LESSON PLAN IN ENGLISH 8

I. OBJECTIVES
By the end of this session, the students should be able to:
1. Identify the structure, type, and elements of an essay.
2. Examine an essay’s structure, type, point of view, topic, and supporting details.
3. Write a short essay using the correct structure, appropriate point of view, and
accurate elements.
II. SUBJECT MATTER
A. Topic: General Types of Essays
B. Materials: Laptop, television, blackboard, chalks, visual aids, audio recording,
internet website, & PowerPoint slides.
C. References: Sarmiento, J. R. (2026, January 26). Q4 - Week 5. Meralco Avenue,
Pasig City, National Capital Region, Philippines; Department of Education.

III. PROCEDURE

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

A. DAILY ROUTINE
1. Greetings
Good afternoon, class. Good afternoon, Sir Andrei! It’s nice to see
you again.

We are good sir.

How are you today?

2. Prayers
Everyone, please stand and let us pray. Prayer
leader, please lead the prayer. (A student leads the prayer.)

3. Classroom Management
Before you settle down, kindly pick up the pieces (The students will pick up the trash under their
of litters under your chairs and kindly arrange chairs and arrange their seats.)
your seats properly.

Class, you may now take your seats.

Thank you, sir.

(The teacher interacts with the students while

(The students interact with the teacher.)
setting up his laptop for the presentation.)
4. Checking of Attendance.
Do we have absentees for today, Class No, sir. We don’t have any absentees for
Secretary/Monitor? today.
It’s nice to hear that we don’t have absentees
today.

B. LESSON PROPER
1. Review of Past Lesson
Class, before we begin our new lesson, let us
have a recap first with what we discussed last
meeting.

Yes sir.
Last time, we learned how to write a short essay
using the correct structure right?

An essay has three main parts, the introduction,

the body, and the conclusion.

(The students raise their hands to answer.)

Let’s start with the introduction. What should we
find or see in the introduction? (Answers may vary.)

Yes. The introduction presents the topic and the

writer’s stand or main idea. It gives the reader an
idea of what the essay will be about.
(The students raise their hands to answer.)
Next is the body. What is the purpose of the body (Answers may vary.)
paragraphs?

Correct. The body contains the supporting details

or evidence. This is where the writer explains and
proves the main idea. We also learned that we
should use transitional devices like first, next,
moreover, therefore, and in conclusion to connect
ideas smoothly.
 (The students raise their hands to answer.)
Lastly, the conclusion. What does the conclusion (Answers may vary.)
do?

Exactly. The conclusion restates the main idea

and gives a closing statement. It should not
introduce new information.

To sum it up, in writing an essay, select a

relevant topic, make a clear stand as a writer, and
provide factual evidence to support your stand.
Remember, when writing a short essay:
 Start with a clear introduction.
 Develop your ideas in the body.
 End with a strong conclusion.
Structure is very important because it helps
readers understand your ideas clearly.
No sir.

With that, before we start our new lesson for

today, are there any questions or clarifications
regarding our past lesson?
Yes sir.

Do you understand it clearly?

Now that we have reviewed the correct essay

structure, let us move forward to a new lesson for
today.

2. Motivation
Activity: “Arrange it!”
But before we move forward, we will have a
short game first class.
Our game for today is “Arrange it!”, and I will be
explaining the mechanics of this game before we
start.
Instructions:
1. The first student in the front will be given a toy (The students are actively listening to the rules
plushie. and mechanics of the game.)
2. A background music will be played and once it
starts, the first student who had the toy plushie
must pass it down to his/her seatmates.
3. Once the background music stops, the student
who has the toy plushie will have the stand up.
4. A paragraph will be flashed in the TV screen.
The student who holds the toy plushie will have
to identify what part of an essay the paragraph
shown in the blackboard is? Whether it’s
introduction, body, or conclusion.
5. If the student answered it correctly, he/she will
have an immunity card for the next round.

Are the mechanics clear class? Yes sir.

Without further ado, let’s start.

(The students quickly passed the toy plushie
from one seatmate to another with thrill.)
(The teacher plays the background music)

(The student who has the toy plushie by then

(the teacher stops the background music) gets ready to answer.)
The student with the plushie, stand up and kindly
read the paragraph shown and identify what part
it is in an essay.
The Paragraph: (The student reads the paragraph.)

One major cause of climate change is the

burning of fossil fuels. Factories, vehicles, and
power plants release carbon dioxide into the
atmosphere. As a result, heat becomes trapped in Sir, this paragraph is in the body part of the
the Earth’s atmosphere, causing global warming. essay.

Correct! But why is that so? (The student explains his/her justifications on
his/her answer.)
Very good! This paragraph is the body part of an (The student gets the immunity card for the
Essay because it tackles the supporting ideas and answer.)
details about the essay itself.

(The students get prepared for another round.)

(The students quickly passed the toy plushie
from one seatmate to another with thrill.)

Moving on, let’s do it once again. (The student who has the toy plushie by then
gets ready to answer.)
(The teacher plays the background music)

(the teacher stops the background music)

To the student who has the plushie, kindly stand,
read the paragraph shown and identify what part
it is in an essay.
The Paragraph
Climate change is one of the most serious
problems facing the world today. Rising
temperatures, extreme weather events, and (The student reads the paragraph.)
melting ice caps affect millions of people.
Because of these alarming effects, immediate
action must be taken to protect the planet.
Nice one! But why is that so? Sir, this paragraph is in the introduction part of
the essay.
(The student explains his/her justifications on
his/her answer.)

Once again, nice job! That part is the introduction

of an essay because it introduces the main topic
of the essay itself which is Climate Change. (The student gets the immunity card for the
answer.)
Lastly, let’s do it for one last time.

(The students get prepared for another round.)

(The teacher plays the background music)
(The students quickly passed the toy plushie
from one seatmate to another with thrill.)
(the teacher stops the background music)
Again, to the final student who has the plushie,
kindly stand, read the paragraph shown and
identify what part it is in an essay.
(The student who has the toy plushie by then
The Paragraph: gets ready to answer.)
To sum it up, climate change continues to
threaten both present and future generations. By
reducing carbon emissions and promoting
environmental awareness, people can help
protect the Earth. Immediate and responsible
action is necessary to secure a safer future. (The student reads the paragraph.)

Excellent! But hold on? Why did you consider Sir, this paragraph is in the introduction part of
this paragraph as conclusion? the essay.
(The student explains his/her justifications on
his/her answer.)

Well said! This paragraph is the conclusion for it

sums up all the ideas and points of the essay
itself. (The student gets the immunity card for the
answer.)
Going on, did everyone enjoy the game?
Yes sir.
Moving forward, today, we will tackle about the
General Types of an Essay.

Class are you all ready for this new lesson?

Yes sir.
Without further ado, let’s begin with our lesson
for today.

3. Presentation / Discussion
For today, we’re going to discuss about “General
Types of Essay”
But before that class, please observe silence and
do the ESSAY.
E - Engage Actively
S- Stay Focused
S- Speak Respectfully
A- Act Responsibly
Y - Yield to Teamwork
Class, this is our classroom rules for today.
Kindly read it.
(The students read the classroom rules.)

Class, remember these rules as we embark in our

main lesson and the following activities for
today. Yes sir.

With that, we need to accomplish this list of goals

or objectives.
(Posting of Objectives)
Class, kindly read the objectives.
(All of the students read the objectives.)
By the end of this session, the students should be
able to:
1. Identify the structure, type, and elements of an
essay.
2. Examine an essay’s structure, type, point of
view, topic, and supporting details.
3. Write a short essay using the correct structure,
appropriate point of view, and accurate elements.

We have two main types of an essay.

1. Strict or Impersonal
- Impersonal essays deal with serious topics,
requiring the writer to showcase deep knowledge (Students are listening actively.)
about the topic in question and do NOT seem to
be based only on opinion.

Class, kindly read this first type of essay.

Thank you!
(The teacher discusses the 1st type of an essay) (The students read it aloud.)

2. Casual or Familiar
- Deal with common topics and are written in a
very casual or conversational manner.
Again, please read this other type of essay.
Thank you once again!
(The students read it aloud.)
(The teacher discusses the other type of an
essay.)

With our discussion in this part ending finally, I

want to make sure that everyone understands this
one.

Again, what are those two types of essays?

(The students raise their hands to answer.)
Sir, the two types of essays are strict or
impersonal and casual or familiar.

Then, what’s the difference between the two?

(The students raise their hands to answer.)
(Answers may vary.)
Is everything clear about the two types of an
essay? Yes sir.

Moving forward, we will now tackle the types of

point of view.

Different Types of Point of Views:

1. First-Person POV
Examples: I, me, my, our, we, or us
(personal experience)
Sample Sentence: I believe that climate change is
a real and urgent problem that threatens our
planet and demands immediate action from all of
us.

(The teacher discusses the 1st POV)

2. Second Person POV

Examples: you and your
(speaking with another person)
Sample Sentence: You must realize that climate
change is endangering your future and that your
daily choices can help protect the Earth.

(The teacher discusses the 2nd POV)

3. Third Person POV

Examples: he, she, and they
(Narration of an event/experience)
Sample Sentence: People around the world are
worried because climate change is rapidly
harming the planet, and scientists, governments,
and communities all know that urgent action is
needed.

(The teacher discusses the 3rd POV)

Going on, as we finish this part, let me ask you
again about this one.
(The students raise their hands to answer.)
Sir, the three types of point of view are first-
We have three types of point of view, what are person, second-person, and third-person.
those again?
(The students raise their hands to answer.)
(Answers may vary.)

Well done! But what are the differences between

those three points of view?
(The students continue listening.)
Moving forward, we are down to our last part for
this lesson, an important fact about the
distinguishing the differences between those two
types of essays that we discussed earlier which
can be clearly seen through the point of view
used.

Did you know?

- The difference between the two types of essays
may be seen signaled by the point of view (POV)
they employ.
(The students listen actively.)
Strict or Impersonal Essays commonly utilize the
third-person POV to sound less like an opinion.

Casual or Familiar Essays on the other hand,

extensively use a first-person and a second-
person POV. The use of first-person POV is
usually done for such essays often express
personal ideas and opinions of its own writer.
The second-person POV is also used in dialogues
and conversations in the casual settings in those
essays.
(The students raise their hands to answer.)
With the end of our last part for this lesson, let
(Answers may vary.)
me ask you something again.

What’s the difference between the two types of

essays based on the point of views used?
 Yes sir.

Going forward class, do you understand the No sir.

general types of essays and point of views?

Do you have questions or clarifications about our

lesson for today before we move on to our
activity?

None? If that’s so, we can now proceed with our

enrichment activity.

4. Enrichment Activity

“Type and Prove!”

(Students are listening attentively to the

Instructions:
instructions.)
 The class will be divided into five groups.

 Each group will be given a short essay.

 Those short essays will be read and

observed by each group.

 After reading and observing it, each group

will answer the following guide questions
in a one-whole sheet of paper.

Guide Questions:

1. What is the type of essay?

2. What is the topic?
3. What is the writer’s stand?
4. Identify the Introduction, Body, and
Conclusion of the essay.
5. What is the Point of View of the essay?

You will be given a total of 10 minutes to finish

Yes sir.
 No sir.
your work.

Class, did you understand the instructions?

(Each respective group does the activity.)
Are there any questions or clarifications? (Group leaders and members actively
collaborate in brainstorming for ideas and in
doing the activity.)

You may now go to your respective groups and

do your activity.

The students’ output will be evaluated according

to the rubric below:

(Please refer to the Appendix A below).

Yes sir.

(The teacher picks two random groups through

(The 10 minutes passed already.)
a spin-the-wheel website in Google.)
Class are you all done with your work?

If that’s so, I will pick two lucky groups to

present their work in front of the class. Through a
spin-the-wheel of course.

(Students are listening actively.)

b. Generalization
To sum our lesson up, take note of the following:
 Essays are generally classified into two
main types: the Strict or Impersonal
Essay and the Casual or Familiar Essay
 The Strict or Impersonal essay uses a
formal, objective tone and avoids
 personal feelings or opinions.
 The Casual or Familiar essay uses a
relaxed, conversational tone and may
include personal experiences and
viewpoints.
 Essays can also be written in different
points of view (POV).
 The first person uses words like I and
we.
 The second person uses you and your.
 The third person uses he, she, it, or they.
By understanding the parts, types, and points of
view of essays, we can better identify and write
essays correctly.

(The students raise their hands to answer the

We will have a reflection on your learning for question.)
today. (Answers may vary.)

Class, what have you learned on our lesson for

today? I’m genuinely interested in your insights
and learnings.

Yes sir.
Excellent! That sums up everything on what you
have learned for today.

No sir.
To finish this off, is it clear to all of you, what
our lesson “General Types of Essays” is all
about?

Do you have any questions or clarifications?

Great! It seems that you truly understand our
lesson for today. To test your knowledge, let us
proceed to our final activity.

c. Application
(The students listen attentively to the
“Dissect the Essay” instructions.)

Instructions:

 You will be given a copy containing the

short essay and the guide questions.

 Read and analyze the essay carefully.

 Answer the questions in a one-whole

sheet of paper.

Part A: Structure Check

1. Which paragraph is the Introduction?

2. Which paragraph/s is/are the Body?

3. Which paragraph is the Conclusion?

Part B: Feature Analysis

4. What type of essay is it?

5. What point of view is used?

6. What are the transitional devices used in the

essay?

Part C: Significant Components

7. What is the topic of the essay?

8. What is the writer’s stand?

9. Give one evidence or supporting detail from

the body paragraph.

Part D: Critical Junction

10. How do the essay’s type, point of view, and

structure help make the writer’s stand clear and
convincing? Explain briefly.

(The teacher distributes the activity sheet to every

student as he explains the instructions of the Yes Sir!
activity.)
You will be given 10 minutes to analyse the
essay and answer the following questions. (The students do their activity individually.)

Is everything clear with this one class?

You may now start with your activity. Yes sir.

(The students pass their activities to the front.)

(The 10 minutes passed already.)
Class are you all done with your activity?
If that’s so, kindly pass all your activities here in
front.

d. Assignment (The students listen attentively to the

instructions.)
Topic: “The Essay Blueprint”
Instructions:
1. Choose any topic of your interest.
2. Write a short essay (3–4 paragraphs) using the
correct structure:
3. Take note of the following while writing the
essay:
 Two transitional devices
 One clear point of view
 Clear topic
 Writer’s stand backed by evidence
 Organized and consistent essay structure

4. After writing your essay, identify and label:

 Topic
 Writer’s Stand
 Type of Essay (Strict/Impersonal or
Casual/Familiar)
 Point of View Used
 The three main parts of the essay
 Evidence

Be ready to explain your answers in the next

meeting.
(See Appendix B for the rubric.)

Yes sir.

No sir.

Goodbye and thank you Sir Andrei! See you

next week!

At the same time, that assignment would be

passed next week. Which means you have a
plenty of time to do it.
Is everything clear on the assignment class?

Got any questions or clarifications?

With that, this will be the end of our discussion

for today. I hope that you learned something from
our lesson today. Goodbye and thank you class!
Class dismissed!

Submitted By: Canivel, Andrei R.

Submitted To: Mr. Joseph Ryan P. Sarmiento
 APPENDIX A
Rubric for Type and Prove!

Needs Poor /
Criteria Excellent (5) Good (4) Fair (3) Improvement Missing
(2) (1)

Correctly
Correctly Partially
Essay Type identifies essay Incorrect
identifies identifies Missing
Identification type with identification
essay type essay type
explanation

Accurately
Topic Mostly Partially Incorrect or
identifies topic Missing
Identification correct correct vague
clearly

Clearly identifies
Writer’s Mostly Partially Incorrect or
writer’s opinion Missing
Stand correct correct vague
with reasoning

Correctly
Introduction Mostly Partially
identifies Incorrect Missing
Paragraph correct correct
introduction
 APPENDIX B

Rubric for Essay Puzzle

Needs
Satisfactory (2
Criteria Excellent (4 pts) Good (3 pts) Improvement (1
pts)
pt)

Essay Sentences/
Sentences/
Organization paragraphs Mostly correct Partially correct
paragraphs
(Introduction, arranged order; minor flow order; some ideas
disorganized; essay
Body, perfectly; essay issues confusing
hard to follow
Conclusion) flows logically

Use of 2+ transitions
2 transitions 1 transition used No transitions or
Transitional used correctly and
mostly correct correctly used incorrectly
Devices naturally

Supporting Body paragraphs 2 points present

No supporting
Evidence / contain 2+ clear, but weakly 1 point present
points
Ideas relevant points explained

Identification
of Key Essay
Elements
All elements 1 minor labeling 2–3 errors in Most or all labels
(Topic, Stand,
labeled correctly error labeling missing or incorrect
Essay Type,
Point of View,
Parts)

Mechanics
Several errors, but
(Grammar, No noticeable Many errors,
Few minor errors still
Spelling, errors difficult to read
understandable
Punctuation)
 APPENDIX C

Rubric for The Essay Blueprint

Needs
Criteria Excellent (4) Good (3) Fair (2) Improvement
(1)
Essay
Complete and All three parts Structure is
Structure
clearly organized; present but one One part is weak incomplete or
(Introduction,
all three parts are part needs more or unclear. poorly
Body,
well-developed. development. organized.
Conclusion)
Topic is clear and Topic and stand
Topic or stand is Topic and stand
Topic & focused; stand is are clear but
somewhat are unclear or
Writer’s Stand clearly stated and could be
unclear. missing.
restated. stronger.
Details do not
Details strongly Details support Some details are
Supporting support the
support the stand the stand but weak or not
Details stand or are
and are logical. lack depth. clearly connected.
missing.
Uses at least 2
Transitional Uses transitions Only 1 transition No transitions
correct transitions
Devices & POV and POV with used or POV and inconsistent
and maintains
Consistency minor errors. shifts slightly. POV.
consistent POV.
Correctly identifies
Most parts
topic, stand, type of
Identification Minor errors in Several errors in incorrectly
essay, POV, and
& Labeling identification. labeling. identified or
labels parts
missing.
accurately.
 REFERENCES

Sarmiento, J. R. (2026, January 26). Q4 - Week 1. Meralco Avenue, Pasig City, National Capital
Region, Philippines; Department of Education.
Nikop, S. (2023, March 27). Language registers. Scribd.
[Link]
docx#:~:text=Language%20Registers-,The%20document%20discusses%20different
%20language%20registers%20including:%201)%20Frozen%20register,distinguishing
%20features%20of%20each%20register.
University, L. (2011, February 21). Register types. Academic Writing in English.
[Link]
%20register%20is%20neither,do%20when%20using%20this%20register.
Gushiken, Y. (2022, November 1). Language register. Scribd.
[Link]
%20Register-,The%20document%20discusses%20language%20register%20and%20describes
%20three%20main%20types,%2C%20articles%2C%20and%20technical%20writing.