School: IMELDA INTEGRATED SECONDARY SCHOOL Grade 8

Level:
Teacher: Gabriel M. Jole Learnin ENGLISH 8
g Area:
Teaching November , 2024
Date and Roxas Quezon Osmena Laurel Aguinaldo Quarter SECOND
Time: 1:15PM 2:00PM- 3:50PM- 4:35PM- 5:20PM-
- 2:45PM 4:35PM 5:20PM 6:05PM
2:00PM

I. OBJECTIVES:

A. Content Standards The learner demonstrates understanding of: East Asian literature
as an art form inspired and influenced by nature; relationship of
visual, sensory, and verbal signals in both literary and expository
texts; strategies in listening to long descriptive and narrative
texts; value of literal and figurative language; and appropriate
grammatical signals or expressions suitable to patterns of idea
development.

B. Performance Standards The learner transfers learning by composing and delivering a brief
and creative entertainment speech featuring a variety of effective
paragraphs, appropriate grammatical signals or expressions in
topic development, and appropriate prosodic features, stance,
and behavior.

EN8SS-IIe-1.2:
C. Learning
Competencies(LC)/Objectives

Specific Learning Competency:

Recognize
positive and
negative
messages
conveyed in a
text.
At the end of the
lesson students
should be able to
achieve the
following:
A.Discern
positive and
negative
messages
conveyed in
pictures and
texts;
B.recognize the
use signal words
in presenting
positive and
negative
messages (Literal
Language); and
C.address the
impact of
negative
messages and
transform
them into
 positive
outcomes.
EN8SS-IIe-1.2: Recognize positive and negative messages
conveyed in a text.

At the end of the lesson students should be able to

achieve the following:

Cognitive: Discern positive and negative messages

conveyed in pictures and texts;

Affective: recognize the use signal words in presenting

positive and negative messages (Figurative Language); and

Pyschomotor: address the impact of negative messages

and transform them into positive outcomes.
II. CONTENT FIGURATIVE POSITIVE AND NEGATIVE EXPRESSIONS
III. LEARNING RESOURCES
A. References
1. Teachers Guide(TG) pages K to 12 MELC page 177
2. Learner’s Material(LM) pages K to 12 Basic Education Curriculum
English 8 Quarter 2 Module 5 (Analysing message
conveyed in a text)
3. Textbook pages Pages 18-35
4. Additional Materials from
Learning Resource(LR)portal
Other Learning Resources Visual Aids,Whiteboard, Marker, Google Images
IV. PROCEDURES
1. Opening Prayer
Preliminary Activities: 2. Greetings
3. Checking of Attendance
4. Cleanliness of the classroom
5. Establishing classroom rules
A. Reviewing previous lesson or The teacher will conduct a quick recap about the previous
presenting the new lesson lesson.

B. Establishing a purpose for the

lesson Can you tell what the picture says?

C. Presenting examples/instances The teacher will ask a pair to speak the following lines
for the new lesson and will ask the questions afterwards

Girl: I love you.

Boy: I love you, too.

Girl: Prove it. Scream it to the world.

Boy: (whispers in the ear) I love you.

 Girl: Why did you whisper it to me?

Boy: Because you are my world.

D. Discussing new concepts and Positive and negative messages in a text can also be
practicing new skills #1 expressed implicitly.
This is totally different from identifying positive and
negative messages with signal words because figuratively
conveyed messages need deeper understanding and
processing in one’s mind. Messages can be tricky
sometimes; that is why relying only on the literal meaning
may lead to inaccurate interpretations. You should know
the figurative meaning of these words or expressions for
you to correctly identify the intended message, whether
positive or negative.
One would say something, but mean the other. For this
reason, it is very significant that we examine the meaning of
the message by the manner/intention/approach it is said.
REMEMBER: It is not always what one says, but how one
says it
 Hyperbole is the use of exaggeration or
overstatement to emphasize a point
 Simile is a comparison of two different things using
as and like
 Metaphor is a direct comparison of two different
things. It does not use as and like.
 Sarcasm is used to either annoy or mock someone.
The negative message hides in positive expressions.
Though it is used to inflict pain, it can, on the other
hand, be used for humor.
 Sarcasm is generally negatively conveyed. Its effect
can be positive only to the mood of the reader when
it is meant to make people laugh, BUT the message
implied is still negative.
 Sarcasm for humor is best when spoken. In written
text, it is hard to recognize. Nevertheless, the fact
remains that it is negatively conveyed.
 Proverb is an old but familiar saying that usually
gives advice. It contains counsel based on the
general truth. It is usually a sentence and contains
morals. The message makes one think of a good
lesson to be applied in life.
 Idiom is a phrase or expression whose meaning is
different from the individual words.
 The meaning depends on the location and user. It is
usually a phrase. Unlike proverbs, an idiom does not
contain morals.
 One should be familiar with idiomatic expressions,
usually through memorization or frequent exposure,
in order to understand them
E. Developing mastery(leads to Directions: Draw the corresponding emoticon for each
Formative Assessment 2) message conveyed in the texts. Draw it at the tip of the
callout cloud. For positive message, you may draw a smiling
face. For negative message, you may draw angry face. Write
your answers on a separate sheet of paper.
1. Into every life, a little rain must fall.
2. I only like you as a friend.
3. We’re letting you go. Maybe this job is not for you.
4. The situation of his only daughter is driving him nuts.
 5. You are my sunshine after the rain.
F. Finding practical applications of The students will be asked to give their examples of
concepts and skills in daily living figurative expressions and use it in sentences.
G. Evaluating learning
Directions: In Part 1, all sentences are positively conveyed. In
Part 2, all sentences are negatively conveyed. On the space
provided, write which of the following is used: Hyperbole, Simile,
Metaphor, Euphemism, Sarcasm, Proverb, or Idiom

_________1. She is a superstar.

_________2. Laughter is the best medicine.

_________3. This task is just a piece of cake.

_________4. Don’t judge a book by its cover.

_________5. My favorite month is December because

it rains money and food.

_________6. After all the investigations I’ve done, I

realized that you were just telling me a fairy tale.

_________7. Unless your name is Google, stop acting

like you know everything.

_________8. I’m afraid that she would spill the beans

about the test results.

_________9. She talks like a broken record.

_________10. He hits like a girl in the ring.

H. Additional Activities for The teacher will ask a representative from a group to pick a figure
application for remediation of speech. The activity will be the group will be assigned to give at
least five (5) sentences as an example of that figure of speech.
The group will present their work tomorrow before the
summative test.
The choices of figures of speech will be the following: Simile,
Metaphor, Hyperbole, Sarcasm, Idiom, and Proverb.

I. REMARKS

V. REFLECTION

VI. No. of learners who earned

80% and above in the
evaluation
No. of learners who require additional
activities for remediation and who
scored below 80% in the evaluation
Did the remedial lesson work? No. of
learners who have caught up with the
lesson
No. of learners who continue to require
remediation
Which of my teaching strategies worked
well? Why did this work?

What difficulties did I encounter which

my principal or supervisor can help me
solve?

What innovation or localized materials

did I use/discover which I wish to share
with other teachers?

Prepared by: Noted by:

Gabriel M. Jole Lolita Q. Santos

Student Intern Teacher in-charge