Division/School: DIVISION OF LANAO DEL NORTE/ Grade Level: 7

MAIGO NATIONAL HIGH SCHOOL

Teacher: ALLELI FAITH P.LEYRITANA Learning Area: ENGLISH
Time & Dates: Quarter: 3RD; LESSON 2,
Week 2, Day 1
I. OBJECTIVES
The Learners demonstrate understanding of: Philippine literature in the period of
A. Content Emerge as a tool to assert one’s identity strategies in listening to viewing of
Standard informative and short 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 transfer learning by: showing ways of asserting one’s identity;
B. Performance comprehending informative and short narrative texts using schema and appropriate
Standard 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 and
connectors correctly and appropriately.
EN7RC-IIIB-8.1: Use one’s schema as basis for conjectures made about a text.
C. Learning EN7V-III-b-13.11.1 Identify collocations used in a selection
Competencies/ At the end of the 60-minute session, the learners are expected to:
Objectives 1. Compare and contrast foreign and Pinoy foods;
(Write the code 2. Use conjunctions in comparing and contrasting between foreign and Pinoy
for each LC) foods;
3. Value Pinoy foods as part of his/her identity.
II. CONTENT
Where’s the Patis? By Carmen Guerrero-Nakpil
A. Subject Matter Integration: Values Integration, Social Studies, TLE
(Cooking)
III. LEARNING
RESOURCES
A. References
Pages 320-321
1. Teacher’s Guide
Pages
Pages 322-324
2. Learner’s Material
Pages
Pages 322-324
3. Textbook Pages
4. Additional Materials
from LR Portal
B. Other Learning
Resources
IV. PROCEDURES Teacher’s Activity/ies Learner’s Expected
Response/s
A. Reviewing previous Good morning, class. How are you today? Students: Good morning,
lesson or presenting Teacher. We are all OK.
the new lesson That’s great to hear. Did you eat your breakfast
already? Students: Yes, Teacher. We ate
our breakfast already.
That’s good. You know class, breakfast is the most
important meal of the day. It boost your energy
levels and makes you alert.

Now, you will have an activity. Please turn your

books to page 320. Do
Task 1. Deliciously different. Now, we will have a
 great twist to this activity. Maria will be “Luzon”;
Juan will be “Visayas” and Nashipa will be
“Mindanao”. Please stand, Maria, Juan and Foods from Luzon (Maria):
Nashipa. Thanks. Bagnet, lechon, strawberries,
Group the food (names of the foods cut into strips) La Paz Batchoy
according to their island of origin. Use the three
major islands of the Philippines/ put the names of
the foods parallel to your classmates as your Foods from Visayas (Juan):
guide. Chicken inasal, kinilaw, dried
mangoes, lechon

Foods from Mindanao

(Nashipa):
Buko pie, cassava cake,
marang, kinilaw, tuna, durian
tart, mangosteen

B. Establishing a Identify Filipino characteristics, values, practices Student Volunteer (James):

purpose for the and traditions. Ask essential questions about
lesson students’ favourite food:
What are your top 3 fave Pinoy foods? Write them
in your Journal Notes and explain why you like
these foods so much. You will orally present your
answer in front of the class. Do I have a volunteer?
(James raises his hand)
My favourite Pinoy foods are:
kinilaw, lechon manok, and raw
mangoes. Whenever we go to
the beach, these three food are
always the staple.

Very good James.

Now, based on the activity we had, what do you Nashipa: We will be talking
think is our new lesson for today? about FOOD, teacher.

Yes, very good, Nashipa! My favourite topic!

(Students laugh as teacher

throws a joke)
C. Presenting Yes, our lesson for today is about food. Pinoy food
examples/ instances to be exact. But that’s not all, we shall discover
of the new lesson how important Pinoy food is to us and even to
foreigners.
Before our main topic, answer TASK2A Sauce for
a Cause. Listen to me as I read a short article
about the different sauces in the Philippines. List
down all sauces mentioned in the article. Write all
your answers in the first column of this chart below.
Imagine that you will bring these sauces to your
place. What food do you think wil be perfect match
for the sauce? Write your answer in the second
column.
Sauce Filipino food

Leo: I want to volunteer

teacher.
Share your answers with the class. My favourite sauce for
Be ready to answer questions. sinugbang isda (roasted fish) is
I need a volunteer for this activity who will win 5 kalamansi and soy sauce
stars (equivalent to banana cue for recess). because it brings out the flavour
of the fish.
Wow! I live kalamansi and Soy Sauce, too, Leo. I
would eat a whole pot of rice when I eat fried fish
 with soy sauce and kalamansi.
Now, turn your books to page 321. Answer TASK
D. Discussing new 5. You’re not Eating Your Words. Study these
concepts and sentences related to the selection that you are
practicing new skills about to read. Complete the following sentences by
#1 choosing the most appropriate word. I need 6
volunteers to answer the items in TASK 5.
E. Discussing new Your answers to the activity before the reading of
concept and the main text are all correct. Very good!
practicing new skills Now, do task 6. Read the Essay “Where’s the
#2 Patis”.
Do you know what a patis is? Patis is the juice that
comes from “pickled” bolinao fish which is
seasoned with salt and for some, like my father,
with added spices to enhance the flavour of the
patis and to make the food more savory when patis
is poured on to foods.
Thanks for sharing your experience with how patis
is used. Now, as we read the selection, I would
need volunteers among you to answer the
questions in between the text. Ok?
Question: If you will be given the chance to travel
to another country, where will you go? Why?
Brilliant answer. I’d like to visit Japan, too, because
I like to have inspiration for gardening.
Question2: What specific Filipino trait are you
proud of?
Yes, exactly. I like how we cook our own food.
Question3: Among the foods mentioned, which one
do you think is the most delicious?
Question 4: Do you think the person in the
selection enjoys the food from another countries?
Why do you think so? Why not/ What are your
clues?
. comparing our Filipino foods
Jane: Teacher, the answer for #
1 is “go’,letter.
Myla; Teacher, the answer for #
2 is “make” a choice.
Darwin: Teacher, the answer for
# 3 is well-done. Steaks that are
well-done are ‘’well cooked”.
Marie: Teacher, the word that
should be placed on item #4 is
‘make’ because the phrase
make a decision means one
needs to decide upon
something.
Jalila: Teacher, answer for
number 5 is “looking” for..
Samina: Teacher the answer for
# 6 is well- stocked, meaning
the restaurant in the
sentencehas a lot of patis.
Kleint: Teacher, in Iloilo, where
my granpa lives, and where we
lived for 10 years, we put patis
to our batchoy or to Arroz
Caldo.
Student: Teacher, I would like
to go to Japan because I wanna
see the Cherry Blossom
blooming.
Student: I am proud of our food
and how we cook them.
Student; I dunnow, teacher. I
like our Filipino foods more than
those that are foreign-sounding.
Student: I don’t think that the
person in the selection loves
the food he eats from another
country because he starts
rather than eat the foods served
 to him.

Question 5: why do you think Filipinos love to eat Student: Filipinos love to eat
F. Developing mastery rice? rice because rice is abundant in
the country and rice makes the
“ulam”/Viand more delicious.
Question 6; Do you think other people from other
countries like to eat rice, too?
Student: Some people from
You answered the Process Questions well. I am other countries like to eat rice
impressed, class. Now, I want you to get a piece of too like the Japanese and
bond paper and compare and contrast Foreign Chinese. They eat rice, too. But
foods versus Filipino Foods that are mentioned in I don’t know if Americans like to
the text. eat rice because they eat
Comparison and Contrast of Foreign Foods and potatoes there in the USA.
Filipino foods.
Students will create a Venn diagram on the food Students will create a Venn
items mentioned in the selection and compare and diagram on the food items
contrast each food item using mentioned in the selection and
conjunctions/connectors. compare and contrast each
Remember: In comparing and contrasting, just like food item using
in our lessons before, you should be able to use conjunctions/connectors.
connectors called conjunctions to connect An Example of the Venn
Dependent and Independent clauses together. Like Diagram is made below.
this sentence below:
Maria is a smart girl and she is pretty, too. The
conjunction “and” joins two independent clauses
together. Can you do that to compare and contrast Foreign food Pinoy Food
Filipino and foreign foods?

OK. I will collect your answers after 10 minutes.

You will orally present your answers in from of your
classmates, alright? Fillet del
Fried fish
sole
Students will differentiate the two kinds of texts:
Fictional narrative and Non-fictional Narrative.
Teacher Presents elements of A Narrative Text

Your presentation for your answers to the compare Expected students’ answers:
G. Finding practical and contrast activity are superb! I am stunned and 1. The person in the story
applications of amazed with your answers. Now, we will have to visited the following
concept and skills in do another task. On page 325 of your book, do countries: America,
daily living answer the “Process Questions” including the London, Paris, Belgium,
questions under # 3. Scotland, Italy, France,
Group Activity pp.326-328 and Russia.
1. Which countries did the person in the 2. The foods that are
selection visit? mentioned in the story
2. What are some of the international foods are the following:
mentioned in the story? Where did they burger from America,
originate? pink salmon from
3. Why do you think the person in the Scotland, golden
selection misses things from the English herring
Philippines? (England), anchovies
4. Why do you think “the Pinoy” in the from France, green
selection will choose to eat with his salad from Belgium,
kababayan rather than in an expensive Italian Pasta (Italy)
restaurant? caviar from Russia.
5. Where would you like to dine, in an 3. The person misses his
expensive international restaurant or in a Pinoy foods because is
Filipino restaurant? taste is different from
 6. Do you think food can be a way to settle that of foreigners.
differences among people? Why? Why 4. The Pinoys would
not? prefer “Pinoy” foods
eaten with Pinoys than
in restaurants because
he or she would feel”at
home” when eating with
Pinoys.
5. I would like to dine in a
Pinoy restaurant in the
Philippines.
6. Food can be a great
way to settle
differences because
food brings closer to
the person one has
grudges with. Food
melts the heart away
and makes one happy.

H. Making Group Activity pp.327-328

generalization and Task 8. Language connections Pinoy Goes abroad: looks
abstractions about Logical Connectors. TASK A. Read the following for the Patis
the lesson recipe. There is something wrong with it. Work with (Alleli Faith Leyritana)
a partner. Find out these mistakes and correct First, Pinoys dream of going to
them. Clue: You need to change the location of the other countries to give their
italicized words for you to connect the paragrapgh. families a better life. Pinoys went
abroad, primarily, to look for a
Pinoy Goes abroad: looks for the Patis greener pasture and to improve
(Alleli Faith Leyritana) his life. Then, he notices that his
Finally, Pinoys dream of going to other countries to food is not like his usual. After
give their families a better life. Pinoys go abroad, next, that, he notices that he is not
to look for a greener pasture but to improve his life. satisfied with the food he eats. He
First, he notices that his food is not like his usual. After then looks for Patis to add taste to
that, he notices that he is not satisfied and the food he his soup, his sautéed food, and
eats. He must look for Patis to add taste to his soup, his even for his fish fillet.
sautéed food, but even for his fish fillet.
What do you notice with the italicized words?
Very good! Student: These italicized words
From the word “connect”, how can we call them, connect the sentences, teacher.
then?
Yes, they are connectors. Logical connectors are Student: We can call them
used to link two or more ideas together. “Connectors”, teacher.
Very good observation. Now turn your books on
page 328. Read the different logical Connectors Student: Yes teacher, just like
and the samples. in the sentences in our activity.
The sentences have these
words either in the beginning or
in the middle of the sentences.

That’s an excellent job, Melissa! Now, try to read Student: Chronological

item #2 James. And then read on, Mark for 3 and connectors make use of the
Mia for number 4. words; first, then, after that…
etc. Just like our group’s
answer to the activity, teacher.
Our answer for the first item is
‘first” because it is the
beginning of the selection.
Student: Additional information-
makes use of the words: in
 addition to,/ and, as well as, the
Now that you have analysed the use of these same with, etc.
connectors, I would like to add some more words Student 3: Beginning- first of all,
such as: but (used to signify contradiction), with primarily, in the beginning, etc
(used to signify “togetherness”), so (shows result or Student 4: summative / closure-
effect), because (shows “cause”) and yet (shows finally, eventually, to top it all,
opposite of what is expected of someone). etc.
10-item quiz on Elements of a Narrative Text,
I. Evaluating learning Language Connections and logical connectors
Determine which connectors should be used to
make the sentence complete. 1. And
1. Pinoys love to eat ___ they love to cook. 2. So,
2. Pinoys love to eat with their loved ones 3. And
______ they can bond with the latter 4. So,
________3. They can communicate their 5. And
feelings to them.’ 6. Primarily
4. Pinoys love home-cooked meals, ____, 7. And
they really find time to go home to their 8. But/yet
provinces _______ 5. Let their older loved 9. Primarily
ones cook for them. 10. and
6. Pinoys go abroad_________ to find
greener pasture _______7. To make their
lives better ______ 8. In the process, he
misses his Pinoy foods.
9. Pinoys love their food, _______
because these foods are prepared
___10.__ cooked with love.

J. Additional activities
for application or
remediation

IV. REMARKS

V. REFLECTION

A. No. of learners who

earned 80% on the
formative
assessment

B. No. of learners who

require additional
activities for
remediation

C. Did the remedial

lesson work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation

E. Which of my
teaching strategies
worked well? Why
did these work?

F. What difficulties did I

encounter which my
principal or
supervisor can help
me solve?

G. What innovation or
localized materials
did I used / discover
which I wish to share
with other teachers?
 WHERE'S THE PATIS?

Carmen Guerrero-Nakpil

About the Author

Carmen Guerrero Nakpil who is "Chitang" to her family and friends is a practicing
journalist whose takes time out now and then from her daily journalistic chores to
write fine essays. She is fortunate to have an impish sort of humor that has kept her
sense of balance well, a perceptive mind that can see beneath the veneer of sham, a
fierce pride in her identity as a woman, and a skill for elegant expression that is the envy
of many and the equal of few. Experience has taught her that any clever woman can
preserve domestic tranquility by the mere act of perpetuating man's alleged superiority to
anything he surveys. This is practically what every woman knows but which unfortunately
few men realized.
Nakpil also came into this world under a lucky star. She was born and raised in
Manila; her family has been distinguished both in Science and in Letters; she received
her education from an all-too-proper private school for girls; she never knew want; and
she was the only girl in the family.

Your Reading Text

Travel has become the great Filipino dream. In the same way what 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 a tourist.

To visit Hong Kong, Tokyo, and other cities of Asia, per chance, 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) in 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 nightmare very quickly. But
why? Because the first bastion of the Filipino spirit was the palate. And in all the palaces
and flesh pots and skycrapers of that magic world called "abroad" there is no par/5 to be
have.
 Consider the Piony abroad, he has discarded barong tagalog or "polo" for a
sleek, dark western suit. He takes to the habiliments from Tlong Kong Brooks Brothers
or Savile Row with the greatest of ease. He has also shed the casual informality of manner
that is characteristically Filipino. He gives himself the airs of cosmopolite to the credit-
card born. He is extravagantly courteous (especially in a borrowed language) and has
taken to hand- kissing and too plenty of American "D'you mind?" 's.

He hardly misses the heat, the native accent of Tagalog or llonggo 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 refinement of
another world. How nice, after all, to be away from old RP for a change!

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 in Bulacan or in that little town in llocos and nothing 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.

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 palatable. If he is lucky, the waiter brings bouillabaisse with a flourish. A 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?

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.

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 well- remembered
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.