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G7 English Lesson Exemplar 1st Quarter PDF
G7 English Lesson Exemplar 1st Quarter PDF
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter 1
Appreciating Myself
Lesson 1
Valuing Our Elders’ Wisdom
Content Standard:
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.
Performance Standard:
The learner transfers learning by: showing appreciation for the literature of the
past; comprehending texts using appropriate 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.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
1|P age
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Valuing Our Elders’ Wisdom
I. LEARNING COMPETENCY
EN7LT-Ia-1: Discover literature as a means of connecting to a significant past
EN7LT-Ia-2: Describe the different literary genres during the pre-colonial period
Objectives:
1. Understand different literary forms during pre-colonial period
2. Describe the different literary genres during the pre-colonial period
3. Appreciate the connection with Philippine‘s rich past through the different
literary forms
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2|P age
III. LEARNING TASKS
Introduction: Long before the Spaniards came to the Philippines, the Filipinos
already have their own culture. It was influenced by Malaysians, Indonesians,
Chinese, Arabs, Persians, and other foreigners who came to trade with them.
Much of ancient literature was oral, community-bound, and derived from the
peoples‘ experiences and observations. So why do you think we should study the
literatures of the Philippines?
Preliminary Activity:
For the next activity, you will be grouped into five with the following roles:
1. facilitator
2. recorder
3. time keeper
4. reporter/s
5. materials manager
Activity
Task 1: Arrange and Fill it!
Directions: You will be given set of words and pictures to arrange into a
diagram provided below:
Analysis
Task 2: Let’s Explain!
Your group‘s reporter/s will present your output with emphasis on the
placement of the pictures given. While listening to the reports, try to compare
your output from the other groups‘ outputs.
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Abstraction
Task 3: Complete Me!
Directions: Complete the statement below.
Application
Task 4: Add Some More!
Directions: With the description given on different literary forms, share other
examples you know.
Proverbs: ______________________________
Riddles: ______________________________
Myths: ______________________________
Legends: ______________________________
Folktales: ______________________________
Working Songs: ______________________________
Lullabies: ______________________________
Exit Slip:
Directions: In a ½ crosswise, answer the previous question posted by your
teacher:
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Notes on Philippine Literature during Pre-colonial Period:
The diversity and richness of Philippine literature evolved side by side with the country's history. This can best be
appreciated in the context of the country's pre-colonial cultural traditions and the socio-political histories of its colonial and
contemporary traditions.
The average Filipino's unfamiliarity with his indigenous literature was largely due to what has been impressed upon him:
that his country was "discovered" and, hence, Philippine "history" started only in 1521.
Pre-Colonial Times
Owing to the works of our own archaeologists, ethnologists and anthropologists, we are able to know more and better
judge information about our pre-colonial times set against a bulk of material about early Filipinos as recorded by Spanish,
Chinese, Arabic and other chroniclers of the past.
Pre-colonial inhabitants of our islands showcase a rich past through their folk speeches, folk songs, folk narratives and
indigenous rituals and mimetic dances that affirm our ties with our Southeast Asian neighbors.
The most seminal of these folk speeches is the riddle which is tigmo in Cebuano, bugtong in Tagalog, paktakon in
Ilongo and patototdon in Bicol. Central to the riddle is the talinghaga or metaphor because it "reveals subtle resemblances
between two unlike objects" and one's power of observation and wit are put to the test. While some riddles are ingenious,
others verge on the obscene or are sex-related.
The proverbs or aphorisms express norms or codes of behavior, community beliefs or they instill values by offering
nuggets of wisdom in short, rhyming verse.
The extended form, tanaga, a mono-riming heptasyllabic quatrain expressing insights and lessons on life is "more
emotionally charged than the terse proverb and thus has affinities with the folk lyric." Some examples are the basahanon or
extended didactic sayings from Bukidnon and the daraida and daragilon from Panay.
The folk song, a form of folk lyric which expresses the hopes and aspirations, the people's lifestyles as well as their
loves. These are often repetitive and sonorous, didactic and naive as in the children's songs or Ida-
ida (Maguindanao), tulang pambata (Tagalog) or cansiones para abbing (Ibanag).
A few examples are the lullabyes or Ili-ili (Ilongo); love songs like the panawagon and balitao (Ilongo); harana or
serenade (Cebuano); the bayok (Maranao); the seven-syllable per line poem, ambahan of the Mangyans that are about
human relationships, social entertainment and also serve as a tool for teaching the young; work songs that depict the
livelihood of the people often sung to go with the movement of workers such as the kalusan (Ivatan), soliranin (Tagalog
rowing song) or the mambayu, a Kalinga rice-pounding song; the verbal jousts/games like the duplo popular during wakes.
Other folk songs are the drinking songs sung during carousals like the tagay (Cebuano and Waray); dirges and
lamentations extolling the deeds of the dead like the kanogon (Cebuano) or the Annako (Bontoc).
A type of narrative song or kissa among the Tausug of Mindanao, the parang sabil, uses for its subject matter the
exploits of historical and legendary heroes. It tells of a Muslim hero who seeks death at the hands of non-Muslims.
The folk narratives, i.e. epics and folk tales are varied, exotic and magical. They explain how the world was created,
how certain animals possess certain characteristics, why some places have waterfalls, volcanoes, mountains, flora or fauna
and, in the case of legends, an explanation of the origins of things. Fables are about animals and these teach moral lessons.
Our country's epics are considered ethno-epics because unlike, say, Germany's Niebelunginlied, our epics are not
national for they are "histories" of varied groups that consider themselves "nations."
The epics come in various names: Guman (Subanon); Darangen (Maranao); Hudhud (Ifugao); and Ulahingan (Manobo).
These epics revolve around supernatural events or heroic deeds and they embody or validate the beliefs and customs and
ideals of a community. These are sung or chanted to the accompaniment of indigenous musical instruments and dancing
performed during harvests, weddings or funerals by chanters. The chanters who were taught by their ancestors are
considered "treasures" and/or repositories of wisdom in their communities.
Examples of these epics are the Lam-ang (Ilocano); Hinilawod (Sulod); Kudaman (Palawan); Darangen (Maranao);
Ulahingan (Livunganen-Arumanen Manobo); Mangovayt Buhong na Langit (The Maiden of the Buhong Sky from Tuwaang--
Manobo); Ag Tobig neg Keboklagan (Subanon); and Tudbulol (T'boli).
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
5|P age
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Valuing Our Elders’ Wisdom
I. LEARNING COMPETENCY
EN7LT-Ia-2.1: Identify the distinguishing features of proverbs, myths, and legends
Objectives:
1. Understand the unique features of proverbs, myths, and legends
2. Discuss the features of proverbs, their intended purpose, and the setting
during which they were produced
3. Express appreciation of different proverbs as source of wisdom and values
during certain situations
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III. LEARNING TASKS
Introduction: We are not aware that the statements that our grandparents use
while conversing with their peers are nuggets of wisdom during their times.
Wisdom in the pre-colonial period was not just theoretical knowledge but
practical expertise. It was passed on from generations to generations, with
versions and translations varying from one region to another, Filipino proverbs or
salawikain, reflect traditional Filipino beliefs, and customs. The wisdom it gives is
encapsulated in short rhyming two-liners easy to remember.
Preliminary Activity:
Task 1: Form It!
Directions: Each group will be given a jumbled proverb in cut-out strips of
paper and form it for 1 minute.
Activity
Task 3: Visual Thesaurus
Directions: Explore your awareness of a thesaurus as a helpful tool in learning
synonyms and antonyms. Give the synonyms of the word ―proverb‖ by
forming the jumbled letters below.
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Analysis
Task 4: Jigsaw Group - Classification of Proverbs
Directions: Your group will be given a handout on proverbs categorized by
the following values:
Family Solidarity Thrift Courage and Daring
Honesty Leadership Modesty
Prudence Friendship Consideration for others
Industry Charity Greed
Each group member will be an ―expert‖ who is responsible for learning his/her
assigned ‗Values‘. Members go and talk with ―experts‖ of other groups with
the same topic. After meeting with members of other groups, the ―experts‖
return to their own groups and present their learnings/findings. The process
can be explained further through the picture below:
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Application
Task 6: Wisdom to Share!
Directions: Create your own proverb based on your chosen values from the
classification above.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
9|P age
LESSON 1: Valuing Our Elder’s Wisdom
PROVERBS
The proverbs of any people are expressive of their perspective of life as in the following:
1. FAMILY SOLIDARITY
The whole world may quarrel but not the husband and wife. Ang lahat ng tao mag-away man
Huag ang mag-asawa sa loob ng bahay.
The pain of the little finger is felt by the whole body. Ang sakit ng kalingkingan, dama ng buong katawan.
2. HONESTY
The liar is brother of the thief. Ang taong bulaan, kapatid ng magnanakaw.
No legacy is richer than honesty. Iwan to tawid a nabakbaknang, ngen ti kinapudo. (Ilocano)
3. CHARACTER
Beauty fades but not character. Lumilipas ang kagandahan, ngunit hindi ang kabutihan.
A man‘s character is seen in his deeds. Ogali nin tao na heheling sa guibo. (Bicol)
4. INDUSTRY
Industry is the brother of success. Ang kasipagan ay kapatid ng tagumpay.
A sleeping shrimp Ang hipong tulog
Is carried away by the current. Tinatangay ng agos.
5. THRIFT
If you tucked away something, you have something to look up to. Kapag my isinuksok, may titingalain.
Use up blessings wastefully, Ubos-ubos biyaya
and afterwards you are left with nothing. Pagkatapos ay tunganga.
6. LEADERSHIP
Full-hearted obedience depends on him who commands. Ang mahusay na pagsunod ay nasa nag-uutos.
The goodness of the ruled Ang ibinubuti ng nasasakupan
depends on the worth of the leader. Ay nasa may hawak ng kapangyarihan.
8. CHARITY
Whoever gives alms to the poor faces heaven. Ang magmalimos sa mahirap, langit ang hinaharap.
Charity begins at home. Ang kawanggawa ay nagsisimula sa tahanan.
10. MODESTY
Modesty is the emblem of goodness. Ang kahinhinan ng asal, sagisag ng kabaitan.
Do not accustom you tongue to saying or uttering boastful words, Huag sanayin ang dila mapangahas na wika,
for if you cannot fulfill them, it be the greater shame. Pagkat kung hindi magawa ay lalong kahiya-hiya.
11. PRUDENCE
A person‘s tongue is only three inches long but can kill even a Ang dila ng tao ay isang dali,
king. Ngunit pinapatay kahit isang hari.
Before you say something, think it over seven times. Ano man ang iyong sasabihin ay makapito mong iisipin.
12. FRIENDSHIP
A good friend is known in time of need. Ang tunay na kaibigan, sa gipit nalalaman.
You are his friend as long as you have money; if you have no kaibigan kung mayroon,
more money you are discarded. Kung wala‘y patapon-tapon.
13. CONTENTMENT
A man is the richest if he is contented even with little. An mayaman sa gabos idtong kontento, maski gurano kadikit.
(Bicol)
A contented man is like one always celebrating a feast. ANg kontentado parehas nga
Naga fiesta lang pirme. (Kinaray-a)
14. GREED
The greedy man does not achieve his desire; Ang taong gaham-gahaman
fortune avoids him. Ang nasa‘s di makamtan, malayo sa kapalaran.
A greedy person is never satisfied. Ang tawo nga mahakug wala pagkabusog. (Hiligaynon)
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
10 | P a g e
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Valuing Our Elders’ Wisdom
I. LEARNING COMPETENCY
EN7V-I-a-22: Distinguish between slang and colloquial expressions in
conversations
EN7V-I-a-22.1: Distinguish features of colloquial language (fillers, contractions,
etc.) and slang
Objectives:
1. Distinguish between slang and colloquial expressions in conversations
2. Distinguish features of colloquial language (fillers, contractions, etc.) and
slang
3. Practice colloquial expressions through an impromptu dialogue
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5. Lesson Plan on Slang: Speaking Legit English, Retrieved from
http://newsmanager.commpartners.com/tesolc/downloads/lesson%20pla
ns/07_2013_LessonPlan_Slang.pdf
6. http://www.buzzle.com/articles/colloquialism-examples-in-literature.html
7. We Chat‘s Sticker, Retrieved from
http://pinoymanila.com/2014/06/01/omg-filipino-flair-reaches-wechats-
sticker-gallery/
Preliminary Activity:
Task 1: Text Speak!
Directions: Acronyms are combination of letters and numbers that stand for
certain words or phrases. They are often used in instant messages, informal
emails, and text messages. Which of the common acronyms below do you
know?
Now complete the following text messages with the suitable acronyms.
• Ok! ____________ at 2 pm.
SMS 1
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Activity
Task 2: We Slang!
Directions: With a partner, study the Tagalog slangs below. Writethe
meaning, then be ready to give an example scenario in using it.
Analysis
Task 4: Talk Now!
Directions: With a partner, make a list of the different people (or types of
people) you interact with regularly. Describe how you normally talk to those
people.
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(Possible Answers: parents, siblings, grandparents, close friends, classmates,
teachers, passengers on a bus or train, canteen, school staff, store clerks,
and so forth.)
Authors tend to use the language that they are most comfortable with
(unless their work demands otherwise). Every writer is influenced by the place he
belongs to, the way people around him speak, and the phrases that are used
by them. It is in such a scenario that colloquialism is often intertwined in the
language of the literary work. There are many authors who use colloquialism
deliberately to imbue a sense of reality and to render their work a contemporary
touch.
Abstraction
Man, I‘m starving! I‘m gonna get something to eat and then call you
back.
We gotta get this done before we can go anywhere.
Lemme know if you need a hand with that.
These words have special registers, meaning they are appropriate for certain
contexts but not for others.
Our conversations carry words with different formality levels known as register. Two of these are colloquial and
familiar. Study the definitions below.
Colloquial refers to the level language is used in everyday speech. This presents a neutral tone, not so much
informal or formal. This is the level used in ordinary conversations. This is the level used in speaking with
classmates, teachers, visitors, etc.
Word – gonna
Phrase – what‘s up?
Aphorism – the rich get richer and the poor get poorer
Slang, on the other hand, is more informal than colloquialism. It is a level of language that reflects the close
relationship of the people speaking like teenagers or people of certain professions. This intimacy is observed in
the use of details and personal references in speech. The authority that a speaker may have on others may also
be observed. This is the level used when speaking with people who are close to us.
Stinks – for ―is bad‖
Buzz off – for ―go away‖
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Application
Task 5: Impromptu Dialogue Game
You will be separated into groups. The teacher will bring out the paper bag
filled with paper slips from the Scenario Worksheet.
Each group will pick a slip of paper from the bag and read the scenario out
loud. You will be given20 seconds to create a short dialogue between two or
more students using Tagalog slang and colloquial expressions to fit the
scenario.
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Valuing Our Elders’ Wisdom
I. LEARNING COMPETENCY
EN7 F-I-a-3.11: Observe the correct production of vowel and consonant sounds,
diphthongs, blends, glides, etc.
EN7 F-I-a-3.11.1: Read worlds, phrases, clauses, sentences and paragraphs using
the correct production of vowel and consonant sounds, diphthongs, blends and
glides
Objectives:
1. Distinguish vowel and consonant sounds
2. Observe the correct production of vowel and consonant sounds
3. Enhance production of critical vowel and consonant sounds through drills
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4. Critical Sounds in English, Retrieved from
https://www.scribd.com/doc/110261544/Day1-Session1-Critical-Sounds-in-
English-handouts
Preliminary Activity:
Task 1: Twist It!
Directions: A tongue twister will be posted on the board. Practice it with a
partner, and then be ready to read it aloud.
Activity
Task 3: Read it Aloud!
Directions: You will be assigned to each paragraph of the short article. Some
volunteers will read it aloud while some of you will follow the reading quietly.
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The People of the Philippines
by the Philippine Tourism Promotions Board
The Filipino is basically of Malay stock with a sprinkling of Chinese, American, Spanish and Arab blood.
The Philippines has a population of 70 million, and it is hard to distinguish accurately the lines between stocks.
From a long history of Western colonial rule, interspersed with the visits of merchants and traders evolved a
people of a unique blend of east and west, both in appearance and culture.
The Filipino character is actually a little bit of all the cultures put together. The bayanihan or spirit of
kinship and camaraderie that Filipinos are famous for is said to be taken from Malay forefathers. The close family
relations are said to have been inherited from the Chinese. The piousness comes from the Spaniards who
introduced Christianity in the 16th century. Hospitality is a common denominator in the Filipino character and this
is what distinguishes the Filipino. Filipinos are probably one of the few, if not the only, English-proficient Oriental
people today. Pilipino is the official national language, with English considered as the country's unofficial one.
The Filipinos are divided geographically and culturally into regions, and each regional group is
recognizable by distinct traits and dialects – the sturdy and frugal llocanos of the north, the industrious Tagalogs
of the central plains, the carefree Visayans from the central islands and the colorful tribesmen and religious
Moslems of Mindanao. Tribal communities can be found scattered across the archipelago. The
Philippines has more than 111 dialects spoken, owing to the subdivisions of these basic regional and cultural
groups.
Some 80 percent of the population is Catholic, Spain's lasting legacy. About 15 percent is Moslem and
these people can be found basically in Mindanao. The rest of the population is made up mostly of smaller
Christian denominations and Buddhist.
The country is marked by a true blend of cultures; truly in the Philippines, East meets West. The
background of the people is Indonesian and Malay. There are Chinese and Spanish elements as well. The history
of American rule and contact with merchants and traders culminated in a unique blend of East and West, both in
the appearance and culture of the people of the Filipinos, or people of the Philippines.
Analysis
Task 4: Listen Well!
Directions: Identify sounds that you found difficult to produce. Write the
words on the board.
Abstraction
Task 5: Know the Sound!
Directions: You will categorize the listed words according to the following
critical vowel and consonant sounds.
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Application
Task 6: Loud & Clear!
Directions: Enhance your pronunciation of a few critical vowel and
consonant sounds based on some parts of the article. You will be guided by
your teacher.
Set A: Words
Set B: Phrases
Set C: Sentences
1. The Filipino character is actually a little bit of all the cultures put together
2. The bayanihan or spirit of kinship and camaraderie that Filipinos are famous for is
said to be taken from Malay forefathers.
3. Each regional group is recognizable by distinct traits and dialects – the sturdy and
frugal llocanos of the north, the industrious Tagalogs of the central plains, the
carefree Visayans from the central islands and the colorful tribesmen and religious
Moslems of Mindanao.
5. The history of American rule and contact with merchants and traders culminated
in a unique blend of East and West, both in the appearance and culture of the
people of the Filipinos.
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1. I eat a regular ________________ three times a day. (meal , mill)
2. The sugar ________________ is always busy.
3. ________________ are covered with wool. (sheep , mill)
4. The ________________ sails to the province every week.
5. Flowers grow on the slope of the ________________. (heel , hill)
6. The ________________ of my shoe is run down.
7. Never sit on the window ________________. (seal , sill)
8. ________________ the letter before mailing it.
9. The ship builders are working on the ________________. (keel , kill)
10. Typhoons can ________________.
11-12. A ________________ wave will ________________ us soon (heat , hit)
because of the El Niño phenomenon.
13-14. Please give each child a ________________ of paper to (peace, piece)
work on so there will be ________________ in the living room.
15-16. The mountain climber brought his ________________ to (peak, pick)
the ________________.
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Valuing Our Elders’ Wisdom
I. LEARNING COMPETENCY
EN7G-I-a-11: Observe correct subject-verb agreement
Objectives:
1. Understand the basic parts of a sentence
2. Familiarize themselves with the rules involving the subject-verb agreement
3. Observe rules on subject-verb agreement
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nouns and verbs form plurals in opposite ways: nouns add an ‗s‘ to the singular
form; verbs remove the ‗s’ from the singular form.
Preliminary Activity:
Task 1: SP Matching Game!
Directions: Your will be given strips of paper. Each of you will read her/his
assigned fragment and find her/his partner to form a sentence. Below are the
sample sentences.
Activity
Task 2: Examine a Paragraph!
Directions: With a partner, discuss if the sentences in the paragraph below
were written correctly.
Analysis
Task 3: Let’s Discuss!
Directions: Look at the other version of the paragraph which shows
grammatically correct sentences. Share to the class your observations on the
paragraph, with particular focus on the subjects and verbs of the sentences.
Abstraction
Task 4: Sum it up!
Directions: Make generalizations concerning the following rules concerning
subject-verb agreement:
1. a/the number
2. there is, there are
3. intervening words, phrases, and clauses (with, together with, including,
accompanied by, in addition to, or as well; prepositional phrase; and
relative clause)
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Application
Task 5: Are You Sure?
Directions: Study each sentence below. If Alunsina, a student, said it is
grammatical and you are sure it is true, write ―correct‖. If he said it is
ungrammatical and it is indeed true, rewrite the sentence.
2 The researcher with all his ungrammatical The researcher with all his
assistants explain such claim assistants explains such
to be true. claim to be true.
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Directions: Using the information from the chart below, write two sentences
that observe the subject-verb agreement rule for each of the cases listed.
Criteria Score
1 2 3 4
Grammar Missing a subject or Sentence has both Sentence has subject Words used in the _______
verb. a subject and verb and verb agreement sentence are correct
with 2 or more with 1 error. all the time.
errors.
.
Neatness Paper is untidy Paper is untidy or Handwriting is Handwriting is clear. _______
and handwriting is handwriting is difficult to read at
difficult to read often. difficult to read times.
often.
Capitalization Capitalizations are Capitalizations are Capitalizations are Capitalizations are _______
used incorrectly three used incorrectly two used incorrectly one used correctly.
or more times. times. time.
Punctuation Punctuation is used Punctuation is used Punctuation is used Punctuation is used _______
incorrectly three or incorrectly two incorrectly one time. correctly.
more times. times.
Sentence Sentences are Sentences are Sentences are Sentences are _______
Completion incomplete and do incomplete or do not complete. complete and show
not describe an idea describe an idea or a high level of
or give information. give information. understanding.
Total:
_______
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter 1
Appreciating Myself
Lesson 2
Searching for Our Beginnings
Content Standard:
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.
Performance Standard:
The learner transfers learning by: showing appreciation for the literature of the
past; comprehending texts using appropriate 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.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
25 | P a g e
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Searching for Our Beginnings
I. LEARNING COMPETENCY
EN7LT-Ib-2.2: Explain how the elements specific to a genre contribute to the
theme of a particular literary selection
EN7LT-Ic-2.2.1: Express appreciation for sensory images used
Objectives:
1. Identify the features of creation myths
2. Explain how specific elements of creation myths contribute to its theme
3. Illustrate ideas that highlights interesting certain part of a story
4. Appreciate sensory images used in the selection through different tasks
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III. LEARNING TASKS
Introduction: Most societies believe in a Supreme Being—the Greeks and Romans
have gods and goddesses, the Jews have Yahweh, the Muslims have Allah, the
Christians have God, and so on.
How about you, do you believe in a Supreme Being? What is your concept of a
Supreme Being?
Preliminary Activity:
Task 1: Sharing Time!
Directions: With your partner, discuss some of your answers to the posted
questions and exchange ideas to find out how similar or different your
concepts are.
Activity
Task 2: Word Webs
Directions: In triad, you will accomplish the task in soliciting possible words you
could associate with the following:
TREE
HEAVEN EARTH OF LIFE
Analysis
Task 3: Locate, Reflect & Evaluate!
You will accomplish the worksheet by pair.
Locate!
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Reflect!
Evaluate!
Abstraction
Task 4: Reflect!
Directions: You will reflect on the following series of questions:
Application
Task 5: M.I. Time!
With your Multiple Intelligence group, you will accomplish the given task
cards below:
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Make up a creation myth for your tribe. It should explain how your people or
the world came to be. Remember to include the special features of a myth.
Evaluation:
Directions: Based on the selection, determine whether each statement is true (T)
or false (F).
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MULTIPLE INTELLIGENCE GROUP RUBRICS
2 3 4 5
Criteria 5 4 3 2 1
Factual More than five Five separate Five facts are Fewer than five No facts are
information separate facts are facts are included included in the song. facts are included included in the
included in the song. in the song. in the song. song. The content
is primarily
opinion.
Accuracy All facts are Facts are Facts are accurate The song contains The song contains
accurate. accurate with no with no more than at least one major more than two
more than one two minor errors. error or three major errors or
minor error. minor errors. more than
three minor errors.
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Presentation The musician The musician The musician The musician did The speaker did
presented the song presented the presented the song not communicate not communicate
in a clear voice. song in a clear with a clear voice. clearly. Little clearly. Eye
He/she made voice. Some Little eye eye contact was contact was not
consistent eye eye contact was contact was made made with made with
contact with the made with with the the audience. the audience.
audience. the audience. audience.
CRITERIA 1 3 5
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The Origin of This World (Maranao)
from the Anthology of Philippine Myths by Damiana L. Eugenio
1 According to Maranaw folklore, this world was created by a great Being. It is not
known, however, who exactly is this great Being. Or how many days it took him to create
this world.
2 This world is divided into seven layers. The earth has also seven layers. Each layer
is inhabited by a different kind of being. The uppermost layer, for example, is the place we
are inhabiting. The second layer is being inhabited by dwarfs. These dwarfs are short,
plump, and long-haired. They are locally known as Karibanga. The Karibangaare said to
possess magical powers. They are usually invisible to the human eye. The third layer of the
earth which is found under the sea or lake is inhabited by nymphs. These nymphs also
possess certain magical powers. It is stated in the story of Rajah Indarapatra that he met
and fell in love with the princess-nymph with whom he had a child.
3 The sky also consists of seven layers. Each layer has a door which is guarded day
and night by huge mythical birds called garoda. The seventh layer of the sky is the seat of
heaven which is also divided into seven layers. Every layer in the sky is inhabited by angels.
Maranaws believe that angels do not need food. They all possess wings with which they fly
4 Heaven which is found on the seventh layer of the sky is where good people‗s spirits
go after death. Saints are assigned to the seventh layer while persons who ―barely made
it‖ are confined to the lower most layer which is found at the bottom of heaven.
5 It is in heaven where we find the tree-of-life. On each leaf of the tree-of-life is written
the name of every person living on earth. As soon as a leaf ripens or dries and falls, the
person whose name it carries also dies.
6 The soul of every person is found in tightly covered jars kept in one section of
heaven. This particular section of heaven is closely guarded by a monster with a thousand
eyes, named Walo. Walo, in addition to his thousand eyes, has also eight hairy heads. The
epic Darangan speaks of Madale, Bantugan‗s brother and, Mabaning, Husband of
Lawanen, entering this section and retrieving the soul of Bantugan.
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Searching for Our Beginnings
I. LEARNING COMPETENCY
EN7V-I-c-10.2: Use appropriate idiomatic expressions in a variety of basic
interpersonal communicative situations
Objectives:
1. Identify and explain the meanings of common idioms
2. Express the meaning of idioms through sentences
3. Use appropriate idiomatic expressions in communicative situations
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III. LEARNING TASKS
Introduction: An idiom is a phrase that has a different meaning than the literal
meaning of the phrase. The meaning of an idiom in the mother tongue and
culture has a completely different meaning than the literal definition of the
phrase.
Preliminary Activity
Task 1: L1 Idiom!
Directions: Every language and culture has its own set of idioms, and the
Filipinos have their own as well. Look at the example Filipino idiom below and
try to give its literal English translation.
Filipino Idiom Literal English Translation
Buto’t balat Possible answer: malnourished
(literally means ―bones and skin‖)
(Skin and bones is also an American idiom for someone who is very skinny or
malnourished.)
Activity& Analysis
Task 3: Pinoy Idioms!
Directions: Idioms also display the culture of a certain group of people. In the
list below, give the meaning of the popular Filipino idioms.
Filipino Idiom Literal English Translation Interpretation
1. Anak-pawis son of sweat
2. Makati and dila itchy tongue
3. Makapal and bulsa thick pocket
4. Butas and bulsa hole in the pocket
5. Mabigat and kamay heavy-handed
6. Kabiyak ng dibdib the other half of the heart
7. Bulaklak ng dila flower of the tongue
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Abstraction
Task 4: Short Skit!
Directions: Create a skit that demonstrates how a misinterpreted idiom could
cause some pretty funny or disastrous results. For example, a doctor in an
operating room asking for "a hand"?
Application
Task 6: The Book of Idioms!
A publishing house is interested in publishing a book about the most
common idioms that appear in language nowadays. Your team has been
commissioned to do the research and the writing for that book.
Each member of your team has to choose an idiom, research its origin,
and write a story about it. All the stories from the different team members will
be compiled in order to make the Book of Idioms. Remember to select
popular idioms, such as those you read most often in stories, or used in media,
etc. Read the example story of the origin of the idiom cold shoulder.
Cold Shoulder
When you are a guest, how can you tell that it is time for you to leave? Etiquette
says that the considerate guest does not wait until his or her hosts are tired or bored.
The considerate guest does not overstay his or her welcome.
In olden European times, guests who overstayed or were unwelcome were
served cold slices of meat from the shoulder of beef or mutton. Such a cut of meat is
inferior to a round roast and is particularly unpalatable, when served cold. Serving a
guest this cold shoulder of meat was considered a polite way of telling the unwelcome
guest to pack up and leave. This custom was common in medieval France. Although
other countries did not adopt it, the expressions give a cold shoulder meaning to snub
spread to England and America as well as other English-speaking countries.
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“THE BOOK OF IDIOMS” RUBRIC
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Searching for Our Beginnings
I. LEARNING COMPETENCY
EN7LC-I-d-5.1: Listen for important points signaled by volume, projection, pitch,
stress, intonation, juncture, and rate of speech
EN7OL-Id-1.14.3: Use the correct stress (primary, secondary, tertiary and weak)
when reading passages
Objectives:
1. Identify the changes in meaning of words as the stress changes
2. Use the proper stress (primary, secondary, tertiary and weak) when
reading passages
3. Enhance understanding of stress through speaking exercises
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4. https://www.youtube.com/watch?v=AKsf5-V9mII
5. Allen‘s Announcement, Retrieved from
http://www.youtube.com/watch?v=El-Zkeia9u8
6. Unit 1: Listening for Pronunciation Practice, Retrieved from
http://orelt.col.org/module/unit/1-listening-pronunciation-practice
Preliminary Activity
Task 1: Shift the Meaning!
Directions: You will be assigned to read the sentence below.
―I love my sister.‖ ―I love my sister.‖
―I love my sister.‖ ―I love my sister.‖
What did the speaker want to emphasize?
How does the meaning shift?
Activity
Task 2: Stressing!
Directions: Try pronouncing the following words with a correct stress.
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Analysis
Discussion Questions:
Why do we have to use stress in speaking?
What differences did you notice in stress when the words are used in a
specific context?
Abstraction
Task 4: With Feelings!
Directions: Enhance your understanding of stress by doing the following
exercises with your teacher and classmates.
A. Use the right stress to distinguish the following heteronyms or words with
the same spelling but with different pronunciations. Apply the right stress
on the syllable written in capital letters.
NOUN VERB
PROject proJECT
CONtent conTENT
COMbat comBAT
CONduct conDUCT
CONvert conVERT
DEfect deFECT
DEsert deSERT
OBject obJECT
PREsent preSENT
REcord reCORD
UPdate upDATE
B. Use the right stress to pronounce the following two- and three-syllable
words.
TWO SYLLABLES THREE SYLLABLES
NAtion eMOtion
MOtion eRUPtion
LOtion soLUtion
POtion conDItion
NOtion comPLExion
D
i feature of English rhythm that commonly causes problems in comprehension is the use of
One
r forms. For example, when pronounced in isolation, auxiliary verbs or articles such as would,
weak
e or a are said with the vowels in their strong (normal) forms — /wud/, /hæv/, /ei/. But in
have
c
utterances, these are pronounced in their unstressed, weak forms — /d/, /v/, /ǝ/, as in the
sentences
t below:
i
We’d
o like to see the principal, please.
I’ve
n missed classes the whole of last week, you know!
It’s a hit!
s
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Directions: Complete the following exercise in pairs. Then, add similar
words to the list. In Column 2, write the full form of the contraction in
Column 1.
Contracted form Full form
I'll
I'm
Haven't
Don't
She'll
We've
You'll
I'd
You're
He's
Application
Task 5: Listen for Weak!
Directions: Practice understanding English at normal conversational speed,
when weak forms are used. Listen to a conversation twice. The first time you
will listen with attention. The second time, you will fill in the blanks in the
passage with the full forms of the words that you hear.
Teacher: Well, I ______ have to mark you absent for the whole period. Why ________ you
_______ get a certificate from your doctor?
Kenny: She ______ out of the country at the moment, Teacher. I ______ going to ask her to
write one when she comes back next week.
Teacher: We ______ finished three chapters in the last few days, so you ______have to
finish your homework for all of them.
Kenny: I ______ like to meet you after class, Teacher, if you ______ free.
Teacher: I ______ sure we can arrange something, Kenny. Meet me after class at four
today.
Kenny: Thank you, Sir. I ______ bring my father along. He ______ been wanting to meet
you to discuss this.
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LISTENING TRANSCRIPTS
Amina: Wait a minute! I don‘t think everyone‘s here — Ricky is absent, and so is Sheila.
Allen: Well, I can‘t hold the announcement just because they choose to absent themselves from work! There‘s
good news for us — there‘s a present for you if you present the record of last week‘s activities accurately. The
video guys will record the best presentation! And the boss wants the best presenter to submit his or her résumé
at my desk so that your promotion can be processed!
Amina: I don‘t object to getting a promotion, but what is the object of carrying it out like this?
Allen: We‘ll come to that in a while. All right, guys! Who will conduct today‘s session? Remember, there‘ll be
marks for good conduct as well!
Amina: Let‘s not forget that we have to produce a good report at the end of the day.
Allen: True. And after that everyone‘s been ordered to resume work — no holiday, guys!
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42 | P a g e
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Searching for Our Beginnings
I. LEARNING COMPETENCY
EN7WC-Ib-4.2: Differentiate literary writing from academic writing
Objectives:
1. Understand the difference between literary and academic writing
2. Formulate words to differentiate literary from academic writing
3. Attain comprehension through the analysis of sample materials
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III. LEARNING TASKS
Introduction: Writing is a form of communication that utilizes language to deliver
an intended message to particular readers within a context. As a form of
communication both technical and literary writing consist of source, content,
channel, audience and context. They differ in their characteristics and indicators
of those elements in practice or operation.
Preliminary Activity
Task 1: Brainstorm!
Directions: Brainstorm on the question below:
What are the perks of being a good writer?
Activity
Task 2: Written Bazaar!
Directions: From the materials (memos, letters, reports, brochures, instructions,
poetry, drama, short story, newspaper etc.) brought by the teacher, each
group will categorize them into two: literary and academic writing.
Literary Writing Academic Writing
Analysis
Task 3: Chart it out!
Directions: When all the materials are in the proper columns, each group will
receive set of characteristics which you will place in the appropriate column.
Be ready to present your output.
Literary Writing Academic Writing
Format
Use of Words
Purpose
Content
Example
Formal Writing
Creative Writing/Informal Writing
Use of colorful words such as adjectives and figures of speech
Use of exact words
Pure information
To appreciate art, inspire, and influence people
Feelings, thoughts, and ideals
To inform
Book reports, written reports, tables and charts, letters, notes
Poems, essays, short stories, drama, novel, an epics
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Abstraction
Task 4: A Word Summary!
Directions: With your group, formulate your own ―one-word summary‖ based
on each characteristic mentioned above.
*Possible answers are as follows:
Literary Writing Academic Writing
Format Creative/Informal/Artistic Formal/Standard/
Systematic/ Sequential
Use of Words Colorful/General/Evocative/ Exact/Specialized
Metaphoric/ Symbolic
Purpose Inspire/Influence/ Inform/Instruct/Persuade
Entertain/Provoke/ Captivate
Content Feelings/Thoughts/Ideals/ Information/Factual/
Imaginative Straight-forward
Application
Task 3. Tree of Tree!
Directions: Below is a poem about tree and an infographic of coconut uses.
These two writing samples further illustrate the difference between literary
and academic writing. Using the given classroom object (a stapler, an eraser,
etc.), write a short poem. Then, use the same subject as topic to write a
simple illustration of information or infographic. Compare and contrast the
results.
A Tree, A Book
byMaximo Ramos
A tree in bloom
So near my room;
Upon the tree
A pollened bee,
Two singing birds
So loud with words,
And dragon flies
With beryl eyes:
I'll leave my book
I'll look and look.
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CLASSWORK COMPLETION RUBRIC
Source:
Rubric iRubric: Class Work Completion and Attitude rubric
http://www.rcampus.com/rubricshowc.cfm?code=N4W279&sp=true
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter 1
Appreciating Myself
Lesson 3
Explaining Our Beginnings
Content Standard:
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.
Performance Standard:
The learner transfers learning by: showing appreciation for the literature of the
past; comprehending texts using appropriate 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.
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Explaining Our Beginnings
I. LEARNING COMPETENCY
EN7RC-I-e-2.15: Use non-linear visuals as comprehensive aids in content texts
EN7SS-I-f-1.2: Transcode orally and in writing the information presented in
diagrams, charts, tables, graphs, etc.
Objectives:
1. Identify the uses of non-linear visuals like graphic organizers
2. Interpret information presented in graphic organizers
3. Organize information about a chosen subject using a graphic organizer
4. Display positive working attitude while doing tasks
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http://www.enchantedlearning.com/graphicorganizers/star/
Preliminary Activity
Task 1: 4 Pics, 1 Word!
Directions: Analyze the pictures below to figure out the word we are looking
for.
Activity
Task 2: Organize a Chart!
Directions: You will be given pictures to complete the organizational chart of
Luis Palad National High School.
Analysis
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Task 3: Group then Think!
Directions: After the chart has been completed, be ready to answer the
following questions:
Abstraction
Task 4: Get the gist!
Directions: In one word, summarize each uses of graphic organizers in the
classroom setting. Use the word web below.
Uses of
Graphic
Organizers
Application
Task 5: Create Graphics!
Directions: With a partner, read again the ―The Origin of this World‖ and
complete the organizer below. Be guided with the rubric that follows.
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Creation Myth Graphic Organizer
Then, you will discuss with the class what was helpful about the graphic
organizer and anything that you found difficult about the graphic organizer.
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Searching for Our Beginnings
I. LEARNING COMPETENCY
EN7G-I-a-11: Observe correct subject-verb agreement
Objectives:
1. Familiarize themselves with the rules involving the subject-verb agreement
2. Observe rules on subject-verb agreement
3. Practice the skill through series of exercises
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Activity
Task 1: Watch Out!
Directions: Study the given sentences. Write C if the sentence observes
correct subject-verb agreement. If it does not, write I.
Analysis
Task 2: Practice Makes Perfect!
Directions: Below is an exercise based on the contents of the article The
Maranao Tribe from Lake Lanao. Specify the verb, which will agree with its
subject in each sentence. The teacher will elicit some of your observations,
with particular focus on the subjects and verbs of the sentences.
The Maranao, together with the Illanun and Maguindanao ____ 1. (is, are)an
indigenous Muslim group in Mindanao in southwestern Philippines. Their culture and identity
____________ 2. (reflects, reflect)general features of Southeast Asian tribes. Each of these,
however, ____ 3. (has, have)developed unique traditions.
The name Maranao ____ 11. (means, mean)"People of the Lake" or "Lake Dwellers".
Both ____________ 12. (refers, refer)to the natives who settled around Lake Lanao. Neither
photographers or a writer ____ 13. (was, were)ever able to capture in images or words the
beauty of this lake. Lake Lanao, with the Maranaos living around it ____________ 14.
(continues, continue)to be an attraction and source of inspiration. More importantly, the spirit
of the Maranaos ____________ 15. (thrives, thrive)because of its existence.
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Abstraction
Task 3: Sum it up!
Make generalizations concerning the following rules concerning subject-verb
agreement:
1. compound subjects joined by and
2. every or each preceding a compound subject
3. indefinite pronouns as subjects
4. subjects joined by or or nor
Application
Task 4: Extra, Extra!
Directions: Below is a student‗s draft of an introduction for an article about
diversity in the Philippines. If a sentence observes proper subject-verb
agreement, write C. If it does not, rewrite the sentence.
(1) Each tourist or guest who come to the Philippines is always amazed by our
cultural diversity. (2) Every island and region highlights a unique adventure. (3) A
variety of traditions, dishes, celebrations, and many others are offered to both local
and foreign travelers. (4) Our rich past and our promising future are discovered by
every guest almost every day and everywhere in the country. (5) For this reason,
tourism experts, along with the Department of Tourism believes that “It’s more fun in
the Philippines!”
(6) Northern Philippines boast of its old Spanish flavor, from architecture to
culinary traditions. (7) There are much pleasure to discover in the coasts and
shorelines of Central Philippines. (8) In Southern Philippines, one discovers the rich
Islamic backgrounds of our country. (9) Nobody has ever experienced boredom in
hopping from one island to another. (10) Either pleasure or warm insights is taken
home by every visitor in our shores.
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Explaining Our Beginnings
I. LEARNING COMPETENCY
EN7LT-I-h-2.3: Draw similarities and differences of the featured selections in
relation to the theme
EN7VC-II-a-1/2: Note details, sequence and relationships of ideas and events
EN7VC-I-d-6: Identify the genre of a material viewed (such as movie clip, trailer,
news flash, internet-based program, documentary, video, etc.)
Objectives:
1. Analyze the elements of creation stories, their intended purpose, and the
setting during which they were produced
2. Note the sequence of events from the material viewed
3. Draw similarities and differences of creation myths in relation to the theme
4. Participate in groups to accomplish collaborative tasks
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2. Teaching Guide (First Quarter), pp. 23-25, 28-29
3. Learning Package (First Quarter), pp. 23-25
4. The Tale of Tungkung Langit and Alunsina (Visayan Myth), Retrieved from
https://www.youtube.com/watch?v=SmdxsC8Rluk
Preliminary Activity
Task 1: Think-Pair-Share!
Directions: In this activity, you will (1) think individually to answer a question;
(2) pair with a partner and discuss the question; and (3) share ideas with the
rest of the class.
Think: What are the two most popular creation stories today? How
does each influence the way we think about the world?
Activity
Task 1: Character Study
Directions: In the Venn diagram below, compare and contrast the two
characters in the story. The overlapping part of the diagram should contain
at least three similarities of the two characters while the external regions
should contain at least three of the unique qualities of each character.
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Analysis
Task 2: Locate, Reflect & Evaluate!
Directions: Determine whether each statement is true (T) or false (F). Beside
your answer, write the paragraph number to support your answer. Then, with
your partner, compare your answers and share insights.
Abstraction
Task 3:Let’s See!
Directions: Watch a video presentation of the creation myth entitled The Tale
of Tungkung Langit and Alunsina (Visayan Myth). Looking at the images, try to
compare it from The Origin of this World.
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Application
Task 5: Compare and Contrast!
Directions: With your group, analyze the two creation stories – The Origin of
this World (Maranao) and How the World was Created (Panay). Draw
similarities and differences of creation myths in relation to listed themes
below. Be ready to present your answers to the class.
Theme The Origin of This World How the World was Created
Duration of
Creation
Primordial
Scenario
Sequence of
Creation
Method of
Creation
Portrait of
Supreme Being
Portrait of
Humanity
What do the two stories have in common?
What overarching theme is similar between the two stories?
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How the World was Created (Panayan)
1
One of the stories about the creation of the world, which the old folks of Panay, especially those
living near the mountain, do not tire relating, tells us that in the beginning there was no heaven
or earth—only a bottomless deep and a world of mist. Everything was shapeless and
formless—the earth, the sky, the sea, and the air were almost all mixed up.
2
Then from the depth of this formless void, there appeared two gods, —Tungkung Langit and
Alunsina. Just where the two deities came from it was not known. However, it is related that
Tungkung Langit fell in love with Alunsina and, after so many years of courtship, they got
married and had their abode in the highest realm of the eternal space where the water was
constantly warm and the breeze was forever cool. It was in this place where order and
regularity first took place.
3
Tungkung Langit was an industrious, loving, and kind god whose chief concern was how to impose order over the
whole confused set-up of things. He assumed responsibility for the regular cosmic movement. On the other hand, Alunsina
was a lazy, jealous, and selfish goddess whose only work was to sit by the window of their heavenly home, and amuse
herself with her pointless thoughts. Sometimes, she would go down from the house, sit down by a pool near their doorstep
and comb her long, jet-black hair all day long.
4
One day Tungkung Langit told his wife that he would be away from home for sometime to put an end to the chaotic
disturbances in the flow of time and in the position of things. The jealous Alunsina, however, sent the sea breeze to spy on
Tungkung Langit. This made the latter very angry upon knowing about it.
5
Immediately after his return from the trip, he called this act to her attention saying that it was ungodly of her to be jealous,
there being no other creature living in the world except the two of them. This reproach was resented by Alunsina, and a
quarrel between them followed.
6
Tungkung Langit lost his temper. In this rage, he divested his wife of powers and drove her away. No one knew where
Alunsina went; she merely disappeared.
7
Several days after Alunsina left, however, Tungkung Langit felt very lonely. He realized what he had done. Somehow, it
was too late even to be sorry about the whole matter. The whole place once vibrant with Alunsina‗s sweet voice, suddenly
became cold and desolate. In the morning, when he woke up he would find himself alone and in the afternoon when he
came home, he would feel the same loneliness creeping deep in his heart because there was no one to meet him at the
doorstep or soothe the aching muscles of his arms.
8
For months, Tungkung Langit lived in utter desolation. He could not find Alunsina, try hard as he would. And so, in his
desperation, he decided to do something in order to forget his sorrows. For months and months he thought. His mind
seemed pointless, his heart, weary, and sick. But he must have to do something about his loneliness.
9
One day, while he was sailing across the regions of the clouds, a thought came to him. He would make a big basin of
water below the sky so that he can see the image of his wife, if she were just somewhere in the regions above. And lo! The
sea appeared. However, Alunsina was never seen.
10
After a long time, the somber sight of the lonely sea irritated Tungkung Langit. So he came down to the Middleworld and
created the land; then he planted this with grasses, trees, and flowers. He took his wife‗s treasured jewels and scattered
them in the sky, hoping that when Alunsina would see them she might be induced to return home. The goddess‗ necklace
became the stars, her comb the moon, and her crown the sun. However, despite all these Alunsina did not come back.
11
And up to this time, the folks in Panay say that Tungkung Langit is alone in his palace in the skies. Sometimes, he would
cry out of his pent-up emotions and his tears would fall down upon the earth. The people say that rain is Tungkung Langit‗s
tears and that is why in some localities in the island of Panay, the first rain in May is received with much rejoicing and
sacrifice. Incidentally, when it thunders hard, the old folks also say that it is Tungkung Langit sobbing, calling for his
beloved Alunsina to come back – entreating her so hard that his voice thunders across the fields and countryside.
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Explaining Our Beginnings
I. LEARNING COMPETENCY
EN7RC-Ia-7: Use the appropriate reading style (scanning, skimming, speed
reading, intensive reading etc.) for one‘s purpose
Objectives:
1. Define scanning and skimming
2. Use reading styles (skimming and scanning) to answer questions
3. Practice scanning and skimming texts for information
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III. LEARNING TASKS
Introduction: Over the years, people‘s reading habits have greatly changed.
As we now live in the Information Age, allocating longer time for reading
becomes difficult. How do we keep up with this information overload? The
answer would be to learn how to read quickly and efficiently.
Preliminary Activity
Task 1: Read Fast!
Directions: With your shoulder buddy, put a check mark before the items that
require fast reading.
Activity
Task 2: Locate!
Directions: Using the school‘s rules and regulations as point of reference,
answer the following questions.
Analysis
Task 3: Venn Diagram
Directions: Compare and contrast scanning and skimming.
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Skimming Scanning
Abstraction
Task 5: Use It!
Directions: Review your understanding of skimming and scanning by
answering the following questions. Write only the letter of your answer.
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Application
Task 5: Use It!
Directions: Skim and scan the advertisement below. Then complete the
paragraph that follows.
2. Are you looking for a part time job? We require 3 part time shop
assistants to work during the evening. No experience required, applicants
should between 18 and 26. Call 797-2537 for more information.
1. Margaret Lopez. Margaret is 21 years old and would like a part time position to help her pay
her university expenses. She can only work in the evenings.
2. Alice Flores. Alice was trained as a secretary and has six years of experience. She is an
excellent typist but does not know how to use a computer. She is looking for a full time
position.
3. Vincent De Castro. Vincent loves working with children and has an education license. He
would like to work with young children.
4. Peter Fabrea. Peter went to business school and studied computer and secretarial skills. He
is looking for his first job and would like a full time position.
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LUIS PALAD NATIONAL HIGH SCHOOL: RULES & REGULATIONS
Attendance
1. Absence: Any student returning to school following an absence of one or more days will have
to get re-admission slip from the concerned guidance counselor along with a parent or
guardian.
2. No students should cut classes. After two offenses parents will be called for.
3. 10 consecutive absences without notice means DROPPED.
4. Students with 20% (of the total school days) within the year will not pass the curriculum year.
Dress Code
Students should come in proper uniform designated for LPNHS. Students will not be accepted in
the school unless this requirement is met.
1. Boys should wear khaki pants and white polo shirt with school seal.
2. Collared white blouse with lines representing the year level and blue tie with blue seal for girls
and black shoes
3. Body Piercing Jewelry is limited to earrings. All other forms
(nose jewelry, tongue jewelry, stomach jewelry) must be removed before entering the
school building.
Tolerance Policy
I have read the above rules and agree to comply with them.
___________________________________________________
Student’s Signature
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Explaining Our Beginnings
I. LEARNING COMPETENCY
EN7OL-I-f-1.14.4: Use the rising intonation pattern with Yes-No and tag questions;
the rising-falling intonation with information- seeking questions, option questions
and with statements
Objectives:
1. Determine sentences which must utilize rising or rising-falling intonation
2. Construct statements with rising and rising-falling intonation
3. Reflect on the importance of intonation in the correct convey of emotions
and thoughts.
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3. Picture of Kalye Budin retrieved from
http://2.bp.blogspot.com/_MKoHp5kESxQ/TSBzrM10yWI/AAAAAAAAAAg/
GIUnjXiwuC8/s1600/DSC03253.JPG
4. Picture of Yema Cake retrieved from http://3.bp.blogspot.com/-
Xq48DFxmSl0/Us7ge28ZODI/AAAAAAAALHo/Tomb_6xKiU4/s1600/IMG_950
7.JPG
5. Picture of Tayabas Market, Retrieved from
http://www.myquezon.com/uploads/image/TAYABAS/tayabasMARKET.jp
g
6. Picture of St. Michael the Archangel Basilica, Retrieved from
https://outoftownblog.com/wp-content/uploads/2013/04/St.-Michael-the-
Archangel-Facade.jpg
7. Picture of Lambanog, Retrieved from http://www.pepper.ph/wp-
content/uploads/2013/08/Lambanog-Export.jpg
Preliminary Activity
Task 1: Hello!
Directions: Listen to the teacher as he/she will try to speak the word ―Hello‖
with different feelings and hidden message. Afterwards, choose what does
his/her ―Hello‖ implies.
Questions:
1. Which way of saying hello do you use when you meet an enemy?
2. What about when you meet someone whom you haven‘t met for a long
time?
3. How do you say ―hello‖ to a six-month old baby?
4. Lastly, please say ―hello‖ to a friend.
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Activity
Task 2: Say It!
Directions: Examine the following samples of questions. Together with a group
of five (5) members, brainstorm how will you say the sentences correctly.
Afterwards, say it aloud in class with proper emotion, pitch, and volume.
Analysis
Task 3: Group then Think!
The following are some kinds of statements in English:
1. Sentence using comma: Our creation myths are ancient, important, and
significant parts of our tradition.
2. Question with Yes/No as answer: Is Tunkung Langit a good God?
3. Question that makes you choose: Which one is better, the Maranao myth
or Panay myth?
4. Tag Question: The creation myth is a good story, isn’t it?
Directions: Using the previous statements that you just said, categorize each
sentence into the following kinds:
After sorting out the sentences into the chart, think of two (2) more examples
of sentences under each category. Afterwards, share your answers by
reading them to the class.
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Abstraction
Application
Task 5: Use It!
Directions: Based on the given pictures, construct sentences using rising and
rising-falling intonation. With the kind of statement indicated, write your
answer inside the box.
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Statements with a series of words:
________________________________________________
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Explaining Our Beginnings
I. LEARNING COMPETENCY
EN7VC –I-C-3.1.3: Give the meaning of the given signs and symbols (road signs,
prohibited signs, etc.)
Objectives:
1. Familiarize themselves with the signs and symbols
2. Give the meaning of the given signs and symbols
3. Reflect on the importance of signs and symbols
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III. LEARNING TASKS
Introduction: Signs and symbols are just about everywhere. At a quick glance,
they inform us, warm us, and direct us.
Preliminary Activity
Task 1: All around You!
Directions: Together with a partner, study the picture signs and answer the
questions found in each set.
Activity
Task 1: The Signs Sound Familiar!
Directions: Form a group with five (5) members. Think of other examples of
signs and symbols that you can see around you. Using the bond papers, draw
five signs and afterwards, present your samples to the class while answering
the questions below:
1. What does this sign/symbol indicate?
2. Where do you usually see this sign?
*Each member will have his/her corresponding roles in the group. One
student will be the leader; two students will draw the signs; meanwhile, two
students will report the signs in front of the class.
Analysis
Task 2: I Know This!
Directions: Determine which of the provided signs and symbols are familiar to
you, and which of them are still unfamiliar. Write the number of the symbol
inside your chosen boxes.
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Sign #10
Sign #1
Sign #11
Sign #2
Sign #12
Sign #3
Sign #13
Sign #4
Sign #14
Sign #5
Sign #15
Sign #6
Sign #16
Sign #7
Sign #17
Sign #18
Sign #8
Sign #19
Sign #9
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I know this sign! I think it means… I don’t know this But I think it is…
Abstraction
Action
Hospital ahead Slippery road Keep left to this Do not drive Do not u-turn No right turn to
when wet sign beyond this sign this sign
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Task 3:Let’s See!
Directions: A road or a prohibited sign is usually seen in a specific place. Using the
sign that you used in the previous activity, determine where you can particularly
see each sign by grouping them according to places. Write the number of sign on
the correct box.
Application
Task 4: Picture Perfect!
Directions: What are the usual signs or symbols that you can see on the
following places. Identify and draw five (5) signs for each spot.
Quezon Avenue
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Explaining Our Beginnings
I. LEARNING COMPETENCY
EN7WC-I-e-4.3: Identify basic features and kinds of paragraph
EN7WC-I-f-2.8.1: Recognize the parts of a simple paragraph
EN7WC-I-i-2.2: Retell a chosen myth or legend in a series of simple paragraphs
Objectives:
1. Brainstorm ideas about paragraph structure
2. Identify the important components of paragraphs
3. Write a well-structured paragraph of a chosen myth
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https://www.mesacc.edu/~paoih30491/RubricParagraphAssignment.html
III. LEARNING TASKS
Introduction: Do you often have difficulty transferring your thoughts down on to
paper? Don‘t you wish you could become better writers? A paragraph is one of
the greatest tools you have in organizing your writing. It shows the structure of
your thoughts. In today‘s lesson, we will study how real writing is done.
Preliminary Activity
Task 1: Read Fast!
Directions: Using the traffic lighting system/chart, brainstorm with your group
mates what you know about the following:
Go Topic Sentence
Continue Supporting Sentences/Details
Stop Concluding Sentence
TOPIC SENTENCE
___________________________________________
___________________________________________
SUPPORTING SENTENCES
__________________________________________
__________________________________________
CLOSING SENTENCE
___________________________________________
___________________________________________
Activity
Activity
Task 2: How Are We Alike?
Directions: Explain the analogy between a burger and paragraph structure.
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Task 3: What’s the Topic?
Directions: Read each set of sentences. Write the topic and choose the best
topic sentence.
1. Topic : _____________________
a. The rainy season is good.
b. In the rainy season, there are floods.
c. The best season for relaxing is the rainy season.
2. Topic : ________________________
a. Bangkok is crowded.
b. People from many different cultures live in Bangkok.
c. Bangkok is a very hot city.
3. Topic : ________________
a. Swimming is popular for many reasons.
b. You need a good swimming pool to go swimming.
c. Swimming is fun.
4. Topic : _____________________
a. Smart phones have many functions.
b. There are many ways to use a smart phone in the classroom.
c. Smart phone can be used for translation.
5. Topic : __________________
a. French wines are popular for a number of reasons.
b. My father drinks French wine.
c. You can buy French wine at good supermarkets.
6. Topic : ____________________
a. An Education is an English movie.
b. A young woman discovers the real world in An Education.
c. An Education is an excellent movie with many lessons for adults.
___ 1. He‘s five years old and doesn‘t respond to his name yet.
___ 2. He cries when I leave for work every day.
___ 3. He always gets excited when visitors arrive.
___ 4. He often attacks the backyard hedge as if it‘s a hostile animal.
___ 5. He gets along very well with my neighbor‘s cat.
___ 6. I often have to put food in front of him because he can‘t find it by himself.
Analysis
Task 5: Get the Logic!
Directions: Now read the following comments on the six items to see which
ones you should have checked and why.
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Explanation
1. Most dogs know their names. Otis‘s unfamiliarity with his own name reveals a weak
memory, and memory is one aspect of intelligence. You should have checked this item.
2. Even an intelligent dog might be sad when its companions leave the house.
3. Both bright and not-so-bright dogs are happy to see old and new human friends.
4. The inability to distinguish between a bush and an animal—friendly or hostile—suggests a
lack of analytical skills. You should have checked this item.
5. Dogs of all degrees of intelligence have been known to be friendly with cats.
6. Most dogs recognize food much more often than their owners would like them to. Otis‘s
inability to find food clearly indicates poor problem-solving skills. You should also have
checked this item.
As illustrated on the previous page, you want all the details you provide in a
paper to be on target and hit the bull‘s-eye in support of your point.
Abstraction
Task 6: Use It!
Directions: What is the importance of studying paragraph structure?
Possible Answers:
Application
Task 5: Clip It!
Directions: Make clippings of short paragraphs from newspapers or
magazines. Then, use three highlighter pens to color the three parts in your
paragraphs.
Example:
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Task 6: Write It Down!
Directions: In a series of simple paragraphs, retell your own creation myth. Use
details from the regions in which you were born and from your ancestral
heritage to create a story. Make sure to address at least two of the following
ideas:
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