H. E. A. R. T.

PLAN
English/Grade Seven

Quarter: Fourth No. of Sessions: 12

Unit No. Unit Topic: Contemporary Literature

Content Standard: Essential Question:

The learner transfers learning by: showing 1. How do the different forms of folk
appreciation for the literature of the past; literature mirror indigenous life?
comprehending texts using appropriate 2. Does one’s knowledge of folk
reading styles; participating in conversations literature contribute to his/her self-
using appropriate context-dependent worth and identity as a Filipino?
expressions; producing English sounds 3. Why should sentence be constructed
correctly and using the prosodic features of well?
speech effectively in various situations; and 4.
observing correct subject-verb agreement. At the end of the unit, the students will
understand that…

Reading and understanding the oral traditions

enable one to recognize and pay homage to
the Filipino ancestor.

All forms of pre-colonial literature validate

the beliefs, ideals, and values of the Filipino
ancestor.

Effective communication whether written or

oral requires correct sentence construction
and correct grammar
Performance Standard: Performance Task:
The learner demonstrates understanding of: PERFORMANCE STANDARD
pre-colonial Philippine literature as a means The learner transfers learning by: showing
of connecting to the past; various reading appreciation for the literature of the past;
styles; ways of determining word meaning; comprehending texts using appropriate
the sounds of English and the prosodic reading styles; participating in conversations
features of speech; and correct subject-verb using appropriate context-dependent
agreement. expressions; producing English sounds
correctly and using the prosodic features of
speech effectively in various situations; and
observing correct subject-verb agreement.
Graduate Attribute (GA), sub-GA, Standards of Learning
Sub-GA:
• Responsible Follower of Jesus
• Person of Character
• Effective Communicator
• Independent, Creative, and Lifelong Learner
• Witness of Canossian Virtues

Standard of Learning:
• SO3. Relates the Word of God to life events and situations
• RFOJ3.Demonstrates gratitude for the unconditional love of the Father through
kind words and deeds.
• PO3.Expresses acceptance of others through a life of faith, hope, and love.
• PC4. Works harmoniously with others for the common good
• EC3.Demonstrates mastery of grammar skills in specific communication
situations
• ICLL5. Works independently and collaboratively with others.
• WCV5. Shares him/her self, time, talent, and material resources generously.
Session No. 1
Focus: Composing a Personal Essay.
Competency: EN7WC-IV-a2.8.4: Identify features of personal essays
Hook:
The teacher will present a personal essay. THINK PAIR AND SHARE the student will be pairs
by twos each student has given a topic and they need to share what they have notice in the essay.
The teacher will call students to share their answer in the class
I BELIEVE
I was taught about God at a young age. I have learned so many things about him. I believe that
God is good. I believe that God helps you through the hard times that you have throughout your
life. I believe that God will answer you when you pray to him in those hard times. I believe that
is what faith is.

My faith grew when my grandpa died. My faith grew because when I lost my grandpa I did not
know what to do. I didn't think I could go on. My Grandpa and I were so close and he did
everything with me. He came over to our house almost every day and ate dinner with us and
visited. He also spoiled me with everything you can imagine. One of my most favorite
memories was at Easter time when he bought my sister and I a huge Little Tikes tugboat, he
strapped it to the roof of his car and drove in our driveway with it and he filled it with Easter
candy. That was my Grandpa, he always went way out for me. He never came over without
something for me. Maybe some ice cream or a candy bar or a pack of gum. But he never came
without anything. I loved my Grandpa so much. I prayed so hard to God to help me get over
losing him. If it wasn't for God I would not have been able to get through losing him.

People don’t believe in something unless they can see it or touch it. When you have faith you
believe in something without being able to touch it or see it. That is why faith is so powerful. To
believe in God you have to have faith because you can’t see him or touch him. You only have
the bible to read to guide you. I believe God is always there to guide and protect you through
trouble and hard times in your life. I believe that everyone should believe in God, because he
will always be there for you. I am a example, because he helped me. So I know he can help
others too. He will always be your friend even if you do not have any friends. He is always there
in good times and bad. And he will always love you no matter what.

Class our topic for today is Composing a personal essay.

Engage:
What is personal essay?
The personal essay is the freest form of literature: this also makes it the hardest to define.
Broadly speaking, it can be broken into two sections: narrative and opinion. It is an account of
your experience. It is your thoughts on a subject. The best essayists are able to weave these
sections together.
A personal essay wants the essayist’s considered reflections, whether they relate or not. This
fragmentary nature makes it ideal for writing about and during times of transition and confusion.
Acquire:

Understand what a personal essay is.

Ask three different experts what a personal essay is and you’ll likely get three different answers.
Are they structured? Must they address a certain type of subject? Here’s a definition we like:

A personal essay is a short work of autobiographical nonfiction characterized by a sense of

intimacy and a conversational manner. Also called a personal statement.A type of creative
nonfiction, the personal essay is ‘all over the map,’ according to Annie Dillard. ‘There’s nothing
you can’t do with it. No subject matter is forbidden, no structure is prescribed. You get to make
up your own form every time.’Personal essays relate the author’s intimate thoughts and
experiences to universal truths. They aren’t simply a retelling of events, though—that falls more
in the realm of memoir or autobiography. They conclude with the author having learned,
autobiography

Find a compelling topic.

The best essay topics are often deeply relatable. Although the story itself is unique to the
author’s experience, there’s some universal truth that speaks to us from just below the surface.
Topics like facing a fear, falling in love, overcoming an obstacle, discovering something new, or
making a difficult choice tackle feelings and events that happen in everyone’s life.
Start with a strong hook.
As with any type of writing, it’s essential to draw the reader in from the very first paragraph, or
even the first sentence. Here are a few examples.
Aside from Peter, who supposedly guards the gates of heaven and is a pivotal figure in any
number of jokes, the only saint who’s ever remotely interested me is Francis of Assisi, who was
friends with the animals.
—David Sedaris, “Untamed”
When I was young, my family didn’t go on outings to the circus or trips to Disneyland. We
couldn’t afford them. Instead, we stayed in our small rural West Texas town, and my parents
took us to cemeteries.
—Jenny Lawson, “Amelia and Me”

Create an outline.
All it takes to understand the importance of an outline is listening to someone who struggled to
tell a personal story. Often, the story will seem to have no real point. The switchbacks where the
teller says “But wait, I have to tell you about this part, first!” are maddening and disruptive. An
outline will help you organize your thoughts before committing them to text.
Consider your opening hook and the statement it makes, then map out the sequence of events or
main points that support it. Just like a good fictional story, your essay should have rising action.
Raise the stakes with each paragraph until you reach a climax or turning point. Plan to add a
conclusion that will evoke an emotional response in your reader.

Narrow your focus.

Don’t try to write to a general topic. Your essay may well be about sexism, but you need to
illustrate it through the lens of a defining incident that’s deeply personal to you. What did your
experiences teach you about sexism? What does it mean to you as an individual?
Show, don’t tell.
Close your eyes. Think of the scene you’re about to write down. What were you experiencing
with your five senses? How did you feel?
Your challenge is to evoke those senses and feelings without flatly stating them. Don’t say “I felt
cold.” Say “I exhaled and my breath turned to vapor that hung in the air. I shivered and pulled
the blanket tight around my shoulders in a vain attempt to trap my body heat.” Your description
should help the reader experience the cold with you. Stephen King describes it as making the
reader “prickle with recognition.”

Craft a thought-provoking conclusion.

Your essay should end with your own reflection and analysis. What did you learn? How have the
events and thoughts you described changed your life or your understanding of life? It’s not
enough to say “And that’s what happened.” You have to describe how whatever happened
shaped you.
Just as a good lead hooks readers and draws them along for the ride, a good conclusion releases
them from your essay’s thrall with a frisson of pleasure, agreement, passion or some other sense
of completion. Circling back to your lead in your conclusion is one way to give readers that full-
circle sense. Try to restate your thesis in a way that reflects the journey the essay has taken.

The teacher will present an essay and she will let the student to analyse
It’s My Life
My name is Ann Smith. I am a senior in high school. Everyone can agree that I am a good
student and that I like to study. My favorite subjects are chemistry and biology. I am going to
enter the university because my goal is to study these subjects in future and to become a
respected professional in one of the fields.
I can say that I am a responsible and a hard-working student. Moreover, being a sociable person,
I have many friends since I like to communicate with people and get to know new interesting
individuals. I enjoy my time at school: it is really nice to study, the students are very friendly and
ready to help. The atmosphere cannot but make me want to go there every time. I like to receive
and deal with challenging tasks. I am a very enthusiastic student and I think this is a strong point
of mine.

My friends say that I am a very funny and an interesting girl with a good sense of humor. As
soon as I meet new people who are happy to meet me, I feel extremely comfortable with them. I
believe that friendship is one of the most important values in human life. We exchange new
ideas, find many interesting things about each other and experience new things. I appreciate
friendship and people who surround me.
Meeting new people who support all my efforts to grow and develop my skills not only in the
subjects but also in my hobbies gives me a lot of energy. Many of those friends who surround me
now I met on the street while doing my hobby. I’m in love with photography, so the thing I love
doing so much became even more enjoyable. I decided to take beautiful pictures of accidental
people and share these photos with them by emails or in social media. I feel happiness inside
seeing how happy they are looking at the pictures where they are walking or sitting somewhere
in the park. In this way, Liza became my best friend and we both believe that we meant to meet
because she studies the same classes and we have similar life goals.
The goal I’m currently striving for is to make this world a better place to live in by starting the
changes with myself. Sure, I’ve had bad experiences in my life too, but this is exactly what made
me the way I am now: grateful, full of love, with a desire to study well because it will help me
become a successful person in future and have a high quality of life. I believe that it is
manifesting day by day and I feel even more responsibility for what I do and where I go. With all
I already have, I know that I’m on the right path and I will do my best to inspire others to live the
way they feel like living as well.

Reflect:
The teacher will present a video about writing a Personal Essay.
https://www.youtube.com/watch?v=958nb59AmRs
Each student need to find a partner. Each pair need to create personal essay. The teacher will call
the students by partner to share their essay in the classs.
Assignment:
Create an personal essay about the fallowing topic.
  Values
 My Grade 7 life experience
 My school my home
 Jesus is my Friend
Transfer:
Session No. 2
Focus: Analyzing Analogies
Competency: EN7RC-IV-c-2.12: Make generalizations from different text types
Hook: The students will go in their respective group. Each group will be given three pair of
picture. The task is they need compare it and present it to the class.
Group 1

Group 2

Group 3
Group 3

Group 4

Engage:
The teacher will present a videos about Analogies.
https://www.youtube.com/watch?v=bbXR43hMSV8Acquire:
https://study.com/academy/lesson/what-are-analogies-definition-types.html
Acquire
The teacher will discuss analogy.
Analogy
a comparison between two things, typically for the purpose of explanation or clarification.
"an analogy between the workings of nature and those of human societies"
a correspondence or partial similarity.
"the syndrome is called deep dysgraphia because of its analogy to deep dyslexia"
a thing which is comparable to something else in significant respects.
"works of art were seen as an analogy for works of nature"

Examples of Word Analogies

You will find word analogies, or verbal analogies, used in standardized tests and sometimes in
job interviews where you must show the relationship between two objects or concepts using
logic and reasoning. These analogies are set up in a standard format. For example:

tree : leaf :: flower : petal

This analogy is read aloud as:

Tree is to leaf as flower is to petal.

This analogy highlights the relationship between the whole (a tree and a flower) and its parts (a
leaf and a petal). On tests of logic, one portion of the analogy is left blank and students are left to
choose an answer that makes sense to complete the comparison. For example:
dog : puppy :: cat : _______
To solve the analogy, you must first determine the relationship between dog and puppy. Once
you realize that a puppy is a baby dog, you can find the corresponding relationship for a cat. A
baby cat is a kitten, so the completed analogy is
Dog : puppy :: cat : kitten
Though there is no limit to the possibilities when it comes to word analogies, here are some
examples to familiarize yourself with the concept:
hammer : nail :: comb : hair
white : black :: up : down
mansion : shack :: yacht : dinghy
short : light :: long : heavy
bees : hive :: bears : den
speak : sing :: walk : dance
chef : food :: sculptor : stone
like : love :: dislike : hate
Analogies, Similes and Metaphors
Analogies, similes and metaphors are closely related, but they are not the same. Because making
comparisons is so useful in both speaking and writing, they are all key literary devices, but an
analogy is more of a logical argument than a simple figure of speech. You may have noticed that
some common analogies are built around similes but extend the comparison.

Similes
A simile compares two things using the words "like" or "as" to create a new meaning. These
comparisons are direct and typically easy to understand. For example:

As sly as a fox
As stubborn as a mule
As blind as a bat
Crazy like a fox
Quick like a cat
Metaphors
Metaphors are a figure of speech used to make comparisons. These comparisons describe one
thing in terms of another, but without using the words "like" or "as". For example, describing a
woman in terms of a flower can highlight her beauty:
"Her petal-soft smile blossomed in the morning sun."
In this case, the woman's lips are described as petals that blossom, so the comparison creates an
association between the qualities of a woman and a flower without directly saying it.
While metaphors are often extensive, here are a few brief examples:

You are the wind beneath my wings.

He is a diamond in the rough.
Life is a roller coaster with lots of ups and downs.
America is the great melting pot.
My mother is the warden at my house.
Reflect:
The teacher will give worksheet about analogies.

Transfer:
Session: 3
Focus: Determining non-verbal cues
Competency: EN7LC-I-a-5.1: Listen for important points signalled by volume, projection, pitch,
stress, intonation, juncture, and rate of speech

Hook: A Communication Game is presented to the class name DRAWING#22. The video will
explain how to play the game. https://www.youtube.com/watch?v=8yGhNwDMT-g
Engage:
A video will present to the class.
https://www.youtube.com/watch?v=SKhsavlvuao
Nonverbal communication is the process of sending and receiving messages without using
words, either spoken or written. Also called manual language. Similar to the way that italicizing
emphasizes written language, a nonverbal behavior may emphasize parts of a verbal message.
The term nonverbal communication was introduced in 1956 by psychiatrist Jurgen Ruesch and
author Weldon Kees in the book "Nonverbal Communication: Notes on the Visual Perception of
Human Relations."
Nonverbal messages have been recognized for centuries as a critical aspect of communication.
For instance, in "The Advancement of Learning" (1605), Francis Bacon observed that "the
lineaments of the body do disclose the disposition and inclination of the mind in general, but the
motions of the countenance and parts do . . . further, disclose the present humour and state of the
mind and will."
Types of Nonverbal Communication
Judee Burgoon (1994) has identified seven different nonverbal dimensions:

1. Kinesics or body movements including facial expressions and eye contact;

2. Vocalics or paralanguage that includes volume, rate, pitch, and timbre;
3. Personal appearance;
4. Our physical environment and the artifacts or objects that compose it;
 5. Proxemics or personal space;
6. Haptics or touch.
7. Chronemics or time. To this list, we would add signs or emblems.

Acquire:
There is surprise question was placed under the selected chair. Each student who got question
need to go in front of the class and answer the given statement.

Reflect:
The class will be divided into three group the class will play a game “PAST THE ACTION”
(similar in Face Value) the teacher will choose the leader and will lead the game.
Transfer:

Session: 4
Focus: Global Village
Competency: EN7LT-IV-a-6: Discover through Philippine literature the need to work
cooperatively and responsibly in today’s global village
Hook:
A cut strip of GLOBAL VILLAGE picture will be given by group. Each team need to arrange
the cut strip to form the picture.

Engage:
A video about Global Village is presented to the class
https://www.youtube.com/watch?v=r7eaShR0lkY
A power point presentation is presented to the class
Acquire:
The teacher will present a picture to the class and she will explain the picture all about.

Reflect:
Each student will go to their respective group. Each team need to create a poster about global
village.
Session No. 5
Focus: (Focus: Introduction of the Essential Question)
Hook:
Distinguishing literary types
 The following excerpts will be given to the students. Prior to the session, you can ask
volunteer students to prepare to read each excerpt in class; said students may opt to wear
costume or bring props.
 After reading each excerpt, students will classify accordingly.
EXCERPT Type

Brown and furry

Caterpillar in a hurry,
Take your walk
To the shady leaf, or stalk,
Or what not,
Which may be the chosen spot.
No toad spy you,
Hovering bird of prey pass by you;
Spin and die,
To live again a butterfly.

When Jack woke the next morning there was a strange green light
in his room. All he could see from the window were green leaves. A
huge beanstalk had shot up overnight. It grew higher than he
could see. Quickly Jack got dressed and steeped out of the window
right onto the beanstalk and started to climb.

“The old man said the beans would grow overnight,” he thought.
“They must indeed be very special beans.”

NARRATOR: THAT VERY NIGHT IN MAX’S ROOM…

MAX: A FOREST GREW, AND GREW, AND GREW UNTIL THE
CEILING HUNG WITH VINES
CHILD 3: AND THE WALLS BECAME THE WORLD ALL AROUND
CHILD 4: AND AN OCEAN TUMBLED BY
MAX: ‘WITH A PRIVATE BOAT!’
CHILD 1: AND IN AND OUT OF WEEKS
CHILD 2: AND ALMOST OVER A YEAR
MAX: TO WHERE THE WILD THINGS ARE!

It is hard not to fear nor judge Manong Boy if you had seen him.
He looked like a typical goon from an action movie. He had the
ingredients in him. He was dark-roasted by the sun, he had
receding hair, had gaps in his teeth and a countenance that would
bring in all possible doubts. His language was typical of a thug and
he was loud like the true, tough Caviteño stereotype that he fit in.

 Process students’ answers. Ask: What made you say that the excerpt is a/an narrative,
poem, essay, etc.

Eliciting Prior Knowledge through KWL chart

 Let the students write what they previously know and what they want to know about
Contemporary Literature by completing the first two columns of the KWL chart:

Contemporary Literature
KNOW WONDER LEARNED
(What I Know) (What I Want to Know) (What I Learned)

 Have students share their answers. Eventually lead them to the idea that of contemporary
literature is a vast group of written works produced from a specific time in history through
the current age. The teacher can then pose the essential question: How does contemporary
literature affect present day relationships? Tell the students to think about this question as
they go through different lessons and activities.

Session 6 (Focus:) Contemporary Literature

Valuing Treasured memories...

Engage:
Essay Reading “The Folk Devotion to the Black Nazarene”
 Vocabulary development
Use contextual clues in understanding unfamiliar words and expressions
 In groups, students will discuss the message of the poem using the following questions as
guide:
1. On what different occasions do Filipino Catholics display their fervent devotion to the
black Nazarene?
2. Cite instances which show the following traits of the Filipino as shown in the selection:
a. Religious fervor
b. Tendency to depend on luck
c. Love for fiestas
d. Faith in God
e. Superstitious
3. In your opinion, what makes many people continue with the celebrations in Quiapo all
these years? Why?
 Let representatives of each group share their answers.
LISTENING ACTIVITY:
 Then, present another essay to the students: “The Street”
 In their groups again, students will discuss the differences they observed between the two
essays.
 Students, in groups, will come up with their own definition of a contemporary literature.
 Afterwards, explain to the students what a contemporary literature is.
 The teacher explain the different features of personal essays.
 Let the teacher present a power point presentation on personal essays.

Activities
 Before starting the activities for the day, pose again the essential question: : How does
contemporary literature affect present day relationships? Tell the students that for this
session, they will be reflecting and writing about some of their experiences..
Photo Reflection
 Present some pictures having to do with activities (both academic and leisure) in school.
 Encourage the students to write what they remember the most about the pictures. (Pictures
may deal with a great journey, social networks, watching a film, taking a ride, etc.)
 Instruct them to fill out the table below:

What is the picture all about? What does the picture remind you of?

Reflection:
Journal writing
Let them compose simple informative text.

Session No. 7
Focus: (Focus: Introduction of the Essential Question)

Hook:

The teacher shows pictures of different personalities (Catriona Gray, Jose Rizal, Manny
Pacquiao, and etc.)

What made them significant in our society?

The teacher will ask the class to answers the question which will be shared to the whole
class.

Engage:

o The teacher will give biographies of other people.

o This will be done in group.
o They will read each biography then, they will identify what made each person a
hero.
o Let them share their answer.
The teacher will show a power point presentation about Capsule biography.

Activity

Tell the students that for this session, they will be reflecting and writing about some of
their experiences.

Message in a Box
• Instruct the learners to complete the paragraph below which are written in small
sheets of paper. Brainstorm with students about the information they should write to fill
in the blanks.

I am _______________, a Grade Seven student ______________________. I think my

I am _______________, a Grade Seven student ______________________. I think my stay in this
stay in this school is __________________________________. This is because
school is __________________________________. This is because
____________________________________.
____________________________________.

• Have the learners place the sheet of paper in the box

• Let each learner pick one paper (not his or her own) and read aloud the answers
within.
• Encourage the learners to react whether he/she feels the same way; then make
them think of the reasons for the commonality and differences of opinions.
• For processing, ask: Why is it important to communicate one’s thoughts and
feelings ?

• Students were able to reflect on and express their feelings in the previous session.
In this session, tell the students how they can write it properly and more effectively
following the structure of a essay.
• For this session, they can ponder on the essential questions: What makes an
effective essay? How can you make the readers feel your own thoughts and feelings on
the subject?

IBC (Introduction, Body, Conclusion)

• Present to the learners the structure of a reflective essay: the introduction, body,
conclusion formula.
• Explain to them that even though writing a three- or four-paragraph essay can
sound overwhelming, it too follows the introduction, body, conclusion formula.
• Ask for volunteers to briefly describe the content of the introduction, body, and
conclusion of a reflective essay.
• Give comments on the learners’ responses.
• Guide the learners as they ponder on the parts of an essay.
 Introduction - is usually one paragraph; should present
the topic and main idea and give the reader a preview of
the rest of the essay; will also include the thesis
statement, either directly stated or implied

Body - usually made up of two to three paragraphs;

each paragraph supports and develops (adds detail to)
the main idea; to guide the reader, each body
paragraph should begin with a clear topic sentence.

Conclusion - one paragraph; summarizes the body

paragraphs and closes the essay.

Let the students read the excerpt below:

Education plays an important role in the life of a person. There is a formal system of education
that a student can undertake. There is also the informal system of education which may be
undertaken by people. The formal system starts with formal scholastic study at primary school.
School education goes on to middle, secondary, and senior secondary levels. Then follow the
undergraduate and postgraduate studies, after which come the doctorate and post-doctorate
levels. The formal system of education depends on teachers for the imparting of knowledge to
students.

Education helps to widen a person’s mental and intellectual capacity. Any process or activity
that serves this purpose, therefore, is part of education. While there is a formal system of
education, there is also an informal system of education. The formal system of education consists
of the academic and scholastic learning imparted at formal schools and institutions of higher
learning through teachers.

It has a structured and organized set-up of syllabus and evaluation system through examinations.
The informal system includes learning and study through various alternative means that includes
books, and self-learning through experience and experimentation, besides interaction with
scholars and experts in particular fields. One can also engage in both the formal and informal
systems of education.

Education helps not only in the development of an individual, but through a cumulative effect it
promotes the favourable growth and progress of the community, the entire society, and the nation
as a whole. Education and intellectual growth of the people helps in creating broad-mindedness
in them. This helps in solving almost all social ills that plague a backward society. Similarly,
education is the solution for economic empowerment of the people. This helps in the
emancipation of women and socially backward communities.

Education plays an important role in the life of a person. There is a formal system of
education that a student can undertake

Why is it a good introduction?

For the body the author show that education is very important in the life of a person?

Was the essay able to clearly communicate the ideas? What do you think makes an
effective essay?

Session: 8
Focus: Structure Essay

My Family

A family is the first school in which a child receives the basic values of life. He learns good
manners in the family. The morals and values learnt in family become our guiding force. They
make our character. They lay the foundation of our thinking. I feel fortunate to be born in a
family where values are inculcated in early childhood.

I belong to a middle class family. There are six members in my family. They are our parents,
grandparents, I and my younger sister. Our grandfather is the head of the family. He enjoys a
commanding position. His decision is final in family matters. Nobody can dare to go against him.
Everybody respects him. He is the guardian of the family. He is a cool and considerate man. He
is just and fair. His decision is never influenced by any other. He is a retired teacher. He helps us
in our study. Our grandmother makes us hear good stories.

My father is a police officer. He is a great disciplinarian. He is sincere and hardworking. He

always goes to office in time. My mother is a simple housewife. She is a postgraduate in English.
She is soft-natured and caring. She takes great care of us. She does not care for her comfort for
us. She looks after our grandparents. She helps the poor and the needy. She is religious and God-
fearing.

Our family has been known for discipline and values. We give great importance to values and
morals in life. Since our early childhood we are taught to respect the elders and love the children.
We learnt the lesson of punctuality and honesty from our grandfather. It is due to the good
education of our grandparents that we could excel both in sports and education. Since our
childhood we have been put into the habit of rising early in the morning. This has a natural effect
on our health and physical fitness.

Our family is like a heaven. There is peace, prosperity, love and care. The younger’s have regard
and respect for the elders while the elders shower them with their love and affection. The
instructions of the elders are followed with great respect. If a member has some problem the
whole family is beside him. I am proud of my family.

Guide questions for discussion:

1. Is there a connection between the title and the contents of the essay? Explain.
2. How did the author make the readers feel her own thoughts and feelings on the subject?
words/phrases paint images in your mind or are very descriptive?

Fill in the chart with the required information based on the essay “My Family”

Introduction

One detail supporting the One detail supporting the

main idea main idea

Main Idea or Conclusion

Reflection:
Journal writing
• Let the students write their thoughts about the following question: Why is it important for
an effective communicator to know how to clearly express his/her feelings and insights?
• How do our experiences make us better persons? Relate a personal experience.

Session No. 9
Focus: Elements of an effective and meaningful essays
Competency: (Indicate target competency and code; added competency is italicized)

Hook:
Review and Self-Evaluation

• Shade the number of stars that refer to your understanding of previous lessons: three stars
mean you have excellent understanding, two stars mean you have a complete understanding, and
one star means you need to go back and review.

Purpose and Subject of an Essay

Structure of an Essay (IBC)

Answer to the essential questions:

How can you make the readers feel your own thoughts and
feelings on the subject?
What makes an effective essay?

Adjust instruction based on the results of the self-evaluation. If students still have incomplete
understanding of their answers to the essential questions, tell them that the next activity may help
them deepen their understanding of an effective essay.

Engage

Students will read the following essay:

My School Life Essay

We have always heard that school life is the best life, enjoy yourself till you are in school make
as many mistakes as you can till you are in school, and many such phrases which make the kids
who are still in school wonder that why are the elder people hyping this thing up. But as soon as
the school life is over and people enter the real world they realize that how right the elders were.

Children should live their school life to the fullest. They will be missing these days later in life
and would never be able to enjoy such carefree life again. School life lived well gives memories
to cherish and friend to keep for a lifetime. Here are essays on My School Life of varying lengths
to help you with the topic in your exam.

School is said to be a temple of knowledge, the very first place that introduced you to the world
and more so your own self. My school life is all about the memories I deeply cherish. The
memories of not only the fun, friendship and all the sport and extracurricular but also the way it
helped me find my interests. I owe it all to my school life. It has made me who I am today.

My school life has been full of different experiences over the years. It gave various opportunities
to develop not only my scholastic abilities but also the art and sport side. It supported me in my
sports as well as exposed me to numerous types of people. All of this accounted to make me
understand how to behave socially and in building a personality which I have today.

There are numerous things that make school life the best phase in one’s life. All of this
eventually is because we are young to do mistakes again and again till we realize, dumb enough
to not think about people and do what we feel like doing, curious to know everything we can and
most importantly still not exposed and contaminated with the evil feelings of this world. And all
of this makes us build a personality of our own.

 Go back to the essay “My School Life Essay” and have the students point out how each
of the three elements became evident in the text.

Session 10 (Focus: Writing a capsule biography Essay/Character Sketch)

AIt’s your turn to write!!
• Students will use the prompts or questions below in writing their draft.
o What is your most unforgettable memories in school?
o What makes it such? What is the best lesson that you have learn from school?
• Students will write a three-paragraph essay (introduction, body, and conclusion) about
their personal experience.

Reflect
• After writing their draft, let them review their work by using the check-up questions
below:
Does the essay include an engaging introduction that captures the reader’s attention?
Does it have a clear order of events that happened? Does it contain transitions?
Does it have a body that contains enough details?
Does it have an ending that connects the introduction with the body?
Does the essay have a clear and understandable message?
Does the essay follow correct grammar (s-v agreement and punctuation)?

Engage:
Session:11
Focus: Debate
Competency: (Indicate target competency and code; added competency is italicized)

Hook:
 The teacher will show a video about Debate.

Engage:

 Discovering Debate
 Have a brief discussion of the definition and purpose of Debate..
 Present the topic for debate
 Ensure the class are divided physically as to their views.
 Establish the chair and remind students of all the statements given in the seven tasks, to
use as
 prompts should the debate falter.
Development
30 minutes.
Allow class to run their own ‘debate’ giving views,
ideas and arguments.
Make sure the chair allows contra views and counter points by the opposing side.
Plenary
10 minutes.
To conclude, ask for a show of hands as to the students’ individual views after all the discussions
have taken place.

Possible Extensions:
• Discuss the ways that inappropriate speed can be avoided and what can be done to reduce risk.
• Discuss the penalties that should be given for those caught speeding.
• The debate can be extended to consider the different ways anti-social or dangerous.

The teacher will discuss the classroom debate format.

There are many different formats that you can use for your classroom debate. Here are a few
options.

The Fishbowl Debate – Randomly select a handful of students to come sit in front of the
classroom in a half-circle facing the students. Pose a question or a statement to those selected
students and ask them to discuss it. The rest of the classmates ask a question to the panel or take
turns taking their spot in the fishbowl, but they are not allowed to speak otherwise. This format is
used when students have prior knowledge about the topic.

Advocate Decision-Making Debate – Students are placed into groups of three and assigned a
topic to debate. One person is in support of the topic, one is against, and one acts as the judge.
The judge, or “Decision maker,” will create a list of questions to ask the advocates, which
students will use as their debate outline. Then the judge will decide at the end of the debate who
the winner is. This can be done in front of the class or in groups at the same time.

The Four Corners Debate - This debate will get students up and moving while using their critical
thinking skills. Students are given a topic, then they must prepare a well-supported paragraph
stating their position (they may strongly agree, agree, strongly disagree, or just disagree). Next,
students will move to the corner of the classroom where they see their position posted on the
wall. The strongly disagree position is posted in the right-hand corner, while the agree position is
posted in the left-handed corner, and so on. Once students move to their corner, they get 10
minutes to discuss their thoughts. Appoint one person the note-taker and one person the speaker.
At the end of the 10 minutes, invite each speaker to state her case on the topic. If at the end of the
debate a student has changed his mind, he is allowed to move corners. Then students get another
10 minutes to discuss. After that point, students take their seats to write a new paragraph
detailing their thoughts on the topic.

Ball-Toss Debate – Students are given a topic and must take a side. Each student goes to the side
of the classroom where their position is either for or against the topic. Move desks so that each
side is facing each other. Have students sit on their desks and take turns tossing a ball to discuss
their position on the topic. Only the student with the ball can speak. This debate is just like the
mum-ball, except students are using it to debate an issue.

Grading a Debate

Grading a class debate can be challenging. The best way to get a grade is to use the outlines and
persuasive essays from the students. You can also assign a paper after the debate. Grading can be
as follows:

A – Well researched, paraphrases, acknowledges or refutes a topic.

B – Showed comprehension of topic, makes a good argument

C – Participates and takes notes

D – Does not participate in discussion, and shows minimum attentiveness

F - Shows unwillingness to participate in class debate

Acquire:

Starter
Who makes the decisions in your school? Who do you think makes the following decisions, the
government, the head teacher, the teachers or the pupils?
Who is in what class?
What you do at play time?
What subjects you have to study?
What punishments are given for what behavior?
Who the prefects are?
How the school is decorated?
What is served at lunch?
What clubs are on offer?
Group Work:
Split the class into up to 4 groups.
What is your opinion on...
Plenary:
If you were running a campaign for your group's position what would its slogan be?
Homework:
The main speakers need to do any further research to prepare the speeches (3-5 minute speeches
depending on level) and the others must prepare questions to ask from the audience.
Grammar points:

• Give the students reading activity “ A Glass of Milk-Paid in Full”

• Let them formulate WH- questions based from the given activity.
• Let them share their answers.
• The teacher present power point presentation on formulating WH- questions

Articulating New Knowledge through KWL Chart

• Students will now answer the third (L) column of their KWL chart.

Contemporary Literature
KNOW WONDER LEARNED
(What I Know) (What I Want to Know) (What I Learned)

• Have volunteer students share their answers.

• Pose the essential questions: How does contemporary literature affect present day
relationships? Observe how the students articulate their understanding.

Session: 12
Focus: Performance Task

Compilation of different literary pieces

1. Personal Essay
2. Persona Paragraph
3. Personal Poem
 4. Personal Story

The topic of each literary pieces will be the student reflection, learning, experiences and etc. for
the whole school year.

Prepared by: Kyzsavi L. Oligo Checked by : Sr. Luzviminda G. Mojica Fdcc