Republic of the Philippines

CAPIZ STATE UNIVERSITY

Main Campus, Roxas City

COLLEGE OF EDUCATION

LESSON PLAN IN ENGLISH 7

I. OBJECTIVES
At the end of the lesson the students should be able to:
a. compare and contrast the three legends, and
b. express ideas about knowing the consequences of one’s actions.

II. SUBJECT MATTER

a. Content/Topic: Recalling our ancestors’ beliefs

b. References: Grade 7 Learner’s manual (PP. 38 - 44)
c. Materials: Visual aids and copies of the text.
d. Value focus: Awareness of consequences

III. PROCEDURE

A. Preliminary Activities
 Prayer
 Greetings
 Checking of attendance

B. Motivation
The students will give their ideas on thepictures shown.

C. Presentation
Today we will be discussing the 3 versions of the legend, Why The Sky Is High. Let us see what
they do and do not have in common.
D. Unlocking of Difficulties
Match the words with their definitions.
1. sloppily a. to wave or swing something in a threatening or excited manner
2. pestle b. the act of forcing someone to leave
3. venison c. a soft substance that fills the bones of people and animals
4. marrow d. to hit something again and again with force
5. expulsion e. not careful or neat
6. pounded f. the meat of a dear
7. feast g. a hard tool with a rounded end that is used for pounding or crushing
8. brandish h. to make a hole through something
9. pierce i. a large formal dinner
j. a place in Italy

E. Discussion
Read the selection Why The Sky Is High using the Read Aloud strategy and discuss important
things from each paragraph.
Why the Sky Is High
(Tagalog)

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.

F. Application
The students will be divided into 3 groups. Each will perform a version of the above mentioned
selection. A criteria will be used as basis.
G. Generalization

 Which version was the most interesting?

 What was the main reason why the sky rose?
IV. EVALUATION
COMPARE AND CONTRAST
Directions: Compare and contrast the three versions using a venn diagram.

TAGALO
ILOKO
G

HILIGAY
NON

V. AGREEMENT

Research other similar stories and retell it to the class next meeting.
CRITERIA FOR ROLEPLAYING

Delivery 50%
Mastery 30%
Preparations 20%

TOTAL 100%

Prepared by:

NICOLE C. ATIZARDO
Student-Teacher

Checked by:

CATHERINE L. JAVILLO
Cooperating Teacher
 Republic of the Philippines
CAPIZ STATE UNIVERSITY
Main Campus, Roxas City

COLLEGE OF EDUCATION

LESSON PLAN IN ENGLISH 7

I. OBJECTIVES
At the end of the lesson the students should be able to:
c. compare and contrast the three legends, and
d. express ideas about knowing the consequences of one’s actions.

II. SUBJECT MATTER

e. Content/Topic: Recalling our ancestors’ beliefs

f. References: Grade 7 Learner’s manual (PP. 38 - 44)
g. Materials: Visual aids and copies of the text.
h. Value focus: Awareness of consequences

III. PROCEDURE

A. Preliminary Activities
 Prayer
 Greetings
 Checking of attendance

B. Motivation
The students will give their ideas on the pictures shown.

C. Presentation
Today we will be discussing the 3 versions of the legend, Why The Sky Is High. Let us see what
they do and do not have in common.
D. Unlocking of Difficulties
Match the words with their definitions.
10. sloppily a. to wave or swing something in a threatening or excited manner
11. pestle b. the act of forcing someone to leave
12. venison c. a soft substance that fills the bones of people and animals
13. marrow d. to hit something again and again with force
14. expulsion e. not careful or neat
15. pounded f. the meat of a dear
16. feast g. a hard tool with a rounded end that is used for pounding or crushing
17. brandish h. to make a hole through something
18. pierce i. a large formal dinner
j. a place in Italy

E. Discussion
Read the selection Why The Sky Is High using the Read Aloud strategy and discuss important
things from each paragraph.
Why the Sky Is High
(Iloko)

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.

F. Application
The students will be divided into 3 groups. Each will perform a version of the above mentioned
selection. A criteria will be used as basis.

G. Generalization

 Which version was the most interesting?

 What was the main reason why the sky rose?
 IV. EVALUATION
COMPARE AND CONTRAST
Directions: Compare and contrast the three versions using a venn diagram.

TAGALO
ILOKO
G

HILIGAY
NON

V. AGREEMENT
Research other similar stories and retell it to the class next meeting.
CRITERIA FOR ROLEPLAYING

Delivery 50%
Mastery 30%
Preparations 20%

TOTAL 100%

Prepared by:

NICOLE C. ATIZARDO
Student-Teacher

Checked by:

CATHERINE L. JAVILLO
Cooperating Teacher