Maryhill College

Basic Education Department

Lucena City

LEARNING PLAN

Learning Area English Grade Level 7

Quarter First Week 1
Lesson Title  Riddles, Proverbs and Sayings, Date August 24-28,
Quatrains, and Tanaga 2020
 Folk Speeches
 Subject-Verb Agreement
 Voice Volume and Projection
Learning Resources

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A. Textbook: pp. 4-18

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B. ICT Integration: Activities in CLE; pre-recorded video lesson, blogging

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platform

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C. Supplementary Material/s:
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 PEAC Learning Module for Gr. 7 1st Quarter (2016),
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 http://tagaloglang.com/philippine-literature/filipino-riddles/mga-
bugtong-at-sagot-tagalog-riddles-answers.html
 https://www.scribd.com/document/398758244/lesson-plan-in-grade-
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Objectives

At the end of the lesson, the students shall have:

1. identified the distinguishing features of folk speeches namely the riddles,
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proverbs/sayings and tanaga;

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2. appreciated how folk speeches reflect the rich culture of Philippine

literature;
3. listened for important points signaled by volume and projection;
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4. supplied other words or expressions that complete an analogy;

5. observed the correct use of subject-verb agreement;
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6. composed their own quatrain or tanaga poems.

Most Essential Learning Competencies (MELC)

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Supply other words or expressions that complete an analogy.

Introduction

 The students answer the activity#1 entitled “Amuse Me” and activity#2
entitled “Brainy Battle”.

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 Afterwards, the students are directed to analyze the questions generated
to the activity#2 entitled “Brainy Battle”.
 Processing Questions:
1. What do the riddles talk about? Take note of the answers for the
various riddles
2. What purpose do riddles play as Filipinos interact with one another?
3. What are riddles and how do they manifest the rich culture and
tradition of our country?
 Subsequently, the teacher introduces the lesson and the learning
objectives.

Interaction

 The teacher asks the students to read through some of the precolonial
riddles, proverbs/sayings and quatrain/tanaga on pp. 5-6 then they
answer the guided questions. Afterward, the students identify the

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distinguishing features of the precolonial literature. An outlined lesson
can be found in their textbook, p. 9. Thereafter, the students answer

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these questions:
Which folk speeches have similar features? In which feature/s are they

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similar? Prove your answer by citing examples from the selections.
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The students post their answers in the CLE website under the Forum
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section (for online).
 The students listen to prerecorded video with a filename “Listening to
Tanaga” then note the important points in each poem. While listening,
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students observe the speaker’s voice in terms of volume and projection.

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Then, answer the following questions:

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1. Is it clear and easy to understand? Why do you say so?

2. Is having a clear voice that is loud enough really important in
understanding the message of a speaker? Explain your answer.
To assess student’s learning in the literary point, students answer
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
Activity#3. In this activity, students are able to express their appreciation
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to folk speeches which reflect the rich culture of the Philippines.

 For vocabulary lesson, the teacher lets the students to complete the
puzzle sentence. Then, she explains to the students that an analogy is a
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way of comparing things and how it can be used in composing a poem.

Afterwards, students answer Activity#4 on CLE website (for online) or in
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the module 1 (for modular). It is an activity that allows the students to

supply appropriate words/expressions to complete an analogy.
 Before the students compose their own tanaga or quatrain, they must
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proofread its content. The teacher then asks the students to study the
basic rules on subject-verb agreement and then answer the drills that
follow (Practice Exercise A) on pp. 15 to 16. To assess students’ learning,
the students are directed to answer Activity#5 which can be found in the
module.

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 Integration

 The learners are tasked to compose their own quatrain or tanaga poems about
the life lesson that this pandemic had taught them so far. They should be able
to use expressions/words that show comparison or analogy. Their short poem
must have the following: clear message, proper usage of subject-verb
agreement and appropriate application of words or expressions that complete
an analogy.
 The student’s work will be graded by the following criteria:

Content 4
-ideas are clear, complete, value-
oriented and well-develop
Conventions 3
-proper usage of subject-verb agreement

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Analogy in poem 4

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-successfully used expressions or words

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to complete the analogy in the poem.

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Originality 2

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-displays original work
Relevance to the topic rs e 2
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Total: 15 points
Generalization
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The teacher assesses how well the learners understand the lesson by
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using the Crystal Clear Graphic Organizer.

Reflection

 Through journal/blog, the learners write their personal response using

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the prompt below.

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I realized, it is important that in expressing words/statements one should

be____________________________________________________________
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Infused Value/s Graduate Qualities Multiple Intelligence

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 Accuracy  proficient in English  Verbal-linguistic

 Awareness  ICT skilled  Intrapersonal
 Understanding
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 Completeness
 Appropriatene
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