LESSON PLAN FOR GRADE 8 ENGLISH

SECTIONS G8-EBONY, G8-MAHOGANY AND G8-TANGUILE

DATE: June 27, 2017 (DAY 1- Tuesday)

I. Objectives/ Learning Outcomes

At the end of the session, the students shall have been able to:
 identify the adjectives used in phrases
 create a sentence using adjectives

II. Subject Matter: Adjectives

Reference: “Voyages in Communication, English, Learner’s Module” (p. 20-21)
A. Materials
 Visual Aids

B. References:
 DepEd Learner’s Material, English 8
 DepEd English Curriculum Guide

III. Learning Procedure

A. Preliminaries/Review
 Let the students arrange their chairs and prepare for the session
 Call for a volunteer to lead the prayer
 Check the attendance.

B. Motivation/Opening Activity
Task 1. Peer Introduction
 Ask students to get to know more about their seatmates.
 Tell them to inquire about their likes and dislikes.
 Then, let them share what they have discussed in class.

C. Lesson Proper
 From their peer sharing, introduce the lesson on adjectives.
 Guide questions:
- What have you shared with your seatmate?
- From the information you have gathered, how will you describe your seatmate?

D. Generalization/Synthesis
 Guide question:
- How do adjectives help you in writing compositions?

E. Application
 From their sharing, ask students to summarize and create a sentence that will describe
their seatmate.

IV. Evaluation
Directions: In a ¼ sheet of paper, identify the adjectives in the following phrases:
1. rainy evening 6. lovely child
2. beautiful day 7. sweet disposition
3. cold water 8. naughty boy
4. little woman 9. respectful man
5. happy kid 10. hot weather

V. Assignment
Directions: Make a three-sentenced paragraph describing a perfect day for you.

Prepared by:

Florli Beth Zeruiah R. Josol

 LESSON PLAN FOR GRADE 8 ENGLISH
SECTIONS G8-EBONY, G8-MAHOGANY AND G8-TANGUILE

DATE: June 28, 2017 (DAY 2- Wednesday)

I. Objectives/ Learning Outcomes

At the end of the session, the students shall have been able to:
 identify simple, compound, complex and compound-complex sentences
 construct simple, compound, complex and compound-complex sentences

II. Subject Matter: Sentence Structures (Simple, Compound, Complex, Compound-

Complex)
Reference: “Voyages in Communication, English, Learner’s Module” (p. 21-22)

A. Materials
 Visual Aids
B. References:
 DepEd Learner’s Material, English 8
 DepEd English Curriculum Guide

III. Learning Procedure

A. Preliminaries/Review
 Let the students arrange their chairs and prepare for the session
 Call for a volunteer to lead the prayer
 Check the attendance.

B. Motivation/Opening Activity
 Ask students to define the following according to their prior knowledge:
- Simple - Complex
- Compound - Compound-Complex

C. Lesson Proper
 Discuss the kinds of sentences according to structure and clause.

D. Generalization
- What are the four types of sentences according to its structure?
- What is a dependent clause? How about an independent clause?

E. Application
Directions: In a one half sheet of paper, write one sentence for each kind of structure. Underline
the independent clause.

IV. Evaluation
Directions: Identify the structure of each sentence.
1. The bell rang.
2. She passed the test because she studied hard and understood the material.
3. Gabby ran the first part of the race, Nika biked the second part.

V. Assignment
Directions: Write an essay about your likes and dislikes using the four sentence structure.
Prepare to share it in class.

Prepared by:

Florli Beth Zeruiah R. Josol

 LESSON PLAN FOR GRADE 8 ENGLISH
SECTIONS G8-EBONY, G8-MAHOGANY AND G8-TANGUILE

DATE: June 29, 2017 (DAY 3- Thursday)

I. Objectives/ Learning Outcomes

At the end of the session, the students shall have been able to:
 guess meanings of words or expressions by noting keywords in expressions, context
clues, collocations, clusters, etc.

II. Subject Matter: Vocabulary Development

Reference: “Voyages in Communication, English, Learner’s Module” (p. 31-34)
A. Materials
 Visual Aids
B. References:
 DepEd Learner’s Material, English 8
 DepEd English Curriculum Guide

III. Learning Procedure

A. Preliminaries/Review
 Let the students arrange their chairs and prepare for the session
 Call for a volunteer to lead the prayer
 Check the attendance.

B. Motivation/Opening Activity
Directions: On the left are photos of Asian/African families and on the right side are some
traditions/festivals celebrated in Asia and Africa. Match the family photos with the festival by
writing the letter on the space provided for.
C. Lesson Proper
 Discuss on the different types of culture and families present in the world. Focus on
Asian-African families.

D. Generalization/Synthesis
 Guide Questions:
- What country does the family represent? How did you know?
- What countries do the festival photos represent?
- Do you think Asian-African families or countries have similar characteristics?
Why do you think so?
- Which of these characteristics are commonly observed in Filipino families?
- As a Filipino, how can you better understand your identity as an Asian?

IV. Evaluation
Direction: Go over the following terms or expressions taken from the selection. Figure out the
meaning of each italicized word using context clues.

1. All the little dragons on the high-tilted waves on the green roofs shiver to the tips of their
gilded tails under that deep wave of sound.
a. fall on one’s knees b. Tremble at the loud sound
2. All the green and gold tiles of the temple are vibrating, the wooden goldfish above them are
writhing against the sky.
a. twisting b. pointing c. leading
3. Therefore, the worthy mandarin Kouan-Yu assembled the master molders and the renowned
bell smiths of the empire, and all men of great repute and cunning in.
a. innocent b. expert c. skillful
4. Therefore, the molds had to be once more prepared, and the fires rekindled.
a. lighted again b. set on fire again c. stopped the fire
5. And even as she cried, she leaped into the white flood of metal.
a. squat b. jump c. run

V. Assignment
Directions: Read the selection, “Soul of the Great Bell.”

Prepared by:

Florli Beth Zeruiah R. Josol

 LESSON PLAN FOR GRADE 8 ENGLISH
SECTIONS G8-EBONY, G8-MAHOGANY AND G8-TANGUILE

DATE: June 30, 2017 (DAY 4- Friday)

I. Objectives/ Learning Outcomes

At the end of the session, the students shall have been able to:
 guess meanings of words or expressions by noting keywords in expressions, context
clues, collocations, clusters, etc.

II. Subject Matter: Soul of the Great Bell

Reference: “Voyages in Communication, English, Learner’s Module” (p. 35-39)
A. Materials
 Visual Aids
B. References:
 DepEd Learner’s Material, English 8
 DepEd English Curriculum Guide

III. Learning Procedure

A. Preliminaries/Review
 Let the students arrange their chairs and prepare for the session
 Call for a volunteer to lead the prayer
 Check the attendance.

B. Lesson Proper
 Let students read the selection, “Soul of the Great Bell.”

C. Generalization/Synthesis
 Guide Questions:
- Why was it entitled the Soul of the Great Bell?
- What other Chinese traditions involved bells?
- Do Filipinos and Chiness have similar values? What makes you think so?

IV. Evaluation
 Ask students to complete the following organizer in a one whole paper:

V. Assignment
Directions: Compare and contrast the Chinese traditions with Filipino traditions. Write your
answers in your notebook.

Prepared by:

Florli Beth Zeruiah. R. Josol