Curriculum

Map
2
English Communication Arts Series (ECAS)
Eight Edition
K to 12 Curriculum Compliant
Grade 7: ECAS through Philippine Literature
Program Standard The students demonstrate communicative competence through his or her understanding of literature and other
texts types for a deeper appreciation of Philippine Culture and those of other countries.
Grade Level Standard The students demonstrate communicative competence through his/ her understanding of Philippine Literature and
other texts types for a deeper appreciation of Philippine Culture.

Teachers Wraparound Edition

Content Standard The students demonstrate understanding of: precolonial 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 students transfer learning by: showing appreciation for the literature of the past; comprehending texts using ap-
propriate 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.
Legend:
A – RC/SS (Reading Comprehension/Study Skills), B – LC (Listening Comprehension), C – VC (Viewing Comprehension), D – VD (Vocabulary Development), E – Lit (Litera-
ture), F – WC (Writing and Composition), G – OL/F (Oral Language and Fluency), H – GA (Grammar Awareness)

Unit Number 1
Unit Title Philippine Oral Lore
Number of Days 55 days
Core Understandings
Topics Competencies Assessments Activities Values Integration
and Core Questions
Lesson 1 Students will understand A1 Read intensively • Seatwork A1/A2 a. • Maximize and
Electing Class Officers that: to find answers to • Worktext exercises List down the things develop talents
14 days 1. English being the specific questions • Pair work and that you promise to and skills to
universal language EN7RC-I-c-7.1 Group work do to succeed in high achieve one’s
will bridge gaps in • Assignment school optimum self
communication A2 Develop effective • Recitation • Grab every
and understanding study habits • Quiz opportunity to
among people. ECAS7SS-I-l-1.1a • Performance Task learn and unravel
new discoveries
 2. Break intercultural A3 Take down notes A1 b./A3 a./A4 a./­A5 a./
differences by effectively C2 a.
finding common ECAS7SS-I-l-1b Read and take note of
grounds that important details from
will result in A4 Scan for specific a broadsheet
acceptance and information A1 c./A2 b./A3 b.
respect. EN7SS-I-a-1.5.2 Skim and scan para-
3. Different cultures graphs provided and
are unified by A5 Skim for major answer the questions
similar sets of ideas using that follow
values passed to all headings as guide A2/A3 c.
generations. EN7SS-I-a-1.5.1 Add three more
4. Our history as instances that require
a nation and close reading/in-depth
our stories as reading
individuals are
what should make B1 Extract information B1 a. Follow your
us proud Filipinos. from the text teacher
listened to as he/she
Students will keep EN7LC-II-a-6.1 pronounces
considering the following the following
questions: words, then
1. How can English note how the
as a language sounds are
bridge differences produced
in culture, belief,
etc., and connect
people around the
world?

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2. How can B2/H1 B1/B2/H1 a.
cultural identity Recognize prosodic Listen carefully to the
influence people’s features: volume, pro- paragraphs about the
perception jection, pitch, stress, in- Philippines that will be
toward another’s tonation, juncture, and read by your teacher.
individuality? speech rate that serve Then, fill in the blanks
3. What make as carriers of meaning to complete the sen-
proverbs timely EN7LC-I-a-5 tences
and universal?

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4. How is Philippine B2 c./C1 a./C2 b.
Literature a Recall an experience
reflection of who you had talking with a
we are as Filipinos person with a different
then, now, and in accent. If not, surf the
the future? Internet for video or au-
dio clips of people with
different accents. Then,
answer the following
questions provided

C1 Identify the C1 b./G1 a.

genre of a mate- Choose two genres
rial viewed (such and download a two-to
as movie clip, three-minute video for
trailer, news flash, each. Then, share them
Internet-based pro- with the class and
gram, documen- briefly discuss why you
tary, video, etc.) like them
EN7VC-I-d-6
 C2 Determine the C2 c. Scan the code
truthfulness and to access the
accuracy of a mate- links. Then,
rial viewed using the tips
EN7VC-I-h-i-10 discussed,
evaluate the
truthfulness and
accuracy of the
material. As a
class, talk about
the material
viewed

C1 c. Identify the
genre being
described in
the statements
provided

D1/H2/G1 D1 a./H2 a./H3 a./G1 b.

Distinguish With a partner, look up
between slang the meaning of each
and colloquial slang expression, then
expressions in think of a situation in
conversations which you can use
EN7V-I-a-22 them in a role-play

D2 Explain the D1 b./D2 a./H2 b.

predominance Write the complete ex-
of colloquial pression of the follow-
and idiomatic ing colloquial terms
expressions in oral
communication
EN7V-I-g-i-22.3

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H3/G2 H3 b./G2 a.
Use appropriate verbal List down pieces of
and nonverbal cues information about
when developing, yourself you will use in
maintaining, and end- a two-minute introduc-
ing conversations and tion of yourself
dialogues
EN7OL-II-a-b-4.1

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H5/G3 H3 c./G2 b./H5/G3 a.
Employ correct turn- With “Electing Class
taking, turn-giving, and Officers” as your guide,
topic control strategies conduct a mock elec-
in conversations and tion in class
dialogs
EN7OL-II-c-d-2.7

Lesson 2 C1 Identify sensory C1/E1/E3/F1 a. • Words and actions

The Cycle of the Sun images used Search online for are powerful tools
and the Moon in audio-visual Filipino riddles and one should use
7 days materials share them with the wisely
ECAS7VC-I-l.2 class. Then, have your • Regrets are chains
classmates guess the that will only hold
answers to the riddles you back

C2 Organize C2 a. Read the story,

information from a then complete
material viewed the story chart
EN7VC-I-f-g-9 of “The Cycle
of the Sun and
Moon”
 E1 Express E1/E3/F1 b.
appreciation for Solve the riddles pro-
sensory images vided
used E2 a./E3 c./F1 c./H1 a.
EN7LT-I-c-2.2.1 Translate the proverbs
into English, then
E2/H1 choose two that you
Identify the distin- will explain
guishing features of
proverbs, myths, and E1/E2 b./H1 b.
legends Ask your elders for
EN7LT-I-a-2.1 some proverbs to be
included in your class
treasury of proverbs

E2/H1 c.
With a partner, select
three proverbs that you
will analyze whether
you agree or disagree
with it. Then, support
your answer with an
explanation

E3 Describe the E3/H2 b.

different literary Scan the code to watch
genres during the a video of another
precolonial period Filipino folktale. Then,
EN7LT-I-a-i-1 complete the same
story chart previously
used

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D1/H3 D1/H3 a.
Identify figures of Identify whether the
speech that show com- figure of speech used
parison (simile, meta- in the sentence is a
phor, personification) metaphor, a simile, or
EN7V-II-c-e-10.1.2 a personification. Then,
be able to explain the
F1 Distinguish figure of speech
between oral
and written

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communication
EN7WC-I-a-4

G1 Pronounce words G1. a. Read the

with correct words aloud
syllable stress with correct
ECAS7OL-I-l.2 syllable stress
Lesson 3 A1 Use nonlinear A1/E1 a. • Do acts of kindness
The Prowess of visuals as aids Fill in the following no matter how
Aliguyon comprehensive in brainstorming web with small
8 days content texts information you remem- • Be grateful for
EN7RC-I-e-2.15 ber about Filipino epics every detail in
your life, good or
C1 Give the meaning C1/H3/H4 a. bad, for they are all
of given signs and Write five sentences blessings
symbols (road about the photos on
signs, prohibited the website following
signs, etc.) the rules of subject-
EN7VC-I-c-3.1.3/ verb agreement
EN7SS-I-g-h-12 C1/H3/H4 b.
Watch a news program,
then write five sen-
tences about the news
following the rules of
subject-verb agreement
 E1 Understand and
appreciate the
Filipino regional
epic
ECAS7LT-I-1.3

E2 Determine the E2 Identify the conflict

conflicts presented in the statements
in the literary lifted from the
selections and the selection
need to resolve
those conflicts in
nonviolent ways
EN7LT-II-a-4

F1 Recognize the
parts of a simple
paragraph
EN7WC-I-e-f-2.8.1

F2 Identify supporting F1/F2/H1 a.

details Underline the topic
EN7WC-II-f-g-5.2 sentence in each para-
graph and encircle the
supporting details

G1 Use appropriate G1/H5 a.

techniques and Use the phrasal verb
strategies when and suggested re-
asking questions sponse in answering
and eliciting the questions
answers
EN7OL-II-ee-f-3.7

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 H1 Recognize main/
key ideas
EN7WC-II-d-e-5.1

H2 Differentiate H2 a. Research on
literary writing literary and
from academic academic texts
writing about epics,
EN7WC-I-b-c-4.2 then provide
references in a

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table

H3 Observe correct H3 c. Determine

subject-verb whether the
agreement verb agrees
EN7G-I-a-j-11 with the
subject in each
sentence. Write
No Error if they
do agree, oth-
erwise rewrite
the sentence

H4 Use phrases, H4 c./H5 b./H6 a.

clauses, and Write sentences us-
sentences ing linking verbs and
appropriately and modal verbs
meaningfully
EN7G-II-a-j-1

H5 Identify and use H5 c./H6 b.

verbs Match the modal verb
ECAS7G-I-l.3 with its meaning
H5 d./H6 c.
H6 Use modals Identify the modal verb
appropriately and main verb in each
EN8G-III-a-3.6 sentence
 Lesson 4 A1 Use nonlinear A1 a./G1 • Acceptance and
The Good Prince visuals as Conduct an interview love for oneself
Bantugan comprehensive with your grandpar- create massive
7 days aids in content ents, parents, or elder impacts on one’s
texts relatives about what character
EN7RC-I-e-2.15 makes your family • Jealousy breeds
unique or you can also insecurity and
think of other topics hatred
A1 b. In two or
more short
paragraphs,
write about a
topic using the
information
obtained from
your interview

D1 Select an D1 a. Identify the

appropriate meaning of
colloquial or each idiom
idiomatic word D1 b. Complete the
or expression as sentences by
a substitute for choosing the
another word or correct idioms.
expression If necessary,
EN7V-I-e-f-22.2 change the
pronouns in
the idioms

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 D1 c. With a
E1 Identify the partner, look
characteristics of for idiomatic
and techniques in expressions
a Filipino epic that can be
ECAS7LT-I-l.4 used everyday.
When the
teacher calls
out a new

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situation, talk
to another
classmate
using idioms

E2 Explain how E1/E2/E3 a.

the elements Identify how the char-
specific to a genre acter is portrayed in the
contribute to passages
the theme of a E1/E2/E3 b.
particular literary Compare and contrast
selection the two characters,
EN7LT-I-b-2.2 then write an essay
using the format that
E3 Draw similarities your teacher will give
and differences you
of the featured E1/E2 c.
selections in Arrange and number
relation to the the following state-
theme ments in the right
EN7LT-i-g-h-2.3 sequence
 G1 Use verbal and
non verbal cues
in conversations,
dialogues, and
interviews
EN7OL-II-a-4

G2 Read with correct G2 Read the

sentence stress paragraphs
ECAS7OL-1-4 observing correct
sentence stress

H1 Observe correct H1 a. Put a check

subject-verb mark (3) on
agreement the line if
EN7G-I-a-i-11 the sentence
follows the
rules of
subject verb
agreement and
if not, put a
cross mark (7)
H1 b. Write a
sentence using
the given
indefinite
pronoun
following
the rules of
subject-verb
agreement

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 Lesson 5 B1 Note specific B1/B2/B3/E1 a. • Karma marks
The Monkey and the details/elements Listen as your teacher unforgettable life
Turtle listened to reads about fable then, lessons
4 days EN7LC-II-c-2.1/ repeat after him or her. • Do good deeds
EN7LC-II-c-3.1 Remember to follow and it will be
the correct sentence returned to you in
B2 Make predictions stress waves
about the contents

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of the texts listened
to
EN7LC-II-h-2.5

B3 Infer thoughts and

feelings expressed
in the text listened
to
EN7LC-II-i-6.2

E1 Litsen to
appreciate the plot,
characterization,
and theme
ECAS7LT-I-1.5

F1 Retell—a chosen F1 a. Retell the

myth or legend— following
in a series of simple excerpts from
paragraphs stories
EN7WC-I-h-i-2.2
 F1 b. With a group,
visit a website
and choose a
Filipino fable.
Then, through
a report or
a skit, share
your insights
whether
the lessons
learned from
the fable is still
applicable in
present time.
You may use
multimedia
resources to
enhance your
output
F1 c. Choose a
Filipino fable
from your
school library
and hold a
Fable Festival
in class where
everyone
will share the
retold version
of their chosen
story

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 H1 Recognize H1 a. The sentences
sentence patterns provided
ECAS7G-I-l.5 follow the
S-IV pattern.
Indicate the S
and the N in
each sentence
H1 b. The sentences
provided

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follow the
S-TV-DO
pattern. Point
out the S, the
TV, and the DO
H1 c. Construct
sentences in
the S-TV-IO-O
pattern from
the jumbled
items
H1 d. Pick out the
DO, the IO, and
the OC in each
sentence.

H2 Observe correct H2 a. Following

subject-verb agree- the rules of
ment subject-verb
EN7G-I-a-i-11 agreement,
write a
sentence for
each picture
 Lesson 6 B1 Perceive the tone B1/E1 a. • Gear up and
Paruparong Bukid in a song Present an mp3 file of prepare to see the
15 days ECAS7LC-I-1.16 the best or worst song world’s gems
you have ever heard. • Embrace and
E1 Express Then, share with the celebrate
appreciation for class why you feel that everything about
sensory images, way about it you for you are
local color, irreplaceable
figurative language
used in songs
EN7LT-I-c-2.2.1/
EN7LT-I-c-2.2.2

E2 Discover literature E2/G1 a.

as a means of In groups, pick one
connecting to a song to sing in class
significant past
EN7LT-I-a-i-1

G1 Use the rising- G1 b. Read each

falling intonation statement
pattern with twice, the
Yes-No and tag first time
questions; the observing the
rising-falling terminal rising-
intonation with and-falling
information- intonation, and
seeking questions, the second
option questions time observing
and with the rising
statements intonation
EN7OL-I-f-1.14.4

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 G1 c. Read the
sentences
observing
the indicated
intonation
patterns
for time
expressions
G1 d. Listen to your

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teacher as he/
she reads the
sentences,
then imitate
the intonation
used
G1 e. Give oral
responses to
the requests
indicated.
Use either
the positive
responses
of course,
naturally,
certainly, surely,
no doubt, and
you can, or
the negative
responses of
course not,
certainly not,
naturally not,
and no indeed
in your requests
 H1 Recognize H1 a. Answer
sentence patterns questions in
ECAS7G-I-1.6 brief sentences
using the
patterns
provided
H1 b. Change the
statements
into simple
yes/no
questions
H1 c. Change the
statements
into simple
negative
questions

H2 Use tag questions H2 a. Change the

in transforming statements
statements into into questions
questions by adding tag
ECAS7G-I-l.4.a questions.
Observe
the correct
intonation
H2 b. Combine
the pairs of
statements
into a single
statement

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 H3 Identify, use, and H3 a. Use any of
answer requests the request
through correct patterns
sentence patterns discussed and
ECAS7G-I-l.4.b make a request
based on the
given situation
H3 b. Use negative
request

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patterns as you
ask your friend
not to do the
following
things listed
H3 c. Give oral
responses
to the given
requests as
indicated
in the
parentheses.
Use either
the positive
responses or
the negative
responses
listed
H3 d. Write an
answer to a
request made.
Then, make a
request of your
own
 Program Standard The students demonstrate communicative competence through his/her understanding of literature and other texts
types for a deeper appreciation of Philippine Culture and those of other countries.
Grade Level Standard The students demonstrate communicative competence through his/her understanding of Philippine Literature and
other texts types for a deeper appreciation of Philippine Culture.
Content Standard The students demonstrate understanding of: precolonial 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 students transfer learning by: showing appreciation for the literature of the past; comprehending texts using ap-
propriate 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.

Legend:
A – RC/SS (Reading Comprehension/Study Skills), B – LC (Listening Comprehension), C – VC (Viewing Comprehension), D – VD (Vocabulary Development), E – Lit (Litera-
ture), F – WC (Writing and Composition), G – OL/F (Oral Language and Fluency), H – GA (Grammar Awareness)

Unit Number 2
Unit Title Inspirations from the Past
Number of Days 41 days
Core Understandings
Topics Competencies Assessments Activities Values Integration
and Core Questions
Lesson 1 Students will understand A1 Use appropriate • Seatwork A1 a. Identify the • It is important to
1896 that: mechanisms/tools • Worktext exercises reference verify claims first
10 days 1. Speaking one’s in the library for • Pair work and source to use before immediately
mind may serve as locating resources Group work in finding the believing in them
a reflection of char- EN7SS-II-a-1 • Assignment information • Be careful and re-
acter and personal- • Recitation needed in the sponsible for one’s
ity. • Quiz given situation words and actions
• Unit Test
• Performance Task

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 2. One should not A1 b. Arrange the
confuse reality sets of words
from illusion for in correct
this may lead to alphabetical
mishaps and heart- order using a
breaks. dictionary
3. Differences (in A1 c. Use general
beliefs, ideologies, references to
etc.) need not be get the
grounds for mis- information

22 Teachers Wraparound Edition

understanding or needed. Use
disrespect. the thumb in-
4. Sometimes things dex and guide
and people come words when
and go, yet they using the dic-
become fragments tionary. Sketch
of good memories. pictures asked
for
Students will keep
considering the following A2 Use the card A2 a. Identify the
questions: catalog, the online type of card to
1. How can freedom public access cata- use in search-
of speech pave log, or electronic ing for the
the way toward search engine to materials in-
understanding locate specific dicated in the
among people? resources given situation
2. Why is it important EN7SS-II-a-c-1.5.3 A2 b. Use your
to understand the school’s
fine line between online catalog
what is real and to search for
make believe? three or more
3. How can diversity sources that
bring people will help you
together? accomplish
your home-
work in other
 4. How important subjects. Fill
is acceptance in out the table
moving forward in provided
life?
A3/C1 A3/C1
Use nonlinear visuals as Before and after read-
aids to comprehension ing the poem “1896,”
in content texts accomplish the K-W-L
EN7RC-I-e-2.15 chart to assess your
knowledge about it

E1 Note sensory de- E1 a. Point out

tails and mood passages in
EN7LT-I-c-2.2.1 “1896” that
provide sen-
sory details
and vivid im-
ages about it
E1 b. Prepare to
read the
“1896” in rap.
Assign parts
to be read
by particular
members and
parts to be
read by all. De-
cide what mu-
sic to use with
the poem and
invent your
own dance
steps, if you
wish. Present
this in class.

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 E2 Discover the con- E2 a. Share insights
flicts presented in on how to
literary selections achieve free-
and the need to re- dom peace-
solve those conflicts fully and
in nonviolent ways nonviolently
EN7LT-II-a-j-4 based on the
poem read
“1896”

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G1/H1 G1/H1 a.
Observe the correct Read the pairs of
production of vowel words and sentences
and consonant sounds, distinguishing correct
diphthongs, blends, sounds of \s\ and \sh\
glides, etc.
EN7F-I-a-3.11 H2 a. Answer the
H2 Identify and use questions with
interrogative pro- yes or no by
nouns looking for the
ECAS7RC-II-l.1 meaning of
the underlined
words and ex-
plaining your
answer
H2 b. Complete the
sentences
with the cor-
rect interroga-
tive pronoun
 H2 c. Change the
statements
into ques-
tions, then
use interroga-
tive pronouns
in place of
the answers
provided
H2 d. Using pro-
nouns, answer
the questions
with the com-
pleted yes/no
prompts
Lesson 2 C1 Note details, C1 a./H3 a.
To My Native Land sequence, and re- Think of five events in
7 days lationships of ideas your daily life that fol-
and events low a cause and effect
EN7VC-II-b-1/ pattern and write a
EN7VC-II-b-2 sentence for each one
using correct signal
words

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 D1/H1 C1 b./D1 a./H1 a./E1/F1
Discriminate between From the excerpt of
literal and figurative “Who Was the Rajah’s
language Son?”, highlight the
EN7V-II-a-b-10.1 sentences that use
literal language and
E1/F1 underline the state-
Classify sample texts ments that use figura-
into literal or figurative tive language
EN7V-II-a-10.1.1

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D1 b./H1 b.
Write F is the state-
ment uses figurative
language, and L if it
uses literal language
D1 c./H1 c.
Write a one-sentence
message using figura-
tive language for your
country

G1/H2 G1 a./H2 a.
Observe the correct Scan the code, then
production of vowel listen and practice
and consonant sounds, pronouncing the dif-
diphthongs, blends, ference between \ȯ\
glides, etc. and \ō\
EN7F-I-a-3.11 G b./H2 b.
Read the phrases with
correct \ȯ\ and \ō\, and
use them in sentences
 H3 Use appropriate H3 b. Identify the
grammatical sig- cause and the
nals or expressions effect in each
suitable to each sentence. and
pattern of idea: underline the
cause-effect cause once and
EN8G-II-g-9 the effect twice
H3 c. Watch a video
and take note
of at least three
events that
follow a cause
and effect
pattern. Then,
exchange ideas
with a class-
mate

H4 Understanding H4 a. Place a deter-

count nouns and miner before
mass nouns the italicized
ECAS7G-II-l.2 noun, then
change the
new sentence
into a simple
question using
such determin-
ers as some,
many, several,
few, much, and
a lot of, among
others

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 H4 b. Answer ques-
tions using
expressions of
quantity with
mass nouns
and determin-
ers with count
nouns in your

28 Teachers Wraparound Edition

answers

Lesson 3 A1 Gather current A1 a. Write P if the

A Night in the Hills information from given is a form
6 days newspapers and of print media
other print and and NP if it is
nonprint media a form of non-
EN7SS-II-g-i-2.1 print media
A1 b. Research on
the topic given
by the teacher,
then write
two- to three-
paragraphs
about it using
both print
and nonprint
media
 C1 Raise questions C1a./E1 a.
about a material In order to understand
viewed the selection, “A Night
EN7VC-II-h-j-2.5 in the Hills,” imagine a
friend inviting you to
E1 Develop a better a place shown in the
understanding of image that will be pre-
the human con- sented by your teacher,
dition through then list down ques-
literature tions you want to ask
EN7LT-III-a-i-5 him/her to help you
decide whether you
should go or not
C1 b. Use a diction-
ary to look for
the meaning
of the italicized
words, then
answer the
questions with
yes or no
E1 b. Based on the
characters’
words and
actions from
“A Night in the
Hills,” list down
character traits
that can be
inferred about
them

H1 Identify and use in- H1 a. Complete the

definite pronouns sentences us-
ECAS7G-II-l.3 ing indefinite

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pronouns

29
 Lesson 4 B1 Extracting informa- B1/B2 a.
How My Brother Leon tion and noting Listen to an English-
Brought Home a Wife details language radio
5 days EN7LC-II-a-6.1 program and extract in-
formation from it. Then,
B2 React and share summarize the pro-
personal opinion gram by providing the
about the ideas information needed
listened to

30 Teachers Wraparound Edition

EN9LC-II-g-3.13 B1/B2 a.
Write a short reaction
about an entire news
show and focus on
how well the show was
able to give informa-
tion

E1 Identify the distin- E1/E2/F1 a.

guishing features Identify features of
of poems and short narrative writing used
stories in “How My Brother
EN7LT-II-0-4.2 Leon Brought Home
a Wife,” as well as the
E2 Discover the con- conflict/s evident in the
flicts presented in story. Then, exchange
literary selections ideas with the class in
and the need to a roundtable discus-
resolve those con- sion facilitated by the
flicts in nonviolent teacher
ways
EN7LT-II-a-i-4
 F1 Identify features of
narrative writing
EN7WC-III-a-2.2.12

G1/H1 G1/H1 a.
Observe the correct Write h if the g or c in
production of vowel the word is hard and s
and consonant sounds, if it is a soft sound
diphthongs, blends,
glides, etc.
EN7F-I-a-3.11

Lesson 5 B1 Recognize main/ B1/C1 a.

Dead Stars (An Excerpt) key ideas Fill out the Reading
13 days EN7LC-II-b-3.3 Tree to note down
relevant information
C1 Note details, from the selection read
sequence, and re- “Dead Stars”
lationships of ideas C b. Fill in the
and events sequence chart
EN7VC-II-a-1/ that follows by
EN7VC-II-a-2 copying the
sentences in
the order of
occurrence in
the story

Teachers Wraparound Edition

31
 D1 Determine words D1 a. Complete the
or expressions with table by giving
genus-species an appropriate
(hyponymous) rela- hyponym for
tions in a selection each general
EN7V-III-d-f-13.8 term

D2 Identify figures of D2 a. Identify

32 Teachers Wraparound Edition

speech that show whether the
contrast —irony, statement uses
oxymoron, paradox irony, oxymo-
EN7V-II-f-h-10.1.3 ron, or paradox

E1 Discover the con- E1 a./C1 b.

flicts presented in Using the story map,
literary selections write a one-paragraph
and the need to narrative based on the
resolve those con- picture that the teacher
flicts in nonviolent will show
ways
EN7LT-II-a-j-4

F1 Compose simple F1 a./D2 b.

narrative texts Expand the previous
EN7WC-III-a-2.2 narrative by adding an-
other paragraph to the
first you wrote, then
use figurative language
to enhance it
 Program Standard
Grade Level Standard
Content Standard
Performance Standard
The students demonstrate communicative competence through his/her understanding of literature and other texts
types for a deeper appreciation of Philippine Culture and those of other countries.
The students demonstrate communicative competence through his/her understanding of Philippine Literature and
other texts types for a deeper appreciation of Philippine Culture.
The students demonstrate understanding of: precolonial 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.
The students transfer learning by: showing appreciation for the literature of the past; comprehending texts using ap-
propriate 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.

Unit Number 3
Unit Title Building a Nation
Number of Days 39 days
Core Understandings
Topics Competencies Assessments Activities Values Integration
and Core Questions
Lesson 1 Students will understand A1 Connect with pre- • Seatwork A1/E1 a. • Take pride in hon-
I Am a Filipino that: vious selections to • Worktext exercises Recall previous selec- oring one’s roots
5 days 1. Acceptance of better understand • Pair work and tions discussed and and cultural herit-
differences and the text Group work find out if they are re- age
the recognition ECAS7RC-III-1 • Assignment lated to the selections • Preserve and
and wise use of • Recitation to be read promote traditions,
individual strengths • Quiz culture, beliefs, etc.
could contribute to A2 Use lexical and • Unit Test A2/C1 a.
a unified nation. contextual clues • Performance Task In small groups, watch
2. Embracing and in understanding a video twice. Then, for-
respecting every- unfamiliar words mulate a reaction to it
one’s uniqueness is and expressions
a weapon against EN7RC-IV-a-b-12.3
discrimination.

Teachers Wraparound Edition

33
 3. Love for a country C1 Make a stand
by the citizens will on the material
sustain a nation viewed
through rough EN7VC-III-e-i-14
times.
4. Awareness of the E1 Discover literature
past can ignite the as a tool to assert
youth’s desire for a one’s unique iden-
brighter future. tity and to better

34 Teachers Wraparound Edition

understand other
Students will keep con- people
sidering the following EN7LT-III-a-i-5
questions:
1. How can diversity F1 Extract information F a. Choose two
build and unify a from a text using paragraphs
nation? a summary, précis, from the selec-
2. Why is it important and paraphrase tion “I Am a
to be proud of EN7WC-II-c-5 Filipino” that
one’s individuality? resonate with
3. How can patriot- you. Then,
ism help shape a paraphrase the
country’s future? first chosen
4. How can the youth paragraph and
of the land be a summarize the
manifestation of second para-
hope? graph
F1 b. Read the essay,
“Pliant Like
the Bamboo”
by I.V. Mallari.
Choose two
paragraphs
to paraphrase
and summarize
 G1 Use the universe of G1 a. As a consultant
the text to activate of a television
schema company in
EN7RC-III-c-d-8.2 the Philippines,
come up with
an evalua-tion
paper of one
of its programs
in order to
determine the
strengths and
weaknesses of
the show (con-
tent, language,
stage setup,
and quality of
the audio and
video)

H1 Link sentences H1 a. Choose the

using logical con- connector that
nectors that signal will complete
chronological and the statement
logical sequence H1 b. Write a sen-
and summation tence using
EN7G-III-a-b-1 the prescribed
connector

Teachers Wraparound Edition

35
 Lesson 2 A1 Use the universe of A1/E1 a. • Love and apprecia-
Filipinas the text to activate Write examples on how tion for one’s native
5 days schema one may express love land
EN7RC-III-c-d-8.2 for his/her country • Accept and em-
brace one’s unique-
B1 Sequence a series B1 a. Make a simple ness
of events men- origami. Then,
tioned in the mate- teach a class-
rial listened to mate how to
EN7LC-III-f-2.7 do it by saying

36 Teachers Wraparound Edition

the steps/
E1 Discover literature directions out
as a tool to assert loud
one’s unique iden-
tity and to better
understand other
people
EN7LT-III-a-i-5

G1 Express ideas, opin- G1 a. In groups,

ions, feelings and research on
emotions during an interview, a
interviews, group/ panel discus-
panel discussions, sion/forum, or
forums/fora, de- a debate. After
bates, etc. the prepara-
EN7OL-III-a-1.3 tion, recreate
the speaking
event in class
 G2 Observe the cor- G2 Read the poem
rect pitch levels “The Sampaguita”
(high, medium, by Natividad Mar-
low) when read- quez, observing
ing lines of poetry, proper prosodic
sample sentences features of speech
and paragraphs
EN7OL-I-b-c-1.14.2

H1 Understand and H1 a. Pick out the

use verbals cor- participle and
rectly give the word
EN9G-IIIa-i-21 it modifies
H1 b. Combine
each pair of
sentences into
one. Use parti-
cipial phrases
to make these
sentences
more vivid
H1 c. Place parti-
cipial modifiers
correctly in
each sentence
H1 d. Identify the
gerund in each
sentence

Teachers Wraparound Edition

37
 H1 e. Identify the
infinitive in
each sentence
and how it is
used. Then,
pick out the
infinitive and
state whether
it functions

38 Teachers Wraparound Edition

as a noun, an
adjective, or an
adverb
Lesson 3 A1 Use the universe of A1/E1 a. • Appreciate and
The Thomasites to a the text to activate Read the story “The value education
New Land schema Thomasites to a New • Take every oppor-
5 days EN7RC-III-c-d-8.2 Land” and observe the tunity as a learning
tone and mood of the experience
text. Also, notice the
techniques used and the
purpose of the author

C1 Determine the key A1 b./C1 a./E2 a.

message conveyed With a partner, read
in the material about Thomasites and
viewed OFWs. Then, compare
EN7VC-lll-a-d-13 and contrast them

D1 Identify words or D1 a. Complete

expressions with the following
part-whole (parti- analogies by
tive) relations choosing the
EN7V-III-g-i-13.11.2 correct word
from the box
 E1 Determine the
tone, mood, tech-
nique, and purpose
of the author
EN7LT-I-f-2.2.3

E2 Discover literature
as a tool to assert
one’s unique iden-
tity and to better
understand other
people
EN7LT-III-a-i-5

F1 Compose a series F1 a. Write a journal

of journal entries entry for each
EN7WC-III-c-2.8.5 day of this
week using a
notebook or an
online journal.
Share entries as
a class

H1 Use the passive H1 a. Write AV if the

and active voice sentence is
meaningfully in in the active
varied contexts voice and PV if
EN7G-III-c-d-2 it is in the pas-
sive voice

Teachers Wraparound Edition

39
 H1 b. Change the
sentences
from the active
voice to the
passive voice
H1 c. Change the
sentences from
passive voice
to active voice

40 Teachers Wraparound Edition

Lesson 4 A1 Use the universe of A1/H1 a. • Enjoy and savor
What Is Youth? the text to activate a. Using the past one’s youth
6 days schema perfect tense, nar- • Keep promises
EN7RC-III-c-d-8.2 rate in a three- to made
five-sentence para-
graph a realization
of the importance
of keeping prom-
ises

D1 Identify colloca- D1 a. Read the

tions used in a paragraph and
selection encircle all the
EN7V-III-a-c-13.11.1 collocations
used

F1 Know the parts of D1 b./F1 a.

an essay Scan the code and read
ECAS7WC-III-4 the essay loaded into it.
Look for and highlight
collocations in the text
 D1 c. Check the ac-
count from a
social network-
ing app given,
then read the
captions in the
posts, then
identify the
collocations
used

F2 Compose an an- F2 a./H1 b.

ecdote based on a Write the past perfect
significant personal tense of the verb inside
experience the parentheses
EN7WC-lll-d-2.2.13 F2 b. Think of an
experience,
whether sim-
ple or extraor-
dinary, that you
remember well
or is a fond
memory for
you. Then, take
turns sharing
stories with a
seatmate

Teachers Wraparound Edition

41
 F2 c. Write down
the story that
you told your
seatmate.
Remember to
keep it brief
and simple
and in the first
person point

42 Teachers Wraparound Edition

of view. Share
this with the
entire class in a
relaxed man-
ner.

H1 Use the past and H1 c. Fill in each

past perfect tenses blank with the
correctly in varied past form of
contexts the verb in the
EN7G-III-h-3 parentheses
H1 d. Change the fol-
lowing sen-
tences using
the -ing form
of the italicized
verb. Use the
past progres-
sive form
 Lesson 5 A1 Use the universe of A1/A2 a. • Practice good
Quiet Revolution of a the text to activate Read the following cre- servant-leadership
Typical Purok schema ation myth taken from • Aim to change for
5 days EN7RC-III-c-d-8.2 the article “A Thousand the better
Years of Filitude” by
A2 Use prepositions Isagani R. Cruz. Then,
and prepositional underline the preposi-
phrases to express tional phrases
relationships A2 b. Work with a
ECAS7RC-II-l.5 partner and
write the
prepositions
that can be
used to show
the relation of
the dot to the
figure
A2 c. Fill in the blank
with the cor-
rect preposi-
tion that will
describe the
direction of
the arrows in
each figure to
complete the
sentences

D1 Give the various D1 a. Identify which

meanings of identi- definition of
fied homonymous the words revo-
or polysemous lution and bill
words or expres- is applicable in
sions each sentence

Teachers Wraparound Edition

EN7V-IV-e-f-9

43
 D1 b. Give at least
two mean-
ings for the
words in each
item. Then,
use them in a
sentence

44 Teachers Wraparound Edition

F1 Use direct and F1/F2 a.
indirect speech Write down a sentence
appropriately in about oneself to be
varied contexts written on the board.
EN7WC-III-e-g-2.2.14 Then, each member
of the class will pick
F2 Compose a per- a sentence, change it
sonal and factual into indirect speech,
recount then guess who the
EN7WC-III-b-2.1 sentence is about
F2 b. Write a
composition
about one’s
plans for
college using
expressions
of time and
place
 F2 c. Write a
recount
based on the
chronologi-
cally arranged
details pro-
vided in the
accomplished
graphic or-
ganizer

G1 Produce the G1 a. Listen to an

sounds \ä\ and \a\ audio re-
EN7F-I-a-3.11 cording and
practice the
sounds of
\ä\ and \a\ in
each word
Lesson 6 A1 Make predictions A1/D1 a. • Acknowledge
The Sulus about the text Choose from the list and respect one’s
13 days EN7RC-III-e-2.8 the word that best fits ancestors
each sentence • Express one’s ideas
and emotions free-
A2 Use the universe of A2/A3 a. ly but responsibly
the text to activate Write three- to -five
schema paragraphs explaining
EN7RC-III-c-d-8.2 answer to the ques-
tion on indigenous
communities. Use the
correct verb tenses in
the composition

Teachers Wraparound Edition

45
 A3 Use one’s schema A2/A3 b.
as basis for conjec- Research on patterns of
tures mode about culture among any of
a text our cultural minorities
EN7RC-lll-a-8.1 of your choice. Focus
on courting, marriage,
D1 Create or expand- burial, and mourning
ing word clines customs. Write a report
EN7V-IV-h-i-23.2 on data gathered

46 Teachers Wraparound Edition

A2/A3 c.
As a class, hold a
mini-forum celebrat-
ing Philippine tourism
where some will act as
panelists and the oth-
ers as the audience

F1 Compose a person- A2 d./F1 a.

al letter to a friend, Write a personal letter
relative, and other that contains all parts
people of a letter to a friend
EN7WC-III-h-i-2.2.15 on a topic of interest to
both of you

D1 b. Arrange the
sets of words
in clines. Then,
indicate if the
set is arranged
in ascending
or descending
order
 D1 c. Go over the list
of words and
find out which
are synonyms
or closely
related. Then,
group them
together in
clusters

G1 Use the suspended G1 Read the sentences

intonation pattern observing the sus-
EN7OL-I-b-1.14 pended intonation
pattern

G2 Produce the end- G2 a. Practice

ing sounds \s\, \z\, producing the
and \iz\ ending sounds
EN7F-I-a-3.11 \s\, \z\, and \iz\
with the words
listed
G2 b. Practice the
\s\ sound at
the end of the
words listed
G2 c. Read the
following
sentences cor-
rectly by pro-
nouncing the
final sounds
properly

Teachers Wraparound Edition

47
 F1 b. Write the body
of a thank-
you letter to a
friend
F1 c. Write an invita-
tion for a sur-
prise party for
a best friend
including all

48 Teachers Wraparound Edition

information
needed
F1 d. Write the body
of a letter ex-
pressing one’s
regret at not
being able to
attend a class-
mate’s going-
away party
F1 e. Write the fol-
lowing saluta-
tions correctly
F1 f. Give the appro-
priate closing
for each of the
salutations
F1 g. Label each part
of the business
letter
 Program Standard
Grade Level Standard
Content Standard
Performance Standard
The students demonstrate communicative competence through his/her understanding of literature and other texts
types for a deeper appreciation of Philippine Culture and those of other countries.
The students demonstrate communicative competence through his/her understanding of Philippine Literature and
other texts types for a deeper appreciation of Philippine Culture.
The students demonstrate understanding of: precolonial 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.
The students transfer learning by: showing appreciation for the literature of the past; comprehending texts using ap-
propriate 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.

Unit Number 4
Unit Title Ideas and Ideals
Number of Days 43 days
Core Understandings
Topics Competencies Assessments Activities Values Integration
and Core Questions
Lesson 1 Students will understand A1 Classify text types • Seatwork A1 a. Share a humor- • Find reasons to be
My Brother’s Peculiar that: (narrative, exposi- • Worktext exercises ous personal happy and joyful.
Chicken 1. Acceptance and tory, explanation, • Pair work and experience, • Accept and respect
9 days respect for indi- recount, persua- Group work story, or joke differences.
viduality leads to sive) • Assignment
self-development. EN7RC-IV-a-3.2 • Recitation A1 b./E2 a.
2. Individual’s ide- • Quiz Choose two stories
als are honed and A1 Narrate events • Unit Test from the previous units.
confirmed by the EN7RC-IV-i-10.5 • Performance Task Then, note the literary
society. devices used
3. Open communi-
cation is a good
foundation for
understanding and
respect.

Teachers Wraparound Edition

49
 4. Words tend to B1 Express apprecia- B1 a. Explain how
leave a mark in tion for entertain- the terms are
someone’s life. ing texts (anec- used in relation
dotes, jokes, fables, to the sex of a
Students will keep con- myths, tales) by chicken from
sidering the following recognizing the the selection
questions: punch lines “My Brother’s
1. How can one’s ide- EN7LC-IV-h-i-8.3 Peculiar
als influence his/her Chicken”

50 Teachers Wraparound Edition

perception of the
world? D1 Analyze relation- D1/D2 a.
2. Why is it important ships presented in Choose the word that
to communicate analogies will complete the anal-
what one thinks and EN7V-IV-c-d-23 ogy
feels?
3. How can words af- D2 Supply other words
fect one’s reaction? or expressions that
complete an anal-
ogy
EN7V-IV-c-d-23.1

E1 Identify the distin- E1/F1 a.

guishing features List the most important
of revolutionary events in the story,
songs, poems, “My Brother’s Peculiar
short stories, Chicken” before put-
drama, and novels ting them in boxes of
EN7LT-III-b-5 the story string

E2 Recognize and
explain literary
devices
EN7LT-III-d-c-2.2.2
 F1 Organize informa-
tion about a cho-
sen subject using a
graphic organizer
EN7WC-IV-c-1.3

G1 Read words with G1 a. Scan the code

silent letters to listen to the
ECAS7F-4-1 recording. Then,
pick out the
letters in each
word that are
not sounded
Lesson 2 A1 Give and follow A1/F1/H1 a.
In Unity instructions and With a partner, write
8 days directions down ten instructions
EN7RC-IV-b-10.1 to keep the classroom
clean and organize

A b./G1 a.
Follow the instructions
given and see which
one from the class can
follow them without
error

B1 Process informa- B1 a. With a partner,

tion mentioned in converse about
the text listened to a planned
EN7LC-IV-a-8 birthday party.
Use nonverbal
gestures in
talking

Teachers Wraparound Edition

51
 E1 Discover through E1/E2 a.
Philippine literature Practice saying the
the need to work lines from the play “In
cooperatively and Unity” aloud
responsibly in to- E2 b. With a partner,
day’s global village work on the set
EN7LT-IV-a-i-6 of instructions
given as the
E2 Identify the distin- teacher walks
guishing features you through

52 Teachers Wraparound Edition

of revolutionary the play for
songs, poems, better under-
short stories, standing of the
drama, and novels elements of a
EN7LT-III-b-5 drama

F1 Compose simple F1 b. Scan the codes

informative texts and observe
EN7WC-IV-a-3 the informative
texts loaded in
G1 Use correct and them
appropriate media
resources when F1 c./G2 a.
orally giving infor- Write a short paragraph
mation, instruc- that briefly talks about
tions, making how droughts affect
explanations and communities
narrating events
in personal and
factual recounts
EN7OL-IV-a-i-3.10
 G2 Observe and use
the appropriate
oral language,
stance and be-
havior when giv-
ing information,
instructions, mak-
ing explanations,
and narrating
events in factual
and personal re-
counts
EN7OL-IV-a-3

H1 Use imperatives H1 b. Write an

and prepositions instruction on
when giving the line using
instructions the indicated
EN7G-IV-a-b-4 preposition

Lesson 3 A1 Distinguish be- A1 a. Write S if the

The Witch tween general and statement is
7 days specific statements specific and G
EN7RC-IV-d if it is general

C1 Differentiate reality C1 a. Watch the

from fantasy based video and
on a material identify what
viewed scenes show
EN7VC-IV-a-b-6.1 fantasy and
what scenes
show reality

Teachers Wraparound Edition

53
 C1 b. Write down
at least three
perceptions
about Ming-
gay from the
selection “The
Witch.” Then,
cite specific
instances or
descriptions

54 Teachers Wraparound Edition

to make these
perceptions
clearer

F1 Distinguish be- F1 a. Go to the

tween and among library or
a capsule biogra- search online
phy, a biographi- and look for
cal sketch, and a a capsule
feature article biography, a
EN7WC-IV-b. 2.8.6 biographical
sketch, and a
feature article
about a per-
sonality whom
you admire

H1 Formulate who, H1 a. Ask a class-

what, when, where, mate at least
why, and how five questions
questions about how
EN7G-IV-f-g-6.2 his/her day is
going. Let him/
her ask ques-
tions too
 H1 b. Take three
pictures and
exchange
pictures with a
partner. Then,
write at least
four wh- ques-
tions about
each photo
Lesson 4 A1 Use appropriate A1/A2/A5 a.
Courage reading strategies Scan the code to read
4 days for various text the rest of the text.
types Then, finish the sample
EN7RC-IV-b-10 outline

A2 Organize informa- A1 b./A4 a.

tion List in the order of
EN7RC-IV-h-2.15.1 importance the top
three characteristics
you want in your teach-
ers from among those
given

A2 b. Fill in the boxes

of the chart
to introduce a
character from
“Courage”

A3 Make a stand A3 a. Make a stand

EN7RC-IV-g-3.1.13 regarding the
statements

Teachers Wraparound Edition

55
 A4 Sequence/reorgan- A3 b. Answer the
ize ideas or infor- questions with
mation using an yes or no and
outline give the mean-
EN7RC-IV-e-2.10 ing of the itali-
cized words.
A5 Make an outline Then, use each
EN7RC-IV-h-2.15.1 in a sentence

56 Teachers Wraparound Edition

F1 Write a biographi- F1 a. Write a four-
cal sketch based on paragraph
a personal inter- composition
view and back- on “Portrait
ground research of a Good
EN7WC-IV-g-i-2.8.6.2 Teacher”

F2 Compose a capsule F2 b. Choose a sub-

biography of a ject for a cap-
person interviewed sule biography.
EN7WC-IV-e-f-2.8.6.1 Use an outline
to organize the
information
gathered from
the research
and to be used
as a guide in
writing the
biographical
sketch or the
capsule biogra-
phy
 Lesson 5 C1 Use structural C1/E1 a.
Song analysis in under- Read news and feature
15 days standing unfamiliar articles from the web-
words sites that have been
EN7VC-I-a-8 approved and are rec-
ommended. Take note
of words that have
prefixes and suffixes.
Then, use knowledge
in structural analysis,
try and determine the
meaning of the words

C1 b. Read the pairs

of rhyming
words
C1 c. Complete
the phrases
correctly as
suggested by
the given clues
C1 d. From the pairs
of words, iden-
tify the word
that has the
deeper, more
specific mean-
ing and explain
why
C1 e. List words as-
sociated with
this technolog-
ical age (e.g.,
tech-savvy)

Teachers Wraparound Edition

57
 E1 Identify the distin- E1 c. Consider the
guishing features passages about
of revolutionary nature and
songs, poems, give examples
short stories, of their truth
drama, and novels E1 d. Read aloud or
EN7LT-III-b-5 orally the fol-
lowing poems
(“Quietness”
by Amador T.

58 Teachers Wraparound Edition

Daguio, “In the
Shadows” by
Mauro Mendez,
“Man Upon
the Cross”
by Conrado
V. Pedroche,
and “Ballad
of a Mother’s
Heart” by Jose
LaVilla Tierra).
Then, analyze
their structure
and features
E1 e. As you read
the poem “Old
and New” by
Milagros Lapid,
think about its
message and
how you feel
about it