Republic of the Philippines

Department of Education
REGION V - Bicol
SCHOOLS DIVISION OF SORSOGON
SAN FRANCISCO NATIONAL HIGH SCHOOL
___________________________________________________________________________________________________________________________________________________________

3RD QUARTER’S LIST OF TOPICS FOR GRADE 8 ENGLISH

SCHOOL YEAR 2025 – 2026

Week 1 – November 3 – 7, 2025 - Grade 8 – Magiliw & Maaasahan

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts
A. Content Standard (journalistic texts: opinion editorials, sports, and Science and Technology articles) for clarity of meaning, purpose, and target
audience as a foundation for publishing original informational texts.
The learners analyze the style, form, and features of informational texts (opinion editorials, sports, and Science and
Technology articles); evaluate informational texts for clarity of meaning, purpose, and target audience; and compose
B. Performance Standards
and publish original multimodal informational texts (opinion editorials, sports, and Science and Technology articles)
using appropriate forms and structures that represent their meaning, purpose, and target audience.
C. Learning Competencies Learning Competencies: Evaluating informational text in a range of media (spoken, written, visual, and multimedia) for clarity
and Objectives of meaning, purpose, form, and function
EN8INF-III-1 Examine text structures for clarity of meaning and purpose:
journalistic texts
• opinion editorials
Learning Objectives: Analyze the features and parts of an opinion editorial
C. Content Topic 1: Analyzing the linguistic and visual features of opinion editorials
Subtopic: Structure of an Editorial Article
D. Integration SDG 5: Achieve gender equality and empower all women and girls
SDG 10: Reduce inequality within and among countries
SDG 16: Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and
build effective, accountable and inclusive institutions at all levels

Prepared by:
JEROME G. GLIPONEO
Class Adviser, Grade 7 Magalang
 Republic of the Philippines
Department of Education
REGION V - Bicol
SCHOOLS DIVISION OF SORSOGON
SAN FRANCISCO NATIONAL HIGH SCHOOL
___________________________________________________________________________________________________________________________________________________________

3RD QUARTER’S LIST OF TOPICS FOR GRADE 8 ENGLISH

SCHOOL YEAR 2025 – 2026

Week 2 – November 10 - 14, 2025 - Grade 8 – Magiliw & Maaasahan

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts
A. Content Standard (journalistic texts: opinion editorials, sports, and Science and Technology articles) for clarity of meaning, purpose, and target
audience as a foundation for publishing original informational texts.
The learners analyze the style, form, and features of informational texts (opinion editorials, sports, and Science and
Technology articles); evaluate informational texts for clarity of meaning, purpose, and target audience; and compose
B. Performance Standards
and publish original multimodal informational texts (opinion editorials, sports, and Science and Technology articles)
using appropriate forms and structures that represent their meaning, purpose, and target audience.
C. Learning Competencies Learning Competencies:
and Objectives EN8INF-III-2 Examine linguistic features as tools to achieve organizational efficiency in informational texts:
- style (diction and tone)
- sentence structure
Lesson Objectives:
1. Identify the style (diction and tone) used to organize opinion editorials based on the author’s purpose
and meaning, and target audience.
2. Identify the sentence structure commonly observed in opinion editorials.
C. Content The Language of an Opinion Editorial Article
- Style (Diction & Tone)
- Sentence Structure

Prepared by:
JEROME G. GLIPONEO
Class Adviser, Grade 7 Magalang
 Republic of the Philippines
Department of Education
REGION V - Bicol
SCHOOLS DIVISION OF SORSOGON
SAN FRANCISCO NATIONAL HIGH SCHOOL
___________________________________________________________________________________________________________________________________________________________

3RD QUARTER’S LIST OF TOPICS FOR GRADE 8 ENGLISH

SCHOOL YEAR 2025 – 2026

Week 3 – November 17 - 21, 2025 - Grade 8 – Magiliw & Maaasahan

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts
A. Content Standard (journalistic texts: opinion editorials, sports, and Science and Technology articles) for clarity of meaning, purpose, and target
audience as a foundation for publishing original informational texts.
The learners analyze the style, form, and features of informational texts (opinion editorials, sports, and Science and
Technology articles); evaluate informational texts for clarity of meaning, purpose, and target audience; and compose
B. Performance Standards
and publish original multimodal informational texts (opinion editorials, sports, and Science and Technology articles)
using appropriate forms and structures that represent their meaning, purpose, and target audience.
C. Learning Competencies Learning Competencies:
and Objectives EN8INF-III-3 Examine how visual elements are used as tools to achieve the intended meaning of
informational texts

Lesson Objective:
1. Analyze how editorial cartoons represent and/or summarize the contents of informational texts:
caricatures, stereotypes, symbols, analogies, humor
C. Content Cartoon as Representation in Opinion Editorial Article

Prepared by:
JEROME G. GLIPONEO
Class Adviser, Grade 7 Magalang
 Republic of the Philippines
Department of Education
REGION V - Bicol
SCHOOLS DIVISION OF SORSOGON
SAN FRANCISCO NATIONAL HIGH SCHOOL
___________________________________________________________________________________________________________________________________________________________

3RD QUARTER’S LIST OF TOPICS FOR GRADE 8 ENGLISH

SCHOOL YEAR 2025 – 2026

Week 5 December 1-5, 2025

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts
A. Content Standard (journalistic texts: opinion editorials, sports, and Science and Technology articles) for clarity of meaning, purpose, and target
audience as a foundation for publishing original informational texts.
The learners analyze the style, form, and features of informational texts (opinion editorials, sports, and Science and
Technology articles); evaluate informational texts for clarity of meaning, purpose, and target audience; and compose
B. Performance Standards
and publish original multimodal informational texts (opinion editorials, sports, and Science and Technology articles)
using appropriate forms and structures that represent their meaning, purpose, and target audience.
C. Learning Competencies Evaluate opinion editorials for textual evidence and quality
and Objectives Identify the standard development principle/s applied in each opinion editorial (EN8INF-III-10)
a. simplicity and brevity
b. precision
c. objectivity and factuality
d. fairness and balance
e. ethics
C. Content Opinion editorial articles
Standard development principles in assessing the quality of an Opinion Editorial Article

Prepared by:
JEROME G. GLIPONEO
Class Adviser, Grade 7 Magalang
 Republic of the Philippines
Department of Education
REGION V - Bicol
SCHOOLS DIVISION OF SORSOGON
SAN FRANCISCO NATIONAL HIGH SCHOOL
___________________________________________________________________________________________________________________________________________________________

3RD QUARTER’S LIST OF TOPICS FOR GRADE 8 ENGLISH

SCHOOL YEAR 2025 – 2026

Week 4 – November 24 - 28, 2025

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts
A. Content Standard (journalistic texts: opinion editorials, sports, and Science and Technology articles) for clarity of meaning, purpose, and target
audience as a foundation for publishing original informational texts.
The learners analyze the style, form, and features of informational texts (opinion editorials, sports, and Science and
Technology articles); evaluate informational texts for clarity of meaning, purpose, and target audience; and compose
B. Performance Standards
and publish original multimodal informational texts (opinion editorials, sports, and Science and Technology articles)
using appropriate forms and structures that represent their meaning, purpose, and target audience.
C. Learning Competencies Learning Competencies:
and Objectives EN8INF-III-8 Determine the veracity of the information presented: credibility of the author, accuracy of
information, relevance, timeliness, objectivity, and coverage
EN8INF-III-9 Analyze textual evidence to support an argument/general statement: quoting, paraphrasing,
summarizing
Lesson Objectives:
1. Identify the manner of presenting textual evidence in a given opinion editorial: quoting, paraphrasing,
summarizing
2. Determine the veracity of information presented in an opinion editorial article focusing on the credibility
of the author, accuracy of information, relevance, timeliness, objectivity, and coverage
C. Content Evaluating opinion editorials for textual evidence and quality

Prepared by:
JEROME G. GLIPONEO
Class Adviser, Grade 7 Magalang
 Republic of the Philippines
Department of Education
REGION V - Bicol
SCHOOLS DIVISION OF SORSOGON
SAN FRANCISCO NATIONAL HIGH SCHOOL
___________________________________________________________________________________________________________________________________________________________

3RD QUARTER’S LIST OF TOPICS FOR GRADE 8 ENGLISH

SCHOOL YEAR 2025 – 2026

Week 6 December 8-12, 2025

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts
A. Content Standard (journalistic texts: opinion editorials, sports, and Science and Technology articles) for clarity of meaning, purpose, and target
audience as a foundation for publishing original informational texts.
The learners analyze the style, form, and features of informational texts (opinion editorials, sports, and Science and
Technology articles); evaluate informational texts for clarity of meaning, purpose, and target audience; and compose
B. Performance Standards
and publish original multimodal informational texts (opinion editorials, sports, and Science and Technology articles)
using appropriate forms and structures that represent their meaning, purpose, and target audience.
C. Learning Competencies Prewriting
and Objectives 1. Identifying and narrowing a specific problem related to inequality faced by Asian and African (SDG 10) and brainstorm
possible solutions for peaceful societies (SDG16).
2. Describing the specific situations where the problem exists, the target readers of the opinion editorial,
and the purpose for writing it.
C. Content Prewriting Opinion Editorial Article

Prepared by:
JEROME G. GLIPONEO
Class Adviser, Grade 7 Magalang
 Republic of the Philippines
Department of Education
REGION V - Bicol
SCHOOLS DIVISION OF SORSOGON
SAN FRANCISCO NATIONAL HIGH SCHOOL
___________________________________________________________________________________________________________________________________________________________
3RD QUARTER’S LIST OF TOPICS FOR GRADE 7 ENGLISH
SCHOOL YEAR 2025 – 2026

Week 1 – November 3 – 7, 2025

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
The learners demonstrate their word knowledge as used in formal and informal situations; knowledge of grammatical
structures; literal, inferential, and critical comprehension of literary and informational texts; composing and creating
A. Content Standard
text skills; and knowledge of non-verbal cues and propaganda techniques to produce culture-based texts based on
one’s purpose, context, and target audience.
The learners apply literal, inferential, and critical comprehension of literary and informational texts; produce culture-based
texts: narrative, expository, and persuasive texts appropriate for their purpose context (Indigenous People and
B. Performance Standards
regional celebrations); and target audience using simple, compound, and complex sentences, and age-appropriate and
gender-sensitive language.
C. Learning Competencies Learning Competencies
and Objectives EN7INF-III-1 Examine text structures of non-journalistic (expository) texts for clarity of meaning and purpose: comparison
and contrast
EN7INF-III-2 Examine linguistic features as tools to achieve organizational efficiency in informational texts: transition devices
EN7INF-III-4 Extract significant information.
EN7INF-III-11 Analyze textual evidence to support an argument/general statement: summarizing
Lesson Objectives
1. Analyze the text structure of different types of expository texts by noting purpose and organization of ideas.
2. Identify the meaning and use of different transitional devices in expository texts.
3. Note important details to summarize information presented in expository texts.
C. Content ● Text structures of Expository Texts ● Transition markers
● Extracting significant information to summarize
D. Integration Local, regional, and national celebrations/holidays

Prepared by:
JEROME G. GLIPONEO
Class Adviser, Grade 7 Magalang
 Republic of the Philippines
Department of Education
REGION V - Bicol
SCHOOLS DIVISION OF SORSOGON
SAN FRANCISCO NATIONAL HIGH SCHOOL
___________________________________________________________________________________________________________________________________________________________
3RD QUARTER’S LIST OF TOPICS FOR GRADE 7 ENGLISH
SCHOOL YEAR 2025 – 2026
Week 2 – November 10 – 14, 2025
I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
The learners demonstrate their word knowledge as used in formal and informal situations; knowledge of grammatical
structures; literal, inferential, and critical comprehension of literary and informational texts; composing and creating text skills;
A. Content Standard
and knowledge of non-verbal cues and propaganda techniques to produce culture-based texts based on one’s purpose, context,
and target audience.
The learners apply literal, inferential, and critical comprehension of literary and informational texts; produce culture-based
texts: narrative, expository, and persuasive texts appropriate for their purpose context (Indigenous People and
B. Performance Standards
regional celebrations); and target audience using simple, compound, and complex sentences, and age-appropriate and
gender-sensitive language.
Learning Competency
EN7INF-III-4 Extract significant information.
EN7INF-III-5 Analyze the real-world issues/occurrences presented in informational texts.
C. Learning Competencies EN7INF-III-8 Draw inferences and conclusions to formulate sound judgment:
and Objectives • author’s purpose and meaning
• target audience: hypothetical vs. real, experts vs. laypeople, managerial vs. rank-and-file
EN7INF-III-11 Analyze textual evidence to support an argument/general statement: quoting, paraphrasing, and
summarizing
• Drawing inferences about the author’s purpose and target audience • Analyzing real-world issues presented
• Analyzing how textual evidence supports arguments by summarizing, paraphrasing, and quoting
C. Content
• Analyzing how non-linear texts summarize and/or represent information
• Synthesizing significant information
Local, regional, and national celebrations/holidays SDG 10. Reduced Inequalities SDG 16. Peace, Justice, and Strong
D. Integration
Institutions
Prepared by:
JEROME G. GLIPONEO
Class Adviser, Grade 7 Magalang
 Republic of the Philippines
Department of Education
REGION V - Bicol
SCHOOLS DIVISION OF SORSOGON
SAN FRANCISCO NATIONAL HIGH SCHOOL
___________________________________________________________________________________________________________________________________________________________
3RD QUARTER’S LIST OF TOPICS FOR GRADE 7 ENGLISH
SCHOOL YEAR 2025 – 2026

Week 3 – November 17 - 21, 2025

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
The learners demonstrate their word knowledge as used in formal and informal situations; knowledge of grammatical
structures; literal, inferential, and critical comprehension of literary and informational texts; composing and creating text
A. Content Standard
skills; and knowledge of non-verbal cues and propaganda techniques to produce culture-based texts based on one’s
purpose, context, and target audience.
The learners apply literal, inferential, and critical comprehension of literary and informational texts; produce culture-
based texts: narrative, expository, and persuasive texts appropriate for their purpose context (Indigenous People and
B. Performance Standards
regional celebrations); and target audience using simple, compound, and complex sentences, and age-appropriate and
gender-sensitive language.
EN7INF-III-1 Examine text structures of non-journalistic (expository) texts for clarity of meaning and purpose:
comparison and contrast
EN7INF-III-5 Analyze the real-world issues/occurrences presented in informational texts.
EN7INF-III-9 Analyze how non-linear texts represent and/or summarize the contents of informational texts: graphical
organizer
C. Learning Competencies
EN7INF-III-3 Examine how visual elements are used as tools to achieve the intended meaning of informational texts:
and Objectives
animations
Lesson Objectives
1. Examine the two methods in writing comparison-contrast text – point by point and block methods.
2. Analyze how animations aid in presenting information.
3. Use graphic organizers in analyzing, representing, and summarizing information from expository texts.
• Comparison and Contrast text structure
C. Content • Analyzing use of visual elements in informative texts
• Summarizing significant information in a comparison-contrast essay
D. Integration Local, regional, and national celebrations/holidays
Prepared by:
JEROME G. GLIPONEO
Class Adviser, Grade 7 Magalang
 Republic of the Philippines
Department of Education
REGION V - Bicol
SCHOOLS DIVISION OF SORSOGON
SAN FRANCISCO NATIONAL HIGH SCHOOL
___________________________________________________________________________________________________________________________________________________________

3RD QUARTER’S LIST OF TOPICS FOR GRADE 7 ENGLISH

SCHOOL YEAR 2025 – 2026

Week 4 – November 24 - 28, 2025

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
The learners demonstrate their word knowledge as used in formal and informal situations; knowledge of grammatical
structures; literal, inferential, and critical comprehension of literary and informational texts; composing and creating text
A. Content Standard
skills; and knowledge of non-verbal cues and propaganda techniques to produce culture-based texts based on one’s purpose,
context, and target audience.
The learners apply literal, inferential, and critical comprehension of literary and informational texts; produce culture-based
texts: narrative, expository, and persuasive texts appropriate for their purpose context (Indigenous People and
B. Performance Standards
regional celebrations); and target audience using simple, compound, and complex sentences, and age-appropriate and
gender-sensitive language.
Learning Competency
Examine the quality and structure of a news article as a journalistic text.
C. Learning Competencies
Learning Objectives
and Objectives
a. Analyze the text’s diction and writing style at a sentence level.
b. Distinguish varied techniques of quoting, paraphrasing, and summarizing words and statements.
Journalistic text (News)
C. Content Diction and writing style in journalistic articles
Quoting, paraphrasing, and summarizing words and statements
D. Integration Recognition of and appreciation for Philippine indigenous games
Prepared by:
JEROME G. GLIPONEO
Class Adviser, Grade 7 Magalang
 Republic of the Philippines
Department of Education
REGION V - Bicol
SCHOOLS DIVISION OF SORSOGON
SAN FRANCISCO NATIONAL HIGH SCHOOL
___________________________________________________________________________________________________________________________________________________________

3RD QUARTER’S LIST OF TOPICS FOR GRADE 7 ENGLISH

SCHOOL YEAR 2025 – 2026

Week 5 – December 1 - 5, 2025

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
The learners demonstrate their word knowledge as used in formal and informal situations; knowledge of grammatical
structures; literal, inferential, and critical comprehension of literary and informational texts; composing and creating text
A. Content Standard
skills; and knowledge of non-verbal cues and propaganda techniques to produce culture-based texts based on one’s purpose,
context, and target audience.
The learners apply literal, inferential, and critical comprehension of literary and informational texts; produce culture-based
texts: narrative, expository, and persuasive texts appropriate for their purpose context (Indigenous People and
B. Performance Standards
regional celebrations); and target audience using simple, compound, and complex sentences, and age-appropriate and
gender-sensitive language.
Learning Competency
Examine the quality and structure of a news article as a journalistic text.
Learning Objectives
C. Learning Competencies
a. Analyze propaganda techniques in a journalistic text (testimonials vs. plain folks; stereotyping vs. fear appeals).
and Objectives
b. Analyze how non-linear texts represent and/or summarize the contents in a journalistic text.
c. Distinguish facts from claims/opinions.
d. Determine the veracity of the information presented.
Journalistic text (News/Press Release)
Propaganda types and techniques
C. Content
Fact versus opinion
Veracity of information
D. Integration Information literacy and integrity

Prepared by:
JEROME G. GLIPONEO
Class Adviser, Grade 7 Magalang
 Republic of the Philippines
Department of Education
REGION V - Bicol
SCHOOLS DIVISION OF SORSOGON
SAN FRANCISCO NATIONAL HIGH SCHOOL
___________________________________________________________________________________________________________________________________________________________
3RD QUARTER’S LIST OF TOPICS FOR GRADE 7 ENGLISH
SCHOOL YEAR 2025 – 2026

Week 6 – December 8 - 12, 2025

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
The learners demonstrate their word knowledge as used in formal and informal situations; knowledge of grammatical
structures; literal, inferential, and critical comprehension of literary and informational texts; composing and creating
A. Content Standard
text skills; and knowledge of non-verbal cues and propaganda techniques to produce culture-based texts based on one’s
purpose, context, and target audience.
The learners apply literal, inferential, and critical comprehension of literary and informational texts; produce culture-
based texts: narrative, expository, and persuasive texts appropriate for their purpose context (Indigenous People and
B. Performance Standards
regional celebrations); and target audience using simple, compound, and complex sentences, and age-appropriate and
gender-sensitive language.
Learning Competency
Publish a multimodal informational text (newsletter) for one’s purpose and target audience
EN7INF-III-14 Identify the text type appropriate for one’s topic, purpose, and target audience.
EN7INF-III-15 Organize significant information using various techniques.
EN7INF-III-16 Determine one’s thesis as the central idea of the paper.
C. Learning Competencies EN7INF-III-17 Compose the informational text based on the chosen text type.
and Objectives Learning Objectives
1. Pre-writing
a. Identify topics and sources appropriate for the purpose and target audience of the newsletter
2. Drafting
a. Organize significant information in the newsletter.
b. Apply multimodal elements in presenting information.
C. Content Newsletter Writing
D. Integration Local, regional, and national celebrations/holidays
Prepared by:
JEROME G. GLIPONEO
Class Adviser, Grade 7 Magalang
 Republic of the Philippines
Department of Education
REGION V - Bicol
SCHOOLS DIVISION OF SORSOGON
SAN FRANCISCO NATIONAL HIGH SCHOOL
___________________________________________________________________________________________________________________________________________________________
4th QUARTER’S LIST OF TOPICS FOR GRADE 8 ENGLISH
SCHOOL YEAR 2025 – 2026
Lesson 1 - Week 1 – January 26 – 30, 2026 – Grade 8 – Magiliw & Maaasahan
I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts
A. Content Standard (academic text: expository essays) and transactional texts (letter of request) for clarity of meaning, purpose, and target
audience as a foundation for publishing original informational and transactional texts.
The learners analyze the style, form, and features of informational texts (expository essays) and transactional texts
(letter of request); evaluate informational and transactional texts for clarity of meaning, purpose, and target audience;
B. Performance Standards
and compose and publish original multimodal informational texts (expository essays) and transactional texts (letter of
request) using appropriate forms and structures that represent their meaning, purpose, and target audience.
C. Learning Competencies Learning Competency
and Objectives Evaluate informational text in a range of media (spoken, written, visual, and multimedia) for clarity of meaning, purpose,
form, and function.
Lesson Objectives
A. Analyzing linguistic features: Problem-Solution Expository Text
● Identify and describe the diction and style commonly used in problem-solution expository texts.
o discipline-specific words, voice, technical terms in research, and conceptual, operational, and expanded definition of word
o target audience: hypothetical vs. real, experts vs. laypeople, managerial vs. rank-and-file
● Identify transition markers commonly used in problem-solution expository texts.
C. Content A. Analyzing linguistic features
1. Diction and style in problem-solution texts
2. Transition markers in problem-solution texts
D. Integration Environmental awareness and preservation
SDG 13: Take urgent action to combat climate change and its impacts
SDG 15: Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat
desertification, and halt and reverse land degradation and halt biodiversity loss

Prepared by:

JEROME G. GLIPONEO
Class Adviser, Grade 7 Magalang
 Republic of the Philippines
Department of Education
REGION V - Bicol
SCHOOLS DIVISION OF SORSOGON
SAN FRANCISCO NATIONAL HIGH SCHOOL
___________________________________________________________________________________________________________________________________________________________
4th QUARTER’S LIST OF TOPICS FOR GRADE 8 ENGLISH
SCHOOL YEAR 2025 – 2026
Lesson 2 - Week 2 – February 2 – 6, 2026 – Grade 8 – Magiliw & Maaasahan
I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts
A. Content Standard (academic text: expository essays) and transactional texts (letter of request) for clarity of meaning, purpose, and target
audience as a foundation for publishing original informational and transactional texts.
The learners analyze the style, form, and features of informational texts (expository essays) and transactional texts
(letter of request); evaluate informational and transactional texts for clarity of meaning, purpose, and target audience;
B. Performance Standards
and compose and publish original multimodal informational texts (expository essays) and transactional texts (letter of
request) using appropriate forms and structures that represent their meaning, purpose, and target audience.
C. Learning Competencies Learning Competency
and Objectives Evaluate informational text in a range of media (spoken, written, visual, and multimedia) for clarity of meaning, purpose,
form, and function.
A. Evaluating expository essay (problem and solution) for clarity of meaning and purpose
● Identify the main idea.
● Identify details that support the main idea through the following:
o Facts (figures, dates, statistical reports, research findings) Note: Integrate quoting
o Opinions (informed opinion) Note: Integrate paraphrasing and summarizing
● Differentiate claim of fact, claim of value, and claim of policy as used in problem-solution expository text.
C. Content A. Evaluating expository essay (problem and solution) for clarity of meaning and purpose
1. Identifying the main idea.
2. Identifying details that support the main idea through the following:
● Facts (figures, dates, statistical reports, research findings) Note: Integrate quoting
● Opinions (informed opinion) Note: Integrate paraphrasing and summarizing
3. Differentiating claim of fact, claim of value, and claim of policy as used in problem-solution expository text.
D. Integration Environmental awareness and preservation
SDG 13: Take urgent action to combat climate change and its impacts
SDG 15: Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat
desertification, and halt and reverse land degradation and halt biodiversity loss

Prepared by:
JEROME G. GLIPONEO
Class Adviser, Grade 7 Magalang
 Republic of the Philippines
Department of Education
REGION V - Bicol
SCHOOLS DIVISION OF SORSOGON
SAN FRANCISCO NATIONAL HIGH SCHOOL
___________________________________________________________________________________________________________________________________________________________
4th QUARTER’S LIST OF TOPICS FOR GRADE 8 ENGLISH
SCHOOL YEAR 2025 – 2026
Lesson 3 - Week 3 – February 9 – 13, 2026 – Grade 8 – Magiliw & Maaasahan
I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts
A. Content Standard (academic text: expository essays) and transactional texts (letter of request) for clarity of meaning, purpose, and target
audience as a foundation for publishing original informational and transactional texts.
The learners analyze the style, form, and features of informational texts (expository essays) and transactional texts
(letter of request); evaluate informational and transactional texts for clarity of meaning, purpose, and target audience;
B. Performance Standards
and compose and publish original multimodal informational texts (expository essays) and transactional texts (letter of
request) using appropriate forms and structures that represent their meaning, purpose, and target audience.
C. Learning Competencies Learning Competency
and Objectives Publish a multimodal informational text for one’s purpose and target audience: Expository Essay
Lesson Objectives
[Link]
● Identify a specific problem related to environmental awareness and preservation and brainstorm possible
solutions.
● Describe the specific situations where the problem exists, the target readers of the problem solution essay, and
the purpose for writing it.
2. Drafting
● Determine one’s thesis as the central idea of the essay.
● Gather facts and informed opinions (texts and images) to support the central idea.
● Write a problem-solution essay based on the central idea and supporting details.
● Draw a convincing solution to the identified problem.
3. Revising
● Revise the draft for clarity of main idea and validity/verifiability of supporting details.
4. Editing
● Edit the grammar, word choice, and writing mechanics of the problem-solution essay.
5. Publishing
● Publish a multimodal problem-solution text for one’s purpose and audience in any of the following:
o Digital or printed brochure
o Digital or printed pamphlet
o Digital or printed posters
o Social media posts (Facebook, Instagram, etc.)
 C. Content Topic: Writing process
Sub-topics:
Prewriting, Drafting, Revising, Editing, Publishing
D. Integration Environmental awareness and preservation
SDG 6: Ensure availability and sustainable management of water and sanitation for all
SDG 11: Make cities and human settlements inclusive, safe, resilient and sustainable
SDG 13: Take urgent action to combat climate change and its impacts
SDG 14: Conserve and sustainably use the oceans, seas and marine resources for sustainable development
SDG 15: Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and
halt and reverse land degradation and halt biodiversity loss
Grade 8 – Magiliw & Maaasahan

Prepared by:

JEROME G. GLIPONEO
Class Adviser, Grade 7 Magalang
 Republic of the Philippines
Department of Education
REGION V - Bicol
SCHOOLS DIVISION OF SORSOGON
SAN FRANCISCO NATIONAL HIGH SCHOOL
___________________________________________________________________________________________________________________________________________________________
4th QUARTER’S LIST OF TOPICS FOR GRADE 8 ENGLISH
SCHOOL YEAR 2025 – 2026
Lesson 4 - Week 4 – February 16 – 20, 2026 – Grade 8 – Magiliw & Maaasahan
I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts
A. Content Standard (academic text: expository essays) and transactional texts (letter of request) for clarity of meaning, purpose, and target
audience as a foundation for publishing original informational and transactional texts.
The learners analyze the style, form, and features of informational texts (expository essays) and transactional texts
(letter of request); evaluate informational and transactional texts for clarity of meaning, purpose, and target audience;
B. Performance Standards
and compose and publish original multimodal informational texts (expository essays) and transactional texts (letter of
request) using appropriate forms and structures that represent their meaning, purpose, and target audience.
C. Learning Competencies Learning Competency
and Objectives Publish a multimodal informational text for one’s purpose and target audience: Expository Essay
Lesson Objectives
[Link]
● Identify a specific problem related to environmental awareness and preservation and brainstorm possible
solutions.
● Describe the specific situations where the problem exists, the target readers of the problem solution essay, and
the purpose for writing it.
2. Drafting
● Determine one’s thesis as the central idea of the essay.
● Gather facts and informed opinions (texts and images) to support the central idea.
● Write a problem-solution essay based on the central idea and supporting details.
● Draw a convincing solution to the identified problem.
3. Revising
● Revise the draft for clarity of main idea and validity/verifiability of supporting details.
4. Editing
● Edit the grammar, word choice, and writing mechanics of the problem-solution essay.
5. Publishing
● Publish a multimodal problem-solution text for one’s purpose and audience in any of the following:
o Digital or printed brochure
o Digital or printed pamphlet
o Digital or printed posters
o Social media posts (Facebook, Instagram, etc.)
 D. Content Topic: Writing process
Sub-topics:
Prewriting, Drafting, Revising, Editing, Publishing
E. Integration Environmental awareness and preservation
SDG 6: Ensure availability and sustainable management of water and sanitation for all
SDG 11: Make cities and human settlements inclusive, safe, resilient and sustainable
SDG 13: Take urgent action to combat climate change and its impacts
SDG 14: Conserve and sustainably use the oceans, seas and marine resources for sustainable development
SDG 15: Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat
desertification, and halt and reverse land degradation and halt biodiversity loss
– Grade 8 – Magiliw & Maaasahan

Prepared by:

JEROME G. GLIPONEO
Class Adviser, Grade 7 Magalang
 Republic of the Philippines
Department of Education
REGION V - Bicol
SCHOOLS DIVISION OF SORSOGON
SAN FRANCISCO NATIONAL HIGH SCHOOL

4th QUARTER’S LIST OF TOPICS FOR GRADE 8 ENGLISH

SCHOOL YEAR 2025 – 2026
Lesson 5 - Week 5 – February 23 – 25, 2025 – Grade 8 – Magiliw & Maaasahan
I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
A. Content Standard The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts (academic text: expository
essays) and transactional texts (letter of request) for clarity of meaning, purpose, and target audience as a foundation for publishing
original informational and transactional texts.
B. Performance Standard The learners analyze the style, form, and features of informational texts (expository essays) and transactional texts (letter of request);
evaluate informational and transactional texts for clarity of meaning, purpose, and target audience; and compose and publish original
multimodal informational texts (expository essays) and transactional texts (letter of request) using appropriate forms and structures that
represent their meaning, purpose, and target audience.
C. Learning Competencies Learning Competency
and Objectives Publish a multimodal informational text for one’s purpose and target audience: Expository Essay
Lesson Objectives
[Link]
● Identify a specific problem related to environmental awareness and preservation and brainstorm possible solutions.
● Describe the specific situations where the problem exists, the target readers of the problem solution essay, and the purpose for writing
it.
2. Drafting
● Determine one’s thesis as the central idea of the essay.
● Gather facts and informed opinions (texts and images) to support the central idea.
● Write a problem-solution essay based on the central idea and supporting details.
● Draw a convincing solution to the identified problem.
3. Revising
● Revise the draft for clarity of main idea and validity/verifiability of supporting details.
4. Editing
● Edit the grammar, word choice, and writing mechanics of the problem-solution essay.
5. Publishing
● Publish a multimodal problem-solution text for one’s purpose and audience in any of the following:
o Digital or printed brochure o Digital or printed pamphlet
o Digital or printed posters o Social media posts (Facebook, Instagram, etc.)
 D. Content Topic: Writing process
Sub-topics:
Prewriting, Drafting, Revising, Editing, Publishing

E. Integration Environmental awareness and preservation

SDG 6: Ensure availability and sustainable management of water and sanitation for all
SDG 11: Make cities and human settlements inclusive, safe, resilient and sustainable
SDG 13: Take urgent action to combat climate change and its impacts
SDG 14: Conserve and sustainably use the oceans, seas and marine resources for sustainable development
SDG 15: Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat
desertification, and halt and reverse land degradation and halt biodiversity loss
Grade 8 – Magiliw & Maaasahan

Prepared by:

JEROME G. GLIPONEO
Class Adviser, Grade 7 Magalang
 Republic of the Philippines
Department of Education
REGION V - Bicol
SCHOOLS DIVISION OF SORSOGON
SAN FRANCISCO NATIONAL HIGH SCHOOL

4th QUARTER’S LIST OF TOPICS FOR GRADE 8 ENGLISH

SCHOOL YEAR 2025 – 2026

Lesson 6 - Week 6 – March 2 – 6, 2026 – Grade 8 – Magiliw & Maasahan

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
A. Content Standard The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts (academic text: expository
essays) and transactional texts (letter of request) for clarity of meaning, purpose, and target audience as a foundation for publishing
original informational and transactional texts.
B. Performance Standard The learners analyze the style, form, and features of informational texts (expository essays) and transactional texts (letter of request);
evaluate informational and transactional texts for clarity of meaning, purpose, and target audience; and compose and publish original
multimodal informational texts (expository essays) and transactional texts (letter of request) using appropriate forms and structures that
represent their meaning, purpose, and target audience.
C. Learning Competencies Learning Competencies
and Objectives EN7TRAN-IV-1 Analyze distinguishing features of informal and formal correspondences to infer sender’s meaning and
purpose across modalities: letter of request.
EN7TRAN-IV-2 Analyze milieus influencing the structure and rhetoric of informal and formal correspondences across
modalities: -parts and formats -organizational patterns -politeness strategies (etiquette)
EN7TRAN-IV-3 Examine the sender’s voice for clarity of purpose and meaning: -diction -style -tone and register -point
of view -sentence structure
EN7TRAN-IV-4 Examine how ethics is established in transmitting informal and formal correspondences across
modalities.
Objectives:
1. Identify the parts of the letter of request proposing a solution to an environmental concern.
2. Infer sender’s meaning, purpose, and intended audience.
3. Identify politeness strategies and appropriate diction and style given a letter of request.
D. Content Evaluating letter of request
E. Integration SDG 14: Conserve and sustainably use the oceans, seas and marine resources for sustainable development

Prepared by:

JEROME G. GLIPONEO
Class Adviser, Grade 7 Magalang
 Republic of the Philippines
Department of Education
REGION V - Bicol
SCHOOLS DIVISION OF SORSOGON
SAN FRANCISCO NATIONAL HIGH SCHOOL

Lesson 7 - Week 7 – March 9 – 13, 2026 - Grade 8 – Magiliw & Maasahan

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
A. Content Standard The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts (academic text: expository
essays) and transactional texts (letter of request) for clarity of meaning, purpose, and target audience as a foundation for publishing
original informational and transactional texts.
B. Performance Standard The learners analyze the style, form, and features of informational texts (expository essays) and transactional texts (letter of request);
evaluate informational and transactional texts for clarity of meaning, purpose, and target audience; and compose and publish original
multimodal informational texts (expository essays) and transactional texts (letter of request) using appropriate forms and structures that
represent their meaning, purpose, and target audience.
C. Learning Competencies EN7TRAN-IV-5 Identify one’s purpose and meaning in writing letters.
and Objectives EN7TRAN-IV-6 Compose a letter of request.
Objectives:
[Link]
● Identify one’s role and purpose, situation, and target readers in writing a letter of request in proposing a solution to an
environmental concern.
● Use any of the following pre-writing strategies (brainstorming, diagramming, freewriting, outlining, etc.) in gathering and
organizing ideas.
2. Drafting
● Write a letter of request using the gathered information from the pre-writing activity.
D. Content Sending letters to communicate to a person or to be published for public action
Writing process
● Prewriting
● Drafting
E. Integration SDG 13: Take urgent action to combat climate change and its impacts

Prepared by:

JEROME G. GLIPONEO
Class Adviser, Grade 7 Magalang
 Republic of the Philippines
Department of Education
REGION V - Bicol
SCHOOLS DIVISION OF SORSOGON
SAN FRANCISCO NATIONAL HIGH SCHOOL

Lesson 8 - Week 8 – March 16 – 20, 2026

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
A. Content Standard The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts (academic text: expository
essays) and transactional texts (letter of request) for clarity of meaning, purpose, and target audience as a foundation for publishing
original informational and transactional texts.
B. Performance Standard The learners analyze the style, form, and features of informational texts (expository essays) and transactional texts (letter of request);
evaluate informational and transactional texts for clarity of meaning, purpose, and target audience; and compose and publish original
multimodal informational texts (expository essays) and transactional texts (letter of request) using appropriate forms and structures that
represent their meaning, purpose, and target audience.
C. Learning Competencies Learning Competency:
and Objectives EN7TRAN-IV-7 Revise for coherence and cohesion.
EN7TRAN-IV-8: Edit for consistency of diction, style, tone and register, point of view, and grammar.
EN7TRAN-IV-9: Send correspondences to communicate with and respond to senders within the bounds of ethics.
Specific Learning Objectives:
3. Revising
● Revise the drafted letter for clarity of meaning and purpose.
4. Editing
● Edit the grammar, word choice, and writing mechanics of the letter of request.
5. Publishing
● Send the letter of request to the intended reader or publish it in printed or digital multimodal platforms.
D. Content Sending letters to communicate to a person or to be published for public action
Writing process
● Revising
● Editing
● Publishing
E. Integration Values Education

Prepared by:

JEROME G. GLIPONEO
Class Adviser, Grade 7 Magalang
 Republic of the Philippines
Department of Education
REGION V - Bicol
SCHOOLS DIVISION OF SORSOGON
SAN FRANCISCO NATIONAL HIGH SCHOOL

4th QUARTER’S LIST OF TOPICS FOR GRADE 8 ENGLISH

SCHOOL YEAR 2025 – 2026

Lesson 1 – Week 1 – January 26 – 30, 2026 – Grade 8 – Magiliw & Maasahan

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
A. Content Standard The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts
(academic text: expository essays) and transactional texts (letter of inquiry) for clarity of meaning, purpose, and target
audience as a foundation for publishing original informational and transactional texts.
B. Performance Standard The learners analyze the style, form, and features of informational texts (expository essays) and transactional texts (letter
of inquiry); evaluate informational and transactional texts for clarity of meaning, purpose, and target audience; and
compose and publish original multimodal informational texts (expository essays) and transactional texts (letter of
inquiry) using appropriate forms and structures that represent their meaning, purpose, and target audience.
C. Learning Competencies Learning Competencies
and Objectives EN8TRAN-IV-1 Analyze distinguishing features of informal and formal correspondences to infer sender’s meaning and
purpose across modalities: letter of inquiry.
EN8TRAN-IV-2 Analyze milieus influencing the structure and rhetoric of informal and formal correspondences across
modalities:
-parts and formats -organizational patterns -politeness strategies (etiquette)
EN8TRAN-IV-3 Examine the sender’s voice for clarity of purpose and meaning:
-diction -style -tone and register -point of view -sentence structure
EN8TRAN-IV-4 Examine how ethics is established in transmitting informal and formal correspondences across modalities
EN8TRAN-IV-5 Identify one’s purpose and meaning in writing letters.
Lesson Objectives
At the end of the lesson, the students shall be able to:
1. Define what a letter is. 2. Differentiate between formal and informal letters.
3. Recognize and identify the common parts of a letter. 4. Identify formal transitional words and expressions.
D. Content 1. Types and parts of letters (formal and informal)
2. Transitional/ cohesive devices
3. Language register
E. Integration Subject integration with Araling Panlipunan/ Social Studies 8

Prepared by:
JEROME G. GLIPONEO
Class Adviser, Grade 7 Magalang
 Republic of the Philippines
Department of Education
REGION V - Bicol
SCHOOLS DIVISION OF SORSOGON
SAN FRANCISCO NATIONAL HIGH SCHOOL

4th QUARTER’S LIST OF TOPICS FOR GRADE 8 ENGLISH

SCHOOL YEAR 2025 – 2026

Lesson 2 – Week 2 – February 2 - 6, 2026 – Grade 8 – Magiliw & Maaasahan

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
A. Content Standard The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts
(academic text: expository essays) and transactional texts (letter of inquiry) for clarity of meaning, purpose, and target
audience as a foundation for publishing original informational and transactional texts.
B. Performance Standard The learners analyze the style, form, and features of informational texts (expository essays) and transactional texts (letter
of inquiry); evaluate informational and transactional texts for clarity of meaning, purpose, and target audience; and
compose and publish original multimodal informational texts (expository essays) and transactional texts (letter of
inquiry) using appropriate forms and structures that represent their meaning, purpose, and target audience.
C. Learning Competencies Learning Competencies
and Objectives EN8TRAN-IV-1 Analyze distinguishing features of informal and formal correspondences to infer sender’s meaning and
purpose across modalities: letter of inquiry.
EN8TRAN-IV-2 Analyze milieus influencing the structure and rhetoric of informal and formal correspondences across
modalities:
-parts and formats -organizational patterns -politeness strategies (etiquette)
EN8TRAN-IV-3 Examine the sender’s voice for clarity of purpose and meaning:
-diction -style -tone and register -point of view -sentence structure
EN8TRAN-IV-4 Examine how ethics is established in transmitting informal and formal correspondences across modalities
EN8TRAN-IV-5 Identify one’s purpose and meaning in writing letters.
Lesson Objectives
At the end of the lesson, the students shall be able to:
1. Familiarize themselves with modals expressing politeness and interrogative sentences.
2. Identify the modals expressing politeness and interrogative sentences used in a text.
3. Demonstrate literal and symbolic understanding of a literary text read.
D. Content 1. Modals expressing politeness 2. The interrogative sentence
3. An Afro-Asian literary text with an embedded history, culture, heritage, or social issue
E. Integration Subject integration with Araling Panlipunan/ Social Studies 8

Prepared by:
JEROME G. GLIPONEO
Class Adviser, Grade 7 Magalang
 Republic of the Philippines
Department of Education
REGION V - Bicol
SCHOOLS DIVISION OF SORSOGON
SAN FRANCISCO NATIONAL HIGH SCHOOL
4th QUARTER’S LIST OF TOPICS FOR GRADE 8 ENGLISH
SCHOOL YEAR 2025 – 2026
Lesson 3 – Week 3– February 9 - 13, 2026 – Grade 8 – Magiliw and Maaasahan
I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
A. Content Standard The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts
(academic text: expository essays) and transactional texts (letter of inquiry) for clarity of meaning, purpose, and target
audience as a foundation for publishing original informational and transactional texts.
B. Performance Standard The learners analyze the style, form, and features of informational texts (expository essays) and transactional texts (letter
of inquiry); evaluate informational and transactional texts for clarity of meaning, purpose, and target audience; and
compose and publish original multimodal informational texts (expository essays) and transactional texts (letter of
inquiry) using appropriate forms and structures that represent their meaning, purpose, and target audience.
C. Learning Competencies Learning Competencies
and Objectives EN8INF-IV-9 Synthesize significant information.
EN8INF-IV-11 Organize significant information using various technique.
EN8INF-IV-14 Apply multimodal elements appropriate to the chosen text delivery/ies.
EN8TRAN-IV-6 Compose a letter of inquiry.
EN8TRAN-IV-7 Revise for coherence and cohesion.
EN8TRAN-IV-8 Edit for consistency of diction, style, tone and register, point of view, and grammar.
EN8TRAN-IV-9 Send correspondences to communicate with and respond to senders within the bounds of ethics.
Lesson Objectives
1. Summarize an Afro-Asian literary text highlighting its symbolisms and thematic elements through various means.
2. Formulate inquiries about an Afro-Asian history, culture, heritage, or social issues that are reflected in or related to
an Afro-Asian literary text.
3. Construct a formal letter using standard parts and linguistic expressions.
D. Content 1. An Afro-Asian literary text with an embedded history, culture, heritage, or social issue
2. Modals expressing politeness and questions
3. Types of sentences according to purpose
4. The draft of a formal letter of inquiry
E. Integration Subject integration with Araling Panlipunan/ Social Studies 8

Prepared by:
JEROME G. GLIPONEO
Class Adviser, Grade 7 Magalang
 Republic of the Philippines
Department of Education
REGION V - Bicol
SCHOOLS DIVISION OF SORSOGON
SAN FRANCISCO NATIONAL HIGH SCHOOL
4th QUARTER’S LIST OF TOPICS FOR GRADE 8 ENGLISH
SCHOOL YEAR 2025 – 2026
Lesson 4 – Week 4 – February 16 - 20, 2026 – Grade 8 – Magiliw and Maaasahan
I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
A. Content Standard The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts
(academic text: expository essays) and transactional texts (letter of inquiry) for clarity of meaning, purpose, and target
audience as a foundation for publishing original informational and transactional texts.
B. Performance Standard The learners analyze the style, form, and features of informational texts (expository essays) and transactional texts (letter
of inquiry); evaluate informational and transactional texts for clarity of meaning, purpose, and target audience; and
compose and publish original multimodal informational texts (expository essays) and transactional texts (letter of
inquiry) using appropriate forms and structures that represent their meaning, purpose, and target audience.
C. Learning Competencies Learning Competencies
and Objectives EN8INF-IV-9 Synthesize significant information.
EN8INF-IV-11 Organize significant information using various technique.
EN8INF-IV-14 Apply multimodal elements appropriate to the chosen text delivery/ies.
EN8TRAN-IV-6 Compose a letter of inquiry.
EN8TRAN-IV-7 Revise for coherence and cohesion.
EN8TRAN-IV-8 Edit for consistency of diction, style, tone and register, point of view, and grammar.
EN8TRAN-IV-9 Send correspondences to communicate with and respond to senders within the bounds of ethics.
Lesson Objectives
1. Summarize an Afro-Asian literary text highlighting its symbolisms and thematic elements through various means.
2. Formulate inquiries about an Afro-Asian history, culture, heritage, or social issues that are reflected in or related to
an Afro-Asian literary text.
3. Construct a formal letter using standard parts and linguistic expressions.
D. Content 1. An Afro-Asian literary text with an embedded history, culture, heritage, or social issue
2. Modals expressing politeness and questions
3. Types of sentences according to purpose
4. The draft of a formal letter of inquiry
E. Integration Subject integration with Araling Panlipunan/ Social Studies 8
Prepared by:
JEROME G. GLIPONEO
Class Adviser, Grade 7- Magalang
 Republic of the Philippines
Department of Education
REGION V - Bicol
SCHOOLS DIVISION OF SORSOGON
SAN FRANCISCO NATIONAL HIGH SCHOOL
4th QUARTER’S LIST OF TOPICS FOR GRADE 8 ENGLISH
SCHOOL YEAR 2025 – 2026

Lesson 5 – Week 5 – February 23 - 27, 2026 – Grade 8 – Magiliw and Maaasahan

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
A. Content Standard The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts
(academic text: expository essays) and transactional texts (letter of inquiry) for clarity of meaning, purpose, and target
audience as a foundation for publishing original informational and transactional texts.
B. Performance Standard The learners analyze the style, form, and features of informational texts (expository essays) and transactional texts (letter
of inquiry); evaluate informational and transactional texts for clarity of meaning, purpose, and target audience; and
compose and publish original multimodal informational texts (expository essays) and transactional texts (letter of
inquiry) using appropriate forms and structures that represent their meaning, purpose, and target audience.
C. Learning Competencies Learning Competencies
and Objectives EN8INF-IV-1 Examine text structures for clarity of meaning and purpose: academic text: expository essay
EN8INF-IV-2 Examine linguistic features as tools to achieve organizational efficiency in informational texts:
-diction and style -transition devices -sentence structure and function
EN8INF-IV-3 Analyze the use of discipline-specific words, voice, technical terms in research, and conceptual,
operational, and expanded definition of words.
EN8INF-IV-4 Extract significant information.
EN8INF-IV-5 Analyze supporting evidence to validate assertions and counterclaims:
-factual knowledge -statistical inferences -informed opinion -personal testimony
EN8INF-IV-6 Evaluate claims explicitly or implicitly made in a text:
-claim of fact -claim of value -claim of policy
EN8INF-IV-7 Draw inferences and conclusions to formulate sound judgment:
-author’s purpose and meaning
-target audience: hypothetical vs. real, experts vs. laypeople, managerial vs. rank-and-file
EN8INF-IV-8 Analyze textual evidence to support an argument/general statement:
-quoting -paraphrasing -summarizing
EN8INF-IV-9 Synthesize significant information.
Lesson Objectives
1. Define essay and identify its parts. 2. Classify essay paragraphs according to purpose.
3. Determine and define the different types of essays.
4. Define exposition and enumerate common parts of an expository essay.
5. Identify standard transitional words and expressions and point of view used in expository essays.
 D. Content 1. Parts of an essay
2. Paragraphs according to purpose
3. Transitional devices
4. The third-person point of view
5. Types of essays
E. Integration Subject integration with Araling Panlipunan / Social Studies 8

Note: For Grade 8 – Magiliw and Maaasahan

Lesson 5 – Week 5 – February 23 - 27, 2026
Prepared by:

JEROME G. GLIPONEO
Class Adviser, Grade 7 Magalang
 Republic of the Philippines
Department of Education
REGION V - Bicol
SCHOOLS DIVISION OF SORSOGON
SAN FRANCISCO NATIONAL HIGH SCHOOL
4th QUARTER’S LIST OF TOPICS FOR GRADE 8 ENGLISH
SCHOOL YEAR 2025 – 2026

Lesson 6 – Week 6 – March 2 - 6, 2026 – Grade 8 – Magiliw and Maaasahan

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
A. Content Standard The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts
(academic text: expository essays) and transactional texts (letter of inquiry) for clarity of meaning, purpose, and target
audience as a foundation for publishing original informational and transactional texts.
B. Performance Standard The learners analyze the style, form, and features of informational texts (expository essays) and transactional texts (letter
of inquiry); evaluate informational and transactional texts for clarity of meaning, purpose, and target audience; and
compose and publish original multimodal informational texts (expository essays) and transactional texts (letter of
inquiry) using appropriate forms and structures that represent their meaning, purpose, and target audience.
C. Learning Competencies
and Objectives Learning Competencies
EN8INF-IV-1 Examine text structures for clarity of meaning and purpose: academic text: expository essay
EN8INF-IV-2 Examine linguistic features as tools to achieve organizational efficiency in informational texts:
-diction and style -transition devices -sentence structure and function
EN8INF-IV-3 Analyze the use of discipline-specific words, voice, technical terms in research, and conceptual,
operational, and expanded definition of words.
EN8INF-IV-4 Extract significant information.
EN8INF-IV-5 Analyze supporting evidence to validate assertions and counterclaims:
-factual knowledge -statistical inferences -informed opinion -personal testimony
EN8INF-IV-6 Evaluate claims explicitly or implicitly made in a text:
-claim of fact -claim of value -claim of policy
EN8INF-IV-7 Draw inferences and conclusions to formulate sound judgment:
-author’s purpose and meaning
-target audience: hypothetical vs. real, experts vs. laypeople, managerial vs. rank-and-file
EN8INF-IV-8 Analyze textual evidence to support an argument/general statement:
-quoting
-paraphrasing
-summarizing
EN8INF-IV-9 Synthesize significant information.
 Lesson Objectives
1. Demonstrate understanding of an expository cause-and-effect essay about Afro-Asian culture, history, culture, heritage, or
social issue by answering comprehension questions and preparing illustrations.
2. Differentiate an expository (cause and effect) paragraph from other types of paragraphs.
3. Determine thesis statement/ central message of the expository essay.
4. Identify quotations, paraphrased, or summarized statements used in supporting the thesis statement.
5. Evaluate supporting details used in developing or supporting the thesis statement/ central message for their effectivity.
D. Content 1. An Afro-Asian essay of the expository (cause and effect) type, tackling a certain culture, tradition, belief, history, or social
issue
2. The cause-and-effect paragraph 3. The thesis statement 4. Claims in supporting the thesis statement
E. Integration Subject integration with Araling Panlipunan/ Social Studies 8

Note:
Lesson 6 – Week 6 – March 2 - 6, 2026
– Grade 8 – Magiliw and Maaasahan

Prepared by:

JEROME G. GLIPONEO
Class Adviser, Grade 7 Magalang
 Republic of the Philippines
Department of Education
REGION V - Bicol
SCHOOLS DIVISION OF SORSOGON
SAN FRANCISCO NATIONAL HIGH SCHOOL
4th QUARTER’S LIST OF TOPICS FOR GRADE 8 ENGLISH
SCHOOL YEAR 2025 – 2026

Lesson 7– Week 7 – March 9 - 13, 2026 – Grade 8 – Magiliw and Maaasahan

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
A. Content Standard The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts
(academic text: expository essays) and transactional texts (letter of inquiry) for clarity of meaning, purpose, and target
audience as a foundation for publishing original informational and transactional texts.
B. Performance Standard The learners analyze the style, form, and features of informational texts (expository essays) and transactional texts (letter
of inquiry); evaluate informational and transactional texts for clarity of meaning, purpose, and target audience; and
compose and publish original multimodal informational texts (expository essays) and transactional texts (letter of
inquiry) using appropriate forms and structures that represent their meaning, purpose, and target audience.
C. Learning Competencies Learning Competencies
and Objectives EN8INF-IV-10 Identify the text type appropriate for one’s topic, purpose, and target audience.
EN8INF-IV-11 Organize significant information using various technique.
EN8INF-IV-12 Determine one’s thesis as the central idea of the paper.
EN8INF-IV-13 Compose the informational text based on the chosen text type.
EN8INF-IV-14 Apply multimodal elements appropriate to the chosen text delivery/ies.
EN8INF-IV-15 Revise the text for coherence.
EN8INF-IV-16 Revise the text for cohesion (diction, syntax, and style).
EN8INF-IV-17 Edit the text for textual consistency.
EN8INF-IV-18 Publish a multimodal informational text for one’s purpose and target audience: expository essay.
EN8TRAN-IV-9 Send correspondences to communicate with and respond to senders within the bounds of ethics.
Lesson Objectives
1. Recall components of a formal letter of inquiry and an essay with an expository (cause-and-effect) paragraph.
2. Use proper and standard terms or expressions in responding to an inquiry.
3. Construct a formal letter with an expository paragraph to respond to an inquiry.
4. Submit constructed letter for editing and revising.
 D. Content 1. Components of a formal letter of inquiry and an expository (cause-and-effect) essay
2. Cause-and-effect paragraph and letter writing
3. Presenting/ sending a response to queries
E. Integration Subject integration with Araling Panlipunan/ Social Studies 8

Note:

Lesson 7– Week 7 – March 9 - 13, 2026

– Grade 8 – Magiliw and Maaasahan
Prepared by:

JEROME G. GLIPONEO
Class Adviser, Grade 7 Magalang
 Republic of the Philippines
Department of Education
REGION V - Bicol
SCHOOLS DIVISION OF SORSOGON
SAN FRANCISCO NATIONAL HIGH SCHOOL
4th QUARTER’S LIST OF TOPICS FOR GRADE 8 ENGLISH
SCHOOL YEAR 2025 – 2026
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Lesson 8 – Week 8 – March 16 - 20, 2026 – Grade 8 – Magiliw and Maaasahan

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
A. Content Standard The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts
(academic text: expository essays) and transactional texts (letter of inquiry) for clarity of meaning, purpose, and target
audience as a foundation for publishing original informational and transactional texts.
B. Performance Standard The learners analyze the style, form, and features of informational texts (expository essays) and transactional texts (letter
of inquiry); evaluate informational and transactional texts for clarity of meaning, purpose, and target audience; and
compose and publish original multimodal informational texts (expository essays) and transactional texts (letter of
inquiry) using appropriate forms and structures that represent their meaning, purpose, and target audience.
C. Learning Competencies Learning Competencies
and Objectives EN8INF-IV-10 Identify the text type appropriate for one’s topic, purpose, and target audience.
EN8INF-IV-11 Organize significant information using various technique.
EN8INF-IV-12 Determine one’s thesis as the central idea of the paper.
EN8INF-IV-13 Compose the informational text based on the chosen text type.
EN8INF-IV-14 Apply multimodal elements appropriate to the chosen text delivery/ies.
EN8INF-IV-15 Revise the text for coherence.
EN8INF-IV-16 Revise the text for cohesion (diction, syntax, and style).
EN8INF-IV-17 Edit the text for textual consistency.
EN8INF-IV-18 Publish a multimodal informational text for one’s purpose and target audience: expository essay.
EN8TRAN-IV-9 Send correspondences to communicate with and respond to senders within the bounds of ethics.
Lesson Objectives
At the end of the lesson, the students shall be able to:
1. Recall components of a formal letter of inquiry and an essay with an expository (cause-and-effect) paragraph.
2. Use proper and standard terms or expressions in responding to an inquiry.
3. Construct a formal letter with an expository paragraph to respond to an inquiry.
4. Submit constructed letter for editing and revising.
5. Utilize a graphic organizer showing cause and effect relationship.
D. Content 1. Components of a formal letter of inquiry and an expository (cause-and-effect) essay
2. Cause-and-effect paragraph and letter writing
3. Presenting/ sending a response to queries
 E. Integration Subject integration with Araling Panlipunan/ Social Studies 8

Note:
Lesson 8 – Week 8 – March 16 - 20, 2026
– Grade 8 – Magiliw and Maaasahan

Prepared by:
JEROME G. GLIPONEO
Class Adviser, Grade 7 Magalang