Learning Plan

Subject Area: English 8 Date: January 6-10, 2025

Unit topic: Persuasive Speech Quarter: Third

Content Standards:
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 Standards:
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 behavior.

Learning Competencies (For the Week):

1. Use appropriate strategies for unlocking unfamiliar words
2. Explain the meaning of a word through structural analysis (prefixes, roots,
suffixes)
3. Pronouncing words with the correct syllable stress
4. Reading difficult pairs of words correctly

Learning Targets (For the Week):

1. I can identify and use context clues to infer the meaning of unfamiliar words.
2. I can identify common prefixes, roots, and suffixes in words.
3. I can explain the meaning of a word through structural analysis (roots).
4. I can pronounce the words with appropriate stressed syllables.
5. I can read correctly the difficult pairs of words.

DAY 1

Focus: Context Clues

Learning Target/s:
1. I can identify and use context clues to infer the meaning of unfamiliar words.

I. Introduction (Preliminaries/Explore)
Opening Routines:( 3 minutes)
C – Cleanliness
 O – Orderliness
P – Prayer
A – Attendance

Review: (3 minutes)
The teacher will ask the students to summarize the previous lesson they
studied. After the students summarize the previous lesson, they add some
remarks. If there are no more questions or clarifications from the previous
session, the class can move on to the topic for today's lesson.

Motivation: (5 minutes)

Activity: The teacher will present 3 sentences with one word missing in each sentence
and provide a list of possible words that could fit in the blanks.
Process Questions:
1. What clues in the sentence helped you guess the missing word?
2. Can you identify specific words or phrases that guided your inference?
Transition statement:
Now that we understand why context clues are important, let's explore how to
identify and use them.

II. Interaction (Lesson Development/Firm Up/ Deepen)

A. Presentation of Concept (3 minutes).
The teacher introduces the concept of context clues, explaining that they are
hints or information given within a sentence or paragraph that help readers understand
the meaning of unfamiliar words.
Transition Statement:
Understanding these types of context clues can help us decode the meaning of many
words.

B. Learning Activity (20minutes)

Think-Pair-Share followed by the conduct of an interactive discussion.
Instruction:
Work in pairs; then, answer the given sentences containing unfamiliar words by
underlining the context clues and write the inferred meaning of each word.
Process Questions
1. How did identifying the context clues help you understand the meaning of the
unfamiliar words?
2. What are some clues in a sentence that can help you figure out the meaning of
an unfamiliar word?
Transition Statement:
Now that we've practiced identifying context clues, let's see how this knowledge
can be applied in other areas.
III. Integration (Broadening of concept/Transfer of learning/Processing) (10 minutes)
Process Questions:
1. Can you think of any examples where context clues helped you understand a
difficult text?

Transition Statement:
Now, let’s reflect on the significance of poetry in our daily lives and beliefs.

Integration across discipline:

Araling Panlipunan, Literature
Understanding context clues can help students in subjects like social studies and
literature, where they often encounter unfamiliar historical terms or literary vocabulary.
For example, in social studies, context clues can help students infer the meanings of
terms related to historical events or cultural practices.
Intrinsic values/cores related:
Collaboration, Critical Thinking

Working together to identify context clues promotes teamwork and the sharing of
knowledge. Breaking down sentences to find context clues enhances critical thinking
and problem-solving skills.

Transition Statement:
To affirm what we learned, please get your ECAS 8 for an activity.

IV: Evaluation/Assessment (8 minutes)

Instruction: Work in pairs; then, answer Exercise 2 on pages 115-116. Write your
answer on a ½ crosswise. Answer only.

Transition Statement:
Finally, let's summarize what we’ve learned today.

V: Summary/Synthesis: (3 minutes)
Student-generated Synthesis:
Using context clues not only helps me understand new words but also enhances my
overall reading comprehension and critical thinking skills.
Formal Closure (3 minutes)
As Marian-Teresian students, let us continue to embrace the value of wisdom and
understanding by applying our knowledge of context clues to excel in our academic
pursuits and everyday reading.

Purposive Assignment (2 minutes)

In ½ crosswise, answer Exercise 3 on pages 116-117 on your ECAS 8 book. Answer
only.

DAY 2

Focus: Affixes
Learning Target/s:
1. I can identify common prefixes, roots, and suffixes in words.
2. I can explain the meaning of a word through structural analysis (roots)

I. Introduction (Preliminaries/Explore)
Opening Routines:( 3 minutes)
C – Cleanliness
O – Orderliness
P – Prayer
A – Attendance
Review: (3 minutes)
The teacher will ask the students to summarize the previous lesson they
studied. After the students will summarize the previous lesson, they add
some remarks. If there are no more questions or clarifications from the
previous session, the class can move on to the topic for today's lesson.

Motivation: (5 minutes)

Activity 1: The teacher will show a “Word Search " puzzle. The students will analyze
the puzzle to find the words.
Process Questions:
1. How does identifying prefixes, roots, and suffixes in the word search puzzle help
you understand the meaning of the words you find?
2. Can you find any patterns in the words you discovered in the puzzle that share
the same prefix, root, or suffix? What do these patterns tell you about the
meanings of these words?
Transition statement:
Now that we understand why affixes are important, let's explore how to identify
and use them.

II. Interaction (Lesson Development/Firm Up/ Deepen)

A. Presentation of Concept (3 minutes).
The teacher presents the concept of Affixes to the class through a video.
Transition Statement:
Understanding these parts can help us decode the meaning of many words.
B. Learning Activity (20minutes)
Think-Pair-Share followed by the conduct of an interactive discussion.
Activity 2: Instruction:
Work in pairs; then, identify the root word in the given list of words by underlining each
word's prefix, root, and suffix. Afterward, write the meaning of each word and share your
answer with the class.

Process Questions
1. How did identifying the affixes help you understand the meaning of the whole
word?
2. How did working in pairs help you understand the words better? Did your partner
have different insights that helped you?
3. What strategies did you use to figure out the meanings of words you were unsure
about? Did you use any resources or rely on context clues?
Transition Statement:
Now that we've practiced identifying affixes, let's see how this knowledge can be
applied in other areas.
III. Integration (Broadening of concept/Transfer of learning/Processing) (10 minutes)
Process Questions:
1. How can you use your knowledge of affixes to help a friend who is struggling with
vocabulary?
2. What are some strategies you can use to remember the meanings of common
prefixes, roots, and suffixes?
3. How does understanding the meaning of affixes help you when learning a new
language?
Transition Statement:
Let's reflect on how we use modal verbs in our daily communication.
Integration across discipline:
Science

Understanding prefixes, roots, and suffixes enhances vocabulary comprehension not

only in English but also in subjects like science and history, where many terms share
common roots.

Intrinsic/core and related values:

 Wisdom, Critical Thinking
Applying structural analysis to words helps students gain wisdom and insight into
language and communication. Breaking down words into their components enhances
critical thinking and problem-solving skills.
Biblical Reflection:
Proverbs 4:7:
"The beginning of wisdom is this: Get wisdom. Though it cost all you have, get
understanding."
Just as we seek wisdom in our studies, understanding affixes helps us gain deeper
knowledge.

Transition Statement:
To affirm what we learned, please get a ¼ sheet of paper then answer the
activity.

IV: Evaluation/Assessment (8 minutes)

Activity 3: Matching Type

Instruction: Match column A with the corresponding affixes in column B, then give the
meaning of each word. Write the letter of your answer in your paper.

Transition Statement:
To wrap up today’s lesson, may we ask a volunteer to recap our learning?

V: Summary/Synthesis: (3 minutes)
Student-generated Synthesis:
Understanding affixes not only enhances my vocabulary but also empowers me to
decode and comprehend complex words across various subjects.
Formal Closure (3 minutes)
As Maria-Teresian students, let us continue to embrace the value of learning and apply
our knowledge of affixes to excel in our academic pursuits and beyond.

Purposive Assignment (2 minutes)

Instruction: Find five new words with common affixes in any reading text that can be
found in your book and write their meanings. Write your answer in a ½ crosswise.

DAY 3
Focus: Syllable Stress
Learning Target/s:
1. I can pronounce the words with appropriate stressed syllables.
I. Introduction (Preliminaries/Explore)
Opening Routines:( 3 minutes)
C – Cleanliness
O – Orderliness
P – Prayer
A – Attendance

Review: (3 minutes)
The teacher will ask the students to summarize the previous lesson they
studied. After the students summarize the previous lesson, they add some
remarks. If there are no more questions or clarifications from the previous
session, the class can move on to the topic for today's lesson.

Motivation: (5 minutes)

Activity 1: The teacher says a word, and then the students clap for each syllable,
clapping loudly to emphasize the stressed syllable.
Process Questions:
1. What did you notice about how the words were pronounced?
2. Why do you think syllable stress is important?

Transition statement:
Now that we understand the importance of syllable stress, let's explore how to
identify and practice it.

II. Interaction (Lesson Development/Firm Up/ Deepen)

A. Presentation of Concept (3 minutes).
The teacher presents the Syllable Stress to the class through video presentation.
Transition Statement:
Let's practice identifying and pronouncing stressed syllables with some activities.

B. Learning Activity (40minutes)

Activity 2: Class Presentation to be conducted inside the Speech Laboratory followed by
the conduct of an interactive discussion.
Instruction:
Work as a class; then, the class will say each word with the proper syllable stress. If one
student got the word mispronounced there will be a 1-point deduction to the total score.
Process Questions:
1. How did working as a class help you identify and correct syllable stress in words?
2. What strategies did you use to ensure you pronounced each word correctly and
avoided point deductions?

Transition Statement:
Now, let’s reflect on the importance of syllable stress and how it relates to our
experiences.
III. Integration (Broadening of concept/Transfer of learning/Processing) (10 minutes)
Process Questions:
1. How can understanding syllable stress help you in your daily communication?
2. Can you think of any other languages where syllable stress is important?

Transition Statement:
Now that we've practiced identifying stressed syllables, let's see how we can
apply this knowledge in different contexts.

Integration across discipline:

Understanding syllable stress is not only crucial in language arts but also plays a
significant role in other disciplines such as foreign language learning, drama, and public
speaking.
Intrinsic values/cores related:
Excellence, Respect, Empathy

Striving for excellence in pronunciation reflects a commitment to personal growth and

learning. Respect is shown through the effort to communicate clearly and correctly,
acknowledging the importance of language in connecting with others. Empathy is
demonstrated by understanding and adapting to the communication needs of others,
ensuring our speech is clear and considerate.

Societal Reflection:

Effective communication is a vital skill in society. Mastering syllable stress helps

individuals articulate their thoughts clearly, reducing misunderstandings and fostering
better relationships.

Biblical Reflection:
Proverbs 15:1 states,
"A gentle answer turns away wrath, but a harsh word stirs up anger."

Reflect on the power of words and strive to speak kindly and thoughtfully. By mastering
syllable stress, you can ensure your words are gentle and well-received, aligning with
the biblical value of kindness in your interactions.
Transition Statement:
To affirm what we learned, please get a ¼ sheet of paper for your quiz.

IV: Evaluation/Assessment (8 minutes)

“Stress Marking”
Instruction: You will be provided with a list of new words then, identify and mark the
stressed syllable.

Transition Statement:
Let's summarize what we've learned today.

V: Summary/Synthesis: (3 minutes)
Student-generated Synthesis:
Understanding syllable stress helps us communicate more clearly and effectively,
reflecting the Marian-Teresian values of excellence and compassion in our interactions.
Formal Closure (3 minutes)
As Marian-Teresian students, let us strive to apply our knowledge of syllable stress to
enhance our communication skills, embodying the virtues of clarity and kindness in all
our conversations.

Purposive Assignment (2 minutes)

Find five new words at home, identify the stressed syllable, and practice pronouncing
them correctly. Write the words on a ¼ sheet of paper then mark the stress syllable.

DAY 4
Focus: Difficult Pairs of Words
Learning Target/s:
1. I can read correctly the difficult pairs of words.

I. Introduction (Preliminaries/Explore)
Opening Routines:( 3 minutes)
C – Cleanliness
O – Orderliness
P – Prayer
A – Attendance

Review: (3 minutes)
The teacher will ask the students to summarize the previous lesson they
studied. After the students summarize the previous lesson, they add some
 remarks. If there are no more questions or clarifications from the previous
session, the class can move on to the topic for today's lesson.

Motivation: (5 minutes)

Activity 1: The teacher will introduce a game called “Flashcard Frenzy.” Using
flashcards with difficult pairs of words, the teacher will flash a card to the class and have
students raise their hand and tell the correct pair.
https://quizlet.com/ph/989542598/flashcard-frenzy-flash-cards/?i=263ssz&x=1jqt
Process Questions:
1. How did quickly identifying the pairs of words help you reinforce their correct
pronunciation and meaning?
2. Which pairs of words did you find most challenging to match, and why?
Transition statement:
Now that we understand the challenge, let's explore how to correctly pronounce
and use these difficult pairs of words.

II. Interaction (Lesson Development/Firm Up/ Deepen)

A. Presentation of Concept (3 minutes).
The teacher presents the Difficult Pairs of Words to the class through video.
Transition Statement:
Let's practice identifying and pronouncing these pairs of words with some activities.

B. Learning Activity (40minutes)

Activity 2: Group Activity followed by the conduct of an interactive discussion.
Instruction:
Work in a group; then, brainstorm to create an interactive presentation with the given
multiple intelligence for each group.
Group 1: Poster Making (Spatial Intelligence)
Group 2: Talk Show (Verbal Intelligence)
Group 3: Song Composition (Musical Intelligence)
Group 4: Short Story (Linguistic Intelligence)
Group 5: Act Out/Skit (Bodily-Kinesthetic Intelligence)
Process Questions:
1. How did creating a visual representation help you understand and remember the
difficult pairs of words?
2. How did discussing the difficult pairs of words in a talk show format help you
articulate their meanings and correct usage?
3. How did composing a song help you reinforce the correct pronunciation and
meaning of the difficult pairs of words?
 4. How did composing a song help you reinforce the correct pronunciation and
meaning of the difficult pairs of words?
5. How did composing a song help you reinforce the correct pronunciation and
meaning of the difficult pairs of words?

Transition Statement:
Now that we've practiced with sentences, let's see how we can apply this
knowledge in different contexts.

III. Integration (Broadening of concept/Transfer of learning/Processing) (10 minutes)

Process Questions:
1. How can understanding these difficult pairs of words help you in your daily
communication?
2. Can you think of any other pairs of words that are commonly confused?
Transition Statement:
Let's reflect on how understanding these pairs of words relates to our values and
beliefs.

Intrinsic values/cores related:

Integrity, Responsibility

Accurate use of language reflects integrity, as it involves being truthful and precise in
communication. This responsibility extends to correcting mistakes and continuously
learning to improve communication skills.

Societal Reflection:
Effective communication is crucial in various aspects of society, including education, the
workplace, and personal relationships. Mastering difficult pairs of words can enhance
students' ability to express themselves clearly and confidently, which is essential for
academic success and career advancement.

Transition Statement:
Now, let's assess our understanding of difficult pairs of words.

IV: Evaluation/Assessment (8 minutes)

KWL Chart
What I Know What I Want to Know What I Learned

What I know about difficult What I still want to know What I learned (deeply)
pairs of words about difficult pairs of words about difficult pairs of words
Transition Statement:
Let's summarize what we've learned about propaganda techniques today.

V: Summary/Synthesis: (3 minutes)
Student-generated Synthesis:
The teacher asks the students to complete the sentence below.

Today, I learned that __________________________________, and as a Marian-

Teresian student, this has made me realize that
____________________________________________.

Formal Closure (3 minutes)

As Marian-Teresian students, let us strive to apply our knowledge of difficult pairs of
words to enhance our communication skills, embodying the virtues of clarity and
kindness in all our conversations.

Purposive Assignment (2 minutes)

Find five new pairs of difficult words at home, practice pronouncing them, and use them
in sentences. Write your answer in a ½ crosswise.

Instructional Materials, References, and Resources

 Speech Laboratory
 Laptop
 PowerPoint Presentation
 ECAS 8
 https://quizlet.com/ph/989542598/flashcard-frenzy-flash-cards/?i=263ssz&x=1jqt
 Pictures
 Videos
 Smart TV

LEGEND:
RED - TIME BUDGET
LIGHT BLUE - MOTIVATIONAL TECHNIQUES
PURPLE - ART OF QUESTIONING
ORANGE- COOPERATIVE LEARNING STRATEGIES/STUDENT-CENTERED
ACTIVITIES/CREATIVE DISCUSSION TECHNIQUE
GOLD - VALUES INTEGRATION
GREEN - HUMAN AND MATERIAL RESOURCES IN THE SCHOOL AND
COMMUNITY
DARK BLUE- RESEARCH SKILLS
BROWN - TECHNOLOGY RESOURCES

Prepared by:

MS. DANA JANE T. PATRICIO

MS. KATE ALYZZA C. TUBATO
English 8 Teachers

Checked by:

SR. MA. ROSITA D. DUHAYLONGSOD, TDM

Principal

LUZVIMINDA C. HONTIVEROS Ed. D

Academic Coordinator