Author(s): John P. Ackran Date of Publication: September 21, 2013 99
  • 101.
    Title of Webpage:Statistics of Insurance Coverage of Elderly Date of Access: April 3, 2014 Sponsoring Organization: Organization for Medical Reform URL: http://www.medreform.org/statistics/insurance/elderly-coverage/233 Reference: _____________________________________________________________________ V. ASSIGNMENT Write all your answers in your assignment notebook. - Copy ten bibliography / references from different books. LESSON EXEMPLAR Grade 8 English Quarter Third Week 6 (Day 4) 100 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic
  • 102.
    LEARNING COMPETENCIES 1. (EN8OL-IIIf- 3) Deliver a self- composed persuasive speech. 2. (EN8G- IIIf- 3.6) Use modals appropriately. 3. (EN8G- IIIf- 12) Use emphasis markers for persuasive purposes. I. OBJECTIVES 1. Define Modals; 2. Recognize the uses of modals; 3. Demonstrates appreciation and understanding of modals through a song. 4. Write a persuasive speech using modals and emphasis markers. II. SUBJECT MATTER A. Topic : Modals B. References : English 8 Learning Package- Voyages in Communication C. Materials : Music Video Clip, Graphic Organizer III.PROCEDURE A. ACTIVITY 1. Spelling The teacher will dictate the words and use each word in a sentence. a. famine k. ought b. widow l. generous c. married m. strange d. daughter n. opportunity e. begged o. debt f. conversation p. approached g. vows q. kinsman h. buried r. privilege i. husband s. kindness j. despondent t. negotiate 2. Have the students view the music video (https:/www.youtube.com/watch? v=Bug-hnPxaY) and ask them the following questions: 101
  • 103.
    a. How didthe writer of the song define shouldawouldacoulda? b. What did the singer put aside for her ambition? Did she regret her decision? c. Were there instances in your life when you regret your decision? How do you move on after regretting a decision that you made? B. ANALYSIS Have students analyze the comic strip and find the right answer to the questions below. Questions: 1. Where do they go? 2. How many are they? 3. When do they go out? 4. Will they have lunch? 5. What will they eat? 6. What will they drink? 7. What kind of beer will they have? 8. Did they like the restaurant? 9. Had they made a reservation? 10. Who pays for the meat? C. ABSTRACTION 102
  • 104.
  • 105.
    D. APPLICATION The students willwrite a persuasive speech using the modals and emphasis markers. Topic: Government should honor the Local Farmers. IV.ASSESSMENT Test I. Read the questions and select the right answer. 1. Which one of the pair expresses an ability? A. Can I lift that for you? B. I can lift that easily. 2. Which one of the pair expresses an obligation? A. I must go to the dentist. B. I can’t go to the dentist. 3. Which one of th pair expresses a request? A. Could we meet on Thursday? B. We could meet on Thursday. 4. Which one of the pair expresses a request for pemission? A. Could I go now? B. I could go now. 5. Which one of the Pair expresses a suggestion? A. Could we meet on Thursday? B. We could meet on Thursday. 6. Which one of the pair expresses ability? A. He could speak several languages. B. He could speak to the boss. 104 Emphasis Markers Example words or phrases Addition likewise, similarly, as well as, at the same time, in a like manner, in the same manner, moreover, afterward, furthermore, additionally, and then, in addition, as a matter of fact, Contrast although, even if, even though, conceding that, it may appear that, although it is true that, in spite of the fact that (denote an illogical fact that either supports or changes an idea) Exemplification particularly, specifically, that is, I mean, to clarify, to repeat, to rephrase, to illustrate, to demonstrate, for example, for instance, in particular, in other words, as an illustration, that is to say, this can be seen in, to put in another way (expound further) Sequence first, second, third...firstly, secondly, thirdly... initially, in the first place, then, next, later, eventually, finally, lastly (denote order) Summary to end, in short, after all, in summary, all in all (capsulize previous statement) to conclude, in conclusion, to summarize (end a presentation) on top of that, to top it all off (add surprising information) Cause and Effect for, since, because, the reason why (stress the cause of something) so, thus, hence, therefore, accordingly, thereupon, subsequently, consequently, so that, after that, as a resut, as a consequence, for that reason, an account of (present an outcome)
  • 106.
    7. Which oneof the pair expresses an offer? A. Can you give me a hand? B. I can give you a hand. 8. Which one of the pair expresses an invitation? A. We must go out for a drink. B. We must get out of the building. 9. Which one of the pair expresses advice? A. You should speak to a lawyer. B. You may speak to a lawyer. Test II. Select the endings from Column B and match them to the beginnings in Column A. Column A Column B I’ve got another meeting at 11 am I may be late. It’s -15 celsius outside. You must be frozen. Talk to Miriam in Human Resources. She should be able to help. He works every weekend, you know. That can’t be healthy. Mark’s starting a new school on Monday It can be very difficult at first. I am thinking again about what Alison said. She may be right. The roads were very bad this evening. They could have been stuck in the snow. I can’t see your train on the board. It may have been canceled. It was a pretty vicious dog. He must have been terrified. There were on delays. They should have landed by now. 105
  • 107.
    LESSON EXEMPLAR Grade 8English Quarter Third Week 7 (Day 1) LEARNING COMPETENCIES 1. (EN8V-IIIg-26) Analyze intention of words or expressions used in propaganda techniques. 2. (EN8LT-IIIg-2.2.5) Determine key ideas, tone, and purposes of the author. 3. (EN8LC-IIIg-7) Employ different listening strategies suited to the topic, purpose, and level of difficulty of the listening text. I. OBJECTIVES 1. Identify the types of Author’s bias in a nonfiction texts or literary work; 2. Examine articles to identify author’s purpose and to identify evidence of biased thinking; 3. Participate in a group discussion; 4. Appreciate author’s purpose/point of view that affects what an individual says, writes, and reads. II. SUBJECT MATTER A. Topic : Examine Author’s Bias/types and Text Structured B. References : Webliography and power point presentation (https://literarydevices.net/bias/ #targetText=There%20are%20various%20types %20of,discrimination%2C%20marginalization %20and%20also%20stereotyping; and 106 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
  • 108.
    https://examples.yourdictionary.com/examples- of-bias.html) C. Materials :Exercises sheets for every learner, Notes for every learner (but encourage the learners to jot down additional details) video clips and human resource (oral reading) III.PROCEDURE A. ACTIVITY 1. Instruction: The teacher will give a mind exercise through spelling bee. She will give its structure and defines each word. Students will write their answer in their English notebook. 2. Spelling Words: These following words are observable during the abstractions of the lesson. k. bias f. scenario k. mainstream l. author g. discrimination l. corporate m. editorial h. prejudice m. concision n. purpose i. connotation n. advertise o. appreciate j. sensationalism o. argument B. ANALYSIS 1. Watching a video clips. The teacher will view a short video clip on introduction to Author’s Voice, Point of View, and Bias from https://www.youtube.com/watch?v=AC2ichSnFSK (remove “spaces” from the link then copy it on the address bar or your internet) Process Questions: a. How can the author’s point of view help you evaluate and detect bias? b. What type of bias you observed from the video clip? c. Does the point of view of the author affects our culture? 2. Analyzing a literary Text. Method: Think-Pair-Share. The teacher will pair the student and distribute a piece of paper containing a short non- literary text. The student will read the text silently. Then, they will read it aloud. 107 Sample text: “None of your damned business,” Al said. “Who’s out in the kitchen?” “The nigger.” “What do you mean the nigger?” “The nigger that cooks.” “Tell him to come in.” (“The Killer” by Ernest Hemingway)
  • 109.
    Process Questions: a. Whatword/s above shows a character or a behavior? b. What does the word means? c. Does this word shows an author’s bias? d. Cite your own opinion or idea about the text. e. Therefore, what is author’s bias means? What are the type? C. ABSTRACTION The teacher will give the propped discussion of the lesson. 108 Bias Meaning and Function Bias in literature is used to implicitly send a message to the readers about specific prejudice against a community, faith, sect or race. It is used to make people aware of certain defects in people. It is also used to make people think in a different way than they usually do. In fact, bias is used to create prejudice, leading to hatred and war-mongering. It is also called “othering” of the people different from us. Note: Refer to the attached power point presentation of the lesson: Types of Bias There are various types of biases. It exists even in the non-literary texts. It could be propaganda, gender-related, age-related, racial discrimination, religious discrimination, marginalization and also stereotyping. Text structures in writing a writer can use that include: 1. Chronological: discussing things in order (like in history, events and etc.) 2. Cause and Effect: Explaining a cause and its results. 3. Problem and solution: presenting a problem and offering a solution 4. Compare and Contrast: discussing similarities and differences. Author’s purpose - to inform, persuade, instruct, explain, entertain Example #1 “None of your damned business,” Al said. “Who’s out in the kitchen?” “The nigger.” “What do you mean the nigger?” “The nigger that cooks.” “Tell him to come in.” “What’s the idea?” “Tell him to come in.”
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    D. APPLICATION 109 Note: COLLABORATIVEWORK: The teacher will divide the class into groups with at least 5 members. Then, they will read the text assign to them and follow the given instruction below. Instruction: Examine the article and identify the following: 1. Types of Bias (propaganda, gender-related, age-related, racial discrimination, religious discrimination, marginalization and also stereotyping) 2. Purpose of the author (To inform, persuade, instruct, explain, entertain) 3. Text Structure (Chronological, Cause and Effects, Problem and Solution, Compare and Contrast, descriptive, narrative) 4. Cite lines, phrase to justify your claim. (Note: you can state your own words) Although Hemingway is never accused of being biased, however, his story “The Killers” has words that show the characters are biased toward the African American community. The use of the word “nigger” is an insult to their ethnicity, which was used to call the African American young man. Max uses this word to tell Al that he is working in the kitchen which shows his racial bias toward him. Example #2 “Scout,” said Atticus, “nigger-lover is just one of those terms that don’t mean anything—like snot-nose. It’s hard to explain—ignorant, trashy people use it when they think somebody’s favoring Negroes over and above themselves. It’s slipped into usage with some people like ourselves, when they want a common, ugly term to label somebody.” “You aren’t really a nigger-lover, then, are you?” “I certainly am. I do my best to love everybody… I’m hard put, sometimes—baby, it’s never an insult to be called what somebody thinks is a bad name. It just shows you how poor that person is, it doesn’t hurt you.” (To Kill a Mockingbird by Harper Lee) This is an extract from Harper Lee’s novel, To Kill a Mockingbird. Scout’s explanation, though seems highly unbiased and effective, does not impact Atticus. Atticus believes that these are just fancy words for drawing room discussions. This does not happen in reality. Bias exists and will continue to exist in life. The use of the word “nigger-lover” is too prominent to disappear in reality.
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    110 A. (The Awakeningby Kate Chopin) Has she,” asked the Doctor, with a smile, “has she been associating of late with a circle of pseudo-intellectual women–super-spiritual superior beings? My wife has been telling me about them.” “That’s the trouble,” broke in Mr. Pontellier, “she hasn’t been associating with anyone. She has abandoned her Tuesdays at home, has thrown over all her acquaintances, and goes tramping about by herself, moping in the street-cars, getting in after dark. I tell you she’s peculiar. I don’t like it; I feel a little worried over it.” Answer: 1. Gender bias 2. Paragraph 1: inform; Paragraph 2: inform 3. Text Structure: Compare and Contrast 4. The doctor is clearly against women and assumes that modern women have impacted the mind of Mrs. Pontellier. Mr. Pontellier is describing how his wife, Edna Pontellier has acted in a different way than a woman having children and a husband should behave. However, the doctor’s views reflect his gender bias. Leonce has also verified these comments of a doctor. This shows that both the men are biased against the only female in the story, Edna Pontellier. B. (Othello Act-1. Scene-I, by William Shakespeare) IAGO “Even now, now, very now, an old black ram Is tupping your white ewe. Arise, arise! Awake the snorting citizens with the bell, Or else the devil will make a grandsire of you. Arise, I say!” 1. Type of Bias: Gender bias, racial discrimination 2. Purpose of the Author: persuade 3. Text Structure: descriptive 4. Proof of Claim: These lines from Othello shows how Iago uses bias to make Barbantio and other senators turn against Othello. He terms him an “old black ram” which is a racist term. He is using a racial slur against Othello to make people hate him.
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    IV.ASSESSMENT V. ASSIGNMENT Study thespelling words and the lesson for the Summative test. 111 Formative assessment no. ______ Instruction: Examine the article and identify the following: 1. Types of Bias (propaganda, gender-related, age-related, racial discrimination, religious discrimination, marginalization and also stereotyping) 2. Purpose of the author (To inform, persuade, instruct, explain, entertain) 3. Text Structure (Chronological, Cause and Effects, Problem and Solution, Compare and Contrast, descriptive, narrative) 4. Cite lines, phrase to justify your claim. (Note: you can state your own words) A .From a Hebrew Literature: A story of Ruth 1. Paragraph 1: The book of Ruth contains an interesting story about a Moabite woman was redeemed into a Hebrew family. The book may have been written by Samuel and was probably penned during B. A TOUCH OF MODERN ISRAEL “THE CAT” 2. Paragraph 1: He lay on the bunk in his cell, smoking a cigarette. The day had been hot, but now, with the dusk falling, a pleasant breeze had sprung up and was coming in from the courtyard, along the corridor and into his cell. The old prison was very much like the ones in cowboy movies. The door of his cell, as well as the one at the end of the corridor were steel frames with iron bars less than twenty centimeters apart, too close for the even the thinnest man to squeeze through, but ample for a cat. One could see through the bars, talks with the guards and the prisoners in the other cells, and be disturbed by someone snoring at night, and the barred doors made the prison airy.
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    LESSON EXEMPLAR Grade 8English Quarter Third Week 7 (Day 2) LEARNING COMPETENCIES 1. (EN8V-IIIg-26) Analyze intention of words or expressions used in propaganda techniques. 2. (EN8OL-IIIg-1.14) Use appropriate persuasive devices. 3. (EN8VC-IIIg-19) Judge the relevance and worth of ideas presented in the material viewed. I. OBJECTIVES 1. Recognize propaganda techniques used in a given text; 2. Apply and share ideas through human diorama; 3. Share ideas using opinion-marking signals; 4. Accepting something after verifying its evidence and its importance according to priority. II. SUBJECT MATTER A. Topic : Propaganda Techniques/Devices B. References : Learning Module for English , page no.396-397, Webliography C. Materials : Video clips, individual exercises and Human Diorama 112 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
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    III.PROCEDURE A. ACTIVITY Supervise Study.The teacher will facilitate the spelling drill. Students are group with five members. Using the Meta cards. Then, the student will take turns to answer and they will post their answers on the board. B. ANALYSIS Process Questions: 1. What is propaganda? 2. What are the different propaganda techniques/Devices? 3. Why do unscrupulous businessmen, writers, and speakers use propaganda gimmicks? 4. How do propaganda techniques essentials? 5. When to use propaganda? C. ABSTRACTION The teacher will divide the class. Using the Meta card containing the different devices, the student will analyze the technique they’ve pick up and try to understand and construct one example of that device. The same rule applied to other groups. The teacher will only introduce the topic and facilitate the Lecture-discussion done by each group. Then, the teacher will add details if necessary. 113 What is Propaganda? - Propaganda is designed to persuade - Its purpose is to influence & manipulate your opinions, emotions, attitudes, or behavior. - It seeks to “guide your choice” by exaggerating the truth & using hidden messages Who uses Propaganda? - Military - Media - Advertisers - Politicians - You and me Types of Propaganda Techniques 1. Bandwagon - Everybody is doing this. If you want to fit in, you need to “jump on the bandwagon” and do it too. The implication is that you must JOIN in to FIT in. Ask yourself, what is the evidence for and against this ad? Even though others are supporting it, why should I? Example: If the whole world uses Verizon you must need Verizon too. 2. Name-calling - A links a person, or idea, to a negative symbol. Examples: commie, fascist, yuppie, terrorist Ask yourself, what does the name mean? Is there a real connection between the idea and the name being used? Example: Do we want a lazy politician to represent us?
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    114 3. Testimonial -A public figure or celebrity endorses an idea, product, policy, or a candidate. If someone famous uses this product, believes this idea, or supports this candidate, so should we. Examples: an athlete appears on the Wheaties box; an actor speaks at a political rally Ask yourself, Why should we regard this person as an expert or trust their testimony? Is there merit to the idea or product without the testimony? Example: If we drink milk we will all be as famous, beautiful, rich, & talented as Mylie Cyrus. 4. Glittering Generality - A commonly admired virtue is used; emotionally appealing words that don’t make an argument for the product; the opposite of name calling, i.e., links a person, or idea, to a positive symbol. Examples: democracy, patriotism, family, love, beauty Ask yourself, what do the slogans or phrases really mean? Is there a legitimate connection between the main idea and the true meaning of the slogan or phrase being used? What are the merits of the idea itself if it is separated from the slogans or phrases? Example: If you want to be brighter, you’ll support Bill Brite. 5. Plain-folks appeal - This idea, product, or person is associated with normal, everyday people and activities. Ask yourself, Is the person credible and trustworthy when they are removed from the situation being discussed? Is the person trying to cover up anything? What are the facts of the situation? Example: I, too, can help win the war by working in the factory and buying war bonds. 6. Transfer - Well-respected or negative symbols, quotes, or images are used to convey a message. The message may not necessarily be associated with them. Ask yourself, Is there a legitimate connection between the suggestion made by the propagandist and the person or product? Example: Marlboro persuades the audience to identify smoking with the rugged, strength of an American cowboy 7. Card Stacking - making the best case possible for one side and the worst for the opposing viewpoint (I.e., carefully using only those facts that support his or her side of the argument attempting to lead the audience into accepting the facts as a conclusion by “stacking the cards against the truth” Ask yourself, Are facts being distorted or omitted? What other arguments exist to support these assertions? Example: Mac vs PC
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    D. APPLICATION Activity: HUMANDIORAMA Method: The teacher will regroup the class into seven groups. Then, one student from the group will pick a no. representing the type of the propaganda device. They can portray, act out, advertise, and pantomime their chosen device. However, they will not tell what device is being shown for the other group to guess. They can also use any materials found inside the classroom. (Localization) Guide Questions: 1. What propaganda device is utilize? 2. Is the propaganda useful? In what way? Rubrics for the Performance Task: Accuracy : 30 Mastery : 30 Creativity : 20 Teamwork : 20 TOTAL : 100 IV.ASSESSMENT Formative Assessment no._____ Instruction: Answer what is being asked in every category. Use ½ crosswise. V. ASSIGNMENT 1. Spelling words 2. Author’s bias, purpose and Text Structure 3. Propaganda Techniques 115 8. Faulty Reasoning: Factual supporting details are used though they do not support the conclusion. It works like this: Christians believe in God. Muslims believe in God. Christians are Muslims. Example: The president supports regulating health care. Nazis regulated health care. Therefore, the president is a Nazi.
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    LESSON EXEMPLAR Grade 8English Quarter Third Week 7 (Day 3) LEARNING COMPETENCIES 1. (EN8SS-IIIg-1.6) Show respect for intellectual property rights by acknowledging citations made in an informative essay. 2. (EN8G-IIIg-3.6) Use modals appropriately. I. OBJECTIVES 1. Identify the words that are difficult and arrive at their meanings; 2. Show one’s understanding using a graphic organizer; 3. Consider the different psyche of Arab using modals. II. SUBJECT MATTER A. Topic : The Arab Psyche B. References : Overcoming Challenges pages 384-386 C. Materials : Laptop, book III.PROCEDURE A. ACTIVITY Spelling: 116 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
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    The teacher readsthe words aloud and the students are to write the correct spelling of the given words in a ½ lengthwise. a. acrid k. opaque b. animosity l. pacifist c. brusque m. panorama d. clamor n. pilfer e. decorous o. precision f. emotive p. precocious g. feign q. prognosis h. hygienic r. theoretical i. indigent s. wallow j. inaudible t. windfall B. ANALYSIS 1. Unlocking of Difficult Words: a. descended f. disgrace k. hathar b. perish g. eloquent l. bedouin c. lineage h. statuary m. hostile d. intermarried i. intricacies n. imperative e. adamant j. recitations o. shrieking 2. The teacher shows picture (Saudi Arabia) and let them explain/identify. C. ABSTRACTION The teacher gives individual copies to the students and gives them 6 minutes to read and analyse the text given. (The teacher gives the students an idea about what an informative essay is) During the activity, the teacher also gives comprehension questions for the students. After which, the students will be divided into seven (since there are 7 paragraphs on the text). The teacher lets the students read aloud by group. Process Questions: 1. What are the clans of the Arabic tribes? What are their similarities and differences in terms of origin and characteristics? 2. Explain briefly the Arab trait of the need for Revenge. When was this Arab mentality changed? How? 3. What personal and political progress did the Arabs gain after they had embraced Islam as a Religion? 4. After knowing the history and the present condition of Saudi Arab, what insights can help you better understand them as a people? 117 The Arab Psyche The Arabs Before Islam The Arabs are an ancient Semitic people of the Middle East. They are proud in their belief that they are descended from the Prophet Noah's son Shem, and honored that the last of the lineage of God's prophets was from their midst, and humbled that God enlightened mankind by revealing the Holy Word in their language. The complex history of the Arab is conveniently divided into two parts of before and after by the Revelation. In the pre-Islamic period, the social structure which evolved in the harsh environment of the Arab
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    118 Some tribes fromthe era survive even to this day, while others perished during the process of God's unfolding plan. The Arabic tribes which did not perish but which survived to the modern era can be divided into those clans of pure lineage and those peoples who have gradually become naturalized within the Arabic family. The core tribe of the pure Arab is the Qahtan, whose land of origin is found within Yemen. Arab historians identify the first king of Yemen as Yar'ub bin Qahtan, who was succeeded by his son Yashjub, who in turn was followed by his son Abdu-Shams. The second group of Arabs who have survived from the pre-Islamic era are those which are referred to as naturalized, being from the peoples which mixed and intermarried with the Qahtan. These Arabs descended from the Prophet Ismail who had settled in the holy city of Mecca. They are also known as the Adnani and the Nizari after their great-grandfather Adnan and their father Nizar bin Maad bin Adnan. Tribal System During the pre-Islamic era, the tribe was the primary social and political unit of the Arabs. The primary function of the clan structure was to defend its members, whether right or wrong. Correspondingly, the tribesmen devoted themselves to protect their collective honor and they obeyed the dictates of their tribal elders. A pre-Islamic poet eloquently expressed this unquestioning loyalty as follows: I am nothing but a member of my tribe. If it goes astray, I will too, and if it follows the right path, so will I. The Holy Quran preached strongly against this blind loyalty and the destructive prejudices which resulted. The Word of God decreed a better criteria to differentiate between people, being their devotion to Islam. Practical Knowledge and Science The Arabic culture of the pre-Islamic era did not invent the sort of complex mythologies and creation myths which characterized ancient cultures such as Greece. The classic framework of philosophy and rhetoric which the Greeks developed was therefore far from the more mundane considerations of the early Arabs. The tribal lack of advanced urban centers meant that schools of specialized intellectual skills did not develop. The pre-Islamic Arabs were either villagers, pastoralists or traders, who existed with the less effete goal of simple physical survival.
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    119 The Need forRevenge Pre-Islamic Arabs were adamant about the unquestionable law of revenge. In their view, a disgrace must be avenged, no matter what the consequences. One of their poets expressed this cultural fixation thus: I shall wash disgrace with the edge of my sword, no matter what this may bring about. In this context, the pagan tribes believed that if the murder of a kinsman went unavenged, a bird named 'al Hama' would come out of the victim's skull and hover over his grave shrieking "Satisfy my thirst!" This would be the victim's demand to avenge his death and to quench his terrible thirst with the blood of the murderer. A People of Eloquence The early tribes did not commonly express their artistry with architecture and statuary. Instead they gloried in the intricacies of their splendid Arabic language. The tribes loved eloquent speech and the expression of their folk wisdom in clever proverbs. Story-telling and recitations of poetry were standard features of the social gatherings of both hathar and bedouin. The Character of Respect For a tribesman to hold his head high among his fellows during the long epoch of the pre-Islamic period, he had to display certain elements of character which were highly valued in his culture. These qualities included courage, generosity, integrity and pride. An unfortunate aspect of the life of both hathar and bedouin was a condition of constant insecurity. Attack from hostile forces could take place at any time. For members of the tribe, courage was imperative if family and property and honor were to be defended. Audacity therefore came to be a highly regarded attribute, whereas cowardliness and fear of the enemy was a disgrace. The Emergence of Islam The Word of God was revealed to mankind in the year 610 AD. The message brought by the Prophet Mohammed, peace be upon him, introduced drastic changes to the political, social, intellectual and cultural life of the Arabs. The teachings of the Holy Quran were a blunt instrument to suppress the cruder aspects of the Arabic culture, and a fine instrument to uplift their better selves. The revealed system was complete, as it established all of the laws necessary to regulate both personal and political life. Islam instilled in the
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    D. APPLICATION Show yourunderstanding of the reading selection above by completing the concept map. CONCEPT MAP OF THE ARAB PSYCHE 120 the Muslim world. Such is the power of the word of God! The Revelation of the Word had a powerful impact on the Arab psyche. Source: http://www.alshindagah.com/january99/thearabpsyche.htm What is an Informative Essay? An Informative Essay is an academic paper written at high school/college level, which aims to inform the target audience about the particular object, person, event or phenomenon. The main purpose is to respond to the main question through explaining the topic in details.
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    IV.ASSESSMENT Give 5 sentencesabout what you have learned in Arab Psyche. Apply the correct usage of modals especially when it comes to the peep of the Arab Character. V. ASSIGNMENT Know the spelling words in Activity 1 and use them in a sentence. 121
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    EXEMPLAR Grade 8 English QuarterThird Week 7 (Day 1) LEARNING COMPETENCIES 1. (EN8RC-IIIg-10) Share ideas using opinion-marking signals. 2. (EN8G-IIIg-12) Use emphasis markers for persuasive purposes. I. OBJECTIVES 1. Identify the elements of persuasive writing; 2. Organize thoughts and ideas for prewriting; 3. Outline a persuasive essay. II. SUBJECT MATTER A. Topic : Persuasive Writing B. References : English 8 Learning Package – Voyages in Communication https://study.com0./academy/persuasive-writing- html C. Materials : Laptops & projector to display the lesson 122 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
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    III.PROCEDURE A. ACTIVITY 1. SpellingDrill a. ebony f. calvary b. agony g. lozenge c. sentinel h. dungeon d. pacify i. speckle e. felon j. crescent B. ANALYSIS The teacher asks the students about the TV Commercial or Advertisement they have seen. Ask: What is their main purpose? Explain that each commercial or advertisement is targeted to a specific audience. Also, explains the main purpose. C. ABSTRACTION 123 What is a Persuasive Essay? Persuasive essay: text written with the intent to persuade or convince the reader of something. Persuasive Essay Elements A persuasive essay is a multipara graph essay designed to influence the attitudes or actions of a specific audience on specific issues. The number of paragraphs is not predetermined. The essay includes a beginning, middle, and an end. What is the purpose of Persuasive Essay? The purpose of a persuasive essay is to persuade readers to adopt the writer’s point of view on an issue and/or agree with a suggested course of action. To accomplish this purpose, writers need to develop a logical and reasonable argument that supports their opinions. Writers establish a position and include detailed and relevant evidence that is logically organized to support their viewpoint. They differentiate between fact and opinion, consider and respond to the views of others, and anticipate and answer reader concerns and counterarguments. A well- written persuasive essay is based on sound reasoning, detailed and relevant evidence, and a thorough consideration of alternatives. 1. Clear, concise, and defined thesis In the first paragraph of a persuasive essay, writers should present the thesis. In a persuasive essay, the thesis statement presents the writer’s position on a topic/issue. The thesis statement should clearly and directly state a supportable position—one that people could have differing opinions on—related to the topic/issue that is open for debate. The thesis can include a recommendation for action. The thesis needs to be narrow in focus. To present an effective argument, the thesis must be supported by evidence. If the thesis is too broad, the
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    124 Writers need tothink about how they want to approach a topic/issue— what type of position or claim they will take in their essay. This is one way to narrow the focus of a thesis from a broader topic/issue. Writers need to consider their position and knowledge on the topic, their audience, and the context of the essay. Even if writers begin with one type of claim, they can also use several other types to develop their argument within the persuasive essay. Persuasive essays can include the following types of claims: • Fact or definition: things that have already happened, are happening now, or will happen in the future and reasons for such occurrences • Cause and effect: one person, thing, or event causing another thing or event to occur • Value: morality of an issue or what something is worth, or a call for a judgment to be made (e.g., right/wrong, good/bad) • Solution or policy: an advocating for or against a plan of action to be taken 2. Strong introduction Persuasive essays should include an introduction that captures the audience’s attention and presents the debatable topic/issue. The introduction clearly establishes the writer’s position on the topic/issue in a thesis statement. The importance of the topic/issue is clearly conveyed to the audience. Background information related to the topic/issue may be presented. A strong introduction entices the audience to read on and consider the writer’s opinion. Writers may begin their persuasive essays with a startling fact or a probing question. Effective introductions often include sincere and straightforward language, rather than strong or emotional words that may offend some readers. 3. Well-developed argument with strong evidential support After writers define their position in a thesis statement, they are ready to develop the argument that will defend their thesis. First, writers should consider their audience. Questions to consider include the following: • What does the audience already know about the topic/issue? • What is the audience’s point of view about this topic/issue? Do they already agree or disagree with my position?
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    125 • What arethe chances of changing the opinions and actions of the audience? • Are there any sensitive issues I should be aware of? Next, writers develop their argument using specific reasons and evidence to help convince their audience. Writers must create a logical argument by fitting the facts together so that they lead to a reasonable conclusion. The reasons and evidence the writer uses to support his or her position should be specific and well chosen. The writer may choose to recognize the complexities of the issue, use his or her unique experiences or view of the world as a basis for writing, and/or connect ideas in interesting ways. Each paragraph should present one of the strong reasons that support the writer’s position and logically connect the reason to the thesis statement (presented in the opening paragraph). 4. Clearly organized structure The organizing structure of the essay should clearly present the writer’s position and ensure that all ideas (pro and con) are strongly related to the position and the topic/issue. By sustaining this focus throughout the persuasive essay, the writer is able to create an argument that is unified and coherent. The writer’s progression of ideas should be logical and well controlled. The most common type of organization used in persuasive essays is order of importance. Writers begin with the least important point or reason and build up to the most important point or reason that supports their position. As a result, the audience is more likely to remember the most convincing and important point that the writer has made in the essay. Meaningful transitions and strong sentence-to-sentence connections enhance the flow of a persuasive essay by clearly showing the audience the relationships among ideas, making the writer’s argument easy to follow. Transitions that are often used in persuasive writing include although, admittedly, however, still, on the other hand, instead, while it is true that, nevertheless, and nonetheless. 5. Strong conclusion A strong conclusion does not simply restate the thesis, but rather readdresses it in light of the evidence provided. The conclusion should be logically drawn from the arguments. Writers should not introduce any new information into the conclusion. Instead, they should synthesize the
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    126 important, review themain points, and/ or review the thesis. If writers want to persuade their audience to take some action, they can also make a recommendation in the final paragraphs. 6. Purposeful and precise word choice The writer’s word choice in a persuasive essay should be reasonable and forceful, but also objective. Writers should avoid the use of words that show bias or highly charged emotions. Effective word choice reflects a keen awareness of the persuasive purpose and maintains a tone appropriate to the purpose and audience. Writers often focus on refining their word choice to improve their first drafts. Examples of how word choice can refine and improve writing include the following: • Replacing overused words with stronger, more powerful ones • Action verbs • Adjectives • Adverbs • Inserting phrases and sensory details that describe, explain, or provide additional detail and connections 7. Varied sentence structure Sentences are the building blocks of writing. The ways sentences are constructed affect the fluency or the flow of the writing. Expository essays are enhanced when the writer uses purposeful sentences that are varied in both length and structure. Examples of how writers can vary sentences to improve their writing include the following: • Using a variety of sentence patterns: simple, compound, and complex • Combining short sentences with prepositional phrases, appositive phrases, or participial phrases • Combining short sentences by linking items of equal importance with a coordinating conjunction • Combining short sentences containing ideas that are of unequal importance with a subordinating conjunction
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    D. APPLICATION The teachergroups the students in 5 and gives them strips of papers, marker and 1 Manila Paper in each group. They are to give their persuasive ideas on the topic onz the strips of paper given. The leader shares it to the class after. TOPIC: Why Students Should Not Wear Uniforms RUBRICS: Content – 15% Effectiveness of the Persuasion – 25% Grammar- 10% TOTAL 50% IV.ASSESSMENT Write a short persuasive essay about Saudi Culture. Use the information you had from the previous activity as your arguments. 127 PERSUASIVE ESSAY WRITING SHEET FROM MY HEAD TO THE PEN! Name: __________________________________ Date:_________________ Score:______________ Thesis Statement: What is your general opinion about the culture of Saudi Arabia? Argument # 1 What is your opinion regarding Saudi laws? Make sure to support this opinion with appropriate facts or data. Argument # 2 What is your opinion regarding respect? Make sure to support this opinion with appropriate facts or data. Argument # 3 What is your opinion regarding their problem on poverty? Make sure to support this opinion with facts or data. Conclusion
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    RUBRICS: Focus & Details10% Organization 10% Word Choice 5% Sentence Structure, Grammar & Spelling 10% Effectiveness Of The Persuasion 15% Total 50% V. ASSIGNMENT Know the spelling words in Activity 1 and use them in a sentence. 128
  • 130.
    EXEMPLAR Grade 8 English QuarterThird Week 8 (Day 1) LEARNING COMPETENCIES 3. (EN8G-IIIh-3.6) Use modals appropriately. 4. (EN8G-IIIh-12) Use modals appropriate use emphasis markers for persuasive purposely. VI.OBJECTIVES 4. Distinguish the proper use of modals in present and past tense; 5. Present a paragraph using the different modal functions and emphasis markers; 6. Use the appropriate modals the given sentences; 7. Display a sense belongingness and cooperation; 8. Show manifestation of confidence and certainty. VII. SUBJECT MATTER D. Topic : Modals / Emphasis Markers E. References : English 8 Learning Package – Voyages in Communication F. Materials : Paper strips, PowerPoint presentation, laptop, multimedia 129 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
  • 131.
    VIII. PROCEDURE B. ACTIVITY 1.Spelling Drill a. techniques f. alleviate k. ludicrous b. bequeath g. impeccable l. perennial c. corroborate h. nullify m. subterranean d. discrepancy i. pugnacity n. liaison e. eminent j. requiem o. vignette 2. Motivation: Asia’s Next Tough Modal a. The teacher asks for five volunteers from the class. The volunteers pick a piece of paper from the bowl. The paper strip contains a modal which they will use to answer the question “Who will reign towards becoming Asia’s Next Tough Modal?” b. The five volunteers take turn to ramp and say the verbatim “It ________ be me.” Each volunteer shall fill in the missing word of the verbatim using the modal they picked. Example: “It MUST be me.” E. ANALYSIS After the activity, the teacher asks the class the following questions: 1. What have you observed with the activity? How do you feel? 2. What have you observed with the statement of each model? Is there any conviction? Assertion? 3. What differences did you find in each of the model’s statement? F. ABSTRACTION The teacher gives the modals and discusses its use to the class. 130
  • 132.
    Source: https://www.pinterest.ph/pin/541346817707120543/?nic=1a Source: https://prezi.com/xshrxkeoxjo2/emphasis-markers/ G.APPLICATION The teacher divides the class into five group and assigns them with the different uses of modals namely: Ability, Suggestion or Advice, Request or Permission, Possibility, and Obligation. Using the assigned used of modals; each group must present a one-paragraph persuasive text with the help of emphasis markers. IX.ASSESSMENT The teacher assesses the students learning through a formative test. Directions: Identify the correct and most appropriate modal to be used in each item. Answer directly in your separate sheet. 131 Emphasis Markers Example words or phrases Addition likewise, similarly, as well as, at the same time, in a like manner, in the same manner, moreover, afterward, furthermore, additionally, and then, in addition, as a matter of fact, Contrast although, even if, even though, conceding that, it may appear that, although it is true that, in spite of the fact that (denote an illogical fact that either supports or changes an idea) Exemplification particularly, specifically, that is, I mean, to clarify, to repeat, to rephrase, to illustrate, to demonstrate, for example, for instance, in particular, in other words, as an illustration, that is to say, this can be seen in, to put in another way (expound further) Sequence first, second, third...firstly, secondly, thirdly... initially, in the first place, then, next, later, eventually, finally, lastly (denote order) Summary to end, in short, after all, in summary, all in all (capsulize previous statement) to conclude, in conclusion, to summarize (end a presentation) on top of that, to top it all off (add surprising information) Cause and Effect for, since, because, the reason why (stress the cause of something) so, thus, hence, therefore, accordingly, thereupon, subsequently, consequently, so that, after that, as a resut, as a consequence, for that reason, an account of (present an outcome)
  • 133.
    Before this year,I ____ (not) move out of my parents' house because I did not have a job. But now that I have finished college and have a job, I realize that living at home ____ drive my parents and me crazy. Unfortunately, it's not so easy to find to find an apartment in the city. Without an agent, you ___ not be able to find all the available listings. Because of my agent's help, I found a wonderful condominium this morning and signed the lease. Before now, I couldn't sign a lease, but now I ___ because I am twenty-one. I asked my friends to help me move because I knew that I ___(not) fit all my possessions into my little car. My best friend said, " I ___ help you move next week." He added, "I ___ help earlier in the morning than later in the afternoon." My father also offered to help me move. He ___ be really be eager to have me move out! Another friend told me that he ___ (help) me move, but he never showed up. What a flake! With the help of three friends, I ___ get all my possessions into the new condo. My parents are happy for me, but warned, "You ___ spend all your money each month. Save a little extra money for unexpected emergencies." I know that everyone ___ save a little extra money, but it is hard with so many bills to pay. I made a few purchases. The first thing that I ___ (have) was furniture. I ___ (sleep) on the wood floor, but it was too hard, so I bought a sofa-bed. It ___ (take) about a year until I am able to completely furnish my apartment. By this time next year, I ___ (learn) a lot about living independently. 1. (May, Can, Have) you speak any foreign languages? 2. Liz (has to, must, should) get tired of her job. It is so boring. 3. Where's Nick? He (might, mustn’t, is to) be in his office. 4. Take an umbrella. It (has to, need, might) rain later. 5. Jack (must, had to, need) go to hospital yesterday. 6. You look tired. You (should, ought, are to) go to bed. 7. You (must not, need not, ought not) do it. I've already done it. 8. (Must, May, Can) it be true? X. ASSIGNMENT Direction: Read the text and fill in the blanks with the appropriate modals and correct tense of the verb. (Source: https://www.grammar-quizzes.com/modalquiz.html) LESSON EXEMPLAR Grade 8 English Quarter Third Week 8 (Day 2) 132
  • 134.
    LEARNING COMPETENCIES 1. (EN8RC-IIIh-3.1.12)Examine biases (for or against) made by the author. 2. (EN8LC-IIIh-7.4) Determine various social, moral, and economic issues discussed in the text listened to. 3. (EN8LT-IIIh2.3) Identify similarities and differences of the featured selections. I. OBJECTIVES 1. Identify the similarities and differences of the given text using Venn diagram; 2. Discuss the social issues presented in the given text through group discussion; 3. Determine the attitude of the author of the given text; 4. Express ideas on how the author show some biases on the text; 5. Show manifestation the value of awareness and acceptance. II. SUBJECT MATTER A. Topic : Examine Biases B. References : English 8 Learning Package – Voyages in Communication C. Materials : laptop, handouts, projector III.PROCEDURE A. ACTIVITY 1. Spelling Drill a. techniques f. eminent k. pugnacity b. alleviate g. impeccable l. requiem c. bequeath h. ludicrous m. subterranean d. corroborate i. nullify n. vignette e. discrepancy j. perennial o. liaison 2. Motivation The teacher displays a picture of equality and justice. 133 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
  • 135.
    B. ANALYSIS 1. Whatmakes the first part of the picture equal? 2. What makes the second part of the picture justified? 3. What words create positive or negative impressions? C. ABSTRACTION Bias is when a writer or speaker uses a selection of facts, choice of words, and the quality and tone of description, to convey a feeling or attitude. Its purpose is to convey a certain attitude or point of view toward the subject. D. APPLICATION The students will read the given a text with their own eyes while the teacher will read it to the class. Let them identify the similarities and differences of the given texts using Venn diagram.. 134 Why an LGBTQ member strongly opposes the SOGIE bill? By:Jeline Malasig August 29, 2019 - 3:50 PM Despite the renewed calls of the LGBTQ community for Congress to pass
  • 136.
    135 Capitulo added thatthe Philippines’ Magna Carta for Women likewise “seeks to eliminate discrimination” but falsely claimed that it “does not impose penalties.” Under the Magna Carta, private individuals or private entities who violate certain provisions are bound to be “liable to pay damages” to the offended. The SOGIE bill, meanwhile, imposes anywhere from fines to imprisonment for offenses of discrimination. The Philippines is a ‘gay-friendly’ country
  • 137.
    136 Capitulo also arguedthat the SOGIE bill is not necessary since the Under the bill, violators can be sanctioned for up to P500,000 and be imprisoned for up to six years. “We cannot expect the followers of the great religious traditions of the world to change their doctrines to accommodate a law that will violate their fundamental right to freely practice the very religion that they uphold,” Capitulo said. Last week, Senate President Tito Sotto revealed that the SOGIE bill has “no chance” of passing in the upper chamber “if it transgresses on academic freedom,
  • 138.
    IV.ASSESSMENT Group the studentsinto five groups and let them answer the following questions that follows. Let them write their answer in a Manila paper and have them report in in front of the class. 1. What is the purpose of the author in the text? 2. What is the attitude of the author towards the reading material? 3. Does the author show biases/prejudices in the written text? Justify! V. ASSIGNMENT 137
  • 139.
    Read an articleabout an issue of a SOGIE Bill, informative essays about homosexuality. LESSON EXEMPLAR Grade 8 English Quarter Third 138
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    Week 8 (Day3 & 4) LEARNING COMPETENCIES 1. (EN8V-IIIh-26) Analyze intention of words or expressions used in propaganda techniques. 2. (EN8OL-IIIh-3) Deliver a self-composed persuasive speech. 3. (EN8RC-IIIh-10) Share ideas using opinion-marking signals. I. OBJECTIVES 1. Analyze the different propaganda techniques used in the given tv ads; 2. Deliver a self-composed persuasive speech using propaganda techniques and opinion marking signals; 3. Listen attentively to the statements and arguments presented in the debate; 4. Display enthusiasm in expressing one’s ideas and opinions; 5. Show manifestation the value of confidence and truthfulness. II. SUBJECT MATTER A. Topic : Propaganda Techniques Opinion-Marking Signals B. References : English 8 Learning Package – Voyages in Communication C. Materials : Video clips, monitor, laptop, speaker III.PROCEDURE A. ACTIVITY 1. Spelling Drill a. techniques f. eminent k. pugnacity b. alleviate g. impeccable l. requiem 139 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
  • 141.
    c. bequeath h.ludicrous m. subterranean d. corroborate i. nullify n. vignette e. discrepancy j. perennial o. liaison 2. Motivation The teacher divides the class into groups with not more than 5 members. Each group is given picture puzzle that implies one specific propaganda techniques. After solving, one representative from every group shows the picture and state the propaganda technique being used. B. ANALYSIS The teacher asks every group the following questions: 1. What makes the first part of the picture equal? How did you identify the type of propaganda technique used in the picture? What are the pictures all about? 2. What methods do they use to make you buy the products or make you support an individual (like in an election?) C. ABSTRACTION The teacher shows different video clips of tv ads that used propaganda techniques. The teacher discusses how the propaganda techniques being used to persuade consumers to patronize their products. Since propaganda techniques are ways of persuasion, it is important to use our opinions to persuade someone. Some of the opinion markings that we can use are the following: D. APPLICATION Group the students into two groups, each group must select five speakers for the debate. They will be arguing about the resolution “should SOGIE Bill be pass into law in the Philippines” and they must use propaganda 140
  • 142.
    techniques and opinionmarkers in their statements or arguments. While the speakers are debating the rest of the class will jot the propaganda techniques and opinion markers used. IV.ASSESSMENT The teacher instructs the class to compose a persuasive essay on the same social issue discussed in the debate with the use of propaganda techniques and opinion markers. RUBRICS: Clarity of the message = 10pts. Effectiveness of the persuasion = 10pts Organization = 10pts. Grammar = 10pts. TOTAL 40pts V. ASSIGNMENT The teacher will instruct the students to memorize their persuasive speech and make a video of themselves while delivering their speech and upload the video on their Facebook account and gather more likes and shares. Rubrics: Tone of voice: 10pts. Diction: 10pts. Mastery: 10 pts. Gestures / facial expressions: 10pts. Likes & shares: 10 pts. TOTAL 50pts LESSON EXEMPLAR Grade 8 English Quarter Third 141
  • 143.
    Week 9 (Day1) LEARNING COMPETENCIES 1. (EN8G-IIIi-3.6) Use modals appropriately. 2. (EN8WC-IIIi-2.2.16) Compose an informative essay. I. OBJECTIVES 1. Identify the modals used in the song entitled “Hero” by Enrique Iglesias; 2. Construct an essay using modals; 3. Appreciate the importance of the correct usage of modals. II. SUBJECT MATTER A. Topic : Modals B. References : gingersoftware.com/content/grammar- rules/verbs/modal-verbs/ (https://www.azlyrics.com/lyrics/ enriqueiglesias/hero.html) C. Materials : speaker, hand-outs, laptop or monitor III.PROCEDURE A. ACTIVITY 1. Spelling The teacher will conduct a spelling activity of a 15-item words from the lyrics of the song entitled “Hero” by Enrique Iglesias. a. tremble f. stand k. lost b. could g. breath l. touch c. laugh h. lie m. deep d. would i. hide n. hold e. swear j. soul o. pain 142 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
  • 144.
    2. Motivation The teacherwill provide a lyric of a song and let students identify the underlined words. B. ANALYSIS The teacher will ask the following questions: 1. What can you say about the song? 2. What are the different underlined words in the song? 3. How are you going to distinguish its uses? C. ABSTRACTION MODAL is a type of auxiliary verb that is used to express: ability, possibility, permission or obligation. is a type of auxiliary verb that is used to express: ability, possibility, permission or obligation. MODAL CONCEPT EXAMPLE Can Ability: Permission: Offers: Julie can swim. Can I come with you? (May is also used) Can I help you? Could Possibility: Past ability: Permission: Requests: That story could be true- who knows! Julie could swim when she was four years old. Could I use your phone please? Could you tell me the way to the station please? May Possibility: Permission: The President may come to visit our offices tomorrow if the meeting finishes before 5pm. May I borrow your dictionary? Might Slight possibility: Past form of ‘may’ in reported speech We might win a prize but I doubt it! The President said he might come. Should Advice: Logical deduction You should take an umbrella. It’s starting to rain. John has revised all day. He should be ready for his exam. Ought to Advice: Logical deduction: You ought to write to your grandmother. Here’s 30€. That ought to be enough for a taxi. Shall Offers and suggestions with “I” and “We”: Shall I order a taxi? Shall we begin the meeting now? Will Future tense auxiliary: Invitations/offers: Tomorrow I will be in New York. Will you join us for coffee? Won’t you come in? 143
  • 145.
    D. APPLICATION The teacherwill let students construct three sentences using the different modal. Students must write their sentences in a ¼ sheet of paper. IV.ASSESSMENT The teacher will let students do the following: 1. construct an essay (at least 5 sentences) using at least five modals 2. encircle the modals used V. ASSIGNMENT Research about informative essay. LESSON EXEMPLAR Grade 8 English Quarter Third 144
  • 146.
    Week 9 (Day2) LEARNING COMPETENCY 1. (EN8WC-IIIi-2.2.16) Compose an informative essay. I. OBJECTIVES 1. Define an informative essay; 2. Identify the steps on how to write an informative essay; 3. Explain the purpose of writing an informative essay. II. SUBJECT MATTER A. Topic : Informative Essay B. References : https://www.merriam-webster.com/dictionary /essay https://study.com/academy/lesson/informative- essay-definition-examples-structure.html https://www.aresearchguide.com/write- informative-essay.html C. Materials : projector, laptop, TG, spelling booklet III.PROCEDURE A. ACTIVITY 1. Spelling Teacher will tell students to get spelling booklet for the spelling quiz consists of 15 words. She will flash the definition of a word together with the parts of speech, definition and sample sentence using the word on a projector. Teacher will read the words to be spelled out. a. essay f. bullying k. persuade b. intelligent g. informative l. entertain c. humane h. abstract m. tentative 145 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
  • 147.
    d. bias i.composition n. judgment e. depression j. appraisal o. conviction B. ANALYSIS The teacher will ask the students the following: (using a projector) 1. What is an essay? 2. What do you mean with the phrase “informative essay”? 3. What do you think is the purpose of this type of essay? C. ABSTRACTION D. APPLICATION Teacher will ask students the following and will use repetition method to check student’s mastery of the topic: 1. What is an essay? 2. What is an informative essay? 3. What is the purpose in writing an informative essay? IV.ASSESSMENT Using a ½ crosswise, answer the following: 1. What are the five important steps in making an informative essay? 2. Choose at least two steps of making informative essay and explain. V. ASSIGNMENT Study and practice how to make an informative essay for the next day’s activity. LESSON EXEMPLAR Grade 8 English Quarter Third 146 Essay is an analytic or interpretative literary composition usually dealing with its subject from a limited or personal point of view. Informative essay is the most basic form of an informative essay. Its goal is to simply provide an explanation. Informative essays that define provide their explanation using one of three methods. THE FIVE (5) KEY STEPS IN MAKING AN INFORMATIVE ESSAY 1. Choose a topic. 2. After you’ve chosen a good topic, sit down and commence your informative research. 3. Next, you will create a content map. 4. Create an essay outline that will prepare you to organize your key points in a logical and easy-to-understand format. 5. The final step, after actually writing your essay, is to edit it.
  • 148.
    Week 9 (Day3) LEARNING COMPETENCY 1. (EN8WC-IIIi-2.2.16) Compose an informative essay. I. OBJECTIVES 1. Recall topic about informative essay; 2. Explain the importance of informative essays as student; 3. Construct an informative essay. II. SUBJECT MATTER A. Topic : Informative Essay B. References : https://study.com/academy/lesson/informative- essay-definition-examples-structure.html https://www.aresearchguide.com/write- informative-essay.html https://en.wikipedia.org/wiki/Bullying C. Materials : TG, spelling booklet, visual aid, tabletpc III.PROCEDURE A. ACTIVITY 1. Spelling Teacher will tell students to get spelling booklet for the spelling quiz consists of 15 words. She will read the words together with the parts of speech, definition and sample sentence using the word. a. justification f. vague k. tomorrow b. February g. denouement l. pillar c. sequins h. encampment m. debt d. bouquet i. exchange n. seatmate e. debut j. comb o. pavilion 147 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
  • 149.
    B. ANALYSIS The teacherwill ask the students the following: 1. What is an essay? 2. What is an informative essay? 3. What do you think is the purpose of this type of essay? 4. What are the steps in making an informative essay? C. ABSTRACTION Review D. APPLICATION What is the importance of informative essays for you as a student? Explain IV.ASSESSMENT Teacher will let students construct an informative essay using the given topic below. Teacher will post the visual aid. Essay must contain at least 300 words. They will need to encode their essay in a short bond paper using the TABLETPC provided by the teacher. Be guided with the following criteria: CONTENT- 30% GRAMMAR- 30% ORGANIZATION OF IDEAS- 30% NEATNESS- 10% TOTAL 100% V. ASSIGNMENT Define what a persuasive speech is. LESSON EXEMPLAR Grade 8 English Quarter Third 148 THE FIVE (5) KEY STEPS IN MAKING AN INFORMATIVE ESSAY 1. Choose a topic. 2. After you’ve chosen a good topic, sit down and commence your informative research. 3. Next, you will create a content map. 4. Create an essay outline that will prepare you to organize your key points in a logical and easy-to-understand format. 5. The final step, after actually writing your essay, is to edit it. Bullying is the use of force, coercion, or threat, to abuse, aggressively dominate or intimidate. The behavior is often repeated and habitual. One essential prerequisite is the perception (by the bully or by others) of an imbalance of physical or social power. This imbalance distinguishes bullying from conflict.
  • 150.
    Week 9 (Day4) LEARNING COMPETENCIES 1. (EN8WC-IIIi-12) Use emphasis markers for persuasive purposes. 2. (EN8OL-IIIi-4.1) Use appropriate verbal and non-verbal cues when delivering a persuasive speech. I. OBJECTIVES 1. Determine what is persuasive speech; 2. Apply and make how to speech a persuasive speech; 3. Appreciate the importance of persuasive speech. II. SUBJECT MATTER A. Topic : Persuasive Speech B. References : https://www.vocabulary.com/dictionary/ persuasion https://lumen.instructure.com/courses/218897/ pages/linkedtext54305? module_item_id=5007185 https://quizlet.com/76542999/types-of- persuasive-speech-flash-cards/ https://www.quora.com/Why-is-persuasion-so- important C. Materials : Laptop/Monitor, Spelling Booklet III.PROCEDURE A. ACTIVITY 149 CONTENT STANDARD: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. PERFORMANCE STANDARD: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
  • 151.
    Spelling Spelling: Teacher willtell students to get spelling booklet for the spelling quiz consists of 15 words. She will read the words together with the parts of speech, definition and sample sentence using the word. B. ANALYSIS The teacher will ask to the learners: 1. What is a persuasion? How can you define persuade? 2. What is the importance of this persuasive speech? C. ABSTRACTION 150  Persuasion or persuade it means to get you to do or believe something. that something meant  A persuasive speech is a specific type of speech in which the speaker has a goal of convincing the audience to accept his or her point of view.  Persuasive speeches aim to convince the audience to believe a certain view.  Persuasive speeches can come in many forms, such as sales pitches, debates, and legal proceedings. 3 Major Kinds Of Persuasive Speech 1. QUESTION OF FACT - Determines the truth or falsity of an assertion - Hypothesis-Prediction Ex. Will the economy be worse or better next year? Who will win the world series? Does global warming exists?, Courtroom Arguments, Conspiracy Theories 2. QUESTION OF VALUE - Based on your beliefs on what's right or wrong - More of a personal opinion Ex. Capital punishment is wrong, .Is it cruel and unusual punishment? Is it ineffective deterrent in the justice system?, Does it cost taxpayers more than it's worth 3. QUESTION OF POLICY - Want to change the world - Something should be done Ex: to persuade my audience to give blood at the Red Cross The importance of Persuasive Speech  Persuasion is important for many reasons, but perhaps the most important reason is because persuasion is a powerful vehicle for significant change, for good and for ill.  In a free society, people much prefer being persuaded both to believe and to do things than simply being told what to believe and what to do.  Persuasion works best when people are free to be persuaded as well
  • 152.
    D. APPLICATION The teacherwill give a short quiz. On a ½ sheet of paper, answer the following questions: 1. What is persuasive speech? 2. What is the importance of persuasive speech? 3. What are the 3 major types of persuasive speech? IV.ASSESSMENT The teacher will group the students into 5. Each group must present a Persuasive Speech using the 3 kinds of persuasive speech and they will choose one. They will present with the minimum 2 to 3 minutes. V. ASSIGNMENT Advance study to the next topic to be discuss. 151