G7 Lesson Plan 1st Quarter
G7 Lesson Plan 1st Quarter
G7 Lesson Plan 1st Quarter
Grade 7-English
Quarter 1
Appreciating Myself
Lesson 1
Valuing Our Elders’Wisdom
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.
I. LEARNING COMPETENCY
Objectives:
1. Understand different literary forms during pre-colonial period
2. Describe the different literary genres during the pre-colonial period
3. Appreciate the connection with Philippine‘s rich past through the
different literary forms
Materials:
1. print out example pictures of literary forms
2. ¼ manila papers
References:
1. K to 12 Curriculum Guide (May 2016), p. 148
2. Pre-Colonial Philippine Literature, Retrieved from
http://philfolks.blogspot.com/p/pre-colonial-philippine-literature.html
3. Ramallosa, G. (2000). The Literatures of the Philippines . Lucena City:
Enverga University Press, Inc.
Introduction: Long before the Spaniards came to the Philippines, the Filipinos
already have their own culture. It was influenced by Malaysians, Indonesians,
Chinese, Arabs, Persians, and other foreigners who came to trade with them.
Much of ancient literature was oral, community- bound, and derived from the
peoples‘ experiences and observations. So why do you think we should study the
literatures of the Philippines?
Preliminary Activity:
For the next activity, you will be grouped into five with the following roles:
1. facilitator
2. recorder
3. time keeper
4. reporter/ s
5. materials manager
Activity
Task 1: Arrange and Fill it!
Directions: You will be given set of words and pictures to arrange into a
diagram provided below:
Analysis
Task 2: Let’s Explain!
Your group‘s reporter/s will present your output with emphasis on the
placement of the pictures given. While listening to the reports, try to compare
your output from the other groups‘ outputs.
Application
Task 4: Add Some More!
Directions: With the description given on different literary forms, share other
examples you know.
Proverbs: ______________________________
Riddles: ______________________________
Myths: ______________________________
Legends: ______________________________
Folktales: ______________________________
Working Songs: ______________________________
Lullabies: ______________________________
Exit Slip:
The diversity and richness of Philippine literature evolved side by side with the country's history. This can best
The average Filipino's unfamiliarity with his indigenous literature was largely due to what has been impressed upon
him: that his country was "discovered" and, hence, Philippine "history" started only in 1521.
Pre-Colonial Times
Owing to the works of our own archaeologists, ethnologists and anthropologists, we are able to know more
and better judge information about our pre-colonial times set against a bulk of material about early Filipinos as
recorded by Spanish, Chinese, Arabic and other chroniclers of the past.
Pre-colonial inhabitants of our islands showcase a rich past through their folk speeches, folk songs, folk
narratives and indigenous rituals and mimetic dances that affirm our ties with our Southeast Asian neighbors.
The most seminal of these folk speeches is the riddle which is tigmo in Cebuano, bugtong in Tagalog,
paktakon in Ilongo and patototdon in Bicol. Central to the riddle is the talinghaga or metaphor because it "reveals
subtle resemblances between two unlike objects" and one's power of observation and wit are put to the test. While
some riddles are ingenious, others verge on the obscene or are sex-related.
The proverbs or aphorisms express norms or codes of behavior, community beliefs or they instill values by
offering nuggets of wisdom in short, rhyming verse.
The extended form, tanaga, a mono-riming heptasyllabic quatrain expressing insights and lessons on life is
"more emotionally charged than the terse proverb and thus has affinities with the folk lyric." Some examples are
the basahanon or extended didactic sayings from Bukidnon and the daraida and daragilon from Panay.
The folk song, a form of folk lyric which expresses the hopes and aspirations, the people's lifestyles as well as
their loves. These are often repetitive and sonorous, didactic and naive as in the children's songs
or Ida- ida (Maguindanao), tulang pambata (Tagalog) or cansiones para abbing (Ibanag).
A few examples are the lullabyes or Ili-ili (Ilongo); love songs like the panawagon and balitao (Ilongo); harana
or serenade (Cebuano); the bayok (Maranao); the seven-syllable per line poem, ambahan of the Mangyans that are
about human relationships, social entertainment and also serve as a tool for teaching the young; work songs that
depict the livelihood of the people often sung to go with the movement of workers such as the kalusan (Ivatan),
soliranin (Tagalog rowing song) or the mambayu, a Kalinga rice-pounding song; the verbal jousts/games like the duplo
popular during wakes.
Other folk songs are the drinking songs sung during carousals like the tagay (Cebuano and Waray); dirges
and lamentations extolling the deeds of the dead like the kanogon (Cebuano) or the Annako (Bontoc).
A type of narrative song or kissa among the Tausug of Mindanao, the parang sabil, uses for its subject matter
the exploits of historical and legendary heroes. It tells of a Muslim hero who seeks death at the hands of non-Muslims.
The folk narratives, i.e. epics and folk tales are varied, exotic and magical. They explain how the world was
created, how certain animals possess certain characteristics, why some places have waterfalls, volcanoes, mountains,
flora or fauna and, in the case of legends, an explanation of the origins of things. Fables are about animals and these
teach moral lessons.
Our country's epics are considered ethno-epics because unlike, say, Germany's Niebelunginlied, our epics are
not national for they are "histories" of varied groups that consider themselves "nations."
The epics come in various names: Guman (Subanon); Darangen (Maranao); Hudhud (Ifugao); and Ulahingan
(Manobo). These epics revolve around supernatural events or heroic deeds and they embody or validate the beliefs and
customs and ideals of a community. These are sung or chanted to the accompaniment of indigenous musical
instruments and dancing performed during harvests, weddings or funerals by chanters. The chanters who were
taught by their ancestors are considered "treasures" and/or repositories of wisdom in their communities.
Examples of these epics are the Lam-ang (Ilocano); Hinilawod (Sulod); Kudaman (Palawan); Darangen (Maranao);
Ulahingan (Livunganen-Arumanen Manobo); Mangovayt Buhong na Langit (The Maiden of the Buhong Sky from
Tuwaang-- Manobo); Ag Tobig neg Keboklagan (Subanon); and Tudbulol (T'boli).
I. LEARNING COMPETENCY
EN7LT-Ia-2.1: Identify the distinguishing features of proverbs, myths, and legends
Objectives:
1. Understand the unique features of proverbs, myths, and legends
2. Discuss the features of proverbs, their intended purpose, and the
setting during which they were produced
3. Express appreciation of different proverbs as source of wisdom and values
during certain situations
Materials:
1. Proverbs on strips of paper
2. Handout of ―Classification of Proverbs‖
3. Wi-Fi Modem for Internet Connection (if possible)
References:
1. K to 12 Curriculum Guide (May 2016), p. 148
2. Teaching Guide (First Quarter), pp. 5-6
3. Learning Package (First Quarter), pp. 3-4
4. Cariaga- Enriquez, D. B. ( 2 0 0 3 ) . Philippine Literature: A Regional Approach.
Navotas: Navotas Press.
5. Proverbs Project Rubric, Retrieved from
https://www.rcampus.com/rubricshowc.cfm?code=SB4253&sp=yes&
Introduction: We are not aware that the statements that our grandparents use
while conversing with their peers are nuggets of wisdom during their times.
Wisdom in the pre-colonial period was not just theoretical knowledge but
practical expertise. It was passed on from generations to generations, with
versions and translations varying from one region to another, Filipino proverbs or
salawikain, reflect traditional Filipino beliefs, and customs. The wisdom it gives is
encapsulated in short rhyming two-liners easy to remember.
Preliminary Activity:
Activity
Task 3: Visual Thesaurus
Each group member will be an ― expert‖ who is responsible for learning his/ her
assigned ‗ Values‘ . Members go and talk with ― experts‖ of other groups with
the same topic. After meeting with members of other groups, the ― experts‖
return to their own groups and present their learnings/ findings. The process
can be explained further through the picture below:
Directions: Create your own proverb based on your chosen values from the
classification above.
Directions: Using the proverb you created, make your own ‗ meme‘ and post
it in your group in EDMODO ( educational social networking site) . Other details
about the task will be posted on the website.
“PROVERB TO RE’MEME’BER”
The proverbs of any people are expressive of their perspective of life as in the following:
1. FAMILY SOLIDARITY
The whole world may quarrel but not the husband and wife. Ang lahat ng tao mag-away man
Huag ang mag-asawa sa loob ng bahay.
The pain of the little finger is felt by the whole body. Ang sakit ng kalingkingan, dama ng buong katawan.
2. HONESTY
The liar is brother of the thief. Ang taong bulaan, kapatid ng magnanakaw.
No legacy is richer than honesty. Iwan to tawid a nabakbaknang, ngen ti kinapudo. (Ilocano)
3. CHARACTER
Beauty fades but not character. Lumilipas ang kagandahan, ngunit hindi ang kabutihan.
A man‘s character is seen in his deeds. Ogali nin tao na heheling sa guibo. (Bicol)
4. INDUSTRY
Industry is the brother of success. Ang kasipagan ay kapatid ng tagumpay.
A sleeping shrimp Ang hipong tulog
Is carried away by the current. Tinatangay ng agos.
5. THRIFT
If you tucked away something, you have something to look up to. Kapag my isinuksok, may titingalain.
Use up blessings wastefully, Ubos-ubos biyaya
and afterwards you are left with nothing. Pagkatapos ay tunganga.
6. LEADERSHIP
Full-hearted obedience depends on him who commands. Ang mahusay na pagsunod ay nasa nag-uutos.
The goodness of the ruled Ang ibinubuti ng nasasakupan
depends on the worth of the leader. Ay nasa may hawak ng kapangyarihan.
8. CHARITY
Whoever gives alms to the poor faces heaven. Ang magmalimos sa mahirap, langit ang hinaharap.
Charity begins at home. Ang kawanggawa ay nagsisimula sa tahanan.
10. MODESTY
Modesty is the emblem of goodness. Ang kahinhinan ng asal, sagisag ng kabaitan.
Do not accustom you tongue to saying or uttering boastful Huag sanayin ang dila mapangahas na wika,
words, for if you cannot fulfill them, it be the greater shame. Pagkat kung hindi magawa ay lalong kahiya-hiya.
11. PRUDENCE
A person‘s tongue is only three inches long but can kill Ang dila ng tao ay isang dali,
even a king. Ngunit pinapatay kahit isang hari.
Before you say something, think it over seven times. Ano man ang iyong sasabihin ay makapito mong iisipin.
12. FRIENDSHIP
A good friend is known in time of need. Ang tunay na kaibigan, sa gipit nalalaman.
You are his friend as long as you have money; if you have kaibigan kung mayroon,
no more money you are discarded. Kung wala‘y patapon-tapon.
13. CONTENTMENT
A man is the richest if he is contented even with little. An mayaman sa gabos idtong kontento, maski gurano
kadikit. (Bicol)
A contented man is like one always celebrating a feast. ANg kontentado parehas nga
Naga fiesta lang pirme. (Kinaray-a)
14. GREED
The greedy man does not achieve his desire; Ang taong gaham-gahaman
fortune avoids him. Ang nasa‘s di makamtan, malayo sa kapalaran.
A greedy person is never satisfied. Ang tawo nga mahakug wala pagkabusog. (Hiligaynon)
I. LEARNING COMPETENCY
Objectives:
1. Distinguish between slang and colloquial expressions in conversations
2. Distinguish features of colloquial language (fillers, contractions, etc.) and
slang
3. Practice colloquial expressions through an impromptu dialogue
Materials:
1. Visual Aids
References:
1. K to 12 Curriculum G (May, 2016), p. 148
2. Teaching Guide (First Quarter), pp. 14
3. Learning Module (First Quarter), pp. 35-36
4. Colloquial English, Retrieved from http://www.linguahouse.com/
Preliminary Activity:
Task 1: Text Speak!
Directions: Acronyms are combination of letters and numbers that stand for
certain words or phrases. They are often used in instant messages, informal
emails, and text messages. Which of the common acronyms below do you
know?
Now complete
• Ok!the following text
____________ at 2messages
pm. with the suitable acronyms.
Analysis
Task 4: Talk Now!
Directions: With a partner, make a list of the different people ( or types of
people) you interact with regularly. Describe how you normally talk to those
people.
Authors tend to use the language that they are most comfortable with
(unless their work demands otherwise). Every writer is influenced by the place he
belongs to, the way people around him speak, and the phrases that are used
by them. It is in such a scenario that colloquialism is often intertwined in the
language of the literary work. There are many authors who use colloquialism
deliberately to imbue a sense of reality and to render their work a contemporary
touch.
Abstraction
Man, I‘m starving! I‘m gonna get something to eat and then call you
back.
We gotta get this done before we can go anywhere.
Lemme know if you need a hand with that.
These words have special registers, meaning they are appropriate for certain
Our conversations carry words with different formality levels known as register. Two of these are colloquial
and familiar. Study the definitions below.
Colloquial refers to the level language is used in everyday speech. This presents a neutral tone, not so
much informal or formal. This is the level used in ordinary conversations. This is the level used in
speaking with classmates, teachers, visitors, etc.
Word – gonna
Phrase – what‘s up?
Aphorism – the rich get richer and the poor get poorer
Slang, on the other hand, is more informal than colloquialism. It is a level of language that reflects the
close relationship of the people speaking like teenagers or people of certain professions. This intimacy is
observed in the use of details and personal references in speech. The authority that a speaker may have on
others may also be observed. This is the level used when speaking with people who are close to us.
Stinks – for ―is bad‖
Buzz off – for ―go away‖
You will be separated into groups. The teacher will bring out the paper bag
filled with paper slips from the Scenario Worksheet.
Each group will pick a slip of paper from the bag and read the scenario out
loud. You will be given20 seconds to create a short dialogue between two or
more students using Tagalog slang and colloquial expressions to fit the
scenario.
I. LEARNING COMPETENCY
EN7 F-I-a-3. 11: Observe the correct production of vowel and consonant sounds,
diphthongs, blends, glides, etc.
EN7 F- I- a-3.11.1: Read worlds, phrases, clauses, sentences and paragraphs using
the correct production of vowel and consonant sounds, diphthongs, blends and
glides
Objectives:
1. Distinguish vowel and consonant sounds
2. Observe the correct production of vowel and consonant sounds
3. Enhance production of critical vowel and consonant sounds through drills
Materials:
1. Audio inputs
2. Worksheets
References:
1. K to 12 Curriculum G (May, 2016), p. 148
2. Teaching Guide, pp. 14
3. Learning Module, pp. 12- 14
Preliminary Activity:
Task 1: Twist It!
Usong usong isang isang salu- salong nagsisi- usyosohan ang mga aso sa
asosasyon sa Lucena.
Kalabit ng kalabit si Alabit na may bitbit sa balikat ng kanyang kalapit-
kabalikat kapitbahay.
Activity
Task 3: Read it Aloud!
Directions: You will be assigned to each paragraph of the short article. Some
volunteers will read it aloud while some of you will follow the reading quietly.
The Filipino is basically of Malay stock with a sprinkling of Chinese, American, Spanish and Arab
blood. The Philippines has a population of 70 million, and it is hard to distinguish accurately the lines
between stocks. From a long history of Western colonial rule, interspersed with the visits of merchants
and traders evolved a people of a unique blend of east and west, both in appearance and culture.
The Filipino character is actually a little bit of all the cultures put together. The bayanihan or spirit
of kinship and camaraderie that Filipinos are famous for is said to be taken from Malay forefathers. The close
family relations are said to have been inherited from the Chinese. The piousness comes from the
Spaniards who introduced Christianity in the 16th century. Hospitality is a common denominator in the Filipino
character and this is what distinguishes the Filipino. Filipinos are probably one of the few, if not the only,
English-proficient Oriental people today. Pilipino is the official national language, with English considered as the
country's unofficial one.
The Filipinos are divided geographically and culturally into regions, and each regional group
is recognizable by distinct traits and dialects – the sturdy and frugal llocanos of the north, the industrious
Tagalogs of the central plains, the carefree Visayans from the central islands and the colorful tribesmen
and religious Moslems of Mindanao. Tribal communities can be found scattered across the archipelago. The
Philippines has more than 111 dialects spoken, owing to the subdivisions of these basic regional and
cultural groups.
Some 80 percent of the population is Catholic, Spain's lasting legacy. About 15 percent is Moslem
and these people can be found basically in Mindanao. The rest of the population is made up mostly of
smaller Christian denominations and Buddhist.
The country is marked by a true blend of cultures; truly in the Philippines, East meets West.
The background of the people is Indonesian and Malay. There are Chinese and Spanish elements as well.
The history of American rule and contact with merchants and traders culminated in a unique blend of East and
West, both in the appearance and culture of the people of the Filipinos, or people of the Philippines.
Analysis
Task 4: Listen Well!
Directions: Identify sounds that you found difficult to produce. Write the
words on the board.
Abstraction
Task 5: Know the Sound!
Directions: You will categorize the listed words according to the following
critical vowel and consonant sounds.
Set A: Words
[I] [
[s] [ʃ]
bit unique
spirit Spanish
kinship ea st
stock population
basic appea rance sturdy Indonesian
archi pelago camaraderi e
s cattered distinguishes
Philippines fifteen
some kinship
Set B: Phrases
Set C: Sentences
1. The Filipino character is actually a little bit of all the cultures put together
2. The bayanihan or spirit of kinship and camaraderie that Filipinos are famous for is
said to be taken from Malay forefathers.
3. Each regional group is recognizable by distinct traits and dialects – the sturdy and
frugal llocanos of the north, the industrious Tagalogs of the central plains, the
carefree Visayans from the central islands and the colorful tribesmen and religious
Moslems of Mindanao.
5 . The history of American rule and contact with merchants and traders culminated
in a unique blend of East and West, both in the appearance and culture of the
people of the Filipinos.
Directions: Fill in each blank with the word that will make each sentence
correct. Then, read the following sentences aloud.
I. LEARNING COMPETENCY
EN7G-I-a- 11: Observe correct subject-verb agreement
Objectives:
1. Understand the basic parts of a sentence
2. Familiarize themselves with the rules involving the subject-verb agreement
3. Observe rules on subject-verb agreement
Materials:
1. Worksheets
2. Tarpapel
3. Copies of the Rubric
References:
1. K to 12 Curriculum G (May, 2016), p. 148
2. Teaching Guide (First Quarter), pp. 10- 11
3. Learning Package (First Quarter), pp. 9
Preliminary Activity:
Task 1: SP Matching Game!
Directions: Your will be given strips of paper. Each of you will read her/ his
assigned fragment and find her/ his partner to form a sentence. Below are the
sample sentences.
Activity
Task 2: Examine a Paragraph!
Analysis
Task 3: Let’s Discuss!
Abstraction
Task 4: Sum it up!
2 The researcher with all his ungrammatical The researcher with all his
assistants explain such claim assistants explains such
to be true. claim to be true.
WRITING SENTENCES
Criteria Score
1 2 3 4
Grammar Missing a subject or Sentence has both Sentence has subject Words used in the
verb. a subject and verb and verb agreement sentence are correct
with 2 or more with 1 error. all the time.
errors.
.
Neatness Paper is untidy Paper is untidy or Handwriting is Handwriting is clear.
and handwriting is handwriting is difficult to read at
difficult to read often. difficult to read times.
often.
Capitalization Capitalizations are Capitalizations are Capitalizations are Capitalizations
used incorrectly three used incorrectly two used incorrectly one are used
or more times. times. time. correctly.
Punctuation Punctuation is used Punctuation is used Punctuation is used Punctuation is used
incorrectly three or incorrectly two incorrectly one correctly.
more times. times. time.
Sentence Sentences are Sentences are Sentences are Sentences are
Completion incomplete and do incomplete or do not complete. complete and show
not describe an idea describe an idea or a high level of
or give information. give information. understanding.
Total:
Lesson 2
Searching for Our Beginnings
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.
I. LEARNING COMPETENCY
EN7 LT- Ib- 2 . 2 : Explain how the elements specific to a genre contribute to the
theme of a particular literary selection
EN7 LT- Ic- 2 . 2 . 1 : Express appreciation for sensory images used
Objectives:
1. Identify the features of creation myths
2. Explain how specific elements of creation myths contribute to its theme
3. Illustrate ideas that highlights interesting certain part of a story
4. Appreciate sensory images used in the selection through different tasks
Materials:
1. Worksheets for graphic organizers
2. Copies of ‗ Multiple Intelligences Task‘ Rubrics
References:
1. K to 1 2 Curriculum Guide ( May 2 0 1 6 ) , p. 1 4 9
2. Teaching Guide ( First Quarter) , pp. 1 4 - 1 5
3. Learning Package ( First Quarter) , pp. 1 4 - 1 6
4. Myths Brainstorming Machine, Retrieved from
Directions: With your partner, discuss some of your answers to the posted
questions and exchange ideas to find out how similar or different your
concepts are.
Activity
Task 2: Word Webs
Directions: In triad, you will accomplish the task in soliciting possible words you
could associate with the following:
TREE
OF LIFE
HEAVEN EARTH
Analysis
Task 3: Locate, Reflect & Evaluate!
You will accomplish the worksheet by pair.
Locate!
Evaluate!
Abstraction
Task 4: Reflect!
Directions: You will reflect on the following series of questions:
Application
With your Multiple Intelligence group, you will accomplish the given
task cards below:
Evaluation:
Directions: Based on the selection, determine whether each statement is true (T)
or false (F).
_____ 1. Everything has its own place in heaven or on earth.
Criteria 5 4 3 2 1
Factual More than five Five separate Five facts are Fewer than five No facts are
information separate facts are facts are included in the facts are included in the
included in the included in the song. included in the song. The
song. song. song. content is
primarily
opinion.
Accuracy All facts are Facts are Facts are The song The song
accurate. accurate with accurate with no contains at least contains more
no more than more than two one major error than two
one minor minor errors. or three major errors or
error. minor errors. more than
three minor errors.
Organization All information is Information is Information is Information is Information is
well organized in well organized well organized poorly disorganized and
a logical order. with no more with no more organized with difficult for the
than one than two more than audience to
minor error. errors. three errors. follow.
Message The message to the The message The message to The message is No message is
viewers is clear and to the viewer is the viewer is clear. unclear or given to the
strong. It would clear. The Most listeners impossible for listener.
have been easy for listeners would would have the listener to
the listener to have understood the follow.
understand. understood the message.
message.
Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat
Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
Presentation The musician The musician The musician The musician The speaker did
presented the presented the presented the did not not
song in a clear song in a clear song with a clear communicate communicate
voice. He/she voice. Some voice. Little eye clearly. Little clearly. Eye
made eye contact contact was eye contact was contact was not
consistent eye was made with made with the made with made with
contact with the the audience. audience. the audience. the audience.
audience.
CRITERIA 1 3 5
Vision
invisible objects were There was no vision of Student attempted to The vision of the
"seen" by audience, objects or placement. keep the same vision for mime(s) was definite.
placement of objects the performance but The vision could be
or room was the vision (objects or seen by all audience
noticeable. placement) changed members.
some.
3 The sky also consists of seven layers. Each layer has a door which is guarded
day and night by huge mythical birds called garoda. The seventh layer of the sky is the
seat of heaven which is also divided into seven layers. Every layer in the sky is inhabited
by angels. Maranaws believe that angels do not need food. They all possess wings with
which they fly
4 Heaven which is found on the seventh layer of the sky is where good people‗s
spirits go after death. Saints are assigned to the seventh layer while persons who
―barely made it‖ are confined to the lower most layer which is found at the bottom of
heaven.
6 The soul of every person is found in tightly covered jars kept in one section
of heaven. This particular section of heaven is closely guarded by a monster with a
thousand eyes, named Walo. Walo, in addition to his thousand eyes, has also eight hairy
heads. The epic Darangan speaks of Madale, Bantugan‗s brother and, Mabaning,
Husband of Lawanen, entering this section and retrieving the soul of Bantugan.
I. LEARNING COMPETENCY
Objectives:
1. Identify and explain the meanings of common idioms
2. Express the meaning of idioms through sentences
3. Use appropriate idiomatic expressions in communicative situations
Materials:
1. Worksheets
2. Copies of ―Book of Idioms‖ Rubric
References:
1. K to 12 Curriculum G (May, 2016), p. 148
2. Palomar, L. A. & Pimentel, K. R. (2016). Interactive English 7.
Philippines: Jemma, Inc.
3. Alcober, E. A. et.al. (2000). English Arts I . Quezon City: JTW Corporations.
4. Carbonell, V. L. & Ribo, L. M. (2013). Language in Literature 7. Quezon City:
Vibal Publishing House, Inc.
Introduction: An idiom is a phrase that has a different meaning than the literal
meaning of the phrase. The meaning of an idiom in the mother tongue and
culture has a completely different meaning than the literal definition of the
phrase.
Preliminary Activity
Task 1: L1 Idiom!
Directions: Every language and culture has its own set of idioms, and the
Filipinos have their own as well. Look at the example Filipino idiom below and
( Skin and bones is also an American idiom for someone who is very skinny or
malnourished. )
Directions: Study the following lines below. Then, be ready to answer the
questions. How could you have the nerve to propose to me when you
Activity& Analysis
Task 3: Pinoy Idioms!
Directions: Idioms also display the culture of a certain group of people. In the
list below, give the meaning of the popular Filipino idioms.
Filipino Idiom Literal English Translation Interpretation
1. Anak- pawis son of sweat
2. Makati and dila itchy tongue
3. Makapal and bulsa thick pocket
4. Butas and bulsa hole in the pocket
5. Mabigat and kamay heavy- handed
6. Kabiyak ng dibdib the other half of the heart
7. Bulaklak ng dila flower of the tongue
Directions: Replace each italicized idiom with its meaning. Choose your
answers from the box.
Application
Task 6: The Book of Idioms!
Cold Shoulder
When you are a guest, how can you tell that it is time for you to leave?
Etiquette says that the considerate guest does not wait until his or her hosts are
tired or bored. The considerate guest does not overstay his or her welcome.
In olden European times, guests who overstayed or were unwelcome
were served cold slices of meat from the shoulder of beef or mutton. Such a cut
of meat is inferior to a round roast and is particularly unpalatable, when served
cold. Serving a guest this cold shoulder of meat was considered a polite way of
telling the unwelcome guest to pack up and leave. This custom was common in
medieval France. Although other countries did not adopt it, the expressions give a
cold shoulder meaning to snub spread to England and America as well as other
English-speaking countries.
I. LEARNING COMPETENCY
EN7 LC- I-d-5. 1: Listen for important points signaled by volume, projection, pitch,
stress, intonation, juncture, and rate of speech
EN7 OL- Id- 1. 14.3: Use the correct stress (primary, secondary, tertiary and weak)
when reading passages
Objectives:
1. Identify the changes in meaning of words as the stress changes
2. Use the proper stress (primary, secondary, tertiary and weak) when
reading passages
3. Enhance understanding of stress through speaking exercises
Materials:
1. Worksheets
2. Audio Inputs
References:
1. K to 12 Curriculum G (May, 2016), p. 148
2. Learner‘s Material (1st) p. 21
3. Yes, Yes, Yes! How to Teach Stress, Retrieved from
http://busyteacher.org/6213-how-to-teach-sentence-stress.html
Introduction: Like other languages, English has a fixed stress pattern for words
containing more than one syllable. This means that a particular syllable in a word
is said with more force than the others. Many ESL students lack an understanding
of English sentence stress, however, often giving each syllable equal length,
resulting in monotonous and difficult to understand speech .
Preliminary Activity
Task 1: Shift the Meaning!
Directions: You will be assigned to read the sentence below.
―I love my sister. ―I love my sister. ‖
‖ ―I love my sister. ‖
What did the speaker want to
emphasize?
Activity
Task 2: Stressing!
Directions: Try pronouncing the following words with a correct stress.
(Ver
b)
(Ver
b)
(Ver
b)
(Ver
con-DUCT (Verb)
Discussion Questions:
Why do we have to use stress in speaking?
What differences did you notice in stress when the words are used in a
specific context?
Abstraction
Task 4: With Feelings!
NOUN VERB
PROject proJECT
CONtent conTENT
COMbat comBAT
CONduct conDUCT
CONvert conVERT
DEfect deFECT
DEsert deSERT
OBject obJECT
PREsent preSENT
REcord reCORD
UPdate upDATE
B. Use the right stress to pronounce the following two- and three-syllable
words.
TWO SYLLABLES THREE SYLLABLES
NAtion eMOtion
MOtion eRUPtion
LOtion soLUtion
POtion conDItion
NOtion comPLExion
One feature of English rhythm that commonly causes problems in comprehension is the use
of weak forms. For example, when pronounced in isolation, auxiliary verbs or articles such
as would, have or a are said with the vowels in their strong (normal) forms — /wud/,
i
/hæv/, /ei/. But in utterances, these are pronounced in their unstressed, weak forms
— /d/, /v/, /ǝ/, as in the sentences below:
r
She' ll
Don
We' ve
You' ll
I' d
You' re
He' s
Application
Task 5: Listen for Weak!
Directions: Practice understanding English at normal conversational speed,
when weak forms are used. Listen to a conversation twice. The first time you
will listen with attention. The second time, you will fill in the blanks in the
passage with the full forms of the words that you hear.
Teacher: Kenny, why ______ you been in class all week?
Teacher: Well, I ______ have to mark you absent for the whole period. Why ________
you _______ get a certificate from your doctor?
Kenny: She ______ out of the country at the moment, Teacher. I ______ going to ask her
to write one when she comes back next week.
Teacher: We ______ finished three chapters in the last few days, so you ______have
to finish your homework for all of them.
Kenny: I ______ like to meet you after class, Teacher, if you ______ free.
Teacher: I ______ sure we can arrange something, Kenny. Meet me after class at
four today.
Kenny: Thank you, Sir. I ______ bring my father along. He ______ been wanting to
meet you to discuss this.
Directions: Put the stress on the underlined word and identify its function in the
sentence.
1. That insult calls for an apology.
2. Should I apologize if I didn‘t insult her?
3. I hesitate to present such a little present to her.
4. He has made a material progress, but he needs to progress spiritually.
5. Anyone who tries to conduct himself properly is praised for his conduct.
Amina: Wait a minute! I don‘t think everyone‘s here — Ricky is absent, and so is Sheila.
Allen: Well, I can‘t hold the announcement just because they choose to absent themselves from work!
There‘s good news for us — there‘s a present for you if you present the record of last week‘s activities
accurately. The video guys will record the best presentation! And the boss wants the best presenter to
submit his or her résumé at my desk so that your promotion can be processed!
Amina: I don‘t object to getting a promotion, but what is the object of carrying it out like this?
Allen: We‘ll come to that in a while. All right, guys! Who will conduct today‘s session? Remember, there‘ll
be marks for good conduct as well!
Amina: Let‘s not forget that we have to produce a good report at the end of the day.
Allen: True. And after that everyone‘s been ordered to resume work — no holiday, guys!
I. LEARNING COMPETENCY
EN7WC-Ib-4.2: Differentiate literary writing from academic writing
Objectives:
1. Understand the difference between literary and academic writing
2. Formulate words to differentiate literary from academic writing
3. Attain comprehension through the analysis of sample materials
Materials:
1. Worksheets
2. Samples of literary and academic writing
References:
1. K to 12 Curriculum G (May, 2016), p. 148
2. Palomar, L. A. & Pimentel, K.R.P. (2016). Interactive 7. Philippines: Jemma,
Inc.
3. Differences Between Technical & Creative Writing, Retrieved from
http://www.nefsc.noaa.gov/publications/tm/tm185/pdfs/micron.pdf
4. Writing that Works by Steven M. Gerson , Retrieved from
http://www.math.uni.lodz.pl/~zofiawal/tex/Twriting.pdf
n
5. Coconut Uses Infographic, Retrieved from
http://www.mercola.com/infographics/coconut-uses.htm
Preliminary Activity
Task 1: Brainstorm!
Directions: Brainstorm on the question below:
What are the perks of being a good writer?
Activity
Task 2: Written Bazaar!
Analysis
Task 3: Chart it out!
Directions: When all the materials are in the proper columns, each group will
receive set of characteristics which you will place in the appropriate column.
Be ready to present your output.
Literary Writing Academic Writing
Format
Use of Words
Purpose
Content
Example
Formal Writing
Creative Writing/Informal Writing
Use of colorful words such as adjectives and figures of
speech Use of exact words
Pure information
To appreciate art, inspire, and influence people
Feelings, thoughts, and ideals
To inform
Book reports, written reports, tables and charts, letters,
notes Poems, essays, short stories, drama, novel, an epics
Directions: With your group, formulate your own ―one-word summary‖ based
on each characteristic mentioned above.
* Possible answers are as follows:
Literary Writing Academic Writing
Application
Task 3. Tree of Tree!
A tree in bloom
So near my room;
Upon the tree
A pollened bee,
Two singing birds
So loud with words,
And dragon flies
With beryl eyes:
I'll leave my book I'll look and look.
Source:
Rubric iRubric: Class Work Completion and Attitude rubric
http://www.rcampus.com/rubricshowc.cfm?code=N4W279&sp=true
Lesson 3
Explaining Our Beginnings
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.
I. LEARNING COMPETENCY
Objectives:
1. Identify the uses of non-linear visuals like graphic organizers
2. Interpret information presented in graphic organizers
3. Organize information about a chosen subject using a graphic organizer
4. Display positive working attitude while doing tasks
Materials:
1. Sample Graphic Organizers
2. Chart and Pictures
References:
1. K to 12 Curriculum Guide (May 2016), p. 150
2. Graphic Organizers, Retrieved from
http://users.manchester.edu/student/kcheisler/professionalwebsite/Graph
ic%20Organizer%20Lesson%20Plan.pdf
3. Word Web, Retrieved from
Introduction: There are devices that organize and present information in patterns
that are easy to see and read. These tools can be used to visualize and organize
information. These graphic organizers in particular, provide many benefits to
students like you. In this lesson, learn more about how to read and understand
visual information.
Preliminary Activity
for.
Analysis
Directions: After the chart has been completed, be ready to answer the
following questions:
Abstraction
Task 4: Get the gist!
Uses of
Graphic
Organizers
Application
Task 5: Create Graphics!
Directions: With a partner, read again the ― The Origin of this World‖ and
complete the organizer below. Be guided with the rubric that follows.
Then, you will discuss with the class what was helpful about the graphic
organizer and anything that you found difficult about the graphic organizer.
GRAPHIC ORGANIZER
Directions: Using the following criteria, choose the appropriate number from the
following scale that reflects your assessment of the student‘s work.
1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong
I. LEARNING COMPETENCY
EN7G-I-a- 11: Observe correct subject-verb agreement
Objectives:
1. Familiarize themselves with the rules involving the subject-verb agreement
2. Observe rules on subject-verb agreement
3. Practice the skill through series of exercises
Materials:
1. Worksheets
References:
1. K to 12 Curriculum G (May, 2016), p. 148
2. Teaching Guide (First Quarter), pp. 17- 18
3. Learning Package (First Quarter), pp. 9
Introduction: When a sentence has more than one subject per verb, those
subjects form a compound subject . Compound subjects can be singular, plural,
or a mix of both.
_____ 10. Either the historians or the mythologist are coming to the lecture.
Analysis
Task 2: Practice Makes Perfect!
The Maranao, together with the Illanun and Maguindanao ____ 1. (is, are)an
indigenous Muslim group in Mindanao in southwestern Philippines. Their culture and identity
_ _ _ _ _ _ _ _ _ _ _ _ 2 . ( reflects, reflect) general features of Southeast Asian tribes. Each of these,
however, ____ 3. (has, have)developed unique traditions.
The name Maranao ____ 11. (means, mean)"People of the Lake" or "Lake Dwellers".
Both ____________ 12. (refers, refer)to the natives who settled around Lake Lanao. Neither
photographers or a writer _ _ _ _ 1 3 . ( was, were) ever able to capture in images or words the
beauty of this lake. Lake Lanao, with the Maranaos living around it ____________ 14.
(continues, continue)to be an attraction and source of inspiration. More importantly, the spirit
of the Maranaos ____________ 15. (thrives, thrive)because of its existence.
Application
Content Standard:
Task 4: Extra, Extra!
The learner demonstrates
Directions: Below
understanding of: pre-colonial is a student‗
Philippines draft of an introduction for an article about
literature as a means
diversity of connecting
in the Philippines.to the
If a sentence observes proper subject- verb
past; various reading styles; ways
of agreement, write C. If it does not, rewrite the sentence.
determining meaning; the sounds
word English
( 1 ) Each tourist prosodic
of or guest whofeatures
come to the Philippines is always amazed by our
and the speech; of correct subject-
culturalagreement.
and diversity. ( 2 ) Every island andverb region highlights a unique adventure. ( 3 ) A
variety of traditions, dishes, celebrations, and many others are offered to both local
and foreign travelers. (4) Our rich past and our promising future are discovered by
every guest almost every day and everywhere in the country. (5) For this reason,
tourism experts, along with the Department of Tourism believes that “ It’ s more fun
in the Philippines! ”
(6) Northern Philippines boast of its old Spanish flavor, from architecture to
culinary traditions. (7) There are much pleasure to discover in the coasts and
shorelines of Central Philippines. (8) In Southern Philippines, one discovers the rich
Islamic backgrounds of our country. ( 9 ) Nobody has ever experienced boredom in
hopping from one island to another. (10) Either pleasure or warm insights is taken
home by every visitor in our shores.
Performance Standard:
I. LEARNING COMPETENCY
Objectives:
1. Analyze the elements of creation stories, their intended purpose, and the
setting during which they were produced
2. Note the sequence of events from the material viewed
3. Draw similarities and differences of creation myths in relation to the theme
4. Participate in groups to accomplish collaborative tasks
Materials:
1. Worksheets
2. TV/LCD projector
3. Copies of Rubrics
References:
Preliminary Activity
Task 1: Think-Pair-Share!
Directions: In this activity, you will (1) think individually to answer a question;
( 2) pair with a partner and discuss the question; and (3) share ideas with the
rest of the class.
Think: What are the two most popular creation stories today?
How does each influence the way we think about the world?
Activity
Task 1: Character Study
Directions: In the Venn diagram below, compare and contrast the two
characters in the story. The overlapping part of the diagram should contain
at least three similarities of the two characters while the external regions
Tungkung
should contain Langit
at least three of the unique qualities of each character.
Alunsi
Abstraction
Task 3:Let’s See!
Directions: Watch a video presentation of the creation myth entitled The Tale
of Tungkung Langit and Alunsina ( Visayan Myth) . Looking at the images, try to
compare it from The Origin of this World.
Directions: With your group, analyze the two creation stories – The Origin of
this World ( Maranao) and How the World was Created ( Panay) . Draw
similarities and differences of creation myths in relation to listed themes
below. Be ready to present your answers to the class.
Theme The Origin of This World How the World was Created
Duration of
C reation
Primordial
S cenario
Sequence of
C reation
Method of
C reation
Portrait of
Supreme Being
Portrait of
Humanity
What do the two stories have in common?
What overarching theme is similar between the two stories?
2
Then from the depth of this formless void, there appeared two gods, —Tungkung Langit
and Alunsina. Just where the two deities came from it was not known. However, it is
related that Tungkung Langit fell in love with Alunsina and, after so many years of
courtship, they got married and had their abode in the highest realm of the eternal
space where the water was constantly warm and the breeze was forever cool. It was
3 in this place where order and regularity first took place.
Tungkung Langit was an industrious, loving, and kind god whose chief concern was how to impose order over
the whole confused set-up of things. He assumed responsibility for the regular cosmic movement. On the other hand,
Alunsina was a lazy, jealous, and selfish goddess whose only work was to sit by the window of their heavenly home,
and amuse herself with her pointless thoughts. Sometimes, she would go down from the house, sit down by a pool near
their doorstep and comb her long, jet-black hair all day long.
4
One day Tungkung Langit told his wife that he would be away from home for sometime to put an end to the
chaotic disturbances in the flow of time and in the position of things. The jealous Alunsina, however, sent the sea
breeze to spy on Tungkung Langit. This made the latter very angry upon knowing about it.
5
Immediately after his return from the trip, he called this act to her attention saying that it was ungodly of her to be
jealous, there being no other creature living in the world except the two of them. This reproach was resented by
Alunsina, and a quarrel between them followed.
6
Tungkung Langit lost his temper. In this rage, he divested his wife of powers and drove her away. No one knew
where Alunsina went; she merely disappeared.
7
Several days after Alunsina left, however, Tungkung Langit felt very lonely. He realized what he had done.
Somehow, it was too late even to be sorry about the whole matter. The whole place once vibrant with Alunsina‗s
sweet voice, suddenly became cold and desolate. In the morning, when he woke up he would find himself alone and
in the afternoon when he came home, he would feel the same loneliness creeping deep in his heart because
there was no one to meet him at the doorstep or soothe the aching muscles of his arms.
8
For months, Tungkung Langit lived in utter desolation. He could not find Alunsina, try hard as he would. And so, in
his desperation, he decided to do something in order to forget his sorrows. For months and months he thought. His
mind seemed pointless, his heart, weary, and sick. But he must have to do something about his loneliness.
9
One day, while he was sailing across the regions of the clouds, a thought came to him. He would make a big basin
of water below the sky so that he can see the image of his wife, if she were just somewhere in the regions above. And
lo! The sea appeared. However, Alunsina was never seen.
10
After a long time, the somber sight of the lonely sea irritated Tungkung Langit. So he came down to the Middleworld
and created the land; then he planted this with grasses, trees, and flowers. He took his wife‗s treasured jewels and
scattered them in the sky, hoping that when Alunsina would see them she might be induced to return home. The
goddess‗ necklace became the stars, her comb the moon, and her crown the sun. However, despite all these Alunsina
did not come back.
11
And up to this time, the folks in Panay say that Tungkung Langit is alone in his palace in the skies. Sometimes, he
would cry out of his pent-up emotions and his tears would fall down upon the earth. The people say that rain is
Tungkung Langit‗s tears and that is why in some localities in the island of Panay, the first rain in May is received
with much rejoicing and
sacrifice. Incidentally, when it thunders hard, the old folks also say that it is Tungkung Langit sobbing, calling for his
Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat
Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
beloved Alunsina to come back – entreating her so hard that his voice thunders across the fields and countryside.
I. LEARNING COMPETENCY
EN7 RC- Ia-7: Use the appropriate reading style (scanning, skimming, speed
reading, intensive reading etc.) for one‘s purpose
Objectives:
1. Define scanning and skimming
2. Use reading styles (skimming and scanning) to answer questions
3. Practice scanning and skimming texts for information
Materials:
1. Hand-outs
2. Worksheets
3. Copies of School‘s rules and regulations
References:
1. K to 12 Curriculum Guide (May 2016), p. 150
2. Interactive English 8 by Jemma Development Group pp. 39-40
3. Reading, Thinking, Writing by Mary S. Lawrence pp. 83-84
4. Skimming, Retrieved from http://readingstrategies.wdfiles.com/local--
files/skimming/skim1.pdf
Preliminary Activity
Activity
Task 2: Locate!
Directions: Using the school‘s rules and regulations as point of reference,
answer the following questions.
Analysis
Task 3: Venn Diagram
Directions: Compare and contrast scanning and skimming.
Abstraction
Task 5: Use It!
Directions: Review your understanding of skimming and scanning by
answering the following questions. Write only the letter of your answer.
1. Which of the following does NOT involve skimming?
a. Looking at the photographs in an article
b. Reading the first and last paragraph in a newspaper article
c. Looking quickly for words you are not familiar with
d. Reading the initial sentence in each paragraph
2. People are NOT scanning a text effectively when they______________.
a. Read every word in a text
b. Look for content words or visual clues
c. Read blocks of words
d. Know what they are looking for
3. People who find it helpful to use their ________ to guide their eyes would probably not find it
easy when scanning text on a computer screen.
a. Finger
b. Cursor
c. Mouse
d. Pen
4. Getting the main idea of a text by glancing over it in a short time is called _____.
a. Cramming
b. Scanning
c. Detailed reading
d. Skimming
5. When scanning, here are the important parts of text we need to scan EXCEPT one.
a. The first or last paragraphs of chapters
b. The concluding chapter of a book
c. The introduction or preface of a book
d. The detailed content of a book
6. Why is skimming and scanning useful?
7. Can fast reading guarantee comprehension?
2. Are you looking for a part time job? We require 3 part time shop assistants to
work during the evening. No experience required, applicants should between 18 and 26.
Call 797-2537 for more information.
1. Margaret Lopez. Margaret is 21 years old and would like a part time position to help her
pay her university expenses. She can only work in the evenings.
2. Alice Flores. Alice was trained as a secretary and has six years of experience. She is
an excellent typist but does not know how to use a computer. She is looking for a full
time position.
3. Vincent De Castro. Vincent loves working with children and has an education license.
He would like to work with young children.
4. Peter Fabrea. Peter went to business school and studied computer and secretarial skills.
He is looking for his first job and would like a full time position.
1. Absence: Any student returning to school following an absence of one or more days will
have to get re-admission slip from the concerned guidance counselor along with a parent or
guardian.
2. No students should cut classes. After two offenses parents will be called for.
3. 10 consecutive absences without notice means DROPPED.
4. Students with 20% (of the total school days) within the year will not pass the curriculum year.
Dress Code
Students should come in proper uniform designated for LPNHS. Students will not be accepted
in the school unless this requirement is met.
1. Boys should wear khaki pants and white polo shirt with school seal.
2. Collared white blouse with lines representing the year level and blue tie with blue seal for
girls and black shoes
3. Body Piercing Jewelry is limited to earrings. All other forms
(nose jewelry, tongue jewelry, stomach jewelry) must be removed before entering
the school building.
Tolerance Policy
I have read the above rules and agree to comply with them.
___________________________________________________
Student’s Signature
I. LEARNING COMPETENCY
EN7OL-I-f- 1. 14.4: Use the rising intonation pattern with Yes-No and tag
questions; the rising-falling intonation with information- seeking questions,
option questions and with statements
Objectives:
1. Determine sentences which must utilize rising or rising-falling intonation
2. Construct statements with rising and rising-falling intonation
3. Reflect on the importance of intonation in the correct convey of emotions
and thoughts.
Materials:
1. Handouts
2. Worksheets
3. Pictures
4 . Graphic Organizer
References:
1. K to 12 Curriculum Guide (May 2016), p. 150
2. Learning Module for Grade 7
Introduction: In speaking, we try to convey our thoughts in the best way possible.
We want to communicate our messages correctly and effectively. In order to
achieve this, we have to speak with appropriate stress and intonation for what
we want to say.
Preliminary Activity
Task 1: Hello!
Directions: Listen to the teacher as he/ she will try to speak the word ― Hello‖
with different feelings and hidden message. Afterwards, choose what does
his/her ―Hello‖ implies.
Questions:
1. Which way of saying hello do you use when you meet an enemy?
2. What about when you meet someone whom you haven‘t met for a
long time?
3. How do you say ―hello‖ to a six-month old baby?
4. Lastly, please say ―hello‖ to a friend.
Afterwards, say it aloud in class with proper emotion, pitch, and volume.
Analysis
Task 3: Group then Think!
The following are some kinds of statements in English:
1 . S? nt? no? usin6 oommD: Our creation myths are ancient, important, and
significant parts of our tradition.
2 . 必 u? stion witV Y? s/ No Ds Dnsw? 】 : Is Tunkung Langit a good God?
3 . 必 u?stion tVDt mD 入?s you oVoos?: Which one is better, the Maranao
myth or Panay myth?
4. TD6 必 u?stion: The creation myth is a good story, isn’ t it?
Directions: Using the previous statements that you just said, categorize each
sentence into the following kinds:
After sorting out the sentences into the chart, think of two (2) more examples
of sentences under each category. Afterwards, share your answers by
reading them to the class.
Directions: What are the ideas that you learn about intonation? Put down your
thoughts by completing the statements below.
Application
Task 5: Use
It!
Directions: Based on the given pictures, construct sentences using rising and
rising-falling intonation. With the kind of statement indicated, write your
answer inside the box.
Performance Standard:
Content Standard:
The learner transfers learning by:
The learner demonstrates showing appreciation for the literature of
understanding of: pre-colonial Philippine the past; comprehending texts using
literature as a means of connecting to the appropriate reading styles; participating in
past; various reading styles; ways of conversations using appropriate context-
determining word meaning; the sounds of dependent expressions; producing English
sounds correctly and using the prosodic
features of speech effectively in various
English and prosodi features situations; and observing correct subject-
the speech; c correct of subject- verb agreement.
and agreement. verb
I. LEARNING COMPETENCY
EN7VC – I-C-3. 1.3: Give the meaning of the given signs and symbols (road signs,
prohibited signs, etc.)
Objectives:
1. Familiarize themselves with the signs and symbols
2. Give the meaning of the given signs and symbols
3. Reflect on the importance of signs and symbols
Materials:
1. Pictures of signs and symbols
2. Bond papers
3. Pictures of places in Tayabas and Lucena
References:
1. K to 12 Curriculum Guide (May 2016), p. 150
2. Pictures of signs and symbols retrieved from
http://cdn.digitalcrate.net/2016/08/28/printable-community-safety-signs-
l- 16843df6091d90a4.jpg
3. Meaning of road and prohibited signs retrieved from
http://www.rms.nsw.gov.au/roads/safety-rules/road-rules/signs.html
4. Meaning of road and prohibited signs retrieved from
http://www.rms.nsw.gov.au/roads/safety-rules/road-rules/signs.html
Introduction: Signs and symbols are just about everywhere. At a quick glance,
they inform us, warm us, and direct us.
Preliminary Activity
Directions: Together with a partner, study the picture signs and answer the
questions found in each set.
*Each member will have his/her corresponding roles in the group. One
student will be the leader; two students will draw the signs; meanwhile, two
students will report the signs in front of the class.
Analysis
Task 2: I Know This!
Directions: Determine which of the provided signs and symbols are familiar to
you, and which of them are still unfamiliar. Write the number of the symbol
inside your chosen boxes.
Sign #1
Sign #11
Sign #2
Sign #12
Sign #3
Sign #15
Sign #6
Sign #16
Sign #7
Sign #17
Sign #18
Sign #8
Sign #19
Sign #9
Action
Abstraction
Do not drive
beyond this sign
Bathroom
Directions: A road or a prohibited sign is usually seen in a specific place. Using the
sign that you used in the previous activity, determine where you can particularly
see each sign by grouping them according to places. Write the number of sign on
the correct box.
Application
Task 4: Picture Perfect!
Directions: What are the usual signs or symbols that you can see on the
following places. Identify and draw five (5) signs for each spot.
Quezon Avenue
I. LEARNING COMPETENCY
Materials:
1. Hand-outs
2. Worksheets
3. Copies of School‘s rules and regulations
References:
1. K to 12 Curriculum Guide (May 2016), p. 150
2. Supporting Details, Retrieved from
https://www.internet4classrooms.com/grade_level_help/writing_supportin
g_details_language_arts_fifth_5th_grade.htm
3. Rubric for Evaluation of the Paragraph, Retrieved from
Preliminary Activity
TOPIC SENTENCE
SUPPORTING SENTENCES
__________________________________________
__________________________________________
CLOSING SENTENCE
___________________________________________
___________________________________________
Activity
Task 2: How Are We Alike?
Directions: Explain the analogy between a burger and paragraph structure.
Directions: Read each set of sentences. Write the topic and choose the best
topic sentence.
1. Topic : _____________________
a. The rainy season is good.
b. In the rainy season, there are floods.
c. The best season for relaxing is the rainy season.
2. Topic : ________________________
a. Bangkok is crowded.
b. People from many different cultures live in Bangkok.
c. Bangkok is a very hot city.
3. Topic : ________________
a. Swimming is popular for many reasons.
b. You need a good swimming pool to go swimming.
c. Swimming is fun.
4. Topic : _____________________
a. Smart phones have many functions.
b. There are many ways to use a smart phone in the classroom.
c. Smart phone can be used for translation.
5. Topic : __________________
a. French wines are popular for a number of reasons.
b. My father drinks French wine.
c. You can buy French wine at good supermarkets.
6. Topic : ____________________
a. An Education is an English movie.
b. A young woman discovers the real world in An Education.
c. An Education is an excellent movie with many lessons for adults.
___ 1. He‘s five years old and doesn‘t respond to his name yet.
___ 2. He cries when I leave for work every day.
___ 3. He always gets excited when visitors arrive.
___ 4. He often attacks the backyard hedge as if it‘s a hostile
animal. ___ 5. He gets along very well with my neighbor‘s cat.
___ 6. I often have to put food in front of him because he can‘t find it by himself.
Analysis
Task 5: Get the Logic!
Directions: Now read the following comments on the six items to see which
ones you should have checked and why.
As illustrated on the previous page, you want all the details you provide in a
paper to be on target and hit the bull‘s-eye in support of your point.
Abstraction
Task 6: Use It!
Directions: What is the importance of studying paragraph structure?
Possible Answers:
Application
Task 5: Clip
It!
Example:
Directions: In a series of simple paragraphs, retell your own creation myth. Use
details from the regions in which you were born and from your ancestral
heritage to create a story. Make sure to address at least two of the following
ideas:
PARAGRAPH WRITING