GRADE 8: QUARTER 1

UNIT TOPIC: CONNECTING WITH AFRICA

SUB TOPIC/S Lion and Work Song
Monday Tuesday Wednesday Thursday Friday
(06-10-19) (06-11-19) (06-12-19) (06-13-19) (06-14-19)
TOPIC/LESSON ORIENTATION African Chants and Songs INDEPENDENCE CHANT MAKING CHANT PERFORMANCE
DAY
CONTENT The learner demonstrates understanding of: African literature as a means of exploring forces that human beings conntend with; variuos
STANDARDS reading styles vis – à-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 The learner transfers learning by composing and delivering an informative speech based on a specific topic of interest keeping in mind the
STANDARDS proper and effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior.
ESSENTIAL 1. Songs and chants is essential to the Africans’ daily lives for it keeps them company in doing their chores.
UNDERSTANDING 2. Chants become a vehicle for propagating the culture of a group of people because it serves as a living testament of how important
music is in Africans’ daily lives.
ESSENTIAL 1. Why songs and chants indispensable in the daily lives of the African people?
QUESTION 2. How do chants become a vehicle for propagating the culture of a group of people?
OBJECTIVES a. I can actively participate a. I can identify the a. I can participate a. I can participate actively
in an ESL Game “Listen distinguishing features of actively in composing in performing an original
Carefully”; notable African chants a Chant with a team Chant with a team
b. I can get aware with the
b. I can determine the
basic rules and classroom
policies; and meaning of words that
correspond to the
c. I can note important definitions using context
details from the material clues; and
viewed; and
c. I can use Venn Diagram
d. I can work effectively
with a team. appropriately in classifying
African Chants
EXPLORE *The teacher will start the
class with a game “Listen
Carefully”
*The teacher will ask for a
student who is willing to
lead the class. Have
him/her give instruction to
his/her classmates.
 Other students must
do what the leader
says.
 At this time, whatever
the leader says,
others student must
do different actions as
their response.
 Note: When the
FIRM-UP leader says “Walk to
the window” and then
walk to the door,
DEEPEN
others must do what
the leader said, not
what he/she did.
*The teacher will allow
them to do the task in 5-
10 minutes.
**Orientation**
TRANSFER
*Note taking Activity*
[Individual]
Review of the previous
activity.
Socratic Method:
1. What is the vast
continent in the world?
2. Could you share
something about this
continent?
3. How about its
literature?
Presentation of EU and EQ
then objectives.
*The teacher will then present
a one stanza poem:
“Planting rice is never fun—
bent from morn till the set of sun,
cannot stand and cannot sit,
cannot rest for a little bit”
Discussion of the
distinguishing features of
notable African chants
*Determining the meaning of
words that correspond to the
definitions using context clues
[By Pair]
* Using Venn Diagram
appropriately in classifying
African Chants [Individual]
Chant Making and Practice Performance Day
 -The teacher will let the
students view a video
presentation entitled facts
about Africa.

*The teacher will group

the class into Seven

*Group Quiz

CLOSURE *The teacher will assign *The teacher will collect the *The teacher will collect the *The teacher will announce
an assignment: Venn Venn Diagram Templates for chants as the group’s EXIT the scores and will give
Diagram Template checking. PASS feedbacks
*The teacher will drive the
class to go back to the EU
and EQ
*The teacher will elicit
students gained knowledge
or reflection about the topic
MATERIALS › Chalk › Laptop › Book
› Manila Paper › Monitor › Chalk
› Book › Book › PPT
› PPT › PPT › Monitor
REFERENCES -English in Perspective Afro-Asian Literature 8
-www.ESLKIDSGAMES.com
 Criteria

Rating

Originality and Interpretation Appropriateness of lyrics which is 30%

originally composed and the
manner in which the piece is
internalized & presented

Delivery Quality of voice, fluency, 30%

pronunciation, blending &
harmony

Stage Presence Stage poise, eye contact & 20%

audience impact
Costume & Sound Effects Attire is related to concept, sound 10%
production

Mastery of Piece Memorization 10%

 GRADE 8: QUARTER 1
UNIT TOPIC: CONNECTING WITH AFRICA
SUB TOPIC/S African Chants and Song/ African Epic
Monday Tuesday Wednesday Thursday Friday
(06-17-19) (06-18-19) (06-19-19) (06-20-19) (06-21-19)
TOPIC/LESSON Conjunctions Types of text and
Scanning, Skimming and
Speed Reading
ESSENTIAL 3. Songs and chants is essential to the Africans’ daily lives for it keeps them company in doing their chores.
UNDERSTANDING 4. Chants become a vehicle for propagating the culture of a group of people because it serves as a living testament of how important
music is in Africans’ daily lives.
ESSENTIAL 3. Why songs and chants indispensable in the daily lives of the African people?
QUESTION 4. How do chants become a vehicle for propagating the culture of a group of people?
OBJECTIVES a.

EXPLORE

FIRM-UP

DEEPEN 

TRANSFER  

CLOSURE 

MATERIALS › Chalk › Laptop › Book

› Manila Paper › Monitor › Chalk
› Book › Book › PPT
› PPT › PPT › Monitor
REFERENCES -English in Perspective -English in Perspective Afro- -English in Perspective Afro-
Afro-Asian Literature 8 Asian Literature 8 Asian Literature 8
-Youtube -Grammar and Writing -Grammar and Writing
Workbook Workbook
-Echoes Integrated English
Arts and Skills