LEARNING ACTIVITY SHEET

S.Y. 2020 - 2021

Name: Grade & Section:
Subject: ENGLISH 8 Date: March 8 - 12, 2021
Expert Teacher: Mrs. Aizelle S. Oinal Week: 2
Activity No: 4.2 (4th Quarter) Contact No.: 09094480244
Topic: Types of Text
Content Standard: The learner demonstrates understanding of how world literatures and other text types
serve as vehicles of expressing and resolving conflicts among individuals or group;
also how to use strategies in critical reading, listening, and viewing, and affirmation
and negation markers to deliver impromptu and extemporaneous speeches.
Performance The learner proficiently delivers an argumentative speech emphasizing how to solve
Standard: conflicts among individuals or group.
Learning At the end of the lesson, the following competency should be meet by the students:
Competency:  Develop paragraphs that illustrate each text type (narrative in literature,
expository, explanatory, factual and personal recount, persuasive) and make a
report about a recent incident that apply one type of text.
Learning Target: I can develop paragraph that illustrate each text type (narrative in literature,
expository, explanatory, factual and personal recount, persuasive) and make a report
about a recent incident that apply one type of text.
References: Ribo, L. & Ricardo, B. (2010). Language in Literature II. Philippines: Vibal Publishing
House, Inc.
Values/Attitudes: Excellence

I – ESSENTIAL IDEAS
TYPES OF TEXT:
1. Narrative

A narrative paragraph helps tell a story. It expresses the chronology of

a specific event and give enough information that the reader can understand
not only the order of the event but the entire event itself. It could be tale, novel,
an account of one’s life, natural phenomena or social events.

2. Expository

An expository/ informative paragraph presents or explains facts and ideas. Writers use
informative paragraphs to define terms, to give directions, to explain processes, and tell how things
work. You can use then in various kinds of writing, from history papers to test answers to game
instructions.
Goal

The goal of expository writing is to explain or inform. The following chart shows four
approaches to expository writing. These approaches can be used alone, or they can be combined in
3. any expository- is
Persuasive piece of writing.
writing that tries to convince a reader to do something or to believe what you believe
about a certain topic.

The goal of persuasive writing is to make people think or act in certain way.
Remember these tips:
 State your position clearly and forcefully
 Consider you audience
o Who is my audience?
o How much does my audience know about my topic?
o Does my audience care about this topic?
 Many
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A descriptive paragraph describes how a person/thing looks or feels. In descriptive
paragraphs, you can describe people, places, objects, or events. The main purpose is to create an
image in reader’s minds. In short, it is a kind of painting with the words.
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5. Recounts
Recount Writing
A recount retells an experience or an event that happened in the past.  The purpose of a
recount can be to inform, entertain or to reflect and evaluate. A recount can focus on a specific
section of an event or retell the entire story.
Recounts are usually written in chronological order. This means putting things in the order
that they actually happened. If you don’t use chronological order in your recount writing, it could get

II – LEARNING EXPERIENCES
A. Clarifying Understanding (Day 1)
Comparison-contrast is another kind of expository writing. When you compare two things, you
explain how they’re similar. When you contrast two things, you explain how they’re different.
Comparing and Contrasting two items can be useful way of explaining them.

Directions: Write sentences by comparing and contrasting the pictures. Write your answers on the
box provided below. This part is good for 1 hour.

TELESCOPE MICROSCOPE

Similarities:

Differences:

COFFEE TEA

Similarities:

Differences:
B. Processing Questions (Day 2)
Text types are any pieces of writing that you read or create. A text type scaffold is a simple framework
that helps you to construct and create a piece of writing.
P
Directions: Explain the following questions, before you begin writing read again the lesson carefully and
plan what you will say. Your answer should be as well as organized and as carefully written as you can
make it. Use another sheet of paper for your answer. You are given 1 hour to finish this part.

1. What are the types of text?

2. Why is important to know and understand those types of text?

3. As a student, how can you apply the lessons you learned in your future studies? How helpful is this
to your daily living?

C. Framing Concept (Day 3)

The purpose of descriptive paragraph is to make our readers see, feel, and hear what we have seen,
felt, and heard. Whether we’re describing a person, a place, or a thing, our aim is to reveal a subject
through vivid and carefully selected details.

Directions: Below are two of Matsou Basho’s self-authored Haikus, come on and read them aloud then
describe the image by responding to the sensory map.

HAA

HAIKU 1 HAIKU 2
 HAIKU 1 HAIKU 2

D. Lifelong Learning (Day 4)

Recounts are usually written in chronological order. This means putting things in the order that they
actually happened. If you don’t use chronological order in your recount writing, it could get very
confusing.

Directions: You are now aware on how to write and organize recounts. This time, try making a factual
recount on your own. To do that, make a report about a recent incident that you witnessed in your place.
Be sure to apply what you learned! Write your answer on the space provided below.

Haiku 1
Haiku 1
 LEARNING ACTIVITY SHEET
S.Y. 2020 - 2021
Name: Grade & Section:
Subject: ENGLISH 8 Date: March 22 - 26, 2021
Expert Teacher: Mrs. Aizelle S. Oinal Week: 3
Activity No: 4.3 (4thQuarter) Contact No.: 09094480244
Topic: Narrative Paragraph
Content Standard: The learner demonstrates understanding of how world literatures and other text types
serve as vehicles of expressing and resolving conflicts among individuals or group;
also how to use strategies in critical reading, listening, and viewing, and affirmation
and negation markers to deliver impromptu and extemporaneous speeches.
Performance The learner proficiently delivers an argumentative speech emphasizing how to solve
Standard: conflicts among individuals or group.
Learning At the end of the lesson, the following competency should be meet by the students:
Competency:  Compose effective paragraphs
Learning Target: I can compose effective paragraphs
References: ROX – Self Learning Modules
Values/Attitudes: Excellence

I – ESSENTIAL IDEAS

The personal narrative  is the foremost enjoyable kind of assignment to put in writing because it provides
you with a chance to share a meaningful event from your life. How often does one to tell funny stories or brag a
couple of great experience and receive school credit for it?
A personal narrative can target any event, whether it's one that lasted some seconds or spanned some
years. Your topic can manifest your personality, or it can reveal happenings that shaped your outlook and
opinions. Your story should have a transparent point. If nothing involves mind, try one in all these examples:
• A learning experience that challenged and altered you;
• A new discovery that materialized in a noteworthy way;
• Something funny that happened to you or your family;
• A lesson you learned the hard way.

To write a narrative paragraph, start it with a brainstorming session. Take a few moments to write down
several memorable events from your life. Remember, this doesn’t have to be highly dramatic: Your event could
be anything. If you think your life doesn't have that many interesting events, try to come up with one or more
examples for each of the following:
 Times you laughed the hardest
 Times you felt sorry for your actions
 Painful memories
 Times you were surprised
Next, look over your list of events and narrow your choices by selecting people who have a
transparent chronological pattern, and people that will enable you to use colorful, entertaining, or
interesting details and descriptions. Finally, decide if your topic encompasses a point. A shaggy dog
story might represent irony in life or a lesson learned in an exceedingly comical way; a scary story might
demonstrate how you learned from miscalculation. Settle on the purpose of your final topic and keep it in
mind as you write.
II – LEARNING EXPERIENCES
A. Clarifying Understanding (Day 1)
Personal narrative (PN) is a prose narrative relating personal experience usually told in first person; its
content is nontraditional. "Personal" refers to a story from one's life or experiences. "Nontraditional"
refers to literature that does not fit the typical criteria of a narrative.
Directions: Read and study the sample diary from the book entitled The Diary of a Wimpy Kid. Make
your own 1-day diary that contains 4-10 sentences each. Write it on the space provided below. This part
is good for 1 hour.

African Child
Filipino Child African Child
B. Processing Questions (Day 2)
Personal Narratives also function as a means of self-exploration. Our stories inform us who we are, who
we can become, and who we cannot become. Additionally, these narratives transform who we are:
narrators act when they tell, creating new selves and transforming the existing self. Not only do our
memories of self-shape and are in turn shaped by personal narrative, but narrators shape their
narratives in order to overcome disjunction between reality and memory.
Directions: Explain the following questions, before you begin writing read again the lesson carefully and
plan what you will say. Your answer should be as well as organized and as carefully written as you can
make it. Use another sheet of paper for your answer. You are given 1 hour to finish this part.

1. For you, what is personal narrative paragraph?

2. Will you consider writing as a fond activity to do during your spare times? Why? Why not?

3. As a future writer, how did you start your personal narrative?

C. Framing Concept (Day 3)
Personal narratives arise from power structures, and are therefore ideological, simultaneously producing,
maintaining, and reproducing that power structure; they either support or resist the dominant meaning.
Power structures have been noted as an inherent influence on personal narratives gathered and
reported by ethnographers. It is argued life histories guided by questions are not personal narrative, but
fall somewhere between biography and autobiography because the ethnographer helps the teller shape
their story, and thus they cease to function for only the speaker.
Directions: In this part, complete the chart below. It will help you to evaluate your understanding of the
lessons that will be taken on this topic. You will be asked to fill in the information in a different section of
this topic. Write your answer in the given table. You will be given 55 minutes to complete this task.

How can I Apply this

What did I Learned? to my daily life?
What do I Know?

D. Lifelong Learning (Day 4)

The purpose of our personal narrative is: to build trust and connection with our audience – to connect our
audience with values within them that will motivate them to act – to contextualize facts and data in ways
that are meaningful and memorable – to sow seeds and evoke curiosity to learn more – to hold a mirror
to.
Directions: Choose from any of the following topics for your personal narrative. Compose effective
paragraphs with a minimum of 150 words is required. Write it on a space provided below.
 Most Memorable Place I Visited
 The Happiest Event in my Life
 My Ultimate Goal in Life
 My Dream Vacation
 LEARNING ACTIVITY SHEET
S.Y. 2020 - 2021
Name: Grade & Section:
Subject: ENGLISH 8 Date: March 29 – April 2, 2021
Expert Teacher: Mrs. Aizelle S. OInal Week: 4
Activity No: 4.4 (4th Quarter) Contact No.: 09094480244
Topic: Cause and Effect Relationship
Content The learner demonstrates understanding of how world literatures and other text types
Standard: serve as vehicles of expressing and resolving conflicts among individuals or group;
also how to use strategies in critical reading, listening, and viewing, and affirmation
and negation markers to deliver impromptu and extemporaneous speeches.
Performance The learner proficiently delivers an argumentative speech emphasizing how to solve
Standard: conflicts among individuals or group.
Learning At the end of the lesson, the following competency should be meet by the students:
Competency:  State the common problems in the society and the possible solutions.
Learning Target: I can state the common problems in the society and the possible solutions
References: ROX – Self Learning Modules
Values/Attitudes: Excellence

I – ESSENTIAL IDEAS

What is Cause and Effect Relationship?

When you speak, read or write, you come across or use words like because, since, as a result,
therefore, so, so that, then. These words and other similar terms are used to express causes and effects.
These words also happen to be transition signals. You were introduced to transition signals in general earlier,
but let us now focus on transitions to express cause and effect.
Problem and solution is a pattern of organization where information in a passage is expressed as a
dilemma or concerning issue (a problem) and something that was, can be, or should be done to remedy this
issue (solution or attempted solution).
Problem-solving is a process – an on-going activity in which we take what we know to discover what
we don’t know. It involves overcoming obstacles by generating hypo-theses, testing those predictions, and
arriving at satisfactory solutions.
Problem-solving involves three (3) basic functions:
1. Seeking information
2. Generating new knowledge
3. Making decisions
And sometimes in solving problems we need to use modals. Modal is a verb that is indicating
modality – that is: likelihood, ability, permission, request, capacity, suggestions, order, obligation, or
advice. In English, the modal verbs commonly used are can, could, may, might, must, will, would, shall,
should, ought to, had better, “have to” and sometimes need or dare.

II - LEARNING EXPERIENCES
A. Clarifying Understanding (Day 1)
"Cause and effect" is a relationship between events or things, where one is the result of the other or
others. This is a combination of action and reaction. Cause-and-effect definition, noting a relationship
between actions or events such that one or more is the result of the other or others.
 Directions: Analyze the pictures below and write their possible connections on the space provided. This
part is good for 1 hour.

1. ___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

2. __________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

3. _________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

B. Processing Questions (Day 2)

The purpose of the cause-and-effect essay is to determine how various phenomena relate in terms of
origins and results. Sometimes the connection between cause and effect is clear, but often determining
the exact relationship between the two is very difficult.
Directions: Explain the following questions, before you begin writing read again the lesson carefully and
plan what you will say. Your answer should be as well as organized and as carefully written as you can
make it. Use another sheet of paper for your answer. You are given 1 hour to finish this part.

1. What is the difference between cause and effect?

 3. As a student, how will you know the possible solution of the common problems on the society?

C. Framing Concept (Day 3)

It is important for students to know and understand what cause and effect situations are.
They should be able to identify an event that is responsible for the cause that resulted in an
effect.
Directions: Look and analyze the picture shown below then answer the table provided. This part is
good for 1 hour.

What do you think is/are the problems on What do you think is/are the solutions?
the picture?
D. Lifelong Learning (Day 4)
Cause and Effect Relationship of a situation or a particular phenomenon that happened around us.
Sometimes in our daily living, the cause of something is always what happens first and the effect is
the resulting outcome (or what happens second).
Directions: In the table below, write the common problems in your society and state what could be
the possible solution about it. This part is good for 1 hour.

Problem/s Solution/s
 LEARNING ACTIVITY SHEET
S.Y. 2020 - 2021

I - Essential Ideas
 Include a reference list in every paper in which


LEARNING ACTIVITY SHEET

S.Y. 2020 - 2021
Name: Grade & Section:
Subject: ENGLISH 8 Date: April 5 – 9, 2021
Expert Teacher: Mrs. Aizelle S. Oinal Week: 5
Activity No: 4.5 (4th Quarter) Contact No.: 09094480244
Topic: Subordinating and Coordinating Conjunctions
Content Standard: The learner demonstrates understanding of how world literatures and other text
types serve as vehicles of expressing and resolving conflicts among individuals or
group; also how to use strategies in critical reading, listening, and viewing, and
affirmation and negation markers to deliver impromptu and extemporaneous
speeches.
Performance The learner proficiently delivers an argumentative speech emphasizing how to
Standard: solve conflicts among individuals or group.
Learning At the end of the lesson, the following competency should be meet by the
Competency: students:
 Identify the correct subordinating and coordinating conjunctions in the
sentence
 Write a short essay applying the different conjunctions
Learning Target: I can identify the correct subordinating and coordinating conjunctions in the
sentence
I can write a short essay applying the different conjunctions
References: ROX – Self Learning Modules
Values/Attitudes: Excellence

I – ESSENTIAL IDEAS
Coordinating conjunction- is a word that connects words, phrases, or sentences. When a coordinating
conjunction joins together two sentences, the resulting sentence is called a compound sentence.
Each of the above coordinating conjunctions has a specific function that they serve when used in sentences.
 For- Is used to explain the ‘why’ in a situation.
Example: She needs to be home for her kids.
 And- It is used when two similar clauses or points are made.
Example: The taxi stopped at the train station and two men got out of it.
 Nor- It is used about similar two items but in the negative sense. It is generally used after a neither(-
neither, -nor)
Example: She is neither tall nor fat.
 But- It is generally used to show a contrast between two clauses.
Example: I like living in the city but my brother prefers living in the country.
 Or- Is used to suggest an option or alternative
Example: Don’t tell John about his birthday party or you’ll spoil the surprise
 Yet- Is used to show a contrast in spite of something.
Example: She regrets having spoken to her friend like that, yet, she hasn’t apologized.
 So-This word is used to show the consequence or result of something
Example: I’ve just eaten dinner so, I’m not hungry.

Subordinate conjunction
 Introduces the less important or subordinate idea that supports the main idea.
 Introduce dependent clause. A dependent clause has a subject and a predicate but cannot stand alone
as a sentence. Instead it is connected by a subordinating conjunction to an independent clause, which
can stand alone.
 Makes clear the relation between two ideas of unequal importance. The most common
subordinating conjunctions are the following:
Place: where, wherever
Example: Wherever they go, they can always be proud of their tremendous achievement.

Manner: as, as if, as though, how

Example: As time goes by, Asia needs to be reminded of its majesty in all spheres of human activity.

Purpose: so that, now that, as, as if, as though

Example: Asia week features the best of Asia so that Asians will be honoured for doing good for
themselves, for their own families and for their countries.

Condition: if, unless, until, in case, even if

Example: There will be no peace unless we unite and join with one another to achieve a common goal.

Note: The subordinate idea or clause may come before or after when it comes before the main idea.

II – LEARNING EXPERIENCES
A. Clarifying Understanding (Day 1)
A conjunction is a part of speech that connects two words, sentences, phrases, or
clauses. Conjunctions help add variety to your writing because they can be used to create sentences
with different styles and meanings.
A.1 Directions: In this part, your task is to read and analyze the sentences below. Underline the correct
coordinating conjunction.
1. They were poor, (and, but) often suffered great hardship.
2. He overslept himself (and, but) thus missed the train.
3. That coat cannot be mine, (and, but, for) it is too big for me.
4. As a boy he had never been to school, and (therefore, for, yet) he had no opportunity learning to read
and write.
5. This must not happen again, (or, but, and) you will be dismissed.
6. He is rich, (and, therefore, but) he is not happy.
7. Hurry up, (and, or, yet) you will be late.
8. He must have done his duty, (for, so, therefore) he is a conscientious man.
9. He tried hard, (but, and, so) he did not succeed.
10. The parents were horrified (therefore, for, so) they saw blood stains on the floor and no sign of their
child.
A.2 Directions: Identify the subordinating conjunction in the following sentences. Underline the correct
answer inside the parenthesis.
1. The children were happy (while, when) the show began.
2. This is the place (where, until) the accident occurred.
3. (Though, whether) he worked hard, he couldn’t win the first prize.
4. I will go even if he forbids me.
5. She will not come (even if, unless you invite her.
6. (Unless, though she is pretty, I don’t like her.
7. It is surprising (that, when) she didn’t invite you.
8. Will you wait here (when, until) I come?
9. I couldn’t go (though, because) it was raining.
10. (Since, because) the sky is over cast we will cancel the picnic.

B. Processing Questions (Day 2)

As a part of speech, conjunctions are important in conveying the whole thought of the spoken or written
language. The importance of conjunctions lies in the fact that they make any sentence sensible and
comprehensible.
Directions: Explain the following questions, before you begin writing read again the lesson carefully and
plan what you will say. Your answer should be as well as organized and as carefully written as you can
make it. Use another sheet of paper for your answer. You are given 1 hour to finish this part.

1. In your own idea, what is conjunction?

C. Framing Concept (Day 3)
A conjunction is a part of speech that functions as a connector between two sentences, clauses,
phrases, or words. We often use conjunctions in speech without realizing it. In writing, they can be
effectively used in lieu of starting a new sentence.
Directions: Complete the statements below. Write your answer on the lines provided below. This part is
good or 1 hour.

I learned that coordinating and subordinating conjunctions are

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Coordinating and subordinating conjunctions are important because

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

D. Lifelong Learning (Day 4)

Subordinating conjunctions connect two different clauses and unite them as one. Coordinating
conjunctions also have different function in sentences. One shows reason; the other shows agreement,
and so on. Yet all are important to express the message correctly.
Directions: Write a short essay entitled “How Can I Help Fight Covid19”. Underline the coordinating
conjunctions and encircle the subordinating conjunctions. How this conjunction really helps you in your
daily life? Write your answer on the space provided.