SURIGAO DIOCESAN SCHOOLS SYSTEM (SDSS)

Diocese of Surigao

SAINT JOHN’S SCHOOL

Bacuag, Surigaodel Norte

JUNIOR HIGH SCHOOL

Course Outline in English – Grade 8

SubjectTitle English School Year 2017-2018

Grade Level 8 Name of Teacher Neils Jay G. Lomotos

Contact
Class Schedule Monday, Tuesday, Thursday, Friday – 7:25-8:25 am 4
Hours/Week

Subject Description : English Communication Arts and Skills through Afro-Asian Literature

FIRST QUARTER

FIRST QUARTER

Content Standard:
The learner demonstrates understanding of: African literature as a means of exploring forces that human beings contend with; various reading style vis –a-vis purposes of
reading; prosodic features that serve as carriers of meaning; ways by which information may be organized, related, and delivered orally; and parallel structures and cohesive
devices in presenting information.

Performance Standard:
The learner transfers learning by composing and delivering an informative speech based on a specific topic of interest keeping in mind the proper and effective use of
parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior.

TIME LEARNING LEARNING OUTCOME Core CLASSROOM REFERENCES

 (Competency)
(Success Indicator)
FRAME CONTENT At the end of the Values ACTIVITY
by
lesson, the learners can
WEEK Activity Title:
1 PEAC-OHSP Gr.8 Learning
The Unknown Side Generate ideas and 1.1 Reviewing the nature of Excelle CONCEPT NOTES Module – English (First Quarter)
Day 1 of Africans their relationships. African literature. nce 1. Define context p.3-6
clues and
provide
examples.

Understanding Use context clues to Doing a vocabulary game. Reference #1:

Day 2 context clues determine the meaning Ex Vocabulary Game PEAC-OHSP Gr.8 Learning
of unfamiliar words. ellence 1. Learn how to Module – English (First Quarter)
unlock meanings of p.9
unfamiliar words Reference #2:
by doing a paper- http:/www.vocabulary.co.il/conte
pencil game. xt-and-definitions/middle-
2. Answer the process school/call-of-the-wild-context-
questions that match/
follow.

Explain how a
1.1 Discussing the literary piece
Introduction to selection may be Excelle Concept Notes and
read.
Day 3 African Culture and influenced by culture, nce Comprehension
Literature history, environment Response Lapid, M., Serrano, J. (2013).
1.2 Identify and make a diagram
and other factors. Compa ECAS through Afro-Asian
on the elements of the poetry
 based on the literary piece. ssion 1. Answer the Literature.Quezon City: Phoenix
questions from the Publishing House. p.346-348 &
story “Egypt – the p.380-382
Gift of the Nile”
2. Explain their
accomplished
outputs by one of
the representative
Analyzing the meaning/ what a of each group.
Describe the notable poem wants to convey.
literary genres Faith/R Attitude Analysis
Africa contributed by African isk 1. Study the poem and
Day 4 by David Diop writers complete the attitude PEAC-OHSP Gr.8 Learning
analysis chart based Module – English (First Quarter)
from the literary piece. p.13
2. Then answer the
process questions that
follow.

1.1 The background and nature

Describe the notable about African writers. Literary Analysis. . .
literary genres 1.2 African writers style of writing 1. Giving critique
WEEK contributed by African literary text. Compa on some of the
2 writers. ssion literary works
of the African
Day 1 writers.

2. Explain the
writer’s style of
their literary
piece.

Guessing who is referred to in a

 Generate ideas and given article. Identity Crisis:
their relationship Excelle Guessing Game
nce Read the excerpt
adapted from the essay
Day 2 Pliant Like a Bamboo
written by L.V. PEAC-OHSP Gr.8 Learning
Mallari. Guess who is Module – English (First Quarter)
referred to in the p.39
article. Answer the
process questions that
follows.
1.1 Identify the techniques on
Using context clues to determining the meaning of the
Africans and the determine the meaning unfamiliar words. Excelle Using Context Clues
Modern World of unfamiliar words nce 1. Use context clues to
Day 3 determine the
synonym of the PEAC-OHSP Gr.8 Learning
underlined word in Module – English (First Quarter)
phrase or sentence. p.42
1.2 Selecting the best answer.

Excelle
nce

Finding out how the persona in the

Identify the poem feels about his mistaken
distinguishing features identity as an African. Compa It’s Reading Time
of notable African ssion Read the poem written
Day 4 poem. by Quologuem from
Mali, Africa. Then go
over the questions PEAC-OHSP Gr.8 Learning
found after the poem. Module – English (First Quarter)
p.43
 Understanding and differentiating
Explain the literary the meaning of the given literary
devices used devices. Compa Concept Note & State
ssion the Difference
WEEK
3 1. Read and
understand the
Day 1-2 meaning of the
literary devices. http://www.virtuasalt.com/rhetoru
c.htm
2. In your own
words, state the
difference of the said
literary devices.

3. Give at least
two examples of
each literary device.

Naming the literary

Literary Devices technique/devices used in a literary Excelle
text. nce
Reacting to Writer’s
Day 3 Devices
1. Go over the
following lines PEAC-OHSP Gr.8 Learning
excerpted from the Module – English (First Quarter)
poem “When Negro p.45
Teeth Speak”.
 2. Name the
literary technique or
device employed by
the writer.
3. Explain why
you answered that
certain literary
technique/device.
1.1 Skim to determine
Reading Style: key ideas 1.1Getting the overview of a literary Compa
Skimming and 1.2 Organize text. ssion
WEEK scanning information from a
4 material read 1.2 Using the scanning reading Excelle Skim Me
technique. nce 1.Read the story “The
Day 1 Food of Paradise” by
IbnAmjed using the PEAC-OHSP Gr.8 Learning
skimming technique. Module – English (First Quarter)
p.46
Let’s Do Scanning
2.Using the scanning
technique, get all the
specific facts you can
find on the story; “Two
Brothers”

Reading Style: Use the speed reading Excelle

Speed Reading style for one’s purpose. Measuring the ability of the child to nce
read within the allotted time given.
Reading story as fast
as 20 minutes. . .
Day 2 1.1 Giving the literary
text entitled “Bird Lapid, M., Serrano, J. (2013).
Songs”, the student are ECAS through Afro-Asian
proximately required to Literature.Quezon City: Phoenix
read the text. Publishing House. p.381-382
 Reading Style: Use the intensive Excelle
Intensive Reading reading style for one’s Organizing information from a nce
purpose literary text read.

Day 3 Intensive Reading

Exercise
1.1 Using the
intensive
reading
technique, get http://www.google.com
all the specific http://www.african-
facts you can literature/food-of-paradise/
find on the
story; “I am a
Plate of Rice”
1.2 The learners
read the short
text and put
events from it
into
chronological
orders.
Excelle
Listen for important Uttering the correct stress of the nce
Stress points signaled by words provided.
WEEK stress
5 Stress Me Out!
Identify where to put
Day 1 the correct stress of the
provided.
Lapid, M., Serrano, J. (2013).
Excelle ECAS through Afro-Asian
Intonation Determine the rising Proper reading of a text with nce Literature.Quezon City: Phoenix
and falling intonation accurate intonation. Publishing House. p.381-382
 in the sentence to
convey as carriers of It’s reading time!
Day 2 meaning. The students are
required to read a
passage and they are
graded based on their
Excelle performance.
Graphic Organizer Arrange the notes using Knowing the different types of nce
a variety of graphic graphic organizers.
organizers.
Concept Note
Day 3 1.1 Defininggraphic
organizer and
its types.

www.google.com

Excelle
Prosodic Features of Taking notes of the important details nce
Speech Use appropriate using their preferred graphic
prosodic featuresof organizer.
Day 4 speech when delivering Taking Down Notes
lines. Listen to an audio-
presentation to be
played by the teacher
then take note of the www.google.com
important details or
Excelle information using the
Identifying the different prosodic nc graphic organizer you
feature. prefer to use.
 Concept Notes
1.1 What is a prosody
in speech?
1.2 What are the
Service prosodic features of http://www.tonguetwister.edu.
Using the correct segmental. e/vocati English?
on

Day 5 Tongue Twister

Utter the tongue twister
provided using the
correct segmental.

Breakfast Table Competence in Oral

Conversation Communication and Public
Read the conversation Speaking page 96
provided with a
partner. List down
Excelle some supra-segmental
Knowing the different cohesive nce which are mistakenly
expository essay devices in writing the expository used.
Use appropriate text.
cohesive devices in Reading a Poem
WEEK composing an Read the poem Africa
6 expository by Maya Angelou
Day 1 speech/paragraph. observing the correct
segmental and
suprasegmental then www.google.com
answer the questions
Excelle that follow.
Determine statements whether they nc
are expository text or not

Graphic Organizer!
1. Use the
Day 2 FRAYER’s
Model to give
the ff. about
expository text: PEAC-OHSP Gr.8 Learning
-definition Module – English (First Quarter)
-facts and p.46
characteristics
-Examples
-nonexamples

Excelle
Evaluating the effectiveness of a nce
expository text/video clip
GIVE IT A TRY:
Critique expository text 1. Read the
Day 3 statements
of famous
Africans.
2. Distinguishi
ng whether
they are PEAC-OHSP Gr.8 Learning
expository Module – English (First Quarter)
Excelle or not. p. 54
Composing short expository texts nce

WRITE HERE!
Create expository texts. 1. Read the
WEEK literary piece
7 entitled “ The
 Excelle Leopard”
Day 1 Evaluate the written expository text nce folklore from
through the rubrics. Central Africa
2. Evaluate the
given piece and
use the rubric
for expository
Day 2 speech writing
to see if the
writer used the
features of
expository text.
3. Write a brief
Faith/ evaluation/sugg
Creating a expository text using a Risk estions.
rubric as guide.
PERFORMANCE
TASK (Product-
Based)

Day 3 1. This time you

write your own
expository text.
2. Include
cohesive device
and emphasis
Excelle and assertion in
Composing a expository speech, nce your writing.
observing cohesive devices and
appropriate prosodic features,
stance, and behavior.
CHECK IT OUT!
Assess your written
expository text using
Day 4 the rubrics
 EXPRESS
YOURSELF!
1. After
composing your
own expository
text, and
evaluating it
using the
checklist, you
are now ready
on your final
task.
2. Write now the
revised/correcte
d/final draft.

POST ASSESSMENT

WEEK CULMINATING TASK: DELIVERING OF SELF-COMPOSED EXPOSITORY SPEECH

8

*Note: At the end of the each quarter, indicate the performance task to be given to the students

PERFORMANCE TASK (Product-Based)

Goal, Role, Audience, Situation, Product, Standards (GRASPS)
GOAL - The students will compose and deliver an expository speech using the proper and effective parallel structures, cohesive devices and appropriate
prosodic features, stance, and behavior.
ROLE - The students will act as a journalist
AUDIENCE - teachers, students, citizens including out of school youth during the English club program.
SITUATION -

San Nicolas Academy celebrates its Annual English Club Organization Program. The theme of the said event focused on the drug issues in the Philippines this will be
participated by the students, and other out of school youth. As a concern journalist and a responsible citizen, how would you give an advice to the students of SNA in order
for them to aware the consequences of using drug and to avoid using it. As a journalist you are tasked to compose and deliver an expository speech using the proper and
effective parallel structures, cohesive devices and appropriate prosodic features, stance, and behavior. Your speech must be very expository and convincing for them to do
what is right and just.

PRODUCT: Expository speech

STANDARDS: Rubric on expository speech
THIRD QUARTER

Content Area 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 , persuation, and emphasis.
Performance Standard(s):
The learner transfer 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 appropriate prosodic features, stance, and behavior.

LEARNING OUTCOME
TIME (Competency) CLASSROOM
LEARNING Core
FRAM At the end of the (Success Indicator) ACTIVITY REFERENCES
CONTENT Values
E lesson, the learners by
can
WEEK Thailand- Land of
1 the free Activity Title: PEAC-OHSP Gr.8 Learning
1. Recognize 1.2 Identifying the Excelle Collaborate with the Module – English (First Quarter)
Day 1 READING: propaganda elements of literary piece nce group. Organizing p.3-6
Makatao and the techniques used information with the
Cowrie Shell in a given text use of graphic
organizer.
2. Recognize
propaganda 1.2 Knowing a Propaganda Excelle Selecting Radio or Tv
Day 2 Propaganda techniques used 1.3 Analyzing ads selected nce ads!
Technques in a given text Select a television or
Radio ads, analyze the
ads you have selected
using the form below.
Fill out one form per
Explain the meaning of advertisement.
a word through
structural analysis
Day 3 Word Parts. (prefixes, roots, Identifying whether prefix, suffix or Excelle Categorize the word
suffixes) roots nce parts from the given
text.
 Determine the PEAC-OHSP Gr.8 Learning
target audience Module – English (First Quarter)
of a listening p.13
Day 4 Radio Ad: Storm text and the commu Group work!
Surge Plea Purpose, objectives of Noting the important details given nitarian Live Radio
Audience and Value the speaker by the radio announcer. broadcasting
of ideas

Use the correct

Week 2 sounds of
English during
Day 1 Advertisement speech delivery Excelle Group work!
Making own advertisement using nce Advertising
propaganda

Determine the
target audience
of a material Compa Think-pair-share
Day 2-3 Video/Film Slides: viewed. ssion
Thai Literature Sharing ideas from the video
Interpret the presentation
Thai literature
presented Excelle Making essay about
nce their observation
Observing about Thai Literature
 Share ideas
using opinion-
marking signals Excelle PEAC-OHSP Gr.8 Learning
Day 4 Emphasis Markers Identifying opinion-marking signals nce Think-pair-share Module – English (First Quarter)
for persuasive p.39
Purposes

WEEK Organize information

3 about a chosen subject
using a graphic commu
Headline Story organizer Writing a headline story by nitarian Indivual writeshop
Day 1 following the guidelines based on
local issues
Utilize coping PEAC-OHSP Gr.8 Learning
reading Module – English (First Quarter)
strategies to p.42
Myanmar-Golden process
Day 2 Land information in a
text
Rice Pounding
Songs( a poem
translated by U Use appropriate Understanding and differentiating
Day 3 KhinZaw) strategies for the meaning of the given literary
unlocking devices. Excelle 4. literary devices.
Context clues unfamiliar nce PEAC-OHSP Gr.8 Learning
words 5. Give at least Module – English (First Quarter)
two examples of p.43
Excelle each literary device.
nce
Judge the
Day 3 relevance and Reacting to Writer’s
worth of ideas Devices
Persuasive Speech presented in the 4. Go over the
text listened to. Compa following lines
 ssion excerpted from the
poem “When Negro
Judge the Teeth Speak”.
relevance and 5. Name the http://www.virtuasalt.com/rhetor
Day 4 worth of ideas Naming the literary literary technique or uc.htm
presented in the technique/devices used in a literary device employed by
Speaker’s Purpose; text listened to. text. the writer.
Value of ideas 6. Explain why
you answered that
certain literary
Observe the use of technique/device.
Week 4 correct stress, pitch,
and juncture when Compa
Day 1 delivering a persuasive ssion
speech
How to deliver
persuasive speech
Determine the issue
and stand presented in Skim Me
the material viewed 1.Read the story “The
Day 2 Food of Paradise” by PEAC-OHSP Gr.8 Learning
IbnAmjed using the Module – English (First Quarter)
Online reading: On Use modals skimming technique. p.45
the Three Evils (A appropriately
speech by U Nu) Let’s Do Scanning
Day 4 Compose a informative 2.Using the scanning
essay 1.1Getting the overview of a literary technique, get all the
Modals text. Excelle specific facts you can
Appropriately 1.2 Using the scanning reading nce find on the story; “Two
WEEK Compose a expository technique. Brothers”
5 essay

Day 1 Compose a
Informative Essay bibliography Reading story as fast
as 20 minutes. . .
 1.1 Giving the literary PEAC-OHSP Gr.8 Learning
Day 2 text entitled “Bird Module – English (First Quarter)
Expository Essay Songs”, the student are p.46
React to what is proximately required to
Day 3 asserted or expressed read the text.
How to prepare a
Bibliography Measuring the ability of the child to
Day 4 read within the allotted time given.
Vietnam- Land of Compa
the Blue Dragon ssion

READING- Intensive Reading

Vietnamese Exercise
declaration of Arrive at meanings 1.3 Using the
Independence (An through context clues Excelle intensive
address by President nce reading
Ho Chi Min) technique, get
all the specific
WEEK Organizing information from a facts you can
6 literary text read. find on the
story; “I am a
Day 1 Intentions of
Propaganda words Determined the stand Lapid, M., Serrano, J. (2013).
or expressions. of the speaker o a ECAS through Afro-Asian
given issue presented Literature.Quezon City: Phoenix
in the text listened to Publishing House. p.381-382

Excelle
nce
Use appropriate
Day 2 Persuasive Letter: persuasive devices
UN Human Rights
Council Candidacy ( Determined the issue
by Human Rights and stand presented in
Watch) the material viewed
 Day 3 Self-composed
Persuasive speech
Use modals
Day 4 Film: Irrepressible apprppiately Excelle
Voices (A new nce
Human Rights
Video)
Show respect for 3. checklist, you
WEEK intellectual property are now ready
7 rights by on your final
Documentation acknowledging task.
Day 1 Guidelines (Style, 4. Write now the
Evaluating and revised/correcte
Citing Sources) d/final draft.

Techniques in
Day 2-4 writing Personal
Research Report

POST
ASSESSMENT

WEEK Taking notes of the important www.google.com

8 details using their preferred graphic
organizer.
 Identifying the different prosodic
feature. Excelle
nce

Using the correct segmental.

Excelle www.google.com
nce
Use the speed reading
style for one’s purpose.

http://www.tonguetwister.edu.
Reading Style: Excelle
Speed Reading nce
WEEK
5
Use the intensive
Day 1 reading style for one’s
purpose Competence in Oral
Communication and Public
Excelle Speaking page 96
nc

Knowing the different cohesive

Reading Style: devices in writing the informative
 Intensive Reading text.
Day 2 Service
e/vocati
on

Day 3 Excelle www.google.com

nce

Determine statements whether they

Listen for important are informative text or not
points signaled by
stress

PEAC-OHSP Gr.8 Learning

Day 4 Module – English (First Quarter)
p.46

Stress
Determine the rising
and falling intonation
in the sentence to Excelle
Day 4 convey as carriers of nc
meaning.

Evaluating the effectiveness of a

Day 5 Arrange the notes informative text/video clip
using a variety of
 Intonation graphic organizers.

PEAC-OHSP Gr.8 Learning

Module – English (First Quarter)
p. 54

Excelle
nce

Graphic Organizer

Use appropriate
prosodic featuresof
speech when delivering
lines.

WEEK Prosodic Features of

6 Speech Excelle
Day 1 nce

Composing short informative texts

Day 2

Evaluate the written informative

text through the rubrics.

Use appropriate
cohesive devices in Creating a informative text using a
composing an rubric as guide.
informative
speech/paragraph.

Informative essay Excelle

nce

Day 3

Faith/
 Risk

Excelle
nce

Critique informative
text

WEEK
7

Day 1
Day 2

WEEK CULMINATING TASK: DELIVERING OF SELF-COMPOSED INFORMATIVE SPEECH

8

FOURTH QUARTER

Content Area Standard:

The learner demonstrates understanding of how world literatures and other text types serve as instruments to resolve social conflicts, also how to use the
language of research, campaigns and advocates.

Performance Standard(s):
The learner competently presents a research report on a relevant socio-cultural issue.

LEARNING OUTCOME
TIME LEARNING (Competency)
(Success Indicator) CLASSROOM ACTIVITY REFERENCES
FRAME CONTENT At the end of the
by
lesson, the learners can
WEEK
1 Technical Terms 1. Get familiar 1. identifying the meaning of RESEARCH PAPER Lapid, M. G. & Serrano, J. B.
Day 1 Used in a Research with the the technical terms and VOCABULARY : (2015). English Communication
Paper technical terms knowing when to use these 1. Provide technical terms Arts and Skills through World
used in research terms used in research paper. Literature. Quezon City. p. 363.
2. Go to the library.
3. Look for the dictionary
meaning of the given
research terms.
Lapid, M. G. & Serrano, J. B.
1. use locational USING THE CARD (2015). English Communication
Sources of skills to gather 1. gathering information from CATALOG : Arts and Skills through World
Day 2 Information of a information various sources 1. You will use the card Literature. Quezon City. p. 372.
Research Paper from primary catalog of your library to
and secondary see if there are books on
sources of the topic you will write
Day 2 information on.
2. Using the card catalog, Lapid, M. G. & Serrano, J. B.
find the answers of the (2015). English Communication
given questions. Arts and Skills through World
Literature. Quezon City. p. 373.
USING THE ENCYCLOPEDIA
Day 3 : Lapid, M. G. & Serrano, J. B.
1. Refer to the index of an (2015). English Communication
encyclopedia in your Arts and Skills through World
library. Literature. Quezon City. p. 373.
2. Answer the given
questions.
Lapid, M. G. & Serrano, J. B.
USING THE ALMANAC OR (2015). English Communication
THE ATLAS: Arts and Skills through World
1. Go to the library. Literature. Quezon City. p. 374.
2. Look for the Atlas or the
Almanac’s section.
3. Answer the given
questions.
Day 4 GETTING INFORMATION
FROM NEWSPAPERS:
1. Newspapers are also
sources of information.
2. Notice that the title of the
article is enclosed in
quotation marks, the title
of the paper is italicized,
and the date of issue is
given, as well as the
author of the article if any. Lapid, M. G. & Serrano, J. B.
That is an annotated item. (2015). English Communication
3. Get a newspaper in Arts and Skills through World
English, regardless of the Literature. Quezon City. p. 375.
date, and write an
annotated list of three
articles or columns.

CHECK OUT OTHER

WEEK SOURCES!
2 1. Check out public and
Day 1 school libraries,
businesses, government
agencies, as well as
contact knowledgeable
people in your
community. Lapid, M. G. & Serrano, J. B.
2. Besides the library, you (2015). English Communication
might seek information Arts and Skills through World
from someone in your Literature. Quezon City. p. 375.
community who is an
authority in your topic.
3. Arrange a personal
interview with that person.
 THE USE OF COMMAS IN
INFORMATION SOURCES : https://www.bydewey.com/1steps
1. If you use the information .html
from a resource person,
you should mention that
Day 2 person’s name in your
report.
2. Commas must be placed
where needed in the
sentences.

SURFING THE NET :

2. get vital 1. Search for general or
information background information,
from various check out for:
websites on the 2. surfing the net for relevant Useful URLs
Internet information relative to the General information
Day 3 research work online
Almanacs or
encyclopedias online
such as Britannica
2. Use search engines and
other search tool as a
starting point.

OPAC :
1. Find books in the Library
use the OPAC (Online
Public Access Catalog).
2. Check out online Bajarasco, Carlo B.”Research
resources, Web based Writing” Qualitative Research
information services, or
Day 4 special resource materials
on CDs.
 WHY RESEARCH? :
1. Give the importance of
doing a research work
1. understand the 2. Participative discussion.
importance of
research 1. gathering information that LOOKING FOR A SAMPLE? :
Nature of would have an impact to the 1. Concept notes on the
Week 3 Research community characteristics of research
Day 1 2. making a research work on 2. Go to the library and go to
2. exemplify the relevant issues the section where sample
characteristic of research papers are
research 1. identifying the characteristics placed.
of research 3. Select a sample research
that contains at least two
of the given
Day 2 characteristics.
4. Specify the characteristics
that you are working on.
5. Write the title and the
author of your chosen
research paper wherein
the two characteristics are
explicitly applied.

RESEARCH PROCESS:
1. Provide an illustration of
the flow of the research
process.
2. Give a more detailed
explanation of each step in
the research process.

3. demonstrate
 logically the 1. following correctly the flow
research process of the research process
that would RESEARCH ETHICS:
enable them to 1. Concept notes on research
compose an ethics.
Day 3 appropriately 2. Explain each ethical
arranged standard.
research paper 3. Gain insights.

4. have a deeper
understanding Lapid, M. G. & Serrano, J. B.
of the ethical 1. applying these ethical (2015). English Communication
standards in standards throughout the DISTINGUISHING FACTS Arts and Skills through World
doing research process of doing their FROM BELIEFS: Literature. Quezon City. p. 374.
research work Concept notes on how to Bajarasco, Carlo B.”Research
distinguish facts from beliefs Writing” Qualitative Research
1. distinguish facts
Day 4 from RESEARCH TYPES:
beliefs 1. Concept notes
2. Give characteristics of
each type according to the
1. exemplify the 1. Identifying and given features or
types of differentiating facts from categories
research beliefs
CONCEPT NOTES& DRILL:
Facts and 1. Kinds of Qualitative
Week 4 Beliefs 1. identifying the types of Research
Day 1 research 2. Drill
2. describe the 2. differentiating the types of
kinds of research according to its
Types of qualitative characteristics and salient features PROS AND CONS:
Research research 1. Give the advantages of
Day 2 1. identifying the kinds of qualitative research
qualitative research 2. Provide also the
3. explain the 2. explaining the kinds of disadvantages
 advantages and qualitative research and their
disadvantages characteristics
Qualitative of qualitative
Research research 1. identifying and describing
Day 3 the advantages and
disadvantages of qualitative CHOOSING A TOPIC:
4. compose a research. 1. Identify a research topic
research report 2. Differentiate between a
on a relevant topic and a research
social issue by question
Day 4 starting it in
choosing a 1. identifying a research topic
research topic to work on
2. differentiating a topic from a
5. decide for the research question
title and the CHOOSING A TITLE:
subtitle of the 1. Create a working title.
research paper 2. Finalize the title
Week 5 3. Make a subtitle
Day 1 6. compose the
introduction of
the research 1. choosing a title and a subtitle WRITING THE
papers of the research paper INTRODUCTION:
1. parts of the introduction
2. scope, limitations and
delimitations
1. describing the rationale of
the research work
7. evaluate the 2. stating the research question
Day 2 related literature 3. formulating the research
statement
4. indicating the scope and LITERATURE REVIEW:
limitation of the research. 1. materials relevant to the
study
8. decide on a research 1. reviewing the related 2. purpose of related
Day 3 design to be used in the literature literature
research work

SELECTING A RESEARCH
DESIGN:
9. decide on the Describe the research designs
sampling procedure to 1. selecting a research design to be applicable for each of the 4 kinds
be used in a research used in understanding and collecting of Qualitative Research
work data
SAMPLING PROCEDURE:
Day 4 1. Give the various sampling
procedures and their samples
2. Choose the applicable and
1. identifying and choosing the workable sampling procedure on
10. draw conclusions applicable sampling procedure to be the research work being done.
in the research work used in the research work
Week 6 DRAWING CONCLUSIONS:
Day 1 1. Scan evidences to see
what 'jumps out'.
2. Confirm impression via
careful review.
3. Apply a number of data
1. making conclusions in the analysis tactics
research work based on the gathered 4. Write initial conclusion
Day 2 11. use writing and analyzed data and verify.
conventions to 5. Finalize conclusion Bejarasco, Carlo B. “MLA
acknowledge sources of Citation Style” MLA Handbook
information MLA CITATION STYLE: for Writers
1. Provide a hand out of the of Research Papers, 6th edition
concept notes on MLA In-Text
Citation Style
2. Drill Bejarasco, Carlo B. “MLA
Citation Style II”
Day 3 1. applying the MLA In-Text The WORKS CITED List
Citation Style in cross-referencing
 the sources of information from the WORKS CITED LIST& ITS
parenthetical references to the work RULES:
cited list 1. Works Cited List (WCL)
Format
2. creating a work cited list at the 2. Basic Rules for Citation
end of the research paper
which provide the information that
MLA In- are necessary for a reader to locate HOW TO DO THE WORKS
Text Citation and read any sources cited in the text CITED LIST:
Day 4 Style 1. Provide with actual
to 12. acknowledge samples of doing the work
Week 7 sources by preparing a cited list Lapid, M. G. & Serrano, J. B.
Day 1 bibliography at the end 2. Use varied samples from (2015). English Communication
Techniques in of the research paper various sources Arts and Skills through World
Listing Preference: Literature. Quezon City. p. 373.
Work Cited List PREPARING AN
Day 2 Bibliography ANNOTATED
BIBLIOGRAPHY:
1. listing the sources of information 1. List your sources of
and noting down the kind of information
information given in those sources at 2. Note down what kind of
the end of the research paper information is given in that
source
Day 3

RESEARCH PAPER
COMPOSITION

Day 4
 RESEARCH PAPER
Week 8 SUBMISSION
(Day 1-
4)

to RESEARCH PAPER
DEFENSE
Week 9
(Day 1-
3)

Week 9
(Day 4)

Week 10
(Day 1
-4)