GRADE 8 ENGLISH
SCOPE AND SEQUENCE PLAN FOR WRITING
Introduction. This scope and sequence plan is intended for Grade 8 learners covering the first
quarter, second quarter, third quarter, and fourth quarter in English 8 with various topics.
Hence, writing skills will be the focus of the scope and sequence plan among the macro skills.
Quarter 1: Use modal verbs, nouns, and adverbs appropriately.
4 days
Unit Note: This quarter focuses on the writing skills of grade 8 learners. First, they start by
determining the meaning of words and expressions that reflect the local culture by noting context
clues. Learners will read Afro-Asian Literature in their workbook and try to identify the meaning
of the words through the application of context clues. Followed by the use of conventions in citing
sources in which they write the proper format of referencing in order to give acknowledgement to
the works of scholars. Given this, while reading the literature; they use conventions in citing
sources that will be written in their workbook. Another topic will be about the use of modal verbs,
nouns and adverbs appropriately in which they will listen to the discussion of the teacher and then
they will write a sentence applying the kinds and functions of the verb with the correct placement
of syntactic categories. After they learn this topic, they will identify and use signals that indicate
coherence (e.g. additive - also, moreover; causative - as a result, consequently; conditional/
concessional - otherwise, in that case, however; sequential - to begin with, in conclusion; clarifying
- for instance, in fact, in addition). Likewise, they will answer some activities in their workbook.
Lastly, they will learn the last topic which is about the use a range of verbs, adjectives and adverbs
to convey emotional response or reaction to an issue to persuade in which they write the verbs,
adjectives, and adverbs to persuade the reader about their own perception about a certain issue.
With this in mind, each topic will be taught within 4 days following the curriculum guide provided
by the Department of Education thus summative assessments are given to them at the fourth day
of each lesson to gauge whether they acquire the necessary skills in writing before proceeding to
another lesson and jumping into another quarter.
I. Most Essential Learning Competency: Determine the meaning of words and expressions that
reflect the local culture by noting context clues [EN8V-If-6]
A. Teacher Note: It is important that students have an understanding about the use of context
clues as they need this in understanding the content of further types of literature in their workbook
in English. The teacher will read the literature and discuss the topic in front of the class. Then
learners answer formative assessment entitled ‘Maytime Traditions’ by using context clues to
understand the meaning of the story. Lastly, there are also exercises provided and they need to
finish them on the fourth day.
B. PREREQUISITES:
a. Learners must have a lot of vocabulary to make the story easier to understand.
b. Learners must memorize the definition of context clues before successfully applying context
clues in understanding the literature and writing paragraphs or essays about their understanding of
a literature.
C. Materials Needed:
Workbook in English 8 by Josefina Payawal-Gabriel, PhD
D. Additional Support/Resources
English Teacher Juan. (September 13, 2021). Noting Context Clues. Noting Context Clues
|| GRADE 8 || MELC-based VIDEO LESSON | QUARTER 1 | MODULE 1
(youtube.com)
E. Presentation Strategy:
Day 1. The teacher will discuss the topic first.
Day 2. The teacher will present a video lesson to supplement the lesson.
Day 3. The teacher will have a formative assessment after the discussion by writing what learners
understand about the story. This is an individual writing activity.
Day 4. The teacher will task the learners to answer the content-based assessment that is based on
the most essential learning competencies. This is an individual writing assessment. (INDIVIDUAL
ACTIVITY)
Quarter 1: Use conventions in citing sources.
4 days
II. Most Essential Learning Competency: Use conventions in citing sources [EN8SS-IIIg-1.6.4]
A. Teacher Note: It is crucial for the learners to familiarize the title of the book, date, and
publisher. In this way, they can give acknowledgements to the various authors. Pure discussion in
two consecutive days, followed by writing activities both on the third day and fourth day.
B. PREREQUISITES:
a. Learners need to know where to find the author, date, title, and publisher of the book to write
the acknowledgement through conventions in citing sources.
C. Materials Needed:
Workbook in English 8 by Josefina Payawal-Gabriel, PhD
D. Additional Support/Resources
English Teacher Juan. (September 20, 2021). Writing Bibliography. Writing Bibliography
|| GRADE 8 || MELC-based VIDEO LESSON | QUARTER 1 | MODULE 2
(youtube.com)
E. Presentation Strategy:
Day 1. The teacher will discuss the topic first.
Day 2. The teacher will present a video lesson to supplement the lesson.
Day 3. The teacher will have a formative assessment after the discussion by writing conventions
in citing sources.
Day 4. The teacher will task the learners to answer the content-based assessment that is based on
the most essential learning competencies. This is an individual writing assessment. (INDIVIDUAL
ACTIVITY)
Note: The teacher utilizes the same materials needed, additional resources, and strategies and
sequences of the discussion to fulfill the curriculum guide and to teach the most essential learning
competency for the following topics in Quarter 1. However, the pre-requisite knowledge may vary
as the topics proceed in this quarter.
Quarter 2: Explain visual-verbal relationships illustrated in tables, graphs, and
information maps found in expository texts
4 days
Unit Note: This quarter starts explaining visual-verbal relationships illustrated in tables, graphs,
and information maps found in expository texts. In this, the main objective is for the learners to
explicate their answers through writing their own understanding about the presented data in maps.
They will write individually a one-paragraph which represents the verbal relationship to the visual
presented.
I. Most Essential Learning Competency: Explain visual-verbal relationships illustrated in tables,
graphs, and information maps found in expository texts [EN8SS-IIe-1.2]
A. Teacher Note: It is important for the learners to have the basic knowledge of different visuals
that can represent various data from the outcome of research surveys in the different fields.
Likewise, they also need to become aware of how their choices of words can affect the verbal
relationship towards the presented visual. Hence, at the end of teaching this lesson, it is expected
that the learners have the mastery in explicating their own thoughts through writing a paragraph
connected to the visual that is being presented.
B. PREREQUISITES:
a. Learners need to know the kinds and functions of visuals that represent data such as maps,
charts, and tables in order to pinpoint the needed numerical data to further explain it based on its
value from a conducted research survey.
C. Materials Needed:
Workbook in English 8 by Josefina Payawal-Gabriel, PhD
D. Additional Support/Resources
Gabbing, C. T. (2020). Explaining visual relationship (first edition). Department of
Education Region 8. https://www.studocu.com/ph/document/mabini-national-
high-school/bachelor-of-science-in-accountancy/english-8-q2-mod1-explaining-
visual-verbal-relationships-v8/32708830
E. Presentation Strategy:
Day 1 and 2. The teacher will discuss the topic first through lecturing.
Day 3. The teacher will group the class into five groups with 5 members. After that, the teacher
will give visuals from research studies like charts, tables, and graphs. 10 minutes for the groupings
and 40 minutes to have collaborative work in writing their own one essay or verbal expository
texts about the visuals. For the last 10 minutes the teacher will discuss the writing rubric for the
learners to be aware as the teacher and each group will evaluate the essay. (COLLABORATIVE
WORK)
Day 4. Each group and the teacher will evaluate if their essay is related to the visual by rating them
based on the criteria in the rubrics.
Note: The teacher utilizes the same materials needed but different additional resources, and
strategies and sequences of the discussion to fulfill the curriculum guide and to teach the most
essential learning competency for the following topics in Quarter 2. However, the pre-requisite
knowledge may vary as the topics proceed in this quarter.
Quarter 3: Examine biases (for or against) made by the author.
4 days
Unit Note: This quarter starts with examining biases (for or against) made by the author in which
the learners throughout this quarter will use their critical thinking and writing skills as they will
evaluate different expository texts connected in Quarter 2. They will also have different topics in
this quarter like analyze intention of words or expressions used in propaganda techniques,
determine various social, moral, and economic issues discussed in the text listened to, analyze
literature as a mirror to a shared heritage of people with diverse backgrounds, use appropriate
cohesive devices in various types of speech, and use parallel structures. Consequently, as they
continue learning the topics, it is expected that they will immerse themselves with writing skills
like knowing when and how to use cohesive devices and parallel structures in writing an essay.
I. Most Essential Learning Competency Examine biases (for or against) made by the author
[EN8RC-IIIg 3.1.12]
A. Teacher Note: It is necessary that students have comprehension skills as they read news
articles. They are also expected to have the skills in writing such as knowing the use of cohesive
devices and parallelism to write an essay that has great organization such as having coherence and
cohesion writing their own biases about the news article. This lesson teaches them to be great with
the organization of writing an essay.
B. PREREQUISITES:
a. Learners need to know the rules of parallelism, and the kinds and functions of cohesive devices
that are commonly used in writing an essay.
C. Materials Needed:
Workbook in English 8 by Josefina Payawal-Gabriel, PhD
D. Additional Support/Resources
Gabbing, C. T. (February 3, 2022). Examining Biases).
https://www.youtube.com/watch?v=RsEXv98Pw2M&t=8s
E. Presentation Strategy:
Day 1 and 2. The teacher will discuss the topic first through lecturing and playing video lessons.
Day 3. The teacher will give one day for analyzing the news article entitled ‘No to Toxic Items’.
The teacher will also present the essay rubric.
and 4. The teacher will let them write their own essay about the biases made by the author in the
news article. Likewise, the teacher will remind again to follow what is being presented in the
criteria of the essay rubric.
Note: The teacher utilizes the same materials needed (workbook English 8) but different additional
resources, and strategies and sequences of the discussion to fulfill the curriculum guide and to
teach the most essential learning competency for the following topics in Quarter 3. However, the
prerequisite knowledge may vary as the topics proceed in this quarter. (INDIVIDUAL
ACTIVITY)
Quarter 4: Use appropriate grammatical signals or expressions suitable to each
pattern of idea development: general to particular, claim and counterclaim, problem
solution and cause-effect, and others.
4 days
Unit Note: This quarter starts using appropriate grammatical signals in each pattern of
development. This is like the cohesive devices presented in the last quarter. This focuses on
enhancing the writing skills of the learners specifically writing a paragraph. There are lots of topics
and one of those topics are grammatical signals.
I. Most Essential Learning Competency: Use appropriate grammatical signals or expressions
suitable to each pattern of idea development: general to particular, claim and counterclaim,
problem solution and cause-effect, and others.
A. Teacher Note: It is necessary that students have recalled some cohesive devices from the
previous quarter to easily learn the lesson of grammatical signals used in patterns of development.
They also need to remember that in order to use the appropriate grammatical signals they need to
memorize first the definition of patterns of development to choose what is best grammatical signals
will be employed in writing. Hence, it must be noted that learners need to master this lesson prior
to the next lesson.
B. PREREQUISITES:
a. Learners need to know the meaning of patterns of development and to see authentic examples.
C. Materials Needed:
Workbook in English 8 by Josefina Payawal-Gabriel, PhD
D. Additional Support/Resources
TeachingLearning. (January 1, 2021). Pattern of development in writing. P
https://www.youtube.com/watch?v=_OCT7RwpDw0atterns of development in
writing Part 1| Reading and Writing-SHS (youtube.com)
E. Presentation Strategy:
Day 1 and 2. The teacher will discuss the topic first through lecturing about grammatical signals
and playing video lessons about patterns of development in writing.
Day 3 and 4. The teacher will present the rubrics and will let them write their own narration about
their unforgettable experience in life. (INDIVIDUAL ACTIVITY)
Note: The teacher utilizes the same materials needed (workbook English 8) but different additional
resources, and strategies and sequences of the discussion to fulfill the curriculum guide and to
teach the most essential learning competency for the following topics in Quarter 4. However, the
prerequisite knowledge may vary as the topics proceed in this quarter.
