Columban College, Inc.
Basic Education Department-Asinan
Olongapo City
Teacher: Mr. John Den Saul Ladrillono Dalan Lesson: Lesson 4: The Good Prince Bantugan
Subject/ Grade Level: English 7 Quarter: Quarter 1
Unit Topic: Philippine Oral Lore Session:
The learner demonstrates understanding of: pre-colonial Philippine
Content Standard literature as a means of connecting to 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.
The learner transfers learning by: showing appreciation for the literature
of the past; comprehending texts using appropriate reading styles;
Performance Standard participating in conversations using appropriate context-dependent
expressions; producing English sounds correctly and using the prosodic
features of speech effectively in various situations; and observing correct
subject-verb agreement.
Learning Competencies Express appreciation for sensory images used
Describe the different literary genres during the precolonial period
Identify the distinguishing features of proverbs, myths, and legends.
Identify figures of speech that show comparison
Organize information from a material viewed
Pronounce words with correct stress
Identify the common purposes of writing
Distinguish between oral and written communication
Learning Targets I can express appreciation for sensory images used
I can describe the different literary genres during the precolonial
period
I can identify the distinguishing features of proverbs, myths, and
legends.
I can identify figures of speech that show comparison
I can organize information from a material viewed
I can pronounce words with correct stress
I can identify the common purposes of writing
I can distinguish between oral and written communication
EXPLORE
Activity 1: Mind Talks!
1. Creates a mind map to connect the given words in Gathering Information through an Interview.
Use words or illustrations to show the connection of the given concepts. Presents the output in
class.
proverbs myth legends writing communication
sensory images literary genres precolonial oral Effective
period
Process Questions:
1. How are the concepts related in effective communication?
2. How did you show the connection of the concepts?
FIRM-UP
Day 15
Activity 1: FISH BOWL
o Divide the class into two groups. each groups’ representative will pick a strip of paper on which a riddle is
written, and read it to his/ her group. The group with correct answer will be given a point, which will be
considered as individual recitation points.
o Post strips of paper with riddles on the board. Randomly call on students to answer the riddle. give
recitation points to those able to answer.
Activity 2: GRAPHIC ORGANIZER
o Give the definition of the riddle. Give examples of riddles.
Riddle
Exercise 1 Direction: Solve the following riddles.
Exercise 2 Direction: Search online for Filipino riddles and share them with the class. Have your classmates
guess the answers to the riddles.
Recur EQ2: How can cultural identity influence a person’s perception of another’s individuality?
Day 16
Activity 1: RELATE THE PROVERB
o Post a proverb on the board, and then ask your students to internalize. Relate it to the topic on different
types of learners.
Exercise 3 Direction: Translate the proverbs into English, the briefly explain any two.
EU2: Break intercultural differences by finding common ground that will result in acceptance and respect.
Activity 2: THINK-PAIR-SHARE
o Answer the questions that follow.
Day 17 & 18
PROCESS QUESTIONS:
1. Why are values important?
2. What will happen if no one has set of values?
Activity 1: VIDEO VIEWING
o Present a video of commonly used figures of speech.
Exercise 5 Direction: Decide whether the figure of speech used in the sentence is a metaphor, a simile, or a
personification. Write your answer on the line. Then, be able to explain the figure of speech
Day 19
Exercise 6A PRE READING ACTIVITY
Direction: Prepare to read the selection as you answer the following questions. Write your responses on the lines.
Exercise 6B Read the specific points.
Exercise 7A: Direction: Complete the story chart of “The Cycle of the Sun and the Moon”
Exercise 7B. Watch a video of another Filipino folktale. Then, complete the same story chart used above.
Day 20
QUESTION:
1. How does voice quality and characteristics affect the message?
Exercise 8 A. Read the words aloud and indicate where the stress falls.
Exercise 8 B. Observe the shift in stress in each pair of words.
Day 21
Exercise 9 Direction: Scan your textbook. Go to the library. Search your reading materials at home. From these
and other possible resources, look for a sample text for each purpose for writing. Take a picture of your chosen
text, and share what you have found with the class.
Exercise 10 Direction: Observe for one school week all your activities. which ones required the use of oral
language? Which ones required the use of written language? List them down in a table of two columns. Share this
with the class. Talk about the relevance of oral and written language in your daily activities.
DEEPEN
Activity 1: AGREE OR DISAGREE
1. After carefully reading the Filipino proverb on looking back to the post, do you agree or disagree with the
saying?
Agree There is so much in the Disgree
future to look forward, but
there is also wisdom in
looking back to the past
Justify and in recognizing the Justify
lessons and values that
we can learn from our
forebears.
Activity 1: MY THINK PAD
1. There are four dimensions to a Think Pad:
Words
Describe in one or two sentences the meaning of a text.
Picture
Draw a picture about the text.
Connection to life
Write or illustrate how the text might apply to a real life situation in the contemporary world.
Symbols
Draw one or more symbols that might capture the key themes of a text.
WORDS PICTURE
CONNECTIONS TO LIFE SYMBOLS
After filling up the Think Pad, you are now to write a two paragraph interpretation of what you have written
in the think pad. Use appropriate writing conventions as you compose your interpretation.
TRANFER
