1ST Quarter

TOPIC: CONNECTING TO THE PAST (Pre-Colonial Phil. Lit.)

Quarter: First
Time Frame: 32 sessions

STAGE 1- DESIRED RESULTS

ESTABLISHED GOAL TRANSFER
Content Standard
I want my students to discover literature as a means of connecting to the significant past and manifest self-knowledge by
The learner demonstrates reflecting on each topic; and deepen their appreciation to these past literatures so that they will serve as vehicles in
understanding of: Pre-colonial transmitting and preserving Philippine culture and values.
Philippine Literature as a means of
connecting the past; various reading
styles; ways of determining word
meaning; the sounds of English and
the prosodic features of speech; and
correct subject-verb agreement. MEANING
Performance Standard Enduring Understanding Essential Questions

The learner transfers learning by: The students will understand that:
showing appreciation for the Why is there a need to study the literature of the past
literature of the past; comprehending A clear grasp of the Pre-colonial Philippine Literature leads to a (Pre-colonial period)?
texts using appropriate reading styles; greater awareness of our history as people and enables a reader to
participating in conversations using have a deeper appreciation of culture and society.
appropriate context-dependent
expressions; producing English
sounds correctly and using the
prosodic features of speech
effectively in various situations; ACQUISITION
and observing correct subject-verb
agreement. Knowledge Skills

Students will know… Students will be able to…

1. The distinguishing features and elements of a particular 1. Describe myth as one literary genre during the pre-
literary genre colonial period
2. The prosodic features of speech in differing oral 2. Use appropriate prosodic features of speech like
communication pitch, stress, juncture, intonation, volume, projection
3. Comparison and contrast of the featured literary texts and rate/speed of speech in differing oral
4. The feelings and traits portrayed by characters in a story communication
5. The literary devices used in a literary 3. Draw similarities and differences of the featured
6. Idiomatic way in which Filipino proverbs are worded in selections in relation to the theme
English language 4. Infer the dominant feelings of characters from their
speech and action
5. Explain the literary devices used in the
song/ballad/poem
6. Select an appropriate colloquial or idiomatic word
or expression as a substitute for another word or
expression

STAGE 2 – ASSESSMENT EVIDENCE

At the Level of Understanding At the Level of Performance
1. Illustrate the basic distinguishing features and elements of a myth (Interpret) Complete the graphic organizer to illustrate the features and elements of a myth
2. Use of prosodic features of speech in story telling (Application) Narrate a fable you have read, heard or viewed
3. Reflect: Which practices in the past and at present are acceptable and Compare and contrast the practices of long ago by using a Venn diagram
unacceptable to you? (Self-knowledge)
4. Argue on the topic: Was it a wise decision to pardon Don Juan’s brothers for
Form a group to conduct a mini-debate
the crime they had committed against him? (perspective)
5. Imagine: How might it feel to be lost in this world? (Empathy) Write a poem to express your feelings
6. Translate Filipino proverbs into English (Explain) Design a scrapbook of Philippine proverbs with their English translations

Product /Performance Task

GRASPS: Your school’s English Department sponsors a contest to write an alternative ending to Ibong Adarna. You will get to represent the school in the city-wide
level if you win. You are a bankable writer yourself, so you decide to join the contest. Write your alternative ending, taking into account the setting, plot, and
character development in the original story.

Rubric on Writing a Different Ending

CRITERIA/ 4 3 2 1
SCORE

The story is very well

The story is pretty well
organized. One idea or scene The story is a little hard to
organized. One idea or scene Ideas and scenes seem to be
Organization follows another in logical follow. The transitions are
may seem out of place. Clear randomly arranged.
sequence with clear sometimes not clear.
transitions are used.
transitions.

The story contains many

The story contains a few
creative details and/or The story contains a few There is little evidence of
creative details and/or
descriptions that contribute to creative details and/or creativity in the story. The
descriptions that contribute to
Creativity the reader’s enjoyment. The descriptions but they distract author does not seem to have
the reader’s enjoyment. The
author has really used his from the story. The author has used much imagination.
author has used his
imagination. tried to use his imagination.
imagination.
 The solution to the character’s
The solution to the character’s The solution to the character’s
problem is easy to understand, No solution is attempted or it
Solution/Resolution problem is easy to understand, problem is a little hard to
and is logical. There are no is impossible to understand.
and is somewhat logical. understand.
loose ends.

There are no spelling or

punctuation errors in the final
draft. Character and place There is one spelling or There are 2-3 spelling or The final draft has more than 3
Spelling and Punctuation names that the author invented punctuation error in the final punctuation errors in the final spelling and punctuation
are spelled consistently draft. draft. errors.
throughout.

TOTAL: Other comments:

SECTION: ______________________________________
EVALUATED BY: ________________________________
Other Evidences:
1. Quizzes
2. Class discussions
3. Seatwork
 STAGE 3 – LEARNING PLAN

WEEK 1 (June 13-17)

o Procedure
o Orientation

WEEK 2 (June 20-24)

LESSON 1 – Philippine Myths

o DAY 1
Introduction

1. Word Smart: Match the words used in the myth with their corresponding meanings.
2. Have learners look closely at the picture I will be presenting and let them guess what Biblical story it depicts.
3. Have learners in pairs share what they know about the Biblical character Noah.
4. Let the class read and analyze the story on page 5
5. Point out to skim the text or get a bird’s eye view of the whole text.

o DAY 2
Interaction

6. Further discussion of the myth read

7. Have a comprehension check by letting the class complete the graphic organizers on pages 9-10.
8. Responding to the text: What characteristics of the protagonist do you see in the members of your family, in your classmates, and in other people
you know? How do these traits affect or influence you?
9. Point out that the story read and presented is an example of a Myth.

o DAY 3
Integration

10. Presentation and discussion of what myth is as a literary genre

 11. Watching another example of myth (The Origin of the Pine Tree)
12. Ask the class to share their ideas on the myth:
a. Despite the bad treatment she got from people, Bangan still wanted to be of service to them. Why?

b. If you were Bangan, what would you do to win friends?

13. Let them complete the Story Plan Notes chart with the details from the story.

o DAY 4
Language Focus/ Grammar in Context

14. Get a volunteer to read the paragraph about myth on page 18

15. Elicit learners’ observation about the underlined words
16. Have them state their conclusion about the agreement of verbs contained in the sample paragraph.
17. Get individual learner do the skill building exercise on S-V agreement
WEEK 3 (June 27- June 30)

LESSON 2 – Fables

o DAY 1
Introduction
1. Think about this: Get the class to understand that story telling is universal because people of all races like to tell and listen to stories.
2. Get them to look at the pictures and tell what stories they illustrate.
3. Elicit answer to the question: What stories with animal characters do you know?
4. Present the popular fable “The Monkey and the Turtle.”
5. Get the learners to write what they know about the fable in the chart on page 29.
6. Have the class read the fable silently and compare their prior knowledge of the story to their prior knowledge of the same.

o DAY 2
Interaction
1. Word View: Get pair to scan selection for words whose meanings are given and to complete the puzzle on page 31.
2. Make the learners do an in depth reading of the selection and fill out the second column of the chart on the suggested activity in the book.

o DAY 3
1. Get the class to find connections between the story and the real world.
2. Have them form groups of five to exchange ideas on the following:
a) Do you believe in the saying “There are only to kinds of people on earth: those who fool others and those who are fooled?”
b) Are there real people who are like the monkey and the turtle in the fable? How do other people regard them?
c) If you are going to assess yourself, which one are you? Why?

o DAY 4
Language Focus
1. Get the learners to study the illustrative sentences on page 43, with particular attention to the words in Italics.
2. Elicit answers to the question: What do you know about pronouns?
3. Have learners read the Key Points and the chart on personal pronoun on page 44.
4. Answer the skill building exercises.
WEEK 4 (July 4- July 8)

LESSON 3- Pre-Spanish

o Day 1
Introduction
1. Establish a connection between the lesson and learners’ experience by having them discuss the topic presented
2. Get the class to look at the pictures and tell what they know about the historical events depicted in them.
3. Introduce the term historical fiction as a type of narrative.
4. Have the learners read the definition on page 79.

o Day 2
Interaction
1. Allow the learners to do an in depth reading of the selection and to answer in-between questions in their notebooks.
2. Instruct them to complete the sentences with the correct details from the story.
3. Further discussion of the story.
4. Responding to the text:
a) If you were one of the boys, how would you treat the captured pirate? Explain your answer.
b) Do you think Prince Alon would make a good ruler? Why or why not?
c) The following quotation expresses the theme of the story. Have them exchange ideas about this.
“Vengeance is mine, saith the Lord…
Hatred stirs up dispute
But love covers all offenses.”
o Day 3 and 4
Integration
1. Present the story “Laarni— A Dream” and let the students find the connection to the theme of the story of the previous story presented.
2. Explain that like first story presented, “Laarni— A Dream” also talks about the life of kings, queens, princes and princesses and that there is a
popular storyteller of these stories called Lola Basyang.
3. Let the class point out the customs and traditions that can be depicted during the time of the two stories.
4. Deeper Involvement:
a) Are the customs during the pre-Spanish period still being practiced today?
b) Compare and contrast the practices long ago and today. (Use a Venn diagram)
c) Which practices in the past and present are acceptable and unacceptable to you? (Use a chart)
WEEK 5 (July 11- July 14)

LESSON 4- Radio Play

o Day 1
Introduction
1. Show a picture of an Adarna bird before the class and encourage them to share what they know about it.
2. Pre-reading: Introduce the selection. Explain that a radio-play is intended for a listening audience and written specifically to be broadcast over the
radio.
3. Get the students read the title and the introduction made by the Announcer and the Storyteller.
4. Word View: Scan the selection for the italicized words in the chart and determine what part of speech each word belongs. Then look for context
clues to its meaning.
5. In-depth reading: Assign the roles in the radio play among the class then read the selection orally.

o Day 2 and 3
Interaction and Integration
6. Comprehension Check: Answer the questions posted.
7. Critical Thinking:
a) Making Inferences: Identify the character’s dominant feeling in the following lines in the play; use the chart for the answers.
b) Identifying Similarities and Differences: Fill in the Venn diagram with the similarities and differences of the three brothers in the story.
8. Higher Order Thinking Skills:
a) Responding to the text: If Don Pedro and Don Diego were your brothers, would you forgive them? Why or why not?
b) Was Don Pedro and Don Diego’s treatment of their youngest brother realistic?
c) The following proverb was used in the play: “Let bygones be bygones.” What does this proverb mean? Interpret and cite an example
illustrating its meaning.

o Day 4
Oral Language and Fluency
9. Present the illustrative sentences that contain words with sound of the voiceless /th/
10. Demonstrate to them how to produce and articulate the soft /th/ sound.
11. Let them list on the board words with the soft /th/sound and read them before the class.
WEEK 6 (July 18- July 22)

LESSON 5- Songs and a Ballad

o Day 1
Introduction
1. Connect the lesson to learners’ lives by asking them the motivation question: What can you do to maintain peace, love and understanding in your
family? Have them share their answers before the class.
2. Pre-reading: Tell them that you will tackle poems in this lesson that highlight the significance of home and family ties.
3. Present to them video clips of the three poem:
a) Paths
b) Cycle of Life
c) Ballad of a Mother’s Heart
4. Let them reread the poems silently and understand the message of each poem and the meaning of the lines.
5. Deeply Involved: What other paths leading to worthwhile destinations can you think of?
What does the poem “Cycle of Life” highlight? – the positive or negative things in life?
How do you describe the son in the ballad? In what ways are we like him?
Name ways by which we can bring joy and pride to our family.

o Day 2 and 3
Interaction and Integration
6. Discussion of the poem as a literary genre. What is Poetry? What are its types? What is a Ballad? What are sensory images, rhymes, symbolisms,
tone and mood in poetry?
7. Comprehension Check: Have learners identify the rhyme scheme and the rhyming words in each poem.
Get the individual learners find examples of sensory images in the poems.
Have the class recall the definition of symbols in the poem and write what they stand for.
Instruct learners to fill the bubbles with the dominant mood, tone and theme of the poems.

o Day 4
Creativity Challenge
12. Form a group of ten to set one poem in the lesson to music, using a familiar song.
WEEK 7 (July 25 – July 29)
*July 29 – Nutrition Program the whole morning

LESSON 6- Reflective Essay

o DAY 1
Introduction
1. Prepare the class for the lesson by having them think of two proverbs in Filipino that are similar in meaning or message to English proverbs.
2. Show the class pictures on the book and ask them what Filipino proverb they are reminded of.
3. Call their attention to the fact that every language has its proverbs, but it is interesting to note that many of these proverbs exist in another form
among several different people.
4. Word Smart: Fill in the blank with the best chosen word from the list on page 138.
5. Letting them reread the essay for the second time to have an in-depth reading. (It was assigned to be read a day before.)

o DAY 2
Interaction and Integration
6. Discussion of the text they have read. (Let the students explain and discuss their understanding about the essay and allowing them to pinpoint
some of their classmates to answer their questions.)
7. Comprehension Check:
a) Can You Hear the Tone? (Identifying the tone of the proverbs and choosing the right words on a box.
b) Making Inferences: Let the students pair up to identify the value or values that each proverb conveys.
c) Deep Involvement: Take turns in citing real0life situations that illustrate the following proverbs:
- Still water runs deep.
- No bets, no gains
- The rolling stone gathers no moss.

o DAY 3
8. Listen Well: Connect a listening text to the reading selection.
9. Before the class listen to the proverbs, have them read the sentences and understand the messages and meanings they convey.
10. Matching: As they listen, get them to match the proverb they hear with the statement that conveys the same meaning.
WEEK 8 (August 2 – August 5)
*Aug. 1 – entered the advisory class only due to typhoon Carina..

LESSON 7

o DAY 1
Introduction
1. Let the class read the text A Ride for the Holy Infant.
2. What do you notice about the verbs used in the underlined sentences? (Soliciting of answers)
3. Discussion of the 16 rules in SV-agreement

o DAY 2 and 3
Interaction and Integration
1. Continuation of the discussion
2. Letting the students answer skill building exercises as directed and sequenced
3. Oral Language and Fluency
a) Present the illustrative sentences that contain words with sound of the voiced /th/
b) Demonstrate to them how to produce and articulate the hard /th/ sound.
c) Let them list on the board words with the hard /th/sound and read them before the class.

o DAY 4
1. Quiz on SV agreement and voiced /th/ sound.
2. Practice for their performance task
WEEK 8 (August 8 – August 12)
*Aug. 12 – First Periodical Exam

o DAY 1
*Performance Task Day (Presentation of group performances)

o DAY 2-4
*Continuation of unfinished activities
*Checking of portfolios
*Review for the exam

o DAY 1
*First day of exam