Kaunlaran Integrated School Foundation Incorporated

UPV Campus, Miagao Iloilo

Secondary Level
S.Y. 2021 – 2022

LEARNING PLAN
SUBJECT: ENGLISH GRADE LEVEL: EIGHT (8) NAME: CHRIS PATRICK N.
AGUILLON

Content Standard: The student demonstrates Transfer

understanding of South and West Asian Literature as
an expression of philosophical and religious beliefs; Students will be able to independently use
information flow in various text types; reality, fantasy, their learning to:
and opinion in listening and viewing materials; word 1. Deliver a persuasive speech.
decoding strategies; and use of information sources, 2. Deliver an informative speech with the
active/passive constructions, direct/reported speech, aid of visuals.
perfect tenses, and logical connectors in journalistic
writing.
Performance Standard: The student transfers Meaning
learning by composing and delivering an informative
speech based on a specific topic of interest keeping in Understanding:
mind the proper and effective use of parallel Student will understand that:
structures and cohesive devices and appropriate 1. Sentence forms, if not used
prosodic features, stance and behavior. appropriately can cause confusion
instead of understanding.
2. A child owes his/her life to his/her
parents. As such, he/she has the
obligation to always care for them.
3. Comparing people will prevent us from
appreciating a person for who he/she
really is. Treated with care and
understanding, and their condition
should not be looked at as a curse or
misfortune, but as an opportunity to
help.
Essential Questions
The students will keep considering the
following questions:
1. Why should mistakes in pronunciation
not to be used as basis to insult others?
2. Why must we adjust our voices
depending on the situation?
3. Why can we not use colloquial
expressions all the time like in school or
formal events?
4. Why should violence not be used as a
means to settle conflict?
5. Why is it important to remain polite in
all types of conversation?
Acquisition
Students will know:
1. Chinese literature
2. Works that represent Chinese literature
3. Authors of famous Chinese literary
works
4. Context clues
5. Word meaning
6. Parts of a word
7. Prefixes
8. Root words
9. Suffixes
10. Synonyms
11. Antonyms
12. Homonyms
13. Idioms
14. Examples of idioms
15. Study habits
16. The library
17. References in the library
18. The card catalog
19. The Dewey Decimal System
20. Figures of Speech
 21. Kinds of figures of speech
22. Rising-falling intonation
23. Rising intonation
24. Sentence patterns
25. Parts of a sentence
26. Sentence forms
27. Extensive reading
28. Intensive reading
29. Symbolism in literature
30. The sounds /s/ , /z/ , and /iz/
31. The sound /ü/
32. Derivational nouns
33. Count nouns
34. Mass nouns
35. Gender of nouns
36. Possessive case of nouns
37. Pronouns
38. Japanese poetry
39. The /ä/ sound
40. Japanese stories
41. The Chinese philosophers
42. “the Sound of the Great Bell”
43. “Say It With Flowers”

Students will be skilled at:

1. Appreciating Chinese literature
2. Improving vocabulary
3. Understanding context clues
4. Getting meaning through context clues
5. Explaining word meaning
6. Building words from basic parts
7. Deriving meaning from prefixes
8. Forming words by adding prefixes
9. Using suffixes to form varied words
10. Determining root words
11. Understanding synonyms, antonyms
and homonyms
12. Using idioms
13. Improving study habits
14. Finding materials at the library
15. Identifying reference books
16. Identifying figures of speech
17. Using the rising-falling and rising
intonations
18. Identifying the basic sentence patterns
19. Scanning texts
20. Changing sentence forms from one to
another
21. Expanding sentences through
modification
22. Understanding symbolism in literature
23. Enjoying reading through extensive or
recreational reading
24. Reading intensively
25. Identifying the theme of a literary work
26. Pronouncing the ending sounds /s/ , /z/ ,
and /iz/ correctly
27. Pronouncing the /ü/ sound correctly
28. Organizing information learned from a
video
29. Forming derivational nouns
30. Using determiners with count and mass
nouns
31. Identifying gender of nouns
32. Identifying the possessive case of nouns
33. Identifying and using pronouns
34. Appreciating Japanese poetry
35. Pronouncing words with the /ä/ sound
36. Understanding words with multiple
meanings
37. Using visuals effectively
38. Enjoying Japanese Zen stories
39. Skimming texts
 Evidences of Learning
Transfer or Performance Task #1
Engaging Scenario:
Scoring Rubric

Descriptor 4 3 2 1 Weight Total

Enumerated
Enumerated Enumerated Enumerated
and
and and and
concisely
concisely concisely concisely
explained at
Content explained at explained at explained at 4x3 12
least three
least four (4) least two (2) least one (1)
(3) qualities
qualities of a qualities of a qualities of a
of a good
good partner good partner good partner
partner
Pronounced Pronounced Pronounced Pronounced
words words words words
Pronunciati correctly and correctly and correctly and correctly and
on and Use used used used used
of appropriate appropriate appropriate appropriate
4x3 12
Appropriate prosodic prosodic prosodic prosodic
Prosodic features features features features
Features during the during most during some during few
entire parts of the parts of the parts of the
speech speech speech speech
Expressed Expressed
Expressed all Expressed
most some
Tact opinions with few opinions 4x3 12
opinions with opinions with
tact with tact
tact tact

Total 36 points

Transfer or Performance Task #2

Engaging Scenario:
For the past five lessons, you have learned about Japanese and Chinese literature. Since literature
mirrors culture and way of life, too, you can say you know a little about China and Japan. As such, you are
now ready to present the two countries to people.
To do this, you must create a virtually attractive Powerpoint presentation. The slides must contain
pictures of Japan and China, from people, to places, to food, and other items. The visuals have to be
colorful and attractive. Prepare a three-minute speech to tell people about the visuals, as if you were a
promoter presenting a product. Make sure that as you mention something the visual will be flashed on the
screen.

Scoring Rubric

Descriptor 4 3 2 1 Weight Total

Presented
Presented Presented
visuals for Presented
visuals only visuals only
Coverage of people, visuals for
for three for two 4x3 12
Visuals places, food one aspect
aspects of aspects of
and other of culture
culture culture
items
Used colorful Used colorful Used colorful Did not use
and and and colorful and
attractive attractive attractive attractive
Quality of
visuals. Did visuals. Did visuals. Did materials. 4x3 12
Visuals
not use not use not use Used
pixilated pixilated pixilated pixilated
materials. materials. materials. materials
Matched
Matched Matched Matched
Congruence speech and
speech and speech and speech and
between visual during
visual during visual during visual during 4x3 12
Speech and some parts
the entire most part of few parts of
Visuals of the
speech the speech the speech
speech
 Total 36 points

LEARNING EVENTS
(List of day to day Activities)

Lesson 1
Days 1 and 2

1. Begin th year by orienting the learners about English 8 as well as their worktext, English
Communication Arts and Skills 8 – 7th edition.
2. Direct them to helpful parts of the book, like the table of contents, which help them the locate
lessons.
3. Tell them, too, about the expectations for the class and how they must achieve these expectations.
4. Ask the learners if they have encountered Chinese people. Also, ask them about the good qualities
that they know Chinese people possess. Use this as a springboard for the lesson.
5. Make them open their worktexts to page 2 and read The Chinese Literature.
6. Let them read this expository text and as they do so, let them answer the questions at the side of
the paragraphs.
7. Use these questions to engage the learners in a meaningful discussion of the text.
8. After the discussion, let them answer Vocabulary Building on pages 4 and 5 of the worktext
individually.
9. Also, discuss Values Life Connection as a class.

Day 3
1. Proceed to Improving Your Vocabulary starting on page 5 of the worktext.
2. Teach Understanding Context Clues on pages 5 and 6 of the worktext.
3. Tell the learners that there are words whose meanings can be arrived at without the use of the
dictionary. As such, they must learn how to arrive at meaning through context clues.
4. Allow them to answer Exercise 2 on pages 7 and 8 of the worktext.

Day 4
1. Teach them Building Words from Basic Parts on pages 8 and 9 of the worktext. Specifically,
teach them about prefixes and meanings they convey.
2. Make them answer Exercise 3 on page 9 of the worktext.
3. Also, allow them to answer Exercise 4 on page 10 of the worktext along with a partner.