HOLY CHILD COLLEGE OF INFORMATION TECHNOLOGY INC.

Short-term Planning
SUBJECT: ENGLISH

Quarter: First Domain: Reading, Vocabulary, Listening, Speaking, Viewing, Writing Class: Grade 8
Activities (see notes below re: Evidence of
differentiation details, etc.) achievement
W: whole class; G: group; Q&A: question /
I: individual. answer
Timing Content Learning Objectives Performance Standard D: discussion
O: observation
Description W/G/I M: marked work
PT: Performance
task

WEEK 1 Unit 1 The learners will: The learners can: List of activities:
Connecting
3 hrs. and with Africa a. Identify the  Identify the  The students will write a brief G D, Q&A, M
20 mins. distinguishing features distinguishing interpretation of the chants
 Lion of notable African features of notable "Lion" and "Work Song."
 Work Song chants African chants
 African b. Determine the  Determine the
Chants and meaning of words that meaning of words
Poems correspond to the that correspond to
 Conjunc- definitions given by the definitions
tions noting context clues given by noting
 Types of c. Learn conjunctions context clues
Texts and parallel structures  Learn conjunctions
d. Compose a group and parallel
chant using coordinate structures
conjunctions  Compose a group
e. Scan for logical chant using
connectors to coordinate
determine the text conjunctions
type  Scan for logical
connectors to
determine the text
type
 HOLY CHILD COLLEGE OF INFORMATION TECHNOLOGY INC.
Short-term Planning
SUBJECT: ENGLISH

WEEK 2 Unit 1 The learners will: The learners can: List of activities:
Connecting
3 hrs. and with Africa a. Recognize the  Use correct and  The students will have a G D, Q&A
20 mins. distinguishing features appropriate question-and-answer activity.
 Death, and of notable African language through  The students will have an I D, O
Life and myths his/her individual task.
Death Myths b. Identify the word or understanding of
 Parallel phrase that is similar Afro- Asian
Structure of in meaning to an literature
Words unfamiliar word  Discuss the
 Ways to c. Use parallel structures importance of
Improve with elements joined African myths in
Oral Fluency by coordinate shaping African
conjunctions culture
d. Write a summary  Demonstrate the
effective use of
parallel structures
in presenting
information
 Write a summary
observing parallel
structures
 HOLY CHILD COLLEGE OF INFORMATION TECHNOLOGY INC.
Short-term Planning
SUBJECT: ENGLISH

WEEK 3 Unit 1 The learners will: The learners can: List of activities:
Connecting
3 hrs. and with Africa a. Describe notable  Link African  The students will make a I D
20 mins. literary genres literature to the reflection paper.
 The contributed by African historical and  The students will have a W D, Q&A
Monkey’s writers social struggles of parallel structure puzzle game.
Fiddle b. Explain how the the African people
 How the elements specific to a  Apply parallel
Spider genre contribute to the structures and
Obtained theme of a particular cohesive devices
the Sky literary selection as tools in
God’s c. Use context clues presenting
Stories from the material information
 Folktales viewed to determine  Classify an
 Parallel the meaning of assortment of
Structure of unfamiliar words or information using
Phrases and expressions different methods
Clauses d. Use parallel structures of organization
 Delivering and cohesive devices  Construct an
an in presenting informative speech
Informative information made cohesive
Speech e. Deliver a self- and unified
composed informative through the use of
speech parallel structures
 HOLY CHILD COLLEGE OF INFORMATION TECHNOLOGY INC.
Short-term Planning
SUBJECT: ENGLISH

WEEK 4 Unit 1 The learners will: The learners can: List of activities:
Connecting
3 hrs. and with Africa a. Explain how the  Illustrate African  The students will create their G D, PT
20 mins. elements specific to a literature as a own story about Gassire using
 Gassire’s genre contribute to the means of exploring the twenty-six letters of the
Lute theme of a particular forces that human alphabet.
 The African literary selection beings contend
Epic Genre b. Determine the tone, with
 Faulty Shifts mood, technique, and  Match definitions
in Parallel purpose of the author to determine the
Structures c. Determine the meaning of words
 Idiomatic meaning of words  Effectively use
Expression through definitions idioms and
 Collocations d. Incorporate idiomatic collocations in
expressions and spoken and written
collocations in oral discourse
and written language
 HOLY CHILD COLLEGE OF INFORMATION TECHNOLOGY INC.
Short-term Planning
SUBJECT: ENGLISH

WEEK 5 Unit 1 The learners will: The learners can: List of activities:
Connecting
3 hrs. and with Africa a. Determine the tone,  Show the interplay  The students will work using a G D, M
20 mins. mood, technique, and of African literature graphic organizer.
 Vultures purpose of the author as a means of  The students will have a I D, M
 Forms of b. Use appropriate exploring forces written work using a spider
Poetry strategies in unlocking that human beings diagram.
 Faulty the meaning of contend with
Structure of unfamiliar words and  Employ word-
Words and idiomatic expressions building strategies
Phrases c. Use appropriate in acquiring new
 Graphic cohesive devices in vocabulary
Organizers composing an  Emphasize the
informative speech importance of
d. Arrange notes using a graphic organizers
variety of graphic as tools to
organizers facilitate learning
e. Apply appropriate and simplify
reading style for one’s information
purpose  Identify different
reading
styles/techniques
suited to a
particular purpose
 HOLY CHILD COLLEGE OF INFORMATION TECHNOLOGY INC.
Short-term Planning
SUBJECT: ENGLISH

WEEK 6 Unit 1 The learners will: The learners can: List of activities:
Connecting
3 hrs. and with Africa a. Appreciate literature  Determine how  The students will have a I D, M
20 mins. as a means of African literature written exercise.
 The Man understanding human serves as a means  The students will complete a G D
Who Shared being and the forces of exploring forces graphic organizer.
His Hut he/she needs to that human beings
 Satire contend with contend with
 Cohesive b. Determine the  Develop
Devices technique and vocabulary-
 Pronouns as purpose of the author building strategies
Cohesive c. Use appropriate  Apply different
Devices strategies in unlocking reading
the meaning of styles/techniques
unfamiliar words and suited for one’s
idiomatic expressions purpose
d. Use the appropriate  Demonstrate the
reading style for one’s use of cohesive
purpose devices in
e. Use appropriate expressing
cohesive devices in opinions
expressing opinions
 HOLY CHILD COLLEGE OF INFORMATION TECHNOLOGY INC.
Short-term Planning
SUBJECT: ENGLISH

WEEK 7 Unit 1 The learners will: The learners can: List of activities:
Connecting
3 hrs. and with Africa a. Draw similarities and  Cite how African  The students will have a paired G D
20 mins. differences of the literature serves as work.
 Excerpt from featured selections in a means of  The students will write an I D, PT
Kaffir Boy relation to the theme exploring forces acrostic peace poem.
 Narrative b. Read intensively to that human beings
Nonfiction determine the author’s contend with
 Adverbial purpose  Acquire and
Expressions c. Determine the develop new
as Cohesive meaning of words and vocabulary
Devices expressions through building strategies
analogous  Employ different
relationships reading
d. Deliver a self- styles/techniques
composed informative suited for one’s
speech purpose
e. Use appropriate  Demonstrate the
cohesive devices in use of cohesive
composing an devices in
informative speech composing an
informative speech
 HOLY CHILD COLLEGE OF INFORMATION TECHNOLOGY INC.
Short-term Planning
SUBJECT: ENGLISH
WEEK 8 Unit 1 The learners will:
Connecting
3 hrs. and with Africa a. Explain how a
20 mins. selection may be
 Working influenced by culture,
Toward history, environment,
Peace or other factors
 Reflective b. Read intensively to
Essays determine the author’s
 Conjunctive purpose
Adverbs as c. Determine the
Cohesive meaning of words and
Devices expressions that
reflect the local culture
by noting context
clues
d. Organize notes taken
from an expository
text
e. Arrange notes in one-
step word, phrase,
and sentence outline
forms
f. Use appropriate
cohesive devices in
composing an
informative speech
The learners can: List of activities:
 Assess how  The students will formulate a I D, M
history, culture, commitment pledge to
environment and minimize or eliminate all forms
other factors of discrimination in their
profoundly classroom and school campus.
influenced African
literature
 Analyze the
author’s purpose
in writing a
selection
 Establish how
words and
expressions reflect
the culture of a
society
 Illustrate the use of
conjunctive
adverbs as
cohesive devices
 HOLY CHILD COLLEGE OF INFORMATION TECHNOLOGY INC.
Short-term Planning
SUBJECT: ENGLISH

WEEK 9 Unit 1 The learner demonstrates The learner transfers
Connecting understanding of: learning by:
3 hrs. and with Africa
20 mins. a. African literature as a
CULMINATIN means of exploring
G ACTIVITY forces that human
beings contend with;
b. various reading styles
vis-a-vis purposes of
reading;
c. prosodic features that
serve as carriers of
meaning;
d. ways by which
information may be
organized, related,
and delivered orally;
and
e. parallel structures and
cohesive devices in
presenting
information.
List of activities:
 The students will perform an I D, PT
 composing and informative speech.
delivering an
informative speech
based on a
specific topic of
interest related to
African literature,
keeping in mind
the proper and
effective use of
parallel structures
and cohesive
devices and
appropriate
prosodic features,
stance, and
behavior.

Organization: Notes: Prepare video and audio clips.

Review / Discussion / Activity / Assessment Other references:

Dela Cruz, L. S. (2018). English in perspective: Afro-Asian literature. Abiva Bldg., 851 G.
Araneta Ave., Quezon City: ABIVA Publishing House, Inc.