G7 Lesson Plan 1st Quarter

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LESSON PLAN

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.

Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat


Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Valuing Our Elders’ Wisdom

Content Standard: Performance 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
conversations using appropriate context-
past; various reading styles; ways dependent expressions; producing English
of sounds correctly and using the prosodic
determining meaning; the sounds features of speech effectively in various
word English of prosodic features situations; and observing correct subject-
and the speech; of correct subject- verb agreement.
and agreement. verb

I. LEARNING COMPETENCY

EN7LT-Ia- 1: Discover literature as a means of connecting to a significant past


EN7LT-Ia-2: Describe the different literary genres during the pre-colonial
period

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

II. LEARNING CONTENT


Lesson: Philippine Literature during Pre- Colonial Period

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.

Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat


Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
III. LEARNING TASKS

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.

Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat


Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
Abstraction
Task 3: Complete Me!
Directions: Complete the statement below .

“ Through the different literary forms during the pre- colonial


period, we are able to know_________________________ ”.

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:

Directions: In a ½ crosswise, answer the previous question posted by your


teacher:

Why do we need to study the literature of the Philippines?

Notes on Philippine Literature during Pre-colonial Period:

The diversity and richness of Philippine literature evolved side by side with the country's history. This can best

Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat


Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
be appreciated in the context of the country's pre-colonial cultural traditions and the socio-political histories of its colonial
and contemporary traditions.

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).

Source: The Literary Forms in Philippine Literature


(Christine F. Godinez-Ortega), Retrieved
from
http://www.seasite.niu.edu/tagalog/literature/literary_forms_in_philippine_lit.htm

Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat


Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Valuing Our Elders’ Wisdom

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by:


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 conversations using appropriate context-
dependent expressions; producing English
of sounds correctly and using the prosodic
determining meaning; the sounds features of speech effectively in various
word English of prosodic features situations; and observing correct subject-
and the speech; of correct subject- verb agreement.
and agreement. verb

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

II. LEARNING CONTENT


Lesson: Proverbs

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&

Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat


Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
III. LEARNING TASKS

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:

Task 1: Form It!

Directions: Each group will be given a jumbled proverb in cut-out strips of


paper and form it for 1 minute.

1. The pain of the little finger is felt by the whole body.


2. A sleeping shrimp is carried away by the current
3. The goodness of the ruled depends on the worth of the leader.
4. A man is the richest if he is contented even with little.
5. A person‘s tongue is only three inches long but can kill even a king.

Task 2. True or False?

Directions: On your paper, write T if the statement is true according to what


you know and F if it is false. Be ready to explain and exchange ideas with a
partner.

_____ 1. Philippine literature existed even before the Spaniards came.


_____ 2. Proverbs express the unending wisdom of the old.
_____ 3. Proverbs communicate only traditional beliefs and values.
_____ 4. The form of proverbs is chiefly poetic.
_____ 5. It is difficult to preserve proverbs.

Activity
Task 3: Visual Thesaurus

Directions: Explore your awareness of a thesaurus as a helpful tool in learning


synonyms and antonyms. Give the synonyms of the word ―proverb‖ by
forming the jumbled letters below.

Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat


Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
Analysis
Task 4: Jigsaw Group - Classification of Proverbs
Directions: Your group will be given a handout on proverbs categorized by
the following values:
Family Solidarity Thrift Courage and Daring
Honesty Leadership M od est y
Prudence Friendship Consideration for others
Industry Charity Greed

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:

Jigsaw Activity (2014).Note: Copyright


Kristina Hollis.
Abstraction
Task 5: Reflect!

Directions: The students will reflect on the statement below .

The proverbs of any people are expressive of their perspective of life.

Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat


Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
Application
Task 6: Wisdom to Share!

Directions: Create your own proverb based on your chosen values from the
classification above.

Task 7: “Proverb to Re’meme’ber”

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”

Advanced Proficient Approaching Needs SCORE


Criteria 5 pts 4 pts Proficiency Improvement
3 pts 1 pt
Visual Impact
Overall The unique The organization The organization The organization
Quality composition of the of the elements of the elements of the elements
elements and and content and content are and content are
content create a create a incompletely not addressed
striking and cohesive work addressed and has and has NO
memorable work that can LITTLE IMPACT IMPACT on the
with that WOW HOLD THE on the viewer viewer
FACTOR for the VIEWERS
viewer ATTENTION
Interpretation
Creativity The final project The project The project The student
shows INVENTIVE shows CLEAR requirements are showed NO
INTERPRETATION UNDERSTANDIN FULFILLED, but EVIDENCE OF
of the assignment G of assignment give no evidence THOUGHT
and was continued of effort for
until it was interpretation
complete as
possible
Work Effort
Project Student worked Student showed Student NEEDED Student DID
Completion EFFECTIVELY some CONSTANT NOT
AND ENTHUSIASM PROMPTS from COMPLETE
CONSISTENTLY AND EFFORT teacher to work project or show
toward project goal towards towards any effort
completion of completion
project
Reflection
Writing Student was able Student relates Student shows Student does not
sample to INTERPRET to project goals UNDERSTANDIN show any
PROJECT GOALS with evidence of G of project goals evidence of
through self- SELF- through required THINKING OR
reflection including REFLECTIVE reflection REFLECTION
well thought out APPLICATION of
answers the project
TOTAL

Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat


Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
LESSON 1: Valuing Our Elder’s Wisdom
PROVERBS

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.

7. CONSIDERATION FOR OTHERS


You may not love him, just don‘t humiliate him. Di man pakaibigin, huwag lang pakahiyain.
A person with good manners is loved by his companions. Ang taong may magandang asal, minamahal ng kasamahan.

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.

9. COURAGE AND DARING


He who avoids the enemy is truly courageous. Ang umiiwas sa kaaway ay isang tunay na matapang.
A hero who is wounded becomes still braver. Ang bayaning nasusugutan nag-iibayo ang tapang.

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)

Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat


Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Valuing Our Elders’ Wisdom

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by:


understanding of: pre-colonial Philippine showing appreciation for the literature of
literature as a means of connecting to the the past; comprehending texts using
past; various reading styles; ways of appropriate reading styles; participating in
determining word meaning; the sounds of conversations using appropriate context-
dependent expressions; producing English
sounds correctly and using the prosodic
English and prosodi features features of speech effectively in various
the speech; c correct of subject- situations; and observing correct subject-
and agreement. verb verb agreement.

I. LEARNING COMPETENCY

EN7V-I-a-22: Distinguish slang and colloquial expressions in


between conversations
EN7V-I-a-22.1: Distinguish features of colloquial language (fillers, contractions,
etc.) and slang

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

II. LEARNING CONTENT


Lesson: Slang and Colloquial Expressions

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/

Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat


Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
5. Lesson Plan on Slang: Speaking Legit English, Retrieved from
http://newsmanager.commpartners.com/tesolc/downloads/lesson%20pla
ns/07_2013_LessonPlan_Slang.pdf
6. http://www.buzzle.com/articles/colloquialism-examples-in-literature.html
7. We Chat‘s Sticker, Retrieved from
http://pinoymanila.com/2014/06/01/omg-filipino-flair-reaches-
wechats- sticker-gallery/

III. LEARNING TASKS

Introduction: In general, Filipinos are fond of inventing words and borrowing


foreign terms and use them to vary spoken language. Even students like you
develop your own slang words. Tagalog slang words come and go, and usually
the life of a slang word depends on where it was created (e.g., television, radio
shows) and how often they are used. In this lesson, you will examine the
language and be aware of the changes in your own language use.

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?

BTW LOL asap L8 C


OMG Tnx er U F

Now complete
• Ok!the following text
____________ at 2messages
pm. with the suitable acronyms.

• Can't talk ryt now. Call me ____________.

• Send me the report ______________. Need it today!

• Don't want to talk about it on the phone. Let's meet


____________.
• ____________ for the advice. Was very helpful!

• Nice joke! ____________.

• ____________! Guess who I saw today?

Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat


Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
Activity
Task 2: We Slang!
Directions: With a partner, study the Tagalog slangs below. Writethe
meaning, then be ready to give an example scenario in using it.

Task 3: Pair Up!


Directions: Study the examples below and give three more pairs to complete
the table. You may use a dictionary for this task.
Colloquial

friend chum, pal, bro, sis, buddy

eat pig out, stuff oneself with, wolf


purchase/ buy grab, score, get hold of
1. 1.
2. 2.
3. 3.

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.

Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat


Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
(Possible Answers: parents, siblings, grandparents, close friends, classmates,
teachers, passengers on a bus or train, canteen, school staff, store clerks,
and so forth.)

Why do Authors use Colloquialism?

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

contexts but not for others.

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‖

Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat


Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
Application
Task 5: Impromptu Dialogue Game

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.

Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat


Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Valuing Our Elders’ Wisdom

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by:


understanding of: pre-colonial Philippine showing appreciation for the literature of
literature as a means of connecting to the the past; comprehending texts using
appropriate reading styles; participating in
past; various reading styles; ways
conversations using appropriate context-
of dependent expressions; producing English
determining word meaning; the sounds sounds correctly and using the prosodic
English and of prosodic features features of speech effectively in various
the speech; situations; and observing correct subject-
of verb agreement.
and agreement. correct subject-verb

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

II. LEARNING CONTENT


Lesson: Critical Vowel and Consonant Sounds: [ s] , [ I] , [ i] , and [ ʃ ]

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

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4. Critical Sounds in English, Retrieved from
https://www.scribd.com/doc/110261544/Day1-Session1-Critical-Sounds-
in- English-handouts

III. LEARNING TASKS

Introduction: One of the first problems in pronunciation is how to differentiate


between letters and sounds. In English there are over 60 distinct sounds; Webster
gives 6 4 . Since all of these sounds have to be represented by 2 6 letters, the
alphabet is badly overworked. This fact accounts for many difficulties in
pronunciation. We write in letters but we speak in sounds. If we insist upon
considering letters and sounds as identical, we shall find ourselves completely
confused.

Preliminary Activity:
Task 1: Twist It!

Directions: A tongue twister will be posted on the board. Practice it with a


partner, and then be ready to read it aloud.

Pick six beaks, seek big peeks.

She sells sea shells on the sea shore

Task 2: L1 Please! (Pampilipit Dila)

Directions: Try to think of any tongue twisters in Filipino. Have a go at saying


them yourself.
Examples:

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.

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The People of the Philippines
by the Philippine Tourism Promotions Board

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.

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Application
Task 6: Loud & Clear!
Directions: Enhance your pronunciation of a few critical vowel and
consonant sounds based on some parts of the article. You will be guided by
your teacher.

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

1. a little bit of all the cultures


2. spirit of kinship
3. East meets West
4. Chinese and Spanish
5. people of the Philippines

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.

4 . Some80 percent of the population is Catholic, Spain's lasting legacy.

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.

Task 7: Fill it!

Directions: Fill in each blank with the word that will make each sentence
correct. Then, read the following sentences aloud.

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1. I eat a regular ________________ three times a day. (meal , mill)
2. The sugar ________________ is always busy.
3. ________________ are covered with wool. (sheep , mill)
4. The ________________ sails to the province every week.
5. Flowers grow on the slope of the ________________. (heel , hill)
6. The ________________ of my shoe is run down.
7. Never sit on the window ________________. (seal , sill)
8. ________________ the letter before mailing it.
9. The ship builders are working on the ________________. (keel , kill)
10. Typhoons can ________________.
11- 12. A ________________ wave will ________________ us soon (heat , hit)
because of the El Niño phenomenon.
13- 14. Please give each child a ________________ of paper to ( peace, piece)
work on so there will be ________________ in the living room.
15- 16. The mountain climber brought his ________________ to ( peak, pick)
the ________________.

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LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Valuing Our Elders’ Wisdom

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by:


understanding of: pre-colonial Philippine showing appreciation for the literature of
the past; comprehending texts using
literature as a means of connecting to the appropriate reading styles; participating in
past; various reading styles; ways conversations using appropriate context-
of dependent expressions; producing English
determining meaning; the sounds sounds correctly and using the prosodic
word English of prosodic features features of speech effectively in various
and the speech; of situations; and observing correct subject-
verb agreement.
and correct subject-verb
agreement.

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

II. LEARNING CONTENT


Lesson: 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

III. LEARNING TASKS


Introduction: Subjects and verbs must agree with one another
in number (singular or plural). Thus, if a subject is singular, its verb must also be
singular; if a subject is plural, its verb must also be plural. In the present tense

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nouns and verbs form plurals in opposite ways: nouns add an ‗ s‘ to the singular
form; verbs remove the ‗ s’ from the singular form.

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!

Directions: With a partner, discuss if the sentences in the paragraph below


were written correctly.

The number of recorded proverbs are unknown. A number of them


are from the Tagalog regions. There’ s many scholars who proved that
other regions also have their proverbs. Still, there are those who think
many proverbs have not yet been recorded. Prof. Jose, as well as Prof.
Lacsamana have the same belief. One of their findings are important to
many folk literature scholars. Prof. Ruiz, who studied their findings are very
much interested in such finding.

Analysis
Task 3: Let’s Discuss!

Directions: Look at the other version of the paragraph which shows


grammatically correct sentences. Share to the class your observations on the
paragraph, with particular focus on the subjects and verbs of the sentences.

Abstraction
Task 4: Sum it up!

Directions: Make generalizations concerning the following rules concerning


subject- verb agreement:
1. a/ the number
2. there is, there are
3. intervening words, phrases, and clauses ( with, together with, including,
accompanied by, in addition to, or as well; prepositional phrase; and
relative clause)

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Application
Task 5: Are You Sure?
Directions: Study each sentence below . If Alunsina, a student, said it is
grammatical and you are sure it is true, write ―correct‖ . If he said it is
ungrammatical and it is indeed true, rewrite the sentence.

Sentence Alunsina said it Your Analysis


is…
1 Folk literary forms from grammatical Correct
our regions are varied.

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.

3 It was emphasized that the ungrammatical It was emphasized that


number of folk literary forms the number of folk literary
have increased. forms has increased.

4 The research center which grammatical Correct


published related reports
supports the observation.

5 The researcher, ungrammatical The


accompanied by local researcher, accompanied
translators were able to by local translators was
gather proverbs. able to gather proverbs.

6 There are still many grammatical Correct


questions about folk
literature that need to be
answered.
7 Folk literature, including oral ungrammatical Folk literature, including
forms remain a source of oral forms remains a
ethnic knowledge. source of ethnic
knowledge.

8 The translations of ungrammatical The translations of


folk literature helps us folk literature help
overcome difficulties in us overcome difficulties
understanding. in understanding.

9 A compilation that contain grammatical Correct


folk literature has to be given
recognition.

10 The government with the grammatical Correct


help of private
groups promotes folk
literature research.

Task 6: Sentence Writing

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Directions: Using the information from the chart below, write two sentences
that observe the subject-verb agreement rule for each of the cases listed.

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:

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LESSON EXEMPLAR
Grade 7-English
Quarter 1
Appreciating Myself

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.

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Content Standard:
LESSON EXEMPLAR
The learner demonstrates
Grade 7-English
understanding of: pre-colonial Philippine
Quarter: FIRST
literature as a means of connecting to the
Theme: Appreciating Myself
past; various reading styles; ways of
Sub-Theme: Searching for Our Beginnings
determining meaning; the sounds
word English and of prosodic features
Performance Standard:
the speech; of correct subject-
and agreement. verb 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

II. LEARNING CONTENT


Lesson: The Origin of This World ( Maranao Version)

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

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http: / / teacher. scholastic. com/ writewit/ mff/ mythmachine. htm

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III. LEARNING TASKS

Introduction: Most societies believe in a Supreme Being—the Greeks and Romans


have gods and goddesses, the Jews have Yahweh, the Muslims have Allah, the
Christians have God, and so on.
How about you, do you believe in a Supreme Being? What is your concept of a
Supreme Being?
Preliminary Activity:
Task 1: Sharing Time!

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!

1. Who created this world according to Maranaw folklore?


2. How many layers comprised the world He created?
3. Describe the earth He created. Describe its layers. Who were the
inhabitants of each layer?
4 . How many layers comprised the sky? What was common to all
these layers?
5 . Where was heaven found in the world of the early Maranaws?
Who were its inhabitants?
6. What was the function of the tree-of-life?
7. What was the function of the tightly covered jars in heaven?
8. Who was Walo? What was his role in heaven?

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Reflect!

1. What is the focus of the creation story?


2 . Compare the Maranaw version of creation with the creation story
in the Bible. What is common to both narratives? What elements do
you find in the biblical story that are present or absent in the
selection and vice versa?
3 . What does the selection say about the soul of a person? How does
this belief differ from the Christian belief on the human soul?

Evaluate!

1. Based on the selection, what is the belief of the early Maranaws


regarding the destination of dead people? How are your beliefs
different from those of the Maranaws?
2. Do you also believe in angels, dwarfs, and nymphs? Compare your
beliefs in these creatures with those of the Maranaws.
3 . What rituals do you practice in connection with the death of a
loved one? Why do you do perform such rites? Explain.

Abstraction
Task 4: Reflect!
Directions: You will reflect on the following series of questions:

What is it that you found puzzling, interesting, intriguing, or strange in the


story? Is it similar to your belief of how the world began? Why or why not?

Application

Task 5: M.I. Time!

With your Multiple Intelligence group, you will accomplish the given
task cards below:

Art Smart: Show it!


In a white cartolina, illustrate and color the puzzling, interesting, intriguing,
or strange part that they found in the story. Then, explain your illustration.

Word Smart: Imagine a Creation Myth!


The students will imagine that they are part of a tribe that has a myth
to explain where the world came from:
- What part of the world do you live in?
- What is the environment like?
- What is the name of your tribe or group?
- What kind of gods or God do you have?
- What is your culture like?

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Make up a creation myth for your tribe. It should explain how your people or
the world came to be. Remember to include the special features of a myth.

MUSIC SMART: Tell it through Music!


Write your own song and music about the Origin of this World highlighting the
interesting or strange things in the story.

Body Smart: Act it out!


Demonstrate events in the story through pantomime where you should
express meaning through gestures accompanied by music.

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.

_____ 2. Even monsters have a place in heaven.


_ ____ 3. The nymphs, unlike the Karibanga, have magical powers.
_____ 4. The number seven is a significant detail in the narrative.
_____ 5. Angels can fly.
_____ 6. The heaven in the selection accommodates saints and sinners.
_____ 7. There is a reward for good people in heaven.
_____ 8. The narrative is close to the accounts of other stories of origin of
the world.
_____ 9. Death as explained in the narrative is a natural occurrence.
_____ 10. The Maranaw story of the origin of the world is unique.

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MULTIPLE INTELLIGENCE GROUP

ART SMART: Show it!


2 3 5

WORD SMART: Imagine a Creation Myth!

MUSIC SMART: Tell it through Music!

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.
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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.

BODY SMART: Act it out!

CRITERIA 1 3 5

Made too much noise. Needs to work on not Completely silent. No


Sound making even small noise made at all .
noises.

There was no story Story needs work. Definite Beginning,


developed. One or more of the Middle, and End
Story following was missing -
Beginning, Middle or
End.

Little to no movement. Some gestures were too VERY LARGE AND


All gestures were small . Some movement DRAMATIC. Over
small . was distracting rather exaggerated.
Gestures/ Movement than helpful Gestures helped the
story and didn't
distract from the story.

Facial expressions or At times through Facial expressions and


body language were performance - body body language were
Facial Expressions & either missing or too language or facial present through the
small to be noticed. expressions whole performance.
Body Language disappeared or
became small .

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.

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The Origin of This World (Maranao)
from the Anthology of Philippine Myths by Damiana L. Eugenio

1 According to Maranaw folklore, this world was created by a great Being. It is


not known, however, who exactly is this great Being. Or how many days it took him to
create this world.
2 This world is divided into seven layers. The earth has also seven layers. Each
layer is inhabited by a different kind of being. The uppermost layer, for example, is the
place we are inhabiting. The second layer is being inhabited by dwarfs. These
dwarfs are short, plump, and long-haired. They are locally known as Karibanga. The
Karibangaare said to possess magical powers. They are usually invisible to the human
eye. The third layer of the earth which is found under the sea or lake is inhabited by
nymphs. These nymphs also possess certain magical powers. It is stated in the story of
Rajah Indarapatra that he met and fell in love with the princess-nymph with whom he
had a child.

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.

5 It is in heaven where we find the tree-of-life. On each leaf of the tree-of-life is


written the name of every person living on earth. As soon as a leaf ripens or dries and
falls, the person whose name it carries also dies.

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.

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LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Searching for Our Beginnings

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by:


understanding of: pre-colonial Philippine showing appreciation for the literature of
literature as a means of connecting to the the past; comprehending texts using
past; various reading styles; ways of appropriate reading styles; participating in
determining word meaning; the sounds of conversations using appropriate context-
dependent expressions; producing English
sounds correctly and using the prosodic
English and prosodi features features of speech effectively in various
the speech; c correct of subject- situations; and observing correct subject-
and agreement. verb verb agreement.

I. LEARNING COMPETENCY

EN7V-I-c- 10.2: Use appropriate idiomatic expressions in a variety of basic


interpersonal communicative situations

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

II. LEARNING CONTENT


Lesson: Idiomatic Expressions

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.

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III. LEARNING TASKS

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

try to give its literal English translation.


Filipino Idiom Literal English Translation

Buto’ t balat Possible answer: malnourished


(literally means ―bones and skin‖)

( Skin and bones is also an American idiom for someone who is very skinny or
malnourished. )

Task 2: Idioms in Conversations!

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

I lost my nerve. I didn‘t come last night.

What do the italicized expressions mean?


Can you get their meanings from the individual words or from the word
construction?

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

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Abstraction
Task 4: Short Skit!

Directions: Create a skit that demonstrates how a misinterpreted idiom could


cause some pretty funny or disastrous results. For example, a doctor in an
operating room asking for "a hand"?

Task 5: Switch it!

Directions: Replace each italicized idiom with its meaning. Choose your
answers from the box.

The country‘s leading executive officials think


that the country can weather its financial woes.
Although the country‘ s economy is in a slump right
now, the officials are optimistic that a new economic disapprove
plan will help it to pull through. However, they
inconsistent
warned that government should step up the pace of
liberalization and should not be wishy-washy in its get involved in
policies. recover
Many people take a dim view of the economic going down
plan and hope that the executive officials come up with
survive
another plan they can sink their teeth into.
hasten
think of

Application
Task 6: The Book of Idioms!

A publishing house is interested in publishing a book about the


most common idioms that appear in language nowadays. Your team has
been commissioned to do the research and the writing for that book.
Each member of your team has to choose an idiom, research its origin,
and write a story about it. All the stories from the different team members will
be compiled in order to make the Book of Idioms . Remember to select
popular idioms, such as those you read most often in stories, or used in
media,
etc. Read the example story of the origin of the idiom cold shoulder.

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.

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“ THE BOOK OF IDIOMS”

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Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat
Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat
Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Searching for Our Beginnings

Content Standard: Performance Standard:

The learner transfers learning by:


The learner demonstrates
understanding of: pre-colonial Philippine showing appreciation for the literature of
literature as a means of connecting to the the past; comprehending texts using
past; various reading styles; ways of appropriate reading styles; participating in
determining word meaning; the sounds of conversations using appropriate context-
English and the prosodic features of dependent expressions; producing English
speech; and correct subject-verb sounds correctly and using the prosodic
agreement. features of speech effectively in various
situations; and observing correct subject-
verb agreement.

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

II. LEARNING CONTENT


Lesson: Stress

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

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PRE- (Nou pre-
sent n) SENT
RE- (Nou re-
cord n) CORD
PRO-duce (Noun) 4. https://www.youtube.com/watch?v=AKsf5-V9mII
ob-
AB-sent 5. JECT Announcement, Retrieved from
Allen‘s
(Adjective) RÉ-sumé pro-
(Noun) CON- http://www.youtube.com/watch?v=El-Zkeia9u8
DUCE
duct (Noun) 6. Unit 1: Listening for Pronunciation Practice, Retrieved from
http://orelt.col.org/module/unit/1-listening-pronunciation-practice

III. LEARNING TASKS

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)

Task 3: Word Stress!

Directions: Listen to ―Allen‘s Announcement‖ then underline the part of the


word (the syllable) that is stressed in each word you hear.
1. Ab-sent 8. Re-sume
2. Ab-sent 9. Ob-ject
3. Pre-sent 10. Ob-ject
4. Pre-sent 11. Con-duct
5. Re-cord 12. Con-duct
6. Re-cord 13. Pro-duce
7. Re-sume 14. Pro-duce

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Analysis

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!

Directions: Enhance your understanding of stress by doing the following


exercises with your teacher and classmates.
A. Use the right stress to distinguish the following heteronyms or words with
the same spelling but with different pronunciations. Apply the right stress
on the syllable written in capital letters.

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

We’d like to see the principal, please.


I’vee missed classes the whole of last week, you know!
It’s a hit!
c

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Directions: Complete the following exercise in pairs. Then, add similar
words to the list. In Column 2, write the full form of the contraction in
Column 1.
Contracted form Full form
I'll
I' m
Haven' t

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?

Kenny: Sorry, Teacher. I ______ been unwell.

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.

Task 6: Put a Stress!

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.

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LISTENING

Transcript: Allen’s Announcement

Allen: Good morning, everybody! Please pay attention to this announcement.

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!

Transcript: Practicing weak forms

Teacher: Kenny, why haven’t you been in class all week?


Kenny: Sorry, Teacher. I’ve been unwell.
Teacher: Well, I’ll have to mark you absent for the whole period.
Why don’t you get a certificate from your doctor?
Kenny: She’s out of the country at the moment, Teacher.
I’m going to ask her to write one when she comes back next week.
Teacher: We’ve finished three chapters in the last few days, so you’ll have to finish your homework
for all of them.
Kenny: I’d like to meet you after class, Teacher, if you’re free.
Teacher: I’m sure we can arrange something, Kenny. Meet me after class at four today.
Kenny: Thank you, Sir. I’ll bring my father along. He’s been wanting to meet you to discuss

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Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat
Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Searching for Our Beginnings

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by:


understanding of: pre-colonial Philippine showing appreciation for the literature of
literature as a means of connecting to the the past; comprehending texts using
past; various reading styles; ways of appropriate reading styles; participating in
conversations using appropriate context-
dependent expressions; producing English
determining meaning; the sounds sounds correctly and using the prosodic
word English of prosodic features features of speech effectively in various
and the speech; of correct subject- situations; and observing correct subject-
and agreement. verb verb agreement.

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

II. LEARNING CONTENT


Lesson: Literary Writing vs Academic Writing

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

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III. LEARNING TASKS

Introduction: Writing is a form of communication that utilizes language to deliver


an intended message to particular readers within a context. As a form of
communication both technical and literary writing consist of source, content,
channel, audience and context. They differ in their characteristics and indicators
of those elements in practice or operation.

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!

Directions: From the materials (memos, letters, reports, brochures, instructions,


poetry, drama, short story, newspaper etc. ) brought by the teacher, each
group will categorize them into two: literary and academic writing.
Literary Writing Academic Writing

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

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Abstraction
Task 4: A Word Summary!

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

Format Creative/Informal/Artistic Formal/Standard/


Systematic/ Sequential
Use of Words Colorful/ General/ Evocative/ Exact/ Specialized
Metaphoric/ Symbolic
Purpose Inspire/Influence/ Inform/Instruct/Persuade
Entertain/ Provoke/ Captivate

Content Feelings/Thoughts/Ideals/ Information/Factual/


Imaginative Straight-forward

Application
Task 3. Tree of Tree!

Directions: Below is a poem about tree and an infographic of coconut uses.


These two writing samples further illustrate the difference between literary
and academic writing. Using the given classroom object (a stapler, an eraser,
etc. ) , write a short poem. Then, use the same subject as topic to write a
simple illustration of information or infographic . Compare and contrast the
A Tree,
results.A Book byMaximo Ramos

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.

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CLASSWORK COMPLETION

Criteria Excellent Good Fair Undevelope Non-


5 pts 4 pts 3 pts d 2 pts Compliance
1 pt
Class Work
Completion The task was The task was The task was The task was Students did
100% complete and complete but did complete but not complete
complete and worked, but not work; did not work; the task in
worked needed minor needed several needed several time period
according to its modifications. minor major given,
description. Only required modifications. modifications. refused to start
2- 3 Required more or abandoned it
reclarifications. then 3 once started.
reclarifications.
Demonstrate
Knowledge of Students know Students are Students are Students are Students
Process and are able to able to unable to not able to both lacked interest
identify and identify and identify or identify and in
explain explain explain explain major demonstrating
necessary necessary concepts without theories/task. knowledge of
theories/ task theories/ task major prompting. Uses others the task and/or
for completion. for completion Requires adult views to explain process.
with some assistance to the task and
assistance. get the task doesn't
done. complete task
on own.
Ability to
Follow Followed Followed Moderately Did not follow Students were
Directions/Need directions. Used directions. followed directions for non-compliant
ed others for Listened to directions. any of the task when given
guides. Students others around Worked at a and at times directions
were able to them when pace that was refused to slow 100% of the
complete the needed. productive but down to do time. They
task without Students didn't listen to task well. refused or were
assistance. were able to the teacher Students unable to start
complete the coaching them. were unable to the project
task with little Students were complete task when offered
assistance. able to without major assistance.
complete the assistance.
task with
assistance.
Student
Preparedness/Ti Students Students Student Student did Student
me gathered all had/gathered had/gathered not struggled to
Management materials and most materials most have/gather gather
were and went to materials; some of the materials
completely work.Used however, they needed required to
ready to go to time fairly well needed materials to complete the
work.Routinely throughout the excess time to perform task. Student
used time well task. do work.Was showed no
throughout the so.Procrastinated unable to interest in
task. somewhat but adequately meet completing it.
did get the task timeline due to
done on time. inability.

Source:
Rubric iRubric: Class Work Completion and Attitude rubric
http://www.rcampus.com/rubricshowc.cfm?code=N4W279&sp=true

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Contact No.: 09606452279
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LESSON EXEMPLAR
Grade 7-English
Quarter 1
Appreciating Myself

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.

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Contact No.: 09606452279
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LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Explaining Our Beginnings

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by:


understanding of: pre-colonial Philippine showing appreciation for the literature of
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-
dependent expressions; producing English
determining meaning; the sounds sounds correctly and using the prosodic
word English of prosodic features features of speech effectively in various
situations; and observing correct subject-
and the speech; of correct subject- verb agreement.
and agreement. verb

I. LEARNING COMPETENCY

EN7RC-I-e-2. 15: Use non-linear visuals as comprehensive aids in content texts


EN7SS-I-f- 1.2: Transcode orally and in writing the information presented in
diagrams, charts, tables, graphs, etc.

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

II. LEARNING CONTENT


Lesson: Graphic Organizer

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

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http: // www. enchantedlearning. com/ graphicorganizers/ star/

III. LEARNING TASKS

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

Task 1: 4 Pics, 1 Word!


Directions: Analyze the pictures below to figure out the word we are looking

for.

____ R ____ ____ N I ____ ____


R
Activity
Task 2: Organize a Chart!

Directions: You will be given pictures to complete the organizational chart of


Luis Palad National High School.

Analysis

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Task 3: Group then Think!

Directions: After the chart has been completed, be ready to answer the
following questions:

1. What can you say about the chart?


2. What do you think is its purpose?
3. What are the other ways in presenting information?
4. As students, how can you benefit from using graphic organizers?

Abstraction
Task 4: Get the gist!

Directions: In one word, summarize each uses of graphic organizers in the


classroom setting. Use the word web below .

They allow students to make sense of information


They are great for visual learners
They provide students with a place to start
They help students focus on key points and structures their thinking
They help students organize ideas and concepts into a visual, making it easier to
remember than a long piece of text
They are useful in group discussion
They can be used with almost any book

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.

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Creation Myth Graphic Organizer

Title Characters/ Cultural Details: Presence of nature Phenomenon


Creator(s) references to Ex: the sun, oceans, Explained
objects, animals, lakes etc. Ex: humans, the sun,
or practices that the earth, landmarks,
signal how the customs etc.
people of a
culture live, think,
or worship
The Origin of This
World (Maranao)

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

1. The graphic organizer has an appropriate title and labels.


2. The graphic organizer‘s lines, boxes, and text are neat and
legible.
3. The information in the graphic organizer is accurate.
4 . The spelling, grammar, and punctuation of the text on the
graphic organize are accurate.
5. The graphic organizer presents the information in a
manner that is easy to follow .
6 . The relationships presented in the graphic organizer are
correct and clear.
7. The form in which the graphic organizer portrays
the information is appropriate to the relationships
being represented.

8. The graphic organizer demonstrates an understanding of


the topic, its relationships & related concepts.
9. The graphic organizer fulfills all the requirements of
the activity.
10. Overall, the graphic organizer represents the student‘s
full potential.
TOTAL

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LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Searching for Our Beginnings

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by:


understanding of: pre-colonial Philippine showing appreciation for the literature of
the past; comprehending texts using
literature as a means of connecting to the appropriate reading styles; participating in
past; various reading styles; ways conversations using appropriate context-
of dependent expressions; producing English
determining meaning; the sounds sounds correctly and using the prosodic
word English of prosodic features features of speech effectively in various
and the speech; of situations; and observing correct subject-
verb agreement.
and correct subject-verb
agreement.

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

II. LEARNING CONTENT


Lesson: Subject- Verb Agreement

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

III. LEARNING TASKS

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.

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Activity
Task 1: Watch Out!

Directions: Study the given sentences. Write C if the sentence observes


correct subject-verb agreement. If it does not, write I.

_____ 1Ritual and magic are common elements in myths.


_____2. Each man and woman is controlled by a powerful being in many myths.
_____3. Every deity has magical powers.
_____4. Every myth and legend have unique features.
___5. Somebody is shown as more powerful in creation stories.
_____6.The gods nor the goddess play favorite among the humans.
_____7. Many of the themes in myths were used already in movies.
___8. All myths is regarded as stories from oral tradition.
_____9. Neither a myth nor a legend explains the full nature of creation.

_____ 10. Either the historians or the mythologist are coming to the lecture.

Analysis
Task 2: Practice Makes Perfect!

Directions: Below is an exercise based on the contents of the article The


Maranao Tribe from Lake Lanao. Specify the verb, which will agree with its
subject in each sentence. The teacher will elicit some of your observations,
with particular focus on the subjects and verbs of the sentences.

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.

Every historian or anthropologist who ____________ 4. (studies, study)Mindanao tribes


_ ___ 5. (has, have)given common observations about the Maranao. Almost all Maranaos ____
6. (is, are)Muslims, but some who live in the hills around Lake Lanao ____________ 7. (follows,
follow)a version of Islam reflecting pre-Islamic beliefs and practices. Many
scholars _ _ __________8. (emphasizes, emphasize)that the Maranao, who ____ 9. (is,
are)the first inhabitants of the shores of Lake Lanao, still ____________ 10. (inhabits, inhabit)
this region.

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.

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Abstraction
Task 3: Sum it up!

Make generalizations concerning the following rules concerning subject- verb


agreement:
1. compound subjects joined by and
2 . every or each preceding a compound subject
3. indefinite pronouns as subjects
4. subjects joined by or or nor

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.

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LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Explaining Our Beginnings

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

EN7LT-I-h-2.3: Draw similarities and differences of the featured selections in


relation to the theme
EN7VC-II-a- 1/2: Note details, sequence and relationships of ideas and events
EN7VC-I-d-6: Identify the genre of a material viewed (such as movie clip, trailer,
news flash, internet-based program, documentary, video, etc.)

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

II. LEARNING CONTENT


Lesson: How the World was Created ( Panayan)

Materials:
1. Worksheets
2. TV/LCD projector
3. Copies of Rubrics
References:

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1. K to 12 Curriculum Guide (May 2016), p. 150

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2. Teaching Guide (First Quarter), pp. 23-25, 28-29
3. Learning Package (First Quarter), pp. 23-25
4. The Tale of Tungkung Langit and Alunsina (Visayan Myth), Retrieved from
https://www.youtube.com/watch?v=SmdxsC8Rluk

III. LEARNING TASKS

Introduction: One way of approaching creation myths is to outline some of the


themes that commonly occur in them. Individual creation myths cannot be
expected to conform rigidly to a single modern stereotype. Rather, any creation
myth will have several thematic features to a greater or lesser degree. This is the
rule rather than the exception. In this lesson, we will attempt to deal with some of
the main themes occurring in creation myths, particularly in Origin of this World
( Maranao) and How the World was Created ( Panayan) .

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?

Pair: Discuss these ideas with today‘s study partner.

Share: Share your ideas with the class.

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

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Analysis
Task 2: Locate, Reflect & Evaluate!

Directions: Determine whether each statement is true ( T) or false ( F) . Beside


your answer, write the paragraph number to support your answer. Then, with
your partner, compare your answers and share insights.

_____ _ _ _ _ _ 1 . TungkungLangit and Alunsina lived in a heavenly paradise.


_ ____ _ _ _ _ _ 2 . There was no reason for Alunsina to be jealous.
_____ _ _ _ _ _ 3 . Only Alunsina should be blamed for the loneliness of Tungkung
Langit.
_ ____ _ _ _ _ _ 4 . The world was created due to the hopelessness of Tungkung Langit.
_____ _ _ _ _ _ 5 . TungkungLangit‗ s bad temper cost him a significant lot.
_____ _ _ _ _ _ 6 . Panay‗ s idea of creation originated from a happy setting.
_____ _ _ _ _ _ 7 . How the World was Created is a myth.
_ ____ _ _ _ _ _ 8 . The story is not associated with some real experiences in Panay.
_____ _ _ _ _ _ 9 . The elders in Panay no longer speak of their story of creation.
_ ____ _ _ _ _ _ 1 0 . The story speaks more of trust between a couple than of
compromise.

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.

Task 4: Graph Events!


Directions: After watching, find a partner and use the graphic organizer
below to illustrate and note the sequence of events of ― How the World was
Created‖ .
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Application
Task 5: Compare and Contrast!

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?

Your group will be graded according to the following criteria:


o Content
o Analysis
o Visual Appearance
o Presentation

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How the World was Created (Panayan)
1
One of the stories about the creation of the world, which the old folks of Panay, especially
those living near the mountain, do not tire relating, tells us that in the beginning there was no
heaven or earth—only a bottomless deep and a world of mist. Everything was
shapeless and formless—the earth, the sky, the sea, and the air were
almost all mixed up.

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
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beloved Alunsina to come back – entreating her so hard that his voice thunders across the fields and countryside.

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LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Explaining Our Beginnings

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by:


understanding of: pre-colonial Philippine showing appreciation for the literature of
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-
dependent expressions; producing English
determining meaning; the sounds sounds correctly and using the prosodic
word English of prosodic features features of speech effectively in various
situations; and observing correct subject-
and the speech; of correct subject- verb agreement.
and agreement. verb

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

II. LEARNING CONTENT


Lesson: Scanning and Skimming

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

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III. LEARNING TASKS
Introduction: Over the years, people‘s reading habits have greatly changed.
As we now live in the Information Age, allocating longer time for reading
becomes difficult. How do we keep up with this information overload? The
answer would be to learn how to read quickly and efficiently.

Preliminary Activity

Task 1: Read Fast!


Directions: With your shoulder buddy, put a check mark before the items that
require fast reading.

______a. Looking up a specific phone number in a telephone directory


______b. Looking up ingredients in a recipe
______c. Identifying author‘s purpose
______d. Reading preface of a book
______e. Reading the detailed content of a book
______f. Reading medicine labels
______g. Locating specific pages of topics in a book index
______h. Reading public signage
______i. Reading a restaurant‘s menu
______j. Reading test/exam directions
______k. Reading billboards

Activity
Task 2: Locate!
Directions: Using the school‘s rules and regulations as point of reference,
answer the following questions.

1. To whom is the document aimed at?


2. Does the document address missed or late assignments?
3. Does the document explain the consequences of physically
aggressive behavior towards their fellow students? If so, explain.
4. Does the document explain the consequences of inappropriate dress?
5. Does the document provide information on vacation days?
6. Does the document provide information on the length of the school day?
7. Does the document provide examples of physically aggressive behavior?

Analysis
Task 3: Venn Diagram
Directions: Compare and contrast scanning and skimming.

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Scanning
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?

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Application
Task 5: Use
It!
Directions: Skim and scan the advertisement below . Then complete the
paragraph that follows.

According to this ad, _______________ will make you ______________.


Your ____________ will be so ______________ that you will have _____________. You will
be so __________________ that _____________ will __________ you. In my opinion,
people should buy ____________ in order to ________________. People
don‘t have ____________ because of ____________. They have ___________
because people like them. In fact, I never use ____________ and I have __________
any way.

Task 6: Use It!


Directions: Skim the following job advertisements:

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1. Needed: Full time secretary position available. Applicants should have at least 2 years-
experience and be able to type 60 words a minute. No computer skills required.
Apply in person at Sumilang Subdivision, Brgy. Mateuna, Tayabas City, Quezon.

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.

3. Computer trained secretaries: Do you have experience working with computers?


Would you like a full time position working in an exciting new company? If your answer is
yes, give us a call at 793-2525.

4. Teacher Needed: Tommy's Kindergarten needs 2 teacher/trainers to help with classes


from 9 a.m. to 3 p.m. Applicants should have appropriate licenses. For more
information visit Tommy's Kindergarten near Rizal Park, Tayabas City, Quezon.

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Directions: Which position is best for the following people? Now scan the text
and choose ONLY ONE position for each person.

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.

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LUIS PALAD NATIONAL HIGH SCHOOL: RULES &
REGULATIONS Attendance

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

1. Assault ( bullying, fighting) of classmate/teacher/schoolmate is not


allowed. 1st offense- reprimand
2nd offense – parent-teacher conference with the guidance counsellor
3rd offense- suspension for 2 to 3 days
2. Vandalism is prohibited.
1st offense –parent-teacher conference with the guidance counselor ( with
corresponding payment for damages)
2nd offense- suspension for 2 to 3 days
3rd offense- suspension for 3 days or more
3. Students should not bring deadly weapons.
1st offense- reprimand
2nd offense- parent-teacher conference with the guidance counselor
3rd offense- suspension for 2 to 3 days
4. Students should not come to school under the influence of liquor.
1st offense- reprimand
2nd offense- parent-teacher conference with the guidance counselor
3rd offense – suspension for 2 to 3 days

I have read the above rules and agree to comply with them.

___________________________________________________
Student’s Signature

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LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Explaining Our Beginnings

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by:


understanding of: pre-colonial Philippine showing appreciation for the literature of
literature as a means of connecting to the the past; comprehending texts using
appropriate reading styles; participating in
past; various reading styles; ways
conversations using appropriate context-
of dependent expressions; producing English
determining word meaning; the sounds sounds correctly and using the prosodic
English and of prosodic features features of speech effectively in various
the speech; of situations; and observing correct subject-
verb agreement.
and agreement. correct subject-verb

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.

II. LEARNING CONTENT


Lesson: Rising and Rising- Falling Intonation

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

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3. Picture of Kalye Budin retrieved from
http://2.bp.blogspot.com/_MKoHp5kESxQ/TSBzrM10yWI/AAAAAAAAAAg/
GIUnjXiwuC8/s1600/DSC03253.JPG
4. Picture of Yema Cake retrieved from http://3.bp.blogspot.com/-
Xq48DFxmSl0/Us7ge28ZODI/AAAAAAAALHo/Tomb_6xKiU4/s1600/IMG_95
0 7.JPG
5. Picture of Tayabas Market, Retrieved from
http://www.myquezon.com/uploads/image/TAYABAS/tayabasMARKET.jp
g
6. Picture of St. Michael the Archangel Basilica, Retrieved from
https://outoftownblog.com/wp-content/uploads/2013/04/St.-Michael-the-
Archangel- Facade. jpg
7. Picture of Lambanog, Retrieved from http://www.pepper.ph/wp-
content/uploads/2013/08/Lambanog-Export.jpg

III. LEARNING TASKS

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.

Sample #1: Hello (when meeting somebody whom you


haven‘t met for a long time)
Sample #2: Hello (when meeting a friend)
Sample #3: Hello (when talking to a 6-month old baby)
Sample #4: Hello (when you meet an enemy)

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.

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Activity
Task 2: Say It!
Directions: Examine the following samples of questions. Together with a group
of five (5) members, brainstorm how will you say the sentences correctly.
1. Do you believe in legends and myths?
2. Alunsina is not a good goddess, is she?
3. Do you like Tunkung Langit or Alunsina?
4. Maranao, Samal, and Panay tribes explain the origin of the world.

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:

Sentence using Question with Question that Tag Question

c omma Yes/ No as answer makes you choose

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.

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Abstraction

Intonation indicates pauses, stops, and questions and


Is hisintonation
also communicates emotions. Varied name John?
tells your listener
Do you believe her?
whether you are finished talking or not, if you are asking a
They are coming, aren’t
question, and whether you are excited, angry,
they? surprised
He used or
the pen,
confused. doesn’t he?
Please go to the store and get
Rising Intonation [↗] milk,
eggs, and bread.
This is when your pitch goes up. It is used when asking
He can play sipa, arnis, basketball,
a yes/no question and tag question.
and football.
Do you want the blue one or the
red
Rising-Falling Intonation [↗↘] one?
This is a pattern within a sentence that includes Is he coming tonight or tomorrow?
rising intonation followed by falling intonation in the
same sentence. We use this intonation for
statements with a series of words (usually
indicated by commas) and questions expressing
choices.

Task 4: What I learn

Directions: What are the ideas that you learn about intonation? Put down your
thoughts by completing the statements below.

1. I learn that intonation is ____________________________________________________.


2. There are two types of intonation: __________________________________________.
3. Statements that use rising intonation are ____________________________________.
4. Statements that use rising-falling intonation are
__ ____________________________.

5. Intonation is important because ____________________________________________.

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.

Tag Question: ___________________________________

Yes/No Question: ________________________________

Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat


Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat
Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
Statements with a series of words:
_______________________________________________ _

Question expressing choices :


________________________________________________ _

Tag question: _________________________________ _

Statements with a series of words:


_______________________________________________ _

Yes/No Question: ________________________________

Question expressing choices:


________________________________________________ _

Tag Question: _________________________________ _

Question expressing choices:


________________________________________________ _

Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat


Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Explaining Our Beginnings

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

II. LEARNING CONTENT


Lesson: Signs and Symbols ( Road & Prohibited Signs)

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

Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat


Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
III. LEARNING TASKS

Introduction: Signs and symbols are just about everywhere. At a quick glance,
they inform us, warm us, and direct us.

Preliminary Activity

Task 1: All around You!

Directions: Together with a partner, study the picture signs and answer the
questions found in each set.

What do these symbols indicate?


Where can you find these signs?
What do these symbols indicate?
Where can you find these signs? What does the sign placed on
top
Why are pictures placed on doors
of pictures mean?
of
some restrooms instead of writing

Activityout the words Boys/Men and


Task 1: The Signs Sound Familiar!

Directions: Form a group with five ( 5 ) members. Think of other examples of


signs and symbols that you can see around you. Using the bond papers, draw
five signs and afterwards, present your samples to the class while answering
the questions below:
1. What does this sign/symbol indicate?
2. Where do you usually see this sign?

*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.

Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat


Contact No.: 09606452279
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Sign #10

Sign #1

Sign #11

Sign #2

Sign #12

Sign #3

Sign #4 Sign #13

Sign #5 Sign #14

Sign #15

Sign #6
Sign #16

Sign #7
Sign #17

Sign #18
Sign #8

Sign #19
Sign #9

Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat


Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat
Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
I know this sign! I think it means… I don’t know this But I think it is…

Action

Abstraction

Everybody can observe that in every place, whether it is a road,


Road Sign church, school or even a restaurant, there are signs or symbols
Hospital ahead Slippery road Keepposted
left to in every corner. Signs and symbols
Do not u-turn are No
very
rightcommon
turn in real
when wet this sign
life, and it is important to understand the meaningtobehind
this sign them.

For instance, whenever you travel using a vehicle, traffic or road


signs warn you of possible dangers and provide information. They
tell you what the rules are and what the road conditions are like.

Meanwhile, prohibition signs specify behavior or actions which are


Telephone
School Poisonous
not permitted.Emergency Handicapped
The annulus and slash should be depicted in red over
crossing Annulus substance the action symbol in black.
booth room
& Slash

These are some of the signs that we usually see…

Do not drive
beyond this sign

Bathroom

Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat


Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat
Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
Task 3:Let’s See!

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.

I can see the following signs on the…

ROAD S CHOOL HOSPITAL OTHER PLACE


( specify)

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.

Tayabas East Central School- I

Quezon Medical Center

Quezon Avenue

Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat


Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Explaining Our Beginnings

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by:


understanding of: pre-colonial Philippine showing appreciation for the literature of
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-
dependent expressions; producing English
determining meaning; the sounds sounds correctly and using the prosodic
word English of prosodic features features of speech effectively in various
situations; and observing correct subject-
and the speech; of correct subject- verb agreement.
and agreement. verb

I. LEARNING COMPETENCY

EN7WC-I-e-4.3: Identify basic features and kinds of paragraph


EN7WC-I-f-2.8. 1: Recognize the parts of a simple paragraph
EN7 WC- I- i-2.2: Retell a chosen myth or legend in a series of simple paragraphs
Objectives:
1. Brainstorm ideas about paragraph structure
2. Identify the important components of paragraphs
3. Write a well-structured paragraph of a chosen myth

II. LEARNING CONTENT


Lesson: Simple Paragraph

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

Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat


Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
https://www.mesacc.edu/~paoih30491/RubricParagraphAssignment.html
III. LEARNING TASKS

Introduction: Do you often have difficulty transferring your thoughts down on to


paper? Don‘t you wish you could become better writers? A paragraph is one of
the greatest tools you have in organizing your writing. It shows the structure of
your thoughts. In today‘s lesson, we will study how real writing is done.

Preliminary Activity

Task 1: Read Fast!


Directions: Using the traffic lighting system/chart, brainstorm with your group
mates what you know about the following:
G

Contin Topic Sentence


Stop Supporting
Sentences/Details

TOPIC SENTENCE

SUPPORTING SENTENCES
__________________________________________
__________________________________________

CLOSING SENTENCE
___________________________________________
___________________________________________

Activity
Task 2: How Are We Alike?
Directions: Explain the analogy between a burger and paragraph structure.

Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat


Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
Task 3: What’s the Topic?

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.

Task 4: What Matters!

Directions: Look at the following outline of a paragraph. The point is followed


by six facts, only three of which are on target in supporting the point. The
other facts are irrelevant to the point. See if you can check the three relevant
statements of support—the ones that hit the bull‘s-eye.

Point: My dog Otis is not very bright.

___ 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.

Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat


Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
Explanation
1. Most dogs know their names. Otis‘s unfamiliarity with his own name reveals a weak
memory, and memory is one aspect of intelligence. You should have checked this
item.
2. Even an intelligent dog might be sad when its companions leave the house.
3. Both bright and not-so-bright dogs are happy to see old and new human friends.
4. The inability to distinguish between a bush and an animal—friendly or hostile—suggests
a lack of analytical skills. You should have checked this item.
5. Dogs of all degrees of intelligence have been known to be friendly with cats.
6. Most dogs recognize food much more often than their owners would like them to.
Otis‘s inability to find food clearly indicates poor problem-solving skills. You should also
have checked this item.

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:

Learning to write, more complex pieces begins with understanding paragraph.


The parts of a paragraph are vital to writing well-structured paragraphs, which in
turn build well-structured essays .

Application
Task 5: Clip
It!

Directions: Make clippings of short paragraphs from newspapers or


magazines. Then, use three highlighter pens to color the three parts in your
paragraphs.

Example:

Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat


Contact No.: 09606452279
FbAccout: DepEd Salaman NHS
Task 6: Write It Down!

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:

the creation of the universe (coming from something or


from nothing)
the existence of evils and death
natural phenomena ( tornados, grand canyon, wind, rain,
etc… )
the creation of (wo)men and their companions
the relationship between man and his/her creator
the life cycle

PARAGRAPH WRITING

Address: Kaganawan, Brgy. Salaman, Lebak, Sultan Kudarat


Contact No.: 09606452279
FbAccout: DepEd Salaman NHS

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