GRADE Region XI Grade 8

DAILY Level
LESSO Learning ENGLISH
N PLAN Area
Grade 8 Date and Quarter THIRD
Teaching Date
Rafflesia and Time
and Time
Lily
I. OBJECTIVES
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, and emphasis.
Performance The learner transfers learning by composing and delivering a persuasive
Standard 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.
Learning EN8V-IIIa-15.3: Explain the meaning of a word through structural analysis
Competencies (prefixes, roots, suffixes)
Learning Objectives At the end of the session, the students will be able to:
a. Identify opinion-marking signals in writing sentences;
b. construct a sentence using opinion marking signal
c. Share insights about the importance of opinion marking signal.
II. SUBJECT Opinion Marking Signals
MATTER
III. LEARNING RESOURCES
References DepEd Commons, DepEd Kto12 Curriculum Guide p.209
Other Learning English 8 Learner’s Material/Module
Resources
IV. PROCEDURES
A) Reviewing PRELIMINARIES
previous lesson or  Prayer
presenting the new  Greetings
lesson  Checking of Attendance
 Setting of Class Rules

ELICIT REVIEW OF PREVIOUS DISCUSSION

B) Establishing the UNRAVELING THE STORY: Applying SVA Rule No. 1 to Ana's Experience
purpose for the
lesson Direction: Read the text carefully. Then, complete the sentence below by
(ENGAGE) applying SVA Rule No. 1. Be sure to pay attention to subject-verb agreement
as you form your answer.

When Ana returned home with her dress dirty and tattered,
her mother gasped in shock. Without a word, Ana's eyes met
her mother's, filled with a mixture of worry and curiosity.
 Upon reading the text, complete the sentence below while applying SVA rule
no. 1:

like for example: I think Ana falls into the mud.

1. I think, ________________________________________________
2. Maybe, _______________________________________________
3. I believe, ______________________________________________
4. I convinced that, ________________________________________

C) Discussing new Opinions refer to personal beliefs (Donnchaidh, 2020). They tell about how
concepts and someone feels, thinks, or takes a stand about something. They are influenced
practicing new skills by a person’s experiences, background knowledge, emotions, and preferences.
#1 Others may agree or disagree with opinions, but they may not prove or
(EXPLORE) disprove them.

The words or group of words that introduce opinions are called opinion-marking
signals. They are used as signal words that will help express and identify
opinions. They are usually written in the beginning part of a sentence. Below
are some other examples of opinion-marking signals

D) Developing Sharing Views: Expressing Opinions with Signal Markers

Mastery
(EXPLAIN)
Direction: Look at the picture of a group of students walking on the streets.
Write a 5 sentence about the picture using Rule No. 2 and applying Opinion
Marking Signals:

like for example: I think, the students walk along the streets.
D) Finding practical Activity: Search for Signal Words
application of
concepts and Instruction: Read the short story, encircle the opinion marking signals, and
skills in daily underline the sentences where SVA Rule No. 4:
living
Peter Pan and the Lost Boys

(ELABORATE)
In my opinion, Peter Pan is the most exciting character in all of children's literature. Maybe it’s because
he never grows up and always stays full of adventure. One night, when Peter invited Wendy, John, and
Michael to Neverland, they couldn’t wait to join him." I think this will be the greatest adventure ever!"
Wendy exclaimed; her eyes sparkling. "I believe you’ll love it here," Peter said, grinning. "There’s no
place like Neverland. “They flew through the sky, and Peter led them toward the jungle. "Perhaps we’ll
find a hidden treasure!" he said, filled with excitement. "I’m certain that you’ll never get bored here." As
they explored, Wendy noticed how carefree the Lost Boys were. "In my experience," she said, "they
seem happy here, without any worries." "Maybe it’s because they never have to grow up," Peter replied.
"I feel free in Neverland. I hope you do too." Later, when they approached Captain Hook’s ship, Peter
declared, "I’m convinced that we’ll defeat Hook. He doesn’t stand a chance against us! "Wendy looked
at him and said, "I should have known you’d be so confident. But, if I am not mistaken, he’s very
dangerous." Peter laughed and said, "Don’t worry, we’re faster than him. I take the view that we’ll
outsmart him every time." At that moment, Captain Hook appeared on the ship, and Peter led the charge.
"I cannot deny that Hook is a tough opponent," Peter said, "but we’ll win!" In my opinion, Peter's belief
in himself and his friends made everything seem possible. Together, they faced the dangers of
Neverland, but it was clear that, with Peter by their side, they could do anything.

F) Making REVIEW OF THE DISCUSSION

generalization and
abstractions about Oral Recitation
the lesson
The students will answer the following question.

Guide Questions:

1. Why do you think using opinion marking signals is important when

sharing your thoughts with others? How does it affect the clarity of your
message?

2. How do you feel when someone clearly uses opinion marking signals
to express their views? Does it make you more open to understanding
their perspective?

3. Reflect on a time when you were able to share your opinion more
effectively by using opinion marking signals. What impact did it have on
the conversation?

4. How can opinion marking signals help create a respectful environment

in discussions, especially when expressing differing viewpoints?

5. In your experience, how do opinion marking signals contribute to better

communication, both in written and verbal forms? How do they make
your opinions stand out more clearly?

G) Evaluating QUIZ
Learning
(EVALUATION) Instructions: Choose the correct opinion marking signal and SVA rule no.3 for
each sentence:

__________, she __________ always helpful to others.

a) I feel, is
b) In my opinion, are
c) I think, is
d) To me, are

__________, he __________ the best player on the team.

a) Personally, is
b) In my view, are
c) I believe, is
d) According to me, is

__________, it __________ necessary to stay calm in difficult situations.

a) I think, is
b) Personally, are
c) In my opinion, is
d) As I see it, is

__________, she __________ always on time for meetings.

a) I strongly believe, is
b) Personally, is
c) I think, are
d) In my view, is

__________, it __________ important to support your friends.

a) In my opinion, is
b) According to me, are
c) To me, is
d) I feel, are

__________, he __________ a natural leader.

a) From my perspective, is
b) I think, is
c) Personally, are
d) I believe, are

__________, it __________ a good idea to practice every day.

a) I believe, is
b) To me, are
c) Personally, is
d) According to me, is

__________, she __________ a very creative person.

a) In my view, is
b) I feel, are
c) Personally, is
d) I think, is

__________, it __________ unfair to judge others quickly.

a) As I see it, is
b) I believe, is
c) To me, are
d) Personally, is

__________, he __________ always polite and respectful.

a) I think, is
b) Personally, are
c) In my opinion, is
d) I feel, are

Answer Key:

a) I feel, is
a) Personally, is
c) In my opinion, is
d) In my view, is
 a) In my opinion, is
a) From my perspective, is
d) According to me, is
c) Personally, is
a) As I see it, is
a) I think, is
H) Additional ASSIGNMENT
activities for Read the next lesson in advanced
application or
remediation
(EXTEND)

GRADE Region XI Grade 8

DAILY Level
LESSON Learning ENGLISH
PLAN Area
Teaching Grade 8 Date and Quarter THIRD
Date and Rafflesia and Time
Time Lily
V. OBJECTIVES
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, and emphasis.
Performance Standard The learner transfers 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.
Learning Competencies EN8V-IIIa-15.3: Explain the meaning of a word through structural analysis
(prefixes, roots, suffixes)
Learning Objectives At the end of the session, the students will be able to:
a. identify the root word in the sentences;
b. combine the root word with suffix and prefix word in the sentence; and
c. Share insights about the importance of root words.
VI. SUBJECT MATTER STRUCTIONAL ANALYSIS
VII. LEARNING RESOURCES
References DepEd Commons, DepEd Kto12 Curriculum Guide p.209
Other Learning English 8 Learner’s Material/Module
Resources
VIII. PROCEDURES
B) Reviewing previous PRELIMINARIES
lesson or presenting the  Prayer
new lesson  Greetings
 Checking of Attendance
 Setting of Class Rules
ELICIT
REVIEW OF PREVIOUS DISCUSSION

B) Establishing the ROOT WORD HUNT

purpose for the lesson
(ENGAGE) Instruction: Encircle the original word in the underline sentence and
underline the words what makes it follow the SVA rule no.5

1. Rewritten rules are clear, and everyone understands them now.

2. Misunderstood ideas are often difficult to explain, but nothing seems to
make sense.

4. The unpredictable weather has affected our plans, and nobody

expected it to rain.

5. Unwanted attention was drawn to the event, and no one seemed

pleased about it.

C) Discussing new DISCUSSING THE LESSON

concepts and practicing
new skills #1 What are root words?
(EXPLORE)
In simple terms, a root word is a complete word that you can't break down
any further.

Adding prefixes (strings of letters added to the front of a word) and suffixes
(strings of letters added to the end of a word) can change the meaning of a
root word in English. Words such as act, form and legal are among the
most common root words in English that we use in everyday
conversations. Unlike suffixes and prefixes, root words in the English
language can stand alone.
 We use root words every day, even if we don't realize it! Root words are
simply words that are used (written or spoken) that do not have an
additional prefix or suffix added to the end or beginning of them. In
traditional root words, these words come from Latin and Greek words, and
typically do not stand alone as a complete word. Understanding the
meanings of common root words can help you work out the meanings of
new words as you encounter them.

Example:
submarine
review
replaced
behaved

D) Developing Mastery ROOT WORD QUEST

(EXPLAIN)
Instruction: Fill in the blanks with the correct root word in the sentence.
Encircle the plural indefinite pronouns and the verbs that follow (SVA Rule
No. 6).

play accomplish Complex

instruct week

1.Both _____ing soccer

2. Few understand the _______ions clearly
3. Many enjoy the feeling of _________ment after a long day of work.
4. Both prefer to spend their _______end outdoors, exploring nature.
5. Few understand the ______ion of the situation, but they are trying their
best.

E) Finding practical Activity: Share your Examples

application of
concepts and skills in Here is the corrected version of your instruction:
daily living
Instruction: Write 5 sentence examples, encircle the root words, and
(ELABORATE) underline the indefinite pronouns. Then, write in the space provided
whether the pronoun is singular or plural (SVA Rule 7).

like foe example:

Most of the students are attending the event. ___Plural____

F) Making generalization REVIEW OF THE DISCUSSION

and abstractions about
the lesson Oral Recitation

The students will answer the following question.

Guide Questions:

1. Why is it important to know the root word when we learn new

words?
2. How does knowing a root word help us understand bigger words?
3. What can we learn about a word if we know its root?
4. How can knowing root words help us with reading and
understanding books?
5. Why do you think root words are like building blocks for other
words?

G) Evaluating Learning QUIZ

(EVALUATION)
Instructions: Read the sentences below. Then, answer the questions.

1. The dog and the cat play in the yard.

a) What is the root word of the word "playing"?
b) In the sentence, what verb is used based after the Subjects joined by
"and" ?
2. The boy and the girl jump high.
a) What is the root word of the word "jumping"?
b) What are the subjects joined by "and"?

3. The teacher and the student read the book.

a) What is the root word of the word "reading"?
b) In the sentence, what verb is used based after the Subjects joined by
"and"?

4. The bird and the squirrel run fast.

a) What is the root word of the word "running"?
b) What are the subjects joined by "and"?

5. The car and the bike go to the park.

a) What is the root word of the word "going"?
b) What are the subjects joined by "and"?

Answer Key:

a) Play, b) The dog and the cat

a) Jump, b) The boy and the girl
a) Read, b) The teacher and the student
a) Run, b) The bird and the squirrel
a) Go, b) The car and the bike

H) Additional activities for ASSIGNMENT

 application or remediation Read the next lesson in advanced
(EXTEND)

Prepared by: Estrilleta T. Martinez & Ansel Mae J. Aballe

GRADE 8 Region XI Grade 8

DAILY Level
LESSON Learning ENGLISH
PLAN Area
Teaching Grade 8 Date and Quarter THIRD
Date and Rafflesia Time
Time
IX. OBJECTIVES
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, and emphasis.
Performance Standard The learner transfers 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.
Learning Competencies EN8RC-IIIc-2.13: Differentiate facts from opinions
Learning Objectives At the end of the session, the students will be able to:
a. Identify the facts and opinion;
b. Compare the facts and opinion; and
 c. Share real life scenario of facts and opinion based on their life
experience.
X. SUBJECT MATTER Facts and Opinion
XI. LEARNING RESOURCES
References DepEd Commons, DepEd Kto12 Curriculum Guide p.209
Other Learning English 8 Learner’s Material/Module
Resources
XII. PROCEDURES
C) Reviewing previous PRELIMINARIES
lesson or presenting the  Prayer
new lesson  Greetings
 Checking of Attendance
 Setting of Class Rules
ELICIT
REVIEW OF PREVIOUS DISCUSSION

B) Establishing the Activity: Observe Me

purpose for the lesson RULE # 9
(ENGAGE) Instruction: Observe the two sentences and write your observations in 1-
3 sentences while applying SVA Rule No. 9

like for example: Either sentence number one or sentence number two is a
statement, but there is only one reliable statement.

RULE No. 9

When two subjects are joined by "or", "nor", "either or",

"neither nor", the verb agrees with the nearer subject.

Snow White eats the apple not because it is delicious but

because she thinks that if she eats it, one of the dwarfs will
kiss her. However, her plan does not work out, and it turns
out that it is the prince who kisses her.

C) Discussing new DISCUSSING THE LESSON

concepts and practicing
new skills #1
(EXPLORE) Facts
A fact is a statement that can be proven to be true by the use of evidence.
Factual statements are true in all cases and for all people; in other words,
facts are universal.

Some examples include:

Dogs are mammals.

 Albany is the capital of New York.
Mount Everest is the tallest mountain on Earth.
Each of these statements is true. Furthermore, each statement is verifiable
and not debatable, provided that definitions are agreed upon. Put simply,
evidence exists that could potentially prove or disprove each claim.

Opinions
Opinions, unlike facts, are neither true nor false. An opinion can express a
belief, attitude, value, judgment, or feeling.

Some examples include:

Dogs are the best mammals in existence.

Albany is the most interesting city in New York.
World War II was a terrible war.
Each of these statements expresses an opinion. Note that each is
debatable. In other words, one can potentially agree or disagree with
(debate) a statement of opinion.

Note that the final statement— “World War II was a terrible war”—strikes
many of us as factual. However, this is a statement of opinion. Yes, most
people would consider World War II terrible. However, there is always the
possibility that somebody out there holds a different opinion, as strange as
they may seem. It is very rare for a statement with a value word like
“terrible” to be factual.

D) Developing Mastery Activity: Share your Insights

(EXPLAIN) Rule # 8
Instructions: Share your real-life experience about facts or opinions with a
twist, using SVA Rule No. 8.

Like for example: My sister and I are playing together, but they
misunderstand and think that my sister is my girlfriend. (Opinion)

F) Finding practical ACTIVITY: FACT OR BLUFF

application of
concepts and skills in Instruction: You will be divided into four groups. Each member of the
daily living group will list five facts and five opinions about your class (classroom,
teachers, and classmates) while applying Rule No. 11. After five minutes,
(ELABORATE) the game will begin. Each group will take turns sharing one fact and one
opinion, and the other groups will guess whether it is a fact or an opinion.
If a group guesses correctly, they will earn points and take their turn to
share.

Like for example in opinion:

Ana, together with her classmate, could be gossiping about something.

F) Making generalization ORAL RECITATION

and abstractions about
the lesson REFLECTING QUESTIONS

The students will be asked to write a reflection based on the guide

questions.

Guide Questions:

1.Can you share a situation in your life where you had to distinguish
between a fact and an opinion? How did you handle it?

2.Reflect on a time when someone shared their opinion with you. How did
it make you feel, and how did you respond?

3.Think about a recent event you experienced. What were the facts, and
what were the opinions involved in that situation?

4.How do you usually decide whether something someone says is a fact or

just an opinion? Can you recall a time when you made this distinction?
5.Have you ever encountered a disagreement where facts and opinions
were mixed? How did you manage to separate them in the conversation?

G) Evaluating Learning QUIZ

(EVALUATION) Rule # 10

Instruction: Read the sentences carefully and write "opinion" if it is an

opinion and "fact" if it is true in the blank before the number.

_______1. The cake was delicious. (Opinion)

_______2. In a compound subject with an affirmative and negative part,

the verb should always agree with the affirmative part (Fact)

_______3. It's a shame that some of the money was stolen." (Opinion)

_______4. "Neither the teacher nor the students are attending the
meeting" follows Rule No. 10 because the verb agrees with the affirmative
subject "students." (Fact)

_______5. None of the water has spilled because the bottle was sealed
properly." (Opinion)

________6. "Either the dog or the cat is going outside" follows Rule No. 10
because the verb agrees with the affirmative part, "cats." (Fact)

________7. All of the cake is gone because it was everyone's favorite."

(Opinion)

________8. Mike thinks that the cat is cute. (Opinion)

 ________9. "Either the movie or the tickets are expensive" follows Rule
No. 10 because the verb agrees with the affirmative subject "tickets."
(Fact)
________10. "Either the flowers or the tree is blooming" follows Rule No.
10 because the verb agrees with the affirmative subject "tree." (Fact)

H) Additional activities for ASSIGNMENT

application or remediation Search for controversial issues today and determine whether they are
(EXTEND) opinions or facts.
 GRADE 8 Region XI Grade 8
DAILY Level
LESSON Learning ENGLISH
PLAN Area
Teaching Grade 8 Date and Quarter THIRD
Date and Rafflesia Time
Time
XIII. OBJECTIVES
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, and emphasis.
Performance Standard The learner transfers 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.
Learning Competencies EN8G-IIId-3.6: Use modals appropriately
Learning Objectives At the end of the session, the students will be able to:
a. Identify the modal verbs that focuses on obligation;
b. Construct a sentence with modal verbs that focuses on obligation; and
c. Share real life daily obligation while using modal verbs that focuses on
obligation
XIV. SUBJECT MATTER MODAL VERBS: OBLIGATION
XV. LEARNING RESOURCES
References DepEd Commons, DepEd Kto12 Curriculum Guide p.209
Other Learning English 8 Learner’s Material/Module
Resources
XVI. PROCEDURES
D) Reviewing previous PRELIMINARIES
lesson or presenting the  Prayer
new lesson  Greetings
 Checking of Attendance
 Setting of Class Rules
ELICIT
REVIEW OF PREVIOUS DISCUSSION

B) Establishing the Verb Voyage: Find the Right Modal!

purpose for the lesson
(ENGAGE) RULE #12

Instruction:

Complete the following sentences by putting the correct verb in the blank
and underline the words that make it follow SVA Rule No. 12.
 1. The habit of brushing teeth _______ be practiced twice a day.

2. A bar of soap ______ be used for bathing.

3. A glass of water _____ be drunk every morning.

4. The children in the playground ______ follow the safety rules.

5. A set of combs _______ be kept clean for proper hair care.

Answer Key

1. must
2. must
3. must
 4. have to
5. have to

C) Discussing new DISCUSSING THE LESSON

concepts and practicing
new skills #1 Modal verbs of obligation
(EXPLORE)
Modal verbs of obligation express something that must be done, often
because of a rule or law, or because it's necessary. The most common
modal verbs of obligation are 'must', 'have to' and 'should'.

Examples:

 You must stop when the traffic lights are red.

 Use of 'must' to express a law or rule.

 I have to finish this project by tomorrow.

 Use of 'have to' to express personal obligation.

 You should study for the test on Friday.

 Use of 'should' to express advice or recommendation.

There are two types of modal verbs of obligation;

those that primarily express a firm obligation or necessity - must and have
to
those that express a recommendation or moral obligation - should and
ought to, and need to
D) Developing Mastery Activity: Share Real-Life Daily Obligations
(EXPLAIN)

Instruction: Write five sentences about your daily obligations using modal
verbs while applying the SVA rule no. 13 and share your daily observation
with your classmate in front.

Example: "It must have been necessary for me to take a bath yesterday"

1.
2.
3.
4.
5.

G) Finding practical Activity: Reflecting Ourselves as Responsible Students

 application of
concepts and skills in Instruction: Reflect on yourself and write at least 5 sentences about your
daily living responsibilities as a student, with a twist, while applying the SVA rule no. 18.

(ELABORATE) like for example: One of the responsibilities is to complete all my assignments
on time.

F) Making generalization REFLECTING QUESTIONS

and abstractions about
the lesson Oral Recitation

The students will be asked to write a reflection based on the guide

questions.

Guide Questions:

1. How could you have managed your time better today to ensure
you fulfilled all your obligations, such as taking care of personal
tasks like exercising or eating properly?

2. What should you have done differently to prioritize your health

today, like remembering to drink enough water or get enough
sleep?

3. Do you feel that you must be more responsible in completing

routine tasks like keeping your living space tidy or taking a bath
regularly?

4. What could you have done to meet your obligations on time, such
as finishing work tasks or attending important appointments?

5. What might have helped you balance personal responsibilities,

such as staying on top of household chores while still managing
work or family commitments?

G) Evaluating Learning Quiz

(EVALUATION)
Instructions: Encircle the correct modal verbs and words based on the
SVA Rule No. 13 (subject-verb agreement in sentences starting with
"there" or "here").

1. ___ ___be a lot of work to do before the deadline.

a) There, must
b) Here, have to
c) It, should
d) Here, ought to

2. Complete the sentence with the correct form of the verb: "Here ___ a
 rule that you _____ follow to stay safe."
a) is, must
b) are, must

3. There ___ many things you _____ do before the meeting.

a) is, must
b) are, should

Answer Key:

1. b) have to
2. a) is
3. b) are
4. b) are
5. b) are
H) Additional activities for ASSIGNMENT
application or remediation
(EXTEND)

Prepared by: Estrilleta T. Martinez & Ansel Mae J. Aballe

GRADE 8 Region XI Grade 8
DAILY Level
LESSON Estrilleta T. Martinez Learning ENGLISH
PLAN Ansel Mae J. Aballe Area
Teaching Grade 8 Date and Quarter THIRD
Date and Rafflesia Time
Time
XVII. OBJECTIVES
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, and emphasis.
Performance Standard The learner transfers 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.
Learning Competencies EN8V-IIIe-12.3:Arrive at meanings through context clues
Learning Objectives At the end of the session, the students will be able to:
a. identify the meaning of words through context clues;
b. create inferences based on the character’s actions and words;
c. share insights about the importance of clues in real life situation
XVIII. SUBJECT Context Clues
MATTER
XIX. LEARNING RESOURCES
References DepEd Commons, DepEd Kto12 Curriculum Guide p.209
Other Learning English 8 Learner’s Material/Module
Resources
XX. PROCEDURES
E) Reviewing previous PRELIMINARIES
lesson or presenting the  Prayer
new lesson  Greetings
 Checking of Attendance
 Setting of Class Rules
ELICIT
REVIEW OF PREVIOUS DISCUSSION

B) Establishing the CLUE DETECTIVE

purpose for the lesson
(ENGAGE) Instruction: Define the highlighted word based on the context clue
provided and encircle the singular subject noun and plural subject noun in
the sentence (SVA Rule No. 14.)

1. There is a manuscript on the table.

Context Clue: The manuscript is something that is usually worked on by
an author before it is published.
Define the word: ________________________________________

2. There are several artifacts in the museum.

Context Clue: Artifacts are items found in museums that hold historical or
cultural value.
Define the word: _______________________________________

3. There is a seminar scheduled for tomorrow.

Context Clue: A seminar is a scheduled event where a group discusses
a specific topic or subject.
Define the word: ______________________________________

4. There is a new boutique opening downtown.

Context Clue: A boutique is a small shop that often specializes in
clothing or unique items.
Define the word: ________________________________________

5. There are many dilemmas to resolve before the project starts.

Context Clue: Dilemmas are situations involving difficult decisions or
problems that need to be solved.
Define the word: ________________________________________

C) Discussing new DISCUSSING THE LESSON

concepts and practicing
new skills #1 When you use clues in a reading passage to figure out the
(EXPLORE) meaning of a
new word, you are finding word meaning.
 Context Clues are often in the sentence where the new word
appears.
They can also be in a sentence before and after the word. The
words ang
phrases around a new word often provide clues to the word
meaning.

Several Types of Context Clues

1. Definition- the word is defined directly and clearly in the

sentence in
which it appears.

2. Antonym (or contrast)–often signaled by the words whereas,

unlike, or
as opposed to.

3. Synonym (or restatement)–other words are used in the

sentence with
similar meanings.

4. Inference–word meanings are not directly described, but

need to be
inferred from the context.

5. Example- you need to look for clues before or after the

unknown word and infer the meaning.

6. Mode/Tone- the author sets a mood, and the meaning of the

unknown
word must harmonize with the mood.

7. Experience- Sometimes a reader knows from experience how

people or
things act in a given situation. This knowledge provides the
clue to a
word’s meaning.

8. Cause and effect- The author explains the reason for or the
result of the
word

D) Developing Mastery
(EXPLAIN) Activity: The Power of Context Clues in Real-Life Situations

Instruction: Create your own sentences using SVA rule no.15 where "it"
followed by a verb in the -s form to describe a real-life situation where
clues are important.
 like for Example: It takes time to understand the importance of context
clues in real-life situations.

H) Finding practical DETECTIVE INFERENCES

application of
Instruction: Based on the clue above, make inferences about getting a
concepts and skills in
daily living failing mark while applying SVA rule no. 16.
FAILING MARK
(ELABORATE)

Cause Effect
Based on the clue above make inferences in getting failing mark while
applying SVA rule no. 16:

1.The family were disheartened when they learned that their child received
a failing mark in mathematics.
2. The assembly has given the student advice on __________________.
3. The ________was upset by the failing mark, expressing
____________.
4. The family is ____________ about the student's performance.
5. The ____________has become more ____________in the student’s
academic life after the failure.

F) Making generalization REVIEW OF THE DISCUSSION

and abstractions about
the lesson REFLECTING QUESTIONS
The students will be asked to write a reflection based on the guide
questions.

Guide Questions:

1.How do context clues help you make better decisions in real-life

situations?
2.Why is it important to pay attention to the clues around you in everyday
life?
3.Can you think of a time when you used context clues to understand
 something better? What was the outcome?
4.How does understanding the importance of context clues improve your
communication and problem-solving skills?

G) Evaluating Learning QUIZ

(EVALUATION)
Instruction: Fill in the blank the correct word that appropriate in the
sentence based on the meaning of the word below and encircle singular
subject that refer to SVA rule no. 20

 eloquent- fluent or persuasive in speaking or writing

 vibrant- Full of energy or color; lively and bright.
 feeble - Weak or lacking strength.
 vivid- Very bright, clear, or detailed, like a strong memory or color.
 tangible- Something you can touch or feel; real and noticeable.
 brisk- Quick, lively, or energetic.
 candid- Honest and open, without hiding the truth.
 serene- Calm, peaceful, and free from worry.
 robust- Strong, healthy, and able to handle challenges.
 vast - Very large in size, amount, or extent.

1.The United Nations is an _______example of how global cooperation

can lead to peace.

2.The World Health Organization is __________in its efforts to improve

public health worldwide.

3. The Olympic Games is often criticized for its ________ response to

doping scandals.

4.The Great Wall of China is a _________ symbol of ancient Chinese

civilization.

5.The National Geographic Society is known for its _______

contributions to science and exploration.

6.The Red Cross is always involved in _____ efforts during natural

disasters.

7.The New York Times is often praised for its ______ reporting of political
events

8. The Swiss Alps is a _____ destination for those seeking peace and
tranquility

9. The European Union is a _______ organization that promotes

economic growth and stability.

10. The Amazon Rainforest is a _______ ecosystem that plays a critical

role in global climate regulation.
 H) Additional activities for ASSIGNMENT
application or remediation
(EXTEND) Instruction: List the website that can help on finding context cues.

Prepared by: Estrilleta T. Martinez & Ansel Mae J. Aballe

GRADE 8 Region XI Grade 8

DAILY Level
 LESSON Estrilleta T. Martinez Learning ENGLISH
PLAN Ansel Mae J. Aballe Area
Teaching Grade 8 Date and Quarter THIRD
Date and Rafflesia Time
Time
XXI. OBJECTIVES
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, and
emphasis.
Performance Standard The learner transfers 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.
Learning Competencies EN8V-IIIe-12.3:Arrive at meanings through context clues
Learning Objectives At the end of the session, the students will be able to:
a. recognize the propaganda;
b. construct persuasive propaganda through writing; and
c. share experiences on propaganda in real life situation
XXII. SUBJECT MATTER
XXIII. LEARNING RESOURCES
References DepEd Commons, DepEd Kto12 Curriculum Guide p.209
Other Learning English 8 Learner’s Material/Module
Resources
XXIV. PROCEDURES
F) Reviewing previous PRELIMINARIES
lesson or presenting the  Prayer
new lesson  Greetings
 Checking of Attendance
 Setting of Class Rules
ELICIT
REVIEW OF PREVIOUS DISCUSSION

B) Establishing the ADVERTISEMENT DETECTIVE

purpose for the lesson
(ENGAGE) Instruction: Read the passage and answer the following questions. Encircle the plural
and singular verbs in the passage that refer to SVA rule no. 28.

The Milo commercial starts with a lively scene at a sports field where many children are playing
various games. The camera captures their joyful faces as they run, jump, and cheer. The narrator's voice is
heard saying, "Many children love to play sports and stay active."

Next, the scene shifts to a kitchen where a mother is preparing breakfast. She scoops a spoonful of Milo powder
into a glass and adds milk. The narrator continues, "Much energy is needed to keep them going throughout the
day."

The commercial then shows the children returning home

 1. Where is the ad heard? ______________________________________
2. What is the product? _________________________________________
3. Why do the children drink the product? _________________________________

C) Discussing new DISCUSSING THE LESSON

concepts and practicing
new skills #1 Propaganda is the spreading of information that aims to convince the public to react or
(EXPLORE) to take action. It shows bias by nature because advertisers only present
information favorable to their products or services.
Propaganda is synonymous with advertisements and announcements.
Captions are expressions similar to slogans or taglines.
Propaganda Techniques are the different methods or styles used in advertisement to
promote products or services.

Propaganda Techniques

1. Bandwagon is a propaganda technique that urges people to believe everyone is

buying it; therefore, you should do the same.

2. Testimonial is a propaganda technique in which a celebrity or influential

politician endorses a product and services.

D) Developing Mastery CRAFTING PESUASIVE ADVERTISEMENT

(EXPLAIN)
Instruction: Write lines for an advertisement that may convince people, while applying
rule no.28
 Like for example: This delicious chocolate drink satisfies your cravings instantly.

I) Finding practical REALM OF PROPAGANDA

application of
concepts and skills in
daily living Instruction: Identify the type of propaganda used in the sentence and encircle the
nouns that always take plural forms in each sentence, according to SVA rule no. 22.
(ELABORATE)

1. "Everyone is wearing the latest pair of glasses—you don’t want to be left out!
Glasses are flying off the shelves, and you should join the crowd!"

Type of Propaganda: __________________________

2. "I’ve been wearing these pants every day for the past month, and they’ve never been
more comfortable! Pants fit so well, and I recommend them to everyone!"

Type of Propaganda: __________________________

3. "With the sharpest scissors, you’ll cut through anything effortlessly. Just like the
professionals do, you’ll have precision every time!"

Type of Propaganda: __________________________

4. "Only shorts from this brand give you the freedom to move and the style to stand out!
Get the shorts with a perfect fit and durable fabric—no other brand offers the same!"
 Type of Propaganda: __________________________

5. "The best belongings deserve the best protection. Keep your belongings safe and
organized with our top-rated storage solutions!"

Type of Propaganda: __________________________

F) Making generalization REVIEW OF THE DISCUSSION

and abstractions about
the lesson REFLECTING QUESTIONS
The students will be asked to write a reflection based on the guide questions.

Guide Questions:

1. Can you recall a specific instance when you encountered propaganda in your daily
life? How did you recognize it as propaganda?

2. How did the propaganda you experienced influence your thoughts, beliefs, or
actions at the time? Did you realize its impact immediately, or was it more gradual?

3. What techniques or strategies were used in the propaganda you encountered?

Were there any particular messages or symbols that stood out to you?

4. How did you feel after realizing you had been exposed to propaganda? Did it
change your perspective on the information you consume?

5. In what ways can you protect yourself and others from the influence of propaganda
in the future? What critical thinking skills or tools do you find most effective?
G) Evaluating Learning Fill in your thoughts
(EVALUATION)
DIRECTIONS: Complete the following statements about what you have learned
about propaganda techniques and SVA rule no.29

Propaganda sales promotion

Many

name-calling technique
Many

Much

Much of _______________ is the spreading of biased information that aims to convince

 the public to react or take actions. Much of the ___________is a technique that uses
promos to sell the product, while many testimonials are techniques endorsed by
ordinary people who feel what regular people feel and think. _________ celebrity
endorsements are techniques endorsed by famous celebrities or influential politicians,
while __________of the transfer technique associates the good qualities of the
endorser to the product or service. Much of the ______________links a product or a
person to a negative symbol that creates negative opinions against the rival product.
_________ people fall for the bandwagon technique that urges people to believe
everyone is buying it and you should do the same. Many consumers are the
beneficiaries of the propaganda techniques.

H) Additional activities for ASSIGNMENT

application or remediation
(EXTEND) Instruction: List the website that can help on finding context cues.

Prepared by: Estrilleta T. Martinez & Ansel Mae J. Aballe

GRADE 8 Region XI Grade 8

DAILY Level
LESSON Estrilleta T. Martinez Learning ENGLISH
PLAN Ansel Mae J. Aballe Area
Teaching Grade 8 Date and Quarter THIRD
Date and Rafflesia Time
 Time
XXV. OBJECTIVES
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, and emphasis.
Performance Standard The learner transfers 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.
Learning Competencies EN8V-IIIe-12.3:Arrive at meanings through context clues
Learning Objectives At the end of the session, the students will be able to:
a. examine biases (for or against) made by the author;
b. differentiate the bias and nonbiased thoughts through writing; and
c. share insights about biases in written text in real life situation
XXVI. SUBJECT Biases in Written Texts
MATTER
XXVII. LEARNING RESOURCES
References DepEd Commons, DepEd Kto12 Curriculum Guide p.209
Other Learning English 8 Learner’s Material/Module
Resources
XXVIII. PROCEDURES
G) Reviewing previous PRELIMINARIES
lesson or presenting the  Prayer
new lesson  Greetings
 Checking of Attendance
 Setting of Class Rules
ELICIT
REVIEW OF PREVIOUS DISCUSSION

B) Establishing the TASTE AND THOUGHTS

purpose for the lesson
(ENGAGE) Instruction: Write at least five positive and negative thoughts about the
product below while applying Rule No. 26:

POSTIVE THOUGTHS NEGATIVE THOUGTHS

1. None of the colas are genuinely healthy
1. Some of the flavors in this burger are truly exceptional. despite their natural claims.
2.
2.

3.

4.

5.
 3.
4.
5.

C) Discussing new DISCUSSING THE LESSON

concepts and practicing What is BIAS?
new skills #1
(EXPLORE) According to Collins Dictionary, bias is a tendency to prefer one person or
thing to another, and to favor that person or thing. Meaning, it leans
towards something without proper judgement or rather without checking out
the facts and evidences.

This does not only exist in situations like school elections but instead, it also
exists to almost everywhere, like in:

Why do authors use bias in writing?

Most authors use bias in writing in order to influence or sway the readers’
perception about the subject in the text. Biases can be used either against
or towards the subject depending on how the author presents the subject to
the readers. In addition, the author may also present positive details or
negative details in order to create a biased impression to the readers.

 Businesses
 Media
 Politics
 And even in
Written Texts
we read

If negative details are given

about the subject Author is biased against the
= subject

If positive details are given

about the subject Author is bias towards the
=subjects

D) Developing Mastery BIASES SEARCHING

(EXPLAIN)
Instruction: Read the summary of the movie "The Damsel" and write down
the biases that you observe while applying SVA rule no. 27. Encircle the
contraction words that agree with the subjects in the sentences (SVA rule
no. 27).

"Damsel" is a gripping fantasy adventure film that follows the story

of a young woman, Elodie, who is betrayed by her kingdom and
offered as a sacrifice to a dragon. The kingdom doesn't value her
bravery and intelligence, seeing her merely as a pawn to maintain
peace. Despite Elodie's efforts to prove her worth, the kingdom
doesn't recognize her capabilities and continually undermines her
potential. This bias against her, rooted in outdated traditions and
prejudices, highlights the struggle many faces in breaking free from
 like for example: They don't recognize Elodie's bravery and intelligence.

J) Finding practical AVOIDING BIASES

application of
Instruction: After learning about 'biases in written texts,' make a list of as
concepts and skills in
daily living many ways as you can to avoid biases in writing, with a twist using the
subject-verb agreement rule. no.24
(ELABORATE)

Ways to avoid biases in writing

Like for example. The rich give to charities, showing different ways, they
help their communities.
1: _________________________________________
2: _________________________________________
3: _________________________________________
4: _________________________________________
5: _________________________________________
F) Making generalization REVIEW OF THE DISCUSSION
and abstractions about
the lesson REFLECTING QUESTIONS
The students will be asked to write a reflection based on the guide
questions.

Guide Questions:

1.How do you identify biases in written texts you encounter in your daily
life?

2.Can you recall a specific instance where you noticed a bias in a news
article, advertisement, or social media post? How did it affect your
perception of the information?

3.How do biases in written texts influence your opinions or decisions? Can

you provide an example?

4.What strategies do you use to critically evaluate the credibility and

fairness of written texts?
 5.Why is it important to recognize and understand biases in written texts,
and how can this awareness impact your interactions and discussions with
others?
G) Evaluating Learning EVALUATING MY UNDERSTANDING
(EVALUATION)
Instruction: Explain your own understanding of the “concept of bias”
through the Facebook emojis below. Write your explanation in 3-5
sentences in the spaces provided below while applying SVA rule no.28

What I don’t like about bias is ...

What I don’t like about bias is ...

What I don’t like about bias is ...

What I should do to avoid bias in my community ...

H) Additional activities for ASSIGNMENT

application or remediation
(EXTEND) Instruction: List the website that can help on finding context cues.

Prepared by: Estrilleta T. Martinez & Ansel Mae J. Aballe

 GRADE 8 Region XI Grade 8
DAILY Level
LESSON Learning ENGLISH
PLAN Area
Teaching Grade 8 Date and Quarter THIRD
Date and Rafflesia Time
Time
XXIX. OBJECTIVES
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, and emphasis.
Performance Standard The learner transfers 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.
Learning Competencies EN8V-IIIe-12.3:Arrive at meanings through context clues
Learning Objectives At the end of the session, the students will be able to:
a. examine biases (for or against) made by the author;
b. differentiate the bias and nonbiased thoughts through writing; and
c. share insights about biases in written text in real life situation
XXX. SUBJECT Biases in Written Texts
MATTER
XXXI. LEARNING RESOURCES
References DepEd Commons, DepEd Kto12 Curriculum Guide p.209
Other Learning English 8 Learner’s Material/Module
Resources
XXXII. PROCEDURES
H) Reviewing previous PRELIMINARIES
lesson or presenting the  Prayer
new lesson  Greetings
 Checking of Attendance
 Setting of Class Rules
ELICIT
REVIEW OF PREVIOUS DISCUSSION

B) Establishing the
purpose for the lesson
(ENGAGE)

C) Discussing new
 concepts and practicing
new skills #1
(EXPLORE)

D) Developing Mastery
(EXPLAIN)

K) Finding practical
application of
concepts and skills in
daily living

(ELABORATE)
F) Making generalization REVIEW OF THE DISCUSSION
and abstractions about
the lesson REFLECTING QUESTIONS
The students will be asked to write a reflection based on the guide
questions.

Guide Questions:

G) Evaluating Learning
(EVALUATION)

H) Additional activities for ASSIGNMENT

application or remediation
(EXTEND) Instruction: List the website that can help on finding context cues.

Prepared by: Estrilleta T. Martinez & Ansel Mae J. Aballe

 GRADE 8 Region XI Grade 8
DAILY Level
LESSON Learning ENGLISH
PLAN Area
Teaching Grade 8 Date and Quarter THIRD
Date and Rafflesia Time
Time
XXXIII. OBJECTIVES
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, and emphasis.
Performance Standard The learner transfers 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.
Learning Competencies EN8V-IIIe-12.3:Arrive at meanings through context clues
Learning Objectives At the end of the session, the students will be able to:
a. examine biases (for or against) made by the author;
b. differentiate the bias and nonbiased thoughts through writing; and
c. share insights about biases in written text in real life situation
XXXIV. SUBJECT Biases in Written Texts
MATTER
XXXV. LEARNING RESOURCES
References DepEd Commons, DepEd Kto12 Curriculum Guide p.209
Other Learning English 8 Learner’s Material/Module
Resources
XXXVI. PROCEDURES
I) Reviewing previous PRELIMINARIES
lesson or presenting the  Prayer
new lesson  Greetings
 Checking of Attendance
 Setting of Class Rules
ELICIT
REVIEW OF PREVIOUS DISCUSSION

B) Establishing the
purpose for the lesson
(ENGAGE)

C) Discussing new
concepts and practicing
new skills #1
 (EXPLORE)

D) Developing Mastery
(EXPLAIN)

L) Finding practical
application of
concepts and skills in
daily living

(ELABORATE)
F) Making generalization REVIEW OF THE DISCUSSION
and abstractions about
the lesson REFLECTING QUESTIONS
The students will be asked to write a reflection based on the guide
questions.

Guide Questions:

G) Evaluating Learning
(EVALUATION)

H) Additional activities for ASSIGNMENT

application or remediation
(EXTEND) Instruction: List the website that can help on finding context cues.

Prepared by: Estrilleta T. Martinez & Ansel Mae J. Aballe

GRADE 8 Region XI Grade 8

DAILY Level
LESSON Learning ENGLISH
PLAN Area
 Teaching Grade 8 Date and Quarter THIRD
Date and Rafflesia Time
Time
XXXVII. OBJECTIVES
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, and emphasis.
Performance Standard The learner transfers 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.
Learning Competencies EN8V-IIIe-12.3:Arrive at meanings through context clues
Learning Objectives At the end of the session, the students will be able to:
a. examine biases (for or against) made by the author;
b. differentiate the bias and nonbiased thoughts through writing; and
c. share insights about biases in written text in real life situation
XXXVIII. SUBJECT Biases in Written Texts
MATTER
XXXIX. LEARNING RESOURCES
References DepEd Commons, DepEd Kto12 Curriculum Guide p.209
Other Learning English 8 Learner’s Material/Module
Resources
XL. PROCEDURES
J) Reviewing previous PRELIMINARIES
lesson or presenting the  Prayer
new lesson  Greetings
 Checking of Attendance
 Setting of Class Rules
ELICIT
REVIEW OF PREVIOUS DISCUSSION

B) Establishing the
purpose for the lesson
(ENGAGE)

C) Discussing new
concepts and practicing
new skills #1
(EXPLORE)

D) Developing Mastery
(EXPLAIN)
M) Finding practical
application of
concepts and skills in
daily living

(ELABORATE)
F) Making generalization REVIEW OF THE DISCUSSION
and abstractions about
the lesson REFLECTING QUESTIONS
The students will be asked to write a reflection based on the guide
questions.

Guide Questions:

G) Evaluating Learning
(EVALUATION)

H) Additional activities for ASSIGNMENT

application or remediation
(EXTEND) Instruction: List the website that can help on finding context cues.