Subject: English

Grade Level: 8
Competency: Explain visual-verbal relationships illustrated in tables, graphs and
information maps found in expository texts

Topic 1: Interpreting Data from Tables

At the end of the lesson, the students will be able to...
1. [Cognitive - Knowledge] Define the purpose of tables in expository texts.
2. [Cognitive - Comprehension] Identify the different components of a table and their
functions.
3. [Affective - Valuing] Recognize the importance of accurately interpreting data from
tables.
4. [Affective - Organization] Organize data from a table into meaningful categories.
5. [Psychomotor - Manipulation] Extract relevant information from a table and
summarize it in written form.
6. [Psychomotor - Assembly] Create a table to organize data and present it in a clear
and concise manner.

Topic 2: Analyzing Graphs in Expository Texts

At the end of the lesson, the students will be able to...
1. [Cognitive - Knowledge] Explain the purpose of graphs in expository texts.
2. [Cognitive - Comprehension] Identify different types of graphs and their
characteristics.
3. [Affective - Valuing] Recognize the importance of accurately interpreting
information from graphs.
4. [Affective - Organization] Organize data from a graph to identify patterns and
trends.
5. [Psychomotor - Manipulation] Analyze a graph and draw conclusions based on the
data presented.
6. [Psychomotor - Assembly] Create a graph to represent data and effectively
communicate information.

Topic 3: Understanding Information Maps in Expository Texts

At the end of the lesson, the students will be able to...
1. [Cognitive - Knowledge] Define the purpose of information maps in expository
texts.
2. [Cognitive - Comprehension] Identify different types of information maps and their
uses.
3. [Affective - Valuing] Recognize the importance of using information maps to
organize complex information.
4. [Affective - Organization] Organize information from an information map into a
logical structure.
5. [Psychomotor - Manipulation] Interpret and analyze information presented in an
information map.
6. [Psychomotor - Assembly] Create an information map to visually represent
complex information in a clear and organized manner.

Topic 4: Comparing and Contrasting Tables, Graphs, and Information Maps

At the end of the lesson, the students will be able to...
1. [Cognitive - Knowledge] Differentiate between tables, graphs, and information
maps in terms of their purpose and structure.
2. [Cognitive - Comprehension] Identify the strengths and limitations of using tables,
graphs, and information maps to present information.
3. [Affective - Valuing] Appreciate the value of using different visual representations
to enhance understanding of expository texts.
4. [Affective - Organization] Organize information from multiple visual
representations to compare and contrast data.
5. [Psychomotor - Manipulation] Analyze and interpret data presented in tables,
graphs, and information maps to draw conclusions.
6. [Psychomotor - Assembly] Create a comprehensive visual representation that
combines elements of tables, graphs, and information maps to effectively
communicate information.

Topic 5: Evaluating the Effectiveness of Visual-Verbal Relationships in Expository

Texts
At the end of the lesson, the students will be able to...
1. [Cognitive - Knowledge] Explain the concept of visual-verbal relationships in
expository texts.
2. [Cognitive - Comprehension] Identify examples of visual-verbal relationships in
tables, graphs, and information maps.
3. [Affective - Valuing] Recognize the impact of effective visual-verbal relationships
on the understanding of expository texts.
4. [Affective - Organization] Analyze and evaluate the effectiveness of visual-verbal
relationships in expository texts.
5. [Psychomotor - Manipulation] Apply strategies to enhance the visual-verbal
relationships in tables, graphs, and information maps.
6. [Psychomotor - Assembly] Create an expository text that effectively utilizes visual-
verbal relationships to enhance understanding.

Subject: English
Grade Level: 8
Learning Competency: Use opinion marking-signals to share ideas

Topic: Understanding Literary Devices

At the end of the lesson, the students will be able to...

1. [Cognitive - Knowledge] Define and identify similes in a given text.

2. [Cognitive - Comprehension] Explain the purpose of using similes in literature.
3. [Affective - Valuing] Appreciate the creativity and impact of similes in enhancing
the meaning of a text.
4. [Affective - Organization] Demonstrate respect for the author's use of similes by
analyzing their effectiveness in conveying emotions or descriptions.
5. [Psychomotor - Manipulation] Create their own similes to describe objects,
characters, or situations.
6. [Psychomotor - Assembly] Incorporate similes into their writing to enhance the
imagery and engage the reader.

Topic: Developing Critical Reading Skills

At the end of the lesson, the students will be able to...

1. [Cognitive - Knowledge] Identify the main idea and supporting details in a given
passage.
2. [Cognitive - Comprehension] Summarize the main idea and supporting details of a
passage in their own words.
3. [Affective - Valuing] Recognize the importance of critical reading skills in
understanding and analyzing complex texts.
4. [Affective - Organization] Demonstrate respect for the author's ideas by accurately
representing them in their summaries.
5. [Psychomotor - Manipulation] Highlight or underline key information in a text to
facilitate comprehension.
6. [Psychomotor - Assembly] Organize information from a passage into an outline or
graphic organizer to aid in understanding and retention.

Topic: Writing Effective Persuasive Essays

At the end of the lesson, the students will be able to...

1. [Cognitive - Knowledge] Identify the components of a persuasive essay, including

the introduction, body paragraphs, conclusion.
2. [Cognitive - Comprehension] Explain the purpose of each component in a
persuasive essay.
3. [Affective - Valuing] Recognize the importance of persuasive writing in presenting
and defending their opinions.
4. [Affective - Organization] Show respect for opposing viewpoints by acknowledging
and addressing counterarguments in their essays.
5. [Psychomotor - Manipulation] Use transitional words and phrases to create a
smooth flow between ideas in their essays.
6. [Psychomotor - Assembly] Write persuasive essays that effectively persuade the
reader by providing strong arguments and supporting evidence.
Topic: Analyzing Figurative Language in Poetry

At the end of the lesson, the students will be able to...

1. [Cognitive - Knowledge] Identify and define various types of figurative language,

such as metaphor, personification, and hyperbole, in a given poem.
2. [Cognitive - Comprehension] Explain the intended meaning and effect of figurative
language in a poem.
3. [Affective - Valuing] Appreciate the beauty and creativity of figurative language in
enhancing the emotional impact of poetry.
4. [Affective - Organization] Show respect for the poet's craft by analyzing the use of
figurative language in conveying complex emotions or ideas.
5. [Psychomotor - Manipulation] Create their own poems using various types of
figurative language.
6. [Psychomotor - Assembly] Perform a dramatic reading of a poem, emphasizing
the figurative language to enhance the overall effect.

Topic: Understanding Narrative Point of View

At the end of the lesson, the students will be able to...

1. [Cognitive - Knowledge] Identify the different narrative points of view, such as first
person, third person limited, and third person omniscient, in a given story.
2. [Cognitive - Comprehension] Explain the advantages and limitations of each
narrative point of view in storytelling.
3. [Affective - Valuing] Recognize the impact of narrative point of view on the
reader's understanding and empathy towards the characters.
4. [Affective - Organization] Demonstrate respect for the author's choice of narrative
point of view by analyzing its effect on the story's tone and perspective.
5. [Psychomotor - Manipulation] Rewrite a given story from a different narrative point
of view to explore its impact on the plot and characterization.
6. [Psychomotor - Assembly] Create a multimedia presentation that compares and
contrasts different narrative points of view in various stories.

Subject: English
Grade Level: 8
Learning Competency: Compare and contrast the presentation of the same topic in
different multimodal texts

Topic 1: Introduction to Common and Proper Nouns

At the end of the lesson, the students will be able to...
1. [Cognitive - Knowledge] Define common nouns and proper nouns.
2. [Cognitive - Comprehension] Differentiate between common nouns and proper
nouns in sentences.
3. [Affective - Valuing] Appreciate the importance of using common and proper
nouns accurately in writing.
4. [Affective - Organization] Demonstrate respect for proper nouns by capitalizing
them correctly.
5. [Psychomotor - Manipulation] Write sentences using common and proper nouns
with correct capitalization.
. [Psychomotor - Assembly] Construct paragraphs using common and proper nouns
effectively.

Topic 2: Analyzing Persuasive Techniques in Advertisements

At the end of the lesson, the students will be able to...
1. [Cognitive - Knowledge] Identify persuasive techniques used in advertisements.
2. [Cognitive - Comprehension] Explain the purpose of persuasive techniques in
advertisements.
3. [Affective - Valuing] Recognize the impact of persuasive techniques on consumer
behavior.
4. [Affective - Organization] Evaluate the ethical implications of using persuasive
techniques in advertisements.
5. [Psychomotor - Manipulation] Create an advertisement using persuasive
techniques.
6. [Psychomotor - Assembly] Present and defend their advertisement using
persuasive techniques.

Topic 3: Analyzing Point of View in Literature

At the end of the lesson, the students will be able to...
1. [Cognitive - Knowledge] Define point of view in literature.
2. [Cognitive - Comprehension] Identify the different types of point of view in a text.
3. [Affective - Valuing] Appreciate the impact of point of view on the reader's
understanding and interpretation of a story.
4. [Affective - Organization] Analyze the author's purpose in choosing a specific point
of view.
5. [Psychomotor - Manipulation] Rewrite a passage from a different character's point
of view.
6. [Psychomotor - Assembly] Create a visual representation of a story from a specific
point of view.

Topic 4: Analyzing Themes in Poetry

At the end of the lesson, the students will be able to...
1. [Cognitive - Knowledge] Define theme in poetry.
2. [Cognitive - Comprehension] Identify the theme of a poem based on evidence
from the text.
3. [Affective - Valuing] Recognize the power of poetry in conveying universal themes
and emotions.
4. [Affective - Organization] Reflect on personal connections to the themes explored
in poetry.
5. [Psychomotor - Manipulation] Write a poem that explores a specific theme.
6. [Psychomotor - Assembly] Perform a dramatic reading of a poem, emphasizing
the theme through voice and gestures.

Topic 5: Analyzing Bias in News Articles

At the end of the lesson, the students will be able to...
1. [Cognitive - Knowledge] Define bias in news articles.
2. [Cognitive - Comprehension] Identify examples of bias in news articles.
3. [Affective - Valuing] Recognize the importance of critical thinking and media
literacy in evaluating news sources.
4. [Affective - Organization] Reflect on personal biases and how they can influence
interpretation of news articles.
5. [Psychomotor - Manipulation] Write a news article that presents information
objectively.
6. [Psychomotor - Assembly] Analyze and compare news articles from different
sources to identify bias.
Subject: English
Grade Level: 8
Competency: Compare and contrast own opinions with those presented in familiar
texts

Topic: Analyzing Characters in Literature

At the end of the lesson, the students will be able to...
1. [Cognitive - Knowledge] Define the term "character" in literature.
2. [Cognitive - Comprehension] Identify the main characters in a given story.
3. [Affective - Valuing] Appreciate the role of characters in a story and how they
contribute to the overall plot.
4. [Affective - Organization] Evaluate and justify personal opinions about the actions
and motivations of characters in a story.
5. [Psychomotor - Manipulation] Create a character profile by describing the physical
appearance and personality traits of a chosen character from a familiar text.
6. [Psychomotor - Assembly] Compare and contrast the opinions and perspectives of
different characters in a story by creating a character web.

Topic: Analyzing Themes in Literature

At the end of the lesson, the students will be able to...
1. [Cognitive - Knowledge] Define the term "theme" in literature.
2. [Cognitive - Comprehension] Identify the main theme(s) in a given story.
3. [Affective - Valuing] Appreciate the importance of themes in literature and how
they provide deeper meaning to a story.
4. [Affective - Organization] Reflect on personal opinions and beliefs related to the
themes presented in a story.
5. [Psychomotor - Manipulation] Create a visual representation (such as a poster or
infographic) of the main theme(s) in a familiar text.
6. [Psychomotor - Assembly] Compare and contrast the themes of different texts by
creating a Venn diagram.

Topic: Analyzing Point of View in Literature

At the end of the lesson, the students will be able to...
1. [Cognitive - Knowledge] Define the terms "point of view" and "narrator" in
literature.
2. [Cognitive - Comprehension] Identify the point of view (first person, third person,
etc.) used in a given story.
3. [Affective - Valuing] Appreciate how different points of view can affect the reader's
understanding and interpretation of a story.
4. [Affective - Organization] Analyze and evaluate the reliability and bias of a
narrator's point of view.
5. [Psychomotor - Manipulation] Rewrite a scene from a familiar text from a different
character's point of view.
6. [Psychomotor - Assembly] Compare and contrast the perspectives of different
narrators in a story by creating a chart or graphic organizer.

Topic: Analyzing Symbolism in Literature

At the end of the lesson, the students will be able to...
1. [Cognitive - Knowledge] Define the term "symbolism" in literature.
2. [Cognitive - Comprehension] Identify symbols and their meanings in a given story.
3. [Affective - Valuing] Appreciate how symbolism can enhance the depth and
richness of a story.
4. [Affective - Organization] Reflect on personal interpretations and connections to
symbols in a story.
5. [Psychomotor - Manipulation] Create a visual representation (such as a collage or
drawing) of a symbol from a familiar text.
6. [Psychomotor - Assembly] Analyze and compare the use of symbolism in different
texts by creating a multimedia presentation.

Topic: Analyzing Figurative Language in Literature

At the end of the lesson, the students will be able to...
1. [Cognitive - Knowledge] Define various types of figurative language (simile,
metaphor, personification, etc.) in literature.
2. [Cognitive - Comprehension] Identify and explain examples of figurative language
in a given text.
3. [Affective - Valuing] Appreciate the impact and effectiveness of figurative language
in creating vivid and conveying emotions.
4. [Affective - Organization] Reflect on personal interpretations and connections to
figurative language in a text.
5. [Psychomotor - Manipulation] Create original examples of similes, metaphors, and
personification based on a given theme or topic.
6. [Psychomotor - Assembly] Analyze and compare the use of figurative language in
different texts by creating a figurative language chart.

(Note: Please modify the topics and objectives to align with the specific needs and
curriculum of your class.)
Subject: English
Grade Level: 8
Learning Competency: Recognize positive and negative messages conveyed in a
text

Topic: Identifying Themes in Literature

the end of the lesson, the students will be able to...
1. [Cognitive - Knowledge] Define the concept of theme literature.
2. [Cognitive - Comprehension] Identify the theme of a given literary text.
3. [Affective - Valuing] Appreciate the importance of understanding themes in
literature.
4. [Affective - Organization] Demonstrate empathy towards characters in a text by
recognizing the positive and negative messages conveyed.
5. [Psychomotor - Manipulation] Write a brief summary of a literary text, including the
identified theme.
6. [Psychomotor - Assembly] Create a visual representation of the theme in a literary
text using various art materials.

Topic: Analyzing Persuasive Techniques in Advertising

At the end of the lesson, the students will be able to...
1. [Cognitive - Knowledge] Define persuasive techniques used in advertising.
2. [Cognitive - Comprehension] Identify different persuasive techniques used in a
given advertisement.
3. [Affective - Valuing] Recognize the impact of persuasive techniques on consumer
behavior.
4. [Affective - Organization] Critically evaluate the positive and negative messages
conveyed in advertisements.
5. [Psychomotor - Manipulation] Create an advertisement using persuasive
techniques to convey a positive message.
6. [Psychomotor - Assembly] Analyze and discuss the effectiveness of different
persuasive techniques used in advertisements.

Topic: Interpreting Visual Media Messages

At the end of the lesson, the students will be able to...
1. [Cognitive - Knowledge] Define visual media and its impact on society.
2. [Cognitive - Comprehension] Interpret the messages conveyed in a given visual
media.
3. [Affective - Valuing] Appreciate the power of visual media in shaping opinions and
attitudes.
4. [Affective - Organization] Reflect on personal values and beliefs influenced by
visual media.
5. [Psychomotor - Manipulation] Create a visual media project that conveys a
positive message.
6. [Psychomotor - Assembly] Analyze and discuss the positive and negative
messages conveyed in various visual media.
Topic: Evaluating Bias in News Articles
At the end of the lesson, the students will be able to...
1. [Cognitive - Knowledge] Define bias in news articles.
2. [Cognitive - Comprehension] Identify biased language and viewpoints in a given
news article.
3. [Affective - Valuing] Recognize the importance of critical thinking when consuming
news articles.
4. [Affective - Organization] Reflect on personal biases and how they can influence
the interpretation of news articles.
5. [Psychomotor - Manipulation] Write a balanced news article that presents multiple
perspectives.
6. [Psychomotor - Assembly] Analyze and discuss the positive and negative
messages conveyed through biased news articles.

: Analyzing Literary Devices in Poetry

At the end of the lesson the students will be able to...
1. [Cognitive - Knowledge] Define common literary devices used in poetry.
2. [Cognitive - Comprehension] Identify and explain the use of literary devices in a
given poem.
3. [Affective - Valuing] Appreciate the creative use of literary devices in poetry.
4. [Affective - Organization] Reflect on personal emotional responses to poems and
how literary devices contribute to those responses.
5. [Psychomotor - Manipulation] Write a poem using various literary devices to
convey a positive message.
6. [Psychomotor - Assembly] Analyze and discuss the positive and negative
messages conveyed through the use of literary devices in poetry.