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

MAIGO NATIONAL HIGH SCHOOL Level:

Teacher: ALLELI FAITH P.LEYRITANA Learning ENGLISH GRADE 7
Area:
Time & Dates: Quarter: 3;LESSON 4, WEEK 2,
DAY 1
I. OBJECTIVES
The Learners understanding of: Philippine literature in the period of
A. Content Emerge as a tool to assert one’s identity strategies in listening to viewing
Standard of 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
activating critical thinking to predict outcomes in the selection.
The learner transfer learning by: showing ways of asserting one’s
B. Performance identity; comprehending informative and short narrative texts using
Standard schema and appropriate listening and viewing strategies; expressing
ideas, opinions, and feelings through various formats; and enriching
written and spoken communication using direct/reported speech,
active/passive voice, simple past and activating critical thinking to predict
outcomes in the selection.
EN7WC-III-b-2.1
C. Learning At the end of the 50-minute session, the students are able to:
Competencies/ -identify the meaning of vocabulary words used in the selection;
Objectives (Write -use context clues to be able to use the vocabulary words in a sentence
the code for each -recognize main points and supporting ideas in the text listened to;
LC) --value the importance of food supply and farmers’ effort in producing
food for the community

II. CONTENT
Hunger in Barok by N.V.M. Gonzalez
A. Subject Matter Integration: Valuing the Effort of others, ICT, Social Studies, Health

III. LEARNING
RESOURCES
A. References
pp. 353-354
1. Teacher’s Guide
Pages

DepEd BLR. (2018). English Learner’s Material. Department of

2. Learner’s Material Education-Bureau of Learning Resources (DepEd-BLR), Ground Flr.
Pages Bonifacio Building, DepEd Complex. Meralco Avenue, Pasig City,
Philippines, 1600
Pages 339-342
pp. 356-364
3. Textbook Pages

4. Additional Materials
from LR Portal

B. Other Learning Flash cards, video clip showing famine

Resources

https://www.youtube.com/watch?v=NdpwggC9E_Y

IV. PROCEDURES Teacher’s Activity/ies Learner’s Expected

 Response/s
A. Reviewing previous (10 min.)
lesson or presenting
the new lesson
Have you eaten your meal? Student: Yes, teacher.

Do you experience hunger for food? Student2: Sometimes, at

home we only eat lunch
and dinner because my
mother is the only one who
raises us, so yes, I
experience hunger
sometimes, Ma’am.

That’s sad. Renante, you need to go to

the canteen during recess so that you Renante: Yes, Teacher.
can avail of the Feeding Program, OK? Thank you.

You know class, breakfast is the most Students: Yes, teacher.

essential meal of the day, so we should not
skip breakfast, OK?

Do you want to listen to a story about

hunger?
Students: Yes, teacher.

B. Establishing a purpose (5 min.) Students will guess the

for the lesson Before the story telling, please do the word on their classmate’s
charades (like Pinoy Henyo) with the forehead. The Group of
vocabulary words: hungry, rice, drought, students with the most
slouchy, slim. number of words guessed
gets the highest points.
Meaning of the words:
Hungry- feeling of lack of
food,
Rice- a staple food in
Southeast Asia
Drought- a period wherein
the soil is not fertile and
dried out
Slouchy-not sitting up
straight
Slim- thin body structure

C. Presenting examples/ (5 min.)

instances of the new Cite and examples on what the word
lesson “famine” is. Show a video of kids who are
starving/ hungry and who are
malnourished.
https://www.youtube.com/watch? Students will take down
v=NdpwggC9E_Y notes on the descriptions
of the malnourished kids.
You know class, eating less than what your
body needs, makes you malnourished.
Discuss the factors that could lead to
malnutrition among teenagers.
Proceed to the reading Activity.
 Reading Activity
D. Discussing new (10 min)
concepts and practicing Discussing on the Lesson Presented.
new skills #1 On the Learners Manual:
TASK 4. Students:
Did you Understand the lesson? Did you Yes, teacher. We
like the selection? If you did, try answering understood the lesson.
the following question. Ok, Teacher.
(refer to Learners Manual)
Questions can be viewed on pages 357- Answer 1: Mang Cesar is
361. a hard-working man.
1. What kind of man is Mang Cesar? Answer 2: The people are
2. What do you think is the problem hungry and there is famine
faced by the people? in Mindoro.
Students will have a “think-pair-share”
activity in answering the guide questions.

(10 min)
E. Discussing new concept Questions can be viewed on pages 357-
and practicing new 361.
skills # 2
F. Developing mastery
3. What do you think has been
bothering Pare Crispin?
4. How can Mang Cesar help Pare
Crispin?
5. What does Pare Crispin want from
Mang cesar?
6. Do you think Mang Cesar will grant
his wish? Why?
(15 MINUTES)
(Students will form 5 groups and work on
their assigned task.)
Answer 3: Pare Crispin is
bothered because it
seems that Mang Cesar is
already leaving due to the
drought in their place.
Answer 4: Mang Cesar
could give the rice grains
to Pare Crispin so that the
former (Mang Cesar) can
feed his family.
5. Pare Crispin and his
family has nothing to eat
anymore. He asked for
some rice grains from
Mang Cesar but he has
only a few.
6. Mang Cesar would
grant Pare Crispin’s wish
because he thinks that this
would be for Pare Crispin’s
family.
Group 1. The Moody
Story. Identify the mood
used in the story.
Group 2. Toning in with
the Writer. Study the
review notes on Tone and:
Pick out the two main
characters from the story,
Identify the tone used by
the writers in both
characters by using the
questions on page 363.
Group 3 The T-Chart of
Theme. Discuss the theme
of the story by picking out
the important events that
will support your answer.
Group 4 Locally Yours. Go
over the story and choose
the words that signify local
color.
 Group 5. Happy to Help!
Find out the good deeds
done by the characters in
the story.

(5 min) Students will report their

G. Finding practical Teacher will listen to the Group Reporting. output in class.
applications of concept
and skills in daily living

(5 min) Yes, teacher.

H. Making generalization You should value the effort of our farmers
and abstractions about because they are the ones who provide us
the lesson food.

(10 min.)
I. Evaluating learning Let’s See What you Have Learned:

Identify the meaning of the words on the

following sentences by using context clues.
(refer to Learners Manual)
Read the sentences with the underlined
words. Use context clues in finding out the
meanings of the words.

1. A famine came to their land and

everyone became so hungry. 1. Famine-hunger
2. An unexpected phenomenon 2. Phenomenon-
happened which made me worried. unusual event
3. His shirt was smudged with dirt 3. Smudged-got dirty
because of the mud in the farm. 4. Hauled- carried
4. After cutting the tree, five men 5. Muzzle-snout
hauled the tree towards the river.
5. The muzzle of the horse keeps on
getting in the water while he drinks.

Test 2. Answer the questions briefly. Write

your answers on your Journal Notebook Test 2.
and share them in class. 1. If I were Mang
Cesar, I would
1. If you were Mang Cesar, would you help my friend
do the same as he did in helping because I can see
his friend? Why? that he and his
2. If you experienced the same family are
phenomenon, what would you starving. I feel sad
suggest as the best solution to if kids are hungry.
famine? 2. I suggest that
3. What lesson did you learn from people would eat
Mang Cesar’s Character? From other foods like
Pare Crispin? corn grits (bugas
4. How would you show that you mais) and camote
value the effort of farmers? to ease the hunger
in their
community.
3. I learned that
friendship like the
one that is shown
by Mang cesar is
the best and
 should be kept
because Mang
Cesar was willing
to give everything
just for the sake
that Pare Crispin’s
Family will not get
hungry.
4. I can show value
for the effort of our
farmers by eating
what is in my plate
and finishing them
off. I would not put
any food to waste
because for each
grain of rice I eat,
a farmer’s sweat is
being poured to
produce that rice.

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?

RUBRICS for GROUP ACTIVITY

Let students evaluate other group as well. They will be given 5 smiley picture and
they will use it to rate the performance of the group that they are evaluating.
Group 1- Group 2
Group 2- Group 4
Group 3- Group 1
Group 4- Group 3
They will give 5 smileys if they love the performance of the group that they are
evaluating, 4 smileys if they like it, 3 smileys if they think that the performance is
good, 2 smileys if it need more practice and 1 smiley if they see that the group did
their very best but lacks a certain criteria in the activity. They’re going to post their
rating on the board.

I love it- 20points

I like it-15 points

Good job!-10 points

Need more practice-5 points

Lack something-3 points

RUBRICS for Journal Writing Activity

I love it- 20points

All main ideas are included, sentences are

written perfectly with depth and are
coherent with the topic

I like it-15 points

Most Ideas have been connected,

analysed, has depth, and well organized

Good job!-10 points

Most Ideas have been connected,

analysed well, has depth but lacks
organization

Need more practice-5 points

Ideas written are not that clear, lacks

organization, sentences are not that clear
but has few points presented.

Lack something-3 points

Ideas are not clear and incoherent with

the topic. Sentences are written poorly
and without depth.