School: DIEGO PATIGAYON NATIONAL HIGH Grade Level: 8

SCHOOL
Teacher: GERSON NAVARRO Learning Area: ENGLISH
Time & Dates: Quarter: 3, WEEK 7
DAY 2

I. OBJECTIVES
The learner demonstrates communicative competence through his/her
A. Content understanding of Philippine Literature and other text types for a deeper
Standard understanding of Philippine culture.

The learner demonstrates understanding of: Southeast Asian literature

B. Performan as mirror to a shared heritage; coping strategies in processing textual
ce information; strategies in examining features of listening and viewing
Standard material; structural analysis of words and propaganda techniques; and
grammatical signals for opinion-making, persuasion, and emphasis.

EN8RC-IIIg-3.1.1.12
C. Learning EN8LC-IIIg-7
Competen EN8V-IIIg-26
cies/
Objectives At the end of the lesson, the students are expected to
(Write the  Determine the persons being addressed in an informative talk,
code for the objectives of the
each LC) speaker and his attitudes towards issues.
 listen to get different sides of social, moral and economic issues
affecting a
Community;
 be able to identify common types of logical fallacies.
 Students will be able to identify a logically correct statement.
 Extract information from argumentative/persuasive texts,
 Value the facts listened to and weigh each news heard;
 Value good communication between parents and teenagers.
INTEGRATION: ICT, SOCIAL STUDIES, VALUES
II. CONTENT
Overcoming Challenges
A. Subject
Matter

III. LEARNING
RESOURCES
A. References

1. Teacher’s
Guide Pages

2. Learner’s
Material Pages

3. Textbook
Pages
 https://www.youtube.com/watch?v=
4. Additional P4Wfs3MzWgg&feature=youtu.be
Materials
from LR
Portal http://www.youtube.com/watch?v=l
QNs7Fvu5_Y

B. Other
Learning
Resources
IV. Teacher’s Activity/ies Learner’s Expected
PROCEDURES Response/s
A. Reviewing Last Friday, you were able to
previous produce the sounds of consonant Student: Yes, teacher. We had
lesson or words effectively so that there will fun with the activities yesterday.
presenting the be good communication between
new lesson you and the person you are talking
to, right?

B. Establishing a Today, we will have activities. Are Student: Yes,teacher

purpose for the you ready?
lesson
Have you heard the news about Student: Yes,teacher. Marawi
what happened in Marawi City? city got destroyed but it is now
under control and being
rehabilitated.
Very good observation, Liah.

How about with the bad weather Student: Yes, teacher. Some
that turned houses upside down? houses got toppled down
because of the storm.

Reflect on these events that

unfolded in our country. Write in you
Journal the steps/ways in which you
can help others and make a
difference in the lives of the victims.
C. Presenting Class, in our world today, there are
examples/ many news items that prove to be Student; Yes, Teacher. I had
instances of “wrong” or “fraud’ or “fake’. For once opened my social media
the new lesson instance, I came across a report account and a news about the
that Rowan Atkinson, who portrays death of an actress made me
the character of Mr. Bean is already sad, but when I read the
dead. It has been posted on a “Comments” section, I was
Social Media Site and I was about surprised that the news is not
to react or repost it because at correct and that the artist is still
once, I believed it. Can you relate alive and was saddened by the
with me in this situation? events.
Yeah. Many can relate to this
situation.

Now, in identifying what is fake

 news or authentic news, one needs
to be alert and vigilant. One must
also be sceptical with the kinds of
news items that are released on
social Media.

Now, I want you to read page 280

of your book. What does it say?

Student: Logic is the process of

reasoning conducted or
assessed according to strict
principles of validity.

Student 2: Faulty Logic occurs

when you use words with
connotations that can make a
false connection between a
Good. Now, we will have an activity. person or an idea.
Based on what you read earlier, I
will give you situations and identify
if this situation is “Logical” or has
“Faulty Logic”.
Good. Now, we will have an activity. Student 1: Fallacy. It is not
D. Discussing Based on what you read earlier, I proven by Science, teacher.
new concepts will give you situations and identify Student 2: Snoring is not a sign
and practicing if this situation is “Logical” or has of ageing but a sign of poor
new skills #1 “Faulty Logic”. health, teacher, so the answer is
fallacy.
1. Sleeping with wet hair can Student 3: Fallacy.
make you blind. Student 4: Logical
2. Snoring is a sign of ageing. Student 5: Logical
3. When you eat food that has Student 6:fallacy
been shared by a pregnant Student 7: Fallacy
woman, you become sleepy. Student 8: Logical
4. The Sun rises in the East. Student 9: fallacy
5. The Philippines is a Student 10: logical
Southeast Asian country.
6. You should not sew clothes
during the night time or else,
a loved one will die.
7. Skin white lotion lightens
skin in just three days.
8. Maria Christina Falls is one
of the beautiful natural spots
in Iligan City that a tourist
must visit.
9. Cutting hair during the night
time could make scissors
blunt.
10. Pregnant women should
have check-ups to ensure
the health and safety of the
 baby.

Amazing! You most of your got

correct answers. Now we will have
a new activity on Analyzing
fallacies.

Activity: Analyzing Speeches by

E. Discussing Types of Propositions, Fallacies,
new concept and Audience Adaptation
and practicing
new skills # 2 1. Choose a topic of interest to
you from The Douglass
Archive
at http://douglassarchives.or
g/. Read the speech and
record the
following:
 Speech
title:
 Speaker:
 Date:
 Topi
c:
 Type of proposition (fact,
value, policy):
 Main
proposition of speech (in the
words of the speech or
paraphrased): Can you find
examples of any of these
fallacies?
 Attack on the person
(ad hominem)
 Reduction to the
absurd (reductio ad
absurdum)
 Either/or false cause
(post hoc ergo
propter hoc)
 Appeal to authority
(argumentum ad
verecundiam)
 Bandwagon appeal
(argumentum ad
populum)

After reading listening to the

speech, in pairs, answer these
questions:
1. What is the faulty logic
committed in john
statement: “If you will leave
our marriage to rot, I will kill
myself”?
2. In saying that Maxi Peel
Zero can whiten your skin
and can?
 3. What is the faulty logic in the
statement: “Pres Duterte is
the leader of the Davao
Death Squad”?
4. Which faulty logic is being
committed in this statement:
“Peanuts cause pimples to
grow?”

Now, work in groups of 7 to10 to Students report in class their

F. Developing discuss the faulty logic and fallacies insights on the message of the
mastery committed in each situation. video.
Watch this video
https://www.youtube.com/watch?v=
P4Wfs3MzWgg&feature=youtu.be
and listen to the statements. Make
reactions on these statements and
write them on your journal. You are
given 10minutes to work on this
activity. Report your answers in
class.

Now, let’s play the Logic Shrink.

G. Finding We will have debate between
practical Politco 1 versus Politica2. The
applications of basic format is to watch or listen to
concept and two sides of an issue as presented
skills in daily by pundits, politicians, or other
living talking heads. Using a guide to
logical fallacies, players call out any
errors they perceive. The first
person to call out a fallacy that at
least a third of other players agree
is correctly identified, gains points.
Players who correctly estimate in
advance how many fallacies will be
committed by each side gain points
too.
Logical fallacy lists
 Download a free fallacies
poster
https://yourlogicalfallacyis
.com
 http://encyclopedia.kids.n
et.au/page/lo/Logical_fall
acy
 http://don-lindsay-
archive.org/skeptic/argu
ments.html#pious_fraud
 http://web.cn.edu/kwheel
er/fallacies_list.html
Other logical fallacy resources
 Six animations explaining
some critical thinking
basics, including several
 logical fallacies.
https://www.brainpickings
.org/index.php/2012/02/0
9/critical-thinking/
 Prezi on Fallacies for
Children using old
advertisements as
examples
https://prezi.com/o4twu1
u-n10a/fallacies-for-
children/
 An Illustrated Book of
Bad Arguments by Ali
Almossawi ages 10 and
up
 The Fallacy Detective by
Nathaniel Bluedom, ages
12 and up
 Mastering Logical
Fallacies by Michael
Withey, high school and
up

Class, now that we have discussed .

H. Making the difference between a logical
generalization statement and a fallacy, we will
and have a short recap of the topic.
abstractions Logical reasoning happens when
about the one weighs the truth and finds out
lesson the statements being hears. Being
alert, vigilant and sceptical helps
you in deciding which statements to
believe in.
After your presentations, what are
I. Evaluating your thoughts on the importance of
learning listening and scrutinizing facts
listened to?
Write this in your Journal notebook.
Report in class your insights.

J. Additional
activities for
application or
remediation

IV. REMARKS

V. REFLECTION

A. No. of learners
 who earned
80% on the
formative
assessment

B. No. of learners
who require
additional
activities for
remediation

C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson.

D. No. of learners
who continue
to require
remediation

E. Which of my
teaching
strategies
worked well?
Why did these
work?

F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?

G. What
innovation or
localized
materials did I
used / discover
which I wish to
share with
other
teachers?
Rubrics for Dramatic presentations

Criteria Scores
20 15 10 5
Enunciation Audience could Audience could Audience could What did you
hear each word hear most of the hear some say?
spoken. words spoken words spoken.
Projection Audience could Audience could Audience could Did not project
hear each word hear each word hear each word to audience at
spoken and spoken and spoken and all.
projection is projection is projection lacks
perfect. nearly perfect. style.
Concentration Maintained Maintained Maintained Maintained
character character character character only
through whole through most of through some when speaking
play even when play even when parts of play or lost track or
not speaking. not speaking. even when not place.
speaking.
Cooperation Always worked Mostly worked Sometimes Refused to
well with others. well with others. worked well work well with
Resolved Resolved with others. others/ group
conflicts conflicts Resolved members/
respectfully. respectfully. conflicts group mates
respectfully. actively or
passively.
School: DIEGO PATIGAYON NATIONAL HIGH Grade Level: 8
SCHOOL
Teacher: GERSON NAVARRO Learning Area: ENGLISH
Time & Dates: Quarter: 3, WEEK 7
DAY 3

I. OBJECTIVES
The learner demonstrates communicative competence through his/her
D. Content understanding of Philippine Literature and other text types for a deeper
Standard understanding of Philippine culture.

The learner demonstrates understanding of: Southeast Asian literature

E. Performan as mirror to a shared heritage; coping strategies in processing textual
ce information; strategies in examining features of listening and viewing
Standard material; structural analysis of words and propaganda techniques; and
grammatical signals for opinion-making, persuasion, and emphasis.

EN8LC-IIIg-7
F. Learning ENVC-IIIg-19
Competen EN8V-IIIg-26
cies/ At the end of the lesson, the students are expected to
Objectives  Determine the persons being addressed in an informative talk,
(Write the the objectives of the speaker and his attitudes towards issues.
code for  listen to get different sides of social, moral and economic issues
each LC) affecting a Community;
 Value the facts listened to and weigh each news heard;
 Value good communication between parents and teenagers.
INTEGRATION: ICT, SOCIAL STUDIES, VALUES

II. CONTENT
Overcoming Challenges: Islam is the
A. Subject Solution!
Matter

III. LEARNING
RESOURCES
A. References
Pp 10-14 Learning Module English 8
1. Teacher’s
Guide Pages

2. Learner’s Pp 10-14 Learning Module English 8

Material Pages

Pp 10-14 Learning Module English 8

3. Textbook
Pages

4. Additional
 Materials http://www.youtube.com/watch?v=lQNs7F
from LR vu5_Y
Portal

B. Other
Learning
Resources
IV. Teacher’s Activity/ies Learner’s Expected
PROCEDURES Response/s
A. Reviewing Last yesterday, you were able to discuss
previous how fallacies should be avoided so that Student: Yes, teacher. We
lesson or there will be good communication between had fun with the activities
presenting the you and the person you are talking to, yesterday.
new lesson right?

B. Establishing a Today, we will have new activities. Are you Student: Yes,teacher
purpose for the ready?
lesson
What comes into your mind when you Student: I could
recall the Bombing of the World Trade remember that there were
Center? buildings torn down
because of Muslim
Terrorists, Teacher.
What did I tell you about labelling people?
That’s not good. But yes, the World Trade
Center was torn down. Student: Yes. Oh sorry,
teacher.
That’s fine.

Reflect on these events that

unfolded in the USA. Write in you Journal
the steps/ways in which you can help
others and make a difference in the lives
of the victims.
C. Presenting Activity 1: Anticipation-Reaction Guide
examples/ Agree/Disagree Chart
instances of Read carefully each statement related to
the new lesson the personalities and the literature of the
Arabs and
Israelis. Evaluate the accuracy of each
statement by checking either Agree or
Disagree column
in the BEFORE THE LESSON box. Agree
/ Disagree Chart
Before
the Lesson
Statements about the Literature
of Saudi and Israel
After
the Lesson
 Agree Disagree Agree Disagree
1. The period before the writing of the
Qur'an and the rise of Islam is known
to Muslims as period of ignorance.
2. The expansion of the Arab people in
the 7th and 8th century brought them
into contact with a variety of different
peoples who would affect their
culture and the most significant of
these is the ancient civilization of
Israel. change to Persia
3. The terms Israeli, Israelite, Hebrew
and Jew are synonymous and can be
interchangeably used in literature,
religion and politics.
4. Jewish writers began to write in
Hebrew in addition to their various
national languages because Hebrew
at that time was the language of holy
scripture.
5. A key ingredient of the Israeli public
persona is that Jews are tough,
emotionally hardened, and ruthless.
Questions:
1. Which statements did you agree on?
Can you explain mentally
your reasons of affirming to them? What
experiences or
observations do you have that make you
decide on those
answers?
2. Which statements did you disagree on?
What are your basis
for disagreeing on these statements?
What personal
encounter –actual experience or learning
insight- helped you
in forming your judgment?

Let’s verify the accuracy of your claims as

D. Discussing we
new concepts continue with the lesson. This chart will be
and practicing given back
new skills #1 to you at the end of this lesson so that you
can confirm
or change your answers. The right column
of the
Anticipation-Reaction Guide Chart will then
be
answered.
As you continue, keep in mind to answer
the
 questions:

What are the psyche and temperaments of

the Arabs as a people
and of the Israelis as a people? How are
these personality traits
and characteristics revealed in their literary
pieces? How strong

are these people as they face the

challenges of modernity?
Exercise 1: Viewing Activity: Opening
E. Discussing Speech_” Islam Is The Solution!”
new concept Previewing Activity:
and practicing 1. You are about to view a short speech
new skills # 2 delivered by an Islam.
2. Listen very attentively to the speaker;
take note of his gestures; observe the
behavior of
his audience.

2. Click this link and view the short

video :
http://www.youtube.com/watch?v=l
QNs7Fvu5_Y

Source:
http://www.youtube.com/watch?v=lQNs7F
vu5_Y
This site contains a short opening speech
of Abdur Raheem McCarthy at the
Peace Conference. McCarthy explains
how Islam can be the solution for

1. mankind. This video runs for 8:50

minutes.
F. Developing Activity 2: Post Viewing Activity
mastery Reflect your understanding of the speech
by completing the activity sheet below.

Introduction:
Thesis
Statement
Body Assertion
#1
Body Assertion
#2
Body Assertion
3
Body Assertion
4
Conclusion

Comprehension Questions:
1. Who speaks in the video? How credible
is he to talk during the
Peace Conference?
2. According to the speaker, when does
misery start? How can
Islam be the solution to the problems that
beset the world?
3. What specific details are used by the
speaker to substantiate
each of his assertions? What type of
speech did the speaker
deliver, informative or persuasive? Explain
your answer.

G. Finding
practical
applications of
concept and
skills in daily
living

Below are statements taken from the

speech of Abdur Raheem McCarthy.
Identify whether the
sentence expresses a fact or an opinion.
Write your answer on the second column.
Include a
short explanation.
 PICKING IT FACT OR WHY DID
FROM THE OPINION I
SPEECH SAY SO
The Western
economy is
based on
rebate or
interest.
The only way
for true
happiness
inside the
peace in our
hearts, in
our minds and
in our souls is
through Islam.
The problem of
swine flu – the
swine is one of
the dirtiest
animals
in the face of
the earth.
Fifty-six
percent of
everybody
jailed in
America today
is because
of drug
charges.
.
Islam is not
spreading as it
should
be because we
are not
implementing it
in its proper
form

Based on our activity, please answer the . Teacher, there are

H. Making following questions. TWO TYPES OF
generalization 1. What is a fact? What are examples or STATEMENTS
and sources of facts? Opinions cannot be
abstractions 2. How does a fact differ from an opinion? proved, however they can
about the Can an opinion be proven? be supported with facts
lesson 3. Is a fact the opposite of an opinion? and
4. If a statement of fact is untrue or false, other knowledgeable
does it turn into an opinion? In opinions. Facts can be
the same logic, if an opinion is believed by proved with evidence,
 everyone, does it turn into statistics,
a fact? records, photographs,
data, etc.
Sometimes opinions are
made to sound like facts-
specifically when a
writer/speaker wants to
convince his
reader/listener.
Distinguishing Fact from Opinion
I. Evaluating DIRECTIONS: Read each statement. Look
learning up words you don’t know.
Write FACT on the left if you can prove or
disprove the statement with
concrete evidence. Write OPINION if the
statement is a belief or a
position. Remember: some statements are
technically opinions, but
are based on such widely accepted views
few people argue the issue.
STATEMENTS FACT or
OPINION
Wolves are highly
social animals with
a pack structure
based on
dominance
hierarchy.
Wolves are an
endangered or
threatened species
in the
lower 48 states
because of
deliberate and
systematic
extermination by
humans.
Wolves and wolf
hybrids are not
wise choices as
family pets.
Many tourists have
reacted positively
to the
experience of
seeing wolves in
Yellowstone
National Park.

J. Additional
activities for
application or
remediation
IV. REMARKS

V. REFLECTION

A. No. of learners
who earned
80% on the
formative
assessment

B. No. of learners
who require
additional
activities for
remediation

C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson.

D. No. of learners
who continue
to require
remediation

E. Which of my
teaching
strategies
worked well?
Why did these
work?

F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?

G. What
innovation or
localized
materials did I
used / discover
which I wish to
share with
other
teachers?
School: DIEGO PATIGAYON NATIONAL HIGH Grade Level: 8
SCHOOL
Teacher: GERSON NAVARRO Learning Area: ENGLISH
Time & Dates: Quarter: 3, WEEK 7
DAY 4

I. OBJECTIVES
The learner demonstrates communicative competence through his/her
G. Content understanding of Philippine Literature and other text types for a deeper
Standard understanding of Philippine culture.

The learner demonstrates understanding of: Southeast Asian literature

H. Performan as mirror to a shared heritage; coping strategies in processing textual
ce information; strategies in examining features of listening and viewing
Standard material; structural analysis of words and propaganda techniques; and
grammatical signals for opinion-making, persuasion, and emphasis.

EN8LT-IIg-2.2
I. Learning EN8VC-IIIg-19
Competen EN8LT-IIIg-2.2.5
cies/
Objectives At the end of the lesson, students should be able to:
(Write the
code for A. Comprehend the story entitled “Ali Baba and The Forty Thieves”
each LC) B. Unlock unfamiliar words through the given activity.
C. Appreciate the importance of loyalty and being grateful.

INTEGRATION: ICT, SOCIAL STUDIES, VALUES

II. CONTENT
Overcoming Challenges
A. Subject Ali Baba and the Forty Thieves
Matter

III. LEARNING
RESOURCES
A. References

1. Teacher’s Learning Module. Grade 8,

Guide Pages pages 18-21

2. Learner’s Learning Module. Grade 8, pages

Material Pages 18-21

3. Textbook
Pages

4. Additional
Materials
from LR
 Portal

B. Other
Learning
Resources
IV. Teacher’s Activity/ies Learner’s Expected
PROCEDURES Response/s
A. Reviewing Yesterday, we had activities that
previous enabled you to distinguish betwee
lesson or fact and opinion. We also had a
presenting the discussion about the speech
new lesson delivered by Abdur Raheem
McCarthy
Class, I have here some words on
the board. All you have to do
is arrange these words to make it
into a title of a story. Do you under-
stand? Expected Answers:
Identify the meaning of underlined
words based on the meaning of the flagrant=evident
sentence. reluctantly=hesitant
 Discovering his wife’s execute= kill
infidelity has been sealed= secured
more flagrant.
 She offers herself as the nex
t bride and father reluctantly
agrees.
 He begins to marry successi
on of virgins only to execute
each one the next morning.
 The treasure is in a cave, th
e mouth of which is sealed
by magic
What did you notice with the words Student: They are from
above? sentences of a story, aren’t they,
teacher?

Yes, you are right.

B. Establishing a Today, we will have activities. Are Student: Yes,teacher
purpose for the you ready?
lesson What would you feel if you were
given a chance to have treasure all Student: I would share it with the
for yourself? poor people of our
neighbourhood, teacher.
Very good answer. Today you will
come to know Ali Baba and the
Forty Thieves.
C. Presenting Watch this video of the story
examples/ entitled “Ali Baba and the Forty Student; Yes, Teacher.
instances of Thieves.”
the new lesson https://www.youtube.com/watch?v=
-4A4XzRx0UY
 Note the details in the story.

Activity 7: Plot Diagram

D. Discussing Use the plot diagram below to chart
new concepts the plot of the drama selection “Ali
and practicing Baba and the Forty
new skills #1 Thieves”. In the spaces provided,
describe briefly the exposition,
conflict, to include in the rising
action, the key events that build
toward the climax of the selection.

Enumerate both the major and the

minor characters in the selection.
Write the name of the
character at the center. At its right,
write his good qualities while at his
left write his bad
qualities. Make sure to explain
briefly why you consider such
attributes good or bad.

E. Discussing
new concept
and practicing
new skills # 2

Enumerate both the major and the

minor characters in the selection.
Write the name of the
character at the center. At its right,
write his good qualities while at his
 left write his bad
qualities. Make sure to explain
briefly why you consider such
attributes good or bad.
Good Characte Bad
rs’
Names

Comprehension and Process

F. Developing Questions:
mastery 1. At the start of this lesson, when
you know that you are to read the
selection “Ali Baba and the Forty
Thieves”, what were your initial
feelings and ideas about the
lesson? After reading the story, did
you like it? Is the story exciting, or
too predictable? How do you find its
ending?
2. The magic words “Open,
Sesame” and “Close,Sesame” that
seal the cave of treasures has
become a popular expression
nowadays. How do modern people
use this expression in their daily
conversation?
3. How were Ali Baba’ and
Cassim’s lives different? Which of
these two characters do you like
better? Explain your answer and
site instances in the story that
support your choice of character.
4. How is each of these themes –
greed, loyalty and bravery shown in
the story?
5. As reflected in this story and in
the speech at the start of this
lesson,
what are the personality traits of
Saudi Arabs as a people?

Now class, get 1/2 sheet of paper a

G. Finding nd spell the following words taken f
practical om thestory:
applications of 1. Arabian
concept and 2. Persian
skills in daily 3. Succession
living 4. Execute
5. Eager
6. Wealthy

So class, do you like the story? Student: Yes, Sir.

H. Making
generalization What was the important lesson that Student: It is important to be
and you learned from the story? wise in our ways.
abstractions Student: I learned the
about the What else did you learn from the importance of loyalty.
lesson story? .

Very good! I think I also learned

from this story a lesson or two. I
leaned that we have to be grateful
and we need to show that
gratefulness to our fellowmen.
Application
I. Evaluating Group Activity: Describe the
learning following characters in the story

Identify the following characters in

J. Additional the story:
activities for ___________1. The vizier’s
application or daughter who offers herself as the
remediation next bride of the Persian king.
(Scheherazade)
___________2. He was the brother
of Ali Baba.(Cassim)
___________3-4. In the story, who
are the sons of merchant?(Cassim
and Ali Baba)
___________5. He marries a poor
woman and settles into the trade of
woodcutter.

IV. REMARKS

V. REFLECTION

A. No. of learners
who earned
80% on the
formative
assessment

B. No. of learners
who require
additional
activities for
remediation

C. Did the
remedial
 lesson work?
No. of learners
who have
caught up with
the lesson.

D. No. of learners
who continue
to require
remediation

E. Which of my
teaching
strategies
worked well?
Why did these
work?

F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?

G. What
innovation or
localized
materials did I
used / discover
which I wish to
share with
other
teachers?