Republic of the Philippines

Department of Education
Region IV-A CALABARZON
DIVISION of Quezon
CABAY NATIONAL HIGH SCHOOL
Tiaong , Quezon
DAILY LESSON PLAN - ENGLISH GRADE 8
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, ad emphasis.
Performance Standard: The learner transfer 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.

November 18, 2019 November 19, 2019 November 20, 2019

MONDAY TUESDAY WEDNESDAY
Quarter: 3 Quarter: 3 Quarter: 3
Theme: Overcoming Challenges Theme: Overcoming Challenges Theme: Overcoming Challenges
Lesson : Resilience in Embracing Challenges Lesson : Resilience in Embracing Challenges Lesson : Resilience in Embracing Challenges
Learning competencies: Learning competencies:
1. Organize information a chosen subject using a Learning competencies: 1. Explain how the element specific to a genre contribute
graphic organizer. 1. Use modals appropriately to the theme of a particular literary selection.
2. Judge the relevance and worth of ideas presented in
the text listened to.

Level Process Level Process Level Process

Learning objectives:
1. Identify the purpose of using graphic
organizer.
2. Organize information about a chosen subject
using a graphic organizer.
3.Display positive working attitude while
creating graphic organizer.
Learning Objectives:
1. Determine modals and give it characteristics
2. Use the appropriate modal verbs that express different
function.
3.Exhibit courteousness in constructing sentences using the
different modals.
I. Learning Objectives
1. Explain how the elements contribute to the theme of the
legend of Singapore.
2. Discuss how a certain country began and got her name.
3. Honestly express their opinion about the relevance and
worth of ideas of the text listened to.
II. Subject matter: Graphic Organizer II. Subject matter: Modals II. Subject matter: The Singa
Materials: Materials: Materials:
1. Activity Sheets 1.copyof the lesson 1. Picture
2. Copies of the Literary Text 2.activity sheet 2. Metacards
3. Picture Sources: 3. Activity sheets
Sources: 1.k to 12 Curriculum Guide (May,2016) p.181 Sources: K to 12 Curriculum Guide (May,2016) p.124
1. K-12 Curriculum Guide p. 181 2.www.gingersoftware.com/content/grammar- :Learning Module pp. 555-559
2. http://www.inspiration.com/visual- rules/verbs/modal-verbs/ :https://www.youtube.com/watch?v=XGxrjrLgYIE&list=PLagyY1WylJ
learing/graphic-organizers UmgXrWwqBT6+YKFbimTzj4ah
3. http://www.enchantedlearning.com/graphic-
organizers/storymap/

III. Learning Task: III. Learning task: III. Learning Task:

A. Activity
1. 4 Pics, 1 Word!
2. Discussion of the types of graphic
organizer
B. Analysis
Face to face: Find a partner and orally talk about
the similarities of Thais and Filipinos in terms of
customs, traditions, beliefs and way of life as
depicted in the pictures. In the process of your
sharing, you may also bring out the differences of
both countries
C. Abstraction
Share it!
1. How does diversity contribute to unity?
2. How do traditions and beliefs bring out diversity
and harmony in a country?
A. Activity
1.The teacher will ask the student to read the
sentences from the story ( Makato and the cowrie
shell) which contain modal verbs Exploring the use
of modal verbs will help them build their confidence
in using them.
2.Discussion on the board
B. Analysis
All Modals: Fill the blank with the correct form of
the following modals: can, could, be abale to, may,
might, shall, should, must, have to, don’t have to,
need to.
-You may have to make the modals negative
according to the context of he the sentence.
-there may be more than one possibility.
C. Abstraction
A. Activity
1.Students will identify the country where the following tourist
spots can be found.(SINGAPORE)
2. You have enjoyed reading legends all this time. Legends tell the
beginning of thing Just like how other countries got their names,
Singapore too has her own story to tell read on and find out how
Singapore began, evolved and got her name.
B. Analysis
Charcter Analysis Pyramid
Identify major traits and information of the main character
of the story using the pyramid below.
C. Abstraction
Think about these:
1. If you were Sang Nila Utama, would you throw way your
crown to the sea?
2. Why do you think the king decided to live in
Singapore?Would you have done the same thing?
 D. Application
-Final task:star organizing!
You will make your own graphic organizer based
on the story “Makato and the cowrie shell” which
you have already discussed in the previous lesson.
This are some graphic organizers that you can use:
D. Appliction
The teacher will lead the students to the formation
of the following concepts:
Modal verbs (can, could, must, should, ought to,
may, might, will, would, shall) are modal auxiliary
verbs that express ability, necessity, obligation, duty,
request, permission, advice, desire, probability,
possibility, etc.
-Modal verbs express the speaker’s attitude to the
action indicated by the main verb.
-They never change their form. You can’t add
“s”,”ed”,”ing”…
You Can Do It!
Write your own sentence using one of the modals.
3. What is the importance of legends, myths, and other
literary genres you have learned in the present society?
4. How would you relate the legend-The Singa to what
Singapore was and what she has become.
D. Application
Final Task: Story board
Draw the events of the on the story board. Record them in
correct order. The output of the group will be presented to
the class.

November 21, 2019 November 22, 2019

THURSDAY FRIDAY
Quarter: 3 Quarter: 3
Theme: Overcoming Challenges Theme: Overcoming Challenges
Lesson : Resilience in Embracing Challenges Lesson : Resilience in Embracing Challenges
Learning competencies: Learning Competencies:
1. Explain the meaning of a word through structural analysis (prefixes, roots Acknowledge sources by creating a bibliography.
suffixes)
Level Process Level Process
I. Learning Objectives:
1. Define prefixes, roots, and suffixes. I. Learning Objectives:
2. Explain the meaning of a word through structural analysis (prefixes, roots, suffixes.) 1. Identify the meaning of bibliography and its importance.
3. Use the appropriate affixes and suffixes to complete the idea. 2. Create a bibliography with a correct format.
4. Express enjoyment in playing the interactive game about affixes. 3. Acknowledge sources by creating a bibliography.

II. Subject matter: Affixes II. Subject matter: Bibliography

Materials: 1. Copy of the word hunt search activity and other paper-and –pencil-activities. Materials: 1. Activity sheets
2. Video clip of the interactive game. 2. Copy of bibliography formats
Sources: : Grade 8 English Learner’s Module p.224 Source: :K to 12 Curriculum Guide (May, 2016) p. 183
: https://www.slideshare.net/nicapabs/semidetailed-lesson-plan-in-affixes : Learning Module pp. 596-597
: http://www.esl-galaxy.com/prefixsuffix.html
: http://www.enchantedlearning.com/grammar/prefisuffix/filinprefixsuuffix/tg
III. Learning Task: III. Learning Task:
A. Activity A. Activity
Preliminary Activity Preliminary Activity
Word -Building Read it and understand!
Task 1: Word Hunt Search Activity 1. Discussion of the lesson.
Task 2: Form new Words by joining two or more words below.
B. Analysis B. Analysist
Encircle the letter of the correct answer. Arrange and Complete it!
1. What is the meaning of the word prefix? 1. Book
A) a word within a word Skill builders for efficient Reading
B) a group of letter put before a root word which changes its meaning 2003
C) a group of letters put at the end of a root word which changes its meaning Villamin, A.
2. What does the word unhurt mean? Phoenix Publishing House
A) hurt Badly B) Hurt C) Not Hurt Quezon City
3. If you take away the prefix fromdisagree, the root word is agreed of the new word? C. Abstraction
A) unwrap B) unrap C) unwrap The teacher will lead the students to the format of the following concepts:
5. What do you do if you reread a book? A bibliography is a list of the sources you use to get information for your report.
A) don’t read it B) read it again C) read it for the first time Preparing bibliographies helps you keep track of the sources you consulted or cited
C. Abstraction for their written material and give readers and framework of how the writers’
The teacher will lead the students to the formation of the following concepts: arguments were formed.
1. 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. D. Application
2. Suffix is a letter or a group of letters that is added to the end of a word change Go to the library and list at least five sources where you can find more information
its meaning or to form a different word. about Singapore and Thailand. Prepare your bibliography on a 1/8 index card.
3. A root word has no Prefix or Suffix --- it’s the most basic part of a word.

D. Application
Prefix and Suffixes adjective – Interactive Game.
IV. Assignment IV. Assignment
PREPARED BY: SHIRLEY S. VILLA
English Teacher

NOTED BY: ARIEL C. DEL MUNDO

Principal I