STAGE 2:

STAGE 1: Desired Outcomes STAGE 3: Learning Plan (LP)

Assessment
LEARNING ASSESSMENT
.

TASKS (ATs) LEARNING ACTIVITIES LEARNING

OBJECTIVES LEARNING CONTENT
Aligned with the with Time Management Plan MATERIALS
(from the “S” of the UbD)
Objectives

Topics(  Pre-Test Date of Implementation 04/28/2016 Minutes  Prescribed

WRITING AND  Seatwork Textbook
COMPOSITION  Types of Journalism  Post-Test Routine Activities  Other Printed
EN8WC-IVa-3.4.1:  Features of  Assignment 1. Opening Prayer (1) Reference
Identify features of Journalistic Writing Prayer of St. Thomas Aquinas Before Materials
journalistic writing Study  Online
2. Checking of Cleanliness and Orderliness Journals/Refer
Infused Values (EU) 3. Checking of Attendance ences
 1D Teaching
A. Big Idea Preparatory Activities Aids
Cognitive Social awareness is  Spelling Activity 15  MS-PowerPoin
Explanation essential in life  Motivation t presentation
What is journalism? What  EQ for the Day  Other AV
are the features of  Pre-Test Teaching
journalistic writing? B. Enduring Materials
Understanding Developmental Activities
Interpretation It is important to write 1. The teacher will conduct a review on
What makes a statement about events that has journalism by asking the students to define it 30
valid to be written as a happened or is still and enumerate the different types of
journal article? What happening in our society. journalistic texts.
distinct qualities of  TQ1 (Explanation) What is
journalism are evident on C. Essential Question journalism? What are the features
the statements? Why is it important to of journalistic writing?
write about events that 2. The teacher will flash on the screen the
has happened or is still definition of journalistic writing and the
happening in our society? sample article which the students will identify
 what type of journalism does in fall under
Psychomotor  TQ2 (Interpretation) What makes a
Application statement valid to be written as a
Make a Venn diagram journal article? What distinct
indicating the do’s and qualities of journalism are evident
don’t’s in journalistic on the statements?
writing present in the 3. The teacher will play a short video clip that
video. manifests the concepts of journalism in form
of broadcasting as the students write their
Affective observations about the video.
Perspective  TQ3 (Application) Make a Venn
What type or feature of diagram indicating the do’s and
journalistic writing are don’t’s in journalistic writing present
you into? Explain your in the video.
answer 4. After the activity, the teacher will ask the
students:
Empathy  TQ4 (Perspective) What type or
How can journalistic feature of journalistic writing are
writing help the citizens you into? Explain your answer.
to be wary on the issues 5. The teacher will ask the students:
that concern the world?  TQ5 (Empathy) How can journalistic
Will it give them enough writing help the citizens to be wary
privilege to be engaged on the issues that concern the
and to dwell on it? world? Will it give them enough 15
privilege to be engage and dwell on
Self-Knowledge it?
Why is it important to
write about events that
has happened or is still Concluding Activities
happening in our society?  As a culminating activity, the students will be asked
by teacher:
o EQ (Self-Perspective) Why is it important
to write about events that has happened
or is still happening in our society?
 Post-Test (See Appendix C4)
 Assignment
o On a 1 whole sheet of pad paper to be
passed on the following meeting, May 11,
 2016
o On the Current Lesson (70 %)
 Look for journal article about
Philippine politics. List down 5
characteristics/features of
journalism that are evident on
the article. Strictly, no (2)
duplication of articles.
 Watch a video of a broadcaster 60
or news anchor. List down all
the information that was
delivered by the said person
and try to convert it into a
journal article. Write down the
title of the video and if
available, the link of the
commercial.
o On the next Lesson (30%)
 Why is it important to consider
the past and present tense in
journalism?
 Give five (5) words that are
usually used in journalistic
writing. Placed it on a table
then indicate the past and
present tense of the word
you’ve chosen.

Closing Prayer
Glory Be

Classroom Clean-up Routine

Academic Instructional Time (1 hour)

 STAGE 2:
STAGE 1: Desired Outcomes STAGE 3: Learning Plan (LP)
Assessment
LEARNING ASSESSMENT
LEARNING ACTIVITIES LEARNING
.

OBJECTIVES LEARNING CONTENT TASKS (ATs)

Aligned with the with Time Management Plan MATERIALS
(from the “S” of the UbD)
Objectives

GRAMMAR AWARENESS Topics  Pre-Test Date of Implementation 04/29/2016 Minutes  Prescribed

EN8G-IVb-3: Use past and  Seatwork Textbook
past perfect tenses in  Past and Present  Post-Test Routine Activities  Other Printed
journalistic writing Tense in Journalism  Assignment 4. Opening Prayer (1) Reference
Prayer of St. Thomas Aquinas Before Materials
Study  Online
Cognitive Infused Values (EU) 5. Checking of Cleanliness and Orderliness Journals/Refer
Explanation 6. Checking of Attendance ences
What are the tenses of D. Big Idea  1D Teaching
verb? What is the Being critical with details Preparatory Activities Aids
difference between past can help you through  Spelling Activity 15  MS-PowerPoin
and present tense? adversity  Motivation t presentation
 EQ for the Day  Other AV
 Pre-Test Teaching
Interpretation E. Enduring Materials
How can one identify if Understanding Developmental Activities
the tense of the verb It is important to consider 1. The teacher will conduct a review by asking
used in journalistic the past and present the students to bring out their assignments 30
writing valid or correct? tenses in journalistic and share their answers through recitation.
writing.  TQ1 (Explanation) What are the
tenses of verb? What is the
Psychomotor F. Essential Question difference between past and
Application Why is it important to present tense?
Identify and correct the consider the past and 2. The teacher will show articles that have
verb or words on the present tenses in grammatical errors on it and ask the students
following statements. journalistic writing? the reason that made the statements
incorrect, invalid or unreliable.
 TQ2 (Interpretation) How can one

Affective
Perspective
Is there a possibility that
both tenses of verb can
be applicable in a given
journal article? Why or
why not?
Empathy
Can the rules on tenses
of verb be waived at
certain situations in
journalistic writing? Why
or why not?
Self-Knowledge
Why is it important to
consider the past and
present in journalistic
writing?
identify if the tense of the verb used
in journalistic writing valid or
correct?
3. A worksheet on tenses in journalism will be
given out by the teacher for the students to
answer
 TQ3 (Application) Identify and
correct the verb or words on the
following statements.
4. After the activity, the teacher will ask the
students
 TQ4 (Perspective) Is there a
possibility that both tenses of verb
can be applicable in a given journal
article? Why or why not?
5. The teacher will ask the students
 TQ5 (Empathy) Can the rules on
tenses of verb be waived at certain
situations in journalistic writing?
Why or why not?
15

Concluding Activities
 As a culminating activity, the students will be asked
by teacher:
o (EQ) Why is it important to consider the
past and present in journalistic writing?
 Post-Test (See Appendix C5)
 Assignment
o On a 1 whole sheet of pad paper to be
passed on the following meeting, May 12,
2016
o On the Current Lesson (70 %)
 Look for an article that was
published but with incorrect
tenses of verb. Indicate how it
 affects the meaning or
information that the author
wants to convey.
 In what instances do we usually (2)
notice that grammatical errors
specifically in verb tenses are 60
used?
o On the next Lesson (30%)
 Enumerate the elements that
should be present in a
journalistic text.
 Draw a Venn Diagram showing
the similarities and differences
of journalistic writing and
broadcasting.

Closing Prayer
Glory Be

Classroom Clean-up Routine

Academic Instructional Time (1 hour)

 STAGE 2:
STAGE 1: Desired Outcomes STAGE 3: Learning Plan (LP)
Assessment
LEARNING ASSESSMENT
.

TASKS (ATs) LEARNING ACTIVITIES LEARNING

OBJECTIVES LEARNING CONTENT
Aligned with the with Time Management Plan MATERIALS
(from the “S” of the UbD)
Objectives

Writing and Composition Topics  Pre-Test Date of Implementation 05/02/2016 Minutes  Prescribed
EN8WC-IVi-3.4: Compose  Seatwork Textbook
journalistic texts  Composing a  Post-Test Routine Activities  Other Printed
Journalistic Text  Assignment 7. Opening Prayer (1) Reference
Reading Comprehension Prayer of St. Thomas Aquinas Before Materials
EN8RC-IVh-2.12: Study  Online
Draw conclusions from a Infused Values (EU) 8. Checking of Cleanliness and Orderliness Journals/Refer
set of details 9. Checking of Attendance ences
G. Big Idea  1D Teaching
Creativity and intellect can Preparatory Activities Aids
go hand-in-hand to  Spelling Activity 15  MS-PowerPoin
Cognitive achieve success.  Motivation t presentation
Explanation 
What are the elements
EQ for the Day  Other AV
 Pre-Test Teaching
that should be present in H. Enduring
a journalistic text? Materials
Understanding Developmental Activities
You can effectively show 1. The teacher will ask the students to
your stand on an issue in 30
Interpretation enumerate the elements that should be
journalistic writing. present in a journalistic text and its function in
What is the importance
of being able to writing one.
distinguish all the I. Essential Question  TQ1 (Explanation) What are the
information that answers How can you effectively elements that should be present in a
the wh-questions in a show your stand on an journalistic text?
journalistic text? issue in journalistic
2. The teacher will enumerate reasons which
writing?
made it important and give courteous

Psychomotor
Application
Employ critical thinking in
determining which
statements convey a
complete information.
Affective
Perspective
Why should you be
concerned about how
you present news and
information in
journalism?
Empathy
How can a complete
journalistic text affects
the way you perceive
information? What would
you feel if there’s a
journalistic text that you
are really drawn into but
is lacking?
Self-Knowledge
How can you effectively
support your stand on an
issue through writing?
expressions used to express a truth, belief,
opinion or conviction.
 TQ2 (Interpretation) What is the
importance of being able to
distinguish all the information that
answers the wh-questions in a
journalistic text?
3. The teacher will ask the students to
 TQ3 (Application) Employ critical
thinking in determining which
statements convey a complete
information.
4. After the activity, the teacher will ask the
students:
 TQ4 (Perspective) Why should you
be concerned about how you
present news and information in
journalism?
5. A situation will be given by the teacher and
the students have to share their answers in
class.
 TQ5 (Empathy) How can a complete
15
journalistic text affects the way you
perceive information? What would
you feel if there’s a journalistic text
that you are really drawn into but is
lacking?
Concluding Activities
 As a culminating activity, the students will be asked
by the teacher:
o EQ (Self-Perspective) How can you
effectively support your stand on an issue
through writing?
 Post-Test (See Appendix C6)
 Assignment
 o On a 1 whole sheet of pad paper to be
passed on the following meeting,
May 13, 2016
Watch the vice presidential debate
that was held on April 10, 2016 in
University of Santo Tomas. Write a
journalistic text about the activities (2)
that had happened in the event.
60
Make sure that you indicate all of
the elements and features in
journalistic writing. Be aware of the
tenses that you will use and the
issue that you want to raise. Good
presentation and lay-out will be
given an additional points.
Closing Prayer
Glory Be

Classroom Clean-up Routine

Academic Instructional Time (1 hour)