GRADE 8 DAILY
LESSON
PLAN
Region
Teacher
Teaching Dates and
Time
X
ANGELICA L. JAGUNAL
January _____, 2023
8:15 – 9:05 AM
Grade Level
Learning Area
8
ENGLISH
Quarter
SECOND
QUARTER
RPMS:KRA’s &
OBJECTIVES’
ANNOTATIONS
Session 5
I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of: East Asian Literature
as an art from inspired and influenced by nature; relationship of
visual, sensory, ad verbal signals in both literary and expository
texts; strategies in listening to long descriptive and narrative texts;
value of literal and figurative language; and appropriate
grammatical signals or expressions suitable to patterns of
idea development.
B. Performance
The learner transfers learning by composing and delivering a brief
and creative entertainment speech featuring a variety of effective
Standard
paragraphs, appropriate grammatical signals or expressions in
topic development, and
appropriate prosodic feature, stance, and behavior.
C.
Learning
EN8VC-IId-1.3:
Competencies/Objective Predict the gist of the material viewed based on the title,
s
pictures, and excerpts
(Write the
EN8VC-IId-17:
Learning Code for
Discern positive and negative messages conveyed in a material
each)
viewed
Specific Objectives:
● Differentiate positive and negative messages
● Point out signal words used to express positive and negative
messages
● Construct meaningful sentences expressing positive or
negative messages
D.
Collaborative learning, Visualization, Experiential learning
Teaching Strategies
II. CONTENT
“DISCERN POSITIVE AND NEGATIVE MESSAGES
CONVEYED IN A MATERIAL VIEWED”
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide Page
2.Learner's Material
Page
3.Textbook Pages
4.Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning
Resources
Page 271
English
Expressways III
IV. PROCEDURE:
PRELIMINARIES
ELICIT
a)
b)
c)
d)
e)
A.
Reviewing
previous lesson or
presenting the new
lesson
f)
Prayer
Greetings
Checking of attendance
Set the classroom new normal rules
Ensure that hearing impaired and visually
impaired students sit in front
Checking of previous lesson
B.
Establishing a ENGAGE:
purpose for the lesson
MOTIVATION
CLASS ACTIVITY: EMOJI CHARADE
- The teacher will divide the class into two (2) groups
- Each group will be given different emojis
- Then student will choose one representative then they will going
to act it in front.
- Each group is given 1 minute to guess. The group who got the
highest point will be proclaimed as winner.
C. Presenting
examples/ instances of
the new lesson
UNLOCKING OF DIFFICULT WORDS
*Positive – type of communication that provides good news.
*Negative - type of communication that provides bad news.
- Now, we are going to analyze the message convey in the given
situations.
-Later we will find out what style is being used in the situations.
Questions:
- How many pictures can you see?
- Which picture shows a happy or positive feeling? Why?
- Which picture shows sad or negative feeling? Why?
INDICATOR 2:
Promote literacy and
numeracy skills of the
students.
(Annotation)
The teacher will show
pictures and ask the
students to make a
sentence out of the
picture showed.
C. LESSON PROPER EXPLORE:
Discussing new
concepts and
practicing new
skills #1
Discussing new
concepts and
practicing new
skills #2
HOTS Questions:
- Based on our discussion, why do we need to interpret the the
message either in positive or negative way?
- How does the interplay of positive and negative messages
contribute to the overall effectiveness and persuasiveness of the
material?"
F.
Developing
mastery
(Leads to Formative
Assessment)
EXPLAIN
- Let the learners answer.
- Reveal the correct answers after answering.
- Recognize the effort of learners by giving praises and positive
feedback.
Indicator 3:
Apply a range of
teaching strategies to
develop, critical and
creative thinking skills as
well as higher order
thinking skills.
G.
Finding
ELABORATE
practical applications
of concepts and skills - Are there times that you were misinterpreted because of your
in daily living
beliefs or culture?
- What are some possible ways we could apply to ensure that all
people comprehend the content correctly?
- When we talk about messages in videos or articles, how can we
consider the different money situations people might be in a
positive way?
- Would it be possible for us to find instances where positive and
negative messages are interpreted differently due to our religious
backgrounds?
H.
Making
VALUES INTEGRATION
generalizations and
abstractions about the
lesson
I.
Evaluating
learning
INDICATOR 7:
Establishing a learnercentered culture that
considers linguistic,
cultural, socioeconomic, and religious
backgrounds.
INDICATOR 1:
APPLY
KNOWLEDGE
OF CONTENT
WITHIN
ACROSS
CURRICULUM
TEACHING
AREAS
(Annotation) The
teacher will integrate
values education on
how the lesson applied
and important to their
daily conversation.
It’s Showtime!
INDICATOR 3:
Used effective verbal
-Performing a play. (DIFFERENTIATED ACTIVITIES)
and non- verbal
-Write and perform a dialogue.
classroom
-The teacher will divide the learners into 5 groups.
communication
-The mechanics and rubrics of the presentation will be given.
strategies to support
learner understanding,
Scenarios:
participation,
engagement and
Media Critic Panel:
achievement.
(Annotation)
Scenario: Participants act as members of a media critic panel.
The teacher will give
Each member is assigned a different media piece to analyze for
clear activity
positive and negative messages. They then present their findings instructions to the
to the panel, discussing the impact of these messages on the
learners and inform
audience.
the importance of
participation in
Newsroom Debate:
group.
The learners will work
with
their group by
Scenario: Participants take on the roles of journalists in a
following the
newsroom. They are given a news article or video to analyze.
Half of the group is tasked with emphasizing the positive aspects, instructions given.
while the other half focuses on the negative. The group then
engages in a debate about the different perspectives.
Advertisement Strategy Meeting:
Scenario: Participants act as members of an advertising agency.
They are presented with a sample advertisement and must discuss
and plan the strategy for emphasizing positive messages while
mitigating potential negative interpretations. Each participant
takes on a specific role, such as the copywriter, designer, or
marketing strategist.
Interview with the Creator:
Scenario: Participants play the roles of interviewers and the
creator of a controversial material. The interviewers ask
questions about the intentions behind positive and negative
messages in the material, ethical considerations, and the
potential impact on the audience. The creator must respond
thoughtfully.
Focus Group Discussion:
Scenario: Participants form a focus group providing feedback on
a prototype of a media material. Some participants are assigned
to focus on positive aspects, while others concentrate on the
negatives. They engage in a discussion, simulating the diverse
perspectives that may arise in a real focus group.
RUBRICS:
Appropriate style and language used- 5
points Grammar- 5 points
Delivery- 5 points
Creativity/Interpretation- 5 points
Teamwork- 5 points
Total- 25 points
NOTE: RUBRICS will be used during assessment
J. Additional activities EXTEND:
for application or
remediation
Assignment:
VI. REMARKS
VII. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
to require remediation
Which of my teaching
strategies worked well?
Why did these work?
F. what difficulties did I
encounter which my
principal or supervisor
can help me?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
Prepared by:
ANGELICA L. JAGUNAL
Teacher
Checked by:
LUWEN T. VILLANUEVA
School Head