LESSON PLAN IN ENGLISH (GRADE 8)

3rd Quarter-Writing and Composition

Learning Competency: Compose an informative essay (EN8WC-IIId-2.2.16)

I. Objectives
A. At the end of a 60-minute period, 85% of the class will be able to:
1. identify the types of informational writing
2. manifest willingness in distinguishing contextual clues and identifying what
type of informational writing is utilized in the given texts
3. create an informative essay that encompasses the correct application of
the informational text structures

II. Subject Matter

Content Standard: Students should exhibit proficiency in identifying the types of
informational texts
Topic: Informative Essay
Concept/s: An informative essay is a type of nonfiction writing that seeks to
educate the readers about a particular topic, and its main
purpose is to increase the understanding of the readers
about a certain issue. Unlike other form of writing like
argumentative writing, informative writing starts with the
assumption of truthfulness, focusing on telling how or why.
Informational writing serves a lot of functions and these are
to define a term, to compare and contrast two things, to
analyze data, and it provides a-how-to. They do not,
however, present an opinion or try to persuade the readers.
Many examples of informational writing can be found in
newspapers, almanacs, and reference books.
Value/s: Importance of identifying what encompasses informational
texts.
References: Warner, C. (2015). Informational Writing: Types & Samples.
Retrieved November 14, 2020 from
https://study.com/academy/lesson/informational-writingtypes
samples.html#transcriptHeader
Materials: hand-outs, laptop, power point, manila paper, marker

III. Procedure:
A. Classroom Routine B. Activity Proper
1. Review. The teacher will have an oral recitation to recall the previous
lesson about contextual clues, by randomly selecting names from the
index cards.
 Students who will participate will have an additional five points for their oral
recitation.
a. What are contextual clues?
b. What are the four types of contextual clues?
c. Can you give an example of a sentence that consists of contextual
clues?

2. Guess what? The class will be divided into five (5) groups, and each group
will have a representative that will serve as their leader throughout the
day. After that, if the students are already settled, the teacher will hand-out
an example of an informative essay entitled "How to Travel Solo
Successfully" to the group leaders, and each group will try to guess and
decipher what kind of essay is the given text.

James Baldwin said it best. "I met a lot of people in Europe. I even
encountered myself" (Baldwin, 2014). Solo travel will not only reveal
colorful new heights, it will also introduce you to yourself - your resiliency,
your sense of adventure, your independence. Learning how to travel solo
is as intrinsic as tying your shoes, and it is something that can be learned
today.

The first, most obvious, way to travel solo successfully is to

research your area. The number one indicator of a tourist is someone
stopped in the middle of the sidewalk scanning the GPS on their phone.
According to World Travel News Report, four in fifteen tourists will be
pickpocketed if they stand still on a busy street (Parker, 2019). Arrive well-
informed on the area. Understand the public transportation system to the
point where you can blend in as a local.

Also, in line with safety, you may want to splurge on

accommodations. You can stay alone in a hostel, but read the reviews
carefully. Make sure it is in a safe area and security is a priority for them.
You might even want to consider a private room, some of which include a
private bath.

In terms of fun, pack for your lack of companionship. Bring a blank

journal to record your adventures. Pack a paperback to enjoy while you
wait out a rainstorm in a coffee shop. World traveler Samantha Byrnes
says, "I never travel with friends. When I'm exploring a new continent, my
journal is my only sidekick" (Byrnes, 2018).

This allows her to absorb her new surroundings, make new

acquaintances, and focus on the act of encountering herself. Byrnes
continues, "We lost sight of ourselves in the day-to-day. We focus on
work, family, to-do lists, chores. Solo travel allows us to return to ourselves
 so that, when we resume our day-to-day activities, we can give our all"
(Byrnes, 2018).

Learning how to travel solo successfully is an achievable feat. You

can stay safe if you remain knowledgeable on the area and choose your
accommodations wisely. Beyond that, you can experience true
transformation through the simple act of carrying a tattered old journal.
What do you say? Will you explore solo travel? Choose wisely, for it just
might change your life forever.

C. Analysis
After reading and comprehending the text entitled "How to Travel Solo
Successfully", the teacher will give the students enough time in order for
them to brainstorm and collaborate with their groups to answer the following
questions. After the given time, the teacher will call one representative from
each group to present and rationalize their answers.
a. How do you identify the main point of the essay?
b. What are the clues that allow you to know that it is an example of an
informative essay?

D. Abstraction
1. Deductive Approach. First, the teacher will thoroughly discuss the
topic and he will give emphasis on the essential key points of the
lesson. Second, the teacher will tackle about what is informative essay,
different types of informational essays, and how to write and identify
informative essay. And lastly, the teacher will give an exercise to test if
the students have absorbed or digested the lesson.

Informative Essay - aims to educate the readers on a certain topic.

Typically, this kind of essay will try to answer one of the five Ws’ such
as who, what, where, when, and why. It is important to note that in
writing informative essays you must never express your opinion
regarding the topic or issue or you should never try to convince others
to take a certain action or stance. That kind of role is expressly and
specifically reserved for persuasive essays. In addition, an informative
essay encourages readers to learn more about the subject and not to
persuade. The fundamental framework of an informative essay is very
simple. It requires an introduction, body, and conclusion.

o Introduction – is the opening part of the essay, otherwise known

as the introduction. In this part, this is your chance to present your
thesis statement and capture the reader's attention. One sentence
must be your thesis statement, making it very clear what the reader
will be informed about. In making the introduction, it is important for
 the writer to include the following: define the topic (what is
smoking), provide a brief background information about the topic,
and lastly, he/she must create a thesis statement that tells the
relationship of two things. For example, the relationship between
smoking and the increased risk of various lung diseases.

o Body – is the center of the text, this is the part where you explain
the thesis statement and capture the audience's attention with
strong evidence, statistics, assertions, and other supporting data.
The body, comprising the major part of the essay, will be several
paragraphs long. This is where you'll provide the central idea with
further details. Be sure that you dive deep into every area described
in the introduction.

o Conclusion – is the last part of the text, this is your chance, to sum
up the overall point of the essay in the previous paragraph. It
should motivate the reader to learn and gain more knowledge about
the topic. Be aware to recapitulate the thesis statement clearly. In
your introduction, you may have set out what would be addressed
in the essay. Offer a sentence or two to reaffirms what they learn
about those topic areas. Offer some closing remarks afterward that
glaze over the most important aspects. Finish on a strong note,
motivating your readers to learn and understand more. You might
even come up with a leading question.

5 Types of Informational Text Structures

The vast majority of texts are written for one or more of these three
purposes:
• To make an argument
• To inform
• To tell a story
To achieve these purposes, authors use one or more of the following 5
text structures:
• Description
• Sequence/Instruction/Process
• Cause/Effect
• Compare/Contrast
• Problem/Solution

Students must be able to unpack these 5 text structures and study their
components in order to fully understand and analyze informational texts,
whether they're reading textbooks, news articles, or works of literary
nonfiction.
1. Description

This is pretty straightforward. Texts that use this structure simply describe
something. With few exceptions, these texts also present plenty of details
about what they're describing.
A text using this structure might also:

• Tell you why something is being described

• Tell you why the described topic is important

• Provide examples of the described topic(s)

Descriptive texts are everywhere—in novels, works of literary

nonfiction, news articles, science textbooks—which makes sense because
the entire point of description is to present information.
2. Sequence/Instruction/Process

This text structure covers a few purposes:

• Sequential instructions (Step 1, Step 2, Step 3; do this, then do that,
and finally do this)
• Chronological events (This happened, then this happened, then that
happened, etc.)
• Arguments that use evidence to support a claim (presenting evidence
from least to most convincing)
When students read or write a text with this structure, the correct
order of the ideas is the key. Texts that use this format usually don't
present any event or instruction out of order, as doing so would make its
directions more difficult to follow.

Here is a non-exhaustive list of words and phrases that indicate a text

follows the sequence/instruction/process text structure:
After before during earlier

Eventually finally First from

how to in order Last meanwhile

Next now Until while

3. Cause and Effect

Cause and Effect text structures explain well, causes and effects.
Sounds pretty simple! But works that use this structure can become
 complex when an effect has multiple causes (or vice versa). Students will
encounter complex examples of cause-effect when they read historical
texts. Many events in history had more than one cause, all related in ways
that can be difficult to unpack.

Here is a non-exhaustive list of words and phrases that indicate a text

follows the cause/effect text structure:
because cause led to Reason

accordingly effect result Consequence

4. Compare and Contrast

This text structure involves a comparison involving multiple things,
revealing how they are similar and how they are different. Make sure your
students know that contrasting two or more things doesn't necessarily
mean identifying them as either good or bad. Comparisons simply relay
the differences; therefore, one thing could have both positive and negative
traits.
Here is a non-exhaustive list of words and phrases that indicate a text
follows the compare/contrast text structure:

alike Also Both comparable

even in common just as similar
although But despite difference
however Instead otherwise unlike

5. Problem and Solution

This text structure involves two parts:
• The author identifies a problem

• The author details a solution to this problem

Problem and Solution can be a very complex text structure, as it

necessitates the use of other structures, too. Clearly, the author needs to
describe the problem. The author would likely also explain the causes and
effects of the problem in order to argue in favor of their solution. What's
important here, as it is with any text in which an author marshals an
argument, is that the author uses only the information needed to advance
the argument or refute counterarguments. When students examine a text
that uses the Problem/Solution text structure, they should examine at least
two things: the argument as a whole and the individual components of it.
 3. Reflection (The Last Man Standing)
The teacher will have an oral recitation to test if the students have
fully grasped the important key points of the lesson. The students who
will be able to answer the following questions will have an additional
five points.
1. What are the types of informational writing?
2. What is the significance of knowing the appropriate method of
writing an informative essay?
3. Can you give any particular issue that is suitable for an
informative essay?

E. Application. Group Activity

The class will be divided into five (5) groups (the same groups). Each group
will have a draw lots where they will have to choose between the five types of
writing informative essay. After they have chosen their assigned topics, the
teacher will distribute the copies of the informational text. For description, we
have the piece entitled “Football”; for sequence, we have the article entitled
“Food Preservation”; for cause and effect, we have the text entitled “Effects
of watching too much TV”; for compare and contrast, the essay “Books vs.
Movies”; and lastly, for problem and solution we have the piece “Stop
Global Warming”. In addition, after identifying what type of informative
writing they have chosen, and the students also need to look for the
contextual clues inside the text that help them guess what type of
informational writing they have chosen. After brainstorming and collaborating
with their groups about how they come up with that kind of answer, a group
presentation will follow.

IV. Assessment: Writing

Instruction: The teacher will give a task and that is by allowing the learners to
write an example of an informative essay individually, depending on the type of
informational writing they desired to write. The students will be given 10-20
minutes to decide and compose an essay that they are meaning to write. The
types of informational writing that they are going to write are the following:
description, sequence, cause and effect, compare and contrast, and problem and
solution.

V. Assignment: The teacher will give an assignment to the students and he will
deliberately explain the instruction to them.
Instruction. Choose the letter of the correct answer.

1. __________ is a type of nonfiction writing that seeks to educate the readers

about a particular topic, and its main purpose is to increase the understanding
of the readers about a certain issue.
 a. Argumentative Essay
b. Persuasive Essay
c. Informative Essay
d. Descriptive Essay
2. Myrna is writing her essay using transitional words like first, second, third and
etc. What type of informational writing is she utilizing?
a. Description
b. Sequence
c. Cause and Effect
d. Compare and Contrast
3. This is the part of the paragraph where you try to to sum up the overall point of
the essay in the previous paragraph. It should motivate the reader to learn
and gain more knowledge about the topic.
a. Introduction
b. Body
c. Conclusion
d. None of the Above
4. In this part, this is where you try to present your thesis statement to capture
the reader's attention. What part of paragraph could this text be found?
a. Introduction
b. Body
c. Conclusion
d. None of the above
5. This is where you explain the thesis statement and capture the audience's
attention with strong evidence, statistics, assertions, and other supporting
data. a. Introduction
b. Body
c. Conclusion
d. None of the above
6. Mark wanted to teach his friend, Ryan, who was in abroad about the proper
way making cookies, what type of informational writing should he use?
a. Description
b. Sequence
c. Cause and Effect
d. Compare and Contrast
7. The words comparable, similar, difference, unlike are example of what type of
informational writing?
a. Sequence
b. Compare and Contrast
c. Cause and effect
d. Problem and Solution
8. Mica wanted to write about the effect of COVID-19 in the world specifically in
the Philippines, which type of informational writing she should utilized?
 a. Compare and Contrast
b. Problem and Solution
c. Cause and Effect
d. None of the above
9. Anne is using the words such as meanwhile, finally, in order and until in writing
her essay. What do you think is the type of informational writing she is using?
a. Sequence
b. Compare and Contrast
c. Cause and Effect
d. Problem and Solution
10. Phil is writing an essay about the damages of typhoon Yolanda and typhoon
Rolly. What do you think is the type of informational writing should Phil use?
a. Problem and Solution
b. Sequence
c. Cause and effect
d. Compare and contrast

Prepared by:

Yana, Mary Ann C.

LESSON PLAN IN ENGLISH 10

1st Quarter Listening Comprehension

Learning Competency: Get information that can be used in everyday life from news
reports, speeches, informative talks, panel discussions, etc. EN10LC-la-11.1
Objectives:
 At the end of the lesson, at least 85% of the students must be able to:
1. Identify the effective listening approaches and the functions of each type
of conversation or exchanges.
2. Demonstrate the ability to listen and get important information through
participating in group activities such as newscasting reports, panel
discussion, informative talks and speeches concerning the relevant issues.
3. Present important details and information from the listened news reports,
panel discussions, etc. using graphic organizer.
II. Subject Matter

Topic: Information from news reports, panel discussion, informative talks,

and speeches in everyday conversation and exchanges.
Concepts: Information is a knowledge context that has been processed to
give meaning concerning a particular situation and circumstances
from the news reports, panel discussions, informative talks,
speeches and other conversation and exchanges.
Value: Importance of understanding and knowing reliable information in
everyday conversation and exchanges.
Materials: Laptop, Projector, PowerPoint Presentation, Audio and Video Clips
References: English 10 DepEd Curriculum Guide & SLM p.3-7, p.9, p. 15-16
III. Lesson Procedure A. Classroom Routine
a. Prayer.
b. Greetings.
c. Attendance Checking.
B. Activity Proper

1.Review. The Teacher will conduct a short review and oral recitation
if they remember and understand the previous lesson. Students will
be randomly selected through index card to answer the following
questions.
a. What is advance organizer?
b. What is non-linear illustration?
c. What do you think is the effect of advance organizer and
nonlinear illustration in understanding the text?
d. What is the importance of advance organizer and non-linear
illustration?
e. What did you learn from the previous lesson?

2.KWL Chart! The teacher will divide the class into five groups and
each group is instructed to prepare ½ manila paper and marker. The
 teacher will present five minutes news report about the covid crisis in
the Philippines. After watching and listening to the news report, each
group will summarize the news report through KWL Chart, and each
representative of the group will present their output in two minutes.

News Report Link: https://youtu.be/cPVE7QGS7As

K-W-L Chart

Topic: COVID-19 Crisis In The Philippines

What I Know What I Want To What I Have
Know Learned

C. Analysis
The teacher will evaluate their understanding about the activity and call
representative on each group to ask the following questions:
a. How did you find the activity?
b. What did you notice after the activity?
c. What are the clues or techniques that allows you to summarize the
topic?
d. What is your understanding or insights about the activity?
D. Abstraction 1. Inductive Approach

• The listeners (students) use background knowledge of the topic to

make sense of what they are listening to.
• The listeners already know a fair amount of information about the
topic, and he/she is able to relate as story or information into a prior
knowledge.
Sharing of Insights - The teacher will discuss a certain topic of an event
from the local news or TV show. After the brief explanation and discussion,
the teacher will then call 5 random students who will share their own insights
about the topic, which will be compared from one to the other and in the
class.
After sharing of insights, the teacher will then discuss about news reports,
informative talk/speech, and panel discussion, which will be connected to the
insights of the students that are shared earlier.

2. Lesson Proper

What is Information?

Information is a knowledge context that has been processed to give meaning

concerning a particular situation and circumstances from the news reports,
panel discussions, informative talks, speeches and other conversation and
exchanges.
News Reporting

News reporting involves discovering all relevant facts, presenting the

important facts, weaving a comprehensive story. News reports must consist
of the following elements: Facts, context, impact, and emotion.

• Facts - News without facts can’t be called a news report, it will fall
into an opinion.
• Context - provides the circumstances surrounding the facts of the
story.
• Impact - keeps reads in tune beyond the headline and the lead or
opening sentence.
• Emotion - evoking emotions is one of the magics of news
reporting, which writers must walk the fine line between cold, hard
facts and a tug on emotional heartstrings.

Informative Talks or Speech

Informative speech intends to educate the audience in a particular topic. the

main goal of informative speech is to provide enlightenment regarding a
specific topic the audience knows nothing about. Its goal is not to sway the
speaker or the audiences’ point of view, but to lay down the details to the
audience that enables them to be educated about the subject they are
interested in. The purpose of informative speech is to provide interesting,
useful, and unique information to your audience. These are the four types of
informative speech:
• Definition – explains a concept or theory regarding a topic.
• Demonstration/Demonstrative – how to perform an action.
• Explanatory – explains the state of the topic.
 • Descriptive – helps the speaker to make an accurate mental
picture in the mind of the audience regarding specific person, place, or
thing.
Panel Discussion

Panel discussion is a situation in which a group of people are gathered

together to discuss an issue, often to provide feedback on something, to
brainstorm solutions to a problem or to discuss an issue of public concern in
front of an audience. It is to spark conversation between a group of experts
or industry and thought leaders. There is always a moderator to keep the
momentum going, facilitate the discussion, and manage questions from the
audience.
The following are the list of things that can ensure a panel discussion to live
up to its potential:
• Pin down your purpose
• Choose the right panelists
• Prep your panelists
• Have a strong moderator
• Engage the audience

What are the Listening Approaches?

Tay (2020) identifies some of the effective informational listening approaches

which are:
• Info listening. Make sure you receive the same thoughts which
speakers are trying to convey.
• Don't judge or argue prematurely. Try to understand the
speaker's ideas before judging them.
• Look for key ideas. Listen carefully to the speaker to find out the
main ideas that he or she is trying to convey.
• Paraphrase. Restate in your own words the message of the
speaker. Repeating the speaker’s words as he or she says them will
strengthen his or her message and help you to stay attentive.
Gonzalez (2020) also added that informational listening helps us learn,
become keener, and become better at what we do in life. Consequently, it is
clear that improving skills that develop our informational listening abilities is
advantageous to our lives. Other skills that help with informational listening
are:
• Knowledge of Vocabulary. The more words we know, the more
we can understand. Therefore, increasing mastery of vocabulary
 through techniques like learning a new word a day or reading books
can contribute in being a good informational listener.
• Concentration. We must know that in order to concentrate, we
need to be motivated to focus, stay disciplined in the face of
distractions, actively and mentally say no to distractions, and accept
responsibility in getting the task at hand accomplished. Informational
listening requires immense concentration.
• Memory. With good memory, we can recall experiences and
information from our lives to help make sense of information in
informational listening.
• Refraining from Judgment. This skill requires an open mind. If we
begin judging and jumping to conclusions when attempting to properly
listen and retain information, our mind will wander and possibly miss
valuable pieces of information.
• Organization. This means identifying key concepts from auditory
information and mentally organizing them into an outline so that you
can better understand and remember material.
• Asking Questions. If listening to a panel discussion, asking mental
questions to further grasp the information as the speakers are talking
can mean that the listener is truly comprehending the information that
is being said.
• Taking Notes. This is a common skill that enhances informational
listening in school. One valuable tip in taking notes is to only write
down key concepts and terms instead of trying to write down
everything that is being said.
3. Reflection

After the discussion, the teacher will assess students if they have a grasp
of the lesson. The teacher will play three short audio clips which will be
identify the students whether the clips are news reporting, informative
speech, or panel discussion. The teacher will randomly select students
through index card and answer the questions from the discussions and
from the audio clips.
1. Why did you come up with your answer?
2. How can you differ your answer from the other choices?
3. What is information?
4. What did you learn from the discussion?
5. What are the clues that allows you to determine that the
reported information is not true?
E. Application

After the class discussion, the teacher will divide the class into four (4)
groups. Each group will be given a specific task to perform in front of the class
 and they are given a freedom to explore any relevant topics and issues to
present or they can choose from the list below. Then the class are given 7
minutes preparation and 2-3 minutes preparation. After the preparation, the
teacher will draw lots the sequence of the group’s presentation. Afterwards,
the teacher will instruct the class to write down the important details and
information of each group’s presentation in a piece of 1 whole sheet of paper
while the assigned group to present is performing.

RELEVANT ISSUES / TOPIC

• Covid-19 Pandemic
• National Election
• Mental Health
• Illegal Drugs

Group 1 – Newscasting report Group 2 – Panel Discussion Group 3 –

Informative Talks or Speech Group 4 – Debate

RUBRIC
Presentation 15 points
Content / Ideas 15 points
Teamwork 10 points
Creativity 10 points
Total 50 points

IV. Assessment

General Instructions: Answer what is being asked and write it on a one whole
sheet of paper.
A. Multiple Choice Question

Directions: Read the questions carefully and choose the letter of the correct
answer.
1. This is an information about current event, involves relevant facts.
a. Debate b. News c. Debate d. Speech

2. The purpose of this is to inform the readers of what is happening in the

world, it can be found in newspapers. Example: “Davao City is under alert
level 2”.
 a. Speech b. Informative speech c. News Report d. Press
Conference

3. It is known to be a discussion of a subject of public interest by a group of

persons, forming a panel, often before an audience. “Recently, Sangguniang
Kabataan Officials are discussing their 2022 budget".
a. Talk show b. News report c. Panel Discussion d. Press
Conference
4. It is a form of communication able to express thoughts and feelings
through talking or a talk given to an audience. “It’s almost 2 years that we
have this situation. The corona virus killed millions of people around the world.
When can we end this? We always heard what President Duterte said that this
virus will only take 1 year, but its almost 2 years now".
a. Debate b. News Report c. Panel discussion D. speech
5. It is a kind of talk provides information about specific subject to an
audience, for example a discussion about why people should be vaccinated.

a. Talk show b. News report c. Press conference d. Informative

speech
B. Fill In The Blank Question

Directions: Determine what type of effective Informational Listening approach

and skills is being describe each item. The answers can be found in the table
below. Write your answer on the space provided.

• • Memory • • Taking notes

• Asking Questions • • Concentration
Don’t argue or judge • Paraphrase
• prematurely Look for Key ideas
• Info Listening Knowledge of Vocabulary
Refraining from judgement

Don’t judge or argue prematurely 1. Hanna is listening to a speaker sharing his

perspective about the mandatory Covid-19 vaccination. Instead of arguing, she
listens first and tries to understand and evaluate the speaker’s viewpoint.
Concentration 2. Whenever there is important announcement in school,
Khyle always focus to what the speaker is talking and actively and mentally
saying no to distractions.
 Taking notes 3. When the teacher is having a long discussion about
the lesson, instead of writing down everything what is being said Marco only write
down the key concepts and terms.
Knowledge and Vocabulary 4. The more words we know, the more we can
understand.
Paraphrase 5. Angela tries to restate in her own words what the
speaker is talking.
Look for Key Ideas 6. Karen carefully listens to the speaker to find out the
main ideas that he or she is trying to comprehend.
Memory 7. We can recall experiences and information from our
lives to help make sense of information in informational listening.
Asking Questions 8 Asking mental questions to further grasp the information
as the speakers are talking can mean that the listener is truly comprehending the
information that is being said.

Info Listening 9. Make sure you receive the same thoughts which
speakers are trying to convey.
Refrain from Judgement 10. This skill requires an open mind. If we begin
judging and jumping to conclusions when attempting to properly listen and retain
information, our mind will wander and possibly miss valuable pieces of
information.

C. Essay

Direction: For 10 points. Watch and listen carefully the video clip presented an in
one paragraph write what did you learn from the video presented.
Video Clip: https://youtu.be/nA1Aqp0sPQo

V. Assignment

Direction: Create your own graphic organizer. Watch and listen carefully the news
link provided below and summarize its important details or information.
Video Clip: https://youtu.be/0ROJTTKUVe4

Graphic Organizer Rubric

Content / Description 15 points
 Explanation 15 points
Language Conventions 10 points
Creativity 10 points
Total 50 points

Prepared by:

Yana, Mary Ann C.