ST.

NICHOLAS CATHOLIC SCHOOL OF ANDA

Anda, Pangasinan

Lesson Plan in English 7

Date: August 15-16, 2022

Content Standard:
The learner demonstrates understanding of: pre-colonial Philippine 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.
Performance Standard:
The learner transfers learning by: showing appreciation for the literature of the past; comprehending
texts using appropriate reading styles; 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.
Institutional Core Value/s: HOPE, JUSTICE

I. Learning Competencies
A. Describe the different literary genres during the pre-colonial period
B. Express appreciation for sensory images
II. Content
A. Subject Matter
Literary Genres during Pre-colonial
B. Materials
Power point presentation
III. Explore
A. Daily Activities
- Prayer
- Checking Attendance
- Classroom Management
B. Ask the students to recall the songs they learned as a child. Encourage them to share the songs with
the class. Then, ask them how these songs created an impact in their lives.
C. Assign them to look for editorial cartoons about Filipino values/culture and identify the message that
it wants to convey.
D. Introduce the essential questions and discuss the performance task and the rubric that will be used in
evaluating their performance. The teacher will ask the following questions;
1. What makes the folk songs effective transmitters of message?
E. Remind the students that they are to find answers to the essential questions as they go through the
lesson. Lead the class to Activate Your Prior Knowledge on page 2 of their textbook. Do the same
procedure in as indicated in B and the teacher will relate it to the discussion. The teacher will play a
folk song to further rouse the students’ interest. The students may also sing a folk song if they know
one. ( Sitsiritsit Alibangbang, Leron Leron Sinta,Paru-parong Bukid, etc)
IV. Firm Up
A. The teacher will ask the student to work in pairs to create a short dialogue using their editorial
cartoons to highlight the Filipino values/culture. Then, divide the class into four groups and the
teacher will allot a time for each pair to present their dialogue.

B. Process the sharing activity. The teacher will raise the question, “When given a tasks, do you finish
them? Do you finish them on time? What motives you to do so? . let the students think of Filipino
trait that they can relate with their response to the motive question.
C. Use “The Seamless/lng Mai” (kapampangan) as a springboard to the folk song they are about to
read. Let the students read the title and ask: What are the three things you think the song
contains? The teacher will pose EQ 1: What makes folk songs effective transmitters of messages?
D. The teacher will divide the class into three to four groups. Then, ask them to sing “The Seamstress”
to the tune of a contemporary song of their choice. Allot ample time for this activity, then, allow
each group to present their song.
E. Encourage other groups to give feedback and commend their classmates. The students may use the
question you raise as basis of their feedback. Then, guide them in forming
Essential Question1: Folk songs pave the way for educating and instilling Filipino values through the
use of language and music. Ask the students if they agree with the enduring understanding.
F. The class will have an in-depth discussion of the folk song using the question in page 3 of their,
textbook. If time permits, ask the students to do the task in Creative, where they have to create a
one-stanza song with four lines that reflect the routine of the people in their community.
G. Process Activity 1 on page 5. Assign it as homework too. Task them to ask their parents or
grandparents about the different among folk songs, proverbs and riddles.
V. Deepen
A. The teacher will reiterate the question: Does “The Seamstress” reflect the present situation of many
Filipino families? Why? Why not? The teacher will ask the follow-up questions such as: Are there
factors that need to be considered in choosing a theme of literary piece? Is it limited to the everyday
lives and/or human emotions?
B. The teacher will guide the students on how to decode and understand proverbs by explaining the
following:
Proverbs are made out of the shared experiences of the community. These experiences shape the words
used. The words are usually not meant literally. For example, in the first proverb given, number seven
does not indicate the exact number of times one is going to think about it over and over until one is sure
of it.
 Because they are easier to impart and remember, proverb serves as a creative way of teaching and
guiding the young in a more practical way. Instead of lengthy life experiences, proverbs were shared by
the elders to teach rules of conduct in the community.
C. Further deepen the student knowledge on other literary genres during the pre-colonial period. The
teacher will briefly discuss the pre-colonial period.
D. In groups of three members, have the students compare their answers to Activity 1. The teacher will
tell them to summarize the distinction of each form of literature using their output.
E. Process the activity as a class afterward. Validate their answers using the discussion note in the work
text about proverbs and riddles
F. The teacher will challenge the students to write their own proverbs or riddle.
G. With a partner, tell them to exchange output. Allow the students to observe their classmates work
especially the language used. The student will as their partners the question, “Were you able to see,
hear, smell, taste and/or touch the ideas wants to convey? Then, the teacher will ask the question,
“What did you learn about the Filipino culture based on the way language was used in the song,
proverbs, and riddles?
H. The teacher will use their answer to introduce the sensory images. Let them determine the sensory
images in their partner’s riddle or proverbs after. Then the students will share their responses.
I. Lead the students to “The Seamstress” and the teacher will instruct them to underline the sensory
images to strengthen the students understanding.
J. The teacher will ask the students about the essential question, “What makes folk songs effective
transmitters of messages?”
K. The teacher will provide activity to check if the students have mastered the lesson.
L. After checking the mastery of the lesson, the teacher will check the content standard of the lesson if
they meet.
M. Process Question:
1. What are the literary genres during pre-colonial period?
2. What are the sensory images?
3. What makes the folk songs effective transmitters of messages?
VI. TRANSFER
Read the folksong Underline the lines that use sensory images.

The Filipina Maiden

The Filipina Maiden
Is like a morning star
She is a joy to behold
She possesses rare modesty and beauty
Even in her habits and ways
She is strong and firm of will

Flower of unique radiance

Her fragrance spreads all around
A noble ornament of the world
Solace to a grieving heart.
 Spring of joy and happiness
The object of all our dreams
That is the Filipina Maiden
Deserving of a true and faithful love.

VII. CLOSURE
Reflection
What Institutional Core Values have you learned in this lesson?
Were we able to achieve the content standards of the lesson? Are you able to perform and apply now
the lessons we have been discussed?

Prepared by:
Cherry Ann T. Balgua
English Teacher