GRADES 1 to 12 School: CAGAYAN NATIONAL Grade 7

DAILY LESSON HIGH SCHOOL Level:

PLAN Teacher: CHRISTINE JOY G. Learning ENGLISH
CALLUENG Area:
Teaching Dates Quarter: THIRD
and Time:

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. Reference
B. Other Learning Resources
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 sort
narrative texts; word 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 spoken communication using direct/
reported speech, active/ passive voice, simple
past and past perfect tenses and connectors
correctly and appropriately.
EN7RC-III-f-2.8: Make predictions about the
text
EN7LC-III-f-2.7: Sequence a series of events
mentioned
EN7LT-III-f-5: Discover literature as a tool to
assert one’s unique identity and to better
understand other people
EN7OL-III-f – 2.2.1.4: Compose a travelogue
Where’s the Patis?
by Carmen Guerrero-Nakpil
Learner’s Material English 7
http://nemaynenjil.blogspot.com/2011/11/wheres-
patis.html

IV. PROCEDURE
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Reviewing Previous Lesson/ Presenting the New Lesson
Preliminaries:

May I ask everyone to stand for the

prayer? (The students will stand for the prayer.)

Good Morning, Class! Good morning, Ma’am!

Class, before you take your sit, kindly pick

up the scattered pieces of paper on the
floor and arrange your chairs properly.

Class, who can recall the topic or lesson

that we have discussed last meeting? Ma’am, our previous lesson was all about Simple
Past Tense of Verb.

That’s right!

B. Establishing a Purpose for the Lesson

(The teacher posts the objectives on the
board.)

Before we go further on our lesson, let

me first present to you our learning goals
for this meeting.

Today, you are expected to:

 Make predictions about the text

 Sequence a series of events mentioned
 Discover literature as a tool to assert
one’s unique identity and to better
understand other people
 Compose a travelogue

C. Presenting Examples/ Instances of the New Lesson

Class, before we discuss the story “Pliant
like the Bamboo”, I want you to meet the
author first.

Author’s Background

Carmen Guerrero-Nakpil
July 19, 1922 – July 30, 2018
 was a Filipino journalist, author,
historian and public servant.
 She was a recipient of the S.E.A. Write
Award.
 She was born in Ermita, Manila, into the
Guerrero clan of that town, who were
painters and poets, as well as scientists
and doctors.
 She studied at St. Theresa's College,
Manila and graduated with a Bachelor of
Arts degree in 1942.
 Mrs. Nakpil was married to Lt. Ismaél A.
Cruz in 1942 and to architect and city
planner Ángel E. Nákpil in 1950 and was
widowed twice.
 Nakpil died on 30 July 2018, 1:38 AM,
at the age of 96.[1] She was laid to rest at
the Loyola Memorial Park in Marikina.

Now I want you to ponder on this question

while you are reading the story.

 MOTIVE QUESTION
Why do you think “the Pinoy” in the
selection choose to eat with his
kababayan rather than in an expensive
restaurant?

D. Discussing New Concepts and Practicing New Skills # 1

Today, we are going to discuss a story

selection written by Carmen Guerrero Nakpil
Where’s the Patis? reminds us that
although it is good to discover new things
and to experience new customs, we must
always remember our roots, for it molded
us into the person we are today.

Let’s now get ready to read the story.

First reading: by the teacher

Second reading: by the students
 WHERE'S THE PATIS?
By Carmen Guerrero Nakpil

Travel has become the great Filipino dream. In the same way that an American
dreams of becoming a millionaire or an English boy dreams of going to one of the
great universities, the Filipino dreams of going abroad. His most constant vision is
that of himself as tourist.

To visit Hong Kong, Tokyo and other cities of Asia, perchance, to catch a glimpse
of Rome, Paris or London and to go to America (even if only for a week in a fly-
specked motel in California) is the sum of all delights.

Yet having left the Manila International Airport in a pink cloud of despedidas and
sampaguita garlands and pabilin, the dream turns into a nightmare very quickly. But
why? Because the first bastion of the Filipino spirit is the palate. And in all the
palaces and fleshpots and skyscrapers of that magic world called "abroad" there is
no patis to be have.

(PAUSE)

If you will be given a chance to travel to (Student’s answers may vary)

another country, where will you go? Why?

Consider the Pinoy abroad. He has discarded barong tagalong

or "polo" for a sleek, dark Western suit. He takes to the habiliments
from Hong Kong Brooks Brothers(Student’s answers
or Savile Row withmay vary) of
the greatest
ease. He has also shed the casual informality of manner that is
characteristically Filipino. He gives himself the airs of a cosmopolite
to the credit-card born. He is extravagantly courteous (specially in a
borrowed language) and has taken to hand-kissing and to plenty of
American "D'you mind?" ‘s.

He hardly misses the heat, the native accents of Tagalog or

Ilongo or the company of his brown-skinned cheerful compatriots. He
takes, like a duck to water, to the skyscrapers, the temperate climate,
the strange landscape and the fabled refinements of another world.
How nice, after all, to be away from good old R.P. for a change!
(PAUSE)

What specific Filipino are you proud of ?

Why?

But as he sits down to meal, no matter how sumptuous, his heart

sinks. His stomach juices, he discovers, are much less cosmopolitan than the
rest of him. They are much less adaptable that his sartorial or social habits.
They have remained in that dear barrio(Student’s
in Bulacananswers
or in thatmay
littlevary)
town in
llocos andnothing that is set on the table before him can summon them to
London or Paris.

There he is in the most expensive restaurant in Europe, surrounded

by beautiful women and impeccably dressed men bending over their rich
meal. Waiters in black ties and tails stand at his elbow ready to cater to his
smallest wish. An array of glass, silver, china, and artistic blooms is set
before him. An elegant wagon of hors d'oeuvres approaches: pink salmon
from Scotland, golden English herring, sensuous anchovies from France,
green salad from a Belgian farm, mounds of Italian pasta, Russian caviar on
ice, melon halves, stuffed eggs, shrimp smothered in piquant red sauce.

(PAUSE)

Do you agree with the writer’s description

of the Filipinos? Why? Why not?

(Student’s answers may vary)

 At that precise moment the Pinoy is overcome with a yearning for a
mound of white rice, a bowl of sinigang and a little saucer of patis. What
would happen, he asked himself, if I shouted for sinigang na bangus? The
thought that perishes as he catches sight of the world-weary hauteur on the
face of the waiter. With a sigh, he applies himself to the foreign delicacies.
The herring, after a few mouthfuls tastes almost like tinapa. The shrimp
would be excellent if he had some white sukang lloko to soak it in but the
melon is never half as good as the ones his wife buys from her suki in San
Andres.

Now he must make another choice. The waiter, with an air of prime
minister approaching a concordat murmurs, something about choosing a
soup. The menu is in French and to be safe, our hero asks the waiter to
recommend the specialty of the house. A clear consomme! When it comes,
the Pinoy discovers that it is merely the kind of soup Filipinos sip when they
are convalescing from "tifus" or "trancazo". Tomato soup is almost an
emetic. Onion soup with bits of bread and cheese is too odd for words but
(Student’s
palatable. If he is lucky, the waiter brings answers
bouillabaisse withmay vary) A
a flourish.
French classic? Nonsense. We Filipinos invented it. It is sinigang, he tells the
astonished waiter, only not quite as good as we do it at home. And where, for
heaven's sake is the patis?

(PAUSE)

Do you think the person in the selection

enjoys eating food from other countries?
Why do you think so?

(Student’s answers may vary)

 The entree or the main course is quite another problem. Poulet is
chicken. Fillet de sole is fish, though recognizable neither as apahap nor
lapu-lapu. Tournedos is meat done in a barbarian way, thick and barely
cooked with red juices still oozing out. The safest choice is steak. If the
Pinoy can get it, well done enough and slice thinly enough, it might remind
him of tapa.

If the waiter only knew enough about Philippine cuisine, he might

suggest venison which is really something like tapang usa, or escargots
which the unstylish poor on Philippine beaches know as snails. Or even frogs
legs which are a Pampango delight.

But this is the crux of the problem- where is the rice? A silver tray
offers varieties of bread: slices of crusty French bread, soft yellow rolls, rye
bread, crescents studded with sesame seeds. There are also potatoes in every
conceivable manner, fried mashed, boiled, buttered. But no rice.

(Student’s answers may vary)

(PAUSE)

Why do you think Filipinos love to eat

rice? Do you think other countries like rice
too? Why? Why not?

(Student’s answers may vary)

 The Pinoys learn that rice is considered a vegetable in Europe and
America. The staff of life a vegetable!
And when it comes- a special order which takes at least half an
hour- the grains are large, oval, and foreign-looking and what's more,
yellow with butter. And oh horrors! - One must shove it with pork or piled
it with one's knife on the back of another fork.
After a few days of these debacles, the Pinoy, sick with longing,
decides to comb the strange city for a Chinese Restaurant, the closest thing
to the beloved, gastronomic country. There in the company of other Asian
exiles, he will put his nose finally in a bowl of rice and find it mire fragrant
than an English rose garden, more exciting than a castle on the Rhine and
more delicious than pink champagne.
To go with rice, there is siopao (not so rich as at Salazar) pansit
guisado reeking with garlic (but never so good as any that can be had in
the sidewalks of Quiapo) fried lumpia with the incorrect sauce, and even
mami (but nothing like the downtown wanton)
Better than a Chinese restaurant is the kitchen of a kababayan.
When in a foreign city, a Pinoy searches every busy sidewalks, theater,
restaurant for the wellremembered golden features of a fellow- Pinoy. But
make no mistake. It is only because he is in desperate need of Filipino
meal and, like a homing pigeon, he follows his nose to a Filipino kitchen
that is well stocked with bagoong, patis, garlic, balat ng lumpia, gabi
leaves and misua.
When the Pinoy finally finds such a treasure- house, he will have
every meal with his kababayan. Forgotten are the bistros and the smart
restaurant. The back of his hand to the Four Seasons and the Tour d'
Argent. Ah, the regular orgies of cooking and eating the ensue. He may
never have known his host before. In Manila, if he saw him again, they
would hardly exchange two words. But here in this odd, barbarian land
where people eat inedible things and have never heard of patis, they are
brothers forever.
The Filipino may denationalized himself but not his stomach. He
may travel over the seven seas and the five continents and the two
hemispheres and lose the savor of home and forget his identity and believe
himself a citizen of the world. But he remains- the astronomically, at least-
always a Filipino. For, if in no other way, the Filipino loves his country
with his stomach.

E. Developing Mastery
To deepen our understanding on the text, I
have prepared questions for you to answer.

 Class, why do you think the person in

the selection misses things from the
Philippines?
 What are some of the international foods
mentioned in the story? Where did they
originate?
 Which countries did the person in the
selection visit?
 Where would you like to dine, in an
expensive international restaurant or in a
Filipino restaurant?
 Do you think food can be a way to settle
differences among people? Why? Why
not?
F. Finding Practical Applications of Concepts
 What lesson did you learn from the
story?
(student’s answers may vary)

G. Making Generalizations and Abstraction about the Lesson

Answering the Motive Question:

Going back to our question.

 Why do you think “the Pinoy” in the

selection choose to eat with his
kababayan rather than in an expensive
restaurant?

H. Evaluating Learning
Task: Tastefully Different

Show appreciation of the story through

differentiated activities.

Task Context:

The following activities will allow students

to relate the values learned and enhance
students’ understanding of the story
discussed in real life situations.

Task Instructions:

1. Form 4 groups and form a circle.

2. Brainstorm with your group mates.
3. Do the assigned task for 15 minutes.
4. Present your output in front of the class.

“TASTEFULLY DIFFERENT”

GROUP 1: Showdown of Differences.

Imagine that you are advertisers. You are
tasked to create a poster advertising a certain
popular food from your place. Include the
picture and the name of the food in your
poster. Write also the unique features of
your food which can be enjoyed by other
people of any age, social status, and
different culture. Prepare the poster. Be
ready to present your output and explain it in
front of the class.

GROUP 2: Nutritionally Different.

Imagine that you are advocates of good
nutrition. You are tasked to create a slogan
indicating the different food from your place
and their nutritional value. Write the
benefits that others may get in eating the
food in your place. Be ready to share your
slogan with the class.

GROUP 3: A Jingle for Food.

Imagine that your group is tasked by a
company to write a “catchy” jingle about the
famous food in your place. Include how
other people from other place may enjoy
you famous food. Include also the different
unique characteristics of the food you eat.
Rehearse with your group.

GROUP 4: Food for Thought.

Imagine that you are advertisers. You are
tasked to create a TV commercial featuring
a famous food in your place. As you do the
commercial, you need to include its unique
features. Emphasize in your commercial that
other people from other places will surely
enjoy your food. Practice your commercial
with your group. Be ready to present it in
your class.

J. Additional Activities for Application or Remediation

 Follow up
For your assignment, List down all
the sauces mentioned in the
selection. Write your answers in the
first column. What food do you
think will be the perfect match for
the sauce? Write your answer in the
second column.
SAUCE FILIPINO FOOD

 Advance: Have an advance reading on

our next topic.

V. REMARKS
VI. REFLECTION