You are on page 1of 6



July 19, 2017

Teaching Dates and Time: G7- Amity (6:00-7:00) Quarter: First
G7- Wisdom (11:15-12:15)

A. Content Standards 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

B. Performance Standards: The learner transfers learning by: resolving conflicts presented in literary selections; composing grammatically
discrete expressions and sentences; reporting with appropriate non-verbal gesticulation working cooperatively;
performing an enhanced rendition of a text; and establishing a semantic relationships of words as well as
familiar, colloquial and idiomatic expressions.

C. Learning RC1a: Use predictive and anticipatory devices/task to activate prior knowledge about the topic of
Competencies/Objectives: reading/viewing selection.
Write the LC Code for each Present the advantages and disadvantages of a given situation through a graphic organizer
Give the definition of words through context clues
RC1b: Use information presented in a reading or viewing selection to infer, to evaluate, and to express critical

Why the Sky is High
(Tagalog and Iloko Versions)
A. References

1. Teacher’s Guide Pages Teacher’s Guide, pages38-39

2. Learner’s Materials Pages Learners’ Material, pages 38-41

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR)

B.Other Learning Resources Learning Module, Tarpapel, Pictures


A. Reviewing Previous MY MULTI-LAYERED SKY (10minutes)

Lesson or Presenting the See Task 1 “Your Initial Tasks”
New Lesson a. Teacher reviews the students about making a semantic map.
b. Students accomplish the task on page 38
c. Teacher posts a copy of the map on the board and invite students to write their answers on the board. Process
Share their answers.
d.Teacher relates these answers to the text to be read.


for the Lesson Learners unlock the meaning of the following difficult words through context clues:
1. Sloppily
2. Pestle
3. Venison
4. Marrow
5. expulsion

C. Presenting
Examples/Instances of Learners imagine the sky that is low and will list down the advantages and disadvantages of having it
the Lesson

Learners listen to the three versions of the story “Why the Sky is High”
D.Discussing New Concepts In all these stories, what is the reason that made the sky rise? Find out.
and Practicing New Skills
#1 Why the Sky Is High
In the early days, when the sky was still low, two brothers named Ingat and Daskol lived with their parents
on earth. As their names indicate, Ingat was careful in everything he did and was therefore his father‘s right
hand man. He was always helping with the work in the field and his parents were very pleased with him.
On the other hand, Daskol did his work sloppily. In the absence of a daughter in the family, the house work
came to be Daskol‘s responsibility. He fetched water, cleaned the house, and did the cooking. He also did the
pounding of the palay that his father and Ingat harvested. Even in pounding, Daskol lived up to his name. Half
of the grain he pounded scattered and fell to the ground. Being naturally lazy and impatient, he did not like the
work of pounding rice.
One day, Daskol had to pound a greater quantity of palay than usual. He was irritated because every time
he raised the pestle higher, and every time it hit the sky, the sky would be raised. In his hurry, Daskol did not
notice that the sky was rising. When he finished pounding the rice, he looked up and discovered that the sky had
risen and it is where it is today.
Why the Sky Is High
In the olden days, the only people on earth were a man and a woman. One day, they ate venison which the
man had brought home from hunting. But because the bones were very big and they wanted to eat the marrow,
they thought of pounding the bones. The woman removed her comb and necklace and hung them on the low
sky. But whenever she pounded, she would hit the sky. So she requested the sky to rise higher. It thundered and
the sky rose higher. Still the pestle hit the sky. So the woman again asked the sky to go higher. It thundered and
the sky rose higher. Still the pestle hit the sky. So the woman again asked the sky to go higher. Again it
thundered and the sky rose as high as could be. When the woman remembered what she had hung, it was too
late. They became the moon and the stars.

E. Discussing New Concepts and Learners answer the following questions after reading the three versions of the the story:
Practicing New Skills #2 1.Who are the brothers mentioned in the Tagalog version of the story? What attributes were revealed by
these two?
2.What were the man and woman eating in the Iloko version? What did the woman do that made the sky
Who pierced one of the gods in the sky according to the Hiligaynon version?

Learners answer the task on page 41 “Before and After”

F. Developing Mastery
(Leads to Formative Assessment )

G. Finding Practical Learners compare and contrast the three versions of the story . How are they similar from one another? In what
Applications of Concepts and ways are they different?
Skills in Daily Living

H. Making Generalizations and

Abstractions about the Lesson
I. Evaluating Learning

J. Additional Activities for

Application or Remediation


A. No. of learners who earned 80%
in the evaluation

B. No. of learners who require

additional activities for

C. Did the remedial lessons work?

No. of learners who have caught
up with the lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?

G. What innovations or localized

materials did I use/discover which
I wish to share with other

Submitted by: Checked by:


Teacher I OIC/ Head Teacher III