Core Values: Solidarity: Reading Comprehension

Learning Area: ENGLISH
Grade Level: 10
Unit 1:
Time Frame:
ESTABLISHED GOALS
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 behaviour
CHRISTIAN FORMATION STANDARD:

Core values: Solidarity
Bible verse: Romans 12:4-5
For as in one body we have many members, and the members do not all have the same function, so we, though
many, are one body in Christ, and individually members one of another.
LEARNING COMPETENCIES:
Reading Comprehension
Week 1: EN8RC-IIIa-12.1Recognize propaganda techniques used in a given text
Week 2: EN8RC-IIIb-12.1: Recognize propaganda techniques used in a given text
Week 3: EN8RC-IIIc-2.13: Differentiate facts from opinions
Week 4: EN8RC-IIId-12: Utilize coping reading strategies to process
Week 5: EN8V-IIIe-12.3: Arrive at meanings through context clues
Week 6: EN8RC-IIIf-2.1.7.1: Evaluate the details that support assertions in a text
Week 7: EN8RC-IIIg-3.1.12: Examine biases (for or against) made by the author
Week 8: EN8RC-IIIh-3.1.12: Examine biases (for or against) made by the author
Week 9: EN8RC-IIIi-12: Utilize coping reading strategies to process information in a text
Listening Comprehension
Week 1: EN8LC-IIIa-7.3Determine the target audience of a listening text and the objective/s of the speaker
Week 2: EN8LC-IIIb-8.2: Judge the relevance and worth of ideas presented in the text listened to
Week 3: EN8LC-IIIc-7: Employ different listening strategies suited to the topic, purpose, and level of
difficulty of the listening text
Week 4: EN8LC-IIId-8.2: Judge the relevance and worth of ideas presented in the text listened to
Week 5: EN8LC-IIIe-7.1: Determine the stand of the speaker on a given issue presented in the text listened to
Week 6: EN8LC-IIIf-2.10: Distinguish facts from opinion cited in the text listened to
Week 7: EN8LC-IIIg-7: Employ different listening strategies suited to the topic, purpose, and level of
difficulty of the listening text
Week 8: EN8LC-IIIh-7.4: Determine various social, moral, and economic issues discussed in the text listened
to
Week 9: EN8LC-IIIi-7.4: Determine various social, moral, and economic issues discussed in the text listened
to
Viewing Comprehension
Week 1: EN8VC-IIIa-3.4/4.4/5.4: Determine the target audience of a material viewed
Week 2: EN8VC-IIIb-3.4/4.4/5.4: Determine the target audience of a material viewed
Week 3: EN8VC-IIIc-18: Determine the issue and stand presented in the material viewed
Week 4: EN8VC-IIId-18: Determine the issue and stand presented in the material viewed
Week 5: EN8VC-IIIe-18: Determine the issue and stand presented in the material viewed
Week 6: EN8VC-IIIf-19: Judge the relevance and worth of ideas presented in the material viewed
Week 7: EN8VC-IIIg-19: Judge the relevance and worth of ideas presented in the material viewed
Week 8: EN8VC-IIIh-19: Judge the relevance and worth of ideas presented in the material viewed
Week 9: EN8VC-IIIi-19: Judge the relevance and worth of ideas presented in the material viewed
Vocabulary Comprehension
Week 1: EN8V-IIIa-15.3Explain the meaning of a word through structural analysis (prefixes, roots, suffixes)
Week 2: EN8V-IIIb-15.3: Explain the meaning of a word through structural analysis (prefixes, roots, suffixes)
Week 3: EN8V-IIIc-15.3: Explain the meaning of a word through structural analysis (prefixes, roots, suffixes)
Week 4: EN8V-IIId-25: Use appropriate strategies for unlocking unfamiliar words
Week 5: EN8V-IIIe-12.3: Arrive at meanings through context clues
Week 6: EN8V-IIIf-12.3: Arrive at meanings through context clues
Week 7: EN8V-IIIg-26: Analyze intention of words or expressions used in propaganda techniques
Week 8: EN8V-IIIh-26: Analyze intention of words or expressions used in propaganda techniques
Week 9: EN8V-IIIi-25: Use appropriate strategies for unlocking unfamiliar words
Literature
Week 1: EN8LT-IIIa-11notable literary genres contributed by Southeast Asian writers
EN8LT-IIIa11.1Identify the distinguishing features of notable poems, short stories, dramas, and novels
contributed by Southeast Asian writers
Week 2: EN8LT-IIIb-11: Identify the notable literary genres contributed by Southeast Asian
Week 3: EN8LT-IIIc2.2.1: Express appreciation for sensory images used
Week 4: EN8LT-IIId-2.2: Explain how the elements specific to a genre contribute to the theme of a particular
literary selection
EN8LT-IIId-2.2.4: Explain figurative language used
Week 5: EN8LT-IIIe-10: Appreciate literature as a mirror to a shared heritage of people with diverse
backgrounds
Week 6: EN8LT-IIIf2.2.5: Determine key ideas, tone, and purposes of the author
Week 7: EN8LT-IIIg2.2.5: Determine key ideas, tone, and purposes of the author
Week 8: EN8LT-IIIh-2.3: Identify similarities and differences of the featured selections
Week 9: EN8LT-IIIi-3: Explain how a selection is influenced by culture, history, environment
Writing and Composition

Week 1: EN8SS-IIIa-1.10: Organize information about a chosen subject using a graphic organizer
Week 2: EN8WC-IIIb-1.1.6: Transcode information from a graphic organizer to a topic or sentence outline
Week 3: EN8WC-IIIc-1.1.6: Expand the content of an outline using notes from primary and secondary sources
Week 4: EN8WC-IIId2.2.16: Compose an informative essay
Week 5: EN8SS-IIIe-1.6: Show respect for intellectual property rights by acknowledging citations made in an
informative essay
EN8SS-IIIe-1.6.3: Acknowledge sources by creating a bibliography
Week 6: EN8SS-IIIf-1.6: Show respect for intellectual property rights by acknowledging citations made in an
informative essay.
EN8SS-IIIf-1.6.3: Acknowledge sources by creating a bibliography.
Week 7: EN8SS-IIIg-1.6: Show respect for intellectual property rights by acknowledging citations made in an
informative essay
EN8SS-IIIg-1.6.4: Use conventions in citing sources
Week 8: EN8SS-IIIh-1.6: Show respect for intellectual property rights by acknowledging citations made in an
informative essay
Week 9: EN8WC-IIIi2.2.16: Compose an informative essay
Oral language and Fluency

Week 1: EN8OL-IIIa3.11: Use the correct sounds of English during speech delivery
Week 2: EN8OL-IIIb-5: Observe the use of correct stress, pitch, and juncture when delivering a persuasive
speech
Week 3: EN8OL-IIIc-5: Observe the use of correct stress, pitch, and juncture when delivering a persuasive
speech
Week 4: EN8OL-IIId-5: Observe the use of correct stress, pitch, and juncture when delivering a persuasive
speech
Week 5: EN8OL-IIIe1.14: Use appropriate persuasive devices
Week 6: EN8OL-IIIf-3: Deliver a self-composed persuasive speech
Week 7: EN8OL-IIIg-1.14: Use appropriate persuasive devices
Week 8: EN8OL-IIIh-3: Deliver a self-composed persuasive speech
Week 9: EN8OL-IIIi-4.1: Use appropriate verbal and nonverbal cues when delivering a persuasive speech
Grammar Awareness
Week 1: EN8RC-IIIa-10: Share ideas using opinion-marking signals
EN8G-IIIa-3.6: Use modals appropriately
Week 2: EN8RC-IIIb-10: Share ideas using opinion-marking signals
EN8G-IIIb-3.6: Use modals appropriately
Week 3: EN8RC-IIIc-10: Share ideas using opinion-marking signals
EN8G-IIIc-11: Use appropriate documentation
EN8G-IIIc-3.6: Use modals appropriately
Week 4: EN8G-IIId-11: Use appropriate documentation
EN8G-IIId-3.6: Use modals appropriately
Week 5: EN8G-IIIe-3.6: Use modals appropriately
EN8G-IIIe-12: Use emphasis markers for persuasive purposes
Week 6: EN8G-IIIf-3.6: Use modals appropriately
EN8G-IIIf-12: Use emphasis markers for persuasive purposes
Week 7: EN8RC-IIIg-10: Share ideas using opinion-marking signals
EN8G-IIIg-3.6: Use modals appropriately.
EN8G-IIIg-12: Use emphasis markers for persuasive purposes
Week 8: EN8RC-IIIh-10: Share ideas using opinion-marking signals
EN8G-IIIh-3.6: Use modals appropriately
EN8G-IIIh-12: Use emphasis markers for persuasive purposes
Week 9: EN8RC-IIIi-10: Share ideas using opinion-marking signals
EN8G-IIIi-11: Use appropriate documentation
EN8G-IIIi-3.6: Use modals appropriately
EN8G-IIIi-12: Use emphasis markers for persuasive purposes
ENDURING UNDERSTANDING ESSENTIAL QUESTION
Students will understand that… The learners will keep considering...
1. Exploration to Southeast Asian will help an 1. Why do we need to know the different
individual respect one’s culture. culture in Southeast Asian culture?
2. Composition and delivering of persuasive 2. How will you persuade and present
speech will help an individual to present information, concepts, and ideas about
his/her culture and beliefs. your culture and beliefs?
3. 3. In what way can you know the
relevance of listening to one’s
opinion/statement?
TRANSFER GOAL:
The learners will be able to independently use their learning from the Southeast Asian literature to compose a
persuasive speech based on an informative essay and creative exhibit to show the different traditions and to
familiarize oneself with the traditions and values that will guide him/her in knowing his/her identity as an
Asian.
LESSONS AND TIME FRAME
Lesson No. 1: Title of the lesson only (number of days)

Assessments:
Lesson Topic Formative Assessment
1. Title of the lesson FA to be used in this lesson. You are going to

attach all of your Formative Assessments to
be used.
2.
3.
4.
Summative:
Short response. Study the given sentences below. What do you think is the proper modal in the given
sentences. (Items 7-8)
EN8G-IIIa-3.6 Use modals appropriately
Which modal is to be used appropriately in each of the following sentences?

1. Father _________be exhausted after such a long flight.
a. Could
b. Might*
c. May
d. Must
2. I ______________speak Visayan fluently when I was a child because we lived in Dumaguete City for
many years.
a. Will
b. Can*
c. Ought to
d. Need
EN8G-IIIb-3.6 Use modals appropriately
Choose the right modal verb. (Items 22-23)
3. There are plenty of tomatoes in the fridge. You _________ buy any.
a. Mustn’t
b. Should not*
c. May not
d. Couldn’t
4. If you want to learn to speak English fluently, you _________ to work hard.
a. May
b. Could
c. Should
d. Need*
Oral Language
EN8OL-IIIa3.11 Use the correct sounds of English during speech delivery
5. The students will deliver their self-composed persuasive speech.

Scoring Rubric for Oral Presentation
PRESENCE 5 5 4 43 3 2 2 1 1 0
-body language & eye contact
-Uses appropriate verbal and non-verbal cues
LANGUAGE SKILLS 5 5 4 43 3 2 2 1 1 0
-appropriate vocabulary and grammar
-understandable (rhythm, intonation, stress and
juncture)
-Uses appropriate persuasive devices
ORGANIZATION 5 5 4 43 3 2 2 1 1 0
-clear objectives
-logical structure
OVERALL IMPRESSION 5 5 4 43 3 2 2 1 1 0
-pleasant / unpleasant to listen to
- good / poor communication
TOTAL SCORE _______
6. Which of the following is the correct pronunciation of the word “appropriate”?

7. ap-PRO-pri-ate*
8. AP-pro-pri-ate
9. ap-pro-PRI-ate
10. ap-pro-pri-ATE
11. Which of the following is the correct pronunciation of the word “supernatural”?
a. SU-per-na-tu-ral
b. su-PER-na-tu-ral
c. su-per-NA-tu-ral*
d. su-per-na-TU-ral
Choose the correct stress of the word. (Items 20-21)
12. Voting in elections is your most important duty in the Philippines.
a. im-POR-tant*
b. im-por-TANT
c. IM-por-tant
d. IMPOR-tant
13. In the sentence “I don’t think he should get the job” Where will you put the stress if you mean “Somebody
else should get that job.”
a. I
b. He
c. Job
d. Don’t
14. Stress in the right syllable helps to show contrast and emphasis in meaning. If the word “permit” has
stress on the last syllable as in perMIT’. What does it mean?
a. a notice
b. to give consent
c. to request
d. a written grant/authority*
Unit Test (written)

No. of Day(s):___ day
Date:
Assigned Performance Task:

-use the engaging scenario here, And put also an Analytical Rubric for your performance Task.
No. of Day(s):___ day

Date:
1st and 2nd Week

Lesson no. 1 : Propaganda Techniques
LC: EN8RC-IIIa-12.1: Recognize propaganda techniques used in a given text
Time Frame: ___days
Date of Implementation: ______________
Lesson no. 1 :
Time Frame:________________________
Date of implementation:___________________
Objectives:
Day 1. Propaganda Techniques
At the end of the lesson, the learners are expected to:

1. Define propaganda techniques;
2. Recognize propaganda techniques used in a given text;
3. Identify propaganda strategies used in advertisements (bandwagon, testimonial, transfer, repetition,
emotional words)
4. Use propaganda techniques in persuading the audience;
I. Motivation (Picture Analysis)

1. The teacher will show pictures and asks “Would you buy the said products?”. The learners are task to
answer “Yes”
2. The teacher will ask the learners “Why and what are your reasons?”
3. The teacher challenge the students “How did these words make the ads more effective?” The Learners
are task to answer “because of the part of speech that were used in the advertisement.”
4. The teacher will ask the learners to identify the words that were used to make it eye-catching and
interesting.
5. The teacher will guaranteed that these words are one of the propaganda techniques.
(Bandwagon)
(Testimonial)
II. Development of the Lesson

1. The teacher will present the lesson.
2. The teacher will ask the students “Are you familiar with the Proapaganda?”, the learners will be task to
answer “yes”
3. The teacher will as “What do you think Propaganda is?”. The students are task to answer“publicity to
promote something, or information put out by an organization or government to promote something.”
4. The teacher will discuss the different Propaganda Techniques.
Basic Propaganda Techniques

1. Bandwagon—persuading consumers by telling them that others are doing the
same thing
2. Testimonial—when a product is sold by using words from famous people or
authority figures
i.e. Burmese celebrities promoting brands
3. Transfer—when a product is sold by the name or picture of a famous person or
4. thing but no words from the said person or thing
5. Repetition—when the product’s name is repeated at least four times in the ad
6. Emotional Words—words that will make a consumer feel strongly about someone
or something are used
http://modernhumorist.com/mh/0004/propaganda/mp3.cfm
Five Types of Propaganda Used in Advertising
hs.riverdale.k12.or.us/~dthompso/exhib_03/tianaa/propaganda.html
Activity 1: Think Time
1. Students are given think time during class discussion and after teacher generated questions.
2. Students will produce a short written response during the anticipatory set.
3. Students will produce a large-scale, visual brainstorm.
4. Students will create a product: modern-day propaganda poster.
Activity 2
Vocabulary.
Match each term with its definition.
___1. Propaganda
___2. Bias
A. Something that stands for or represents something else
B. Officially support a product, candidate or idea
C. Messages that are made to manipulate people’s actions and beliefs
D. Only shows one side of a debate
5. What IDEA does this symbol stand for?

6. If you put this symbol on your backpack, what message would you be sending?
7. How could this symbol be used in propaganda?
CLOSURE:
1. To conclude the lesson, the learners will give a brief insight by answering the
question, “What did the lesson contribute on you as OLSHCOnians who live the
teachings of Jesus Christ?”.
Day2: Structural Analysis
https://www.slideshare.net/knowellton/k-to-12-english-grade-8-lm-q3-lesson-4
Objectives:
1. Know and be able to determine the meanings of words with the prefixes
2. Create new words by adding prefixes to root words.
3. Increase vocabulary understanding by applying prefix knowledge
4. Explain what a modal is
5. Offer examples of modals used in spoken language
6. Use modals appropriately
I. Motivation (Creating Another Words)

1. The teacher will flash words (SOCIAL, HONEST, ACTIVE, and NATIONAL) and ask
students to form another word from it by adding a word or letters.
2. The learners are task to answer “ANTISOCIAL, DISHONEST, UNACTIVE, INTERNATIONAL”
3. The teacher will ask learners “What do you think those words you add called?” The learners are
task to answer “Those words are called PREFIXES.”

1. The teacher will present a new lesson.
2. The teacher will discuss the different prefixes using a chart as a visual aid.
anti- Against Anti-climax
de- opposite Devalue
dis- not; opposite of Discover
en-, em- cause to enact, empower
fore- before; front of foreshadow, forearm
in-, im- In income, impulse
in-, im-, il-, ir- Not indirect, immoral, illiterate, irreverent
inter- between; among Interrupt
mid- Middle Midfield
mis- wrongly Misspell

non- Not Nonviolent
over- over; too much Overeat
pre- Before Preview
re- Again Rewrite
semi- half; partly; not fully Semifinal
sub- Under Subway
super- above; beyond Superhuman
trans- Across Transmit
un- not; opposite of Unusual
under- under; too little Underestimate
3. The teacher will ask the learners to give their own example using the following prefixes.
Activity 1
Activity 2
Circle the word with the prefix in each sentence given below.
1. I made sure to take the pre-test so I could pass my exam.

2. I had to re-organize my backpack before coming back to school.
3. We learned about the postmodern era in history class.
4. My parents bought a new automobile this past Sunday.
5. We went shopping for food at the supermarket.
6. The entire school had to wear the new uniforms.
7. I rode my bicycle home from school with my friends.
8. The players went to a pre-game meal.
9. I had to regain my confidence in order to succeed.
10. I went to the post-office to mail my letters.
11. I read a great autobiography by my favorite sports hero.
Answers:
1. pre-test
2. re-organize
3. postmodern
4. automobile
5. supermarket
6. uniforms
7. bicycle
8. pre-game
9. regain
10. post-office
11. autobiography
CLOSURE:
The teacher will asks the students “Is there any question?”
The teacher will asks “What do you think about the prefixes? Can we apply the usage
of this in our daily lives?’’
The teacher will give an assignment “Read the poem Ambahan by ..”
Day 3: Features of Poems

After this lesson, students will be able to:
1. Identify the distinguishing features of notable poem contributed by Southeast Asian writers;
2. Identify the authors purpose;
3. Create a poem out of own interest; and
4. Express appreciation of the poetry used.
I. Motivation
1. The teacher will asks “Class, look at this woman on the board. Now let’s pretend this girl is your crush
and you want to court her. How will you, a Filipino gentleman, would pursuit an attractive woman like
her?”
2. The teacher will ask “For example you chose to write a letter. What will you write in this letter?”
3. The teacher will ask “Can you describe him for me?”
4. The teacher will ask“What will you, a Filipina, would tell him if he asks to court you?”
5. The teacher will ask “But don’t you think you are too young to have a boyfriend? Who else would like
to answer?”

1. The teacher will present a new topic.
2. The teacher will ask “How many of you know what a poem is?
3. The teacher will ask “What kinds of poetry do you know?”
4. The teacher will asks “Can you identify what are the words found in a song?”
5. The teacher will asks someone to read the poem.
“Ambahan”
Hanunuo-Mangyan Poem
Look! The moon so full and bright,

shining in front of the house!
How can you explain to me,
that the rays are soft and cool?
If a man like us he were,

I would hold him by the hand!
Seize the hair to keep him back!
Grasp the clothes to make him stay!
But how could I manage that!

It is the moon in the sky!
The full moon shining so bright,
going down beyond the hills,
disappearing from the plain,
out of sight behind the rocks.
6. The teacher will ask “Do you still look up to the sky at night to see the moon?”
7. The teacher will ask “Can you differentiate the rays of the sun and moon?”
8. The teacher will ask “can you name what is being described in this stanza?”
Look! The moon so full and bright,

shining in front of the house!
How can you explain to me,
that the rays are soft and cool?
If a man like us he were,

I would hold him by the hand!
Seize the hair to keep him back!
Grasp the clothes to make him stay!
9. The teacher will ask “who is being compared to the moon?”

10. The teacher will as “Do you know what figure of speech was used in this stanza?”
11. The teacher will ask someone from the class “Can you explain the usage of personification in the
poem?”
12. The teacher will asks “Why do you think the speaker of the poem want the moon to stay”
Activity 1
1. The teacher will asks the students “Can you develop your own quotation from this poem?”
2. The class will develop their own quotation from the poem Ambahan.
Activity 2
1. The teacher will give an activity individually to the class.

“Now I want you to create your own poem individually which consists of your own thoughts, imagination or
maybe experiences. Are we clear with that?”
Closure:
1. To conclude the lesson, the teacher will ask “What do you think about the Mangyans
style of courting? Do you think it is possible to use a poem for courting in this today’s
generation?”
2. The teacher will ask “Can anyone from the class identify the purpose of the author?
Why do you think the author write this kind of poem?”
3. The teacher will give an assignment “read the short story The Country’s Good Son by
Minn New Thein.”
Day 4: Features of Short Stories

1. Identify the distinguishing features of short stories contributed by Southeast Asian writers
I. Motivation
1. The teacher will ask “Do you have a favourite story?”
2. The teacher will ask “What makes it interesting for you?”
II.Development of the Lesson

1. The teacher will present the lesson with the short story The Country’s Good Son by Minn New Thein.
2. After reading the story, the teacher will ask “Which characters do you like best and why?”
3. The teacher will ask “Can you explain the character’s experiences personal change from beginning to
end?”
4. The teacher will ask “How did the story reveal the temperaments and psyche of the Burmese people in
their response to the challenges of modernity?”
Activity 1:
The teacher will group the class into 5 and the group will simulate or role play in class the situation wherein
the members will pretend to be Lin Aung while the others play or act out the roles of the two young soldiers.
Try to come up with another point of view or varied interpretation.
Activity 2:
1. What does (Burmese) literature reveal about Asian and African character?
2. How do (Burmese) Asians and Africans respond to the challenges of modernity as reflected in their literary
selections?
Closure:
EN8SS-IIIa-1.10: Organize information about a chosen subject using a graphic organizer

In this section, the discussion was about the temperaments and psyche of the Burmese people in response to
the challenges of modernity.
What new realizations do you have about the topic? What new connections have you made for yourself?
THINGS YOU FOUND OUT
____________________________________________________________
____________________________________________________________
____________________________________________________________
INTERESTING THINGS
____________________________________________________________
____________________________________________________________
QUESTION YOU STILL HAVE
____________________________________________________________
CLOSURE:
1. The teacher will give an assignment and a tasks to answer.
Na Pe Ac
Aung San Suu Kyi me rso tio
of nal ns
Aung San Suu Kyi was born in Rangoon (now named Yangon). Her father, Aung San, founded the modern the ity wh
Burmese army and negotiated Burma's independence from the British Empire in 1947; he was assassinated by Ch Tr ich
his rivals in the same year. She grew up with her mother, Khin Kyi , and two brothers, Aung San Lin and ara ait Su
Aung San Oo , in Rangoon. Aung San Lin died at age eight, when he drowned in an ornamental lake on the cte s pp
grounds of the house. Her elder brother emigrated to San Diego, California, becoming a United States citizen. r ort
After Aung San Lin's death, the family moved to a house by Inya Lake where Suu Kyi met people of very Tr
different backgrounds, political views and religions. She was educated in Methodist English High School ait
(now Basic Education High School No. 1 Dagon) for much of her childhood in Burma, where she was noted s
as having a talent for learning languages. She is a Theravada Buddhist . Suu Kyi's mother, Khin Kyi, gained 1. 1. 1.
prominence as a political figure in the newly formed Burmese government. She was appointed Burmese 2. 2. 2.
ambassador to India and Nepal in 1960, and Aung San Suu Kyi followed her there, she studied in the Convent 3. 3. 3.
of Jesus and Mary School, New Delhi and graduated from Lady Shri Ram College in New Delhi with a 4. 4. 4.
degree in politics in 1964. Suu Kyi continued her education at St Hugh's College, Oxford, obtaining a B.A. 5. 5. 5.
degree in Philosophy, Politics and Economics in 1969. After graduating, she lived in New York City with a
family friend and worked at the UN for three years, primarily on budget matters, writing daily to her future
husband, Dr. Michael Aris. In 1972, Aung San Suu Kyi married Aris, a scholar of Tibetan culture, living
abroad in Bhutan. The following year she gave birth to their first son, Alexander Aris, in London; their
second son, Kim, was born in 1977. Subsequently, she earned a PhD at the School of Oriental and African
Studies, University of London in 1985. She was elected as an Honorary Fellow in 1990. [26] For two years
she was a Fellow at the Indian Institute of Advanced Studies (IIAS) in Shimla, India. She also worked for the
government of the Union of Burma. In 1988 Suu Kyi returned to Burma, at first to tend for her ailing mother Lesson no. 2:
but later to lead the pro-democracy movement. Aris' visit in Christmas 1995 turned out to be the last time that Time
he and Suu Kyi met, as Suu Kyi remained in Burma and the Burmese dictatorship denied him any further Frame:_____
entry visas. Aris was diagnosed with prostate cancer in 1997 which was later found to be terminal. Despite ____________
appeals from prominent figures and organizations, including the United States, UN Secretary General Kofi _______
Annan and Pope John Paul II , the Burmese government would not grant Aris a visa , saying that they did not Date of
have the facilities to care for him, and instead urged Aung San Suu Kyi to leave the country to visit him. She implementati
was at that time temporarily free from house arrest but was unwilling to depart, fearing that she would be
on:_________
refused re-entry if she left, as she did not trust the military junta 's assurance that she could return. Aris died
__________
on his 53rd birthday on 27 March 1999. Since 1989, when his wife was first placed under house arrest, he had
seen her only five times, the last of which was for Christmas in 1995. She was also separated from her
Objectives:
children, who live in the United Kingdom, but starting in 2011, they have visited her in Burma. On 2 May
After this
2008, after Cyclone Nargis hit Burma, Suu Kyi lost the roof of her house and lived in virtual darkness after
losing electricity in her dilapidated lakeside residence. She used candles at night as she was not provided any
lesson,
generator set. Plans to renovate and repair the house were announced in August 2009. Suu Kyi was released students will
from house arrest on 13 November 2010. be able to:
A short essay on life of Aung San Suu Kyiwww.meritnation.com/discuss/question/2463138 - India

EN8RC-IIIc-
2.13: Differentiates fact from opinion
EN8LC-IIIf-2.10: Distinguishes facts from opinions cited in the text listened to
EN8V-IIIb-15.3: Explains the meaning of a word through structural analysis
EN8SS-IIIa-1.10: Organizes information about a subject using a graphic organizer
EN8WC-IIb-2.8: Writes a short composition on the learner’s interest using appropriate modals
EN8OL-Ih-3.12: Highlights important points using appropriate presentation aids
EN8RC-IIIa-10: Shares ideas using opinion making signals EN8G-IIIa-3.6: Uses modals appropriately
Day 1: Aung San Suu Kyi

Objectives:
1. Recognize propaganda techniques used in a given text EN8RC-IIIb-12.1
2. Judge the relevance and worth of ideas presented in the text listened to EN8LC-IIIb-8.2
3. Determine the target audience of a material viewed EN8VC-IIIb3.4/4.4/5.4
I. Motivation (Odds on Ads)

1. The teacher will show different pictures of products or services and relate to the images and text below.
LUXURY PAINT AND PVC PIPING
Celebrities perform a range of different social, cultural and political functions. In Burma their social and
cultural roles are no different, though they have the added burden of maintaining an identity within a
politically repressive and highly media-controlled society. In this environment, advertising provides
celebrities with a short-term financial reward, and an opportunity to further promote their brand image.
Though some actors have used their fame to voice criticism against junta policies, most see advertising in
practical terms of maintaining a career. Many live near the relatively small Yangon CBD, in some of the few
middle class (by Burmese standards) suburbs, where they may find it difficult to maintain anonymity. It is not
uncommon see singers and actors in the street, during social encounters or even whilst they are shooting a
new TV commercial. The localness of famous people in Burma, in this sense, gives their patronage an extra
sense of familiarity in advertising work. Advertising and Celebrity Endorsement in Burma Andrew King -
Flow flowtv.org/2011/01/advertising-and-celebrity-endorsement-in-burma.
2. The teacher will ask the students “ What are these examples? (The pictures, images and copy are
considered as advertisements.)
3. The teacher will asks “For whom do you think these advertisements?”
4. The teacher will ask the students “ What do you think are applied in advertising so that consumers will
buy products or avail of its services? Why are consumers persuaded?”
II. Development of the lesson

1. The teacher will ask the following:
 What propaganda strategies were used in the advertisements?
 How were they integrated in the ad copies?
 Would you buy the said products? Why/Why not? Provide reasons.
 What words or part of speech were/was utilized in the advertisements?
 How did these words make the ads more effective?
Activity 1: IN THE BOX

Refer to the map of conceptual change below.
1. The teacher will explain that students will be giving their personal ideas and opinions about the focus
questions. They write on the “I Think” section of IN THE BOX.
Guide Question:
 What do you think is the relevance of propaganda?
 Why do you think it is important/not important in our society?
IN THE BOX
I THINK…
Day 2: Root word

Objectives:
At the end of this lesson, the students will be able to:
Objectives:
I. Motivation
1. The teacher this lined up root word.
2. The student will add prefixes and suffixes.
3. The teacher will explain how the root word how the prefixes and suffixes change the meaning
of the root word.
Govern Govern
Govern government
Govern governmental
Govern governmentalism
Govern antigovernment
Govern progovernment
Govern governance

1. The teacher will introduce the lesson “root words”
2. The teacher will let the class use the computer lab as a tool for learning.
3. Students can practice identifying root words with online resources.
http://www.teachingandlearningresources.co.uk/rootwords.html
Activity 1 ROOT FINDING
1. The teacher will let the students identify the root words in the following words.
1. 1. bicycle *cycle
2. triangle
3. exported
4. injustice
5. friendliness
6. uncontrollable
7. admission
8. magically
9. disagreement
10. signature
11. competition
12. proposal
13. generously
14. unsuitable
15. sympathize
Activity 2
Day 3: Drama
Objectives:
At the end of th lesson, the students should be able to:
1. Identify the distinguishing features of notable poems, short stories, dramas, and novels contributed by
Southeast Asian writers
2. Judge the relevance and worth of ideas presented in the text listened to
I. Motivation: SOCIAL ROLE

1. The teacher will let the student get a strip of paper in which a social role is written.
2. The teacher will let one of the class volunteer to act out the role they got.
3. The teacher will let the rest of the class guess the social role.

1. The teacher will introduce a one-act play Why Woman Wash Dishes.
2. The teacher ill call a volunteer from the class to act as one of the character.
3. The teacher will ask the class the following
Guide Questions: (recitation)

 What would you tell a friend about this paly and why?
 What does this drama show about the position og women in the Philippines society during that
time?
 What cultural, social, or political conditions influence the characters to act and believe that
way?
Activity 1
1. The teacher will let the class illustrate the series of events(plot) in the drama by using an event
organizer.
Activity 2
1. The teacher will let the class create a written plot from the event organizer.
Closure:
1. The teacher will ask “What Filipino cultures that can be point out from the drama?”
Assignment
1. The teacher will task the students to create a short one act play.
Day 3
Topic:
1. The teacher will let the class practice their one act play.
Day 4:
2. This session is for the presentation
I. Motivation
II.
III. Development of the Lesson
Lesson 3:
Objectives:
At the end of the lesson, the students should be able to:
1. EN8RC-IIIc-2.13: Differentiate facts from opinions

2. EN8LC-IIIc-7: Employ different listening strategies suited to the topic, purpose, and level of difficulty
of the listening text
3. EN8VC-IIIc-18: Determine the issue and stand presented in the material viewed
4. EN8V-IIIc-15.3: Explain the meaning of a word through structural analysis (prefixes, roots, suffixes)
5. EN8LT-IIIc2.2: Explain how the elements specific to a genre contribute to the theme of a particular
literary selection
6. EN8LT-IIIc2.2.1: Express appreciation for sensory images used
7. EN8WC-IIIc1.1.6: Expand the content of an outline using notes from primary and secondary sources
8. EN8OL-IIIc-5: Observe the use of correct stress, pitch, and juncture when delivering a persuasive
speech
9. EN8RC-IIIc-10: Share ideas using opinion-marking signals
10. EN8G-IIIc-11: Use appropriate documentation EN8G-IIIc-3.6: Use modals appropriately
Day 1: Facts and Opinions
Objectives:
a. Determine the issue and stand presented in the material viewed.
b. Compose a definition for terms fact and opinion.
c. State the difference between opinionated from factual sentences.
d. Identify signal words which help explain why a statement a fact or an opinion.
e. Use signal words to express opinions or state facts.
f.
I. Motivation:
1. The teacher will introduce game called “Fact or Opinion to the class.
The teacher will explain “You will guess if the presented sentences are either factual or opinionated.
Each group gets a point for every correct answer written on their illustration boards.”
Guide Questions:
 Dairy Queen ice cream tastes better than ice cream you buy from the grocery store. (This is an
opinion/personal judgment: someone else may not agree. The underlined word better is a signalling
word that is used to state an opinion.)
 Ramayana is from India. (Fact)

1. The teacher will ask the class “Which of the following statements is an opinion?”
2. The teacher will ask “Can this statement be proved true or false?”
3. The teacher will ask “If this statement can be proved true or false, how can it be checked?”
4. The teacher will asks the class “What details do the statements provide to convince the reader
that the information is factual?”
5. The teacher will ask “What evidence is there to convince the reader that this is an opinion?”
Activity 1:
1. The teacher will ask student to think of their favourite movie or artists and list down five facts
and five opinions about the subject.
Activity 2:
1. The teacher will let the students identify the issue presented in the video.
https://www.youtube.com/watch?v=kG9bXVGhtnU
Closure:
1. The teacher will aks “Why do we need to know the difference between facts and opinions?”
2. The teacher will ask “What is the importance of knowing facts or opinions?”
Assignment:
Read the Thai folktale Makato and the Cowrie shell and answer the following questions and write your
answers in your notebook:
Makato and the Cowrie Shell
(A Thai Folktale)
by Supanee Khanchanathiti
Once upon a time, there was a boy whose name was Makato. He was an orphan, for his father and mother died when he
was very young. He had no brothers, sisters, cousins or friends to take care of him, so he had to make a living for himself.
He did every kind of work—carrying heavy things, clearing away the forest, or feeding pigs. He never idled. Although he
was paid only small wages, he was satisfied. He knew that if he would not work, he would starve. Wherever he went, his
employers praised him for being sensible, hardworking, good-tempered and cheerful.
One fine evening after he had finished chopping up a big pile of wood, he sat down to rest and thought of all he would like
to do in the future. He wanted to try his luck in far–off strange lands, for he longed for exciting adventures.
―What are you thinking about so deeply, my boy?” asked his employer. ―I would like to go on a journey for adventure,”
said Makato, pointing to the northeast. ―I heard that the land is fertile and the people are kind. I wish I could see the land
for myself.” His eyes sparked with excitement.
―The land you wish to go to is called Sukhothai,” said his employer. ―They say Pra Ruang of Sukhothai is a very kind–
hearted king. You might be lucky if you could go there.‖
Sometime later, Makato decided to try his fortune. He left his village and set out in the wide world .He walked along
cheerfully, enjoying new insights and talking to the people he met on the way. After a month‘s journey, he reached a village
on the boundary of the Kingdom of Sukhothai.
―Please, can I have some water to drink?” Makato asked an old woman with a big water pot on her head. ―I‘m so thirsty.‖
―Where did you come from? Why are you here alone? You look as if you‘ve come a long way,‖ said the old woman,
pouring cold water from her pot into a small cup and handling it to Makato.
―Thank you so much,” said the boy. ―Who are your father and mother? Haven‘t you any family?” the old woman asked
again.
―I come from the City of Mon over there,” replied Makato. ―Good heavens! Have you really come from Môn? How is it
that you are travelling alone, such a young boy as you are?”
―I wanted to see Pra Ruang of Sukhothai,” replied Makato.”They say he is a very kind-hearted king.” ―You are a very
determined boy!” said the woman.” Come along with me .Who knows? You might see Pra Ruang someday.”
Makato was glad to go with her. If he could work with this kind of woman, he would have a place to sleep, some food to
eat and perhaps someday, he might be lucky enough to see the king.
The old woman was one of the Pra Ruang Mahouts, which meant that she helped the mahout find the food for the
elephant and clean out the elephants‘sheds. He worked hard and well, and the mahout and his wife grew fond of him.
One day, the sky was clear and the weather so fine, it seemed to Makato that it must be a lucky day. As he worked in the
elephants‘sheds, a tall young man in a splendid costume, followed by attendants, came in. It was Pra Ruang himself. Makato
bowed low at once with his hands clasped together before him.
His heart beat fast. ―Where did the boy come from?” the king asked the mahout, who was attending him. ―How old is
he?” the king asked further. ―12 years old, your Majesty,” replied the mahout. ―A good-looking and hardworking boy,”
said the king. ―Take good care of him.”
As the king walked away, Makato saw a little cowrie shell lying on the ground .He ran to pick up and held it to the king, but
the king said with a smile, ―You may keep it.”
―How wonderful!” Makato thought, ―the king has given me a cowrie shell.”
At the time, the people of Sukhothai used cowrie shells as money. Although one cowrie had little value, Makato wanted to
make as much use of it as possible, for it was the king‘s gift. For a long time, he could not think of a way to use it so that it
would earn money for him.
One day, he passed by a stall in the market where the seeds of many different plants were sold. He looked along the stall
and caught sight of a basket full of lettuce seed. Lettuces! He could grow small plants like that. He asked the joyful woman
at the stall, ―Can I buy some lettuce seed?” ―Oh yes, my boy. How much do you want?” said the old woman ―I have one
cowrie shell!‖ said Makato. ―One cowrie shell!” said the woman, laughing.” That won‘t buy anything. I can‘t even measure
that much.” ―Look!” said Makato eagerly. ―I will dip my finger into the pile of seeds. Then, I will take the seeds that stick
to it. That must be right for one cowrie shell.” ―Well, why not?” said the amused woman at his suggestions. ―All right boy.
Help yourself.”
Makato paid the woman his one cowrie shell .Then, he dipped his finger into the pile of seeds. When he pulled his wet
finger out, it was covered with seeds. He carefully scraped them of his finger into the palm of his hand and went away,
happily clutching the seeds.
Now that he had seeds, Makato broke the soil and sowed them at once. He watered the seed bed every day and soon, the
young plants appeared. Day by day, he cleared more ground and planted more lettuce seedlings until the kitchen garden was
covered with them. He was very proud of himself because he had done so well.
―I wish I could give the king some lettuces,” he thought.

One day, the king passed by the elephants‘sheds again. Makato waited for an opportunity, then knelt down and proudly
presented his biggest lettuces to the king.
―Where did you get this?” the king asked, surprised. ―I grew them from the cowrie shell you gave me, Your Majesty,”
answered Makato, beaming with a smile.
―How could you do that?” asked the puzzled king. Makato told the king the whole story. The king was impressed with his
intelligence and industry, so much so that later on, he gave Makato a job in the palace.
As the years passed, Makato grew tall and handsome. He mastered every grace and served the king well. He was so loyal
that the king trusted him absolutely. He was promoted to higher positions until he was given a title of Kun Wang, which
meant that he was the most important person in the king‘s court. He was also happily married to the beautiful young
daughter of the king. After that, the king made him the ruler of the Mon.
So it was that Makato, who had once been a poor orphan, became the king of that prosperous kingdom.
1. The teacher will give the guide questions.

 Why did Makato leave his old town?
 What happened after met the King?
 How many Cowrie shell did Makato have? What did he do to grow it?
 What lessons in life does the author want to convey? Are these true for all ages and races?
 If you were Makato, how would you feel if you meet a King?
Day 2: Date and specific sub-area that you are going to target
Topic: Elements of a short story (Makato and the Cowrie Shell)
Objectives:
At the end of the lesson the students should be able to:
b. Identify the elements of a short story in a given text
c. Explain how the elements of a short story contribute to the theme of a Makato and the Cowrie Shell
d. Compare and contrast their character traits between the main characters of the story.
I. Motivation:
1. The teacher will show a picture and then ask the students: From what country is this flag
belongs to?
2. Let us have a tour about Thailand.

Let us discuss your answers from yesterdays’ assignment.
1. Why did Makato leave his old town?
2. What happened after met the King?
3. How many Cowrie shell did Makato have? What did he do to grow it?
4. What lessons in life does the author want to convey? Are these true for all ages and races?
5. If you were Makato, how would you feel if you meet a King?
Activity 1:
1. The teacher will give an activeity that students will sumaaries the given selection, which
consists of the following:
 Character
 Plot
 Conflict
 Point of view
 Theme
Activity 2:
If you were to give the story a different ending, what would it be? Why?
*insert rubric
Closure:
1. The teacher will “What traits did you and Makato have?”
2. The teacher will ask “What lesson did the story wants to tell us?”
Topic: Suffixes
I. Motivation
1. The teacher will ask “Is there a thing or person that suddenly change the meaning of your life?”
2. The teacher will ask “Do you know that there are words that can change the meaning of another
word just like that person or thing?”

1. The teacher will explain how suffixes change the meaning of words by having students correct
sentences that have the wrong suffix ending.
Activity 1
1. The teacher will let the student add the suffix ing to each base or root word and write the new word on
the line beside it.
run _____________________ bake ________________________

bite _____________________ dig _________________________
hop _____________________ drive ________________________
slide _____________________skip _________________________
hope _____________________ sit ___________________________
2. The teacher will let the students add the suffix es to each base or root word and write the new word on
the line beside it.
baby ____________________ pony __________________________

lady ____________________ penny _________________________
puppy ___________________ cry ____________________________
Closure:
1. The teacher will ask the class “Are you like suffixes or root words?”
2. The teacher will ask the class “Can you change the meaning of someone’s life or can you change the
meaning of your own life for someone?”
Topic: Juncture
Objectives:
1. Identify the changes in meaning of sentences;
2. Differentiate Juncture from intonation and stress; and
3. Use juncture for correct pausing when delivering a persuasive speech.
I. Motivation:
3. The teacher will let the student read the following sentences
She wrote /the letters under my pillow.

She wrote the letters/ under my pillow.
She wrote the letters under my pillow./

Juncture
It is another measure of intonation.
1. It characterizes the passage from one sound to the next sound in the stream of speech.
2. Basically, juncture interposes a temporary stoppage of the flow of speech.
3. It suggests the need or propriety of pausing to obtain clarity in thought relation.
Three Symbols of Juncture
1. Single bar juncture (/)
2. Double bar juncture (//)
3. Double cross juncture (#)
1. Single bar juncture (/) indicates the need for a slight pause between two thought groups in a sentence.
Example of two thought groups
1. We visited our students / who are sick.
2. One of the students / who are absent / are sick.
3. One / who gets irritated easily / is unhappy.
Note: If the sentence consists only of one thought group, juncture is no longer needed.
Example of one thought group:
1. My teacher teaches English well.
2. I am interested in Mathematics.
3. My brother topped the board examination for engineers.
Note: A change of places of juncture in the sentence logically change the meaning of the sentence.
Examples:
b. My teacher said / the doctor is pregnant.
(Who is pregnant?)
(Ans. The doctor)
c. My teacher / said the doctor / is pregnant.
(Who is pregnant?)
( Ans. The teacher)
d. The principal said / the teacher is incompetent.
(Who is incompetent?)
(Ans. The teacher)
The principal / said the teacher / is incompetent.
(Who is incompetent?)
( Ans. The principal)
e. Better go / naked people don’t mind.
(Who are naked?)
( Ans. The people)
f. Better go naked / people don’t mind.
(Who is being asked to go naked?)
(Ans. The addresses, not the people)
2. Double bar juncture (//) indicates the need for a longer pause between two, thought groups in a
sentence.
Appositives
1. Dr. Jose Rizal// our national hero// was born on June 19, 1861.
2. Mr. Ronald Pascual// the singing professor// teaches English.
3. The first gentleman// Miguel Arroyo// is also known as Jose Pidal.
Pause before and after non-restrictive clause
a. Mrs. Rosario B. Dela Cruz// who holds a doctoral degree//is my daughter.
b. Mr. Joseph Gallego// who is a member of the bar// is the incumbent President of MVGFC.
c. Mr. Juan Dela Cruz//who is still a freshman//is taking up medicine in UST.
Pause before and after parenthetical expressions
1. The president//together with fifty close friends//went to the United States for a week.
2. The KC Members of Council 3692//accompanied by their grand knight//went on caroling for three
nights.
3. Ex-president Corazon Aquino// as well as Susan Roces//who led the rallyist//asked GMA to resign.
Pause after verbal phrases
1. After eating, //the dogs all appeared satisfied.
2. Having finished the test,// I was allowed to go home.
3. Looking through the window,// I saw the children playing at the plaza.
4. To memorize a poem,// you should read it many times.
3. Double cross juncture (#)

1. Characterizes a drop in pitch.
2. The pausing time responds to a need for semi-colon, colon or period.
Pause between clauses
1. A vision without action is a daydream;# an action without vision is a nightmare.
2. To err is human;# to forgive is divine.
3. It is not what a man tells # but what he does # that makes him great.
4. Study your lesson;#otherwise# I’ll fail you.
5. If you can’t say something good of your brother;# better say nothing of him.
Activity 1
g. Imagine yourself in each of these situations.
Say “what’s the matter” using changing in pitch, tempo, force, pauses, and voice quality.
a. A friend is found crying.
b. There is commotion in the classroom.
c. A colleague stubbornly insists on a proposal you strongly dislike.
d. Somebody finds faults with you
Activity 2
Which phrase do you hear? Write a or b.

1. a. It sprays so be careful b. It’s praise so be careful.
2. a. He said I stink. b. He said “ iced ink”.
3. a. We’ll own a lot b. We loan a lot.
4. a. We may cough soon. b. We make off soon.
5. a. A great ape. b. A grey tape.
6. a. I am keen on your crimes. b. I am keen on York rhymes.
7. a. A lovely plum pie. b. A lovely plump eye
Closure:
Lesson 4:
Topic: Persuasive Speech; Should Husband and Wife Share Domestic Work Equally?
Objectives:
a.
I. Motivation:
1. The teacher will let the students Identify the meaning of the underlined term from the given choices below.
 She detested her neighbor for being so mean.
 Mathilde dashed outside to avoid being seen in her shabby coat.
 He was the one who catapulted his friend to court that girl.
 They decided to take a jaunt for they are too exhausted.
 Rhea was so aghast to find out that her best friend was dead.
Pushed
Hated
Beautiful
Worn out
Break
Shocked

Equal Partnership in Marriage
Written by Adrian Selle, Research Assistant, and edited by Stephen F. Duncan, Professor, School of Family Life, Brigham
Young University.
The 21st century is the century of modern, dynamic lifestyle that is associated with globalization and the
sharing of opinions. However, a large group of people still stick to traditional ideas which are not necessarily
good. One of them is an attitude towards domestic chores. They insist that domestic work including parenting is
clearly a woman’s business.
In most marriages, we see that women do an unfair share of household tasks and the majority of child
care, regardless of whether they work outside the home or not. Specifically, women do two or three times as
much housework as men. Mothers spend 3 to 5 hours actively involved with their children for every hour that
fathers spend. Men, on the other hand, have traditionally had more power in decision making.
Should we consent to this? For me, no! Modern society requires change including the equality in sharing
chores among men and women.
Why? Because research suggests that there are more benefits. An equal partnership benefits marriages as a
whole and benefits husbands and wives individually.
The most important benefit is happier marriage. Equal partnership fosters closeness between husband
and wife, resulting in a stronger and happier marriage. Spouses feel better about themselves and each other,
which makes them more likely to share their thoughts and feelings. This greater emotional intimacy or closeness
leads to greater physical intimacy, an important element of a happy marriage. Couples with an equal partnership
also report more stability in their marriage, less conflict, less dependence, and less disagreement.
Researcher John Gottman found that husbands who accept their wives' influence are four times less likely
to divorce or have an unhappy marriage.
What are the benefits to men? Men benefit emotionally from equal partnership because there is greater
openness and they feel better about their marriage. They also benefit from the greater physical intimacy that
comes with equal partnership. Physical intimacy improves physical health and reduces stress. Men in happy
marriages also are more productive at work because they are less distracted by concerns at home.
What are the Benefits to women? The closer communication and emotional intimacy in an equal partnership
greatly benefit women. Research shows that having an equal say in decision making is the most important
contributor to wives’ perception of their marriages as happy and satisfying. Wives are happier when their
husbands appreciate them for the work they do in the home and when their husbands are copartners in home
matters. They feel better about themselves, are less angry or depressed, feel their relationship is more equitable,
and are happier with their marriage.
In conclusion, taking into account mutual respect
1. The teacher will ask “What is the speaker’s purpose and to whom does he intend to give this speech?”
2. The teacher will ask “What is the issue presented in the speech?”
3. The teacher will ask “What is the stand of the speaker on this issue?”
4. The teacher will ask “Are there words that are not familiar?”
5. The teacher will discuss the following context clues to unlock the unfamiliar words.
 Context clues are words that surround an unfamiliar word that give clues to the word’s meaning.
 An unfamiliar word is directly defined in a sentence in which it appears.
 Synonym: a word with a similar meaning may be stated to help define the unfamiliar word
 Antonym: a word that is opposite the unfamiliar word may also be stated as a clue
 Inference: an unfamiliar word can be assumed with both prior knowledge and the context in which
the word sits
Activity 1:
Topic: Figurative Language (Rice Pounding Song)
Objectives:
a. Recognize the figurative device used in a poetry; The Rice Pounding songs;
b. Judge the relevance and worth of ideas presented in the text listened to.
 Motivation:
Water fetch *picture (use)
Gather firewood *picture (use)
Pound rice *picture (ano ang gamit nito)
If someone will court you in a traditional way what do want him to use among those three pictures?
 Development of the Lesson

1. The teacher will let the students listen to the poem Rice Pounding Song
2. The teacher will let the students identify what kind of poetry Rice Pounding Song is.
3. The teacher will let the student explain the figurative language used in the given selection.
Figurative Language
Assonance—the repetition of the same vowel sounds in words.
Example: A noisy noise annoys an oyster.
Alliteration—the repetition of initial letter in successive words for effect.
Example: He’s the tutor who tooted a flute.
Consonance—the repetition of the same consonant sounds in words.
Example: The bad dog dug a deep hole.
Onomatopoeia—the use of words that imitates the sound it represents.
Example: I hear the buzz of the busy bees.
Cliché—a word or phrase that has become overly familiar or commonplace.
Example: No pain, no gain.
Idiom—words or expressions that take a deeper or different meaning from the combined literal meaning of all
the words.
Example: I’ve hit the nail on the head.
Euphemism—the use of agreeable words to replace rude or offensive ones.
Example: He passed away. (died)
She’s on the way. (pregnant)
Rice pounding Song

(Folk songs from Burma)
Translated by U khan Saw
1
Set down the mortars, line them up neatly.
Girls of She Noun, take up the pestle-stones;
Then we sing Shwe Naung and chant it merrily in time,
As gracefully as we pound away.
2
What means that the noise, that bustle we hear?
Oh, a lady of She Noun is giving alms,
With the music of drums and gongs.
3
There is a red-gold radiance over there;
Perhaps the sun has risen.
No, it’s the dyed robes of the monks
On their rounds with their begging bowls.
Come fill them with alms—food!
4
This Chicrkransia which I planted
Isn’t it lovely? Tiny buds on slender stems
But if you pluck them before they flower,
My plant will wither away, you know.
5
Hey there, maiden at the loom,
What cloth are you weaving?
Oh, need you ask, in these thin times?
It’s cotton coverlet for me.
6
I live in the house of teak,
Bright at night with torches,
It’s true my parents are strict;
Yet if you dare not come yourself,
You can at least send a letter.
7
The poor man is moping in the house,
Feeling out of sorts and shaky
Because he’s short of opium.
Very well, wry,
Sell my fine gold earplugs if you must,
But make sure you get a good price for them!
8
My handsome brother, a word with you
Before you leave for lower country;
If you find a wife there do not leave her;
Bring her to us, we’ve use for her.
She can fetch us water, gather firewood,
And pound our rice—oh, lots of uses!
9
I’ve bought a pair of sandals,
Such pretty red sandals.
But I shan’t wear them yet.
When you and I are truly wedded,
Then I shall wear them.
Activity 1:
Activity 2
Closure:
1. The teacher will ask the students “What do you think
Topic: Composing an Informative Essay (writing a draft)
Objectives:
a. Compose an informative essay;
b. Show respect for intellectual property rights by acknowledging citations made in an informative essay
c. Determine the issue and stand presented in the material viewed
I. Motivation:
1. The teacher will ask the class “What should you do if you are to tell someone information?”
2. The teacher will ask the class “What do you call an essay that informs?”

1. The teacher will introduce a new lesson.
2. The teacher will ask the class “What do you call an essay that informs?”
3. The teacher will explain what an informative essay is.
“An informative essay is also known as expository essay. It explains a topic in a logical and direct manner.
The writer does not share his/her opinion/emotions nor tries to convince someone”
Writing an informative essay.

1. Get started by brainstorming about the topic and the main idea.
a. Research on the topic and write notes.
b. Make a list of the important facts. Make sure all your facts are accurate.
c. Create an outline that will organize your ideas in a logical manner.
2. Draft—consider the following suggestions when creating the first draft of your informational essay.
a. Construct an introductory paragraph.
--write the thesis statement or man idea of your essay.
--state your thesis clearly without giving an opinion or talking to a position.
--develop this thesis within a five-paragraph essay.
b. Develop your three-paragraph body.

--each paragraph should cover a fact coming from your list.
--write a topic sentence for each given fact to develop your thesis.
--the sentences in each paragraph should offer examples in support of the paragraph’s topic.
c. Write the concluding paragraph.

--support the thesis statement and the supporting ideas.
--never introduce a new material in the conclusion.
--use the third person pronouns (he, she, or it). Avoid “I”, “you”, in your sentences.
d. Prepare your bibliography—a list of books and materials that you used in your essay arranged in
alphabetical order.
Activity1
(Recitation)
1. How will you write an informative essay?
Activity 2
1. The teacher will ask the class “Can you make your own informative essay?”
2. The teacher ill task the class to write an informative essay of themselves being a Filipino that will be
passed and presented in the class next meeting.
Day 4:
Topic: Informative Essay Presentation
1. The teacher will let the class practice their speech and present it to the class after.
Lesson 5
Day 1:
Topic: Persuasive Speech “Should Husband and Wife Share Domestic Work Equally?”
Objectives:
a. React to what is asserted or expressed in a text
b. Determine the stand of the speaker on a given issue presented in the text listened to
c. Determine the issue and stand presented in the material viewed
d. Use appropriate persuasive devices
e. Use emphasis markers for persuasive purposes
Motivation:
Do you believe that men and women should have equality?
Development of the lesson
Equal Partnership in Marriage
Written by Adrian Selle, Research Assistant, and edited by Stephen F. Duncan, Professor, School of Family Life, Brigham Young
University.
The 21st century is the century of modern, dynamic lifestyle that is associated with globalization and the
sharing of opinions. However, a large group of people still stick to traditional ideas which are not necessarily good.
One of them is an attitude towards domestic chores. They insist that domestic work including parenting is clearly a
woman’s business.
In most marriages, we see that women do an unfair share of household tasks and the majority of child care,
regardless of whether they work outside the home or not. Specifically, women do two or three times as much
housework as men. Mothers spend 3 to 5 hours actively involved with their children for every hour that fathers
spend. Men, on the other hand, have traditionally had more power in decision making.
Should we consent to this? For me, no! Modern society requires change including the equality in sharing
chores among men and women.
Why? Because research suggests that there are more benefits. An equal partnership benefits marriages as a
whole and benefits husbands and wives individually.
The most important benefit is happier marriage. Equal partnership fosters closeness between husband
and wife, resulting in a stronger and happier marriage. Spouses feel better about themselves and each other, which
makes them more likely to share their thoughts and feelings. This greater emotional intimacy or closeness leads to
greater physical intimacy, an important element of a happy marriage. Couples with an equal partnership also report
more stability in their marriage, less conflict, less dependence, and less disagreement.
Researcher John Gottman found that husbands who accept their wives' influence are four times less likely
to divorce or have an unhappy marriage.
What are the benefits to men? Men benefit emotionally from equal partnership because there is greater openness
and they feel better about their marriage. They also benefit from the greater physical intimacy that comes with
equal partnership. Physical intimacy improves physical health and reduces stress. Men in happy marriages also are
more productive at work because they are less distracted by concerns at home.
What are the Benefits to women? The closer communication and emotional intimacy in an equal partnership
greatly benefit women. Research shows that having an equal say in decision making is the most important
contributor to wives’ perception of their marriages as happy and satisfying. Wives are happier when their husbands
appreciate them for the work they do in the home and when their husbands are copartners in home matters. They
feel better about themselves, are less angry or depressed, feel their relationship is more equitable, and are happier
with their marriage.
In conclusion, taking into account mutual respect
Activity 1:
1. What is the stand of the speaker on this issue? Do you agree with the speakers’ stand? Why or why not?
Activity 2:
Closure:
Day 2:
Topic: Vietnamese Declaration of Independence
Objectives:
a. React to what is asserted or expressed in a text.
b. Determine the stand of the speaker on a given issue presented in the text listened to.
c. Arrive at meanings through context clues.
Motivation:
1. What is the speech all about?
2. Who is the speaker?
3. Who is the Audience?
Development of the Lesson
ETHOS
(SPEAKER)
LOGOS
PATHOS
(MESSAGE)
(AUDIENCE)
President Ho Chi Minh made several assertions in his speech. One of these is: “The truth is that we have
wrested our independence from the Japanese and not from French.”
What are the details that support the president’s assertion? How do you evaluate these details?
Activity 1:
Activity 2:
Closure:
Day 2:
Topic: Informative Essay (Writing a Draft)
a. Compose an informative essay

The students will use the allotted time to compose a draft of informative essay.
1. Remind students that even someone who wants to give credit when credit is due can accidentally
commit plagiarism if they don’t understand the rules of when we must cite sources.
2. Quotations of another person's actual spoken or written words.
3. Paraphrases of another person's spoken or written words.
Day 4
Topic: Emphasis Markers for Persuasive Purposes
Objectives:
a. Identify the different emphasis markers used in a persuasive speech.
b. Use emphasis markers for persuasive purposes
Motivation:

Emphasis Markers for Persuasive Purposes
1. Emotive words—use to arouse emotion that can help to influence decisions and change opinions.
Emotive words have immediate connotations—happiness, joy, guilt, sadness, and fear.
2. Personal pronouns—using “we”, “you”, and “us” to create a connection between writers and readers.
Personal pronouns can make readers feel personally involved with the topic,
3. Exaggerations—making something seem much better or worst that it really is—that is, to create false
impression of the subject.
Example: Jomel was thirsty enough to drink a river dry.
She has a heart as big as the world.
4. Repetition—saying the same word or phrase more than once for emphasis. Repetition is used to make
sure the reader remembers key ideas.
Example: Not yet, Rizal, not yet.
Seek righteousness, seek meekness.
5. Imperatives—using commands or instructions to encourage the audience or readers to do something
quickly. They are also use to make the audience feel as if they have no other choice in forming their
opinions.
Example: Buy now, pay later.
Relax and enjoy the heat of summer.
6. Rhetorical questions—asking questions that make the audience think. A rhetorical question is asked
to give effect or to put emphasis without the read for real answer.
Example: “Did you hear me?”
“Who knows?”
“Why not?”
“Okay?”
“It’s too hot today, isn’t it?”
7. Literary devices—using similes, rhyme, alliteration, assonance, and other literary devices to build a
cleaner image or picture for the reader; such words or phrases make ideas memorable.
8. Generalizations—these are broad sweeping statements in which sound effective at time and are not
immediately questioned for accuracy.
9. Play on the reader’s sympathy—making the audience of readers feel sorry for someone or something.
10. Clusters of three—using two or more phrases or describing words to emphasize a point or an idea.
Example: Buy Keso—now cheesier, creamier, and tastier.
I love Tisyu. It’s so soft and smooth.
Activity:
Identify the device or technique that each item refers to. Write your answer in the line before
the number.
________1. Speaking to the reader in friendly and pleasant manner.
________2. Asking questions that do not require answers.
________3. Making the reader or listener feel bad about something.
________4. Making points easy to follow on the page.
________5. Using words that arouse emotion.
________6. Using numbers or graphs which provide convincing information.
________7. Using words like “I urge” or “I demand” for emphasis.
________8. Using interesting pictures in your mind.
________9. Making the reader feel sorry for something or someone.
________10. Being over-the-top to get a point across.
Closure:
1. Why do we need to know the different emphasis markers?
2. How will you express that you are sorry for someone or something?
Lesson 6:
Objectives:
EN8RC-IIIf-2.1.7.1: Evaluate the details that support assertions in a text
EN8LC-IIIf-2.10: Distinguish facts from opinion cited in the text listened to
EN8VC-IIIf-19: Judge the relevance and worth of ideas presented in the material viewed
EN8V-IIIf-12.3: Arrive at meanings through context clues
EN8LT-IIIf2.2: Explain how the elements specific to a genre contribute to the theme of a particular literary
selection
EN8LT-IIIf2.2.5: Determine key ideas, tone, and purposes of the author
EN8SS-IIIf-1.6: Show respect for intellectual property rights by acknowledging citations made in an
informative essay.
EN8SS-IIIf1.6.3: Acknowledge sources by creating a bibliography.
EN8OL-IIIf-3: Deliver a selfcomposed persuasive speech
EN8G-IIIf-3.6: Use modals appropriately EN8G-IIIf-12: Use emphasis markers for persuasive purposes
Day 1:
Topic: Nelson Mandela Biography
Objectives:

2. Evaluate the details that support assertions in a text
2. Motivation: PICTURE HOOK

1. The teacher will show the class the picture of Nelson Mandela (African character)
2. The teacher will ask “What literature reveals about Asian and African?”
3. The teacher will ask “What do you think are his contributions in the literary realm of South
Africa?”
4. The teacher will ask “What role does Mandela play in the political landscape of South Africa?”
III. Development of the lesson
1. The teacher will task the students to read the informative text to have a clearer mental picture of
Nelson Mandela’s life, works, and contributions in Africa.
Activity 1
1. The teacher will let the students work in groups and fill out the template provided on your module, with
the necessary background information about Mandela. Then, be ready to share your answers with the
group.
Major Character Attributes/Traits/ Statements that reveal such

Characteristics Attributes/Traits/
Characteristics
Guide questions:
1. What does this informative text reveal about the Africans in response to the challenges of modernity?
Activity 2
1. The teacher will give guide question and let them answer it using the IN THE BOX.
GUIDE QUESTIONS:
1. What do you think are the similarities and differences among Africans and Filipinos.
IN THE BOX
I THINK…
Day 2:
Topic:
Objectives:
1. Explain how the elements specific to a genre contribute to the theme of a particular literary selection
2. Determine key ideas, tone, and purposes of author
3. Show respect for intellectual property rights by acknowledging citations made in an informative essay.
4. Acknowledge sources by creating a bibliography.
I. Motivation
2. The teacher will ask the “What is an informative essay is?”
I. Development of the Lesson

1. The teacher will let the class read an informative text and answer the following
Guide questions:
 What could be the purpose of Dr. Busia in the selection/text that you have read?
 What do you understand by a people’s world-view?
 What are the Africans views on nature and man? Explain. Give the major reasons why the problem of
evil does not arise in the African concept of the deity
 How do the Africans regard their Supreme Being?
Activity 1 Squeeze it out

1. The teacher will let the student answer the table. Words are taken from the selection given.
Prefix Root Suffix
1. Isolation
2. Valuable
3. Collective
4. Creator
5. fulfillment
Activity 2
Closure
1. The teacher will ask “What do you think is the relevant of citing and acknowledging property in
creating your work?’
Day 3:
Topic: Citations
Objectives:
5. Explain how the elements specific to a genre contribute to the theme of a particular literary selection
6. Determine key ideas, tone, and purposes of author
7. Show respect for intellectual property rights by acknowledging citations made in an informative essay.
8. Acknowledge sources by creating a bibliography.
II. Motivation
III. Development of the Lesson
1. The teacher will teach the students how to acknowledge property by citations.
MLA Style Guidelines

1. The author or the shortened version of the title appears first in a parenthetical citation, followed by a
page number, if there is one.
2. If you are using more than one source by the same author, you will need to include both the authors
name and the short title.
3. Parenthetical Citation- involves placing related source information in the parentheses after a quote or a
paraphrase.
4. Works Cited page- this is a name that MLA gives to a bibliography. It is a listing of all of the sources
you cited in the body of your paper.
APA Format Guidelines

1. In a parenthetical citation, author or shortened title appears first in a parenthical citation, followed by a
page number, if there is one.
2. If you are using more than one source by the same author publishe in the same year, add a letter after a
year to identify the source.
Quotation Guidelines
1. Always introduce the quotation with your own words. Introduce the author before the quotation. In this
style, the sentence will always support the previous sentence in your paper
2. Direct quotations from sources must be enclosed with quotation marks.
3. For every long quotations, start on the next line, indent left and right margins and write in single space,
4. Follow ever quotation with a note in parentheses that, for print sources, give the last name of the
author.
Closure:
1. The teacher will ask “What do you think is the relevant of citing and acknowledging property in
creating your work?’
Day 4:
Topic: Revision
1. The Teacher will let students revise their informative essay for this session.
Lesson 7:
I. of the Lesson
II.
EN8RC-IIIg-3.1.12: Examine biases (for or against) made by the author
EN8LC-IIIg-7: Employ different listening strategies suited to the topic, purpose, and level of difficulty of the
listening text
EN8VC-IIIg-19: Judge the relevance and worth of ideas presented in the material viewed
EN8V-IIIg-26: Analyze intention of words or expressions used in propaganda techniques
EN8LT-IIIg2.2: Explain how the elements specific to a genre contribute to the theme of a particular literary
selection
EN8LT-IIIg2.2.5: Determine key ideas, tone, and purposes of the author
EN8SS-IIIg-1.6: Show respect for intellectual property rights by acknowledging citations made in an
informative essay
EN8SS-IIIg1.6.4: Use conventions in citing sources
EN8OL-IIIg1.14: Use appropriate persuasive devices
EN8RC-IIIg-10: Share ideas using opinion-marking signals
EN8G-IIIg-3.6: Use modals appropriately.
EN8G-IIIg-12: Use emphasis markers for persuasive purpose
Day 1: BIAS
Objective:
1. Examine biases (for or against) made by the author
2. Employ different listening strategies suited to the topic, purpose, and level of difficulty of the listening
text
3. Determine purposes of the author
4.
I. Motivation
1. View this short video clip on Introduction to Author’s Voice, Point of View, and Bias from
https://www.youtube.com/ watch?v=AC2ichSnFSk
2. How can the author’s point of view help you evaluate and detect bias?
1. The teacher will explain author’s bias and text structure.
 Common Core Reading Standard 1: Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text. (11th-12th Grade)
 Common Core Reading Standard 2: Analyze how and why individuals, events, and ideas develop and
interact over the course of a text.
 Common Core Reading Standard 3: Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze how specific word choices
shape meaning or tone.
 Common Core Reading Standard 4: Assess how point of view or purpose shapes the content and style
of a text.
 Common Core Reading Standard 5: Integrate and evaluate content presented in diverse formats and
media, including visually and quantitatively, as well as in words. Common Core Reading Standard 8:
Delineate and evaluate the argument and specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence.
 Common Core Reading Standard 6: Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors take.
 Common Core Reading Standard 7: Read and comprehend complex literary and informational texts
independently and proficiently. Readers must examine the structure of the text itself in order to
understand the author's purpose. "Text structure” refers to how information is organized in a passage.
Some common types of text organization include:

 Cause and Effect: The results of something are explained.
 Chronological: Information in the passage is organized in order of time.
 Compare and Contrast: two or more things are described. Their similarities and differences are
discussed.
 Order of Importance: information is expressed as a hierarchy or in priority.
 Problem and Solution: a problem is described and a response or solution is proposed or explained.
 Sequence/Process Writing: information is organized in steps or a process is explained in the order
in which it occurs.
 Spatial/Descriptive Writing: information is organized in order of space (top to bottom, left to right).
Active readers test the logic, credibility, and emotional impact of the writer's craft. They can then determine if
the author possesses any bias or prejudice. A biased author may not provide objective information or develop a
logical argument to support his or her opinions.
Activity 1
1. The teacher will let the class examine the author’s biases from this selection given
FOOTBALL HOOLIGAN ASSAULTS AFRICAN IMMIGRANT AND
STEALS HIS LUNCH
Activity 2
1. The teacher will let the class examine the author’s biases from this selection given.
A Heroic Story
A man on a motor bike is riding by the zoo when he sees a little girl leaning into the lion’s enclosure.
Suddenly, the lion grabs her by the cuff of her jacket and tries to pull her inside to slaughter her, under the
eyes of her screaming parents.
The man jumps off his bike, runs to the cage, and hits the lion square on the nose with a powerful punch.
Whimpering from the pain, the lion jumps back letting go of the girl, and the biker brings her to her terrified
parents, who thank him endlessly.
A news paper reporter has seen the whole scene and, addressing the biker, says, “Sir, this was the most
gallant and brave thing I ever saw a man do in my whole life.”
“Why, it was nothing, really, the lion was behind bars. I just saw this little kid in danger, and acted as I felt
right.”
“Well, I’ll make sure this won’t go unnoticed. I’m a journalist, you know, and tomorrow’s paper will have
this on the first page. By the way what football team do you support?”
“I’m a ……… supporter”, he replied. The journalist (a ……….. supporter) leaves.
The following morning the man buys the newspaper to see if it indeed brings news of his actions, and reads
on the front page:
CLOSURE:
1. The teacher will ask “What do you think is the purpose of the author in the given selection?”
Day 2:
I. Motivation
1. The teacher will teach how to write persuasive speech.
o Attention Getting Device: Start your speech off with a quotation, a short narrative, a mind blowing
statistic—anything to wow your audience and grab their attention. Make sure your AGD is topical,
though. You don’t want to start off your speech praising Ryan Gosling’s good looks when the subject is
clean city water.
o Common Ground: In order to be persuasive, you need to establish common ground with your audience.
They need to feel directly connected to the problem. Think about what you have in common with your
audience—their values, interests, shared experiences—which can relate back to your topic.
o Thesis: The thesis is simply your solution statement. Use it as a call to action for the audience. Example:
“We need to find affordable and sustainable ways to produce clean water.”
o Preview: This is the easiest piece of the introduction to write because, at its core, it’s the same for every
speech. Give the audience a roadmap, or signposts, of the next three big points you’ll be discussing. In a
persuasive speech, your signposts are typically the problems, causes, and solutions. Example: “Let’s first
learn more about this pressing problem, next identify the causes of unclean water, and finally establish
some solutions.”
o Problems: This is where you’ll describe the problem you chose to discuss. First, restate the problem.
Next, you’ll need to give evidence supporting your claim. Use articles, journals, and statistics to assert
your problem exists, is significant, and has harms associated with it. You could have a source for each of
those areas (existence, significance, and harms) and make sure you articulate these ideas in a logical
format. Tip:
o Transition: Give a transition statement explaining to the audience you are now changing subjects.
Example: “Now that we understand the problem, let’s take a look at the causes.”
o Causes: Start off with a statement of the causes (there are usually more than one) of the problems. Don’t
forget to use evidence! End this section with a statement as to why the status quo (how things are now)
won’t solve the problem.
o Transition: Give a transition statement explaining to the audience you are now changing subjects.
Example: “Now that we understand the causes, let’s take a look at the solutions.”
o Solutions: State your solution. (This should be a restatement of the thesis). Then explain in detail how
your solution will work. Ask yourself, how will my solution be implemented? How will it be executed?
DELIVERY
Style
Delivery is of the utmost importance in persuasive speaking. If you are not perceived as trustworthy,
knowledgeable, and interesting, your topic will be dismissed by the audience. Work on creating a dynamic,
energized, and enthusiastic delivery style for this speech. You will be speaking extemporaneously using a key
word outline on note cards. You will be graded on how well you communicate directly with the audience. The
following will also be taken into account: animatedness and enthusiasm, physical groundedness, eye contact
with audience, voice (speed, volume, vocal variety), professional appearance, distracting verbals/nonverbal,
and projected confidence and credibility.
Speaker’s Notes
You MAY use index cards, but only put key words or phrases on them. The most important quality of your
delivery is that you communicate conversationally with the audience, using good eye contact. If your notes are
too detailed, you may have a hard time doing this. You will be required to turn in your speaking notes at the
end of your speech.
Rehearsal
REHEARSE, REHEARSE, REHEARSE! Make sure you practice this speech OUT LOUD! Practice it as you
truly plan to deliver it! It is imperative that you start rehearsing this speech early, since it may be the most
difficult of the presentations you will give. You may be required to rehearse with a rehearsal partner (in class)
before you speak and with an outside partner. You should take a page of notes as you listen to a partner’s
speech and give them the most honest and helpful feedback possible.
Activity 1.
1. The teacher will ask “Can persuasive techniques be used in an informative essay? Why or why not?
When do you use it?”
Activity 2.
1. The teacher will let the student write their own persuasive essay on a cause that you would like to
support. E.g. on saving mother Earth, anti-bullying, etc.
Closure
1. The teacher will asks “How do the techniques on persuasive writing help you in achieving your
purpose of convincing your target audience?”
Day 3.
1. The teacher will let the student practice for the delivery of the persuasive speech.
Lesson 8
EN8RC-IIIh-3.1.12: Examine biases (for or against) made by the author

EN8LC-IIIh-7.4: Determine various social, moral, and economic issues discussed in the text listened to
EN8VC-IIIh-19: Judge the relevance and worth of ideas presented in the material viewed
EN8V-IIIh-26: Analyze intention of words or expressions used in propaganda techniques
EN8LT-IIIh2.3: Identify similarities and differences of the featured selections
EN8SS-IIIh-1.6: Show respect for intellectual property rights by acknowledging citations made in an
informative essay
fEN8OL-IIIh-3: Deliver a self-composed persuasive speech
EN8RC-IIIh-10: Share ideas using opinion-marking signals
EN8G-IIIh-3.6: Use modals appropriately
Day 1:
Topic:
I. Motivation
1. The teacher will present a video clip (https://www.youtube.com/ watch?v=65Kros6Shck)
1. The teacher will say “Today we are going to learn more about recognizing author’s biases.”
2. The teacher will asks “What is Bias and How Do You Recognize It?”https://www.pdesas.org/
module/content/resources/ 19402/view.ashx
Activity 1
1. The teacher will let the students choose a short story from the link, and identify author’s bias,
https://www.teachervision.com/ literature/printable/54582.html
Activity 2
1. The teacher will give a task to students to create a blog entry discussing the different ways of
recognizing author’s biases when reading. Cite your references in the end, also use in-text citation.
Closure:
The teacher will ask the following:
1. How can you apply it as students? What are the advantages of recognizing it?
2. Why is it important to identify author’s bias when reading?
Day 2:
I. Motivation
1. Take a look at this short video clip from Magnolia chicken and identify the propaganda technique used.
2. The teacher will ask the students “From the video, can you cite the different propaganda
techniques that you have encountered? What are they?”
3. The teacher will discuss the propaganda techniques given by the students.
e.g. “you have the power to choose”
4. In the Vietnam’s declaration of Independence by Ho Chi Minh “Who has the power?”
The teacher will say that in order to figure out the meaning of the context she will underline
unfamiliar words.
1. The teacher will present sentences taken from the declaration of independence by President Ho Chi
Minh.
a. All men are endowed by God with certain unquestionable rights.
b. The Viets’ sufferings and miseries increased because they were subjected to the double yoke of the
French and Japanese.
c. From 1940, our country had in fact ceased to be French colony and had become a Japanese
property.
d. The war made the French leave, the Japanese surrender, and Emperor
Bao Dai abdicate.
Closure:
The teacher will ask the following:
1. How can you use your knowledge on these different propaganda techniques to your advantage in being
a wise consumer?
2. What are propaganda techniques? When and for whom, and by whom are they used?
Day 3
Topic: Deliver a Persuasive Speech
Objectives :
Use appropriate persuasive devices
Motivation
The students will present their self-composed persuasive speech using verbal and non-verbal cues.
Closure:
1. The teacher will ask “How can you use the skill of persuasive writing as a student?”
2. What are the advantages of learning how to write in a persuasive way?
Day 4
I. Motivation
1. The teacher will present a video clip.https://www.youtube.com /watch?v=1sU6BQoNGes
2. After watching the video, the teacher will ask “what signal words can you identify that you
have used in your daily conversations? Can you name them?”
1. www.sps186.org/downloads/ .../Persuasive_Writing_Signal _Words.doc
Activity
1. Answer these worksheets on
signal words from
http://www.google.com.ph/url?sa=t&rct=j&q=opinion-marking%20signals% 20worksheets&
source=web&cd=5&cad=rja&uact=8&ved=0ahUKEwiis6mjksjOAhVJKpQKHRrgC8QFgg2MAQ&url=https%3A%2F%2Fen.islcol
lective.com%2Fresources%2Fsearch_result%3FTags%3Dsignal%2520words%26searchworksheet%3DGO%26type%3DPrintables&
usg=AFQjCNEWXil70ZuRGCEYJ5Ud35tiVaezAA&sig2=rViGJE07DUxXB0pVpUtNMw
Lesson 9
Prepared by:
Natasha A. Bal-ut
Yvette G. Viloria
Noted by:
Wylene G. Herminigildo, Ph. D
Basic Education Principal

Core Values: Solidarity: Reading Comprehension

Hochgeladen von

Dokumentinformationen

Originalbeschreibung:

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Core Values: Solidarity: Reading Comprehension

Hochgeladen von

Copyright:

Verfügbare Formate

Learning Area: ENGLISH

CHRISTIAN FORMATION STANDARD:

Writing and Composition

Oral language and Fluency

Students will understand that… The learners will keep considering...

Lesson No. 1: Title of the lesson only (number of days)

Lesson Topic Formative Assessment

1. Title of the lesson FA to be used in this lesson. You are going to

Which modal is to be used appropriately in each of the following sentences?

Choose the right modal verb. (Items 22-23)

5. The students will deliver their self-composed persuasive speech.

TOTAL SCORE _______

6. Which of the following is the correct pronunciation of the word “appropriate”?

Unit Test (written)

Assigned Performance Task:

No. of Day(s):___ day

1st and 2nd Week

Day 1. Propaganda Techniques

At the end of the lesson, the learners are expected to:

I. Motivation (Picture Analysis)

II. Development of the Lesson

Basic Propaganda Techniques

Activity 1: Think Time

5. What IDEA does this symbol stand for?

I. Motivation (Creating Another Words)

II. Development of the Lesson

anti- Against Anti-climax

de- opposite Devalue

dis- not; opposite of Discover

en-, em- cause to enact, empower

fore- before; front of foreshadow, forearm

in-, im- In income, impulse

in-, im-, il-, ir- Not indirect, immoral, illiterate, irreverent

inter- between; among Interrupt

mid- Middle Midfield

mis- wrongly Misspell

over- over; too much Overeat

pre- Before Preview

re- Again Rewrite

semi- half; partly; not fully Semifinal

sub- Under Subway

super- above; beyond Superhuman

trans- Across Transmit

un- not; opposite of Unusual

under- under; too little Underestimate

1. I made sure to take the pre-test so I could pass my exam.

Day 3: Features of Poems

II. Development of the Lesson

Look! The moon so full and bright,

If a man like us he were,

But how could I manage that!

Look! The moon so full and bright,

If a man like us he were,

9. The teacher will ask “who is being compared to the moon?”

1. The teacher will give an activity individually to the class.

Day 4: Features of Short Stories

After this lesson, students will be able to:

II.Development of the Lesson

EN8SS-IIIa-1.10: Organize information about a chosen subject using a graphic organizer

A short essay on life of Aung San Suu Kyiwww.meritnation.com/discuss/question/2463138 - India

Day 1: Aung San Suu Kyi

I. Motivation (Odds on Ads)

run _ bake ____

baby pony ______