UNIVERSITY OF SAN AGUSTIN

JUNIOR HIGH SCHOOL DEPARTMENT

SAMBAG, JARO, ILOILO CITY
LEARNING PLAN IN ENGLISH VIII
SY 2014-2015
TEACHER: MAE KARR RUTH BALLENA
I. Learning Outcomes

Date:Dec 1- Dec 10
The Learner
Reading and Literature

Creates mental pictures of images in a

poem.
Infers the mood, tone, and theme.
Paraphrases the lines of a poem.
Analyzes characters motives.
Infers the writers purpose.
Applies various graphic organizers to
illustrate key elements and features of
poetry.
Relates the theme and message of a
poem to real-life experiences.
Vocabulary Development

Deduces the meaning of words by

using context clues and schema.
Listening Comprehension

Utilizes a chart to outline the salient

points discussed by the speakers in a
classroom interaction.
Grammar in Context

Describes actions vividly by using

adverbs
Gives emphasis to ideas by using
intensifiers
Writing and Composition

Writes a prose version of a poem.

II. Subject Matter
- Topic /Skill

Content
Humor in Poetry

Reading Texts

1
2
3

(Untitled poem), Ishmael Reed

A Family Tale, Nguyen Phuc Bao Tien
Dracula, Salwa Al-Neimi

Listening Text
A Classroom Interaction
Grammar in Context

1
Materials

References

Kinds and Uses of Adverbs

a Describing actions
b Making precise statements
Multimedia Technology and
Textbook

Subject Integration

Textbook Asian & African Literature and

Communication Arts
Values Education, Geography

Multiple Intelligences

Verbal-linguistic, interpersonal, intrapersonal

Augustinian Value Integration

Love, Interiority, Community

III. Learning Activities

A. Review

B. Explore

Day 1 Review on poetry, its major divisions,

articles, adjectives, degrees of comparison, and
forming adjectives from nouns and verbs
Day 1 Day 2
Think about this activity:
A. Let the students see a video clip about an
interesting people from all over the world.
B. Ask the students If you were to follow or
idolize an interesting person who would it be and
why?
C. Recall meaning of poetry and its features
(rhythm, scheme, mood, and tone)
D. Introduce the writer of each poem.
E. Let the students read the poems silently. After
each poem, let the
Students will answer the following activities:

Word View
Word Smart

In depth reading second reading of

the poems. The teacher will read aloud

each stanza and the students will

follow.
After the second reading the teacher
will ask the following questions for
discussion from each poem:
1 (Untitled poem)
How does the writer
describe Africa?
If you were to give a title to
the poem what would it be?
2 A Family Tale
What kind of man is our
main character in the poem?
Why do you say so?
Why do you think the poem
is entitled A Family Tale?
3

C. Firm Up

Dracula
What emotion dominates
the poem?

Comprehension Check
I
Main Ideas First (board work)
Know Africa Better
Sense Appeal
II
Ideas Between the Lines
(assignment)
Writers Purpose
Feelings, Attitudes, and
Ideas

Day 3 Readers Response

- Collect assignment
- Group Activity
In three groups, assign each group a poem to
answer the activity Deeply Involved on page 369.
The teacher will give each group 30 minutes to
brainstorm, finalize, and write their answers on a
manila paper to be presented in front of the class.
H.O.T. (p. 370)

The group will answer the questions about the

poem which is assigned to them.
Group 1 (Untitled) Questions 1 & 2
Group 2 (A Family Tale) Questions 3 & 4
Group 3 (Dracula) Questions 5 & 6
D. Deepen

Day 4
Grammar in Context
Introduce Adverbs and Kinds of Adverbs
Skill Building 1 and 2 to be done in chorus

E. Transfer

Day 5-6

Listening Activity A Dialogue about Poetry

and Prose
Output (to be given as assignment)
Creativity Challenge
(Individual work to be graded with a rubric)
1.Create a prose of one chosen poem
2.It can be typewritten or computerized
3. Decorate it in anyway you would like.

IV. Evaluation
V. Assignment