Curriculum Area: English Teacher: Mrs. Juliet M.

Cruz
Gradce Level: Grade 8 Instructional Groupings
Time Required: 1 hour Whole Partners Homogenous
Date: June 26,2018 Group
Small Quads Heterogeneous
Group
Unit Title: Module 1
Lesson Title: Lesson 1.6: Intonation
Standards:
Content Standard: The learner demonstrates understanding of: African literature as a means of
exploring forces that human beings contend with; various reading styles vis-à-vis purposes of
reading; prosodic features that serve as carriers of meaning; ways by which information may be
organized, related, and deliberately orally; and parallel structures and cohesive devices in presenting
information.
Performance Standard:
The learner transfers learning by composing and delivering an informative speech based on a specific
topic of interest keeping in mind the proper and effective use of parallel structures and cohesive
devices and appropriate prosodic features, stance and behavior.
Materials:
Strips, textbook,
Reference book: Speech Improvement page 23-26
Learner’s Module page 11

Objectives:
At the end of the lesson, the learners will be able to:
1. Listen for important points signaled by sentence intonation.
2. Learn how to use the rising and falling intonation in a sentence.
3. Create a script and perform it using the proper intonation in front of the class.

Strategies and Activities

A. Preliminary Activities
Classroom Routines
-Classroom Management
-Opening prayer
-Greetings
-Checking of Attendance

B. Motivation (Inside Out)

The students will use their feelings or emotions (such as fear, anger, happiness, sadness,
excitement) to emphasize the pitch of the following sentences or the lines from famous Filipino
movies.
EXAMPLES
1. You’re a second rate, trying hard, copy cat.
2. She loved me at my worst, you had me at my best, and you chose to break my heart.
3. Am I not enough? Then why?
4. I deserved an explanation. I deserved an acceptable reason.

The students will be asked the following questions:

‘What did you use to emphasize the emotions of those famous movie lines?
What do you call the rising and falling of the voice when speaking?
C. Discussion
What is intonation?
The teacher will discuss the meaning of Intonation. Tell when to use the rising and the falling
intonations. Include the examples of circumflex intonation afterwards.
Question: What is intonation?
Intonation also known as inflection is the movement of the voice up or down along the line of
the sound.
What are the pitches used in intonation?
1. Low 2. Normal 3. High 4. Very high

When to use rising intonation?

-An incomplete thought ends in a rising intonation.
-We use this with yes or no questions.

Activity 2 (Practice)
Provide examples of sentences with a guide on how to properly use the intonation. The
students can repeat after the teacher read each sentence. After following the teacher, the students
can do it with a pair or by trio.

D. Evaluation
Divide the class into 5 groups. Give each group a scenario. Let them make a short script.

E. Assignment
The students need to record the short play using their mobile phones. They will present their
play the next day..

Remarks
Curriculum Area: English Teacher: Mrs. Juliet M. Cruz
Gradce Level: Grade 8 Instructional Groupings
Time Required: 1 hour Whole Partners Homogenous
Date: June 27,2018 Group
Small Quads Heterogeneous
Group
Unit Title: Module 1
Lesson Title: Lesson 1.7: POEM (I am an African Child by Eku Mcgred)
Standards:
Content Standard: The learner demonstrates understanding of: African literature as a means of
exploring forces that human beings contend with; various reading styles vis-à-vis purposes of
reading; prosodic features that serve as carriers of meaning; ways by which information may be
organized, related, and deliberately orally; and parallel structures and cohesive devices in presenting
information.
Performance Standard:
The learner transfers learning by composing and delivering an informative speech based on a specific
topic of interest keeping in mind the proper and effective use of parallel structures and cohesive
devices and appropriate prosodic features, stance and behavior.
Materials:
Strips, textbook,
Reference book: Learner’s Module page 17

Objectives:
At the end of the lesson, the learners will be able to:
1. Use the correct sound of English in reading a poem.
2. Read and analyze the poem ‘I am an African Child by Eku Mcgred.

Strategies and Activities

A. Preliminary Activities
Classroom Routines
-Classroom Management
-Opening prayer
-Greetings
-Checking of Attendance

B. Motivation (Question and Answer)

Activity 1. Ask questions to the students.
1. Do you know an example of African poem?
2. How are you going to describe a good child? List down the characteristics of a good child.

Activity 2. Vocabulary
-articulate -opportunity
-thrive -potential

C. Discussion
Activity 1. Presentation of the poem
The teacher will provide a little information about the author of the poem. Present the
poem ‘I am an African Child’ by Eku Mcgred.The children will read the poem altogether. The
poem is written without punctuation to let the students read using the right stress and
intonation. Hold a short discussion of the poem.

Activity 2. Pair activity

The students will answer the following questions:
1. What is the tone and mood of the author?
2. What are the qualities of an ‘African child’ stated in the poem?
3. What is the theme used in the poem?
C. Evaluation (By group)
The students will perform the poem in front of the class using the correct stress and intonation.

D. Assignment
Familiarize the poem at home in preparation for the presentation the other day.

Remarks
Curriculum Area: English Teacher: Mrs. Juliet M. Cruz
Gradce Level: Grade 8 Instructional Groupings
Time Required: 1 hour Whole Partners Homogenous
Date: July 3, 2018 Group
Small Quads Heterogeneous
Group
Unit Title: Module 1
Lesson Title: Lesson 1.8 Recitation of the Poem ‘I am An African Child’ (An application of stress and
intonation)
Standards:
Content Standard: The learner demonstrates understanding of: African literature as a means of
exploring forces that human beings contend with; various reading styles vis-à-vis purposes of
reading; prosodic features that serve as carriers of meaning; ways by which information may be
organized, related, and deliberately orally; and parallel structures and cohesive devices in presenting
information.
Performance Standard:
The learner transfers learning by composing and delivering an informative speech based on a specific
topic of interest keeping in mind the proper and effective use of parallel structures and cohesive
devices and appropriate prosodic features, stance and behavior.
Materials:
Strips, textbook,
Reference book: Learner’s Module page 17

Objectives:
At the end of the lesson, the learners will be able to:
1. Use the correct sound of English in recital of a poem.
2. Apply the proper stress of the word and the correct intonation.

Strategies and Activities

A. Preliminary Activities
Classroom Routines
-Classroom Management
-Opening prayer
-Greetings
-Checking of Attendance

B. Motivation
Ask the students to review the words and the lines they like the most from the poem, the
students will share it to the class.
Review stress and intonation first before proceeding to the group presentation.
C. Discussion
Discuss the criteria of grading the group recitation (a rubric can do). The other groups can also
give their own constructive criticism to the other group after the presentation.

D. Group Presentation
The students will perform or recite the poem as a group using the proper stress and intonation.
E. Evaluation (By group)
The rubrics

F. Assignment
List down 10 words and provide three synonyms for each word.

Remarks
Curriculum Area: English Teacher: Mrs. Juliet M. Cruz
Gradce Level: Grade 8 Instructional Groupings
Time Required: 50 minutes Whole Partners Homogenous
Date: July 10, 2018 Group
Small Quads Heterogeneous
Group
Unit Title: Module 1
Lesson Title: Lesson 1.9: Adjectives
Standards:
Content Standard: The learner demonstrates understanding of: African literature as a means of
exploring forces that human beings contend with; various reading styles vis-à-vis purposes of
reading; prosodic features that serve as carriers of meaning; ways by which information may be
organized, related, and deliberately orally; and parallel structures and cohesive devices in presenting
information.
Performance Standard:
The learner transfers learning by composing and delivering an informative speech based on a specific
topic of interest keeping in mind the proper and effective use of parallel structures and cohesive
devices and appropriate prosodic features, stance and behavior.
Materials:
Strips, textbook,
Reference book: Learner’s Module page 20-21
Objectives:
At the end of the lesson, the learners will be able to:
1. correctly identify adjectives
2. Use adjectives to describe pictures.
3. Identify the adjectives used in a given sentence.

Strategies and Activities

A. Preliminary Activities
Classroom Routines
-Classroom Management
-Opening prayer
-Greetings
-Checking of Attendance
B. Motivation (I spy something)
The teacher will model for the students by saying, “I spy something _________ and ____________
(insert two adjectives).” Have the students take turns guessing the object you are describing. The
student who guesses correctly can have a turn to come up with two adjectives for the class. Make
sure everyone gets a turn to guess, and that the more timid students do not get overshadowed by the
louder ones. Everyone has to speak the language in order to make mistakes and learn from them.
Question: What are your guides in guessing the objects?
What do you call the words used to describe objects?

C. Discussion

Activity 1: The teacher will write a simple sentence on the board. For example: The cat found a
mouse in the house. The teacher will circle the nouns cat, mouse, and house and point out to
students that the nouns alone do not give us any information about how they look, feel, taste, etc.
The teacher will have students close their eyes and visualize that simple sentence. Lead the
discussion and focus on the fact that we do not know what the cat looks like, what the mouse feels
like, or what the house looks like.

The teacher will then add adjectives to enhance the sentence and show more information about
the three nouns. For example: The sneaky cat found a scared little mouse in the old house. The
teacher will ask students to visualize the new sentence and discuss how the adjectives gave them a
more visual picture of the sentence.

What is adjectives?
Adjective is defined as a word used to modify a noun or a pronoun. It allows the writers to
Describe the color, tastes, shapes, size and a multitude of other qualities.

C. Application

The teacher will provide strips of sentences. Have students get into pairs and provide a
few sentences for each pair of students to work with. It is okay if multiple pairs have the
same sentences as how they revise the sentences will likely be different.

Students will rewrite each sentence they are given by adding adjectives to describe one
or two nouns in the sentence. For example, "The baby cried for his mother" becomes "The
tired baby cried for his loving mother."

The students will share their revised sentences with the class and the teacher will
provide feedback as needed.

D. Evaluation (Written)
Encircle the descriptive words in the sentences. Underline the words that they describe.

1. He carried a heavy stone yesterday.

2. She likes to eat sweet fruits.
3. Do not eat if your hands are dirty.
4. The monster is very strong.
5. He gave her colorful pillows.
6. The spider has long legs.
7. She baked a round cake.
8. Her son is very lazy.
9. The selfish boy does not have friends.
10. There is a tiny button on the dress.

E. Assignment
Get the adjectives used in the poem ‘I am an African child.

Remarks
Curriculum Area: English Teacher: Mrs. Juliet M. Cruz
Gradce Level: Grade 8 Instructional Groupings
Time Required: 1 hour Whole Partners Homogenous
Date: July 6, 2018 Group
Small Quads Heterogeneous
Group
Unit Title: Module 1
Lesson Title: Lesson 1.9: Kinds of Adjectives
Standards:
Content Standard: The learner demonstrates understanding of: African literature as a means of
exploring forces that human beings contend with; various reading styles vis-à-vis purposes of
reading; prosodic features that serve as carriers of meaning; ways by which information may be
organized, related, and deliberately orally; and parallel structures and cohesive devices in presenting
information.
Performance Standard:
The learner transfers learning by composing and delivering an informative speech based on a specific
topic of interest keeping in mind the proper and effective use of parallel structures and cohesive
devices and appropriate prosodic features, stance and behavior.
Materials:
Strips, textbook,
Reference book: Learner’s Module page 20-21
Objectives:
At the end of the lesson, the learners will be able to:
1. Enumerate the kinds of adjectives.
2. State the differences of each kind of adjective.
3. Rewrite a simple sentence into a specific and clearer one using adjectives.

Strategies and Activities

A. Preliminary Activities
Classroom Routines
-Classroom Management
-Opening prayer
-Greetings
-Checking of Attendance
B. Motivation (Spot the adjectives)
-Use the previous poem ‘I am an African Child’ and let the students get all the
Adjectives that they can read.

-Review the meaning of adjective.

Adjective is a word that describes a noun or a pronoun. It may come before the
noun that it describes or after the be-verbs am, is or are.

-Now go back to the poem and point out some other examples that the students had
Missed to identify. Explain why these words are classified as adjectives. It is because
Adjectives has different kinds; such as Descriptive, Quantitative, Demonstrative,
possessive, interrogative, distributive and article.

C. Discussion
Activity 1: The teacher will the different kinds of adjectives.
a. Descriptive Adjective- are used to describe nouns and pronouns. This add information
And qualities to the words they’re modifying.
Example:
The flowers have a smell. The beautiful flowers have a nice smell.
The cat is hungry. The hungry cat.
b. Quantitative Adjective- describes quantity of something. They answer the questions
‘How much’ and ‘How many’. Numbers like one or thirty are this type of adjective. So
 are words like many, half and a lot.
Examples:
How many children do you have? I have only one daughter.
Do you have plans on having more kids? Oh, yes. I want many children.
c. Demonstrative Adjective- describes ‘which’ noun or pronoun you’re referring to. They
always come before the word they’re modifying.
Example:
Which bicycle is yours? This bicycle is mine.
This, that, these, those
d. Possessive Adjective- shows possession. They describe to whom a thing belongs to.
Examples:
My, his, her, their, your, our mine, his, hers, theirs, yours, ours

That’s my pen. That’s mine.

e. Interrogative Adjective- asks questions. They always followed by a noun or a pronoun.
Example:
Which song will you play on your wedding?
What pet do you want to get?
Whose child is this?
f. Distributive Adjective- describes specific members out of a group. They are used to
single out one or more individual items or people.
Examples:
Each, every, either, neither, any
I don’t like either song.
g. Articles- a, an and the
Examples:
An elephant can weigh over 6,000 pounds.

D. Application
Divide the class into several groups. Ask them to provide a manila paper or cartolina. Let
The students choose a person or thing to describe. The students can make five sentences
Which describe their topic. From the sentences they constructed, a sketch of the noun
They have chosen will be based.

D. Evaluation
Sentence Composition
The students can choose from their group activity output 3 examples for each kind of
adjective and use it in a sentence.

E. Assignment
Make 5 sentences with three or more adjectives to be used.

Remarks
Rubrics for Reciting a poem

Criteria 1 2 3
Number of 1-4 5-9 10-12
Appropriate hand
gestures
Appropriate facial Lots of inappropriate Few inappropriate No apparent
expressions facial expressions facial expressions inappropriate facial
expressions
Voice inflection (stress, Monotone voice used Can vary voice Can easily vary voice
pronunciation) inflection with inflection
difficulty
Incorporate proper Recitation contains Recitation has some Recitation fully
feelings and very little intonation intonation and captures ambiance
intonations in the and feelings. feelings. through intonation and
voice feelings in the voice