Instructional Plan in English 7

INSTRUCTIONAL PLAN TEACHERS NOTES

Objectives:
1. Express whether a statement is true or false based on what you know.
2. Recognize differences in voice levels and speech patterns.
3. Determine words or expressions in a selection that are similar or opposite.
4. Use information presented in an article to infer, to evaluate, and to express critical ideas.
5. Discuss the features of proverbs, their intended purpose, and the setting during which they were produced.
6. Use appropriate volume and enunciation in a given communication situation.
7. Identify the unique features and properties of oral language.
8. Observe rules on subject-verb agreement (separate lesson)
9. Recognize the features and codes of the librarys information sources.
A. Overview of Content and Objectives
Theme: Appreciating Myself
Sub-Theme: Valuing our elders Wisdom
Primary Selection: Selected Philippine Proverbs
Parallel Selection: Recorded Speech and Dialogue

17 June 2013 _ Monday

Task I. TRUE OR FALSE
Have the student express if the statements in Task
1 are true or false based on what they know;
Ask the students to find partner to exchange
ideas;
Discuss the responses of the students;
Introduce the coverage of the lesson.

On a half-sheet of paper, write T if the statement is
true according to what you know and F if it is false.
Be ready to explain your answer 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.

Task 2. WHAT DID THEY SAY?

Have the students listen to three taped
descriptions of Philippine Folk Literature twice;
Ask students to make inferences about what was
listened to using the grid;








B. Assessment Plan
1. Pre-Assessment
TRUE or FALSE (See Task 1, Your Initial Task)
2. Post-Assessment
A GLORIOUS PAST (See Your Final Task)
C. Resources
1. Materials
Listening inputs
Writing implements
Copies of pair speaking-listening tasks
D. Activities
1. INTRODUCTION
TRUE OR FALSE (See task 1 of Your Initial Task)
WHAT DID THEY SAY? (See Task 2)
Have the students listen to 3 taped
descriptions of Philippine Folk
literature.
Ask students to make inferences
about what was listened to using the
grid.
Elicit student generalizations that
differences in voice levels and speech
patterns affect our understanding of
what we listen to.
SIMILAR OR OPPOSITE? (See task 3)
VISUAL THESAURUS
Explore their awareness of a
thesaurus as a helpful tool in learning
synonyms and antonyms

2. PRESENTATION
LOCATE, REFLECT, EVALUATE (See Task 1,
Instructional Plan in English 7

Discovery Task)
Have the students accomplish their
task in pairs
Call on the students to prove the
correctness of their responses
CLASSIFYING PROVERBS (See task 2, Discovery
task)
Ask students to use Damian Eugenios
system to classify the proverbs
Discuss the students responses and
the meaning of proverbs
In cases of differing answers, explain
why proverbs may fall under one
category. This is an opportunity for
students to think aloud.

3. ENRICHMENT
LOUD AND CLEAR
Assign students into pairs. Each pair
should be given a set of different
passages the contents of should not
be divulged immediately.
Have each student read quietly
his/her assigned passage and
formulate three questions to ask
his/her partner after reading it aloud.
ORAL PRACTICE
Model THE proper oral reading of
each of the two passages.
Have the students practice
fundamentals of proper oral reading

4. EXPANSION
TUNE IN: LISTENING TO DIALOGUE
Before the students listen, ask the
students about the important
consideration then listening to people
who are speaking
Instruct the students to take note of
the characteristics of the speakers
voice and their conversation.
Have the students listen to the taped
dialogue between an elderly man and
a student about proverbs
PROCESSING THE DIALOGUE
Process the listening activity by
focusing on the following
a. Characteristics of the speakers
voice
b. Quality of the conversation
c. Students difficulties in listening


Complete the grid below as you listen to the
recording.

Recording Descriptions
of the Speaker's
Voice
Descriptions
of the Speaker's Message
1.
2.
3.

TASK 3. SIMILAR OR OPPOSITE?

Have the students accomplish the task;
Validate the responses of students by referring
them to how the words were used in the
selection;

In terms f meaning, a word may be synonymous (similar) or
antonymous (opposite) to another. Form the correct pairs
of synonyms and antonyms used in the selection.

compiled native ancestors gathered
comprehensive limited complex brief
elders simple lengthy indigenous

Synonyms Antonyms











Task 3.1 Practice Makes Perfect
Identify the following set of words as synonyms or
antonyms
_____1. Task activity
_____2. Strengthen weaken
_____3. Ideas concepts
_____4. Virtue attitude
_____5. Humorous dramatic







Instructional Plan in English 7

to the elderly
Discuss with the students how their
experience of noting information
would be different if they were
reading a written material talking
about the topic of the conversation
they listened to
Summarize the features of oral
language
EXAMINING THE PARAGRAPH
Have the students copy the short
paragraph. It contains sentence with
common errors in subject verb
agreement
Require students to study if the
sentences in the paragraph were
written correctly
CONTROLLED GRAMMAR PRACTICE
Have the students perform Task 4,
Discovery Task
EXTENDED GRAMMAR PRACTICE

5. SYNTHESIS
INSIGHTS SHARING
Ask each student to write on a
sheet of paper two ideas
a. Are proverbs just a thing of the
past?
b. Why should our proverbs be
preserved?
Have each student discuss his/her
ideas with a partner.
HOMEWORK
Explain the mechanics of Your Final
task


VISUAL THESAURUS (5 minutes)

Explore students awareness of a thesaurus as a
helpful tool in learning synonyms and antonyms.
Show the following visual thesaurus for the key
concept in their reading selection.
Ask for students awareness of the words in the
visual thesaurus.




I

AGREEMENT:
Know what is proverb and provide some examples by
interviewing your household.


18 June 2013 Tuesday

Checking of assignment

Reading of the Selection

Comprehension Check:

1. What are proverbs?
2. Give the six categories/classification of
proverbs according to Damiana L. Eugenio
3. How important proverbs during the early time?
4. Explain this: Proverbs are meaningful rules of
righteous living.



Instructional Plan in English 7


(June 19, 2013)
June 24, 2013

2. Task 1. LOCATE, REFLECT, AND EVALAUTE!

Have the students accomplish the task in pairs.
Call on students to prove the correctness of their
responses.
Probe into students value judgments concerning
the issues they forward or imply.
_____ 1. Only a few people work on compiling folk
literature.
_____ 2. Proverbs and other forms of folk literature
were introduced
by the Spaniards.
_____ 3. Our ancestors proverbs served as
guideposts for upright living.
_____ 4. All proverbs are poetic and figurative in
nature.
_____ 5. Proverbs may have geographical origins.
_____ 6. People react to the meaning of proverbs
quite quickly.
_____ 7. Proverbs are more superior than other
literary forms
in expressing messages.
_____ 8. If proverbs can instruct, they can definitely
prescribe.
_____ 9. It is impossible to classify and categorize
our numerous proverbs.
_____ 10. Our proverbs reflect a lot of things about our
culture and identity.

Task 2. CLASSIFYING PROVERBS (20 minutes)
(see LP. Pp. 7-8)

Ask students to use Damiana Eugenios system to
classify the proverbs.
Discuss the students responses and the meanings
of the proverbs.
In cases of differing answers, explain why proverbs
may fall under more than one category. This is an
opportunity for students to think aloud.

Use Damiana Eugenios system to classify the
following proverbs. Use the given codes.
G proverbs expressing a general attitude towards life and
the laws that govern life
E ethical proverbs recommending certain virtues and
condemning certain vices
V proverbs expressing a system of values
T proverbs expressing general truths/observations about
Instructional Plan in English 7

life and human nature
H humorous proverbs
M miscellaneous proverbs
____ 1. Matibay ang walis, palibhasa'y magkabigkis.
A broom is sturdy because its strands are tightly
bound.
____ 2. Sa taong walang takot, walang mataas na bakod.
To a fearless person, no fence is high enough.

____ 3. Kung ano ang puno, siya ang bunga.
Whatever the tree, so is the fruit.
____ 4. Aanhin pa ang damo, kung patay na ang
kabayo. What good is the grass if the horse is
already dead.
____ 5. Kung may isinuksok, may madudukot. If you
save, you have something to withdraw.
____ 6. Ang magalang na sagot, nakakapawi ng
pagod. A respectful retort wipes away weariness.
____ 7. Ang hindi marunong magmahal sa sariling
wika, daig pa ang
malangsang isda. He who does not love the national
language is worse than a smelly
fish.
____ 8. Ang mabigat ay gumagaan, kung
pinagtutulungan. A heavy burden is lightened if
everyone participates in carrying it.
____ 9. Ang buhay ay parang gulong, minsang nasa
ibabaw, minsang nasa
ilalim. Life is like a wheel; sometimes you are on
top, sometimes you are in
the bottom.
___ 10. Ang pili ng pili, natatapat sa bungi. One who is
choosy ends up with the least attractive choice.

June 25, 2013 - Tuesday
Task 3. Tune in!
Copy the table below on a half-sheet of paper. As you
listen twice to a short dialogue, write your observations
and notes under the appropriate columns.








Instructional Plan in English 7


Deductive Presentation of Lesson
June 26, 2013
Rules on Subject and Verb Agreement

Basic Rule
The basic rule states that a singular subject takes a
singular verb, while a plural subject takes a plural verb.
NOTE: The trick is in knowing whether the subject is
singular or plural. The next trick is recognizing a
singular or plural verb.
Hint: Verbs do not form their plurals by adding an s as
nouns do. In order to determine which verb is singular
and which one is plural, think of which verb you would
use with he or she and which verb you would use with
they.
Example:
talks, talk
Which one is the singular form?
Which word would you use with he?
We say, "He talks." Therefore, talks is singular.
We say, "They talk." Therefore, talk is plural.
Rule 1
Two singular subjects connected by or or nor require a
singular verb.
Example:
My aunt or my uncle is arriving by train today.
Rule 2
Two singular subjects connected by either/or or
neither/nor require a singular verb as in Rule 1.
Examples:
Neither Juan nor Carmen is available.
Either Kiana or Casey is helping today with stage
decorations.
Rule 3
When I is one of the two subjects connected by
Instructional Plan in English 7

either/or or neither/nor, put it second and follow it
with the singular verb am.
Example:
Neither she nor I am going to the festival.
Rule 4
When a singular subject is connected by or or nor to a
plural subject, put the plural subject last and use a
plural verb.
Example:
The serving bowl or the plates go on that shelf.
Rule 5
When a singular and plural subject are connected by
either/or or neither/nor, put the plural subject last and
use a plural verb.
Example:
Neither Jenny nor the others are available.
Rule 6
As a general rule, use a plural verb with two or more
subjects when they are connected by and.
Example:
A car and a bike are my means of transportation.
Rule 7
Sometimes the subject is separated from the verb by
words such as along with, as well as, besides, or not.
Ignore these expressions when determining whether to
use a singular or plural verb.
Examples:
The politician, along with the newsmen, is expected
shortly.

Excitement, as well as nervousness, is the cause of her
shaking.

Instructional Plan in English 7

Rule 8
The pronouns each, everyone, every one, everybody,
anyone, anybody, someone, and somebody are singular
and require singular verbs. Do not be misled by what
follows of.
Examples:
Each of the girls sings well.
Every one of the cakes is gone.
NOTE: Everyone is one word when it means
everybody. Every one is two words when the meaning
is each one.
Rule 9
With words that indicate portionspercent, fraction,
part, majority, some, all, none, remainder, and so forth
look at the noun in your of phrase (object of the
preposition) to determine whether to use a singular or
plural verb. If the object of the preposition is singular,
use a singular verb. If the object of the preposition is
plural, use a plural verb.
Examples:
Fifty percent of the pie has disappeared.
Pie is the object of the preposition of.
Fifty percent of the pies have disappeared.
Pies is the object of the preposition.
One-third of the city is unemployed.
One-third of the people are unemployed.
NOTE: Hyphenate all spelled-out fractions.
All of the pie is gone.
All of the pies are gone.
Some of the pie is missing.
Some of the pies are missing.
None of the garbage was picked up.
None of the sentences were punctuated correctly.
Of all her books, none have sold as well as the first
one.




Instructional Plan in English 7

Rule 10
The expression the number is followed by a singular
verb while the expression a number is followed by a
plural verb.
Examples:
The number of people we need to hire is thirteen.
A number of people have written in about this subject.
Rule 11
When either and neither are subjects, they always take
singular verbs.
Examples:
Neither of them is available to speak right now.
Either of us is capable of doing the job.
Rule 12
The words here and there have generally been labeled
as adverbs even though they indicate place. In
sentences beginning with here or there, the subject
follows the verb.
Examples:
There are four hurdles to jump.
There is a high hurdle to jump.
Rule 13
Use a singular verb with sums of money or periods of
time.
Examples:
Ten dollars is a high price to pay.
Five years is the maximum sentence for that offense.
Rule 14
Sometimes the pronoun who, that, or which is the
subject of a verb in the middle of the sentence. The
pronouns who, that, and which become singular or
plural according to the noun directly in front of them.
So, if that noun is singular, use a singular verb. If it is
plural, use a plural verb.
Instructional Plan in English 7

Examples:
Salma is the scientist who writes/write the reports.
The word in front of who is scientist, which is singular.
Therefore, use the singular verb writes.
He is one of the men who does/do the work.
The word in front of who is men, which is plural.
Therefore, use the plural verb do.
Rule 15
Collective nouns such as team and staff may be either
singular or plural depending on their use in the
sentence.
Examples:
The staff is in a meeting.
Staff is acting as a unit here.
The staff are in disagreement about the findings.
The staff are acting as separate individuals in this
example.
The sentence would read even better as:
The staff members are in disagreement about the
findings.
Guide Practice:
Select the correct verb form to agree with the subject.
1. There _________ nine people on the team.
are
is
am
2. I ____ fifteen years old.
are
is
am
3. He ___ the fastest runner on the team.
are
is
am

Instructional Plan in English 7


4. You____ to be home by five o'clock.
has
have

5. I ___ a few dollars left.
have
has

6. They _____ a dog named "Spot".
have
has

7. She ____ an appointment with her doctor.
have
has

8. We _____ paper and pencils, but no glue.
have
has

9. I ____ home after school.
go
goes

10. Mark _____ to work at 6:00 am.
go
goes






Instructional Plan in English 7