LESSON PLAN IN ENGLISH 7

S.Y. 2019-2020
Third Quarter
WEEK 1

DAY 1
I. LEARNING OBJECTIVES:

The learner demonstrates understanding of: Philippine literature in the

Period of Emergence as a tool to assert one’s identity; strategies in
listening to and viewing of informative and short narrative texts; word
Content Standard relationships and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past and past perfect
tenses, and sentence connectors.

The learner transfers learning by: showing ways of asserting one’s

identity; comprehending informative and short narrative texts using
schema and appropriate listening and viewing strategies; expressing ideas,
opinions, and feelings through various formats; and enriching written and
Performance Standard
spoken communication using direct/reported speech, active/passive voice,
simple past and past perfect tenses and connectors correctly and
appropriately.

 (EN7LC-III-a-7) Use different listening strategies based on

purpose, topic and levels of difficulty of simple informative and
Learning Competencies short narrative texts
 (EN7LC-III-a- 2.1/3.1) Note specific details of the text listened to
 Show pride in the Filipino culture.

II. SUBJECT MATTER:

Oral Language and Fluency: I am a Filipino by Carlos P. Romulo
References: Skills Development Book in English
English 7 Learner’s Manual
Materials: Grade 7 English Time Module / Visual aid / pictures

III: METHODOLOGY:

A. Preliminaries
1. Greetings
2. Checking of classroom cleanliness and orderliness
3. Prayer
4. Attendance monitoring
5. Review of the previous lesson
B. Motivation (Pre-listening)
The teacher will post the picture and ask the following questions:

1. Do you know who he is?

2. What do you think is his job?
3. What do you think is his contribution to the Philippines?

C. Process (While-listening)
Activity 1:
Directions: Listen intently as your teacher reads the listening piece to note specific details

I am a Filipino by Carlos P. Romulo

I am a Filipino–inheritor of a glorious past, hostage to the uncertain future. As such I

must prove equal to a two-fold task–the task of meeting my responsibility to the past,
and the task of performing my obligation to the future.
 I sprung from a hardy race, child many generations removed of ancient Malayan
pioneers. Across the centuries the memory comes rushing back to me: of brown-skinned
men putting out to sea in ships that were as frail as their hearts were stout. Over the sea
I see them come, borne upon the billowing wave and the whistling wind, carried upon
the mighty swell of hope–hope in the free abundance of new land that was to be their
home and their children’s forever.

This is the land they sought and found. Every inch of shore that their eyes first set upon,
every hill and mountain that beckoned to them with a green-and-purple invitation,
every mile of rolling plain that their view encompassed, every river and lake that
promised a plentiful living and the fruitfulness of commerce, is a hallowed spot to me.

By the strength of their hearts and hands, by every right of law, human and divine, this
land and all the appurtenances thereof–the black and fertile soil, the seas and lakes and
rivers teeming with fish, the forests with their inexhaustible wealth in wild life and
timber, the mountains with their bowels swollen with minerals–the whole of this rich
and happy land has been, for centuries without number, the land of my fathers. This
land I received in trust from them and in trust will pass it to my children, and so on until
the world is no more.

I am a Filipino. In my blood runs the immortal seed of heroes–seed that flowered down
the centuries in deeds of courage and defiance. In my veins yet pulses the same hot
blood that sent Lapulapu to battle against the first invader of this land, that nerved
Lakandula in the combat against the alien foe, that drove Diego Silang and Dagohoy
into rebellion against the foreign oppressor.

That seed is immortal. It is the self-same seed that flowered in the heart of Jose Rizal
that morning in Bagumbayan when a volley of shots put an end to all that was mortal of
him and made his spirit deathless forever, the same that flowered in the hearts of
Bonifacio in Balintawak, of Gergorio del Pilar at Tirad Pass, of Antonio Luna at
Calumpit; that bloomed in flowers of frustration in the sad heart of Emilio Aguinaldo at
Palanan, and yet burst fourth royally again in the proud heart of Manuel L. Quezon
when he stood at last on the threshold of ancient Malacañan Palace, in the symbolic act
of possession and racial vindication.

The seed I bear within me is an immortal seed. It is the mark of my manhood, the
Questions:
1.symbol
Who areofthe dignity
heroesas a humaninbeing.
mentioned Like the
the listening seeds that were once buried in the tomb
text?__________________________________
2.ofWhat
Tutankhamen
is common manyamongthousand years ago, it shall grow and flower and bear fruit again.
them?___________________________________________________
It is the
3.What insignia
is the “seed”ofreferred
my race, and
to in themy generation
listening is but a stage in the unending search of
text? ___________________________________
4.my
Thepeople for freedom
word seed and happiness.
has been repeatedly mentioned. What do you think is the author’s purpose for
the repetition? _______________________________________________________________
5.IWhat
am a do Filipino, child
you think of the
is his marriage
purpose of the East
for presenting theand the West.
Filipino The East, with its languor
as such?
and mysticism, its passivity and endurance, was my mother, and my sire was the West
______________________________________________________________________________
that came thundering across the seas with the Cross and Sword and the Machine. I am
D.ofEVALUATION
the East, an eager participant in its spirit, and in its struggles for liberation from the
(Post-listening)
imperialist
Write yoke. But
a short answer I also
for the knowbelow.
question that the East must awake from its centuried sleep,
shake off the lethargy that has bound his limbs, and start moving where destiny awaits.
Make believe that you are one of the following:
a.For I, too, am of the West, and the vigorous peoples of the West have destroyed forever
teacher
b.the peace and quiet that once were ours. I can no longer live, a being apart from those
policeman
c.whose
doctor world now trembles to the roar of bomb and cannon-shot. I cannot say of a
d.matter of universal life-and-death, of freedom and slavery for all mankind, that it
businessman
e.concerns
student me not. For no man and no nation is an island, but a part of the main, there is
no longer
How can youanyshowEast
thatand
you West–only individuals
are a true Filipino in termsand nations making those momentous
of solving
choices which
community are theproblems?
and national hinges upon which history resolves.
E. Agreement
At the vanguard of progress in this part of the world I stand–a forlorn figure in the eyes
of some,
Read about but not one defeated
the Philippine Literatureand lost.the
during For,
USthrough
ColonialtheRilethick, interlacing
and prepare branches of
for a recitation
habit and custom above me, I have seen the light of the sun, and I know that it is good.
tomorrow.
I have seen the light of justice and equality and freedom, my heart has been lifted by the
vision of democracy, and I shall not rest until my land and my people shall have been
blessed by these, beyond the power of any man or nation to subvert or destroy.

I am a Filipino, and this is my inheritance. What pledge shall I give that I may prove
worthy of my inheritance? I shall give the pledge that has come ringing down the
corridors of the centuries, and it shall be compounded of the joyous cries of my Malayan
forebears when first they saw the contours of this land loom before their eyes, of the
battle cries that have resounded in every field of combat from Mactan to Tirad Pass, of
 DAY 2

I. LEARNING OBJECTIVES:

The learner demonstrates understanding of: Philippine literature in the

Period of Emergence as a tool to assert one’s identity; strategies in
listening to and viewing of informative and short narrative texts; word
Content Standard relationships and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past and past perfect
tenses, and sentence connectors.

The learner transfers learning by: showing ways of asserting one’s

identity; comprehending informative and short narrative texts using
schema and appropriate listening and viewing strategies; expressing ideas,
opinions, and feelings through various formats; and enriching written and
Performance Standard
spoken communication using direct/reported speech, active/passive voice,
simple past and past perfect tenses and connectors correctly and
appropriately.

 (EN7RC-III-a-8) Use one’s schema to better understand a text

 (EN7LT-III-a-5) Discover literature as a tool to assert one’s
Learning Competencies
unique identity and to better understand other people
 Demonstrate love for our culture and national identity.

II. SUBJECT MATTER

Pliant Like the Bamboo by I.V. Mallari
References: http://filipinoliterature.blogspot.com/2011/09/pliant-like-bamboo.html
English 7 Learner’s Manual
Materials: Grade 7 English Time Module / Visual aid / pictures

III: METHODOLOGY:

A. Preliminaries
1. Greetings
2. Checking of classroom cleanliness and orderliness
3. Prayer
4. Attendance monitoring
5. Review of the previous lesson (Oral Language and Fluency)

B. Motivation (Schema- Activation)

Compare the characteristics of the two trees.

C. Development of the Lesson

A. Understanding Literature
Philippine Literature during the US Colonial Rule
 The filipino-american war resulted in the defeat of Gen. Miguel Malvar in 1903. The
peace movements started as early as 1900.
 Many Filipino started writing again and the nationalism of the people remain undaunted.
Filipino writers went into all forms of literature like news reporting, poetry, stories, plays,
essays and novels. Their writings clearly depicted their love of country and their longings
for a new group started to write in English. Hence, Spanish, Tagalog , the Vernaculars
and finally , English, were the mediums used in literature during these times. The writers
 in Spanish were wont to write on nationalism like honoring Rizal and other heroes. The
writers in Tagalog continued in their lamentations on the conditions of the country and
their attempts to arouse love for one’s native tongue. The writers in English imitated the
themes and methods of the Americans.
B. Reading the Text
Pliant Like the Bamboo by I.V Mallari refer to pages 3-5 Grade 7 English Time

IV. EVALUATION
Comprehending the Text
1. What two trees are compared in the essay?
2. To which tree is the Filipino likened? Why?
3. How did the three hundred years rule of the Spaniards affect the Fipino?
4. Describe the way of life under the Japanese regime.
5. What makes the Filipino confident that he can survive difficulties in life?

IV. ASSIGNMENT
Explain: Why can Filipinos afford to laugh despite the country’s many problem.

DAY 3
I. LEARNING OBJECTIVES:

The learner demonstrates understanding of: Philippine literature in the

Period of Emergence as a tool to assert one’s identity; strategies in
listening to and viewing of informative and short narrative texts; word
Content Standard relationships and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past and past perfect
tenses, and sentence connectors.

The learner transfers learning by: showing ways of asserting one’s

identity; comprehending informative and short narrative texts using
schema and appropriate listening and viewing strategies; expressing ideas,
opinions, and feelings through various formats; and enriching written and
Performance Standard
spoken communication using direct/reported speech, active/passive voice,
simple past and past perfect tenses and connectors correctly and
appropriately.

 (EN7G-III-a-1) Link sentences using logical connectors that signal

chronological and logical sequence and summation
Learning Competencies
 Construct sentences using logical connectors

II. SUBJECT MATTER:

Gramma: Logical Connectors
Reference: www.rexinteractive.com
Materials: Grade 7 English Time Module / Visual aid / pictures

III: METHODOLOGY:

A. Preliminaries
1. Greetings
2. Checking of classroom cleanliness and orderliness
3. Prayer
4. Attendance monitoring
5. Review of the previous lesson
B. Motivation
Show the students a picture of cookies. Ask them if they are fond of eating cookies. Then ask
them to describe the process in making cookies, take note of the connectors that they used.
 C. Process (Discussion)
Discuss the following points:
a. Logical connectors are used to join or connect two ideas that have a particular
relationship. These relationships can be: sequential (time), reason and purpose,
adversative (opposition and/or unexpected result), and condition
Focus only on connectors that show CHRONOLOGICAL, LOGICAL SEQUENCE,
and SUMMATION.
Examples:
• NUMERICAL – in the first place, first, secondly, initially
• BEGINNING – at first, to start with, to begin with, for a start, first of all, initially
• CONTINUATION – previously, after this, afterwards, eventually, subsequently, before
this, next, then
• CONCLUSION – finally, eventually, at last, in the end, last but not the least, as a final
point, lastly, to conclude
• SUMMATION – in conclusion, to sum up, to summarize, in summary, in sum
D. Evaluation

Complete the recipe below by supplying the appropriate logical connector.

A PIECE OF CAKE

_________, gather your ingredients. Pound cake is one of the simplest cakes to bake. You will
need 1 cup unsalted butter, 1 cup sugar, pinch of salt, 2 teaspoons vanilla extract, 5 eggs, and 2
cups cakes flour. After gathering the ingredients, the next step is to preheat the oven to 250°F.
______, grease a cake pan. Pound cakes are best baked in deep pans. _________, cream the
butter and sugar. Place the butter and the sugar in a mixing bowl and beat them together until the
mixture is light, fluffy, and creamy. ______, add the eggs and vanilla. Keep beating the mixture
until the eggs are completely incorporated. _______, stir in the cake flour. Be careful not to
overmix it. ________, pour the batter into the pan. _________________, bake the cake for an
hour and 15 minutes. The cake is finished when a toothpick inserted at the center comes out
clean.

E. Assignment

Write the recipe of your favorite dish. Make sure to highlight the logical connectors that you
used.

DAY 4

I. LEARNING OBJECTIVES:

The learner demonstrates understanding of: Philippine literature in the

Period of Emergence as a tool to assert one’s identity; strategies in
listening to and viewing of informative and short narrative texts; word
Content Standard relationships and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past and past perfect
tenses, and sentence connectors.

The learner transfers learning by: showing ways of asserting one’s

identity; comprehending informative and short narrative texts using
schema and appropriate listening and viewing strategies; expressing ideas,
opinions, and feelings through various formats; and enriching written and
Performance Standard
spoken communication using direct/reported speech, active/passive voice,
simple past and past perfect tenses and connectors correctly and
appropriately.

 (EN7WC-III-a- 2.2.12) Identify features of narrative writing

Learning Competencies  (EN7WC-III-a-2.2) Compose simple narrative texts
 Demonstrate love for our culture and national identity.
II. SUBJECT MATTER:
Writing and Composition: Narrative Writing
References: Scholastic Teaching Resources
Materials: Pictures, Cartolina

III: METHODOLOGY:

A. Preliminaries
1. Greetings
2. Checking of classroom cleanliness and orderliness
3. Prayer
4. Attendance monitoring
5. Review of the previous lesson

B. Process (Activities)
Students will answer the worksheet below.
D. Evaluation

The rubric below will be used to grade the student’s output.

______________________________________________

Prepared by:

Ms. Michelle M. Vasquez

English Teacher I Noted by:

Checked by: Mr. Abraham M. Culong

Head – English Department
Mrs. Imelda A. Dorado
Master Teacher I