SEMI-DETAILED LESSON PLAN IN ENGLISH 8

Name of Teacher: Retchel P. Ontas Teaching Date: January 18, 2024

Observer: Pepsi C. Lopez – Master Teacher I Teaching Time: 10:00am-11:00am

I.OBJECTIVES
A. Grade Level The learners demonstrate communicative competence through his/ her understanding of
Standards Afro-Asian Literature and other texts types for a deeper appreciation of Philippine Culture and
those of other countries.

B. Learning The learners are able to share ideas using opinion-marking signal.
Competency/
ies
C. Learning At the end of the lesson, the learners would have been able to:
Objectives 1. identify opinion-marking signals;
2. use opinion-marking signals in sharing their own thoughts; and
3. share ideas using opinion-marking signals through talk show, advertisement, and
poem.

II. CONTENT Opinion-Marking Signals

A. Instructional 7Es, Communicative Language Teaching, Modeling, Brainstorming and Cooperative Learning
Strategy/
Approach/
Method to
Learning
III. LEARNING
RESOURCES
PIVOT 4A Learner’s Material: Quarter 2 English 8 pages 13-17
Reference/s Curriculum and Learning Management Division, DepEd Calabarzon (2020)
https://youtu.be/BMsaUL1Kczc
https://youtu.be/2AM4X21OeQw

IV. PROCEDURES Teacher’s Activity Learner’s Annotation

Activity
A. Preliminari Prayer Prayer,
es Greetings greetings,
Checking of Attendance checking of
(Teacher may ask the class monitor in-charge to do the attendance and
attendance checking) posting of house
Presentation of Classroom Norms rules are done.

B. Review The teacher asks the learners about the topic and the
lesson last meeting. Teacher poses the following:

1. What are the five (5) visual elements? The five visual
elements are
graphs, tables,
maps, captioned
graphics and
flowchart.

2. What is their primary function? Their primary

1
 function is to
improve reading
comprehension
of a reading
material.

C. Purpose ELICIT Indicator 2:

Teacher tip: Teacher groups the learners into three (3) and gives a cabbage Used a
model to give the learners an equal chance of being selected. range of
The teacher instructs the learners to do the activity titled teachcing
“Cabbage Relay”. strategies
that
Directions: Relay the cabbage to other group while the enhance
music is playing. When the music stops, the group where learner
achievement
the cabbage landed peel a leaf to reveal the question. The in literacy
group member handling the cabbage read the question and
and answer it. numeracy
skills.

1. Describe your classmate Febrille Creencia starting

the phrase “I believe”.
2. Share your thoughts about the Christmas party Learners’
using the expression “It seems”. answer may
3. What is your opinion why Ms. Universe Philippines, vary
Michelle Dee has not been picked as one of the top
5? Start your answer with “I think”.

The teacher processes the activity by asking the ff.

questions:

1. Based from our activity, what do you think is our

lesson for today? Our lesson for
today is about
Opinion-
Marking Signal.
The teacher then instructs the learners to read the
objectives of the lesson aloud. Teacher may opt to call
learners individually.

At the end of the lesson, the learners would have

been able to: Learners read
a. identify opinion-marking signals; the objectives of
the lesson aloud.
b. use opinion-marking signals in sharing
their own thoughts; and
c. share ideas using opinion-marking
signals.
D. Examples/ ENGAGE
Instances
of new The teacher plays the video on the 2019 Miss Universe Learners watch Indicator 3:
lesson Q&A. the video on the Applied a

2
 2019 Miss range of
Universe Q&A. teaching
strategies to
develop
critical and
creative
thinking, as
well as other
higher order
thinking
skills.
https://youtu.be/BMsaUL1Kczc

Guide questions:

1. In which continent the country of the top 5 Asia, Africa,

Indicator 1:
candidates belong? North America
Applied
and South knowledge
America of content
within and
2. If you are in top 5, what is your chance of winning 1/5 = .2 x 100 = across
the Miss Universe Crown? 20% curriulum
teaching
area
3. What is the message conveyed by Ms. South Africa Learners’
in her answer? answers may Indicator 2:
Used a
vary.
range of
4. What have you noticed with the candidates on how teachcing
they answer the questions? strategies
that
5. What do you call the expressions they used? enhance
learner
achievement
in literacy
and
numeracy
skills.

E. Discussing EXPLORE Indicator 1:

new The teacher then instructs the learners to watch the MELC- Applied
concepts based discussion on using opinion-marking signals. knowledge
and of content
within and
practicing across
new skills curriulum
teaching
The learners area.
watch the
MELC-based
discussion on
using opinion-
marking signals.

https://youtu.be/2AM4X21OeQw

3
F. Developing EXPLAIN Indicator 2:
Mastery The teacher asks the following questions: Used a
range of
1. What is opinion-marking signal? Opinion teachcing
strategies
marking signals that
are words or enhance
phrases used to learner
identify an achievement
opinion. in literacy
and
2. What are the general categories of opinion- The general numeracy
marking signals? categories of skills.
opinion-
marking signals
are expressing
personal
opinion,
expressing
general opinion,
agreeing to an
opinion and
disagreeing to
an opinion.

3. Where do opinion-marking signals usually located? Opinion-

marking signals
are usually
located in the
beginning of a
sentence.

The teacher gives additional examples using opinion-

marking signals with reason to support the opinion.

Opinion: My favorite outdoor activity is gardening.

Reason 1: Gardening promotes physical exercise.

Reason 2: It helps reduce stress

Reason 3: We can help our environment become

greener and healthier place to live.

4
G. Finding ELABORATE
practical Teacher instructs the learners to work with their group in The students Indicator 7:
application doing their activity. They are given ten (10) minutes to do Established
have a group
s of the task and share their output in the class. a learner-
activity on centered
concepts
sharing three culture by
Directions: Work with your group in sharing three (3) using
reasons to support the given opinion. You are given five (3) reasons to
teaching
(5) minutes to do the task. Be ready to present your output support the strategies
in the class. Your work will be rated by the other groups given opinion that respond
based on the rubric for sharing opinion. which will be to their
presented linguistic,
Group 1 cultural,
through their socio-
OPINION: It is better to give than to receive.
own style in eonomic and
Reason 1: religious
front
Reason 2: backgrounds
Reason 3: of the class.
.
They will share
Group 2 their group
OPINION: It is a must to regulate the use of mobile output to the
phones at school. class after the
Reason 1: given time and
Reason 2: rate the other
Reason 3:
group’s output
based on the
Group 3
OPINION: It’s more fun in the Philippines than in rubric.
other Asian countries. Indicator 9:
Used
Reason 1:
strategies
Reason 2: for providing
Reason 3: timely,
accurate
Teacher processes the students’ group activity. and
constructive
feedback to
improve
learner
performance
.
H. Making The teacher asks the learners: Indicator 9:
generalizati Used
on and 1. What is the use of opinion-marking signals? They are used to strategies
abstraction introduce one’s for providing
timely,
own personal accurate and
point of view or constructive
perspective feedback to
towards a improve
specific topic. learner
performance
2. Why is it important to use opinion-marking signals It is important .
in sharing ideas? to use opinion-
marking signals
to signify that
the statements
are opinion-

5
 based.
Any questions?
I. Evaluating EVALUATE Indicator 9:
Learning Teacher instructs the learners to get ¼ sheet of paper for the Used
quiz. strategies
for providing
A. Formative Assessment timely,
Directions: Identify the opinion-marking signals used in accurate
and
each statement. Write your answer in your answer sheet.
constructive
feedback to
1. From my point of view, bringing mobile phones to 1. From my improve
school must be regulated. point of view learner
2. Most people think that its better to do exercise 2. Most people performance
outside in fresh air. think .
3. In conclusion, my attitude towards this case is that 3. My attitude
students can bring their mobile phones to school towards this
for emergency cases. case
4. I believe
4. Firstly, I believe that Philippines is known for its
hospitable people. 5. Many tourists
5. Also, many tourists think that Philippines has the think
most beautiful islands and beaches.

B. Summative Assessment The students will

The teacher instructs the learners to work with their group in have their
doing their activity. They are given ten (10) minutes to prepare differentiated task
and present their output in the class. by group. They Indicator 7:
will present their Established
Directions: Work with your group in doing the assigned output in the class a learner-
task to you. You are given ten (10) minutes to complete after the given centered
the task and present it to the class after. You will be time. Their culture by
assessed using the rubric. presentation will using
be assessed using teaching
Group 1: Present a talk show using opinion-marking
the rubric. strategies
signals.
that respond
Group 2: Present an advertisement using opinion-marking
to their
signals. linguistic,
Group 3: Compose a poem using opinion-marking signals cultural,
and share it to the class. socio-
eonomic and
religious
backgrounds

Additional EXTEND Indicator 8:

activities The teacher gives a take home activity to the learners. Learners do Adapted and
their activity. used
Directions: Choose a topic below and research for culturally
appropriate
information about it. Write a 3-paragraph essay sharing teaching
your opinions about it with the use of opinion-marking strategies to
signals. Be guided by the rubric for essay writing. address the
 Indigenous People of Agusan del Sur needs of
learners
 Violence Against Women and their Children
from
 Rights of Persons with Disabilities indigenous
 Privileges of Senior Citizen groups.

6
 Prepared by: Checked by: Noted by:

RETCHEL P. ONTAS PEPSI C. LOPEZ JEZREEL L. BALANSAG

Subject Teacher Master Teacher I/CO Rater Princip

Rubrics for Sharing Opinion

Criteria 5 4 3 Score
Main Idea or Response rephrases the Response declares Writer’s main idea or
Opinion questions while writer’s main idea or opinion is not clear.
declaring the writer’s opinion.
main idea or opinion.
Details and Writer shares at least 3 Writer shares 1 or 2 Writer shares a little or
Evidence clear examples and examples and evidence no evidence and
evidence to support to support their idea or examples to support
their idea or opinion. opinion. their answer.
Organization, Writer’s response has a Writer’s response flows Response needs
Grammar, Usage clear beginning, middle but the beginning, stronger transitions.
and Punctuation and end. Grammar, middle or end is not Grammar, usage and
usage and punctuation clear. Grammar, usage punctuation make the
makes the writing and punctuation shows text difficult to
readable. readability. understand.
Total Score

Rubrics for Scoring the Performance on Talk Show, Advertisement, Role Playing, Poster
Making, Poem Recital and Song Rendition
Criteria 5 4 3 Score
Manner Group members are Group members are well- Group members are
well-mannered. There mannered. There is an well-mannered. There is
is a highly evident evident participation of an evident participation
participation among some of the members. of only few members.
members.
Matter Group output Group output somehow Group output slightly
excellently adheres to adheres to the task given. adheres to the task
the task given. given.
Method Group presents a highly Group presents a Group presents an
authentic output. somewhat authentic output.
output.
Total Score

Rubrics for Essay Writing

Criteria 5 4 3 2 Score
Quality of Piece was written Piece was written in Piece had little style Piece had no style or
Writing in an extraordinary an interesting style or voice voice
style and voice and voice
Gives some new Gives no new
Very informative Somewhat information but information and very
and well-organized informative and poorly organized poorly organized
organized
Grammar, Virtually no Few spelling and A number of So many spelling,

7
Usage & spelling, punctuation errors, spelling, punctuation and
Mechanics punctuation or minor grammatical punctuation or grammatical errors
grammatical errors errors grammatical errors that it interferes with
the meaning
Total Score