Weekly LPs G8

HOLY ROSARY MINOR SEMINARY Junior High School Department
Elias Angeles St., Naga City 4th QUARTER F/Y 2018 - 2019
WEEKLY LESSON PLAN IN ENGLISH 8
Content Topic: Classroom Orientation and Introduction to African Literature

Week 1: June 19 – 22, 2018 Reference:
Essential English 8 pp. 4 – 8.
Desired Outcomes: Objectives:
 Students are acquainted with the rules  establish their own classroom rules and
and routines inside the classroom. expectations
 Students are informed with their general  practice the classroom routines
skills and knowledge in the subject area. established by the teacher
 Students can express the importance of  assess their own knowledge and skills in
learning African Literature English
 identify the distinguishing features of
African Literature
Day 1 Day 2
 Getting to Know You  Pre-Test in English 7
 Discussion of classroom rules, routines
and goals/expectations setting
 Discussion of the grading system and
general requirements
Day 3
 Presentation of a childhood local
literature (Group)
 Discussion of distinguishing features of
African Literature
 Writing a response to a racist remark on
Africans and African culture
Prepared by:
Jessica E. Genotiva
Content Topic: The Village of Round and Square Houses and Idiomatic Expressions
Week 1: June 25 - 29, 2018 Reference:
Essential English 8 pp. 4 – 13.
 Students can compare and contrast their  identify the features of African poetry
own community to the community  identify the themes of the African poem,
shown in the African poem The Village of Round and Square Houses
 Students can create activities that will  define idiomatic expressions
promote unity and diversity in their own  create a dialog using the idiomatic
community. expressions learned
 Students can present a dialog using
idiomatic expressions
Day 1 Day 2
 Background discussion on African Poetry  Enrichment Activity:
 Background discussion of the author With a pair, students will draw the
 Unlocking of difficulties: defining poem’s setting vis-à-vis to their own
vocabulary words community’s setting. Then, they will
 Reading of the text compare and contrast the poem’s
 Post-Reading: community and their own community.
1) Who is speaking in the poem? Then, they will answer the question:
2) Who are the characters in the poem’s
story? Suppose you are an SK Kagawad in your
3) Who is Old Naka? What is she? barangay, in what ways will you develop
4) Describe her. unity in diversity among your youth
5) What is the people’s relationship to constituents? Answer in 5-10 sentences.
Old Naka?
6) What happened to Old Naka in CRITERIA FOR SCORING:
stanzas 3,4,5? Cleanliness of work – 5 pts.
7) How did the people react to it? Creativity – 5 pts.
8) What happened to the houses after Relevance of the content – 10 pts.
the eruption?
9) Did the life of the villagers change
after the eruption? Why or why not?
10) How did they rebuild their
community?
11) Describe the life that they have after
the rebuilding.
12) How will you relate this life to “Circle
of Life.”?
13) What is/are the themes of the poem?
Day 3 Day 4
 Comparing and contrasting of 2 poems.  Presentation and creation of dialogue
One is with idiomatic expressions. The with idiomatic expressions.
other one is without. CRITERIA FOR SCORING
1) Are there any differences or 1) Correctness of Idioms’ Usage – 10 pts
similarities to the meaning of the two 2) Conviction in delivering the lines – 5
poems? pts.
2) Which one has more impact to the 3) Creativity – 5 pts.
reader? Explain.
 Discussion of idiomatic expressions and
examples.
 Answering exercises on idiomatic
expressions
Prepared by:
Jessica E. Genotiva
Content Topic: Idiomatic Expressions and Parallelism

Week 3: July 2 - 5, 2018 Reference:
Essential English 8 pp. 12-13, 17-19
 Students can present a dialog the  define idioms
different idiomatic expressions used in  present a dialog that uses different
ordinary conversations idiomatic expressions
 Students can write and revise a  recall verb forms
paragraph with parallelism  define parallelism
 write and revise paragraphs/sentences
with parallelism
Day 1 Day 2
 Reading a dialog with idiomatic  Short quiz on idiomatic expressions
expressions  Presentation of the dialogs
o Enumerate the underlined words.  Review on Verb forms:
o Based on the context of the  Students will be asked of questions that
dialog, what do those words will make them answer with different
mean? kinds of verbs.
o From these examples, what are  Discussion on verb forms
idiomatic expressions?  Practice exercise on verb forms
 Discussion of the idiomatic expressions
 PAIR WORK: Create a dialog using the
idiomatic expressions discussed in the
class. Then, present it in the class in 1 -2
minutes.
Criteria:
Correctness of Idioms’ Usage – 10 pts
Conviction in delivering lines – 5 pts.
Creativity – 5 pts.
Day 3 Day 4
 Motive question: How do you arrange  Quiz on nouns, adjectives, adverbs,
your clothes in your cabinet? Why do you phrases, and parallelism
do that kind of arrangement?  Paragraph writing on parallelism.
 Discussion of parallelism.
 Review on nouns, verbs, adjectives,
phrases, etc.
 Practice exercise on identifying nouns,
verbs, adjectives, phrases, etc.
 Practice exercises on parallelism
Prepared by:
Jessica E. Genotiva
Content Topic: Parallelism, Cohesive Devices, Outlining

Essential English 8 pp. 12-13, 17-19
 Students can write and revise a  write and revise paragraphs with correct
paragraph with parallelism. parallelism
 Students can write a paragraph using  identify the uses of cohesive devices
different cohesive devices.  Write a paragraph/essay
 Students can write an outline for an  define an informative speech
informative speech.  write an outline for an informative
speech
Day 1 Day 2
 discussion of parallelism in phrases  Video Presentation: Basketball Trick
 Practice Exercises on Parallelism Shots of Ryan Higa
 Writing a paragraph with parallelism Guide Questions:
 Quiz on Parallelism 1. How did the ball get to the basket?
2. What did the people do in the video
to be successful?
 Discussion on Cohesive Devices
 Practice Exercises on Cohesive Devices
Day 3 Day 4
 Quiz on Cohesive Devices  Discussion of Sentence Outlining
 Writing an essay on Cohesive Devices  Practice Exercises on Outlining
 Discussion on Informative Speech
 Outlining an Informative Speech
Prepared by:
Jessica E. Genotiva
Content Topic: Pronouns and Verbs

Grammar and Composition Handbook Grade 7
pp. 10 -17
 Students can classify different pronouns  identify the different types of pronouns
and verbs into their types. and verbs
 Students can use different pronouns and  Classify the different pronouns and verbs
verbs through a short skit. into their types
 Present a short skit that uses different
pronouns and verbs
Day 1 Day 2
 Presentation of a sample paragraph that  Motive Question: In complete sentences,
does not use pronouns. list down your morning routine.
Questions:  Discussion of the different types of verbs
1. Does the paragraph sound good?  Practice drills on identifying verbs in
Why or why not? sentences
2. What should we do to make the
paragraph better?
 Discussion of Pronouns and Types of
pronouns
 Practice Drills on identifying pronouns
Day 3 Day 4
 Performance Task 3: Nouns, Pronouns,
and Verbs
They will be divided into 5 groups. The
teacher will assign the groups. Each
group will be given a situation and a set
of nouns, pronouns, and verbs. They will
create a short skit that uses the given set
of words in their assigned situation. They
will present in 2 to 3 minutes.
CRITERIA FOR SCORING:
Mastery – 10 pts.
Effective use of Nouns, Pronouns, and
Verbs – 10 pts.
Overall Presentation (Body Language,
delivery of lines) – 10 pts.
Creativity – 5 pts.
TOTAL: 35 pts.
Prepared by:
Jessica E. Genotiva
Content Topic: Verbs and Adjectives

Week 3: July 23-26, 2018 Reference:
Grammar and Composition Handbook Grade 7
pp. 14-22
 Students can classify different adjectives  identify the different types of adjectives
and verbs into their types. and verbs
 Students can use different adjectives and  Classify the different adjectives and verbs
verbs in narrating a story. into their types
 Write paragraphs using different
adjectives and verbs
Day 1 Day 2
 Motivation: Our Morning Routine  More practice exercises on identifying
Students will list down their morning verbs
routine.  Motivation:
 Discussion of the different types of verbs Students will be divided into groups. They
 Practice Exercise: Identifying Verbs in will all be blindfolded. The teacher will
sentences give them items that they will smell, feel,
and touch. The group will have to guess
that item. Only one member from the
group should answer. The group which
will be able to guess all of the items will
receive additional points in the next quiz.
 Discussion of the different types of
adjectives
 Practice exercises on identifying
adjectives in sentences.
Day 3 Day 4
 More practice exercises on identifying  Summative test on verbs and adjectives
adjectives.
 Culminating Activity on Adjectives and
Verbs
The teacher will present a video. After the
video presentation, the students will be
asked to retell the story of the video with
the use of different verbs and adjectives.
Prepared by:
Jessica E. Genotiva
Content Topic: Anansi’s Tales

Week 3: July 30 – August 3, 2018 Reference:
Essential English 7 pp. 27 - 29
 Students can explain the underlying  define folktales and trickster stories
themes and message of the African West  identify the themes of Anansi’s Tales
Folktale, Anansi’s Tales.  create a short trickster story
 Students can identify the distinguishing
features of African Folktales and Trickster
Story
 Students can create a short storybook
that shows the features and elements of
a trickster story
Day 1 Day 2
 Prereading: Explain the concept of  PERFORMANCE TASK NO. 3: Writing a
nasaruan. What examples from your Trickster Story
personal experience can illustrate this The class will form triads. Each triad will
concept? Have you ever tricked someone? create a trickster story and will present it
How did you feel? Why did you have to do in a storybook medium. The story must
it? be composed of at least 20 sentences. In
 Unlocking of Difficulties that storybook, they must identify the
 While Reading: Completion of the graphic nouns, pronouns, and verbs they used in
organizer the story. Underline the nouns, Box the
 Post Reading pronouns, and circle the verbs used in
1. What is a trickster story based on the story. On the last page of the book,
Anansi’s Tales? there should be a summary list of the
2. Who is the original owner of all nouns, pronouns, and verbs. This list
stories? must show how these words classified
3. What does Anansi want from Nyame? according to their types.
4. Why do you think Anansi want the
stories from Nyame?
5. Do you think Anansi’s actions towards
the hornets, python, and leopard are
justifiable? Why or why not?
6. Based on Anansi’s actions in the story,
what human characteristic does
Anansi portray?
7. How can you relate this characteristic
to the currents events in our society?
8. What lessons did you learn?
Day 3 Day 4
 Feedbacking on the first draft.  Creating and finalizing of the storybook
 Revising of the first draft
Prepared by:
Jessica E. Genotiva

Content Topic: East Asian Literature and Confucian Analects
Week 1: August 20 – 23, 2018 Reference:
 Students can identify the distinguishing  identify features of East Asian Literature
features and themes of East Asian  define analects;
Literature.  analyze the meanings of Confucian
 Students can identify themes of Analects;
Confucian Analects.  create analects or aphorisms
 Students can create their own analects or
aphorisms.
Day 1 Day 2
 Video presentation: East Asia  Motivation: On a ¼ sheet of paper, write
 Discussion of East Asia and East Asian the most unforgettable wise words that
Literature your mother or father has told you.
 Short Quiz on East Asian Literature Then, share it to the class.
 Discussion on a brief background of
Confucius and analects
 Read Confucian Analects on pp. 99 –
100.
 THINK-PAIR-SHARE: Each pair will be
assigned with an analect. Then, the pair
will share their interpretation to the
class.
 More examples of Confucian Analects
 On a 1 whole sheet of paper, answer
Activity 1, B 1 and 3.
Day 3 Day 4
 PERFORMANCE TASK 1: Writing analects  Continuation of Performance Task 1
 Form a group with 2-3 members. Write
one analect and present it creatively on a
1/8 piece of white cartolina. Then,
explain your work in 5 sentences at the
back of your output.
 CRITERIA FOR SCORING
Content – 10
Creativity – 5
Cleanliness – 5
Prepared by:
Jessica E. Genotiva
Content Topic: Cohesive Devices, Writing an Expository Essay and Anecdote

Week 3: October 8 – 11, 2018 Reference:
 Students can write an expository essay  identify other cohesive devices
and an anecdote with appropriate  define narrative writing
cohesive devices.  write an expository and narrative essay
Day 1 Day 2
 Checking of Practice Exercises on  Continuation on writing the expository
Cohesive Devices essay
 Discussion of the other cohesive devices  Feedbacking of the first draft
 Rediscussion of Expository Writing  revising of the first draft
 Writing an Expository Essay
Criteria for Scoring:
1. Proper use of cohesive devices – 10
pts
2. Content - 10
3. Coherence – 5 pts
4. Grammar and Mechanics – 5 pts
Day 3 Day 4
 Discussion on Anecdotes  Continuation on writing an anecdote
 Examining examples of anecdotes  Feedbacking of the first draft
 Writing an anecdote  revising of the first draft
Criteria for Scoring:
1. Proper use of cohesive devices – 10
pts
2. Coherence – 5 pts
3. Content – 10
4. Grammar and Mechanics – 10
Prepared by:
Jessica E. Genotiva
Content Topic: Affixation

Week 1: November 12 – 15, 2018 Reference:
 Students can determine word meanings  define root word, base word, affixation
through word parts or affixations. and affixes
 Students can form new words  identify the different affixes and their
appropriate for given situations. examples
 form new words with different affixes
 create one’s own dictionary
Day 1 Day 2
 Continuation of first performance task for  Continuation of the first performance
2nd quarter task for 2nd quarter
Day 3 Day 4
 Word-Guessing Game with Affixes  Summative Test on Affixation
The class will be divided into groups.  Creating vocabulary list or affixation
Pictures with affixes will be flashed on the As an assessment, students will be given
screen. The groups will have to guess the a list of words with affixes. With their
word expressed by the image and the knowledge on affixation, they will write
affix. The group with the highest number their own meaning of the words.
of points will win the game.
 Discussion on Affixation
 Practice Exercises on Affixation
Prepared by:
Jessica E. Genotiva
Content Topic: Modals, Why Women Wash Dishes, Connotations

 Students can write a headline story with  Define modals
affixated words and proper use of  Define headline story
different modals.  Define Connotations
 Students can write a blog entry with  Identify different functions of modals and
modals. their examples
 Identify the parts of a headline story
 Complete sentences with proper modals
 Write a headline story
Day 1 Day 2
 MOTIVATION  Practice Exercises on Modals
Students will presented with the following  Short Quiz on Modals
sentences:  MOTIVATION
I fly. 1. What is your most hated household
I will fly chore?
I can fly. 2. Who should be the one to wash the
I should fly. dishes in the family? Why?
I may fly.  Reading of Why Women Wash Dishes
Then, they will be asked how these  DISCUSSION QUESTIONS:
sentences differ from each other. 1. Who are the characters in the story?
 Recall on the discussion on Verb Phrases 2. What was the dilemma of Maldang
 Discussion of different Modals and Ugong?
 Practice Exercises on Modals 3. How did they settle this?
4. Do you think it was practical for them
to settle the dilemma in that way?
Why or why not?
5. What does this drama show about
the Filipino women?
6. What Filipino culture and traits were
shown in the drama?
7. Who should wash the dishes?
Explain.
Day 3 Day 4
 MOTIVATION: Pass a Story
 Discussion on Connotations  Discussion on writing a headline story
 Practice Exercises in identifying  Analyzing examples of a headline story
Connotations  Discussion on the first performance task
Prepared by:
Jessica E. Genotiva
Content Topic: Affixation

 Students can determine word meanings  define root word, base word, affixation
through word parts or affixations. and affixes
 Students can form new words  identify the different affixes and their
appropriate for given situations. examples
 form new words with different affixes
 create one’s own dictionary
Day 1 Day 2
 Continuation of first performance task for  Continuation of the first performance
2nd quarter task for 2nd quarter
Day 3 Day 4
 Word-Guessing Game with Affixes  Summative Test on Affixation
The class will be divided into groups.  Creating vocabulary list or affixation
Pictures with affixes will be flashed on the As an assessment, students will be given
screen. The groups will have to guess the a list of words with affixes. With their
word expressed by the image and the knowledge on affixation, they will write
affix. The group with the highest number their own meaning of the words.
of points will win the game.
 Discussion on Affixation
 Practice Exercises on Affixation
Prepared by:
Jessica E. Genotiva
Content Topic: Modals, Writing a Headline Story

Week 3: December 3 - 6, 2018 Reference:
 Students can analyse and critique a  Define a headline story
headline story.  Identify the parts and questions involved
 Students can write a headline story in writing a headline story
 Critique an example of a headline story
Day 1 Day 2
 Mid-Quarter Assessment (first 30  MOTIVATION: Pass a message
minutes) Students will be grouped into two. There
 More practice exercises on Modals will be representatives from each group
 Short introduction on writing headline who are tasked to watch a clip and pass
stories the events on the video to their group
mates. The last person in the line should
tell the story of the video. The team
which will get the most accurate story
will receive additional points.
 Through the activity, students will
identify the important details needed to
make the story accurate. Once identified,
these details will answer the basic
questions to writing a headline story.
 Discussion on Writing a Headline Story
Day 3 Day 4
 Analysis on Headline Stories  Continuation on the performance task
 Short quiz on writing a headline story
 PERFORMANCE TASK 2: Writing a
Headline Story (Pair Work)
 In connection to the recently concluded
Intramurals, students will write a short
news story on any of the events that
happened on the said activity. The story
must have at least 500 words and printed
on a short bond paper.
Prepared by:
Jessica E. Genotiva
Content Topic: Modals, Writing a Headline Story

Week 3: December 3 - 6, 2018 Reference:
 Students can analyse and critique a  Define a headline story
headline story.  Identify the parts and questions involved
 Students can write a headline story in writing a headline story
 Critique an example of a headline story
Day 1 Day 2
 Mid-Quarter Assessment (first 30  MOTIVATION: Pass a message
minutes) Students will be grouped into two. There
 More practice exercises on Modals will be representatives from each group
 Short introduction on writing headline who are tasked to watch a clip and pass
stories the events on the video to their group
mates. The last person in the line should
tell the story of the video. The team
which will get the most accurate story
will receive additional points.
 Through the activity, students will
identify the important details needed to
make the story accurate. Once identified,
these details will answer the basic
questions to writing a headline story.
 Discussion on Writing a Headline Story
Day 3 Day 4
 Analysis on Headline Stories  Continuation on the performance task
 Short quiz on writing a headline story
 PERFORMANCE TASK 2: Writing a
Headline Story (Pair Work)
 In connection to the recently concluded
Intramurals, students will write a short
news story on any of the events that
happened on the said activity. The story
must have at least 500 words and printed
on a short bond paper.
Prepared by:
Jessica E. Genotiva
Content Topic: Bad Genius (Film Analysis), Emphasis Markers and Propaganda Techniques
Week 4: January 7 – 10, 2019 Reference:
 Students can analyse the Thai film “Bad  identify the themes of the film Bad
Genius.” Genius
 Students can write a persuasive letter  identify emphasis markers
using persuasive emphasis markers and  identify the different propaganda
propaganda techniques techniques
 write a persuasive letter with emphasis
markers and propaganda techniques
Day 1 Day 2
 PRE-VIEWING QUESTION:  Continuation of the film showing.
1. What makes students cheat in exams?  POST – VIEWING DISCUSSION
 Film Showing Proper QUESTIONS
WHILE VIEWING QUESTION: 1. Describe Lynn.
1. In what ways can you relate to the 2. What was the main goal of all the
main characters? main characters in the story?
2. What scenes or lines made an impact 3. Explain the personal problems
to you? Explain. experienced by each character.
4. How do these problems affect the
decisions they made in the story?
5. What pushed the main characters to
cheat?
6. Is their cheating justifiable? Why or
why not?
7. What does this story say about the
educational system of our schools
today?
Day 3 Day 4
 MOTIVATION: Buy Me!  GUESS THE COMMERCIAL
The class will be grouped into 3. Each The class will be divided into 4.
group will be given an item and they Screenshots of old TV commercials will
need to do an advertisement it. They will be presented on the slideshow. Each
present the advertisement for 3 minutes. group will guess the product of the
They will be given 15 minutes to prepare. commercial. The Group which has the
 Discussion on Emphasis Markers highest number of correct answers wins
 Writing a Persuasive Letter the bonus points.
With their knowledge on emphasis  Discussion on Propaganda Techniques
markers, students will write a persuasive  Quiz
letter to a main character of Bad Genius.  PERFORMANCE TASK 3

The letter must persuade the character to The class will be grouped into 5. Their
stop cheating. task is to do a campaign advertisement
CRITERIA FOR SCORING: against cheating. It must be presented in
Use of emphasis markers – 10 the class. The presentation must contain
Content – 10 emphasis markers and propaganda
Grammar and Mechanics - 5 techniques.
Prepared by:
Jessica E. Genotiva
Content Topic: Verb Forms, Active and Passive Voice

Week 1: January 29 – 31, 2019 Reference:
Essential English 8 pp. 274-291
 Students can conjugate verbs.  identify the four principal parts of the
 Students can transform sentences from verb
active voice to passive voice and vice  conjugate different irregular verbs
versa.  identify structure of sentences in active
voice and passive voice
 transform sentences from passive voice
to active voice and vice versa
Day 1 Day 2
 Verb Classification Worksheet  ACTIVITY 1: A video will be shown and
The class will be given different verbs and screenshots will be flashed on the TV
they will classify the verbs according to after. Students will create sentences
their previous knowledge or liking. about those pictures. Then, they will
 Checking of the worksheet identify the subject, verb, and the object.
 Discussion of Verb Forms  Identifying subjects, verbs, and objects in
 Practice Exercises sample sentences.
 Quiz  Exercises on identifying subjects, verbs,
objects and tenses of sentences.
Day 3 Day 4
 Discussion of the structure of active voice  Long Quiz
and passive voice.
 Exercises on identifying sentences as
active voice or passive voice
 Discussion on transforming active voice
to passive voice and vice versa
 Exercises on transforming active voice to
passive voice and vice versa
Prepared by:
Jessica E. Genotiva

Weekly LPs G8

Enviado por

Dados do documento

Título original

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

Weekly LPs G8

Enviado por

Direitos autorais:

Formatos disponíveis

HOLY ROSARY MINOR SEMINARY Junior High School Department

WEEKLY LESSON PLAN IN ENGLISH 8

Content Topic: Classroom Orientation and Introduction to African Literature

WEEKLY LESSON PLAN IN ENGLISH 8

WEEKLY LESSON PLAN IN ENGLISH 8

Content Topic: Idiomatic Expressions and Parallelism

WEEKLY LESSON PLAN IN ENGLISH 8

Content Topic: Parallelism, Cohesive Devices, Outlining

WEEKLY LESSON PLAN IN ENGLISH 8

Content Topic: Pronouns and Verbs

WEEKLY LESSON PLAN IN ENGLISH 8

Content Topic: Verbs and Adjectives

WEEKLY LESSON PLAN IN ENGLISH 8

Content Topic: Anansi’s Tales

WEEKLY LESSON PLAN IN ENGLISH 8

WEEKLY LESSON PLAN IN ENGLISH 8

Content Topic: Cohesive Devices, Writing an Expository Essay and Anecdote

WEEKLY LESSON PLAN IN ENGLISH 8

Content Topic: Affixation

WEEKLY LESSON PLAN IN ENGLISH 8

Content Topic: Modals, Why Women Wash Dishes, Connotations

WEEKLY LESSON PLAN IN ENGLISH 8

Content Topic: Affixation

WEEKLY LESSON PLAN IN ENGLISH 8

Content Topic: Modals, Writing a Headline Story

WEEKLY LESSON PLAN IN ENGLISH 8

Content Topic: Modals, Writing a Headline Story

WEEKLY LESSON PLAN IN ENGLISH 8

letter to a main character of Bad Genius.  PERFORMANCE TASK 3

WEEKLY LESSON PLAN IN ENGLISH 8

Content Topic: Verb Forms, Active and Passive Voice

Você também pode gostar