T

UNIT LEARNING PLAN

Subject: English Grade Level: Seven
Unit Topic: Period of Apprenticeship Quarter: Second

EXPLORE
After the Spanish Colonial era, the country was soon colonized by the Americans. It was during this time when
Philippine literature in all its forms, flourished despite the efforts of the Americans to squelch Filipino writers. This
period in literary history was called the Period of Apprenticeship. During this time, the short story became the most
favored literary form of most Filipino writers in both English and Filipino. Even the novel and long fiction began to
find its voice during this era.
In a narrative, the story of discord among characters and the conflict between man and his circumstance is a
commonly-featured theme. Many of the writings of this era also reflected the Filipino’s struggle for freedom and
sovereignty against a colonizer. By the end of the American colonial period however, Philippine literature became
well recognized and a highly developed craft.
In this unit, you will learn about the rich literary tradition of Period of Apprenticeship in the Philippines. You
will also learn about the different listening and viewing strategies, literal and figurative language, using different
print and non-print sources in gathering information, types of phrases, clauses, and sentences, and verbal and non-
verbal cues in oral communication.
At the end of this unit, it is hoped that you will gain a deeper understanding on how to resolve conflicts
presented in literary selections in non-violent ways.

Essential Question: What makes an effective reenactment of story be performed?

Map of Conceptual Change:

As we are about to venture into our discussion on pre-colonial literature and the features of storytelling,
accomplish the IRF Chart by indicating your response to our essential question.

Instructions:
1. Open the Classwork section of your Google Classroom in English 7.
2. Open the activity IRF Chart and fill in the “Initial Answer”.

Screenshot of the Worksheet:

FIRM-UP
LC1: Determine the Interactive Quiz 1: Pre-Test
type of phrases Instructions:
 Online students: Click the link sent to the chat box and enter the code shown on the
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Learning Target: screen. Click TRUE if the statement is correct, and FALSE if it is not.
 I can determine  Face-to-Face students: Write TRUE or FALSE on your whiteboard.
the type of phrase _____ 1. Independent clauses cannot stand on its own.
used in the _____ 2. Declarative sentences ask for information.
sentence. _____ 3. Adjective phrase describes the action being done in the sentence.
_____ 4. A card catalogue is a set of cards that each contain information about a book or
reference material found in a library.
LC2: Determine the
_____ 5. Figurative language is a way of expressing oneself that does not use a word's
type of clauses
strict or realistic meaning.
_____ 6. Metaphor is an example of literal language.
Learning Targets: _____ 7. Mood refers to the emotional response that the writer wishes to evoke in the
 I can determine reader through a literary text.
the type of clause _____ 8. The pages in which a specific topic in the book can be found is written on the
used in the preface.
sentence. _____ 9. Man vs. man is a conflict between people.
_____ 10. Gestures are hand movements that emphasize the message being told.
LC3: Determine the
type of sentences Link: joinmyquiz.com

Learning Targets: Screenshot:

 I can determine
the type of
sentence used in
the sentence.

LC4: Classify
sample texts into
literal or figurative
Activity 1:
Learning Targets: A. Instruction: Underline the phrase in the sentence as indicated inside the parentheses.
 I can differentiate 1. He is sleeping on the floor. (verb)
literal and 2. They hired a licensed engineer. (noun)
figurative 3. A woman in the window shouted for help. (preposition)
language. 4. A woman with a long hair is walking in the garden. (adjective)
5. He is waiting for his friend. (noun)
LC5: Note important B. Instruction: Identify the type of phrase underlined in the sentence. Write the letter of
details in a text your answer.
a. noun
Learning Targets: b. adjective
 I can take down c. verb
the important d. prepositional
details in the text 1. I hope to win the first prize.
that I read. 2. The girl wearing brown shirt is my sister.
3. Did you enjoy watching the movie?
LC6: Narrate events 4. She always walks in the morning.
chronologically 5. They were shouting in a loud voice.

Learning Targets: Activity 2: Who am I?

 I can arrange Instructions:
the events in  Online students: Click the link sent to the chat box and enter the code shown on the
the story in screen. Click the option that is being described in each question.
correct order.  Face-to-Face students: Write the letter of the answer on your whiteboard.
1. Meg likes to go out for Japanese food, but Ryan prefers to dine at Thai restaurants.
LC7: Get 2. I will go to the party with you if you promise we’ll be home by 11:00 p.m.
information from the 3. The distance between the two towers is about 500 yards.
different parts of a
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book and from 4. Melanie will sign the proposal that you prepared if you send it to her this week.
general references in 5. Melanie will sign the proposal that you prepared if you send it to her this week.
the library dissertation.
6. Whenever a new superhero movie comes out, David is among the first to see it on
Learning Targets: opening weekend. short stories.
 I can identify 7. When the firemen arrived at the dorm.
the part of the 8. Jennifer and Mai had already put out the fire.
book where I 9. While Jennifer put a new washer in the bathroom faucet.
can find 10. Jennifer put a new washer in the bathroom faucet.
information
that I need. Clickable Links: joinmyquiz.com

LC8: Use the card Screenshots:

catalog

Learning Targets:
 I can identify
the parts of
card catalog.
 I can
differentiate
the different Activity 3:
types of card Instructions: Identify the type of sentence in each item. Write D if it is declarative, IN if it
catalog. is interrogative, IM if it is imperative, and E if it is exclamatory.
___ 1. Run! He’s coming here!
___ 2. Do your homework.
___ 3. Call me tomorrow.
___ 4. How did you do that?
___ 5. I have a homework today.

Activity 4: T-Chart Making

Instructions:
 Online students: 1. Open the Classwork section of your Google Classroom in English
7. Open the activity T-Chart Making: Literal and Figurative Language and fill in the
characteristic of each type in each column.
 Face-to-Face students: Fill in the characteristic of the literary and figurative language
in each column of the worksheet.
LITERAL LANGUAGE FIGURATIVE LANGUAGE

Clickable Links: https://classroom.google.com/u/1/c/NDk3MzY1OTE5NTE2

Activity 5: Listen to Me!

Instructions:
 Online students: Watch the video below. Make a concept map about the different
prosodic features and their characteristics. Do this on the virtual worksheet uploaded
on the Google Classroom.
 Face-to-Face students: Watch the video below. Make a concept map about the
different prosodic features and their characteristics. Do this on the printed worksheet
given.

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Clickable Links: https://youtu.be/xSYnGhlnzyw

Screenshots:

Activity 5: Timeline Making

Instructions:
 Online students: 1. Open the Classwork section of your Google Classroom in English
7. Open the activity Timeline Making and fill in each box for each event in the story.
 Face-to-Face students: Fill in the boxes with the events in the story that you will
watch.
Clickable Links:
 https://classroom.google.com/u/1/c/NDk3MzY1OTE5NTE2
 https://youtu.be/LS95NFRl_XI

Screenshots:

MAP OF CONCEPTUAL CHANGE

As we discuss notetaking and arranging events of a story, accomplish the IRF Chart by
indicating your response to our essential question.

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Instructions:
1. Open the Classwork section of your Google Classroom in English 7.
2. Open the activity IRF Chart and fill in the “Revised Answer”.

Self-assessment:
Instructions:
1. Read the following “I can” statements.
2. Check the level that determines your learning skills.
3. Thumbs up if you think you can do these by yourself.
4. Thumbs sideward if you think you need help for it.
5. Thumbs down if you cannot do it by yourself.
6. Remember that there are NO incorrect answers in this assessment.

Interactive Quiz 2: Post-Test

Instructions:
 Online students: Click the link sent to the chat box and enter the code shown on the
screen. Click TRUE if the statement is correct, and FALSE if it is not.
 Face-to-Face students: Write TRUE or FALSE on your whiteboard.
_____ 1. Independent clauses cannot stand on its own.
_____ 2. Declarative sentences ask for information.
_____ 3. Adjective phrase describes the action being done in the sentence.
_____ 4. A card catalogue is a set of cards that each contain information about a book or
reference material found in a library.
_____ 5. Figurative language is a way of expressing oneself that does not use a word's
strict or realistic meaning.
_____ 6. Metaphor is an example of literal language.
_____ 7. Mood refers to the emotional response that the writer wishes to evoke in the
reader through a literary text.
_____ 8. The pages in which a specific topic in the book can be found is written on the
preface.
_____ 9. Man vs. man is a conflict between people.

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 _____ 10. Gestures are hand movements that emphasize the message being told.

Link: joinmyquiz.com

Screenshot:

DEEPEN
LC1: Analyze the Instructions: Below are the videos samples. Watch each video, then select which best
text based on the explains the effective ways to relate the history and context of a story in storytelling. Write
literary device used your answer in the given table.
You are allowed to refer to other available references but not allowed to ask help from your
Learning Target: classmates, parents, relatives or any other adult. Before submitting make sure to follow the
 I can interpret instructions on how to answer.
the meaning of
the passages that GUIDED GENERALIZATION TABLE
use literary Video 1 Video 2 Video 3
devices. Title: How to Act Title: How to Act Title: 3 How to Act
Essential Realistically Realistically Realistically
LC2: Determine the Question Link: Link: Link: https://youtu.be/
tone and mood of the https://youtu.be/ https://youtu.be/ 1RRc4tq2kpE
speaker or characters WurazV-KrIQ zO4L2P4AkAw
in the narrative What makes an Answer: Answer: Answer:
listened to effective
reenactment of
Learning Target: story be Supporting Texts: Supporting Texts: Supporting Texts:
 I can determine performed?
the tone of the
characters in the Reason: Reason: Reason:
story.
 I can determine Common Ideas in Reasons:
the mood of the
characters in the
story.
Enduring Understanding/Generalization:
LC3: Draw The students will understand that an effective reenactment of a story depends on the
similarities and understanding of the performers of the literal and figurative language used, the mood and tone
differences of the of the story to be performed, its theme and conflict/s, and how it is influenced by culture,
history, environment, and other factors.
featured selections in
relation to the theme
C-E-R Questions:
Learning Target: 1. What makes an effective reenactment of story be performed?
 I can analyze the 2. Why do we need to have sufficient knowledge in the elements of a story to effectively
underlying perform a reenactment?
theme/s in a 3. Can students effectively perform a reenactment when they have sufficient knowledge in
literary text. different elements of a story?
4. EQ: What makes an effective reenactment of story be performed?
LC4: Discover the
conflicts presented in Prompt for Generalization:
literary selections 1. What do you understand about the three materials?

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and the need to 2. How are the three interconnected?
resolve those 3. How do the speakers deliver the information to the intended audience?
conflicts in non-
violent ways SCAFFOLD FOR TRANSFER 1
Activity: Role Play
Learning Target: Instructions: Read the story Wedding Dance. Each group will be assigned to create an
 I can identify the alternative ending of the story resolving the present the conflict in the story.
conflict/s present
in the text. SCAFFOLD FOR TRANSFER 2
LC5: Explain how a Activity: Resolving Conflict
selection may be Instructions: Students will perform a realistic scenario in which different conflict types can
influenced by be reflected.
culture, history,
environment, or other SCAFFOLD FOR TRANSFER 3
factors Activity: Story Analysis
Instructions: Read the story Dead Stars. Students will write a reflection paper explain their
Learning Target: observations regarding the characters’ behavior and principles, the influence of historical,
 I can analyze the cultural, and societal background, conflicts present, and its theme.
story based on its
historical, MAP OF CONCEPTUAL CHANGE
cultural, and 1. Let’s revisit your ideas earlier and complete the IRF Chart.
societal 2. Write your final answer to our essential question in the last column.
background.

TRANSFER
Performance Transfer Goal: Students on their own and in the long run will be able to deliver a
Standard: The storytelling that will reflect the context of the story they are going to deliver, and will show
learner transfers their appreciation of the culture of the country.
learning by:
resolving conflicts Performance Task: Storytelling
presented in literary
selections; using Kind: Integrated Subjects
tools and
mechanisms in Use of Web 2.0 App for Output: KineMaster
locating library
resources; extracting Analytic Rubric:
information and CRITERIA
OUTSTANDING
4 points
SATISFACTORY
3 points
DEVELOPED
2 points
BEGINNING
1 point
SCORE

noting details from Point of View -

Purpose
Establishes a purpose early on
and maintains a clear focus
Establishes a purpose early on
and maintains focus for most of
There are a few lapses in focus,
but the purpose is fairly clear. It
It is difficult to figure out the
purpose of the presentation. It has

texts to write a throughout. Introduction and

conclusion greatly aid in this.
the presentation. It has an
introduction and conclusion.
has a weak intro and conclusion. little or no introduction and
conclusion.

précis, summary, or Voice – Pacing/

Presentation
The pace (rhythm and voice
punctuation) fits the story line
Occasionally speaks too fast or
too slowly for the story line. The
Tries to use pacing (rhythm and
voice punctuation), but it is often
No attempt to match the pace of
the storytelling to the story line or
and helps the audience really pacing (rhythm and voice noticeable that the pacing does the audience. Voice cannot be
paraphrase; “get into” the story. Voice is punctuation) is relatively not fit the story line. Audience is understood.
loud and clear. engaging for the audience. not consistently engaged. Voice
distinguishing Voice is somewhat loud and is hard to hear and understand.
clear.
between and using Images Images create a distinct Images create an atmosphere or An attempt was made to use There is little or no attempt to use
atmosphere or tone that matches tone that matches some parts of images to create an images to create an appropriate
different parts of the story. The the story. The images may atmosphere/tone but it needed atmosphere/tone. There is little or

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literal and figurative images may communicate
symbolism and/or metaphors.
communicate symbolism and/or
metaphors. Images used are
more work. Image choice is
logical, but needs more creativity
no creativity and originality.

language and verbal

Images used are very creative somewhat creative and original. and originality.
and original.

and non-verbal cues;

Economy The story is told with exactly The storytelling is typically The storytelling seems to need The storytelling needs extensive
the right amount of detail good, though it needs slightly more editing. It is noticeably too editing. It is too long or too short
throughout. It does not seem too more detail. Good time limit. long or too short. Time is to be interesting.
use phrases, clauses, short nor does it seem to long. somewhat too long or too short.
Excellent time limit.
and sentences Grammar Grammar and usage were Grammar and usage were Grammar and usage were Repeated errors in grammar and
correct and contributed to typically correct, and errors did typically correct but errors usage detracted greatly from the
meaningfully and clarity and style. not detract from the story. detracted from story. story.

appropriately.
Self-assessment:
LC1: Use verbal and Instructions:
nonverbal cues in 1. Read the following “I can” statements.
conversations, 2. Check the level that determines your learning skills.
dialogs, and 3. Thumbs up if you think you can do these by yourself.
interviews 4. Thumbs sideward if you think you need help for it.
5. Thumbs down if you cannot do it by yourself.
LC2: Use phrases, 6. Remember that there are NO incorrect answers in this assessment.
clauses, and
sentences
appropriately and
meaningfully

Values Integration: Think and Share

Instruction: What did you learn from this unit? Share your thoughts by answering the
following questions.
1. What new realizations do you have about reenactment?
2. As a student, how do you think performing a reenactment helps in developing your
skills?
3. How can this task help you build social relationship opportunities for learn of
grow?
4. Do you see the significance of the task? How can it help you assert your identity as
a Filipino?

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 CALENDAR OF ACTIVITIES
WEEK 1
MON TUE WED THU FRI
ACQUISITION – ACQUISITION – ACQUISITION – ACQUISITION – ACQUISITION –
HYBRID HYBRID HYBRID ONLINE ONLINE

Pre-Test Activity 1 Activity 2

WEEK 2
MON TUE WED THU FRI
ACQUISITION – ACQUISITION – ACQUISITION – ACQUISITION – ACQUISITION –
HYBRID HYBRID HYBRID ONLINE ONLINE

Activity 3 Activity 4 Activity 5

WEEK 3
MON TUE WED THU FRI
ACQUSITION TEST MAKE MEANING – MAKE MEANING – MAKE MEANING – MAKE MEANING
HYBRID HYBRID ONLINE TEST

WEEK 4
MON TUE WED THU FRI
SCAFFOLD FOR PT 1 SCAFFOLD FOR PT 1 SCAFFOLD FOR PT 1 SCAFFOLD FOR PT 2 SCAFFOLD FOR PT 2

WEEK 5
MON TUE WED THU FRI
SCAFFOLD FOR PT 3 SCAFFOLD FOR PT 3 PT ASSIGNMENT PT ASSIGNMENT PT ASSIGNMENT

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 UNIT ASSESSMENT SAMPLES
A. ACQUISITION
1. SELECTED RESPONSE TEST ITEMS:

LEARNING COMPETENCY (A) TEST ITEM(S)

LC1: Determine the type of phrases 1, 2, 3, 4, 5
LC2: Determine the type of clauses 6, 7, 8, 9, 10
LC3: Determine the type of sentences 11, 12, 13, 14, 15
LC4: Classify sample texts into literal or figurative 16, 17, 18, 19, 20
LC5: Note important details in a text 21, 22, 23, 24, 25
LC6: Narrate events chronologically 26, 27, 28, 29, 30
LC7: Get information from the different parts of a book
31, 32, 33, 34, 35
and from general references in the library
LC8: Use the card catalog 35, 36, 37, 38, 39, 40

B. MAKING MEANING
CER WITH OPEN BOOKS:

LEARNING COMPETENCY:
Analyze the text based on the literary device used; determine the tone and mood of the speaker or characters in the
narrative listened to; draw similarities and differences of the featured selections in relation to the theme; discover the
conflicts presented in literary selections and the need to resolve those conflicts in non-violent ways; explain how a
selection may be influenced by culture, history, environment, or other factors; explain how a selection may be
influenced by culture, history, environment, or other factors

DIRECTIONS: Below are videos about effective storytelling. Watch each video and select which among the three
provides the best guidelines that will help you relate the context of the story assigned to you in your presentation of
storytelling. After the third video, write your answer in the given table. You are allowed to refer to your module or
available references (e.g. textbook) and the Internet. You are NOT allowed to ask help from your classmates, parents,
guardians, relatives or any other adult. Before submitting, make sure you have followed the instructions on how to
answer.

VIDEO 1: How to Act Realistically (https://youtu.be/WurazV-KrIQ)

VIDEO 2: How to Act Realistically (https://youtu.be/zO4L2P4AkAw)
VIDEO 3: How to Act Realistically (https://youtu.be/1RRc4tq2kpE)
DIRECTIONS: After watching the three videos, decide which among the three provides the best guidelines that will help
you relate the context of the story assigned to you in your presentation of storytelling. Discuss your choice and support your
answer with quotations or statements from the chosen video.
ANSWER:
Video no. ______ is the best because ____________________________________________________________.

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C. TRANSFER
PERFORMANCE TASK (1 PRODUCT INTEGRATED FROM 2 SUBJECTS)

GRADE LEVEL: Seven QUARTER: Second

SUBJECT: English PERFORMANCE STANDARD: The learner transfers learning
by: resolving conflicts presented in literary selections; using tools
and mechanisms in locating library resources; extracting
information and noting details from texts to write a précis, summary,
or paraphrase; distinguishing between and using literal and
figurative language and verbal and non-verbal cues; use phrases,
clauses, and sentences meaningfully and appropriately.

SUBJECT 1: Values Education The learner should be able to explore his/her talents, skills, and
knowledge in different situations.

SUBJECT 2: Music The learner should be able to perform a zarzuela using music
appropriate to Filipino culture

COMMON THEME IN SUBJECT STANDARDS:

Expressing oneself, appreciation of culture of the past

COMMON OUTPUT:
Video presentation of reenactment

PERFORMANCE STANDARD:
English - The learner transfers learning by: resolving conflicts presented in literary selections; using tools and
mechanisms in locating library resources; extracting information and noting details from texts to write a précis,
summary, or paraphrase; distinguishing between and using literal and figurative language and verbal and non-verbal
cues; use phrases, clauses, and sentences meaningfully and appropriately.
Edukasyon sa Pagpapakatao - The learner should be able to explore his/her talents, skills, and knowledge in
different situations.
Music - The learner should be able to perform a zarzuela using music appropriate to Filipino culture

SITUATION: The National Commission on Culture and the Arts has commissioned you to create a video in which
you will reenact and analyze a chosen Filipino short story.
GOAL: to raise awareness and appreciation of the heritage culture of the Philippines
ROLE: an content creator
INTEGRATED PRODUCT: video presentation
AUDIENCE: pre-school and elementary students
STANDARDS: point of view, voice, images, economy, grammar

PERFORMANCE TASK ANALYTIC RUBRIC:

OUTSTANDING SATISFACTORY DEVELOPED BEGINNING
CRITERIA SCORE
4 points 3 points 2 points 1 point
Point of View Establishes a purpose Establishes a purpose There are a few It is difficult to figure
- Purpose early on and early on and maintains lapses in focus, but out the purpose of the
maintains a clear focus for most of the the purpose is fairly presentation. It has
focus throughout. presentation. It has an clear. It has a weak little or no
Introduction and introduction and intro and conclusion. introduction and
conclusion greatly aid conclusion. conclusion.
in this.
Voice – The pace (rhythm and Occasionally speaks Tries to use pacing No attempt to match
Pacing/ voice punctuation) too fast or too slowly (rhythm and voice the pace of the

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 Presentation fits the story line and for the story line. The punctuation), but it is storytelling to the
helps the audience pacing (rhythm and often noticeable that story line or the
really “get into” the voice punctuation) is the pacing does not audience. Voice
story. Voice is loud relatively engaging for fit the story line. cannot be understood.
and clear. the audience. Voice is Audience is not
somewhat loud and consistently engaged.
clear. Voice is hard to hear
and understand.
Images Images create a Images create an An attempt was There is little or no
distinct atmosphere or atmosphere or tone made to use images attempt to use images
tone that matches that matches some to create an to create an
different parts of the parts of the story. The atmosphere/tone but appropriate
story. The images images may it needed more work. atmosphere/tone.
may communicate communicate Image choice is There is little or no
symbolism and/or symbolism and/or logical, but needs creativity and
metaphors. Images metaphors. Images more creativity and originality.
used are very creative used are somewhat originality.
and original. creative and original.
Economy The story is told with The storytelling is The storytelling The storytelling needs
exactly the right typically good, though seems to need more extensive editing. It is
amount of detail it needs slightly more editing. It is too long or too short
throughout. It does detail. Good time noticeably too long to be interesting.
not seem too short nor limit. or too short. Time is
does it seem to long. somewhat too long
Excellent time limit. or too short.
Grammar Grammar and usage Grammar and usage Grammar and usage Repeated errors in
were correct and were typically correct, were typically grammar and usage
contributed to clarity and errors did not correct but errors detracted greatly from
and style. detract from the story. detracted from story. the story.

Prepared by: Vetted by: Approved by:

Ms. CLARENZ MARCOS Ms. ARLENE V. HUMILDE Dr. REY M. REVUELTO
Subject Teacher Vice Principal School Principal

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