DLP English 7

DETAILED
LESSON
PLAN IN
ENGLISH 7
(First Quarter)
DLP DEVELOPMENT TEAM
DEMO
No. NAME WRITER VALIDATOR ILLUSTRATOR SCHOOL HEAD SCHOOL
TEACHER
EDMUNDO B.
1. EILYN N. PAROCHA / / / ALADANO
SIPOCOT NHS
GODOFREDO
2. LEONILA C. ALVAREZ / / PILAR C. SALVINO
REYES SR. NHS
RAGAY NATIONAL
AGRICULTURAL
3. MARGARITA A. CAMBI / / ANA G. PALENZUELA
FISHERIES
SCHOOL
STA. LUTGARDA
4. PEPITO P. ARAZAS / / NELIA L. PRESBITERO
NHS
EDMUNDO B.
5. JOCELYN M. AMATA / / ALADANO
SIPOCOT NHS
6. GILDA A. CASTAŇEDA /
7. CLAIRE T. MARQUESE / / MELINDA P. BANDOY PAMUKID NHS
RAMON B. FELIPE
8. RHODORA D. ALCANTARA / / LORENZO G. MAŇAGO
SR. NHS
JEREMIAS F. SAN FERNANDO
9. MARITESS DELA CRUZ / / MASAPOL, JR NHS
MARIA ANTONIA P. MAURA N. SIBULO
10. ARLENE RECREO / / BORROMEO NHS
ROSEMARIE N.
11. MARIETA LINGAO / / PANUELOS
SAN ISIDRO NHS
12. LORENA INTIA / / LOLITA B. BAAO PAMPLONA NHS
13. MITADEL AUREUS / / DECIMO L. ESPIRITU SAN JUAN NHS
PINAMASAGAN
14. CHERRY AGREDA / / GINA O.RAZO
NHS
15. EDEN M. ALARCON / MARICEL O. ADAYO SAN JOSE NHS
16. MELINDA P. BANDOY / PMUKID NHS
DON MARIANO
17. GEMMA REALO / VENERACION NHS
ALONA MARGARETTE E.
18. / LOLITA B. BAAO PAMPLONA NHS
HUNAT
19. LEAH CORAZON POLINAG / MELINDA P. BANDOY PAMUKID NHS
20. MARIA N. PARK / MELINDA P. BANDOY PAMUKID NHS
21. EDMARK M. PADO / CABUGAO ES
GUILLERMO C. ORTUA
22. KAREN V. PRIMAVERA / / JR.
OCAMPO NHS
GUILLERMO C. ORTUA
23. JOSELITO O. BELLEZA JR. / / JR.
OCAMPO NHS
WILHELM A. PRILA
24. MARC O. CLIMACO / / HANAWAN NHS
DIONNE O. RABEJE NORTHERN
25. AIRINE DV. BITARA / / CANAMAN HS
26. KATHRINE MAE S. CARIDO / GUILLERMO C. ORTUA OCAMPO NHS
MARLENE V.
27. ANTHONY R. PARLERO / PRIMAVERA
BULA NHS
28. EFREN C. BOGAYAN JR. / MOISES C. CABIDA JR. PILI NHS
SAN JOSE PILI
29. JAEL P. OLAŇO / NELSON L. ESPAÑO
NHS
ii
MOISES C. CABIDA
30. MYLENE P. ABABA / / JR., Ph.D.
PILI NATIONAL HS
ROSALIND D.
31. JENNIFER O. BUENA / / BERSABE
LA PURISIMA NHS
32. JOCELYN S. PRADES / NESTOR BAESA AGDANGAN NHS
LOURDES R. NOPRE,
33. CANDELARIA C. INFELES / / Ph.D.
RODRIGUEZ NHS
SAN JOSE PILI
34. DONNA MIA O. PLANTADO / NELSON L. ESPAÑO
NHS
LOURDES R. NOPRE,
35. ARLENE C. ZAFE / Ph.D.
RODRIGUEZ NHS
WEST COAST
36. JUDITH B. SABIO / HIGH SCHOOL,
CALABANGA
GOV. MARIANO E.
VILLAFUERTE HS,
37. EDNA F. ALADANO / CAROYROYAN,
PILI
38. BELINDA T. NELLASCA / / / GRACE A. COLLERA CALABANGA NHS
39. MARIFE M. MENDOZA / / GRACE A. COLLERA CALABANGA NHS
40. ROGIELYN MAE D. CARIÑO / / LOPE C. ESPIRITU JR. QUIPAYO NHS
ESTELITA T. HIPOLITO MARILOU R. ABIAS
41. / / (OIC)
CAMALIGAN NHS
42. MARIA D. GRIGGS / / LOPE C. ESPIRITU JR. QUIPAYO NHS

43. NOVELYN MAE N. ARCEO / LOPE C. ESPIRITU JR. QUIPAYO NHS
44. PABLO A. VALENCIA Process observer
45. FEONA A. BUELA Process observer
46.
CHRISTINE C. Process observer MARILOU R. ABIAS
CAMALIGAN NHS
MONASTERIAL (OIC)
47 ART V. MANGUBAT / / ANTIPOLO HS
48 LUZVIMINDA D. DE LA VEGA / / ROSEMARIE LUZADA GOA HS
RANGAS RAMOS
49 JAMILLE ANN S. POLIDO / / ANGUSTIA P. ORAA
NHS
DON SERVILLANO
50 GIRLYN F. AVILA / / IMELDA ALBERO
PLATON MNHS
MA. RHODORA R.
51
RODRIGUEZ
/ / / BELEN B. AMATA SAN RAFAEL NHS
52 ZAIRA LYNN C. OBIAS / / FEDIL BELTRAN CABALINADAN HS
HUYON HUYON
53 AIZA R. BATALLA / / HS
54 HELEN R. PUNTO / / ROSEMARIE MIRAŇA GOA SCIENCE HS
55 JOY G. LEONARDO / / BELEN B. AMATA SAN RAFAEL NHS
VIVENCIO OBIAS -
56 LOU JEAN S. BORABIEN / / JAIME PECASO JR.
KINALANSAN NHS
RANGAS RAMOS
57 ANGUSTIA P. ORAA / NHS
iii
TABLE OF CONTENTS
CONTENT PAGE
Day 1 --------------------------- 1
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Day 5 --------------------------- 28
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Week 2 Day 3 --------------------------- 53
Day 4 --------------------------- 66
Day 5 --------------------------- 73
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Week 3 Day 3 --------------------------- 106
Day 4 --------------------------- 115
Day 5 --------------------------- 122
Day 1 --------------------------- 125

Day 2 --------------------------- 131
Week 4 Day 3 --------------------------- 136
Day 4 --------------------------- 143
Day 5 --------------------------- 149
Day 1 --------------------------- 153

Day 2 --------------------------- 157
Week 5 Day 3 --------------------------- 160
Day 4 --------------------------- 165
Day 5 --------------------------- 168
Day 1 --------------------------- 171

Day 2 --------------------------- 176
Week 6 Day 3 --------------------------- 180
Day 4 --------------------------- 185
Day 5 --------------------------- 191
Day 1 --------------------------- 193

Day 2 --------------------------- 198
Week 7 Day 3 --------------------------- 202
Day 4 --------------------------- 207
Day 5 --------------------------- 213
iv
Day 1 --------------------------- 217
Day 2 --------------------------- 222
Week 8 Day 3 --------------------------- 227
Day 4 --------------------------- 231
Day 5 --------------------------- 237
Week 9 Day 1 --------------------------- 241

Day 2 --------------------------- 244
Day 3 --------------------------- 249
Day 4 --------------------------- 257
v
School Grade Level 7
Teacher Learning Area English
Time & Date Week 1, Day 1 Quarter 1
I.OBJECTIVES
A. 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 meanings; the sounds of
English and the prosodic features of speech; and
correct subject-verb agreement.
B. 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
agreements.
C. Learning EN7F-I-a-1-3.11:
Competencies/Objectives Observe the correct production of vowel and
(Write the LC code for consonant sounds, diphthongs, blends, glides, etc.
each) EN7F-I-a-3.11.1:
Read words, phrases, clauses, sentences and
paragraphs using the correct production of vowel
and consonant sounds, diphthongs, blends and
glides.
II.CONTENT Reading words, phrases, clauses, sentences and

paragraphs using the correct production of vowel
and consonant sounds, diphthongs, blends and
glides
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 15, 18
2. Learner’s Materials pp. 17-19/ p. 144

pages
3. Textbook pages
1
4. Additional Materials from
Learning Resource (LR)
portal
A. Other Learning  Contextualized English Module for Grade 7 , page
Resources 4
 Speech Improvement with Practice and Exercise
by Aurora L. Samonte &Leticia R. Arbis, pp. 20,
29,
IV. PROCEDURE Advanced Learners Average Learners
A. Reviewing previous  Read and enhance your pronunciation of a

lesson or presenting the few critical vowel and consonant sounds,
new lesson diphthongs, blends and glides based on the
article entitled Words of Wisdom.
Father Visit Water Above

Sister Reason Fifty Public
Wisdom Doctor Twenty Assist
Yellow Elbow Exit Items
B. Establishing a purpose Further applications of correct production of vowel
for the lesson and consonant sounds, diphthongs, blends and
glides.
Refer to Task 5: Sounds of Language; pages 17-

18; Grade 7 LM.
C. Presenting Refer to “This is Good to Know”; page 19; Grade 7
examples/instances of LM.
the new lesson
D. Discussing new concepts Pronunciation drills from Pronunciation drills from
and practicing new skill Speech Improvement Speech Improvement
#1 with Practice and with Practice and
Exercise by Aurora L. Exercise by Aurora L.
Samonte & Leticia R. Samonte &Leticia R.
Arbis, page 20:Read the Arbis, page 20:Read the
following : following : Part 1:
Part 1: 1. Fan-van
a. Ladies and 2. Half-halve
gentlemen 3. Chin-gin
b. Man or mouse 4. Bath-bathe
c. Hop, skip, and 5. Peace-peas
dance 6. Seal-zeal
d. Settle the
controversy
e. Able and willing
f. Canticle of
canticles
2
g. Articles of the
constitution
h. Staple food of
the people
i. Sentence by
sentence
j. Meddlesome
creature
Part 2
Read the following:
1. Of this size
2. A pair of
lovebirds
3. Fight the vicious
4. Thirst for
knowledge
5. Chill the gin
6. Voice of the
people
7. Bible story
8. Cycle of
communication
9. Ripples on the
sand
Reputable business
enterprise.
E. Discussing new concepts Speech Improvement with Practice and Exercise
and practicing new skills by Aurora L. Samonte &Leticia R. Arbis, page29:
#2 Read the following, observing blending:
Part 1:
a. nothing in it for him
b. something in her look
c. a world of difference
d. a minute of silence
e. the uncertain future
f. the executive secretary
g. tall and thin
h. read or write
Part 2:
a. What of it?
b. Where in the world did you go?
c. They’re with her through thick and thin
d. What’s with them now?
e. Have you read the articles of the
constitution?
f. Where’s the administrative officer?
3
g. How do you go home? By boat or by plane?
h. Where are you enrolled? Day or night
school?
i. She’s a member of the “You and I” Club.
j. This is just between you and me.
Part 3:
a. In a day
b. The academe
c. In a nutshell
d. Give it to her.
e. In the wink of an eye
f. Sell or lose
g. Come and get it.
h. Send them the card.
i. For a moment
j. Then and now
k. By the avenue
l. From the mouth of babes
m. She received a dose of her own medicine.
n. Oil and water do not mix.
Note it down carefully.
F. Developing mastery Why is correct What are the uses of
(leads to formative production of vowel and correct production of
assessment 3) consonant sounds, vowel and consonant
diphthongs, blends, sounds, diphthongs,
glides, etc. important? blends, glides, etc?
Possible Answer: Possible Answer:

Use of correct The uses of correct
production of vowel and production of vowel and
consonant sounds, consonant sounds,
diphthongs, blends, diphthongs, blends,
glides is necessary to glides, etc:
deliver or convey the It assists because they
meaning. Also, for a help achieve the
clearer understanding of following:
the text.  Allow speakers to
use appropriate
signals to deliver
correct and clearer
meaning.
 Provide clues to
meanings of
utterances in various
contexts.
4
G. Finding practical What are the advantages of knowing and applying
applications of concepts correct pronunciation in speaking and
and skills in daily living communicating?
Possible Answers:
1. One of the advantages of applying correct

pronunciation in speaking and communicating is to
easily understand other people.
2. Another is to easily understand what other
foreign people say.
H. Making generalizations What are the reasons why we need to use correct
and abstractions about pronunciation and correct production of sounds?
the lesson
Possible Answers:
1. This is important when one is applying for a job.
2. This is necessary when one is taking
examinations and interviews for formal
communication.
3. As a professional, this is important for public
speaking.
I. Evaluating learning Note: The activity will be performed by the learners

themselves.
Refer to Task 5: Sounds of Language; pages 17-

18; Grade 7 LM.
Each group will be given an assigned speaking task

with emphasis on correct pronunciation. Tasks will
be divided to the class accordingly.
Group 1 – Words
Group 2 – Phrases
Group 3 – Clauses
Group 4 – Sentences
Group 5 – Paragraphs
*Criteria for speaking activity:

Pronunciation 35
Use of language 30
Voice quality and volume 35
Total 100
Note:
5
Per rating can be enforced by choosing a
representative from each group to give observation
of the other group’s performance.
*The teacher can create a rubric that fits the
capability of the learners.
V.REMARKS
VI.REFLECTION
VII.OTHERS
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 lessons 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 material/s did I
use/discover which I wish
to share with other
teachers?
6
I. OBJECTIVES
A. Content The learner demonstrates understanding of pre-colonial

Standard Philippine literature as a means of connecting to the past,
various reading styles, ways of determining word
meanings, the sounds of English and the prosodic features
of speech and correct subject-verb agreement.
B. Performance The learner transfers learning by showing appreciation for

Standard 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 agreements.
C. Learning EN7LT-I-a-1:
Competencies/ Discover literature as a means of connecting to a significant
Objectives past.
(Write the LC EN7LT-I-a-2:
code for each) Describe the different literary genres during the pre-colonial
period.
EN7LT-I-a-2.1:
Identify the distinguishing features of proverbs, myths, and
legends.
II. CONTENT Literature as a means of connecting to a significant past.

Pre-colonial literary genres.
Features of proverbs, myths and legends.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 7, 15-17

pages
2. Learner’s pp. 1-18, p. 144
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
7
Resource (LR)
portal
B. Other Learning Contextualized English Module for Grade 7, pp. 2-18
Resources https://www.reference.com/art-literature/importance-
literature-affc574b61b7b47b
Suggested Images:
https://goo.gl/images/9Pa3i3
https://images.google.com/imgres?imgurl=http
https://goo.gl/images/HbRE1X
https://goo.gl/images/YNAS1k
Pre-colonial Literary Genres on ppt:
https://esielcabrera.wordpress.com/2016/02/26/philippi
ne-literature-during-pre-colonial-period/
Difference between legend and myth ppt.:
http://www.differencebetween.info/difference-between-
legend-and-myth
Ways literature can connect to a significant past
(PowerPoint presentation)
http://www.answers.com/Q/:
The Legend of the Concept of Orag

By Eilyn L. Nidea-. Parocha
https://www.emaze.com/@AWOROWI
A. Reviewing a. Refer to Task 1: The Philippines during the Pre-Colonial

previous lesson or Period; pages 12-15; Grade 7 LM.
presenting the
new lesson b. List of pre-colonial literary genres (on Power Point
presentation)
https://esielcabrera.wordpress.com/2016/02/26/philippi
ne-literature-during-pre-colonial-period/
Genre is a French term for Form.

(The literary genres are the following:)
1. Prose narratives in prehistoric Philippines consisted
largely of myths, hero tales, fables and legends.
2. The oral literature of the pre-colonial Filipinos bore the

marks of the community. The subject was invariably the
common experience of the people constituting the
village-food-gathering, creature and objects of nature,
work in the home, field, forest or sea, caring for
children, etc. This is evident in the most common
forms of oral literature like the riddle, the proverbs
and the song,
8
3. These one stanza allegorical poems were called
tanaga and consisted usually of four lines with seven
syllables, all lines rhyming.
4. The most appreciated riddles of ancient Philippines are

those that are rhymed and having equal number of
syllables in each line, making them classifiable under
the early poetry of this country. Riddles were existent
in all languages and dialects of the ancestors of the
Filipinos and cover practically all of the experiences of
life in these times.
Drama as a literary from had not yet begun to evolve

among the early Filipinos. Philippine theater at this stage
consisted largely in its simplest form, of mimetic dances
imitating natural cycles and work activities. At its most
sophisticated, theater consisted of religious rituals
presided over by a priest or priestess and participated
in by the community. The dances and ritual suggest that
indigenous drama had begun to evolve from attempts to
control the environment. Philippine drama would have
taken the form of the dance-drama found in other Asian
countries.
B. Establishing a Knowledge and application of the pre-colonial literary
purpose for the genres, distinguishing features of proverbs, myths and
lesson legends.
From the presentation, what are the different literary genres

in the pre-colonial period?
Possible Answer:
Prose narratives in prehistoric Philippines consist largely of

myths, hero tales, fables and legends riddles, poems,
drama.
C. Presenting Task 11. Nuggets of Wisdom Game:
examples/instance
s of the new  Invite the students to play a game. Ask the class to
lesson close their books. Invite two students to be the timer
and scorer in front of the class
 Form two groups with one representative each who

will stand in a row beside their respective groups to
answer the questions. One point is given for every
correct answer.
 As the teacher shows the strips of proverbs with

English translation (previously prepared) one by
9
one, tell the groups, especially the representatives,
to be familiar with every proverb in original language
or even memorize it.
(See Appendix for suggested proverbs and
pictures.)
 Then as the teacher shows a picture which is literally

related to a particular proverb, either representative
has to raise a hand first to get the chance to recite it
and interpret it orally (within 5-15 seconds) for the
group to get a point. The group may coach its
representative provided that they can do it within the
allotted time or if the opponent has not answered yet
correctly. The group with more points wins the game
and winners will be given an incentive.
 Ask these Process Questions:

1. How many lines are there in each proverb?
2. What are the other features of a proverb?
3. What makes a proverb poetic in nature?
4. Basically, how would you relate to a proverb to

everyday living?
D. Discussing new a. Ways of connecting to the past through literature:
concepts and b. significant human experiences and universal truths
practicing new skill or enduring understanding:
#1 1. Literature is a mirror of lives in the past.
2. Literary pieces reflect a particular time and period in
history.
3. Literary pieces are also about authors’ own
World views.
a. Difference between legend and myth (on
PowerPoint presentation)
http://www.differencebetween.info/difference-between-
legend-and-myth
Key Difference: Legends are narrative of actions

performed by humans sometime in history; it is a historical
account of events and people from ancient times. Myths
are stories or tales that have been rooted in religion or folk
beliefs of that time.
Legend, derived from Latin word ‘legenda’ meaning "things
to be read", is a narrative of actions performed by humans
sometime in history; it is a historical account of events and
10
people from ancient times. These accounts may have little
amount of evidence supporting the person or place, but it
cannot be effectively verified. These tales include people or
events in the past that have been exaggerated to the point
where it now includes supernatural or extraordinary
elements.
Myths, derived from the Greek word ‘mythos’ meaning

“thought, story, or speech”, are stories or tales that have
been rooted in religion or folk beliefs of that time. The
stories were a way in order to represent or explain how the
world came to be in its natural state and natural
phenomena that occur in the world. They are usually
supernatural in nature. Myth is defined as,” a usually
traditional story of ostensibly historical events that serves
to unfold part of the world view of a people or explain a
practice, belief, or natural phenomenon; a person or thing
having only an imaginary or unverifiable existence.”
E. Discussing new
concepts and Ways literature can connect to a significant past
practicing new (PowerPoint presentation based on downloaded material):
skills #2
http://www.answers.com/Q/:
Literature is said to be an enduring expression of significant

human experience for several reasons. One, we can often
relate to the experiences of others when we read their
writings. Also, once a piece of writing is published, it can
remain available for centuries. And, the most important
events in history are recorded in writing.
A significant human experience is something that happens

to you that is very important or makes a big difference in
your life. Examples might be: Birth, death, marriage,
divorce, child birth, a debilitating injury or sickness, a
sudden change in circumstance to/from wealth, or your
conversion to/from a particular belief - might be a personal
experience with God, etc.
How can literature connect to a significant past?
Literature makes a significant contribution to the

understanding of a topic hence can be used to study the
history of something.
What Is the Importance of Literature? | Reference.com
11
https://www.reference.com/art-literature/importance-
literature-affc574b61b7b47b
Literature is important because it develops critical

thinking skills, fosters empathy for others, reduces stress
and develops readers' personal experiences. It can also be
a learning tool for subjects including medicine, history,
sociology and psychology.
Read and analyze the proverb that follows:
Dai mo pagpaagahan an magigibo ngonyan. (Bikol)

(Do not put off for tomorrow what you can do for today.)
With a partner, answer the following questions:

1. What is the message of the proverb?
2. What lesson does the proverb teach its readers?
3. What kind of people do you think created this proverb?
Why?
Possible Answers:
1. The message is about time consciousness.
2. The proverb teaches the readers to value present time.
3. People who value and see the significance of acting now.
F. Developing “PICTURE WORDS”
mastery (leads to
formative  Examine carefully how individual words used in the
assessment 3) proverbs in Task 11 convey exact meaning, feeling,
sound, and then figure out how each word adds impact
to the proverb. Think about the reasons why the poet
chose those words. Complete the chart and write the
words that appeal to the senses.
Suggested Image:
Use a picture of a cat’s face showing its eyes,
ears, nose, whiskers and mouth/tongue
12
sight smell sound Taste Touch
G. Finding practical a. Why is literature a. What are the benefits of

applications of important/ significant to literature to the society?
concepts and society?
skills in daily living
b. Why is correct b. What are the uses of
production of vowel and correct production of
consonant sounds, vowel and consonant
diphthongs, blends, sounds, diphthongs,
glides, etc. important? blends, glides, etc.?
Possible Answer: Possible Answer:

a. Literature is important a. People are informed of
because it records the the events.
events and significant
memories of the
Society has records of
society.
b. Use of correct speech history of events.
features in
communication b. It assists because they help
situation is necessary achieve the following:
to deliver or convey  Allow speakers to use
the meaning. appropriate signals to
deliver correct and clearer
Also, for a clearer meaning.
 Provide clues to meanings
understanding of the text.
of utterances in various
contexts.
Explaining the relevance of using pre-colonial literary
genres, distinguishing features of proverbs, and myths, in
introducing the Bikolano and the Filipino to the world:
1. What are the pre-colonial literary genres?

2. What are the distinguishing features of myths? Of
proverbs? Of legends?
Possible Answers:
13
1. The pre-colonial literary genres are myths, epics,
proverbs, legends, riddles, allegorical poems, mimetic
dances.
2. Legends are narrative of actions performed by human
sometime in history. Myths are stories of tales that have
been rooted in religious and folk beliefs at that time.
Proverbs are wise sayings learned from experiences of our
ancestors.
H. Making a. Going back to the lesson in literary connections, how can

generalizations you relate your personal experiences with those of
and abstractions characters in the stories of the past?
about the lesson
Possible Answer:
a. We can relate our experiences by putting ourselves into
the shoes of the characters in the stories.
Using pre-colonial literary genres, proverbs, and myths, in

introducing the Filipino to the world.
Read the sample legend below and find out the two
concepts of “Orag” of the Bikolanos and write your answers
on your answers on your notebook.
The Legend of the Concept of Orag

By Eilyn L. Nidea-. Parocha
Suggested Image:
Use pictures of the major characters in the
story to stimulate interest.
Bikolanos are known today as oragon. Orag means

courage, bravery, guts and strengths.
This concept of orag originated from the epic Ibalong,
specifically from the fights and encounters between
14
Handiong, one of the three major heroes; and Oriol the
serpent woman.
Handiong and Oriol became lovers at one point in the
narrative thus, giving way to the second concept or
connotation of orag, which is sexual attraction or lust.
Discussion:
1. What does orag mean?
2. What is the other concept of orag?
Possible Answers:
1. Courage, bravery, guts, and strengths.
2. Sexual attraction or lust.
References:
https://www.emaze.com/@AWOROWI
http://th00.deviantart.net/fs71/PRE/i/2010/273/7/9/ibalong
___oryol___modified_by_olrakbustrider-d2zrur5.jpg
http://akingbikol.blogspot.com/search/label/Ibalong
I. Evaluating ORAL EXERCISES WRITTEN TEST

learning A. Ways literature can Below is a list of legends,
connect to a significant choose one and identify the
distinguishing features or
past.
determine what makes it a
1. Recall the story of legend.
Ibong Adarna. In the 1. Legend of Mount Mayon
story, Don 2. Legend of Pineapple
Juan is the youngest 3. Legend of the First Filipinos
son/prince of the rich (Si Malakas at Si Maganda)
king. He went on a
Possible features of a legend:
journey to look for the
a. Origin of something.
cure of his father’s b. Teaching good values.
illness. If you were Don c. Explaining old habits.
Juan, what will you bring d. Beliefs of our ancestors.
to your father to make Suggested Criteria for Rating:
him better?  5 points - 4 identified
features
 4 points – 3 identified
features
 3 points - 2 identified
features
Possible Answers:  2 points – 1 identified
feature
15
1. I will bring a doctor or a
traditional healer to
check him up.
2. I will give him fruits and
vitamins.
3. I will ask him what will
make him better, then I
will give it to him.
Criteria 10 8 6 4
Voice Variations Variations or Variations No variations
Projection or changes changes in or changes or changes in
in volume, volume, in volume, volume,
projection, projection, projection, projection,
pitch, pitch, stress, pitch, pitch, stress,
stress, intonation, stress, intonation,
intonation, juncture, and intonation, juncture, and
juncture, rate of juncture, rate of
and rate of speech are and rate of speech.
speech are not extremely speech are
extremely evident. evident.
evident.
Organizati All of the Most of the Some of the Important
on of important important important ideas and
Ideas ideas and ideas and ideas and points are not
points are points are points are properly
well- well- organized. organized.
organized. organized.
Proper Application Application of Application Application of
Use of of the skills the skills of the skills the skills
Language learned is learned is learned is learned is not
most more effective. so effective.
effective. effective.
Content Content is Content has Content Content has
and clearly relevance to has little no relevance
Theme relevant to the topic and relevance to the topic
the topic the message to the topic and there is
and the is clear with and the no message.
message is some message is
very clear. confusing not so
points. clear.
Rubrics for oral/speech activity:
V. REMARKS
VI. REFLECTION
16
VII. OTHERS
C. Did the remedial lessons work? No. of learners who have cope
with the lesson.
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
material/s did I
use/discover
which I wish to
share with
other teachers?
17
Time and Date Week 1, Day 3 Quarter 1
I. OBJECTIVES
The learner demonstrates understanding of pre-colonial
Philippine literature as a means of connecting to the past,
A. Content Standard various reading styles, ways of determining word
The learner transfers learning by showing appreciation for
the literature of the past, comprehending texts using
B. Performance
using appropriate context-dependent expressions,
Standard
observing correct subject-verb agreements.
EN7LC-I-a-5:
Recognize prosodic features: volume, projection, pitch,
stress, intonation, juncture, and speech rate that serve as
C. Learning carriers of meaning.
Competencies/ EN7LC-I-a-5.1:
Objectives. Listen for important points signaled by volume, projection,
Write the LC code pitch, stress, intonation, juncture and rate of speech.
for each. EN7LC-I-a-5.2:
Note the changes in volume, projection, pitch, stress,
intonation, juncture, and rate of speech that affect
meaning.
Stress and Intonation
II. CONTENT
“Stress It Out”
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide English teacher’s Guide pp. 19-20
pages
2. Learner’s English Learner’s Material pp. 22-26
Material pages
3. Textbook pages English 7 Learning Package
4. Additional
Material from
Learning
Resource (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURE Advanced Learners Average learners
A. Reviewing previous Find a pair or a partner and try to read the sentences
lesson or presenting with emphasis on the highlighted word applying correct
the new lesson stress and intonation.
18
I love you.
I love you.
I love you.
B. Establishing a Why is correct use of prosodic features necessary in
purpose for the lesson successful communication?
Possible Answer:
The correct use of prosodic features is necessary in
successful communication because it helps us send or
convey the correct meaning or message.
C. Presenting Stress is the relative emphasis that may be given to
Examples/ instances certain syllables in a word, or to certain words in a phrase
of the new lesson or sentence.
Sentence- stress refers to certain words in a sentence

that are given importance.
Intonation refers to the pattern of pitch change within an

utterance It is important for us to use the appropriate
intonation patterns when we speak.
Otherwise we may be sending messages using intonations

that contradict what we want our words to say.
Prosodic features are variations in pitch (intonation),

stress patterns (syllable prominence) and duration (length
of time) that contribute to expressive reading of text.
Prosodic features appear when we put sound together in
connected speech successful communication depends on
as much on intonation, rhythm, as on the correct
pronunciation of sound.
D. Discussing new
concepts and Listen, repeat and Words comprised of two
practicing new skills remember the elision syllables are generally nouns
#1 (omission). In long and verbs. When the stress
words, unstressed is in the first syllable it is a
vowels even disappear. noun, when the stress is in
The teacher will read the second syllable it is a
first. The learners will verb.
follow.
Accident(a)lly Listen, repeat and

Awf(u)lly remember the right stress
Bev(e)rage of heteronyms.
Comf(o)rtable Noun Verb
19
Choc(o)late Combat Combat
Diff(e)rent Conduct Conduct
Document(a)ry Conflict Conflict
Element(ary) Defect Defect
Delib(e)rate Desert Desert
Mis(e)rable Object Object
Reas(o)nable Present Present
Fav(o)rable Protest Protest
Int(e)rsting Record Record
Sep(a)rate Survey Survey
E. Discussing new Sentence Stress and Intonation. Use the right intonation
concepts and to achieve the purpose or feeling indicated.
practicing new skills (Suggested Images: Use emojis on this activity.)
#2
1. He is my friend.
The speaker is stating a fact.
2. He is my friend.
The speaker is sure.
(no doubt on the friendship)
3. He is my friend.
The speaker expresses ownership.
(not anybody’s friend)
4. He is my friend.
(The speaker is excited.)
5. He is my friend?
(The speaker doubts if he is a friend.)
6. He is my friend.
The speaker emphasizes friendship.
(not an enemy, but a friend)
F. Developing mastery Use the right intonation to achieve the purpose or feeling
(Leads to Formative indicated. Provide the appropriate stress in the words that
Assessment 3 are highlighted.
Sentence Purpose/Feeling
You want flowers. State a fact.
20
You want flowers? Ask a question.
Eric, your friend, Emphasize the
gave me flowers. giver.
Eric gave you Turn statement into
flowers? question.
Eric gave me
flowers! Indicate excitement.
Eric gave me Indicate boredom or
flowers. disappointment.
G. Finding practical Make a statement out of Read news report in front
application of these situations of the class using the
concepts in daily prosodic features of
living A. You are asking speech (stress and
permission from intonation):
your parents to
sleep over with your DepEd retains moving
friend. up ceremonies
Department of Education
B.You are happy confirmed on March 2,
because you got a 2019 that schools will be
high grade in conducting moving up
English. ceremonies for Kinder,
Grade six and Grade 10
Possible Answers: learners from April 5-7,
A. Nanay/Tatay can I 2019. Completers will be
sleep over with my receiving certificates of
friends tonight? It’s completion. For Grade 12
just that we have a passers, it will be
lot of group projects graduation rites and
to be accomplished diplomas.
and due for Deped also stressed its
submission this mandate to hold the
week. moving up and graduation
ceremonies as simple
B. Yes! I got 98 in and with least expense as
English! Whooooaah! possible.
Rubrics for oral/speaking activity:
Criteria 10 8 6 4
Voice Variations Variations Variations No
Projection or changes or changes or changes variations
in volume, in volume, in volume, or changes
projection, projection, projection, in volume,
pitch, pitch, pitch, projection,
stress, stress, stress, pitch,
intonation, intonation, intonation, stress,
juncture, juncture, juncture, intonation,
and rate of and rate of and rate of juncture,
speech are speech are speech are and rate of
extremely not evident. speech.
evident. extremely
evident.
21
Organization All of the Most of the Some of Important
of Ideas important important the ideas and
ideas and ideas and important points are
points are points are ideas and not
well- well- points are properly
organized. organized. organized. organized.
Proper Use Application Application Application Application
of Language of the skills of the skills of the skills of the skills
learned is learned is learned is learned is
most more effective. not so
effective. effective. effective.
Content and Content is Content Content Content
Theme clearly has has little has no
relevant to relevance relevance relevance
the topic to the topic to the topic to the topic
and the and the and the and there
message message message is no
is very is clear is not so message.
clear. with some clear.
confusing
points.
H. Making Why is it important to teach When does prosodic
generalizations and prosodic features of speech? feature appear?
abstractions about
the lesson Possible Answer:
It is important to teach
prosodic features of speech
because successful
communication depends on
them like intonation and
rhythm.
Read the following sentences using rising intonation and
falling intonation:
Answer: What is the speaker’s purpose /feeling when it is

spoken with rising intonation? When spoken with falling
intonation?
1. Did you understand the Ask a question.

lesson?
2. Liza is your friend. State a fact.
I. Evaluating learning 3. Everybody let us have a Indicate excitement.
break.
4. I’m not really sure Indicate boredom or
about this. disappointment.
5.Keep going, I’m Indicate boredom or
listening. disappointment.
Suggested Criteria for Speaking Drill:

Pronunciation and diction 70 points
Voice quality and volume 30 points
Total 100 points
22
J. Additional activities Research for a dialogue on a topic of your choice then to
for application or read it in front of the class the next meeting.
remediation Remember to internalize your roles and to observe the
feature of speech in delivering the dialogue. (pair work)
V. REMARKS
VI. REFLECTION
VII.OTHERS
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 lessons work? No. of learners who
have cope 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

use/discover which I wish to share with other teachers?
23
Time and Date Week 1, Day 4 Quarter 1st
I. OBJECTIVES
colonial Philippine literature as a means of connecting
to the past, various reading styles, ways of determining
word meanings, the sounds of English and the
prosodic features of speech and correct subject-verb
agreement.
B. 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
agreements.
C. Learning EN7VC-I-a-8:
Competencies/ Use structural analysis to determine the meaning of
Objectives. unfamiliar words or expressions from the material
Write the LC code for viewed.
each. EN7RC-I-a-7:
Use the appropriate reading style (scanning,
skimming, speed reading, intensive reading etc.) for
one’s purpose.
EN7SS-I-a-1.5.2:
Scan for a specific information.
EN7V-I-a-22:
Distinguish between slang and colloquial expressions
in conversations.
EN7-I-22.1:
Distinguish features of colloquial language
(fillers, contractions, etc.) and slang.
II. CONTENT Scanning for specific purpose
Words of Wisdom
Slang and colloquial expressions
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages p. 18/ p. 22
2. Learner’s Material pp. 19 – 21/ pp. 26 – 27/ p. 144

pages
3. Textbook pages English Expressways II, pp. 5, 58, & 73
4. Additional Material from
Portal
24
B. Other Learning
Resources
A. Reviewing previous A. To better understand the text, the learners must

lesson or know the meaning of some unfamiliar words.
presenting the new
lesson in
stres
s
i ful
n
beauty
un happ
n y
To review on roots, prefixes, and suffixes,
Task 4.1
Refer to Task 4.1: Word Structure; pp. 45-46; Grade 7
LM
B. A. The teacher models the correct sounds/

pronunciation of the following words:
1. colloquial
2. awesome
3. taboo
4. kudos
5. gotcha
Learners will repeat the correct sounds/ pronunciation

after the teacher.
Refer to Task 10: A Your Words Sounds Familiar; p.

26; Grade 7 LM
Process Questions:
1. What did the two boys talk about?
2. How are they related to one another? How do you
know?
3. What can you say about the underlined words in
the dialogues? How do we call them?
4. What are the spoken forms of language used
by people in everyday speech?
5. What is the difference between these two forms of
expressions?
25
Possible Answer:
1. They talked about going out to unwind.
2. They are friends. The way they talk with each other
shows they are comfortable and familiar with each
other.
3. The underlined words are not common
expressions. They are called special language or
slang and colloquial.
4. The spoken forms of language used by people in
everyday speech are formal and informal.
5. The difference is that Colloquial language is used
in everyday speech. This presents neutral tone, not
so much informal or formal. This is the level used in
ordinary conversation, like in speaking with
classmates, teachers, visitors, etc.
While Slang is a sub-category of colloquial

expressions. It refers to words ,phrases and uses of
language that are considered to be very informal and
the usage is often restricted to special contexts or is
only used by a particular class, profession, social
group, etc. Some forms of slang include abusive,
offensive, or vulgar, language and “taboo” words. Most
slang expressions are spoken, not written and would
be considered inappropriate in formal types of
communication.
B. Establishing a
purpose A.
for the lesson 1. How does breaking apart unfamiliar word
help in understanding their meanings?
2. How does structural analysis help increase our
vocabulary and reading comprehension?
3. How does scanning maximize reading time?
B.
Do we use slang every day?
Possible Answer:
We only use them whenever appropriate.
26
C. Presenting Examples/ A.
instances of the new Structural analysis is dividing words into parts to
lesson discover what an unknown word means.
Structural analysis is a strategy that develops students’

ability to determine the meaning of words.
Different reading styles include skimming (looking at a

text or chapter quickly in order to have a general idea
of the contents), speed reading (reading fast),
intensive reading (reading thoroughly and
comprehensively).
To scan a material is to glance over a passage to find

a piece of information that you want.
Scanning is a way to save time and to get the most

from what you are reading.
Refer to Task 6: Revelation of wisdom; Selection:

Words of Wisdom; pages 19-21; Grade 7 LM.
B.
Colloquial language is used in everyday speech.
This presents neutral tone, not so much informal or
formal. This is the level used in ordinary conversation,
like in speaking with classmates, teachers, visitors,
etc.
Example: sing together, knock out, shanty town.
Slang is a sub-category of colloquial expressions. It

refers to words, phrases and uses of language that
are considered to be very informal and the usage is
often restricted to special contexts or is only used by
a particular class, profession, social group, etc. Some
forms of slang include abusive, offensive, or vulgar,
language and “taboo” words. Most slang expressions
are spoken, not written and would be considered
inappropriate in formal types of communication.
27
I.OBJECTIVES
A. Content Standard The learner demonstrates understanding of pre-colonial

various reading styles, ways of determining word meanings, the
sounds of English and the prosodic features of speech and
B. 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
agreements.
C. Learning EN7WC-I-a-4:
Competencies/Objectives
(Write the LC code for Distinguish between oral and written language use.
each) EN7WC-I-a-4.1:
Recognize the common purposes for writing.
EN7G-I-a-11:
Observe correct subject-verb agreement
II.CONTENT 1. Differences between oral and written language.

2. Common purposes for writing.
3. Subject-verb agreement.
Singular and Plural/ Intervening Words and Phrases/ Compound

Subjects
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pp. 31-34, 37-38/ pp. 30-31
pages
3. Textbook pages
portal
28
A. Other Learning Tigsik - https://saladofthoughts.wordpress.com
Resources
Reference:
https://www.pinterest.ph/anneva4904/fruit-to-color-apple-
spanish/
http://diysolarpanelsv.com/brain-clipart.html
https://www.facebook.com/authenticwriter/
http://clipart-library.com/writing-on-paper-clipart.html
Differences of Oral & Written downloaded material (on visual

aids)
https://www.testden.com/toefl/english-grammar-
for.../Language-Oral-And-Written.html:
Speech Differences:
https://www.mtholyoke.edu/acad/intrel/speech/differences.html
Downloaded Rubric:
http://www.users.on.net/-katef/detention/panel.html
V. PROCEDURE Advanced Learners Average Learners
A. Reviewing previous A. Refer to Task 14: Writing for a Purpose; p. 31; Grade 7 LM
lesson or presenting the
new lesson Process Questions:
1. What is the selection all about?
2. Does it tell readers about facts? Why?
3. Does it amuse its readers? How?
4. What is the authors purpose of writing this literary work?
Refer to This is Good to Know; p. 32;Grade 7 LM
Refer to Task 15: Proverbs on Parade; Process Questions; p.

33;Grade 7 LM
B. In sentence 1, how many subjects are involved?

How about in sentence 2? 3? 4? 5?
What verb do we use if there is only one subject? if there are two
or more subjects?
B. Establishing a purpose A.
for the lesson 1. What are the differences between oral and written language?
2. Why do writers write?
Possible Answer;
1. The differences between oral and written language;
a. Oral language is spoken
b. Oral language is performed in theatre and plays.
29
c. Written language is imprinted on paper.
d. Written language can be technical, journalistic, academic,
scientific or literary.
2. Writers write to express ideas, feelings, experiences and
issues.
B. Refer to Task 13: Language Connections; p. 29; Grade 7 LM
C. Presenting A.
examples/instances of
the new lesson a. Refer to: This is Good to Know; p. 34;Grade 7 LM
Suggested Image:
a sword and a pen
b. The pen is mightier than sword. – Jose Rizal

Example of a written language.
c. Aida Cirujales’ tigsik/toast (oral/recitation of the given copy

from Tigsik, NCCA, 2009:
Tigsik ko an paggibo nin tigsik.
Bunga ini kan tipsik nin pag-iisip.
Pagpapalayog nin mensaheng makangirit,
kun minsan man, patama na malanit.
30
Tigsik ko an pagsurat nin rawit-dawit.
Ini man masakit na pareho nin tigsik.
Alagad, orog na nakakapatarom nin isip.
An mayaman na imahinasyon nagagamit.
(Tigsik is native to Bikol, old oral tradition recited in social

gatherings that is often cynical or flattering and tends to touch a
certain topics, issues and people.)
https://saladofthoughts.wordpress.com
Reference:
https://www.pinterest.ph/anneva4904/fruit-to-color-apple-
spanish/
http://diysolarpanelsv.com/brain-clipart.html
https://www.facebook.com/authenticwriter/
http://clipart-library.com/writing-on-paper-clipart.html
B. Process Questions:
1. What do you notice about the underlined words?
2. How do you call the underlined words?
3. What do you notice about the encircled words?
4. Which of these words are singular? Which are plural?
5. What do you need to remember about subjects and verbs in

sentences?
6. Which rule is applicable in each of the given sentences?
D. Discussing new concepts A.

and practicing new skill
#1 a. Differences between oral and written language as
discussed on the LM page 34
b. Differences as discussed on the downloaded material
(on visual aids)
https://www.testden.com/toefl/english-grammar-
for.../Language-Oral-And-Written.html:
Language is the means which people use to express their

thoughts; it is both oral and written. Oral language is a
combination of sounds used to express thought. ... A
spoken word may be a single sound or a group of sounds. The
31
sounds of oral language are represented by letters to
form written language.
https://www.mtholyoke.edu/acad/intrel/speech/differences.html
Writing is a fairly static form of transfer. Speaking is a dynamic

transfer of information. To be an effective speaker, you must
exploit the dynamism of oral communication, but also learn to
work within its limitations. While there is a higher level of
immediacy and a lower level of retention in the spoken word, a
speaker has more ability to engage the audience psychologically
and to use complex forms of non-verbal communication.
B. Refer to This is Good To Know: Rules on Subject-Verb

Agreement ; p. 30; Grade 7 LM
E. Discussing new concepts A.
and practicing new skills
#2 a. Refer to: This is Good to Know; p. 32;Grade 7 LM
b. Inputs on why writers write from Developmental Reading

by Alejandro S. Bernardo, pp. 285:
The usual purpose of an author may be to: 1. Provide or obtain

information; 2. Share the excitement of an event; 3. Persuade or
influence; 4. Create or enter a personal world; 5. Stimulate the
imagination; 6. Convey important cultural stories or myths; and
express or appreciate a point of view.
It is also important to note that the purpose of a writer, his point

of view, and his type of writing go hand and hand.
c. Brainstorming session based on schema:

1. Why do people write?
Possible Answers:
1. People write because of any of the following:
- They want to express themselves.
- They want to record experiences.
- They want to record language.
B. Refer to Task 13.2: More of Verbs; pages 30-31; Grade 7 LM
Answer Key:
1. saves 6. is
32
2. contains 7. is
3. works 8. has
4. Holds 9. is
5. do 10. participates
F. Developing mastery (leads A.

to formative assessment 3)
a. Enumerating differences between oral and
written language use based on schema and
local contexts
b. Enumerating purposes for writing (individual
recitation)
Possible Answer;
a. The differences between oral and written
language;
1. Oral language is spoken.
2. Oral language is performed in theatre and plays.
3. Written language is imprinted on paper.
4. Written language can be technical, journalistic,
academic, scientific or literary.
b. People write because of any of the following:
1. They want to express themselves.
2. They want to record experiences.
3. They want to record language.
B. Refer to Task 13.3: Paragraph; Barking Dogs Seldom Bite;

page 31; Grade 7 LM
Answer Key:
bark, see, growl, are, need, are, are, make, do not brag, act,
speak, is, talk, do.
G. Finding practical A.
applications of concepts and
skills in daily living Refer to Task 18: The Elder’s Cane; pages 37-38; Grade 7 LM
33
B. Rewrite each sentence in your notebook, making the subject
singular and use the verb that agrees with it. Make other
necessary changes.
1. The students participate in the Math

Olympiad every year.
2. Some boys always come to the elimination
contest early.
3. The teachers coach them diligently.
4. Math problems are given as homework.
5. The winners receive trophies and cash
awards.
Possible Answers:
1.The student participates in the Math Olympiad ever year.
2. A boy always comes to the elimination contest early.
3. The teacher coaches them diligently.
4. A math problem is given as homework.
5. The winner receives trophies and cash awards.
H. Making generalizations A.
and abstractions about the a. What are the implications of the differences between oral and
lesson written language use?
b. What are the uses of oral and written language in our daily
lives?
Possible Answer:
a. Knowing what form of language to use helps in clearer
communication.
b. The uses of both oral and written language depends on or
purposes for writing.
B.
State the rules of Subject and Verb agreement that you learn in
today’s lesson.
I. Evaluating learning A.
Speaking Activity
a. Enumerating differences between oral and
written language use (panel discussion)
b. Identifying author’s purpose for writing
(individual seatwork): Write the letter
corresponding to the author’s purpose before
34
each type of writing (Bernardo, page 285):
__1. narrative
__2. descriptive
__3. expository
__4. persuasive
a. to express an opinion
b. to convince the audience to think or feel a
certain way
c. to tell a story
d. to illustrate a person, place or event.
e. to portray a mood
f. to explain, illustrate or present information
Answer Key:
1. c
2. d & e
3. f
4. a & b
Rubrics for panel discussion.
Communication Beginning Developing Good Skills Excellent

Skills
Correct Coherence of Still require a Errors do not Few

sentence argument lot of work on interfere with grammatical
construction suffers from the part of the the meaning errors and no
many listener to – listening stress on the
grammatical understand. stress is less. part of the
errors. listener.
Pronunciation Errors Errors still Errors do not Pronunciation

interfere with require a lot interfere with good with few
meaning. of work on the meaning
the part of the
35
Very difficult listener to – listening or no errors.
to follow. understand. stress is less. Easy to listen.
Appropriate Speaker Speaker still Speaker has Speaker able

vocabulary unable to find grasping at enough word to find
appropriate use of attack to appropriate
words to appropriate convey vocabulary
convey clear vocabulary. general with ease.
meanings. meaning.
Well organized Arguments Arguments Arguments Arguments

oral text with not staged – partially staged well, well staged
staging no logical staged, but and most and
development. sequencing developed developed
is still logically. logically.
confusing.
Gives Rarely Sometimes Usually Always

information supports supports supports supports
with supporting argument argument arguments argument
evidence with with with with
evidence. evidence. evidence. evidence.
Demonstrates Never asks Makes short, Attempts Can

understanding other simple more formulate
of other panellists for comments on detailed precise
panelists’ clarification, other clarification comments
views/ able to or makes a panelists’ or comments and
clarify comment on arguments. on other clarification of
their panelists’ other
argument. arguments. panelists’
arguments.
http://www.users.on.net/-katef/detention/panel.html
B. Rewrite each sentence in your one whole sheet of paper.

Make the subject plural if it is in the singular form or make the
subject singular if it is in the plural form observing correct
subject-verb agreement.
1. Her child has a talent in painting.
2. The tutor talks highly about her.
3. The water vapor condenses into strong winds.
4. The son plows the ricefields.
5. Rocks fall on the road.
6. The nurse helps the doctor.
7. The students eat in the canteen.
8. The man offers his services.
36
9. The mothers complain about their tasks.
10. His friends know about it.
Answer Key:
1. The children have a talent in painting.
2. The tutors talk highly about her.
3. The water vapors condense into strong winds.
4. The sons plow the rice fields.
5. Rock falls on the road.
6. The nurses help the doctor.
7. The student eats in the canteen.
8. The men offer their services.
9. The mother complains about her tasks.
10. His friend knows about it.

V. REMARKS
VI. REFLECTION
VII. OTHERS

remediation.
C. Did the remedial lessons work? No. of learners who have cope with the lesson.
Why did these work?
encounter which my
37
can help me solve?
to share with other
teachers?
38
School Grade Level Grade 7
I. OBJECTIVES

connecting to the past, various reading styles,
ways of determining word meanings, the sounds
of English and the prosodic features of speech
and correct subject-verb agreement.
B. Performance Standard The learner transfers learning by showing

appreciation for the literature of the past,
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.
C. Learning  EN7LT-I-b-2.2: Explain how the elements

Competencies/Objectives specific to a genre contribute to the theme of
(Write the LC code for a particular literary selection.
each)  EN7SS-I-b-1.5.1: Skim for major ideas using
headings as guide.
II. CONTENT Elements of Myths and Legends
Skimming for Major Ideas
III. LEARNING
RESOURCES
A. References English 7 Learner’s Material/ English 7
Teacher’s Guide
1. Teacher’s Guide pages 31 – 34
2. Learner’s Materials pages 45 – 48
3. Textbook pages
4. Additional Materials from Contextualized English Material for Grade 7 pp.

Learning Resource (LR) 30-33
portal
B. Other Learning Image Source:
Resources https://www.slideshare.net/jareleny/the-origin-of-this-world-maranao
39
A. Reviewing previous lesson or Refer to Task 4.1: Word Structure; pages 45-
presenting the new lesson 46; English 7 LM
Which word in the picture is referred to by each

item below?
Suggested Image:
Show a picture of a carabao with its body
labeled with the words, prefix, root and suffix.
1. a base word to which other word parts are

added; has a specific meaning
2. word part attached at the beginning of a
base word; has meaning that adds to the
meaning of the base word
3. is added at the end of a base word; usually
has no specific meaning
B.
1. What is the title of the reading selection
discussed during the previous meeting?
What is it about?
2. Recall at least two proverbs discussed in the
class.
Possible Answer:
1. The title of the selection discussed during
the previous meeting is Words of Wisdom. It
is about proverbs.
2. “Matibay ang walis palibhasay

magkakabigkis”
The broom is sturdy because its strands are
tightly bound.
40
“Kung may itinanim, may aanihin.”
“What you sow, shall you reap.”
B. Establishing a purpose for A. Refer to This is Good to Know: pp. 45-46;

the lesson Grade 7 LM.
If the carabao represents a word, think of the

head as the prefix, the main part of the body as
the root word, and the tail as the suffix. Affixes
are word parts that are “fixed to” either the
beginning of words of the ending of words.
Now that you know that words can be formed
from various combinations of word parts, look at
these words created from the root word
script/scribe, which means to write.
Root word only: script, scribe

Prefix + root word: pre + scribe = prescribe
Prefix + root word + suffix: pre + scrip +
tion
= prescription
Root word + suffix: script + ed = scripted
C. Presenting Word Web.

examples/instances of the Attach as many words as you can find in the
new lesson selection which you could associate with each
idea featured in each box. Use a whole sheet of
paper for your webs. Grade 7 English Learning
Package p. 15.
Heaven
Earth
41
Tree of life
D. Discussing new concepts Copy the chart as shown below and write the
and practicing new skill #1 newly formed words numbered 1 to 16 on your
notebook. Make some necessary changes in the
spelling of words.
Meaning Prefixes Base Suffix New word

word formed
not unhappy Unhappy
safe 1.
dis- stress 2.
In- able -ity 3.
Out or
away example 4.
back re- trieve 5.
In, into In- habit 6.
Im- print 7.
Pertaining
to
magic -al 8.
full of beauty -ful 9.
State of mature -ity 10.

condition
of, or hair -y 11.
quality of (
what the
useful -ness 12.
base word Rely -ance 13.
indicates) depend --ence 14.
develop -ment 15
Able to
be or do
(whatever abound -ant 16.
the roots
says)
E. Discussing new concepts A. Refer to Task 5: In the Beginning; pp. 47-48;
and practicing new skills #2 Grade 7 LM.
1. Who created the world according to

Maranaw folklore?
42
2. How many layers comprised the world he
created?
3. Describe the world he created. Describe each
layers. Who inhabited each layer?
4. How many layers comprised the sky? What
was common to all layers?
5. Where was heaven found in the world of the
early Maranaws? Who were its inhabitants?
6. What was the function of the tree-of-life?
7. How is the soul of every person secured in
one section of heaven?
Keys to Correction:
Practicing New Skill 1: Maranaw’s Beliefs:
1. World is created by a great Being.
2. The world is divided into seven layers: the
uppermost layer is inhabited by humans;
the second layer, by dwarfs, the Karibanga;
third layer, under the sea or earth, by
nymphs.
3. The sky consists of seven layers. Each
layer has a door guarded by a mythical
bird, garoda. The seventh layer is heaven,
inhabited by angels, and good spirits.
4. Lowermost layer, found at the bottom of
heaven is guarded by saints, and contains
persons who barely make it to heaven.
5. In heaven, we find the tree of life. On each
leaf is written the name of each person
living on earth. As each leaf falls, the
person whose name it carries dies.
6. The soul of every person is kept in a tightly-
covered jar guarded by Walo, monster with
a thousand eyes and eight hairy heads.
43
B. Below are characteristics of legend and myth.
Cite instances from the selection that point to its
characteristics.
F. Developing mastery (leads to Lecturette on the narration of different events

formative assessment 3) that describe the Maranaws’ beliefs on how the
world was created.
Annex A Lesson 2, Day 1

G. Finding practical applications The following Philippine literary pieces have
of concepts and skills in daily their respective themes listed below. How are
living you going to relate with them?
1. A person works consistently to achieve a

goal.
Ibong Adarna
2. A child learns from his elders and his
environment.
Florante at Laura by Francisco Baltazar
3. The youth is the hope of the country.
Noli Me Tangere by Jose Rizal
Possible Answer:
1. As a student, I will study hard to reach my
dream.
2. As a student, I will imitate the positive
values I learned from my elders and
parents.
3. As a youth, I will help build confidence and
inspiration among my peers for a better
community.
44
H. Making generalizations and In your own words, what is the importance of
abstractions about the lesson knowing the creation of everything that we have
around us?
Answers may vary.
I. Evaluating learning A. Classify the following characteristics as to

myth or legend.
Myth Legend
 Important Meaning for the Culture or

region
 Passed on Orally
 Serve to Direct Social Action & Values
 Set in the Distant Past (often ancient
times) or Other Worlds or Other Parts of
the World
 Real Historical Event or Figure
 Inter mixture of Fact
 Concern the Origin & Nature of the
Universe.
 Symbolic
 Historical Facts Creatively Altered to
Encourage Moral Conduct & Right Living
 Tales Believed as True
 Extra-human, Inhuman or Heroic
Characters
B. Refer to Task 7: Solidarity in Diversity; p. 50;

Grade 7 LM.
V. REMARKS
VI. REFLECTION
45
VII. OTHERS
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 lessons
work? No. of learners who
D. No. of learners who
continue to require
remediation.
Why did these work?
encounter which my
principal or supervisor can
help me solve?
to share with other
teachers?
46
I. OBJECTIVES
ways of determining word meanings, the sounds
of English and the prosodic features of speech

situations and observing correct subject-verb
agreement.
C. Learning Competencies/
Objectives  EN7LT-I-b-2.2: Explain how the elements
(Write the LC code for specific to a genre contribute to the theme of a
each) particular literary selection.
 EN7SS-I-b-1.5.1: Skim for major ideas using
headings as guide.
 EN7LT-I-b-.1: Discover literature as a means
of connecting to a significant past.
II. CONTENT
Identifying the Elements of a Narrative
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide English 7 Teacher’s Guide pp. 31 – 34

pages
2. Learner’s Materials English –Grade 7, Learner’s Material, First
pages Edition, 2017, pp. 38 – 42
3. Textbook pages
47
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
A. Reviewing previous lesson The teacher will group the class into 3 groups
or presenting the new with the combination of the three kinds of
lesson learners. They will be asked to survey the picture
posted on the board, then they will share their
ideas about what comes into their mind when
they see the picture.
Refer to Task 10: Survey-Question-Read; p. 52;

Grade 7 LM
B. Establishing a purpose for Appreciation of literary selection by explaining its

the lesson element.
C. Presenting examples/ Refer to TASK 11: ‘SLEEPING BEAUTY’; pages

instances of the new 53-54; Grade 7 LM.
lesson
Process Questions:
1. Who are the main and supporting characters
in the story?
2. Why were Maria’s parents disagreeable with
their daughter’s love affair with Gat Dula?
3. In their disagreement, what did her parents
do to her as punishment?
4. What happened to Gat Dula when Maria
could not meet him? Physically?
5. How could Maria and Gat Dula’s love endure
without seeing each other physically? What
could she do for him?
6. What do you think happened to both of
them?
7. Why did Maria ask for Gat Dula’s soul from
the gods?
8. How would you end the story? Why?
9. If you were Maria, would you do the same?
Why?
48
Possible Answers:
1. The main characters in the story are Maria
and Gat Dula.
The supporting characters in the story are:
 Dayang Makiling
 Gat Panahon
 Lakan Bunto
 Two Aetas
2. Maria’s parents were disagreeable with their
daughter’s affair with Gat Dula because he
was a mortal.
3. The punishments of Maria’s parents were:
a. She was forbidden to go down to Earth.
b. Her parents took away from Maria her
power of enchantment which enabled a
deity to look and act like an ordinary
mortal.
4. Gat Dula’s inability to see Maria caused
him to fall ill and eventually die.
5. Maria and Gatdula’s love endure even
without seeing each other physically, by
using her enchantment during the battle
with the army of Lakan Bunto. Gat Dula
did not suffer any single wound.
6. “Absence makes the heart grow fonder.”

(Answers may vary.)
7. Maria asked for Gat Dula’s soul from the
gods in order to show her great love for
him.
8. Answers may vary.
9. Answers may vary.
D. Discussing new concepts Refer to TASK 12: ‘NARRATIVE TYPE’; p. 54;
and practicing new skill #1 Grade 7 LM.
E. Discussing new concepts A legend is a story or a narrative from the past

and practicing new skills #2 or is believed to have been historical. Legends
concern people, places, and events. Usually, the
subject is a king, hero, or a famous person. It is
always associated with a particular place and a
particular time in history.
Legends are not true, but they are based on
facts, such as a real person, a place or an event.
The hero myths are like legends, but legendary
heroes such as Gat Dula or Aliguyon usually
have historical roots, while mythical heroes don’t.
Its focus is also on the adventure plot rather
than the message. Folktales tend to be about
ordinary people and animals, and folktales are
49
set in a particular time period. Nature myths can
be a bit like folktales, but the purpose of folktales
is usually for entertainment.
Legends are believed to be about more recent
events and, like myths they may also deal with
stories which explain the origin things, places
and their names, plants, animals and others.
They are also used to teach lessons in life.
F. Developing mastery (leads The teacher will see if leaners understand the
to formative assessment 3) discussion on the difference between myth and
legend by short question and answer method.
(Socratic Method)
G. Finding practical What are myths and Recall any myth or legend
applications of concepts legends that you in your locality.
and skills in daily living know that still exist?
State its importance in
Why do you like it? your place.
H. Making generalizations and What is the importance of knowing the different

abstractions about the features of a myth and a legend?
lesson
Possible Answer:
50
I. Evaluating learning Refer to TASK 13-17: ‘DIFFERENTIATED
ACTIVITY’ CEM p. 38.
Tasks will be divided to the class accordingly.
Refer to TASK 13: Setting the Scene; p. 55; Grade

7 LM.
Refer to TASK 14: Friend or Foe; pages 56-57;
Grade 7 LM.
Refer TASK 15: Conflict, Anyone; pages 57-58;
Grade 7 LM.
Refer to TASK 16: The Main Thing; pages 58-59;
Grade 7 LM.
Refer to TASK 17: Plot Me; p. 60; Grade 7 LM.
Suggested Criteria for the Differentiated Activity:

Criteria 15 12 8 5
Assigned
Element is
Discussed
Answered
and
Completed
All the
Necessary
Information
Shown
Cooperation
and
Collaboration
V. REMARKS
VI. REFLECTION
VII. OTHERS

earned 80% on the
51
require additional
activities for
remediation.
C. Did the remedial
lessons work? No. of
learners who have cope
with the lesson.
continue to require
remediation.
Why did these work?
encounter which my
can help me solve?
use/discover which I
wish to share with other
teachers?
52
I. OBJECTIVES

connecting to the past, various reading styles, ways
of determining word meanings, the sounds of English
and the prosodic features of speech and correct
B. Performance The learner transfers learning by showing

Standard appreciation for the literature of the past,
agreements.
C. Learning EN7OL-I-b1-14:
Competencies/Objec Use appropriate prosodic features of speech like
tives pitch, stress, juncture, intonation, volume, projection,
(Write the LC code for
and rate/speed of speech in differing oral
each)
communication situations.
EN 7 LC-b-5.2
Listen for important points signaled by volume,
projection, pitch, stress, intonation, juncture, and rate
of speech.
EN7LC- 1-b-5.2
Note the changes in volume, projection, pitch, stress,
intonation, juncture, and rate of speech that affect
meaning.
EN7OL-I-b1-14.2:
Observe the correct pitch levels (high, medium, low)
when reading lines of poetry, sample sentences and
paragraphs.
II. CONTENT Speech features used in various oral communication

situations
Voice Projection
53
Correct pitch levels (high, medium, low) in reading
lines of poetry, sample sentences and paragraphs
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 32, 38, 43

pages
2. Learner’s Materials pp. 22-25, 51, 81, 108, 110, 137-138, 144, 351
pages
3. Textbook pages
4. Additional Materials - K-12 Learning Package pp. 21-23

from Learning
Resource (LR)
portal
B. Other Learning https://pronuncian.com/pitch-lessons
Resources - Speech Improvement with Practice and Exercise
by Aurora L. Samonte &Leticia R. Arbis, pp.1-3 &
40, 44-47
- Moving Ahead pp. 251-252
http://www.videojug.com/film/how-to-project-your-
voice Caroline Goyder
A. Reviewing previous A. Refer to This is Good to Know; p. 24; Grade 7 LM.

new lesson B. Voice Projection Game
Let each student do the voice projection game first
before answering the process questions.
The Fruit Bags
1. Imagine that three (3) fruit bags in front of
you represent someone, about 5 feet away
from you, the second about 15 feet away, the
third about 40-50 feet away.
2. Look directly at the first bean bag. Ask
his/her name and the name of his/her favorite pet.
3. Say the exact same things to the second fruit
bag.
4. Do it again but this time to the third fruit bag.
C. Refer to Task 5: Sounds of Language; pages 17-

18; Grade 7 LM.
54
B. Establishing a purpose A.
for the lesson 1. When you addressed the second fruit bag,
did you speak with the same volume just
like when you addressed the first fruit bag?
Why?
2. When asked to address the third fruit bag,
what did you do to make him/her
understand your question?
3. How is voice projection important to
language users?
Possible Answer:
1. No, because of the distance of the speaker
to the listener.
2. I make my voice louder.
3. Voice projection is important to language
users to let the listener understand the mood of the
speech.
B.
Knowledge and applications of the correct pitch
levels in reading poetry and sample sentences and
paragraphs
C. Presenting A. Let the learners watch and listen to the clip

examples/instances of
the new lesson http://www.videojug.com/film/how-to-project-your-
voice Caroline Goyder
B. Call for volunteers and ask them to discuss their

experiences during a family vacation.
Example
Student A: Hello Carla, how are you? Where did you
stay last summer vacation?
Student B: Hi Emma, I’m good. Last summer my
family went to Gota Beach Resort in Caramoan. We
enjoyed the beautiful scenarios and boat rides during
the island hopping.
Student A: Wow! That’s wonderful! How did you get
there?
Student B: Well, from Naga Central Bus terminal, we
rode a bus for five hours until we reached the town
proper of Caramoan. The, we rode in a “top down”
55
vehicle before we transferred to a boat going to the
beach.
a. Speaking Items on Pre-test, LM page 5.
A. Stress: Put the stress mark above the accented

syllable. Use the symbol (’).
1. tornado
2. talented
3. guitarist
B. intonation Pattern: Tell whether the following
sentences have (A) rising-falling intonation or (B)
rising intonation Pattern. Write the letter of your
answer in your notes.
1. Did you visit your grandmother?
2. I’m a student. How about you?
3. I forgot my notebook yesterday.
C.
Four pitch levels in English may be identified and
symbolized as:
Very high – VH
High – H
Normal – N
Low – L
H - happens to coincide with the stressed syllable.

A - statement begins with N pitch and drops to L.
VH - is used in speech associated with heightened

emotion.
D. Discussing new Refer to Task 8.1: Stress it Out; pp. 22-24; Grade 7
concepts and practicing LM.
new skill #1
A. Reading of Lines of Poetry
1. A house of many doorways is my body, beloved,
a house many window panes is my soul.
- Carlos A. Arejola
2. Sometimes we hung the sun to push on the

boughs of dreams, whisper verses as its light draws
shadow branches.
- Leo Fernandez Almero
3. Two rivers emerge to meet down my chin. The

earths’ gravity pulls me down with it. You will remain
closed, concrete and slab and perennial candles lit
in memory.
- King Danza
56
B. Sentence
1. The 21st century learners are expected to imbibe
and practice the following 21st century skills: critical
thinking, creativity, collaboration, communication,
information literacy, media literacy, technology
literacy, flexibility, leadership, initiative, productivity
and social skills.
C. Paragraph
1. “What makes me happy is making a difference. I
shy away from just giving stuff; it’s a flash-in-the-pan
thing and is not a wise use of resources. What
makes me fulfilled is when changes have lasting
effect on people’s lives.”
- Gina Lopez, G Diaries
E. Discussing new Let the learners listen to the three taped dialogues.
concepts and practicing As an alternative, the teacher may also ask three
new skills #2 pairs to read the three sets of dialogue. Refer on K-
12 Teacher’s Guide p. 21-22.
Set 1
Student 1: Excuse me, I need to talk to my
club mate. I may be excused for a
while?
Student 2: Probably you can have that later.

This is important.
Student 1: This is important, too!
Student 2: You know what, I guess you don’t
know your priorities. Leave if you
want to. Anyway, we are good
without you.
Student 1: Are you saying that you don’t need
me in this group?
Student 2: I am not the one who said that.
Student 1: If that is the case, take me out of
the group. I quit!
Student 2: Good riddance!
Set 2
Lady Guard: Good morning, Sir. Can you
please open your bag, Sir?
Man: What? I am in a hurry.
Lady Guard: But, Sir, this is SOP. You cannot
enter the building unless I get to
57
inspect your bag.
Man: What is wrong with you guys? I have
three bags here and still I have to go up
to the 18th floor. I am an important
person. I don’t need to go through this.
Lady Guard: Sir, with all due respect, all
people, including the building owners
need to go through the same inspection.
Man: Ok! Inspect all the three bags now and
hurry!
Set 3
Vendor: That would cost you 120 pesos,
Ma’am.
Lady: What? You told me that it only costs
100 pesos.
Vendor: No, Ma’am. You got it wrong.
Lady: Then I would not buy that anymore.
Vendor: It’s not possible, I cannot anymore
return it to the freezer. I have already
opened the pack.
Lady: I would talk to the owner of this store.
Vendor: You are the most annoying customer I have
encountered!
Lady: And you are the most unthinking fellow I
have met!
What did you notice about the voice quality of the

speakers’ voices?
Possible Answer:
The voice quality of the speakers change from low

pitch to high pitch depending upon their intentions
and purpose. It also depends on the distance of the
speaker to the listener.
F. Developing mastery A.
(leads to formative Allow the students to use their voice projection in real
assessment 3) life conversations as they work in groups.
 Have them imagine that they are in real life

situation.
 Allow them to do the brainstorming and have
them do the conversation.
58
 Assign each group the following
communication situations:
Group 1 – At the canteen
Group 2 – Inside the library
Group 3 – Inside the movie house
Group 4 – Inside the church
Rubrics for conversation activity:

Criteria 10 8 6 4
Voice Variation Variation Variation No
Projection s or s or s or variations
changes changes changes or
in in in changes
volume, volume, volume, in
projection projection projection volume,
, pitch, , pitch, , pitch, projection
stress, stress, stress, , pitch,
intonation intonation intonation stress,
, juncture, , juncture, , juncture, intonation
and rate and rate and rate , juncture,
of speech of speech of speech and rate
are are not are of
extremely extremely evident. speech.
evident. evident.
Organizati All of the Most of Some of Important
on of Ideas important the the ideas and
ideas and important important points are
points are ideas and ideas and not
well- points are points are properly
organize well- organize organize
d. organize d. d.
d.
Proper Use Applicatio Applicatio Applicatio Applicatio
of n of the n of the n of the n of the
Language skills skills skills skills
learned is learned is learned is learned is
most more effective. not so
effective. effective. effective.
Content Content Content Content Content
and Theme is clearly has has little has no
relevant relevance relevance relevance
to the to the to the to the
topic and topic and topic and topic and
the the the there is
message message message no
is very is clear is not so message.
clear. with clear.
some
confusing
points.
B.
Based on the reading texts (English and So Few
Survive) apply correct pitch levels in performing the
given drills.
59
So Few Survive
So few survive
a poetry reading
Chairs are soon empty,
and at the outer edge
of our hushed circle
other voices start
to weave again
what we already know –
their laughter rings around
a circus of merry makers
It must be the poets fault!
Their themes are old,

their words are strange;
or if their themes be new
their words are cold.
So few survive
the poems’ fall,
as after any rain,
few tadpoles grow.
Chairs are empty

and laughter rings round
the outer dark.
Go then, friend,
elsewhere seek
your special sphinxery.

G. Finding practical A.
applications of concepts Why is correct use of speech features necessary to
and skills in daily living ensure success in communication specifically in oral
communication situation?
Possible Answer:
1. Use of correct speech features in communication
situation is necessary to deliver or convey the
meaning.
2. Also, for a clearer understanding of the text.
60
B.
1. What is the importance of using proper projection
in communicating with your peers, parents, teachers
and school officials?
Possible Answer:
1. The importance of using proper projection in
communicating with peers, parents, teachers and
school officials enable them to understand each
other.
C.
Why is correct use of speech features necessary?
Possible Answer:
Correct use of speech features is necessary in order
to ensure success in communication.
Also, for a clearer understanding of the text.
H. Making A.
generalizations and 1. What are the different speech features?
abstractions about the 2. What are the various oral communication
lesson situations?
3. How can speech features assist in
communication?
4. How does a person know what speech feature to
use/apply in a particular oral communication
situation?
Possible Answers:
1. The different speech features are stress,
intonation, pitch, juncture, volume, and rate of
speech.
2. The various oral communication situations are the
following:
a. asking and answering questions
b. asking for directions
c. giving instructions
d. exchanging greetings and comments
e. offering and accepting
3. Speech features in communication assist because
they help achieve the following:
a. Allow speakers to use appropriate signals to
deliver correct and clearer meaning.
b. Provide clues to meanings of utterances in
various contexts.
61
4. A person knows what speech feature to use in a
particular oral communication situation by practicing
what he/she learned from various previous
drills/exercises and experiences (schema).
B.
1. What is voice projection?
2. What are some of the considerations that
the speaker must observe?
Possible Answer:
1. Voice projection is the strength of speaking
whereby the voice is used loudly and
clearly.
2. The speaker must observe the following
considerations:
a. Practice deep breathing.
b. Breathe by the stomach.
c. Speak clearly and confidently.

C.
How can speech features assist in communication?
Possible Answer:
a. Speech features can assist in communication in
conveying the meaning the message.
I. Evaluating learning Use of speech features on identified oral

communication situations (presentation/ publishing
of small group outputs through performances)
Group 1: Free speech on garbage segregation as to

biodegradable, non-biodegradable and toxic wastes.
Group 2: Discussions on Momo app and other online
games.
Group 3: Interviews on local (barangay) tourist
spots/treasures.
Rubrics for a Written Informative Speech

4 3 2 1
Content The content Some Most All parts of
of the contents of contents of the speech
speech the speech the speech do not
reflects the reflect the do not reflect the
given topic. given topic. reflect the given topic.
given topic.
Relevance The speech Most parts Only a few The speech
to the is of the parts of the is
Theme completely speech are speech are completely
relevant to relevant to relevant to irrelevant to
the theme. the theme. the theme. the theme.
62
Proper Use The speech The speech The speech The speech
of Language used 4 and used at used at used at
more least 3 least 2 least 1
sentences sentences sentences sentences
with the with the with the with the
required required required required
grammar grammar grammar grammar
item item item item
properly. properly. properly. properly.
Organization All Most Some The
sentences sentences sentences sentences
are are are are
organized organized organized organized
and easily and easily and easily and easily
understood. understood. understood. understood.
B.
Perform the following exercise, observing variety in
vocal volume, rate and pitch. Then, do the following
exercises on voice flexibility/ voice projection:
A. Emotion
Say the name “Joel”, expressing
a. surprise
b. anger
c. love
d. pity
e. fear/fright
B. Volume
Read the statement below expressing
a. straightforward
b. controlled anger
c. uncontrolled anger
Statement: “I have told you a hundred times and the

answer is still the same.”
C. Rate
Read the statement three times expressing
a. announcement of winners (Make a long
pause after and then say the names
quickly.)
b. choosing of winners (Pause before each
name.)
c. a fact
Statement: “The winners are Roy, Mario, and Bing.”
D. Pitch
63
Read the passage by starting a low pitch and
gradually raising it until “Please” gets the highest
pitch level.
Passage: “I certainly feel fine today, that is, except for

my back! Ouch! Stop it! Please!
Rubrics for oral/speech activity:

Criteria 10 8 6 4
Voice Variations Variations Variations No
Projectio or or or variations
n changes changes changes or
in volume, in volume, in volume, changes
projection projection projection in volume,
, pitch, , pitch, , pitch, projection
stress, stress, stress, , pitch,
intonation intonation intonation stress,
, juncture, , juncture, , juncture, intonation
and rate and rate and rate , juncture,
of speech of speech of speech and rate
are are not are of
extremely extremely evident. speech.
evident. evident.
V. REMARKS
VI. REFLECTION
VII. OTHERS

assessment
remediation.
C. Did the remedial lessons work? No. of learners who have
cope with the lesson.
strategies worked
well? Why did these
work?
encounter which my
principal or
supervisor can help
me solve?
64
localized material/s
did I use/discover
which I wish to share
with other teachers?
65
Teacher Learning Area English 7
I.OBJECTIVES

of determining word meanings, the sounds of
English and the prosodic features of speech and
B. Performance The learner transfers learning by showing
Standard appreciation for the literature of the past,
agreement.
C. Learning
Competencies/ EN7 WC 1-b-4.2
Objectives Differentiate literary writing from academic writing.
each)
II.CONTENT Literary and Academic Writing
A. References
1. Teacher’s Guide K-12 TG pp.25-26

pages
2. Learner’s Materials K-12 Learning Package pp. 25-26, 333
pages
3. Textbook pages
from Learning
B. Other Learning https://www.slideshare.net/jareleny/literary-vs-
Resources academic-writing-64862279?qid=3920eceb-921d-
4cb1-8161-69c3f877db4f&v=&b=&from_search
66
A. Reviewing previous
new lesson Let the learners read Text A and Text B Learner’s
Package pp. 26
Text A
One day, a mound of earth shaped was seen

growing in the east. After several years, the mound
grew into a beautiful mountain range resembling
Alunsina’s face and her wonderful hair. The magical
breeze whispered to the unhappy Tungkung Langit
that Alunsina grew old and died of sorrow
somewhere in the east. This made Tungkung Langit
mournful. As the sun rises in the east, the shadow of
the mountain reminds Tungkung Langit of his dear
Alunsina. And as the shadow fades away at nightfall,
Tungkung Langit waters the earth with his tears.
Text B
Geologists observe that many of our mountain
ranges seem to resemble human-like forms.
However, they argue that these earth formations are
the result of interrelated geological processes such
as earthquakes, rock formations and even volcanic
eruptions. They cited several conclusive researches
that details the formation such natural wonders.
They also conducted experiments that show how
bodies of water have contributed to rock formation
worldwide. In the years to come, scientists expect to
generate more data to explain such phenomena.
B. Establishing a purpose WHICH IS WHICH?

for the lesson Let the learner copy the chart on a ½ sheet of
paper in order to compare and contrast the two
texts.
C. Presenting Which of the two texts based on your chart is a

examples/instances of sample of a literary writing and which one is a
the new lesson sample of academic writing?
D. Discussing new concepts Powerpoint presentation about literary writing and

and practicing new skill academic writing presented by Jareleny Nava-
#1 Bansal.
67
https://www.slideshare.net/jareleny/literary-vs-
academic-writing-64862279?qid=3920eceb-921d-4cb1-
8161-69c3f877db4f&v=&b=&from_search
E. Discussing new concepts Discuss further the information that the learners
and practicing new skills articulate. Emphasize the following:
#2
Aspect Text A Text B
Tone
Style
Choice of
words
Organization
of idea
Purpose
Intended
Audience
Answer Key:
Aspect Text A Text B
Tone Reflective and Serious and a bit

personal personal
Style Symbolic and Formal and

imaginative authoritative
Choice of Simple, but Uses specialized

words may be language of
figurative disciplines
Organization Flows freely Follows a

of idea and pattern of
spontaneously presenting ideas
Purpose To show/tell To inform, to

unfolding of explain, to
details/events argue/assert
Intended Varies Discipline-

Audience depending on specific
complexity of
text
68
F. Developing mastery Classify the following samples into academic and
(leads to formative literary writing.
assessment 3)
ACADEMIC LITERARY
a. Essays
b. Drama
c. Abstract
d. Book
e. Explication
f. Poetry
g. Thesis
h. Short stories
i. Novels
j. Journal
Answer key:
Academic: Literary:
Book Novels
Essays Drama
Poetry
Journal
Short stories
Thesis
Abstract
explication
G. Finding practical Why is writing important?

applications of concepts
and skills in daily living
Possible Answer:
 Writing is important because through writing
I can express my ideas and feelings.
 Through writing I can record important
events.
 Through writing I can provide data and
information that are useful to others.
H. Making generalizations 1. Based on the discussion, what is the
and abstractions about difference between literary and academic
the lesson writing?
2. Cite some importance of academic and
literary writing.
69
Possible Answer:
1. Writing according to dictionary is defined
as creating new creative work, such as
poems or novels, and compilations or
volumes of creative work. Composing a
novel is an example of literary writing. Its
purpose is to entertain.
2. Academic writing is a particular style used
in formal essays and other assessments for your
course. It requires formal language, a logical
structure and should be supported by evidence. Its
purpose is to inform.
I. Evaluating learning Writing Activity.

Create a literary form of writing based on the given
picture (it may be in the form of poem, essay, and
song).
Source: https://www.slideshare.net/jareleny/literary-vs-
academic-writing-64862279?qid=3920eceb-921d-4cb1-
8161-69c3f877db4f&v=&b=&from_search
Rubrics for wrting activity:

4 3 2 1
Structure The poem, The poem, The poem, No structure was

essay and essay and essay and observed in the
song have song have song have poem, essay and
precise a clear an unclear song.
and clear structure structure
structure. but with a with a few
few misplaced
misplaced ideas.
ideas.
70
Cohesion The ideas Most ideas Only a few Links to the
in the in the ideas are ideas are not
poem, poem, linked clearly
essay and essay and properly in established.
song are song are the poem,
clearly linked essay and
linked to properly. song.
one
another.
Audience The The The The readers
readers readers readers cannot relate to
can relate can relate can relate the most poem,
to the to most to a few essay and song.
poem, poem, poem,
essay and essay and essay and
song. song. song.
Choice of The words Most of the Only few Most of the
Words used are words words words used are
all used are used are not appropriate
appropriate appropriate appropriate to the task.
to the task. to the task. to the task.
Ideas The The The Most of the ideas
readers readers readers are confusing
can easily have to have to leading to
understand reread reread the misinterpretation.
the ideas some of whole
from the the poem,
poem, sentences essay and
essay and to song to
song. understand understand
the ideas the idea.
from the
poem,
essay and
song.
V. REMARKS
VI. REFLECTION
VII. OTHERS

earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
lessons work? No. of
learners who have
continue to require
remediation.
71
B. Which of my teaching
strategies worked
well? Why did these
work?
C. What difficulties did I
encounter which my
can help me solve?
D. What innovation or
did I use/discover
72
I. OBJECTIVES


observing correct subject-verb agreement.
C. Learning
Competencies/ EN7G-I-b-II; Observe correct subject – verb agreement.
Objectives
(Write the LC
code for each)
II. CONTENT LANGUAGE CONNECTIONS: SUBJECT-VERB

AGREEMENT
(Do, Does, Doesn’t, Don’t, sentences beginning with Here,
There, and Where)
III. LEARNING
RESOURCES
A. References
1. Teacher’s English Teachers’ Guide pp. 43-45

Guide pages
2. Learner’s English Learner’s Materials pp. 60-62
Materials
pages
3. Textbook Building English Skills (Green Level) pp. 320-321, 505-
pages 506, 509
4. Additional
Materials from
Learning
73
Resource (LR)
portal
B. Other Learning
Resources

A. Reviewing previous Word Game. Let’s play Do you See What I See.
lesson or the game. Get ready and Read and study the given
presenting the new be counted in to join the sentences.
There is a Lad living in the moun-
lesson game. Listen to your y tain.
teacher for the

instructions. Do you believe in Fairies?
 Before this game
begins, ask the
class to close their The boys An
d
the girls are happy
LMs and pay

attention to your
instructions. Process Questions:
 Three (3) sets of
flashcards with 1. What do you notice
one word on each about the words inside
card are given to the highlighted boxes?
three (3) groups 2. What tense of the verb
with seven is used in the word
learners each, inside each box?
seated close to 3. Which of the words
one another. are singular? Plural?
 Instruct each 4. What do we need to
group to rearrange remember in the
each set to form agreement between
one meaningful subject and the verb in
sentences as fast a sentence?
as they could at 5. How does the
your signal. agreement with the
 The first group that subject and verb affect
can finish first the meaning of the
deserves a prize message of the
and a big round of sentence?
applause.
 Let the members
of every group
come in front to
show the cards
which are
arranged in
sentence form.
 Ask the class to
read orally the
rearranged words
74
and analyze if they
make a correct
sentence or not.
 Direct the
members of every
group to post their
cards on the board
for discussion.
 To acknowledge
all the participants,
ask the rest of the
class to give them
a big round of
applause.
B. Establishing a Choose the correct verb inside the parentheses to agree

purpose for the with the given subject. Write your answers on your
lesson notebook.
1. There (is, are) an advantage in eating fruits every day.

2. (Doesn’t, Don’t) you think fruits are expensive?
3. (Is, Are) you familiar with black berry?
4. (Do, Don’t) you like banana?
5. There (is, are) ripe mangoes on the basket near the
door.
Answer Key:
1. is
2. don’t
3. are
4. do
5. are
C. Presenting Subject - Verb Agreement Rules

examples/instance  In sentences beginning with here or there, the true
s of the new lesson subject follows the verb.
Example: There is a fairy living in the
mountain.
Here are the people who went to
the mountain.
 In interrogative sentences, subjects don’t always
come before verbs. Make sure you accurately
identity the subject before deciding on the proper
verb form to use.
Example: Does a fairy live in the mountain?
Do fairies scare people away?
 As a general rule, use a plural verb with two or
more subjects when they are connected by and.
Example: The mountain and the trees are
all useful to people.
75
Maria and the people live happily together.
D. Discussing new Complete Me Now. With your partner, read and analyze
concepts and the given sentences, and write the correct form of the
practicing new skill verb in your notebook. Use the words inside the
#1 parentheses as your guide.
1. There (be) _____ animals in the mountain.
2. (Do) _____ animals protect Maria Makiling?
3. The trees and the flowers (protect) _____ the
animals in the mountain.
4. Here (be) _____ a dangerous beast taken from
the mountain.
5. The people and the animals (be) _____ all scared
of her.
6. There (be) _____ an overwhelming power hidden
within her.
7. There (be) _____ people who are lost in the
mountain for a long time.
8. (Do) _____ Maria Makiling punish people?
9. Maria and animals (work) _____ hard to protect
nature.
10. (Do) _____ you believe in the story about Maria
Makiling?
Answer Key:
1. are
2. Do
3. protect
4. is
5. are
6. is
7. are
8. Does
9. work
10. Do
E. Discussing new Make Me Whole. Exercises: Make verbs agree

concepts and Complete the paragraph with their subjects. Choose
practicing new below using the correct the verb that agrees with the
skills #2 form of the verb. Use the subject.
verbs inside the 1. It (doesn’t, don’t) look
parenthesis as your as if the sky will clear
guide. Use the rules before noon.
given in the previous task 2. Where (was, were)
as your guide. Write your she taking these
answer in your notebooks packages?
individually. 3. Here (is, are) the tube
sacks and t-shirts the
team ordered.
76
(Do) _____ you 4. There (go, goes) the
believe in the beliefs of siren.
our ancestors? (Do) 5. That idea (doesn’t,
don’t) make any
_____ it affect you as a
sense.
person/ (Do) _____ 6. Where (is, are) the
you think it is still box for these
significant? There (be) ornaments?
_____ people who 7. Beth (doesn’t, don’t)
strongly believe in the want to go on the front
beliefs of our lawn.
8. She (doesn’t, don’t)
ancestors. They reflect
seem to know what to
their way of life in the do in an emergency.
modern world. Men 9. Here (is, are) your
and women (think) ticket.
_____ that these 10. There (is, are) the
beliefs should be keys for the cottage.
taught to younger
children. Definitely, Answer Key:
they will learn a lot 1. doesn’t
2. was
from them. 3. are
Young boys and 4. goes
girls (need) _____ to 5. doesn’t
learn from the humble 6. is
beginnings of our 7. doesn’t
ancestors. It will give 8. doesn’t
9. is
them a clear direction
10. are
of their goals in life. Is
there a chance for
them to become
successful in life
someday if they follow
our ancestors’ beliefs?
Now that you have
understood that our
ancestors’ beliefs are
important, (do) _____
you want to share
them to others?
Answer Key:
Do, Does, Do, are,
think, need, do
77
F. Developing Ancestral Recall
mastery (leads to  Let them form five (5) groups first before they work
formative in their assigned tasks.
assessment 3)  Bring out the best in them by grouping together
those who are inclined into drawing. Assign the
equally challenging task of creating a billboard to
this group.
 Discuss the sets of instructions to all groups and
make sure you entertain all of their valid questions
for clarification.
Group 1 Slo- Tations

(Slogan & Quotations)
 Have them choose a legend or a myth, which
reflects the beliefs of their ancestors, and, which is
not yet discussed in class.
 Encourage them to create a slogan based on its
theme and be creative in playing with words.
 Encourage them to prepare a short reflection
about their slogan and the importance of their
chosen narrative.
 Finally, let them complete the given chart to
organize their responses.
Slogan:
Explanation:
Group 2 Challenge for the Future

 Have them pretend that they were on time-travel
adventure to the future.
 Tell them that they are tasked to leave a message
to the people in the future.
 Remind them that the message that they will give
to the people is about the beliefs that will greatly
affect them in the future.
 Let them answer the guide questions given for
clarity of the task.
 Then have them organize their responses using
the given chart template in a cartolina.
Time Capsule Chart
78
Reasons for our Message
Our Message Effects in the

for the Future Future
Group 3 Believe Me! Please!

 Encourage them to brainstorm on legends or myths
that they learned when they were still in elementary.
 Remind them that the narratives should reflect the
beliefs of their ancestors.
 Let them pick the most interesting story and share
it with the class in a creative way.
 Let them explain why they chose the story; state it’s
importance to their daily life; and emphasize its
effects to them as a person.
Group 4 Time Travel to the Past

 Have them pretend that the following people time
traveled into the past: doctor, mother, politician,
Grade 7 student, teacher, and sweet vendor. Upon
arrival, they saw the practices of their ancestors
based on their beliefs.
 Let them give the reactions of these travelers and
explain why they think they react in certain ways.
 Instruct them to copy the given chart in a whole
white cartolina to organize their responses on it.
TIME MACHINE ORGANIZER

doctor mother politician
student teacher vendor
Group 5 Ancient Billboard

 Direct them to create a billboard about one of the
beliefs of their ancestors. Their billboard should
79
include drawings depicting what their ancestors
believed in.
 Let them create their billboard using a whole piece
of white cartolina.
 Have them use words in their billboard sparingly.
 Ask them to prepare a short explanation about
their billboard.
 After discussing their group tasks, explain to them
the given rubrics for their guidance.
 Allow all groups to brainstorm first on their
assigned tasks.
After sometime, let the groups get ready to present their

outputs in front of the class.
Rubrics:
Task Conside- Presenta- Time

Accom- ration of tion of Manage-
plishment Others output ment
(Active (Sensiti- (Delivery (Finished TOTAL
role; No vity to and confi- within
reminders feelings dence) expected
needed to and time)
complete learning
group needs of
goals) others)
5 5 5 5 20
points
G. Finding practical
applications of DOTA: Dawn of the Ancient
concepts and skills  Tell them that they must be ready to produce the
in daily living main output of the lesson which is a compilation of
Philippine myths and legends with their reflections
based on their themes.
 It is necessary that they write one reflection for
every narrative to make sure they read every
narrative that they included in their compilation.
 They will be assessed according to their content,
organization, accuracy, sources used, and
creativity.
 Let them form five groups to do the final task.
 Discuss the given task (found in the LM) through
GRASPS for clarity.
G - Goal
R - Role
A - Audience
S - Situation
P - Product
80
S – Standards
 Explain to the class the given guidelines to be

used in doing the task.
 Present to them the rubrics to be used in grading
their outputs.
Use the following rubrics as your guide.
Rubrics for the Compilation of Philippine Myths and

Legends with Your Reflection
Criteria 4 3 2 1
Content All Filipino 7 and above 4-6 Filipino 1-3 Filipino
myths and Filipino myths and myths and
legends used myth/s and legends used legends used
have legend/s used have have
reflection. have reflection. reflections.
reflection
Organization The The The The

compilation is compilation is compilation is compilation is
clearly organized organized not organized.
organized. with some with many
misplaced misplaced
stories. stories.
Sources Used All sources for 1-3 sources At least 4-6 7 sources and
each story were not sources were above were
were written mentioned in not mentioned not mentioned
in the output. the output. in the output. in the output.
Accuracy The The The The

information in information in information in information in
the the the the
compilation is compilation is compilation is compilation is
100% 90-99% 80-89% 70-79%
accurate. accurate. accurate. accurate.
Creativity The The The The

compilation compilation compilation compilation is
used used used not attractive
exceptionally attractive formatting and is
attractive formatting and designs confusing.
formatting and designs. with some
and designs. confusing
elements.
H. Making 1. When do we use the verb does, doesn’t? Do,

generalizations and don’t?
abstractions about
the lesson 2. What general rule in subject-verb agreement do
we need to apply in sentences beginning with
here, there and where?
I. Evaluating learning Choose the verb that agrees with the subject. Write your
answer on one half sheet of paper (crosswise).
1. (Don’t Doesn’t) Jennie want to ride with us?
81
2. There (is, are) the float we built for the parade.
3. Erica (doesn’t, don’t) agree with us.
4. Here (is, are) the magazine you wanted.
5. Where (do, does) these cartons go?
6. There (are, is) a fawn and its mother in your yard.
7. Where (is, are) my Disney World T-shirt?
8. There (is, are) the new batteries for the flashlight.
9. Here (is, are) the fire trucks.
10. Here (is, are) what the newspaper says about the
eclipse.
Answers:
1. Doesn’t
2. is
3. doesn’t
4. is
5. do
6. are
7. is
8. are
9. are
10. is
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who earned 80% on the

B. No. of learners who require additional
activities for remediation.
82
C. Did the remedial lessons work? No. of
learners who have cope 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 material/s
did I use/discover which I wish to share
83
School: Grade Level: 7
Teacher: Learning Area: ENGLISH
Date & Time: Week 3, Day 1 Quarter: FIRST
I. OBJECTIVES
A. 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 meanings, the sounds of English
and the prosodic features of speech and correct subject-verb
agreement.
B. Performance The learner transfers learning by showing appreciation for the
Standard literature of the past, comprehend texts using appropriate reading
styles, participating in conversations using appropriate context-
dependent expressions; producing English sounds correctly and
using prosodic features of speech effectively in various situations
and observing correct subject-verb agreement.
C. Learning Give the meaning of given signs and symbols (road signs,
Competencies/ prohibited signs, etc.)
Objectives EN7VC-I-c-3.1.3
(write the LC Code for
each)
II. CONTENT
Road Signs and Prohibited Signs
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 52-53
pages
2. Learners’
Materials pages English 7, pg. 69-71
3. Textbooks
pages
4. Additional
Materials
from Learning
Resources
B. Other Learning  Picture of road signs and symbols
Resources / www.safetysign.com
Instructional  DPWH Manual 2012
Materials www.slideshare.net
 Meta cards
 Road signs/symbols visuals
IV.
Advance Learners Average Learners
PROCEDURE
A. Reviewing  Recap of the previous  Recap of the previous
previous lesson. lesson.
lesson or  Introduce the new lesson  Introduce the new lesson
presenting new by presenting pictures of by presenting the big
lesson road signs or symbols. picture of road signs and
prohibited signs.
84
Task 1: Picture Talk Task 1: Picture Talk
Ask the learners a question Ask the learners a question
like: like:
 What do you see?  Are you familiar with these
 Describe the picture. pictures?
 What do they mean?  What do you call it?
Connect them in presenting the  Connect them in
lesson about “Road Signs and presenting the lesson
Prohibited Signs.” about “Road Signs and
Prohibited Signs.”
Suggested
Image: Suggested
traffic light Image:
traffic light
Suggested
Suggested
Image:
Image:
a mobile
a mobile
phone with a
phone with a
“no” sign
“no” sign
depicting that
depicting that
it’s prohibited
it’s prohibited
B. Establishing a  Present the objective of the  Present the objective of

purpose lesson. the lesson
for the lesson
Task 2: Flash Cards Task 2: Flash Cards
 Present flash cards of road  Present flash cards of road
signs and prohibited signs signs and prohibited signs
to introduce the lesson. to introduce the lesson.
 Ask the learners: “Have  Ask the learners: “Have
you encountered these you encountered these
pictures along the way?” pictures along the way?”
 What do you know about  What do the pictures
each sign? represent?
Suggested
Suggested
Image:
Image:
traffic signs &
traffic signs &
symbols
symbols
Suggested
Image: Suggested
traffic signs & Image:
symbols traffic signs &
symbols
85
C. Presenting
examples/  The teacher will divide the  The teacher will divide the
Instances of the class into ____ groups. class into ___ groups.
new lesson
Instruction:
Instruction:  Pictures will be posted on
 Pictures will be posted on the board (refer to Task 1,
the board (refer to Task 1, page 70).
page 70).  Guess what’s the exact
 Guess what is the exact name of each picture.
name of each picture.  One point will be given for
 One point will be given for the team who could name
the team who could name each picture or symbol.
each picture or symbol.  Options will be given to
find the correct answer.
Time limit: 3-5 minutes Time limit: 3-5 minutes
Task 3: Picture Game Task 3: Picture Game

Suggested Image:
logo or trademark of famous Suggested Image:
websites like facebook and logo or trademark of famous
twitter, or Bluetooth and wifi websites like facebook and
twitter, or Bluetooth and wifi
Suggested Image:
Suggested Image:
Make use of these signs:
Make use of these signs:
No U-turn Sign
No U-turn Sign
Pedestrian Crossing Sign
Pre-Colonial Picture
Reliquary (Shrine)
Reliquary (Shrine)
Clues:
Answer key: Wi-Fi
1. Wi-Fi Twitter
2. Twitter Bluetooth
3. Facebook No U-turn Sign
4. Bluetooth Facebook
5. No U-turn Sign Reliquary (Shrine)
6. Pedestrian Crossing Sign
7. Pre-Colonial Picture
8. Reliquary (Shrine)
86
Answer the guide questions: Answer key:
1) In what ways can these 1. Wi-Fi
symbols be of help to you as a 2. Twitter
learner? 3. Facebook
2) In what ways can social 4. Bluetooth
media apps be harmful to you 5. No U-turn Sign
as a learner? 6. Pedestrian Crossing Sign
3) What symbols did our 7. Pre-Colonial Picture
ancestors use during the pre- 8. Reliquary (Shrine)
colonial period?
Answer the guide questions:
1)In what ways can these
symbols be of help to you as a
learner?
2) In what ways can social
media apps be harmful to you
as a learner?
3) What symbols did our
ancestors use during the pre-
colonial period?
D. Discussing new Task 4: Connected on The Task 4: Connected on The

concepts and Road Road
practicing new skill #1 See if you can identify the Check if you can identify the
meaning of the given road meaning of the given road
signs. signs.
(refer to Task 2, page 70). (refer to Task 2, page 70).
 Options will be given to  Options will be given

find the correct answer. to find the correct
answer.
Sample activity: Board work Sample activity: Board work
Set A Set A
_____ _____ _____ _____ _____ _____ _____ _____
Set B Set B
_____ _____ _____ _____ _____ _____ _____ _____
Set C Set C
_____ _____ _____ ______
_____ ____ ____ _____

_____ ____ ____ _____
87
Set D Set D
_____ _____ _____ _____ _____ _____ _____ _____

Source: www.safetysign.com
Source: www.safetysign.com DPWH Manual 2012
DPWH Manual 2012 Choose from the given options
below.
Choose from the given options
below:
Set A
Options: No Left Turn Sign
no parking sign No U-Turn Sign
school zone sign No Right Turn Sign
. pedestrian crossing sign
No Trucks Sign
no pedestrian traffic sign
right turn ahead sign
left turn ahead sign
men at work sign Set B
stop ahead sign no parking sign
No Left Turn Sign school zone sign
No U-Turn Sign pedestrian crossing sign
No Right Turn Sign no pedestrian traffic sign
No Trucks Sign
 Allow learners to answer

the questions: Set C
1) What is the right turn ahead sign
left turn ahead sign
importance of
men at work sign
understanding and stop ahead sign
following these signs?
2) What are other signs
that you know and what Set D
do they mean? Men at Work
3) Did these symbols Right Turn Ahead sign
exist during the pre- Stop Ahead Sign
Left Turn Ahead Sign
colonial period? Why?
 Allow learners to answer

the questions:
1) What is the
importance of
understanding and
following these signs?
2) What are other
signs that you know
and what do they
mean?
3) Did these symbols
exist during the pre-
88
 Discuss the meaning colonial period? What
of road signs and do you think??
prohibited signs using
PowerPoint
Presentation or visual
aids.  Discuss the meaning
of road signs and
prohibited signs using
PowerPoint
Presentation or visual
aids.
DPWH Manual 2012
DPWH Manual 2012
E. Discussing new
concepts and Task 5: Guessing Game Task 5: Guessing Game
practicing new skill #2 Guess the meaning of each Guess the meaning of each
symbol/sign displayed in the symbol/sign displayed in the
pictures. pictures.
1. ____________________ 1. ____________________
2. ____________________ 2. ____________________
89
3. ____________________ 3. ____________________
4. ____________________ 4. ____________________
5. ____________________ 5. ____________________
6. ____________________ 6. ____________________
7. ____________________ 7. ____________________
90
8. ____________________ 8. ___________________
9. ____________________ 9. _____________________
10. ____________________ 10. _____________________
Source: DPWH Manual 2012 Source: DPWH Manual 2012
Answer Key: Answer Key:

1. No U-Turn Sign 1. No U-Turn Sign
2. Not Drinking Water 2. Not Drinking Water
3.No Use of Mobile Phone 3.No Use of Mobile Phone
4. Electrical Hazard 4. Electrical Hazard
5. Traffic Light 5. Traffic Light
6. No Parking Sign 6. No Parking Sign
7. No Food or Drink in this Area 7. No Food or Drink in this
8. No Smoking Sign Area
9.Scaffolding Incomplete Sign 8. No smoking Sign
10. Road Closed Signboard 9. Scaffolding Incomplete Sign
10. Road Closed Signboard
91
 Discussion of prohibited  Discussion of prohibited
signs using PowerPoint signs using PowerPoint
Presentation or visual aid. Presentation or visual aid.
Guide Questions: Guide Questions:
 Think about the significant  Think about the significant

use of road signs and use of road signs and
prohibited signs. prohibited signs.
 What could be the  What could be the
consequences for not consequences for not
following traffic rules? following traffic rules?
F. Developing
Mastery (leads Task 6: Symbols Flash
to formative Task 6: Symbols Flash Cards
assessment Cards (Sample activity: same
(Sample activity: same groupings)
groupings)
 Teacher will pick out flash
 Teacher will pick out card of prohibited
flash card of prohibited signs/symbols.
signs/symbols.  Group members will
 Group members will guess the meaning of
guess the meaning of each picture.
each picture.  To find the answer,
 One point will be given choose from the given
for every correct options.
answer.  One point will be given for
every correct answer.
92
Answer Key:
1. No entry for all types of

vehicles.
Options
2. Two-way Street Sign
No Over-taking Sign
3.No U-Turn Sign Taxi Prohibited Sign
4. No Over-taking Sign Bus Prohibited Sign
5. Taxi Prohibited Sign No entry for all types of
6. Bus Prohibited Sign vehicles.
. Two-way Street Sign
No U-Turn Sign
 Discussion of prohibited
signs to better understand
the lesson.
Answer Key:
1. No entry for all types of

vehicles.
2. Two-way Street Sign
3.No U-Turn Sign
4. No Over-taking Sign
5. Taxi Prohibited Sign
6. Bus Prohibited Sign
Source: DPWH Manual 2012
93
 Discussion of prohibited
signs to better understand
the lesson.
Source: DPWH Manual 2012

G. Finding practical Performance Task Perform Task
applications of  Divide the class into ___  Divide the class into ___
concepts groups. Each group has groups. Each group has
and skills in daily an assigned task to an assigned task to
living perform. perform.
Suggested Activity: Suggested Activity:
Group 1: Simulation Group 1: Slogan

Create a scenario depicting Create a slogan depicting the
how you apply what you learned importance of following strictly
about road and prohibited signs the road signs and prohibited
in real life. signs.
Scenario:
Act out a situation wherein the Group 2: FB Message
drivers in different vehicles Write your message using FB
come across these different replica that advice the learners
signs /symbols. Emulate their and individual person to obey
reactions in various situations the traffic/ road signs and
along the way while driving. symbols to avoid accidents and
Show the importance of dangers.
following road and prohibited
signs. Group 3: Sing It
Create a song that depicts the
Group 2: Slogan significance of knowing road
Write a slogan which display signs/symbols and prohibited
proper obedience to road signs/ signs and how to apply them in
prohibited signs and encourage daily life journey.
other people to do the same.
(Attached rubrics as appendix)
94
Group 3: Sing It
Create a song that depicts the
significance of knowing road
signs/symbols and prohibited
signs and how to apply them in
daily life journey.
(Attached rubrics as appendix)
H. Making  Allow the learners to make generalizations/ abstractions

generalizations about the lesson by putting in the “Boxes of Knowledge”
and abstractions the necessary information.
about the
Lesson
What have I
learned?
I. Evaluating The teacher will give The teacher will give

Learning summative assessment using summative assessment using
worksheet. worksheet.
(Worksheet for this is attached Choose from the given

at the end.) options.
(Worksheet for this is attached

at the end.)
V. REMARKS
VI. REFLECTION
VII. OTHERS
with the lesson.
E. Which of my
teaching strategies
worked well? Why
did these work?
95
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
did I use / discover
which I wish to
share with other
teachers?
96
School: Grade Level: 7
Teacher: Learning Area: ENGLISH
Date & Time: Week 3, Day 2 Quarter: FIRST
I. OBJECTIVES
A. Content Philippine Literature as a means of connecting to the past,
Standard various reading styles, ways of determining word meaning, the
The learner transfers learning by showing appreciation for the
B. Performance literature of the past; comprehend texts using appropriate
Standard reading styles, participating in conversations using appropriate
correctly and using prosodic features of speech effectively I
agreement.
C. Learning EN7LT-I-c-1: Discover literature as a means of connecting to a

Competencies / significant past.
Objectives EN7RC-I-c-7-1: Read intensively to find answers to specific
questions.
EN7V-I-c-10.2: Use appropriate idiomatic expressions in a
variety of basic interpersonal communicative situation.
II. CONTENT
Idiomatic Expression
III. LEARNING
RESOURCES
References
Pages
2. Learner’s Grade 7 LM Pages 71-77
Materials Pages
3. Textbook Pages
4. Additional
Materials
from Learning
Resources (LR)
Portal
Other Learning PowerPoint Presentations, multimedia projector, laptop, manila
Resources / paper, marker, coloring materials
Instructional
Materials
97
IV. PROCEDURE ADVANCED LEARNERS AVERAGE LEARNERS
A. Reviewing Recall / Input details on epic as Recall / Input details on

Previous Lesson or reflected in the lesson. epic as reflected in the
Presenting New lesson.
Lesson One kind of a narrative that is often
told and retold is the hero tale, theOne kind of a narrative
epic. The epic is a long narrative that is often told and retold
poem based on oral tradition. It is the hero tale, the epic.
presents the heroic deeds of the The epic is a long
main character embodying the narrative poem based on
beliefs, customs, ideals, or life oral tradition. It presents
values of the people. the heroic deeds of the
main character
The teacher may add additional embodying the beliefs,
information. customs, ideals, or life
values of the people.
The teacher may also ask the
following questions for further The teacher may add
review / recall: additional information.
1. How do epics reflect Filipino
culture? The teacher may ask the
2. How do heroes show Filipino following questions.
identity? 1. Who is your
3. Why do we study Philippine favorite Marvel
epic? Hero / national
hero / local hero
based on regional
stories?
2. Why do you like
him / her?
3. What
characteristics
does your hero
have that are worth
emulating?
(Answers may vary)
B. Establishing a Philippine epics represent ethnic groups and deal with regional
purpose for the heroes.
lesson
Show a power point presentation (PPT) about Maranao Tribe.
Today you are going to learn something about a legendary hero

of Maranao who exhibits admirable qualities admired in addition
to his great fighting ability and mental alertness.
C. Presenting Task 5: Hero’s Connection Let us begin by reflecting

Examples/ Instances Learner’s Manual on what you know so far
of the new lesson Page 71 about the Maranao tribe,
98
in particular the epic titled
“The Good Prince
Bantugan”.
Fill-out the K-W-L chart.

Present your output in
class. Remember that you
will not accomplish the L
column yet. You will go
back to this part before the
end of this lesson.
What What What I

do I do I Learned
Know Want about
about to the epic
the know
epic about
the
epic
Pre-reading of “The Good Prince Pre-reading of “The Good

D. Discussing new Bantugan.” Prince Bantugan”
concepts and
practicing new skills Unlocking of Difficulties through Unlocking of Difficulties
#1 Pinoy Henyo inspired game. through a WORD
GALLERY.
(Unlocking of unfamiliar words  Post on the wall
must be assigned prior to the (scattered) the
actual instruction to successfully do different unfamiliar
the game). words and its
definition using
*During Reading meta cards (2
sets).
Reading of the epic (must be prepared
before the actual
instruction)
 Group the class
into two. Learner
will match the
definition to each
unfamiliar word
within one minute.
 The first group to
finish with higher
number of correct
answer will be the
winner.
99
List of unfamiliar Words
1. prosperous
2. envy
3. plotted
4. stranger
5. Proclamation
6. Revengeful
7. astonishment
8. victorious
9. shrieked
10. remorse
*During Reading
Reading of the epic

*Post-reading of the epic *Post-reading of the epic
*Discussion of the epic through * Do this Task: What the

these Guide Questions (Learner’s Text Says
Manual page 76)  Group the class
into ______
1. Who is the main character of the  Choose one
epic? question word
2. What are the characteristics of below to discuss
Prince Bantugan which makes him (draw lots for each
a hero? question word)
3. When was the time King Madali  Your teacher will
realize his mistakes? one to two
4. Why did the people like Prince complete
Bantugan? questions for each
5. Why was the old King of once you’ve
Bumbaran unhappy? already chosen
6. How was Prince Bantugan your question
brought back to life? word.
7. How were the characteristics of WHO WHAT HOW
Prince Bantugan being a hero T
justified in the story?
8. What characteristics or belief of
our ancestors can be generalized WHERE WHEN WHY
from the story? Explain. Y
9. If you were King Madali, would
you order the same rule against
your brother?
10. Why is the story classified as 1.1 Who is the main
epic instead of myth? character in the story?
1.2 Who is the brother of

Prince Bantugan?
100
Do Task 7: Idiomatic Connection: 2.1 What are the
The following sentences are derived characteristics of
from the epic which you have read. Prince Bantugan
Go through the sentences and which makes him a
study the underlined words. hero?
2.2 What is the moral
1. Despite Prince Bantugan’s lesson of the story?
bravery and power, he remained a
backseat driver, because he was 3.1. Where is Prince
not involved in running the Bantugan when his
kingdom. brother King ordered
a rule against him?
2. Whenever Prince Bantugan
would suggest something, his 3.2 Where did Prince
brother, the king would say, “My Bantugan go after he left
way or the highway?” Bumbaran?
3. Even with this treatment, the 4.1 When did the king of
prince never missed the boat and Bumbaran order a rule
tries to defend the kingdom when against his brother?
opportunity comes. 4.2When was the time
King Madali realized his
4. When he needs to act, he never mistakes?
delays and says, “Let’s hit the road.”
5.1 How was Prince
Discuss the sentences through the Bantugan brought back to
Process Questions: life?
5.2 How were the
1. What have you noticed about the characteristics of Prince
underlined words? Bantugan being a hero
2. What do we call them? justified in the story?
3. What are idioms?
4. What is the meaning of each 6.1Why was the old king
underlined words? of Bumbaran unhappy?
5. How did you get the meaning of
each? 6.2Why did the people
like Prince Bantugan?
The teacher will ask:

Have you noticed that
there are some phrases
that looks like a code-
breaking game that when
certain words come
together in a phrase can
mean something very
different?
101
(It’s hard to know exactly
what the phrase might
mean.)
Can you identify the

phrases?
Possible answers:
1. Backseat driver
2. “My way or the
highway.”
3. Missed the boat
4. “Let’s hit the road.”
Learners may identity

more phrases derived
from the epic / give other
phrases which they know.
The teacher will guide /

help the learners decode
the phrases.
The teacher will discuss

what an idiom is with
pictures / facial
expression/ emoticons,
like this:
A fish out of water
Meaning: to feel awkward

or uncomfortable, usually
in a new situation
Start by talking to the

learners about feeling
awkward. What makes
them feel awkward? Give
an example of what
makes you feel awkward.
Then, present the below
dialogue.
102
Sample dialogue:
Sam: Learning to
rollerblade isn’t easy. I
keep falling down!
Sarah: I know, it’s so
hard! I feel like a fish out
of water
(The teacher is expected

to provide more
examples.)
Let the learners do these:
F. Developing 1. Give other examples of idiomatic Let the learners do this:
Mastery expressions and share these to the 1. Group the class into
(Leads to Formative class,
______.
Assessment) 2. Give the meaning of each
idiomatic expressions. Use the 2. Have each group
template below in your presentation choose two idioms from
the samples presented
Idiomatic Meaning Sentence during discussion.
Expression 3. Have learners explain
again the meaning to the
rest of the class and use
the idiom in a short
dialogue.
G. Finding practical Let us see if you can use idioms in

applications of real-life conversation. Using the
concepts and skills same grouping, imagine that you
in daily living are in the places assigned to you.
Create a conversation with your
group mates using different idioms.
Your conversation will be presented Presentation of the
in the class. dialogue per group
 Group 1 – at home
 Group 2 - inside the
classroom
 Group 3 – at the canteen
 Group 4 – at the school
ground
 Group 5 – inside the tricycle
103
(See attached sample of rubric)
H. Making Ask the learners the following

generalizations and questions: At this point, go back to
abstractions about  What are your thoughts your KWL chart and fill-in
the lesson about the epic you read? the missing part. You can
 What is the importance of change parts which need
learning and using idioms in revisions.
your day to day activities?
 Why is the story classified The teacher shall
as epic instead of myth? encourage the learners to
 In what ways do epics link use idiomatic expressions
up to our present society? in filling-in the KWL chart.
I. Evaluating Pen and paper (quiz) Your journey through this

Learning 1. Who is the main character in the lesson has been an
epic? additional experience.
2. What is the name of the villain Write what this lesson
the epic? enables you to learn in the
3. What is the moral of the story? heart shape; what made
4. Why was the old king of you realize in the circle;
Bumbaran unhappy? what you commit to do in
5. Define epic. the diamond.
Use the following idioms in a
sentence.
6. backset driver
7. missed the boat
8. hit the road
9. a fish out of water
10. give way
(the teacher may change the
idioms given)
1. Think of any stories you’ve read, 1. Think of any story
heard or a movie or teleserye you’ve you’ve read, heard or a
watched with theme/s similar to the movie or teleserye you’ve
J. Additional epic “The Good Prince Bantugan”. watched with theme/s
activities for similar to the epic “The
application or 2. Share it with your classmates.
Good Prince Bantugan”.
remediation
3. Differentiate academic writing
2. Share it with your
from literary writing.
classmates.
3. Differentiate academic
writing from literary
writing.
V. REMARKS
104
VI. REFLECTION
VII. OTHERS
assessment
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
material/s did
I use /
discover
which I wish
to share with
other
teachers?
105
Teacher Learning Area ENGLISH
Time & Dates Week 3, Day 3 Quarter FIRST
I. OBJECTIVES
Standards 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.
Standards the literature of the past, comprehending texts using
using appropriate context- dependent expressions,
observing correct subject- verb agreement.
C. Learning  EN7 WC-I- C4.2 Differentiate academic from literary
Competencies/ writing.
Objectives  EN7G-I-C-11 Observe correct subject-verb agreement.
II. CONTENT Academic and Literary Writing
Subject-Verb Agreement on Special Pronouns
III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 72-73; 88-89
pages
2.Learner’s English 7, Learner’s Material pp.96-98; 112-113
Materials pages
3. Textbook pages
4.Additional LM, page 66
Materials from
learning resources
B. Other Learning  meta cards
Resources /  cartolina
Instructional  reading materials
Materials
Academic & Literary Writing

https://essaywritingserviceuk.co.uk/blog/the-differences-
between-academic-and-creative-writing
A. Reviewing Review on Idioms. Review on Idioms.
previous lesson or Learners answer the Learners answer the
presenting the new following questions. following questions.
lesson 1. What are idioms? 1. What are idioms? Give
examples of idioms and
their meaning.
106
2. What is the importance of 2. Construct sentences
using idioms in oral and using idioms.
written communications? 3. Why do we use idioms in
3. Give examples and use written and oral
them in sentences. communications?
B. Establishing The teacher briefly The teacher briefly discusses

purpose of the discusses the objective of the objective of the lesson.
lesson the lesson.
Activity 1
Activity 1 Read the paragraphs below
Arrange the jumbled and perform the activities that
sentences below to form a follow.
well-organized paragraph. 1. “If at first you don’t
A. succeed, “try and try
1. Ian is a good student. again”. This proverb
2. He even goes to the means that we should
library and consults develop the virtues of
reference materials. patience, fortitude and
3. Thus, his grades are very perseverance. It’s a good
high. thing never to get
4. He plans hid work well discouraged, to rise
and does his homework stronger after each fall.
daily. Every end is a beginning.
B. It all depends upon how
you look at it. You will not
1. The head of most adult succeed if you
insects have two large concentrate on your
compound eyes and two failures and reach your
or three simple eyes. hands towards the
2. The thorax bears three success that lies in the
pairs of legs. future, that success will be
3. The body of an adult yours.
insect is subdivided into
a head, a thorax of three 2. All the pupils in the
segments, and a classroom were excited.
segmental abdomen. The principal had
4. One or two pairs of wings announced that classes
may be attached to the would be dismissed at the
thorax. end of the period. The
boys openly smiled in
anticipation of the
Let learners read the unexpected holiday. The
paragraphs. girls put their heads
together whispering why
the classes were
dismissed.
107
3. In ancient *Persia,
physical education was
practiced at an early age.
At six, the children were
trained for physical and
military training. They
were made to run, use a
slingshot, shoot the bow
and arrow, and throw a
javelin. They also
practiced jumping on and
off the horse. They were
taught to hunt, to endure
extreme heat and cold, to
eat very little food and to
sleep on the ground.
4. Looking down *Tagaytay

Ridge, one can get a
splendid view of Taal
Lake and Taal Volcano.
The waters of the lake are
a rich purple, but the
purple changes hue with
the time of the day and the
condition of the weather.
Taal Volcano is set
squarely in the middle, but
it looks so tiny as seen
from the ridge that many
have asked on seeing.
“What is that?”. After all,
Taal is perhaps the
smallest volcano crater,
Now and then, as one
gazes at the lake, clouds
seem to rise over the lake
and dissipate in wisps and
fingerlike formations.
(Source: Communication Arts

and Skills through Filipino
Literature.)
Note:
*Use places or situations in
other industries present
within your locality.
108
Pick sentences that
describe and sentences that
inform.
Call on volunteers to read
the sentences.
C. Presenting Activity 2 Discuss thoroughly the

examples/ instances Read the paragraphs and difference between academic
of the new lesson answer the processing and literary writing.
questions that follow.
1. “If at first you don’t Use the same articles to show
succeed, “try and try the learners how academic
again.” This proverb C. and literary writing differ from
Presenting each other.
examples/instances of (LM, page 66)
the new lesson means
that we should develop (https://essaywritingserviceuk
the virtues of patience, .co.uk/blog/the-differences-
fortitude and between-academic-and-
perseverance. It’s a creative-writing)
good thing never to get
discouraged, to rise
stronger after each fall.
Every end is a beginning.
It all depends upon how
you look at it. You will not
succeed if you
concentrate on your
failures and reach your
hands towards the
success that lies in the
future, that success will
be yours.
2. All the pupils in the

classroom were excited.
The principal had
announced that classes
would be dismissed at
the end of the period.
The boys openly smiled
109
in anticipation of the
unexpected holiday. The
girls put their heads
together whispering why
the classes were
dismissed.
3. In ancient Persia,
physical education was
practiced at an early age.
At six, the children were
trained for physical and
military training. They
were made to run, use a
slingshot, shoot the bow
and arrow, and throw a
javelin. They also
practiced jumping on and
off the horse. They were
taught to hunt, to endure
extreme heat and cold, to
eat very little food and to
sleep on the ground.
4. Looking down Tagaytay

Ridge, one can get a
splendid view of Taal
Lake and Taal Volcano.
The waters of the lake
are a rich purple, but the
purple changes hue with
the time of the day and
the condition of the
weather. Taal Volcano is
set squarely in the
middle, but it looks so
tiny as seen from the
ridge that many have
asked on seeing. “What
is that?”. After all, Taal is
perhaps the smallest
volcano crater, Now and
then, as one gazes at the
lake, clouds seem to rise
over the lake and
dissipate in wisps and
fingerlike formations.
110
Source: Communication
Arts and Skills through
Filipino Literature.
1. Which paragraphs
allowed you to use your
imagination?
2. Identify which
paragraphs describe,
entertain, or Inform.
3. Can you guess which
paragraph is literary or
academic type of writing
D. Discussing new Discuss thoroughly Activity 2
concepts and Academic and Literary Read paragraphs carefully
practicing new skills types of writing. and identify them as to what
#1 type of writing the paragraph
Emphasize their difference, is.
content and structure.
1. Some insects are known
(https://essaywritingserviceu of their character traits.
k.co.uk/blog/the-differences- The ants for example,
between-academic-and- teach us thrift and good
creative-writing) planning. The bees show
us the virtue of industry,
(https://essaywritingserviceu and the grasshoppers,
k.co.uk/blog/the-differences- pure joy of living. The
between-academic-and- cockroaches, nothing in
creative-writing) particular, except for living
quietly and minding one’s
(LM, page 66) own business.
2. Crisswin’s pair of slippers
Using the above was stolen. His mother
paragraphs, let the learners could not buy him a new
discover how academic and pair. So, one Sunday
literary writings differ from morning he got up early
each other. and sold empty bottles
and old newspapers. He
counted his money and
said, “I have ninety
pesos”, Crisswin went to
the market to buy a new
pair of slippers.
3. While computers process
data very quickly and
accurately, they cannot
think for themselves. In
order for computers to
function, they must
receive instructions that
111
control the input and
processing data, as well
as the output of
information, A computer
program, also known as a
stored program, in a set of
specific instructions that
tells the computer what to
do.
4 Jerome was alone at

home. He played with his
pet dog. He ran after his
dog that he bumped into
the table in the sala. The
flower vase on the table
fell. When his mother
came home, she saw the
broken vase. Jerome told
her the truth.
Source: Philippine
Readers
Identify each paragraph

whether academic or literary.
Let learners discuss the
difference of each type.
E. Discussing new Scan the paragraphs above Learners will read closely the
concepts and and identify all the indefinite paragraphs in Activity 1 and
practicing new skills pronouns used by the pick all the indefinite
#2 author. pronouns. Then write them on
the board.
Pick all the sentences that
use indefinite pronouns. Discuss thoroughly the rules
1. _________________ in s-v agreement using
2. _________________ indefinite pronouns.
3. _________________
4. _________________
5. _________________
Discuss thoroughly rules in

S-V agreement using
indefinite pronouns.
(LM pp.88-89)
112
F. Developing Activity 3 Activity 3
mastery (Leads to Give the correct form of Choose the verb that agrees
formative verb. with the subject.
assessment 3) 1. Few (was, were)
(is) 1. Few _____punished punished for breaking
for breaking the rules. the rules.
(has) 2. Each ____ a role to 2. Each (has, have) a role
perform. to perform.
(Has) 3. ___ you ever 3. Has, Have) you ever
disobeyed your parents’ disobeyed your
rules? parents’ rules?
(is) 4. Everybody _____ 4. Everybody (is, are)
expected to heed the expected to heed the
wisdom of the elders. wisdom of the elders.
(was) 5. One of the rules 5. One of the rules (was,
____ not to go out of their were) not to go out of
kingdom. their kingdom.
G. Finding practical Individual Activity Group Activity

applications of
concepts and skills Learners will write five The teacher will group the
in daily living sentences that either inform learners into four. Group one
or describe. They must and three will construct five
observe correct subject-verb sentences that inform and
agreement using indefinite groups two and four will make
pronouns. five sentences that describe.
They must observe correct
subject-verb agreement using
indefinite pronouns.
H. Making How does academic writing What is the difference
generalizations and differ from literary type of between academic and
abstractions about writing? literary type of writing?
the lesson
What should be followed in Give rules to follow in using
using indefinite pronouns in indefinite pronouns.
oral and written
communications?
I. Evaluating Group Activity Group Activity
Learning
Divide the class into two, Learners will be grouped into
one will compose academic two. Group 1 will compose
type of writing and the other, academic type of writing and
literary writing. They must Group 2, literary writing. They
use indefinite pronouns and must use indefinite pronouns
observe correct subject-verb and observe correct subject-
agreement. verb agreement in their
output.
J. Additional
activities for
remediation
113
V. REMARKS
VI. REFLECTION
VII. OTHERS
learners who have cope with the lesson.
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
material/s did I
use / discover
which I wish to
share with other
teachers?
114
Time & Date Week 3, Day 4 Quarter FIRST
I. OBJECTIVES
A. 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.
situations and observing correct subject-verb agreement.
C. Learning EN7LC-I-c-5.1: Listen for important points signaled by
Competencies/ pitch.
Objectives EN7LC-I-c-5.2: Note the changes in pitch of speech that
affect meaning.
EN7OL-I-c-1.14.2: Observe the correct pitch levels (high,
medium, low) when reading lines of poetry, sample
sentences and paragraphs.
II. CONTENT Understanding Sentence Meaning through Pitch
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s Materials pp. 80-81
pages
3. Textbook pages English Arts I pp. 10-11
4. Additional Materials Division Contextualized Module
from learning
Resources (LR) portal
B. Other Learning https://www.britannica.com
Resources https://www.write-out-loud.com
https://owlcation.com
excerpt from Ninoy Aquino’s Historical Speech:
https://filipiknow.net/ninoy -aquino
A. Review Previous  The teacher will review  The teacher will
Lesson/Present new previous lesson by asking review previous
lesson the questions below. lesson by asking the
115
1. Who is the hero in learners to do the
yesterday’s reading activity below.
activity?
2. Describe him in your Identify the character
own words. described in every
number. Choose from
 The learners will read the answers below.
some lines from the story
1. the uncontrolled king
Prince Bantugan. who envies his younger
1. “Prince Bantugan is so brother
good,” other people said. 2. the handsome and
2. To his astonishment, no brave prince
one met him, no one praised 3. the kingdom ruled by
him, and no one even wanted an envious king
to speak to him. 4. the princess who fell in
3. “Why Are you sad, my love with Prince
brother?” one of the parrots Bantugan
said. 5. the brother of Prince
4. “Ah, your master is lost, Bantugan who helped
indeed,” another parrot said. him to return from death
(Prince Madali, Prince

Bantugan, Princess
Datimbang, Bumbaran,
Old King)
B. Establishing a  The teacher will establish  The teacher will
purpose for the lesson the purpose of the lesson establish the purpose
by asking the learners of the lesson by
about their observations asking the students to
from the lines they read. form a word out of the
jumbled words:
1. What did you observe
TICPH
from the lines you read?
1. What word were you

able to form?
C. Presenting  The teacher will ask the  The teacher will ask
Examples/Instances of learners to read the the learners to read
the new lesson following lines of Prince the words below.
Madali and the
Snake! Snake!
gatekeeper observing
The house is burning,
correct pitch. Help!
1. The keeper of the gate
asked them, “Why are
you here? What do you
want?”
2. “We have come to ask
the angel of death when
116
we shall die and when will
the end of the world
come,” the young men
answered.
3. “Go to the next door.”
You will find the angel
who guards the soul of
the dead there.
D. Discussing new  The teacher will discuss pitch and its features.
concepts and practicing
new skill #1 Pitch, in speech is the relative highness or lowness of a
tone as perceived by the ear and the main acoustic
correlate of tone and intonation.
Tone refers to the emotional content carried by our

voice, it’s not the words, but how we say them.
Intonation is the rise and fall of the voice in speaking

 After the discussion, the learners will read the
statements below.
Read the following words, phrases and sentences.
1. Look!
2. Run
3. I’m sorry.
4. Please forgive me.
5. Does he holds office in this building?
E. Discussing new  The teacher will discuss the different situations
concepts and practicing wherein pitch can affect meaning of statements.
new skill #2
Like other Prosodic features, Pitch can also affect
meaning of word, phrases, and sentences.
1. When a person is in great fear may utter stressed

sounds in a high pitch. e.g. Fire!
2. A person who is embarrassed may utter in a low

pitch.
e.g. I’m sorry.
3. One who is in doubt, may use a rising intonation for a

statement.
e.g. He holds office in this building.
4. One who scorns or wants to emphasize a place,

person, or thing stresses a demonstrative adjective
before a noun.
e.g. He holds office in this building.
5. One who has self-confidence and poise may use a

normal pitch, stress and intonation pattern.
117
e.g. The battle began.
F. Developing  The teacher will ask the  The teacher will ask
mastery(leads to learners to find a partner the students to read
formative assessment and take turns in listening sentences observing
3) to the sentences below. high, middle, and low
They will identify the pitch range.
feeling expressed by their
partner through his/her A. Reading sentences
intonation, tone and pitch
(specifically). 1. Her grandmother died
yesterday.
1. Dear Brother, I beg you to 2. I want a new car.
save the land of 3. This dinner is
Maguindanao from the delicious.
monsters. 4. People should love
2. I will go and the land shall their neighbors as
be avenged. themselves.
3 Who are you to disturb my
abode? Do you know that I B. Ham Sandwich
can easily devour you? exercise
4. Alas! My brother is dead.  Repeat the words
“Ham Sandwich” in
Note: Explain to the students as many varying
the use of the word Alas. ways as you can
This can be used to integrate
such as: angrily,
values.
happily, sadly,
lovingly, despairingly,
laughingly,
importantly, shyly.
 Choose a partner and
take turn about giving
each other the way to
say the phrase.
Repeat until you run
out of variations and
remember to listen for
emotional truth.
G. Finding Practical Group Activity Group Activity
applications of  The learners will be  The class will be
concepts and skills in divided into ____ small divided into ____small
daily living groups. Every group will groups. Every group
be given specific task to will write 3 Hugot lines
be performed. Every per group about love
group will be given 5 family and school.
minutes to practice and 5- Every group will be
minute presentation. given 6 minutes to
118
A. Role Playing write and present to
1. Assume you are attending the class.
an Orientation Seminar of
new students in a
University.
2. Imagine you are in a
market, some of you will
pretend to be a seller and
some will be the buyers.
3. First day of classes and
everybody is excited to
share his/her
experiences.
(Note: The teacher can still

add more situations.)
B. Speech Reading
Six years ago, I was
sentenced to die before firing
squad by a Military Tribunal
whose jurisdiction I
steadfastly refused to
recognize. It is now time for
the regime to decide. Order
my IMMEDIATE
EXECUTION OR SET ME
FREE.
(excerpt from Ninoy Aquino’s

Historical Speech)
https://filipiknow.net/ninoy -
aquino
H. Making  The teacher will ask the  The learners will

generalizations and following questions for define some of the
abstractions about the generalization: important terms in the
lesson  In what way are pitch, lesson discussed
intonation and tone are Pitch
correlated? Tone
 In what different Intonation
instances does Pitch
affect the meaning of  rise and fall of the
utterances? voice in speaking
119
 emotional content
carried by our voice
 relative highness or
lowness of a tone
In what different
instances does Pitch
affect the meaning of
utterances?
I. Evaluating learning The learners will be grouped The learners will read the
into _____ groups. They will following lines observing
read the dialogue below correct pitch.
following correct Pitch and 1. Can you pass me that
Intonation. book?
A: Help! We’re lost! (said politely to a friend)
B: Where are you? 2. Where were you last
A: I don’t know. There’s a night?
supermarket and river. (angry father to a
B: Oh, I think I know where daughter)
you are…Can you see a 3. Must it be printed?
bridge? (polite question)
A: Yes. 4. Who is the one in the
B: Ok, will go cross the corner?
bridge and turn right. (excitedly, to a friend)
A: Turn right? (https://owlcation.com)
B: UH, huh. Now, can you
see some trees on the left?
A: Yes.
B: Turn left after passing the
tress.
A: What, in front of the bar?
B: Yes, in front of the bar.
You will see my house on the
left.
A: It’s the opposite of the
farm.
B: That’s it. Well done, you
are here.
(https://owlcation.com)
V. REMARKS
VI. REFLECTION
VII.OTHERS
120
B. No. of learners who require additional activities
for remediation.
C. Did the remedial lessons work? No. of learners
who have cope with the lesson.
remediation.
E. Which of my
teaching
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use / discover
which I wish to
share with other
teachers?
121
I. OBJECTIVES
A. Content The learner demonstrates understanding of: pre-colonial
Standard Philippine literature as a means of connecting to the past;
various reading styles; ways of determining word meaning;
B. Performance The learner transfers learning by: showing appreciation for
Standard the literature of the past; comprehending texts using
appropriate reading styles; participating in conversations
features of speech effectively in various situations; and
C. Learning Present a comical skit exemplifying the traits and
Competencies/ contributions of the characters in Prince Bantugan
Objectives
II. CONTENT
Writing and Presenting a Skit
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s pp. 80-81, 84-85
Materials pages
3. Textbook pages English Arts I pp. 10-11
4. Additional
Materials from
Learning Resources
(LR) portal
B. Other Learning Video Clip on Skit Making:
Resources https://youtu.be/Mrp4B3lKmGA
A. Review Previous  The teacher will review  The Teacher will review the
Lesson/Present new the previous lesson by previous lesson by showing
lesson showing the names of the names of the different
the different characters in the selection
characters in the Prince Bantugan.
selection Prince
Bantugan. 1. Who are the characters in
1. Who are the the selection?
characters in the
selection?
122
2. What are some of the
famous lines based on
the selection Prince
Bantugan?
B. Establishing a  The teacher will tell the learners that they will do the
purpose for the culminating activities for week 3 lessons.
lesson
C. Presenting  The teacher will define skit and discuss how it is being
Examples/Instances done.
of the new lesson  Play: How to make a skit/ Easy 7 steps to write any
type of skit
Video Clip link: https://youtu.be/Mrp4B3lKmGA
D. Discussing new
concepts and
practicing new skill
#1
E. Discussing new
concepts and
#2
F. Developing  The learners will be grouped into _____ and will do the
mastery (leads to following activities:
formative
assessment 3)
Group I – Write a short skit featuring the modern
Bantugan.
Group 2 – Write a skit about the travel of Prince Madali to
get the soul of Prince Bantugan. In travelling, pay attention
to the different signs on the way.
Group 3 – Write a skit about the way people admire Prince
Bantugan. In the dialogue, observe correct pitch, tone and
intonation.
Note: The teacher can make use of other situations.
G. Finding Practical
applications of
concepts and skills in
daily living
H. Making
generalizations and
abstractions about
the lesson
I. Evaluating learning  The learners will present their skit.
 See Appendix for the rubrics for assessing the
presentation:
123
Note: During the presentation, teachers should set house
rules so that everyone will participate properly.
Create a self-made rubric to personalize rating
according to the learners’ capabilities.
V. REMARKS
VI. REFLECTION
VII.OTHERS
assessment
remediation.
C. Did the remedial lessons work? No. of learners who have
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
material/s did I
use / discover
which I wish to
share with
other
teachers?
124
Detailed Lesson Plan in Grade 7 (English)
School: Grade Level 7
Teacher: Learning ENGLISH
Area
I. OBJECTIVES
meaning, the sounds of English and the prosodic features
C. Learning Identify the genre of a material viewed (such as movie clip,
Competencies/ trailer, news flash, internet-based program, documentary,
Objectives video, etc.)
EN7VC-I-d-6
II. CONTENT Identifying the genre of a material viewed

III. LEARNING
RESOURCES
A. References
page/s
2. Learner’s Materials English 7 p. 87-92
page’s
3. Textbook pages
from Learning
Resources (LR)
portal
B. Other Learning https://www.google.com/search?source=hp&ei=aBxuXLC
Resources / aDo36wQOwj
Instructional 7DQBA&q=vandolph&btnK=Google+Search
Materials https://www.brighthubeducation.com/homework-help-
literature/100292-the-five-main-genres-of-literature/
https://www.youtube.com/watch?v=qnIpG7E3eOQ
https://www.youtube.com/watch?v=lbyrZkzeor4
https://www.youtube.com/watch?v=hsWaQVu-o1Y
https://www.youtube.com/watch?v=di--sKT69Lc
https://www.youtube.com/watch?v=-eqKyS9OEJY
Laptop Speaker
Projector Pictures
125
IV.PROCEDURE ADVANCE LEARNERS AVERAGE LEARNERS
A. Review previous The teacher will post on the The learners will identify
lesson/ present board pictures of a child and who are in the pictures and
new lesson. parent. The learners will find the similarities of
determine who is the Zoren, Carmina, and their
possible child of the parent children, Cassy and Mavy.
or possible parent of the (with power point
child. (with power point presentation)
presentation)
1. Who are in the

picture?
2. Looking at them,
from whom does
the son get his
physical traits?
What about the
daughter?
3. Can you tell their
character traits?
4. What material did
we use for easy
recognition?
Image Source:
https://www.google.com/search?source=h
p&ei=aBxuXLCaDo36wQOwj
7DQBA&q=vandolph&btnK=Google+Searc
h
1. How did you come up

with that result?
2. What are your bases for
identifying the child and
the parent?
3. What material did you
use for easy
recognition?
126
B. Establishing a The teacher will confirm The teacher will confirm
purpose for the 1. Picture is one of the 1. Picture is one of the
lesson effective tools where we effective tools where
can identify similarities we can identify
and differences of the similarities and
parent and child differences of the
physically. parent and child
2. Using the picture physically.
above, can you tell 2. Give the similar
other information about features of Cassy and
Cassy? (or any of those Mavy
pictures above?) 3. Using the picture
above, can you tell
other information about
Cassy?
C. Presenting Since we are talking about Since we are talking about
examples/ effective tools, let us effective tools, let us
instances of the consider this example if you consider this example if
new lesson can still get other you can still get other
information about Cassy (or information about the
any of those pictures above) Legazpi twins.
(https://www.youtube.com/w (https://www.youtube.com/
atch?v=-eqKyS9OEJY) watch?v=-eqKyS9OEJY)
Note: Video links are

subject to availability. Look
for other video links
showing effective tools in
identifying a genre.
D. Discussing new 1. What is the video clip all about? (Short discussion on
concepts and the information gathered)
practicing new skill 2. What are the two types of presentation did we use to
#1 know the information about the other person?
3. Which do you think is more effective?
4. What do you call this type of information?
E. Discussing new (Note: Discuss in brief the (Note: Just give the five
concepts and five (5) main genres of (5) main genres of
practicing new skill literature - Poetry, prose, literature - Poetry, prose,
#2 drama and non-fiction but drama, non-fiction, and
focus on MEDIA with discuss on MEDIA with
examples) examples)
(with power point (with power point
presentation) presentation)
Work in triads and In a group of _____ (_)

answer the following answer the following
questions: questions:
1. What is genre? 1. What is genre?
127
2. What are the two genres 2. What are the two
we used for this lesson? genres we used for this
3. From the pictures and lesson?
movie clip, what insight 3. From the pictures and
did you get? movie clip, what insight
4. What is the importance did you get?
of the two genres in your 4. What is the importance
studies? of the two genres in
5. What are its similarities your studies?
and differences? 5. What are its similarities
Explain. and differences?
F. Developing Now, you will creatively Now, you will creatively

mastery (leads to introduce your group. There introduce your group. You
formative are five (5) kinds to choose may use different genres
assessment 3) from- singing, acting, video (they will be given only 3
presentation, news flash, genres to choose from)
collage. (Draw lots) (singing, acting, collage)
Then ask: (Draw lots)
1. What group did you 1. What group did you
remember the most? remember the most?
Why? Why?
2. What kind of strategy did 2. What kind of strategy
they use to introduce did they use to
their group? introduce their group?
3. Is it effective? 3. Is it effective?
G. Finding practical Pretend that you are a Express your idea on
applications of candidate in the Supreme how an English class
concepts and Student Government, what takes place using body
skills in daily living
kind of media will you be language (pantomime
using in your campaign? way)
How?
H. Making How does the different genre (Media) help you in your
generalizations daily activities most especially in school?
and abstractions
about the lesson
I. Evaluating The learners will be The learners will be
learning evaluated through a 10-item evaluated through a 10-
quiz. item quiz.
1. A class or category of 1. A class or category of
texts with similarities in texts with similarities in
form, style, or subject form, style, or subject
matter. matter
2. News flash is an 2. News flash is an
example of what genre? example of what
3. This is often considered genre?
the oldest form of 3. It is also known as a
literature. preview or coming
128
4. The newest type of attraction for a feature
literature that has been film.
defined as a distinct 4. A short news report on
genre. radio or television
5. It is the type of literature giving the most recent
read most often in information about an
English classrooms important or
6. Any text meant to be unexpected event.
performed rather than 5. Record. Using pictures
read. or interviews with
7. Movie trailer is an people involved in real
example of what genre? events to provide a
8. It is also known as a factual report on a
preview or coming particular subject
attraction for a feature
film.
9. A short news report or 6– 10. What are the five
radio or television, giving (5) main genres of
the most recent literature?
information about
an important or unexpec-
ted event.
10. Record using pictures or
interviews with people
involved in real events to
provide a factual report
on a particular subject.
V. REMARKS
VI. REFLETION
VII. OTHERS

for remediation.
remediation.
E. Which of my
teaching
strategies
worked well?
Why did these
work?
129
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use / discover
which I wish to
share with other
teachers?
130
Time and Date Week 4, Day 2 Quarter FIRST
I. OBJECTIVES
Philippine literature as a means of connecting to the past, various
A. Content
reading styles, ways of determining word meaning, the sounds of
Standards
English and the prosodic features of speech and correct subject-
verb agreement.
The learner transfers learning by showing appreciation for the
literature of the past, comprehending texts using appropriate
B. Performance reading styles, participating in conversations using appropriate
Standards context-dependent expressions, producing English sounds
various situations and observing correct subject-verb agreement.
C. Learning EN7LT-I-a-1: Discover literature as a means of connecting to a

Competencies / significant past
Objectives (write EN7RC-I-d-7.1: Read intensively to find answers to specific
the LC Code for questions
each) EN7LT-I-d-2.2.2: Explain the literary devices used
II. CONTENT Writing a Paragraph Using Sensory Images
III. LEARNING
RESOURCES
A. References English Learner’s Material
1. Teacher’s Guide
pp. 70-71
Pages
2. Learner’s
pp. 93-94
Materials Pages
3. Textbook pages ---
4. Additional
Materials from
Learning ---
Resource (LR)
portal
file:///C:/Users/admin/Documents/FROM%20OFFICE/Drive/SEN
SORY%20IMAGES.pdf
https://www.stagneshs.org/ourpages/auto/2009/11/20/55236338
/Rubric%20for%20Thematic%20Essay.doc
file:///C:/Users/admin/Documents/LECTURES/ENGLISH%209/S
B. Other Learning ENSORY.pdf
Resources o laptop
o projector
o images
o graphic organizer
131
A. Reviewing previous The teacher will facilitate The teacher will facilitate the
lesson or presentation the recall of the previous recall of the previous lesson.
the new lesson lesson.
The learners will compare the two
The learners will answer pictures, the human heart and the
the guessing activity, map of Marinduque.
“What Am I?” (see
attachment) The teacher should emphasize
the connection of human anatomy
They will compare the map (the heart) and geography (the
of Marinduque to the map) to the tale of Marinduque
human heart. which is also known as the Heart
of the Philippines because of its
The teacher should geographical location and name’s
emphasize the connection origin.
of human anatomy (the
heart) and geography (the
map) to the tale of
Marinduque which is also
known as the Heart of the
Philippines because of its
geographical location and
name’s origin.
B. Establishing a The human heart is similar The human heart is similar to the
purpose for the lesson to the shape of Marinduque shape of Marinduque island
island because it was because it was formed mainly
formed mainly because of because of eternal love between
eternal love between Maring and Duque. The tale is a
Maring and Duque. The way to discover how our
tale is a way to discover forefathers lived and how they
how our forefathers lived developed a rich culture as they
and how they developed a create stories of origins or
rich culture as they create beginning of things.
stories of origins or
beginning of things. (the teacher will present the
lesson objectives)
(the teacher will present the
lesson objectives)
The learners will be asked The teacher will present well-

to recall and enumerate known tales in the Bicol Region:
well-known tales in the o Ibalong
C. Presenting Bicol Region (if the learners o Daragang Magayon
examples / could not give Bicol tales, o Handyong and Oryol
instances of the new the teacher may use the
lesson given examples from the
average learners)
132
The teacher should give the The teacher should give the
D. Discussing new following activities: following activities:
concepts and
practicing new skills #1 1. Pre-Reading Activity 1. Pre-Reading Activity
a. The learners will a. The learners will familiarize

familiarize the author’s the author’s background
background through a through a brief discussion:
brief discussion:
Alfonso P. Santos Alfonso P. Santos
o published books with o published books with different

different genres; genres; biography, poetry,
biography, poetry, history and humor
history and humor o according to Worldcat
o according to Worldcat Identities he has 31 works in
Identities he has 31 76 publications in 2 languages
works in 76 publications and 343 library holdings
in 2 languages and 343 o famous works includes
library holdings Philippine-Nippon tales, a
o famous works includes collection of incidents showing
Philippine-Nippon tales, the sunny side of Japanese
a collection of incidents occupation in the Philippines,
showing the sunny side Rizal in life and legends,
of Japanese occupation Poems for the new society
in the Philippines, Rizal and mythical origin of
in life and legends, Philippines place names and
Poems for the new origin.
society and mythical
origin of Philippines b. Learners will unlock
place names and origin. difficulties through a game
called wordscapes with
b. Learners will unlock given clues (see attachment)
difficulties through a
game called 2. During Reading
wordscapes
(see attachment) a. The class will be grouped
into three (3) and each group
2. During Reading will take turn in reading the
tale orally.
a. The class will be
grouped into three (3) 3. Post Reading Activity
and a representative
from each group will a. Each group will answer two
take turn in reading the questions from the Task 8:
tale. Read to Find [see
attachment]
b. Each group should present
3. Post Reading Activity their answers and give the
moral of the story.
a. Each group will answer
two questions from the
Task 8: Read to Find
[see attachment]
133
b. Each group should
present its answers
and give the moral of
the story.
E. Discussing new The teacher should briefly The teacher should briefly present
concepts and present and recall the and recall the sensory images and
practicing skills #2 sensory images and personification as samples of
personification as samples literary devices. (see attachment)
of literary devices. (see
attachment)
Using the text, The Tale of Match the sensory images

Marinduque, the learners phrases from the tale to its
should look for sensory appropriate category in the
images and fill them out on graphic organizer. [see
the graphic organizer and attachment]
F. Developing mastery be able to justify the
(Leads to formative answers [see attachment] Source:
Assessment 3) file:///C:/Users/admin/Documents/
Source: FROM%20OFFICE/Drive/SENSO
file:///C:/Users/admin/Docu RY%20IMAGES.pdf
ments/FROM%20OFFICE/
Drive/SENSORY%20IMAG
ES.pdf
The learners will present

The learners will present their
their past experiences
past experiences relative to the
relative to the tale’s theme
tale’s theme and moral through:
and moral through:
o songs
o songs
G. Finding practical o hugot lines
o hugot lines
application of concepts o spoken poetry
o spoken poetry
and skills in daily living
(the teacher may facilitate the
(the teacher may facilitate
activity either in an individual or in
the activity either in an
a group manner)
individual or in a group
manner)
Learners will justify the The learners will supply the

statement: unfinished statement:
H. Making “Learning from beginnings “Remembering the past is

generalizations and will allow to appreciate the important because
abstractions about the past and connect to the _____________________
lesson present.”
134
Write a two-paragraph Describe their own
description of their own barangay/hometown using
barangay/hometown using sensory images and write the
sensory images answes to the appropriate
column.
Rubrics: [see attachment]
I. Evaluation learning
Source:
file:///C:/Users/admin/Documents/
LECTURES/ENGLISH%209/SEN
Source: SORY.pdf
https://www.stagneshs.org/
ourpages/auto/2009/11/20/
55236338/Rubric%20for%2
0Thematic%20Essay.doc
V. REMARKS
VI. REFLECTION
VII. OTHERS
learners who have cope with the lesson.
remediation.
E. Which of my
teaching
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use / discover
which I wish to
share with other
teachers?
135
Time & Week 4, Day 3 Quarter FIRST
Dates
I. OBJECTIVES
A. Content The learner demonstrates understanding of pre-colonial Philippine
Standards 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.
Standards literature of the past, comprehend texts using appropriate reading
dependent expressions, producing English sounds correctly and
C. Learning
Competenci EN7WC – I-d-4.3 Identify basic features and kinds of paragraphs.
es/
Objectives
Write the LC code
for each
II. CONTENT Kinds and Features of Paragraphs
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide English Teacher’s Manual pp .72-73
pages
2. Learner’s English Learner’s Material pp. 82-84
Materials
Pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning https://www.megaessays.com/viewpaper/72855.html
Resources https://sites.google.com/site/mrheathfunteacher/home Disclaimer: I
do
http:llwww.eho.cominfo_8635512_kinds-paragraphs html
https://myhero.com/Parents_LRHS_canada_06_ul
A. Reviewing  Brief recall of previous  Brief recall of the previous
previous lesson or lesson on the additional lesson the Rules of the S-V
presenting the new Rules on S-V Agreement. Agreement
lesson
Read the sentences that follow. Read the sentences that follow.
Fill the blanks with the subject
Check if the subject agrees agrees with the verb.
the verb. Justify your answer.LM LM pp. 80
pp. 80 1. Prince Madali and Prince
1. My friend and hero is loyal to Bantugan (is,are) brothers.
me. 2. The king ___(plot, plots)
against the Prince.
136
2. Either the princess or the 3. No Epic or legend ______(is,
followers love Prince are) to be forgotten.
Bantugan. 4. The young ladies and the
3. Bumbaran’s prince and hero villagers______(admires,
is back to life. admire) the Prince.
4. Neither Prince Madali nor 5. The Kingdom Bumabaran
the angels guards the soul. and Prince Bantugan
5. King Bantugan’s brother or ______ (leads, lead) his men
the King of the kingdom of- to defend the country.
the –Two Seas is
responsible for his honor.
B. Establishing a  Why is it important to know  How can you be understood
purpose of the the rules of grammar well by other people?
lesson especially in expressing your  In writing or speaking, it
ideas in English? is important to learn
 By being aware with the theS-V rules and also
S-V rules, you can the rules in writing.
express your thoughts
effectively.  Present the objectives of the
 Present the objectives of the lessons.
lessons. LEARNING OBJECTIVE:
LEARNING OBJECTIVE: Identify basic features and kinds
Identify basic features and kinds of paragraphs
of paragraphs
C. Presenting (Group Task) (Group the class into 2 groups)
examples/instances  Arrange the jumbled “My Pandesal Paragraph”
of the new lesson sentences written in the  Arrange the jumbled
meta cards to form a sentences written in the
well-organized thought. meta cards, then paste
 Ask: Which should be the meta cards on the
the first, the second, pandesal picture forming
the third and the last a well-organized group
sentence? of sentences just like this
tasty pandesal.
Note: (board work through
group contest) Let the Note: The teacher can localize
learners do the task of the example.
arranging the sentences
forming a paragraph)
A hero can also be someone
A hero can be someone who
brave, cares for someone like
gave up his or her life so
Superman, Spiderman, the
another could live.
Incredible, etc.
A person can become They risk their lives for me or

a hero by saving someone one of my other sisters.
who is in danger.
A hero is someone who

A hero does not always have helps people, saves people
to show courage; he can be lives, and risks his life for
afraid but still be a hero someone else’s life.
through his other actions.
137
A hero is a person who is
able to help another in So my heroes are my
various ways. parents.
Another example of a hero is My heroes are my

someone who is there to help parents, because they
others and gives them would do anything to help
strength to go on through me.
life's difficulties.
A hero is anyone who can

show courage when faced
with a problem.
.
Use this visual for this activity.
https://www.megaessays.com/vi
ewpaper/72855.html
Questions To Ask:
 What did you notice in
the activity you made?
 What do you call this
group of related
sentences?
 What was the paragraph https://myhero.com/Parents_LR
about? HS_canada_06_ul
Note:
During the processing, the Questions To Ask:
teacher should be advised to
cross the curriculum.
 What did you notice in
the activity you made?
 What do you call this
group of related
sentences?
 What was the paragraph
about?
D. Discussing new Activity 1: From the Top Activity 1: From the Top
concepts and  Review on the kinds and  Review on the kinds and
practicing new skills features of paragraph. features of paragraph
#1  Lead the learners in the using a picture of a
identification of the pandesal which is
introduction, body and divided into three parts.
conclusion
TG p.72 ,English LM p.  Ask the learners to name
82 the three basic parts of a
 paragraph.
 Ask the learners to read
the paragraph that Introduction
Body
138
follows and identifythe Conclusion
introduction, the body (Animated Pandesal
and the conclusion. Presentation)
Note: Just use few paragraph
examples from the book.
Communication Arts and Skills

through Filipino Literature LM
p.97
(Animated Pandesal
Presentation)
E. Discussing new Activity 2: Paragraph Activity 3: Let’s Figure it out!

concepts and Connection (listen to a short paragraph song
practicing new skills Let’s Figure it out! on video clips)
#2  Let the learners view a  Discuss with examples
short video clip
PARAGRAPH WRITING SONG by Heath - YouTube.MKV

PARAGRAPH WRITING SONG by Heath - YouTube.MKV https://sites.google.com/site/mrh
https://sites.google.com/site/mrh eathfunteacher/home
eathfunteacher/home Disclaimer: I do
Disclaimer: I do
 Discuss to the learners
 Discuss to the learners the basic features of a
the basic features of a paragraph
paragraph
Source:
Source: http://web.grinnell.edu/Dean/
http://web.grinnell.edu/Dean/ Tutorial/WritEs/4kF,pdf,Englis
Tutorial/WritEs/4kF,pdf,Englis h LM p.82
h LM p.82
 Impart and explain to  Impart and explain to

learners the different learners the different
types of paragraph types of paragraph
This is Good to Know! This is Good to Know!

Source:http:llwww.eho.cominfo_ Source:http:llwww.eho.cominfo_
8635512_kinds-paragraphs html 8635512_kinds-paragraphs html
..G-7 LM p.83, ..G-7 LM p.83,
139
F. Developing Activity 4: Applied Connection
mastery (Leads to  impart to the learners the different kinds of paragraph
formative  ask learners to identify the kinds of paragraph
assessment 3)  discuss further for better understanding
Note: The teacher can use other examples.
Source: Communication Arts and Skills through Filipino

Literature , p. 83-84
G. Finding practical  The teacher uses visual  The teacher uses visual
applications of examples. examples.
concepts and skills
in daily living  The teacher asks  The teacher asks
learners concept about learners concept about
paragraph, its basic paragraph, its basic
parts and its features. parts and its features.
 Ask the learners to  Ask the learners to

explain in practical life explain in practical life
situation their situation their
understanding about understanding about
paragraph. paragraph.
Example: Example:
 How they simply follow
1. How do you simply make a practical traffic rules.
juicy mouth-watering  Suggestion: How do you
cheeseburger? follow [simple] traffic
2. How do you scramble egg? rules?
Suggestion: How do you make a

simple but delicious
cheeseburger?
Stoplight Paragraph
How do you make scrambled
eggs? Paragraph
1. Go! with the topic
sentence.
2. Slow down. Give a
reason fact,
or detail.
3. Stop! Explain your
reason,
fact or detail.
4 Go Back! Review your
writing.
Give your conclusion.
140
H. Making Give your justification: Ask the learners basic
generalizations and questions:
abstractions about To write a good paragraph in What are the elements of
the lesson English, one should be aware paragraph.?
with the correctness of: 1.What are the sequences in
writing paragraph?
Possible Answers: 2. Name the different kinds of
(S-V Agreement) paragraph?
(Parts of a paragraph) Complete the statement:
(Features of a Paragraph) A paragraph is ___________.
(Kinds of paragraph)
When we write, we need to
English is an important ensure that all the necessary
language to learn because parts of a paragraph are
______________. present: a topic sentence, detail
sentences, and a closing
When we write, we need to sentence.
ensure that all the necessary
parts of a paragraph, are
present: a topic
sentence, detail sentences, and
a closing sentence.
I. Evaluating Differentiated Instruction Use the descriptive paragraph

Learning (Divide the class into four in this activity.
groups)
 Ask the learners to  Ask the learners to write
recall a person whom a short paragraph about
they consider a hero. his/her friend.
 Write your ideas in  Write your ideas in
paragraph form paragraph form
 Be ready to share your  Be ready to share your
work with your work with your
classmates classmates.
(Draw Lots on the different Note:

kinds of paragraph)  Employ the correct
The Project LEA can be used in Subject- Verb
this activity. (LANGUAGE Agreement in your
EXPERIENCE APPROACH) paragraph.
Note:  Observe correct stress

Employ the correct Subject- and intonation.
Verb Agreement in your
paragraph.
Observe correct stress and

intonation.
V. REMARKS
VI. REFLECTION
VII.OTHERS
141
for remediation.
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
material/s
did I use /
discover
which I wish
to share with
other
teachers?

Time & Dates Week 4, Day 4 Quarter FIRST
142
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of pre-colonial
and correct subject- verb agreement.
B. Performance Standards The learner transfers learning by showing appreciation for
the literature of the past comprehending texts using
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.
C. Learning  EN7LC-I-d-5.2: Note the changes in stress that affect
Competencies/Objectives meaning
 EN7G-I-d-11:Observe correct subject-verb agreement
(measurement, special nouns)
II. CONTENT MODULE 1: APPRECIATING MYSELF
LESSON 4: Learning from my beginnings
Day 4: Stress
Subject-verb Agreement, Special Nouns and Measurement
Reading Text- “A Tale of Marinduque: A Twist”
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages TG, p. 70-71
2. Learner’s Materials English 7, Learner’s Material p. 94-97
pages Grade 7 English Learning Package (old) p. 21
3. Textbook pages
from learning Resources
(LR) portal
B. Other Learning https://www.youtube.com/watch?V=65AgbiwQ6ko
Resources Laptop, Projector, Worksheet, Dictionary
A. Reviewing previous Previous topic: Sensory Images Previous topic: Sensory
lesson or presenting the (A Tale of Marinduque) Images (A Tale of
new lesson 1. What are the lines or Marinduque)
phrases that used sensory 1. What are the
images in the text, A Tale of sensory images?
Marinduque? 2. Give examples of
2. How can you use the sensory images
sensory images in real life found in the text, A
context specifically in Tale of Marinduque.
communication?
Process the responses of the Process the responses of
learners emphasizing the use of the learners emphasizing
sensory images in writing. the use of sensory images
in writing.
B. Establishing a purpose Ask the learners to read the In pair, ask the learners to
of the lesson sentence below and observe read the sentence below
the highlighted words.
143
I will record your written output and observe the
and performance in my class highlighted words.
record. I will record your written
After reading, ask the following output and performance in
questions: my class record.
1. What did you notice in After reading, ask the
the words written in learners what they have
bold? Do they have noticed in the highlighted
same meaning and words.
pronunciation? Note: The teacher will
2. How does the explain the difference
between the words and
pronunciation change
briefly discuss their
the function of the
meaning and pronunciation
words? then present the objectives
3. What do you call that of the day.
emphasis that you
put/consider in uttering
the words?
Note: The teacher should
briefly discuss the meaning and
pronunciation of the words then
present the objectives of the
day.
C. Presenting The learners will watch a video The learners will watch a
examples/instances of the about WORD STRESS twice. video about WORD
new lesson On the second viewing, let the STRESS twice. On the
learners follow the speaker in second viewing, let the
reading the words using proper learners follow the speaker
stress. in reading the words using
Applying what they have proper stress.
learned in the video, let the The teacher should provide
learners list a word used in “A examples of words with
Tale of Marinduque” with stress on the first, second
stress on the first, second and and third syllable from the
third syllable. Give one example text, A Tale of Marinduque.
for each syllable and let them
read the words observing the Let the learners read the
proper stress. words observing the proper
First Second Third placement of the stress.
Call several learners to share

their output to the class and
guide them in reading their
examples.
D. Discussing new Discuss the meaning of stress Discuss the meaning of
concepts and practicing and its examples stress and its examples
new skills #1 (see the definition of stress on (see the definition of stress
p. 95 of English Learner’s on p. 95 of English
Material) Learner’s Material)
Let the learners read the words Guide the learners in
applying the right stress on the reading the words applying
syllable written in capital letters. the right stress on the
144
After guiding the learners, let syllable written in capital
them read again the words. letters. After guiding the
Noun Verb learners, let them read
PROject proJECT again the words.
Desert deSERT Noun Verb
Object obJECT PROject proJECT
PREsent preSENT Desert deSERT
Record reCORD Object obJECT
Ask the learners to choose pair PREsent preSENT
of words from the examples REcord reCORD
above (e.g PROject and
proJECT) and observe their Explain to the learners the
difference in terms of meaning. differences among the
They may use the dictionary to words and how the stress
check for the meaning and change their meaning and
example of sentences using the its importance.
word.
(call several volunteers to
share their answers)
After the discussion, ask the
following guide questions:
1. What did you learn about
stress?
2. How does stress change
the meaning or function of a
word?
3. What is the role of stress in
communicating your ideas?
The teacher will process the
responses of the learners and
emphasize that stress on the
different syllables of the word
change its meaning and
function.
Divide the class into four groups The teacher will read to the
E. Discussing new and assign each group to read class the text, “A Tale of
concepts and practicing aloud a paragraph in“A Tale of Marinduque: A Twist”.
new skills #2 Marinduque: A Twist”Remind Then, let the learners read
the learners to observe the aloud the text by observing
proper stress in pronouncing the the proper placement of the
words. stress.
(guide each group in reading the The class will be divided
paragraphs) into four groups.
All groups will be given
Language Connection paper containing a
With the same groupings, each paragraph from the text,
will be given a manila paper “A Tale of Marinduque: A
containing a paragraph from Twist”.
the text, “A Tale of Each group should
Marinduque: A Twist”. complete the sentences by
Each group should complete supplying the verb that
the sentences by supplying the agrees to its subject.
verb that agrees to its subject. Each group has to present
its answers on a table and
145
Each group has to present its write them on a manila
answers on a table and write paper.
them on a manila paper. (see appendix for the
(see appendix for the sample sample table)
table) This is a race and whoever
After completing the table, each finishes first will receive
group has to write the rules in additional two (2) points.
S-V agreement governing each Discussion on Rules in
sentence. Subject- Verb Agreement
Rule-Item#1: (give emphasis on
________________________ measurement and special
Rule-Item#2: nouns) through power
________________________ point presentation
This is a race and whoever
finishes first will receive
additional two (2) points.
Discussion on Rules in Subject-
Verb Agreement (give
emphasis on measurement and
special nouns) through power
point presentation
F. Developing mastery I. Write three (3) sentences with Encircle the subject in each
(Leads to formative special nouns and two (2) sentence and underline the
assessment 3) sentences using measurement. correct form of the verb to
Encircle your subject and complete the statement.
underline the verb. You will be 1. Physics (is, are) a
given two (2) points for each challenging subject.
item. 2. Two thirds of the
product (has, have)
1._______________________ spoiled.
3. Mathematics (is,
2._______________________ are) not one of my
best subjects.
3._______________________ 4. News (spread,
spreads) rapidly.
4._______________________ 5. Proceeds of the
party (was, were)
5.______________________ greater than they
II. Write two (2) sentences using expected.
the given words below as a II. Supply the appropriate
noun and verb. Write the word word stress to complete the
just like the given examples given sentence. Write the
above to emphasize the stress. word just like the given
(see attachment for the examples above to
exercise) emphasize the stress.(see
attachment for the
exercise)
G. Finding practical Individual Task Group Task

applications of concepts In your journal, write a three- In group, write 3 sentences
and skills in daily living paragraph entry describing your describing the most
daily routine. Encircle the common daily routine
subject and underline the verb among your group
in your sentences. You must members. Encircle the
146
use five (5) measurement and subject and underline the
five (5) special nouns in your verb in your sentences.
output. Your group must use five
(5) measurement and five
(5) special nouns in your
output.
H. Making generalizations Individual task: Let the Pair work: Let the learners
and abstractions about the learners answer the following answer the following
lesson questions: questions:
1. What is stress? 1. What is stress?
2. What are the rules in 2. What are the rules in
Subject and Verb Subject and Verb
Agreement for units of Agreement for units of
measurement and special measurement and
nouns? special nouns?
3. How can you use stress in 3. Are they important in
oral communication? What oral or written
about the rules in S-V communication?
agreement for Units of Explain your answer.
measurement and special
nouns in written Process the responses of
communication? Explain the learners.
your answer.
Process the responses of the

learners.
I. Evaluating Learning Individual Task Group Task
Create a Vlog using the Create a Vlog using the
paragraph that you have written paragraph that you have
about your daily routine. Make written about your daily
sure to apply the rules in S-V routine. Make sure to apply
agreement that you have the rules in S-V agreement
learned and the proper that you have learned and
articulation of the words using the proper articulation of
stress. Your output should be the words using stress.
shared on your Facebook Your output should be
account. shared on your Facebook
account.
(Note: Evaluate the output of the
learners before they post their (Note: Evaluate the output
vlog on their Facebook account) of the learners before they
post their vlog on their
Facebook account.)
V. REMARKS
VI. REFLECTION
VII.OTHERS
assessment
147
remediation.
E. Which of my
teaching strategies
worked well? Why
did these work?
did I encounter
which my principal
or supervisor can
help me solve?
which I wish to
share with other
teachers?

148
I. OBJECTIVES
A. Content The learner demonstrates understanding of: pre-colonial Philippine

Standard 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.
Standards literature of the past, comprehend texts using appropriate reading
dependent expressions, producing English sounds correctly and using
prosodic features of speech effectively in various situations and
C. Learning Transcode orally and in writing the information presented in
Competencie diagrams, charts, table, graphs, etc. (EN7SS-I-f-1.2)
s
/Objectives
II. CONTENT Using Graphic Organizers

III. LEARNING
RESOURCES
A. References
1. Teacher’s English Teacher’s Manual pp.75-76
Guide pages
2. Learner’s English Learners’ Material pp.98-100
Materials pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources https://www.youtube.com /watch?v=IFKAjD-nDwU
A. Reviewing Review Review previous lessons.
previous lesson or Cabbage Relay
presenting the  Ask the learners to do the  Ask the learners to name the
new lesson cabbage relay. Everybody will different images in the box.
stand and form a big circle. As
the music plays, learner will Ask simply what they know
try to pass this improvised about the pictures in the box.
cabbage to his seatmate.
When the music stops, the Suggested
learner who is holding the Image:
cabbage will give an example an open box
of Filipino distinct culture that
our ancestors had, their
values, tradition, literary
pieces and everything that
they had as our pride and as
149
something that distinguishes
them from the other race.
(The learners write examples on

the board.)
B. Establishing a  Why do we need to know our early culture and tradition?
purpose of the
lesson  Do you think reading stories, tales, and other forms of
literature would be our way to know deeper our ancestors
especially during the pre-Colonial Period?
 What do you think are our objectives for the day?
C. Presenting  Ask the learners to relate Ask the learners to paste the
examples/ some of our early Filipinos’ pictures/images to appropriate
instances of the experiences, attitudes, and grid
new lesson lifestyles during the Pre-
Colonial Period
belief culture
1. Early Filipinos were living in
scattered barangays ruled by
different chieftains.
2. They are refined and civilized.
3. They wore ___ as protection
from heat or sudden rain.
4. Ethnic dances were part of 1. kulam 4. pag- aalay
every tribe and culture. 2. harana 5. salakot
5. Houses are made of light 3. dances 6. anting-anting
materials like wood, bamboo
and nipa palm.
D. Discussing new Tracing Backwards:

concepts and  Let the learners watch a short documentary film about the Pre-
practicing new Colonial Philippines.
skills #1  Ask the learners note down some of the details .
Link: https://www.youtube.com /watch?v=IFKAjD-nDwU
E. Discussing new  The teacher will process the  The teacher will process the
concepts and information from the viewing information from the viewing
practicing new activity according to early activity using pictures
skills #2 Filipinos in terms of: according to early Filipinos in
1.belief terms of:
2.life 1.belief
3.culture 2.life
3.culture
 Ask the learners to write on  Ask the learners to name the
the board their answers pictures
F. Developing  Discuss to the learners what and how to make their graphic
mastery (Leads to organizer
formative  Impart to learners that this activity is GRASP patterned.
assessment 3)  (Explain each item in GRASP as to Goal, Role, Audience,
Situation, Product)
 Allow the learners to express their appreciation of the things that
our ancestors had during the Pre- colonial period.
150
(Refer to the GRASP presented in the Learners Material)
G. Finding  The learners will be  The learners will be
practical divided into three groups divided into three groups
applications of given with specific task to given with specific task to
concepts and be performed. be performed.
skills in daily living Pantomime
Role Playing 1. Pretend that there is a
1. Pretend that there is a woman you love, so simple
woman you love, so so kind, and you want to
simple so kind, and you express your feeling to her.
want to express your 2. Assume that there is a man
feelings to her. whose wife is pregnant and
2. Assume that there is a about to give birth to their
man whose wife is baby.
pregnant and about to 3. Imagine that there is a boy
give birth to their baby. whom they believed was
3. Imagine that there is a boy possessed by spirits.
whom they believed was
possessed by spirits.
H. Making  Allow learners to express their appreciation of the things that

generalizations our ancestors had during the Pre- colonial period, their
and abstractions values, their tradition, their literary pieces and realize that
about the lesson everything they had are worth taking pride in.
I. Evaluating  Ask learners to create a  From the strips of paper

Learning graphic organizer in the box, ask learners to
containing information fill out with the needed
from the material viewed information in graphic
(Learners are to be organizer containing
innovative with their own information from the
organizer) material viewed.
 Give the rubrics to the
class (Graphic organizer was made
for them)
151
Criteria for Rating
Criteria 10 8 6 4 2 Total
Accuracy/Completeness
(facts)
Creativity (Style, Color)
Organization (Arrangement of
Events
Presentation ( logical &
Interesting)
Language Mechanics &
Convention (Fluent, natural,
observes S-V Agreement)
V. REMARKS
VI. REFLECTION
VII.OTHERS
No. of learners who earned 80% on the formative

assessment
No. of learners who require additional activities for
remediation.
Did the remedial lessons work? No. of learners who
No. of learners who continue to require remediation.
Which of my
teaching
strategies worked
well? Why did
these work?
What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
What innovation
or localized
material/s did I
use / discover
which I wish to
share with other
teachers?
152
I. OBJECTIVES

ways of determining word meaning, the sounds of
English and the prosodic features of speech and
observe subject-verb agreement.
situations and observe correct subject-verb
agreement.
C. Learning Competencies/ EN7SS-I-e-1.2: Transcode orally and in writing
Objectives the information presented in diagrams, charts,
tables, graphs, etc.
EN7V-I-e-22.2: Select an appropriate colloquial or

idiomatic word or expression as a substitute for
another word or expression
EN7VC-I-e-6: Identify the literary genre of

material viewed (such as movie clip, trailer, news
flash, internet-based program, documentary,
video, etc.)
II. CONTENT Using Idiomatic Expressions

III. LEARNING RESOURCES
A. References
2. Learner’s Materials pages pp. 102-104
3. Textbook pages
4. Additional Materials from English7 Learner’s Material, First Edition, 2017
Learning Resource (LR) portal pp. 102-104
B. Other Learning Resources

A. Reviewing previous lesson or Let the learners read the Let the learners read
presenting the new lesson group of words below: the group of words
“elders and betters” below:
Ask them to share their “elders and betters”
ideas about its meaning
and recall advice of Ask them to identify its
elders that helped them meaning from the
in their life. following options and
explain:
153
a. the elder people
and the good people
b. people who are
older and wiser
c. elders and their
success
Ask the learners to
recall an advice
shared to them by the
elders that helped
them in their life.
A. Establishing a purpose for the

lesson The learners will read the objectives for the day
B. Presenting examples/instances
of the new lesson The learners will accomplish Task 2: Best
Practices. Put a check mark on each way to show
how often they value the elders. Analyze the
responses using a table.
C. Discussing new concepts and

practicing new skills #1 Idioms will be introduced as wisdom of the old and
a way to value it is to continue learning about it.
The following example idioms will be discussed
including its underlying meaning:
Idiom: Idiom: You can catch more flies with honey than
with vinegar.
Meaning: People will do what you want then you
are nice, not mean.
Idiom: Bite your tongue.
Meaning: Try not to say something that you really
want to say.
Idiom: Hang in there
Meaning: Don’t give up.
Idiom: Don’t count your chickens before they
hatch.
Meaning: Don’t make plans based on something
happening until that thing happens
D. Discussing new concepts andTuus

practicing new skills #2 The learners will work
with a partner and will The learners will work
make two sentences with partner and
using any of the identify the correct
following idiomatic meaning of the
expressions: idiomatic expressions
by writing the correct
1. Cry over spilled milk – letter on the blank
when you complain provided.
about a loss from the
past
154
2. Curiosity killed the cat COLUMN A
– being curious can get ____1. Cry over
you in trouble spilled milk
3. Take with a grain of ____2. Curiosity killed
salt – not to take what the cat
someone says too ____3. Take with a
seriously grain of salt
4. Not a spark of ____4. Not a spark of
decency – no manners decency
5. Come hell and high ____5. Come hell and
water – no matter what high water
happens ____6. In the nick of
6. In the nick of time – time
just before it's too late
COLUMN B
a. No matter what
happens
b. When you
complain about a
loss from the
past
c. Not to take what
someone says
too seriously
d. Just before it’s
too late
e. Being curious
can get you
trouble
f. No manners
E. Developing mastery (leads to Volunteer students will With the same pair,
formative assessment 3) present the constructed students will be asked
sentences containing to choose one idiom
idioms and the class will to use in a sentence .
share comments and
suggestion on the said
output
D. Finding practical applications of The learners will relate the significance of
concepts and skills in daily living knowing idioms in knowing and appreciating
wisdom of the elders
E. Making generalizations and The learners will
abstractions about the lesson The learners will recall recall definition of
definition of idioms and idioms and recall
use one example given idioms learned during
in a sentence the discussion
F. Evaluating learning Highlight the significance Divide the class in a

or feature idioms as group, choose one
wisdom of the old/elders genre of viewing
155
through the following material and present
genre of viewing the importance of
materials: learning about idioms
as wisdom of the old.
a. documentary Genre of Viewing
b. internet-based Materials
c. news flash a. documentary
b. internet-based
Note: Genre of Viewing c. news flash
Material was discussed Note: Genre of
in previous week Viewing Material was
discussion – Week 4 discussed in previous
week discussion –
Week 4
V. REMARKS
VI. 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 lessons work?
No. of learners who have cope
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
material/s did I use/discover
which I wish to share with other
teachers?
156
I. OBJECTIVES
to the past, various reading styles, ways of
determining word meanings, the sounds of English
appreciation for the literature of the past, comprehend
texts using appropriate reading styles, participating in
expressions; producing English sounds correctly and
using prosodic features of speech effectively in
agreement.
C. Learning EN7RC-I-e-2.15: Use non-linear visuals as
Competencies/Objectives comprehensive aids in content texts
each) EN7LC-I-e-5.2: Note the changes in volume,
projection, pitch, stress, intonation, juncture, and
rate of speech that affect meaning
II. CONTENT Using Stress and Intonation in Dialogues
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages pp. 81-82
3. Textbook pages
portal
B. Other Learning
Resources
A. Reviewing previous The learners will review The learners will
lesson or presenting the the preview lesson on review the previous
new lesson idioms. lesson on idioms.
B. Establishing a purpose The learners will read a The learners will read a
for the lesson short background of the short background of
story and share what they the story and will give
want or expect to learn. their impressions.
C. Presenting The learner will share Task 5: Moon Vs.
examples/instances of about one best advice Tide, p 104
the new lesson given to him by elders.
Explain the significance of The learners will think
the advice. of words that they can
associate with the
moon and the tide
157
using a graphic
organizer.
D. Discussing new concepts See Task 8: Grp 2 (p. See Task 8: Grp 1 (p.
and practicing new skills 107): 107):
#1
Explain how the story Talk about the parts of
helped you understand the the story that interest
importance of valuing the you the most. Use a
wisdom of elders and graphic organizer to
suggest ways on how to highlight the important
give importance to the events in the story.
wisdom of elders.
Present answers by
making a poster.
E. Discussing new concepts See Task 8: Grp 3 (p. The learners will
and practicing new skills 107): differentiate the
#2 characters using a
Recall an experience Venn Diagram.
similar to that of the
characters’. State the
consequences of not
following/heeding the
advice of your elders.
Use a graphic organizer.
F. Developing Mastery The learners will read a The learners will read a
(leads to Formative dialogue between the dialogue between the
Assessment 3) characters (p.108) using characters (p.108)
correct stress and using correct stress
intonation. Additionally, and intonation.
they will emphasize some
words as they read them.
Explain:
1. What are the
words that you
emphasized?
2. Why did you
highlight those
words?
G. Finding practical The learners will be The learners will
applications of concepts divided in groups. They explain the importance
and skills in daily living will survey their using stress and
classmates regarding the intonation in daily
best practices they learned communication.
from their elders. They
must also record the
frequency/repetition of
answers.
H. Making generalizations The learners will present The learners will make
and abstractions about the output to class with a slogan on following
the lesson additional recommendation elders’ advice.
and conclusion.
I. Evaluating learning See Task 14 (p. 116) See Task 14 (p. 116)
158
Make a comic strip based Make a comic strip
on a myth that shows based on a myth that
valuing our elders’ shows valuing our
wisdom. Present the elders’ wisdom.
output to class. Read the Present the output to
dialogues with the proper class. Read the
stress and intonation. dialogues with the
Evaluate the work of peers proper stress and
using the given criteria. intonation.
*Can also be given as *Can also be given as

assignment to give assignment to give
learners more time learners more time
*Refer to p.119 of LM for *Refer to p.119 of LM
the rubric. for the rubric.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who earned

80% on the formative
assessment
remediation
have cope with the lesson
continue to require
remediation
Why did these work?
encounter which my
help me solve?
to share
159
I. OBJECTIVES
The learner demonstrates understanding of

pre-colonial Philippine literature as a means
of connecting to the past, various reading
A. Content Standard
styles; ways of determining word meaning,
the sounds of English and the prosodic
features of speech and correct subject-verb
agreement.
The learner transfers learning by showing
appreciation for the literature of the past
comprehending texts using appropriate
reading styles, participating in conversations
B. Performance Standard
using appropriate context-dependent
expressions, producing English sounds
correctly and using the prosodic features of
speech effectively in various situations and
EN7WC-I-e-4.3: Identify basic features and
kinds of paragraph
EN7LC-Ie-5.1: Listen for important points

C. Learning Competencies/ Objectives
signaled by volume, projection, pitch, stress,
intonation, juncture, and rate of speech
EN7OL-I-E-1.14.3: Use the correct stress
(primary, secondary, tertiary and weak) when
reading passages
II. CONTENT FEATURES AND KINDS OF PARAGRAPH
STRESS AND INTONATION
A. References
2. Learner’s Materials pages

pp. 82-84, 108-110, 113-115
3. Textbook pages
4. Additional Materials from Learning

ENG 7 Module, pp. 76-82

Oxford Online English (2018). Retrieved from
https://www.youtube.com/watch?v=A6aE4nceJt8
on October 4, 2018)
160
IV. PROCEDURE Advanced/Average Learners
A. Reviewing previous lesson or The learners will give the main idea of the
presenting the new lesson literary text, discussed yesterday, “Why is
there a high tide during full moon?”
The learners will share about what they want
B. Establishing a purpose for the lesson
to learn and what they expect to learn on the
topic: PARAGRAPH.
C. Presenting examples/instances of the The learners will read the material on pp.82 -
new lesson 83 of the LM. Then they are encouraged to
ask questions.
Game: Connect Me (ENG 7 Module, p. 78)
1. The learners will be given strips of paper

containing different parts of a paragraph.
2. Then, they will be asked to arrange those
D. Discussing new concepts and
strips to form a complete paragraph
practicing new skills #1 considering the basic features of a
paragraph.
3. Let them post these on the board. Read
aloud the paragraph using correct stress and
intonation. Then, explain the arrangement of
the paragraph.
The learners will answer Task 15, LM, p. 84:
E. Discussing new concepts and Directions: Read aloud and identify the kinds
practicing new skills #2 of the following paragraphs; follow correct
stress and intonation in reading the
paragraph. The advanced learner will defend
their answer.
161
Task: Gallery Walk
1. There would be five (5) sets of paragraphs
that will be posted around the classroom,
readable enough for all students.
2. The students will be roaming around to
label each of the paragraph. The labels would
be: pink- expository, green- descriptive, blue-
narrative, red- persuasive.
3. After the labeling, the teacher will process
and validate the answers of the students.
Sample Paragraphs:
For Descriptive:
Sunset is the time of day when our sky meets
the outer space solar winds. There are blue,
pink, and purple swirls, spinning and twisting,
like clouds of balloons caught in a blender.
The sun moves slowly to hide behind the line
of horizon, while the moon races to take its
place in prominence atop the night sky.
People slow to a crawl, entranced, fully
forgetting the deeds that still must be done.
There is a coolness, a calmness, when the
sun does set.
F. Developing Mastery (leads to For Expository:

Formative Assessment 3) On July 16, 1969, the Apollo 11 spacecraft
launched from the Kennedy Space Center in
Florida. Its mission was to go where no
human being had gone before—the moon!
The crew consisted of Neil Armstrong,
Michael Collins, and Buzz Aldrin. The
spacecraft landed on the moon in the Sea of
Tranquility, a basaltic flood plain, on July 20,
1969. The moonwalk took place the following
day. On July 21, 1969, at precisely 10:56
EDT, Commander Neil Armstrong emerged
from the Lunar Module and took his famous
first step onto the moon’s surface. He
declared, “That’s one small step for man, one
giant leap for mankind.” It was a monumental
moment in human history!
For Narrative:
It was July 21, 1969, and Neil Armstrong
awoke with a start. It was the day he would
become the first human being to ever walk on
the moon. The journey had begun several
days earlier, when on July 16th, the Apollo 11
launched from Earth headed into outer
space. On board with Neil Armstrong were
Michael Collins and Buzz Aldrin. The crew
landed on the moon in the Sea of Tranquility
a day before the actual walk. Upon Neil’s first
162
step onto the moon’s surface, he declared,
“That’s one small step for man, one giant leap
for mankind.” It sure was!
For Persuasive:
The school fair is right around the corner, and
tickets have just gone on sale. We are selling
a limited number of tickets at a discount, so
move fast and get yours while they are still
available. This is going to be an event you will
not want to miss! First off, the school fair is a
great value when compared with other forms
of entertainment. Also, your ticket purchase
will help our school, and when you help the
school, it helps the entire community. But
that’s not all! Every ticket you purchase
enters you in a drawing to win fabulous
prizes. And don’t forget, you will have
mountains of fun because there are acres
and acres of great rides, fun games, and
entertaining attractions! Spend time with your
family and friends at our school fair. Buy your
tickets now!
The learners will answer the following

G. Finding practical applications of
questions: Why do you have to learn how to
concepts and skills in daily living write properly? What are its practical
applications?
H. Making generalizations and The learners will differentiate the features
abstractions about the lesson and kinds of paragraph.
True or False. Identify if the following

statement is TRUE OR FALSE.
1. Unity means discussing one topic.
2. There are four kinds of paragraphs.
3. A narrative paragraph shows description of
the subject or main topic.
4. Emphasis means that the ideas in a
I. Evaluating learning paragraph flow easily from one sentence to
another.
5. An expository paragraph narrates a story.
Identification. Write the kind of paragraph

that is shown in given topic sentence.
H. The day I won first place in the race was
the proudest day of my life.
163
I. My best friend's freckled face always has
a glowing, crooked smile.
J. Despite what dog lovers might believe,

cats actually make better pets.
K. The Himalayan Mountains are the tallest

mountains in the world.
L. Yesterday, I went to Mt. Mayon to witness

the scenery.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who earned 80%

on the formative assessment

remediation
C. Did the remedial lessons work?

No. of learners who have cope
with the lesson
D. No. of learners who continue to

require remediation

worked well? Why did these
work?

can help me solve?

164
Time & Date Week 5, Day 4 Quarter 1st
I. Objectives
A. Content Standards The learner demonstrates understanding of pre-colonial Philippine
styles, ways of determining word meaning, the sounds of English
agreement.

Standard literature of the past, comprehending texts using appropriate
context-dependent expressions; producing English sounds
various situations and observing correct subject-verb agreement.
C. Learning EN7G-l-e-11: Observe correct subject-verb

Competencies Agreement
II. Content Subject-verb Agreement on Indefinite Pronouns
III. Learning Resources
A. References
1. Teacher's Guide pp. 88-89
Pages
2. Learner's Materials pp. 112-113
Pages
3. Textbook Pages
from Learning
Resource (LR) Portal
B. Other Learning Please see the video link
Resources https://www.youtube.com/watch?v=rTUD9XWNzzk
(February 8, 2017)
IV. Procedure Advanced Learners Average Learners
A. Reviewing previous The Learners will do the Someone called to tell me the
lesson/presenting the Motivational Task as presented good news.
new lesson in the Learner's Module:
Many have expressed
Spin – a- Moon their views.
p.111
1. Ask the learners to spin Do the underlined verbs agree
the moon wheel to choose a with the subjects? Why did you
verb and a pronoun. say so?
2. Construct a sentence.
3. Circle the pronoun used What do we call the following
as subject and underline highlighted words?
the verb.
4.Ask the following
questions:
a. Do the underlined
verbs agree with the
subjects? Why did
165
you say so?
b. What should you
remember about
subject and verb
agreement?
B. Establishing purpose Let the learners get acquainted with the topic and read the
for the lesson objectives for the day.
C. Presenting Let the students notice the subject used in the following
examples/instances of sentences
the new lesson Ask to recall the type of pronoun used in the constructed
sentences.
D. Discussing the new Classify the indefinite pronouns Classify the indefinite pronouns
concepts and as singular or plural. Also, they as singular or plural. Also, they
practicing the new skill will categorize if the indefinite will categorize if the indefinite
#1 pronoun takes singular verb or pronoun takes singular verb or
plural verb. plural verb.
Use one singular Indefinite

pronoun and one Plural Use one singular Indefinite
Indefinite Pronoun in a sentence pronoun and one Plural
observing its S-V Agreement Indefinite Pronoun in a sentence
Rule. observing its S-V Agreement
Rule.
(ICT INTEGRATION) (ICT INTEGRATION)

Let the students watch the Let the students watch the
video clip on Indefinite videoclip on Indefinite Pronouns
Pronouns https://www.youtube.com/watch
https://www.youtube.com/watch ?v=rTUD9XWNzzk
?v=rTUD9XWNzzk
Discuss the video emphasizing
Discuss the video emphasizing the singular indefinite pronoun
the singular indefinite pronoun that take singular verb and plural
that take singular verb and indefinite pronouns that take
plural indefinite pronouns that plural verb
take plural verb.
E. Discussing the new Answer Activity 1 in Task 11.2 Brighten Up p.113

concepts and Choose the verb that agree with the subject.
practicing the new skill
#2
F. Developing Mastery Individual Task: Pair Work:
(leads to formative Answer Task 11.2 Brighten Up. Answer Task 11.2 Brighten Up.
assessment 3) Activity 2 – Identify the error in Activity 2 – Identify the error in
the following sentences. If it is the following sentences. If it is
acceptable in Standard English, acceptable in Standard English,
circle Letter D. circle Letter D.
G. Finding practical Present a letter containing Present a letter containing

applications of erroneous text. Identify the erroneous text. Identify the
concepts and skills in errors and correct them errors by underlining them.
daily living to highlight the significance of
learning S-V Agreement Rule on
166
Indefinite Pronoun in
understanding better the letter
content.
H. Making Restate the Subject-Verb Agreement rule on Indefinite Pronoun

Generalizations and and give an example sentence using the discussed rule
abstractions
I. Evaluating Learning Individual Task: Pair Work:
Write a short paragraph giving
Write a short paragraph giving pieces of advice to one of the
pieces of advice to one of the characters you like in the story
characters you like in the story “Why There is High Tide During a
“Why There is High Tide During Full Moon.” Underline your
a Full Moon.” Underline your subject once and the verbs twice
subject once and the verbs twice in all your sentences.
in all your sentences.
V. REMARKS
VI. REFLECTION
VII.OTHERS
assessment
remediation.
C. Did the remedial lessons work? No. of learner
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?
which I wish to
share with other
teachers?
167
I. OBJECTIVES
The learners demonstrate understanding of pre-colonial
A. Content Standard various reading styles, ways of determining word meaning,
The learners transfer learning by showing appreciation for
B. Performance Standard using appropriate context-dependent expressions,
EN7WC-I-e-2.8.1: Recognize the parts of a simple
paragraph
C. Learning Competencies/
EN7LT-I-e-1: Discover literature as a means of connecting
Objectives
to a significant past
EN7LT-I-e-2.2.2: Explain the literary devices
II. CONTENT STEPS IN WRITING A SIMPLE PARAGRAPH
A. References
3. Textbook pages
Learning Resource (LR) Grade 7 Learning Module in English
portal
IV.PROCEDURE Advanced Learners Average Learners
A. Reviewing previous
Review the definition and the four basic features of a
paragraph, and introduce the topic.
new lesson
Explain that, from words, learners can transform them into
B. Establishing a purpose for
a phrase, then to a clause, to a sentence, then to a
the lesson
paragraph.
Tell the students that they will
Tell the students that they
learn how to write a simple
will learn how to write a
paragraph, but first they have
simple paragraph, but first
to learn the parts of a simple
they have to learn the
paragraph.
parts of a simple
C. Presenting paragraph.
Parts of a Paragraph
examples/instances of the
1. Introduction
new lesson Parts of a Paragraph
2. Body
1. Introduction
3. Conclusion
2. Body
3. Conclusion
Game: Connect Me!
1. The class will be grouped
Game: Connect Me!
with five members.
168
1. The class will be 2. They will be given strips of
grouped with five paper containing different
members. parts of a paragraph.
2. They will be given strips 3. Then, they will be asked to
of paper containing arrange those strips to
different parts of a form a complete
paragraph. paragraph considering the
3. Then, they will be asked basic features of a
to arrange those strips paragraph.
to form a complete 4. Let them post these on the
paragraph considering board and explain the
the basic features of a arrangement of the
paragraph. paragraph.
4. Let them post these on 5. Let them identify the Intro,
the board and explain body, and conclusion.
the arrangement of the 6. Identify the idiomatic
paragraph. expressions used in the
5. Let them identify the text.
Intro, body, and
conclusion.
6. Identify the idiomatic
expressions used in the
text.
Introduce Outlining in writing by using the organizer below.
Topic Sentence:
Detail 1: Detail 2: Detail 3:
D. Discussing new concepts

and practicing new skill #1
Conclusion:
Directions. Use the text above and supply the organizer.
Discuss the Steps in Writing a Simple Paragraph

(DCLMEp.83)
E. Discussing new concepts
and practicing new skills
Present a topic about your favorite Filipino street game while
#2
discussing the steps at the same time applying them in
writing.
F. Developing mastery (leads Triad. Give each triad a Filipino street game. Use the
to formative assessment organizer first, and write a simple paragraph.
3)
G. Finding practical Ask them why they do have to learn to write a simple
applications of concepts paragraph and instill to them that this is highly necessary in
and skills in daily living letter writing, making write-ups, stories, etc.
Questions:
H. Making generalizations
1. What are the parts of a simple paragraph?
and abstractions about the
2. How many steps in writing a simple paragraph?
lesson
3. Why do we have to write simple paragraphs?
169
Directions. Write a simple Directions: Write a simple
paragraph about their paragraph about their
grandparents. Use the grandparents. Use the
writing organizer. writing organizer.
Use the template below.
*Criteria:
Content – 8 My Grandparents’ names are
Organization – 6 ______________.
I. Evaluating learning
Mechanics – 6 They originally lived in
__________.
They are already _________
years old.
Note: *Create a My favorite memory with them
personalized rubric that is ___________.
matches the capacity of the
learners.
V. REMARKS
VI.REFLECTION
VII. OTHERS
80% on the formative
assessment
remediation.
D. No. of learners who continue
to require remediation.
strategies worked well? Why
did these work?
encounter which my
help me solve?
which I wish to share with
other teachers?
170
Date & Time Week 6, Day 1 Quarter 1st
I. OBJECTIVES:
reading styles, ways of determining word meanings, the sounds
of English and the prosodic features of speech and correct
agreements.
C. Learning EN7VC-I-f-9: Organize information from a material viewed
Competencies/ EN7SS-I-f-1.2:Transcode orally and in writing the information
Objectives presented in diagrams, charts, table, graphs, etc.
II. CONTENT Organization of Information Using Graphic Organizers
III. LEARNING RESOURCES:
A. References:
1. Teacher’s Guide English 7, 1st edition 2017, pp. 98-101
pages
2. Learner’s Material English 7, 1st edition 2017, pp. 122-125
pages
3. Textbook pages
from Learning
Resource (LR)
portal
B. Other Learning
Resources https://8list.ph/8-outstanding-modern-day-filipino-heroes/
www.deped.gov.ph/2018/11/17
https//news.mb.com,ph/2018/02/03sorsogon-educator-finalist-in
global-search-for-best-teacher
www.theteachertoolkit.com
IV. PROCEDURE Advanced Average
Note: The difference in the activity for the average and advanced is the
advanced learners will think of their answers while the average learners
will just select their answers from the segmented parachutes.
A. Reviewing previous  Give the learners the  Give the learners the motive
lesson or presenting motive question, “What question, “What makes a
the new lesson makes a hero?” hero?”
 Brainstorm on the  Brainstorm on the
characteristics or qualities characteristics or qualities of a
of a hero hero
Through a game Through a game
“A Helping Hand” “A Helping Hand”
( Modified Word Web) ( Modified Word Web)
171
Resources: a picture of a Resources: a picture of a falling
falling man with the word man with the word hero,
hero, segmented pieces of segmented pieces of parachute
parachute where the students with characteristics of a hero and
can write their answers, pens not being a hero, adhesive tape
/ markers, and adhesive tape
Game: Divide the class into 3-5
Game: Divide the class into teams depending on the number
3-5 teams depending on the of learners. Then each team
number of learners. Then must select teammates to
each team must select choose from the pool of
teammates to stand in front of segmented parachute the
the class and think of a word qualities of a hero. The members
related to the word hero. The will take turns in choosing their
student must write his/her answer to complete the
answer on the segmented parachute The first team to
parachute to help the man complete the parachute wins the
from falling. The members will game.
take turns in writing their
answers to complete the Suggested Image:
parachute. The first team to a man flying a
complete the parachute wins parachute
the game.
Suggested Image:
a man flying a
parachute
Say:
 We helped this man from
falling. Can you consider
yourselves as heroes?
 Do you believe that heroes
still exist today?
Say:  Do you believe that ordinary
 We helped this man from people can be a hero?
falling. Can you consider
yourselves as heroes?
 Do you believe that
heroes still exist today?
 Do you believe that
ordinary people can be a
hero?
B. Establishing a Say:
purpose for the We will learn more about becoming a hero today but even heroes
lesson must have a purpose and objective. Do you agree class?
So let’s read our objectives for today.
1. Organize information from a material viewed
2. Transcode orally and in writing the information presented
in diagrams and pictures.
3. Appreciate the contributions of our modern heroes
Choose a volunteer to read the objectives
172
C. Presenting Task 1. Proud to be a Hero! Task 1. Proud to be a Hero!
examples/instances Teacher will present pictures Matching the picture of the
of the new lesson of modern day heroes with heroes with their names. (Please
jumbled letters of their see attached worksheet)
names. Then ask the learners
if they are familiar with the
people in the pictures and
they need to rearrange the
letters to find out who these
people are.
Suggested Activity:
Instead of the heroes presented in the LM, the teacher can utilize
the Modern Day Bicolano Heroes. Attached in the DLP is the list
of Bicolano Heroes and their contributions.
Sources:
https://8list.ph/8-outstanding-modern-day-filipino-heroes/
D. Discussing new Processing Questions: Gallery walk
concepts and Discuss the things that the Post pictures of the heroes (LM
practicing new skill learners know about these page 122) in the classroom with
#1 heroes. their remarkable contributions to
The learners will answer the our country. Let learners do a
following challenge questions gallery walk. They must take note
as they discuss the pictures. of the hero’s contributions to our
1. What are the country.
contributions/actions
that these heroes have How to do the Gallery Walk:
done for our 1. Write
community? You must have a picture of the
2. In what way are their hero with their contributions at
actions/contributions the bottom of the picture. The
still relevant in the picture must be big enough to be
present time? seen by everyone. Hang or place
them inside or outside the
Note: Answers must be classroom to create 3 or 4
written in the graphic stations.
organizer. Please see 2. Group
attached worksheet for the Group students into teams
heroes’ contribution and depending on the size of the
relevance. class. Each group should start in
different station. Distrubute/copy
the graphic organizer.
Ask volunteers to share their 3. Begin
answers with the class. At their first station, groups will
proceed to the picture assigned
to them. As they read, they must
take note of the data presented in
the picture on the graphic
organizer provided/copied.
4.Rotate
173
After one to two minutes, have
the groups rotate to the next
station and do the same process
in no. 3.
Note:
The teacher must monitor the
class while doing this activity to
keep them in check.
After the gallery walk , ask the

group to present their output in
the class
Note: Answers must be written in
the graphic organizer. Please
see attached worksheet for the
heroes’ contribution and
relevance.
Then, ask the learners:

Are their contributions/actions
still relevant today?
Note: The same technique in presentation but we will use the
activity on Bicolano heroes as with the previous activity.
Sources:
https://8list.ph/8-outstanding-modern-day-filipino-heroes/
E. Discussing new Task 2. The People’s Hero! Task 2. The People’s Hero!
concepts and (Individual) (Think-pair-share)
practicing new skill The learners will read the
#2 lines from *Mr. Efren ***SAME ACTIVITY AS THE
Peňaflorida, 2009 CNN Hero ADVANCED
of the Year Awardee.
Another challenge questions

will be answered by the
learners using a graphic
organizer provided for their
answers. LM p. 124
*Note: The teacher may look

for newly-proclaimed heroes
or famous personalities who
recently became known for
their heroic acts.
Suggestion: the teacher can use Jessie Robredo’s quotes. (see
attachment)
F. Developing mastery My Heroic Qualities Task 3. The Hero in me.
(leads to formative Now that you discovered Choose from the list at least
assessment 3) qualities of the modern day three qualities that you think a
hero, think of three (3) hero should have and share your
qualities a hero must have. answer with the class.
Then draw and design a 1. Courage
174
shield and write these 2. Sacrifice
qualities in it. Share your 3. Loyalty
answer in the class. 4. Dedication
5. Determination
6. Honesty
7. Focus
8. Perseverance
9. Compassion
10. Responsibility
G. Finding practical Ask the learners:
applications of 1. Why did you choose these qualities?
concepts and skills in 2. Cite real situations in which these qualities can be useful.
daily living
H. Making generalization Ask the learners:
and abstractions 1. What does it take to be a hero?
about the lesson 2. Explain the important roles of a hero in making a
difference.
I. Evaluating learning Becoming A Hero
Show pictures of two scenarios where learners can use their
personal qualities to help others/the community?
Ask them to complete the chart.
Situation What I My Strength What I will

see? (Personal Qualities) do…
A.
B.
Ask 2-3 learners to share their answers.

V. REMARKS
VI. REFLECTION
VII. OTHERS
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 cope with the
lesson.
D. No of learners who continue to require remediation
worked well? Why did these work?

can help me solve?
material did I use or discover which
I wish to share?
175
I. OBJECTIVES:
of determining word meanings, the sounds of English
appropriate context-dependent expressions;
agreements.
C. Learning EN7LT-I-f-1: Discover literature as a means of
Competencies/ connecting to a significant past
Objectives EN7LT-I-f-2.2.3: Determine the tone, mood,
technique and purpose of the author
II. CONTENT Lesson 6: Celebrating My Heroes’ Beliefs
(Indarapatra and Sulayman / Determining the Mood)
A. References:
1. Teacher’s Guide pages English 7, 1st edition 2017, pp. 101-105
2. Learner’s Material pages English 7, 1st edition 2017, pp. 125-133
3. Textbook pages
portal

A. Reviewing previous  The learners will have a  The learners will
lesson and recap of the lesson and have a recap of the
give meaning to the word lesson and give the
HERO based on the qualities that make
presenting the new discussion in the a hero.
previous day.
lesson
Task 4. The Pen is Mightier than the Sword.
 Instruct the learners to complete the sword
and pencil organizer, LM-page 125, as they
set their expectations in this lesson as well as
176
the performance task that they need to
perform at the end.
 Ask 2-3 learners to share their answers in front
of their classmates.
B. Establishing a purpose Task 5. The Quest Task 5. The Quest
for the lesson Begins… Begins…
 The teacher will show a  The teacher will
picture of Sulayman with show a picture of
questions to be answered Sulayman with
by the learners that will questions to be
lead to the qualities of a answered through a
hero. checklist by the
1. What does a hero learners that will
do? lead to the qualities
2. How does a hero of a hero.
think? 1. What does a hero
3. What does a hero do to people?
feel? _____ gives
command
_____ protects
them
_____ saves them
2. How does a hero
think?
_____ aggressive
_____ decisive
_____ reasonable
3. What does a hero
feel?
_____ afraid
_____ brave
_____ confident
C. Presenting Task 6. A Hero’s Task 6. A Hero’s

examples/instances of Guidance Guidance
the new lesson  Unlock the meaning of  Unlock the meaning
the difficult words by of the difficult words
using context clues in by using context
the sentences. Choose clues in the
the meaning of the word sentences. Choose
from the hero bar below. the meaning of the
LM, p. 126 word from the hero
 Then, the learners will bar below. LM, p.
use the words in their 126
own sentences.
D. Discussing new Task 7. A Journey to an Task 7. A Journey to
concepts and Unending Battle an Unending Battle
practicing new skill #1  Ask the learners the LM, p. 127
following questions:
177
1. What are the basic
features of an epic?
2. Who are the
characters in an
epic?
3. What is the
importance of epics
in our culture?
E. Discussing new Hero-Detective Case Hero-Detective Case
concepts and  Process questions are in  The learners will
practicing new skill #2 the LM, p. 130 simply answer
 The learners will listen to the questions
the teacher as he/she on LM-p. 130
reads questions about
the story. One will answer
the given question and
another will be called to
support the given
answer. If the second
learner cannot give
supporting details,
he/she will answer the
next question.
F. Developing mastery Task 8. Onward to Victory (Group activity) LM
(leads to formative page 131-132
assessment 3)  Divide the learners in to five groups and assign the
following tasks.
Group 1-Story Board of the Heroes
Group 2-Quest Map
Group 3-The Adventures of King Indarapatra and
Sulayman
Group 4-A Hero’s Tribute
Group 5-The Award for Best Hero Goes to…
G. Finding practical Task 9. A Hero in the Task 9. A Hero in the

applications of Mood Mood
concepts and skills in  Ask the learners to give  Words about
daily living words that can make emotions will be
them happy, sad and given to the
angry then relate them learners. Ask
to the given emotions. them if the word
 The teacher then can make them
discuss mood using the happy, sad or
same definition on LM- angry.
page 132.  The teacher then
 Then answer Activity A discuss mood
LM-page 133. using the same
definition on LM-
page 132.
178
 Ask the learners: Why  Then answer
does mood affect the Activity A LM-
way they speak? page 133.
 Ask the learners:
How mood affects
the way they
speak?
H. Making generalization  Ask the learners:
and abstractions about
1. What is the important role of mood in a story of
the lesson Indarapatra and Sulayman?
2. Why is adding mood to a story important?
I. Evaluating learning Task 9 letter B. The Mood Task 9 letter B. The
of a Hero LM p. 133 Mood of a Hero LM p.
 The learners will identify 133
the general mood of the  The learners will
paragraph. This will be identify the general
supported by words from mood of the
the text. Use the graphic paragraph. This will
organizer in writing the be supported by
answers. (3-5 words from the text.
paragraphs will be Use the graphic
provided) organizer in writing
the answers.
V. REMARKS
VI. REFLECTION
VII. OTHERS
C. Did the remedial lesson work? No. of learners who have cope
with the lesson.
worked well? Why did these work?
which my principal or supervisor can
help me solve?
material did I use or discover which
I wish to share?
179
I. OBJECTIVES:
verb agreement.
B. Performance The learner demonstrates understanding of pre-colonial
Standard Philippine literature as a means of connecting to the past, various
verb agreement.
C. Learning EN7V-I-f-22.2: Select an appropriate colloquial or idiomatic
Competencies/ word or expression as a substitute for another word or
Objectives expression
EN7OL-I-f1.14.4: Use the rising intonation pattern with Yes-No
and tag questions; the rising-falling intonation with information-
seeking questions, option questions and with statements
EN7LC-I-f-5.1: Listen for important points signaled by volume,
projection, pitch, stress, intonation, juncture, and rate of
speech
EN7LC-I-f-5.2: Note the changes in volume, projection, pitch,
stress, intonation, juncture, and rate of speech that affect
meaning
II. CONTENT Idioms, Intonation, Juncture

A. References:
1. Teacher’s Guide pages English 7, 1st edition 2017, pp. 105-109
2. Learner’s Material pages English 7, 1st edition 2017, pp. 133-137
3. Textbook pages English Arts I, pp. 148-149, 10-11, 31-32
New Horizons in Learning English I, pp.105-108
Learning Resource (LR) portal
B. Other Learning Resources Activity Sheets, computer, projector
A. Reviewing The learners will be asked to recap the previous lesson in the epic,
previous lesson “Indarapatra and Sulayman”.
or presenting the
new lesson
B. Establishing a The learners are expected to:
purpose for the 1. Select an appropriate colloquial or idiomatic word or expression
lesson as a substitute for another word or expression.
2. Use the rising intonation pattern with Yes-No and tag questions;
the rising-falling intonation with information- seeking questions,
option questions and with statements.
180
3. Listen for important points signaled by volume, projection, pitch,
stress, intonation, juncture, and rate of speech
4. Note the changes in volume, projection, pitch, stress,
intonation, juncture, and rate of speech that affect meaning.
C. Presenting The learners will look for five  The learners match the
examples/instanc words from the cross word terms in column A with the
es of the new puzzle. The statements in statements in column B.
lesson the box will serve as their
clues in finding the right Column A
words. 1. Intonation
2. Idiomatic expression
I N T O N A T I O N 3. Rising-falling intonation
N D B L A C F R U S 4. Falling intonation
C T I A G A A C A H 5. Juncture
J C U O A L L H I A
G S H N M C L N R L Column B
W C I R I S I N G O 1. Some of the words are not
M P P G L H N A I M found in the dictionary but the
I I O I O U G B G S meaning can be inferred from
their structure and through
B L J U N C T U R E the context.
2. It refers to the way the voice
1. Some of the words are not found in
the dictionary but the meaning can be
goes either up or down at the
inferred from their structure and
through the context. end of the sentence.
2. It refers to the way the voice goes
3. It characterizes the flow of
either up or down at the end of the
sentence. one sound to the next sound
3. It is an intonation used forwhile speaking.
information questions and statements.
4. It is an intonation used with
4. It is an intonation used with tag
tag questions to show or
questions to show or indicate that the
speaker is asking for information or for
yes-no questions. indicate that the speaker is
asking for information or for
5. It characterizes the flow of one
sound to the next sound while
speaking. yes-no questions
5. It is an intonation used for
information questions and
statements.
 Many idiomatic expressions are not found in the dictionary but
you can infer their meanings from their structure and through
the context. You probably know already that context refers to
the sentence or paragraph in which you find a word.
Sometimes you can find clues in the context to help you get
the meanings of words.
 Intonation refers to the way the voice goes either up or down

at the end of the sentence. The rising-falling (final) intonation
is used for information questions and statements. The rising
intonation is used with tag questions to show or indicate that
the speaker is asking for information, or for yes-no questions.
 Juncture is another form of intonation. It characterizes the flow

of one sound to the next sound while speaking. Basically, a
juncture gives a temporary pause in the flow of speech. It
suggests the need to pause while speaking to obtain clarity in
terms of meaning. Junctures may be single bar (indicates the
need for a slight pause between two thoughts in a sentence),
181
double bar (indicates the need for a longer pause between two
thought groups in a sentence), or double cross (characterizes
a drop in pitch which is usually found at the end of a sentence.
D. Discussing new  The learners will look for at  Lead the learners to answer
concepts and least five idiomatic the activity provided in the
practicing new expressions from the epic LM, Meaningful Journey on
skill #1 “Indarapatra and Sulayman” page 134. Have them identify
and their meanings. Use the the meaning of the idioms
table for the answer. using the sentences as their
clue.
Idioms Meaning
Note: Teacher will provide an

excerpt from the epic or assign
paragraph number to the
group/pair/individual.
E. Discussing new Inform the learners that heroes express themselves clearly and
concepts and one way of doing this is through improving their intonation as they
practicing new speak.
skill #2  The learners read sentences  Let the learners get a partner
with a partner, The Heroes and take turns in reading and
Intonation, LM, page 135. answering the following
questions. Let their voice
 The learners read set of follow the intonation lines
sentences. Then, let them given. (English Arts I, pp. 31-
listen as the teacher read the 32)
same set of sentences. After
which they will mark  Ask the learners to listen to a
corrections on the way they set of sentence which the
read the sentences through teacher will read. The
peer evaluation. The Heroes Heroes Juncture, LM pp.
Juncture, LM pp. 136-137 136-137
F. Developing  The learners use the idioms  Allow the learners to use the
mastery (leads to they found from the epic in idioms in the previous activity
formative the previous activity (Letter (Letter D) in a more
assessment 3) D) in a more communicative communicative context by
context by allowing them to allowing them to complete
construct meaningful the sentences provided using
sentences, identify the the idioms. (Complete with
person/s spoken to and meaning, p. 134)
situation. Use the table
provided for your answers.
(Activity sheet)
The learners read the sentences in the “Try Me” part, LM p. 136
The learners answer the following questions:
1. What intonation pattern is used in the statement?
2. What intonation pattern is used in the tag questions?
G. Finding practical  What is the importance of using proper intonation and juncture
applications of in communicating with your parents?
concepts and
182
skills in daily  How will you apply proper intonation and juncture in daily
living communication with your parents, peers, etc.?
 Do you use idioms in communication at home? In school?
H. Making What is the effect of using What have you learned in our
generalization and idioms, changing the pauses lessons today (idioms,
abstractions and intonation in reading intonation and juncture)?
about the lesson statements?
I. Evaluating A. Deduce the meaning of A. Choose the letter of the

learning the italicized idiomatic appropriate meaning of
expressions. Then, use the idiomatic expression
them in your own used in each sentence.
sentences. a) Be happy when a person
1. She was up to the ears in leaves
work. b) Be optimistic
2. A good reporter must have a c) Cannot critic something
nose for news. primarily on appearance\Be
3. His ear for music earned for optimistic
him a composer’s reward. d) Do not put all your
4. Something bad must have resources in one possibility.
happened. She looks down at e) Feeling slightly ill
the mouth. f) Stay up very late or
5. He felt he would lose face if studying
he returned home without 1. Don't put all your eggs in
winning any award. one basket
2. Do you burn the midnight
II. Read the following sentences oil?
using the correct intonation and 3. Is mother glad to see the
juncture. back of your brother who
is going abroad?
1. I will go and the land shall be 4. Do you know the saying,
avenged. “You can't judge a book by
2. Who are you to disturb my its cover?”
abode? 5. Every cloud has a silver
3. Alas! My brother is dead. lining.
4. Do you know that I can easily B. Read the sentences
devour you? with proper intonation
5. I beg you to save the land of and juncture.
Maguindanao from the
monsters.
V. REMARKS
VI. REFLECTION
VII. OTHERS

C. Did the remedial lesson work? No. of learners who have cope with the
lesson.
E. Which of my teaching strategies worked
183
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized material did I
use or discover which I wish to share?
184
I. OBJECTIVES:
various reading styles, ways of determining word meaning, the
B. Performance The learner demonstrates understanding of pre-colonial
various reading styles, ways of determining word meaning, the
C. Learning EN7G-I-f-11 Observe correct subject-verb agreement
Competencies/ EN7WC-I-g-4.4 Sequence steps in writing a simple paragraph
Objectives
II. CONTENT Writing a Paragraph with Correct SV Agreement
A. References:
1. Teacher’s Guide English 7, 1st Edition 2017, pp. 109-111
pages
2. Learner’s Material English 7, 1st Edition 2017, pp. 138-142
pages
3. Textbook pages
from Learning
Resource (LR)
portal
B. Other Learning a. https://www.theclassroom.com/fun-activities-subjectverb-
Resources agreement-high-school-classes-2881.html
b. https://www.education.com/lesson-plan/link-up-a-
subject-verb-agreement-game/
C. PROCEDURE Advanced Average
A. Reviewing Review lesson on juncture by Review lesson on juncture
previous lesson calling some learners to read by calling some learners to
or presenting the the famous line of the Filipino read the sentences below
new lesson heroes. according to pauses.
1. “Death comes to all of 1. By this tree, / I shall

us sooner or later, so I know your fate /from
will face the Lord the hour you depart
Almighty calmly. But I from here.
want to tell you that we 2. Sulayman said / the
are not bandits and monsters were killed
robbers, as the using his sword.
American have 3. The monster dropped, /
accused us, but the sword in its mouth.
members of the
revolutionary force that
defended our mother
country, the
Philippines! Farewell!
Long live the Republic
185
and may our
independence be born
in the future! Long live
the Philippines!”
2. “Do not cry, Pepito,

show to these people
that you are brave. It is
an honor to die for
one’s country. Not
everybody has that
chance.”
Emphasize to the learners that speaking with proper
intonation able themselves to express clearly but to
communicate effectively they should match the subject with
the verb.
B. Establishing a Check me out! Match it up!
purpose for the https://www.theclassroom.com/f https://www.education.com/less
lesson un-activities-subjectverb- on-plan/link-up-a-subject-verb-
agreement-high-school-classes- agreement-game/
2881.html A. Hand out one pre-
prepared index card to
The learners will write a short
each learner. Half of the
paragraph. Next, exchange
class will have a subject
paragraphs and do a peer
written in red on their card
correction of the mistakes.
(i.e. the noodle). The other
half of the class will have a
verb in both singular and
plural form written in blue
on their card (i.e.
dances/dance).
B. Instruct learners to
tape their cards on their
shirts.
C. The learners will form
two concentric circles, so
that they are facing others
in the outer circle. The
learners in the inner circle
should have verbs taped
on their shirts, while the
learners in the outer circle
should have subjects
taped on their shirts. (Tip:
There should be an equal
number of subjects and
verbs. If there is uneven
number of learners, join
the game yourself.)
D. Turn on some music
and tell the two circles to
186
rotate in opposite
directions.
E. Stop the music and
say, "Link up!" at which
point learners should
partner with the person
facing them.
F.Tell learners to make a
sentence with their
partners using the subject
and verb they have taped
on their shirts.
G. Share the sentences
before the class.
Remind learners that they
need to choose the correct
form of the verb so that it
agrees with the subject in
their sentence (i.e. The
noodle dances in the bowl.)
D. Presenting The learners read the objectives of the lesson for the day.
examples/instanc
1. 1. To demonstrate understanding of correct subject-verb
es of the new agreement
lesson 2. To write a simple paragraph
3. To perform heroic deeds
Direct learners’ attention in the study notes about the rules of

subject-verb agreement on collective nouns, title of books,
movies, novels etc., and to the expressions, “the number” and
“a number” found on LM page 139.
E. Discussing new To support learning, provide To support learning, provide
concepts and more opportunities for the more opportunities for the
practicing new learners to demonstrate the learners to demonstrate the
skill #1 skills that they learned. skills that they learned.
Directions: Put a C before the Directions: Complete the

number if the sentence has following sentences by
correct subject-verb choosing from “is” or “are”.
agreement and X if it has not. a. The herd of monsters
Then, make the necessary (is, are) heading
alteration. towards the entrance.
1. The herd of monsters b. “The Epic Arrow” (is,
is heading towards the are) going to finish off
entrance. the monster.
2. “The Epic Arrow” are c. A number of swords
going to finish off the (is, are) needed in the
monster. battle.
3. A number of swords d. The number of horses
are needed in the (is, are) too few for the
battle. soldiers.
187
4. The number of horses e. The pack of dogs (is,
is too few for the are) also their secret
soldiers. weapon.
5. The pack of dogs is
also their secret Check the answers of the
weapon. learners and have them
Check the answers of the explain the reasons for the
learners and have them answers in each item.
explain the reasons for the
answers in each item.
F. Discussing new Ask the learners to do the Ask the learners to do the
concepts and Activity-Heroic Task- in the activity-The Warrior’s test-in
practicing new Learner’s manual, pages 140- the Learners Manual, page
skill #2 141 139.
A. Introduce the activity by
saying that the tasks that Check the answers of the
they will perform are learners and have them cite
based on real-life reasons for the answers in
situations. For them to be each item. (Individual activity)
able to perform these
tasks, they need to apply
the language and literary
skills that they were able
to develop during the
lesson.
B. Ask the learners to form

______ groups and do the
following tasks:
Group 1 The learners will

create an advertisement
through a poster stating the
possible actions that they
can do to be considered as
a modern day hero.
Group 2 This group is tasked

to plan a voluntary project
addressing at least one
problem in the community.
They will present their
output through a brochure.
Group 3 The learners will

simulate an awarding
ceremony for a hero
highlighting his/ her
qualities.
Group 4 The group will create

a radio broadcast of the
events that are happening
during the awarding
ceremony. They should
188
also feature a short
interview with the hero who
will receive the award.
Group 5 This group will create

a collage of the heroes that
they admire. They need to
highlight the reasons why
they admire these heroes.
C. Assign the group leaders

to evaluate the
presentations of other
groups.
D. Give the learners fifteen
(15) minutes to prepare
for the tasks.
E. After the given time,
have them present their
output in front of the
class.
G. Developing A. Let the leaders give their The learners will simulate an
mastery (leads to comments about the awarding ceremony for a
formative presentations of other hero highlighting his/ her
assessment 3) groups. qualities.
B. The teacher will give
comments, feedback and Rubrics will be enhanced by
suggestions. the students.
OR
Sample Rubric:
Guide the learners to conduct Appropriateness 35%
the activity in the Leaner’s Creativity 35%
Manual page 140- The Daily Personality 20%
Warrior. Over-all Impact 10%
100%
Invite the learners to imagine
that they are newspaper
writers. Tell them that they are Note: Provide a self-made
tasked to tell the adventures of rubric that could assess your
King Indarapatra and learners’ capability.
Sulayman through a news
story. Remind them that they
need to write their story in
news form. Give learners 10
minutes to finish the task. Ask
some of the learners to share
their answers in front of the
class.
Give comments and feedback.
H. Finding practical Ask the learners to cite lesson The learners will write simple
applications of that they have learned from sentences about being a
concepts and the activity which could be modern day hero reflecting
skills in daily applied in real life. correct subject-verb
living agreement.
189
The learners will write
paragraph about being a
modern day hero reflecting
correct subject-verb
agreement.
I. Making Ask the learners how can Ask the learners:
generalization they apply the qualities of Do you consider
and abstractions modern day hero in daily yourself a modern day hero?
about the lesson activities? Why?
If you were the character in
the epic, will you do the
same?
J. Evaluating The teacher will instruct the learners to extract five sentences
learning from their written output that reflects the SV agreement.
IV. REMARKS
V. REFLECTION
VI. OTHERS
A. No. of Learners who earned 80% on the formative
assessment

remediation
C. Did the remedial lesson work? No. of learners who

E. Which of my teaching strategies worked well? Why

did these work?

G. What innovation or localized material did I use or

discover which I wish to share?
190
I. OBJECTIVES:
Philippine literature as a means of connecting to the
past, various reading styles, ways of determining word
meanings, the sounds of English and the prosodic
features of speech and correct subject-verb agreement.
B. Performance Standard The learner transfers learning by showing appreciation
for the literature of the past, comprehending texts using
using the prosodic features of speech effectively in
agreements.
C. Learning Competencies/ EN7V-I-f-22.2: Select an appropriate colloquial or
Objectives idiomatic word or expression as a substitute for another
word or expression
EN7LT-I-f-2.2.3: Determine the tone, mood, technique,
and purpose of the author
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
EN7G-I-f-11: Observe correct subject-verb agreement
II. CONTENT Telling a Story with Correct SV Agreement
A. References:
1. Teacher’s Guide pages English 7, 1st Edition 2017, pp 114- 113
2. Learner’s Material pages English 7, 1st Edition 2017, pp. 142-145
3. Textbook pages
Learning Resource (LR) portal
A. Reviewing previous lesson or Review the lessons discussed for the past
presenting the new lesson four (4) days.
B. Establishing a purpose for the Say:
lesson As evidence of your understanding of the key
concepts, ideas and targets of the lesson, you
will tell story creatively using modern
technology. You will be evaluated based on the
following criteria:
Voice Projection
Organization of Ideas
Proper use of Language
Content and Theme
Use of Modern Technology
(Present the Rubrics on LM p. 144)
191
Note: In the absence of technology, the
teacher may ask the learners to write their
output on a sheet of paper. Then, one member
is to tell the story creatively while other group
members act it out in front of the class. Lastly,
change the rubric on use of modern technology
to acting performance.
C. Presenting examples/instances of the Present the guidelines in telling the story LM
new lesson page 142
D. Discussing new concepts and The teacher will discuss to the class the
practicing new skill #1 Points to Remember when Telling a Story
on LM page 143
E. Discussing new concepts and Divide the class into five groups. Then
practicing new skill #2 instruct them to do Task 15: Celebrated
Story on LM page 142
F. Developing mastery (leads to Give time for the group to discuss their
formative assessment 3) strategy in doing the task.
G. Finding practical applications of Presentation of the creative story
concepts and skills in daily living
H. Making generalization and Ask:
abstractions about the lesson How do you find the activity?
What difficulties have you experience and how
did you solve it?
I. Evaluating learning Ask the learners to fill in the self-evaluation
sheet on page 145 of the LM.
IV. REMARKS
V. REFLECTION
VI. OTHERS

C. Did the remedial lesson work? No. of learners who have cope with the lesson.
these work?
G. What innovation or localized material did I use or discover
which I wish to share?
192
I. OBJECTIVES
 Content Standards The learner demonstrates understanding of pre-colonial
various reading styles, ways of determining word meanings, the
 Performance The learner transfers learning by showing appreciation for the
Standards literature of the past, comprehend texts using appropriate
correctly and using prosodic features of speech effectively in
agreement.
 Learning EN7LC-I-g-5.1: Listen for important points signaled by volume,
Competencies/ projection, pitch, stress, intonation, juncture, and rate of
Objectives speech.
EN7LC-I-g-5.2: Note the changes in volume, projection, pitch,
stress, intonation, juncture, and rate of speech that affect
meaning.
EN7OL-I-g1.14.4: Use the rising intonation pattern with Yes-No
and tag questions; the rising-falling intonation with information-
seeking questions, option questions and with statements.
II. CONTENT Rate of Speech
Intonations Used in Questions
III. LEARNING
RESOURCES
 References
 Teacher’s Guide
pages
 Learner’s Materials Grade 7 K to 12 Learning Package (old), pp. 21-22
pages English 7 Learners’ Material (new), pp. 80-81
 Textbook pages
 Additional Project EASE , pp. 13-15
Materials from
Learning Resource
(LR) portal
 Other Learning https://eslyes.com/easydialogs/ec/safety09.htm
Resources https://connected-crossroads.weebly.com/poems.html
https://eslyes.com/easydialogs/ec/safety09.htm
IV. PROCEDURE
A. Reviewing previous Advanced Learners Average Learners
lesson or Review the learners on As a review, the teacher will
presenting the previously discussed prosodic ask the learners the
lesson features. following questions:
 What are prosodic features?  What is volume?
 What are the examples of projection? pitch?
prosodic features?
193
 Why are they important in stress? intonation?
oral communication? juncture?
 What are the functions
of these prosodic
features?
B. Establishing a Another oral feature is rate of speech. In order to be fully
purpose for the understood, one has to adapt different rate of speech
lesson depending on the location, age, position, culture and feeling of
the listener/s or audience.
Hence, the learner shall be studying about rate of
speech and the intonations used in asking different type of
questions. Learners shall take note of the following objectives
for the lesson:
1. Listen and note for important points signaled by rate of
speech and intonation.
2. Use rate of speech and intonations in different
situations.
3. Value the use of speech rate and intonations in
appropriate situations.
C. Presenting Advanced Learners Average Learners
examples Task 1: Like the Road (English Task 1: Like the Road
/instances of the 7 Learners’ Material, pp. 80-81) (English 7 Learners’
new lesson Situation: Imagine your speech Material, pp. 80-81)
as a road. You are taking your Situation: Imagine your
listeners on a journey. Your speech as a road. You are
speech (the content) is the taking your listeners on a
vehicle carrying along the ideas journey. Your speech (the
and your mouth (how you content) is the vehicle
deliver) is the driver. carrying along the ideas and
This will be read by two your mouth (how you
learners acting as driver 1 deliver) is the driver.
(reading the selection fast) and This will be read by
driver 2 (reading the selection two learners acting as driver
slow and moderate). Other 1 (reading the selection fast)
learners in the class listen. and driver 2 (reading the
The teacher will process selection slow and
the activity. moderate). Other learners in
Advanced learners: answer the the class listen.
process questions individually The teacher will
process the activity.
Average learners: answer
the process questions by
group of 4 (SGD).
D. Discussing new Fast speaking signals urgency, excitement, passion or raw
concepts and emotion.
practicing new Slow speaking rate signals seriousness or significant ideas. A
skills #1 new concept or complex information may need to be delivered
slowly to give the audience time to grasp its meaning. Slow is
for summarizing ideas.
Moderate speed, combination of slow and fast, makes the
speech easier to listen to.
The learners shall read these sets of tongue twister with
their group mates (8-10 members).
Advanced Learners Average Learners
194
Task 2. Let’s Twist Task 2. Let’s Twist
Say each of the following Say each of the
sentences out loud three times following sentences out
(slow, moderate and fast) each, loud three times (slow,
fully enunciating the words. moderate and fast) each,
1) If Peter Piper picked a peck fully enunciating the words.
of pickled peppers where's the 1) Bigger business isn’t
peck of pickled peppers Peter better business, but
Piper picked? better business
2. How much wood would a brings bigger
woodchuck chuck if a rewards.
woodchuck could chuck wood? 2) Wanting won’t win;
3. Fuzzy Wuzzy was a bear. winning ways are
Fuzzy Wuzzy had no hair. Fuzzy active ways.
Wuzzy wasn't fuzzy, was he? 3) Keeping customers’
Process Questions: content creates
 What is the activity all kingly profits.
about?
 How would the activity Process Questions:
develop your speech rate?  What did you do in the
activity?
 Did reading it slow and
moderate speed help
you prepare for faster
reading?
E. Discussing new The combination of pitch levels and the final or end pause
concepts and results in the rise and fall of the voice which is called
practicing new intonation.
skills #2
Rising intonation pattern is used when asking yes-no
questions. Your voice begins with a normal pitch then rises in
the strongly stressed syllable of the sentence and stays high
until the end.
Task 3a. Rising Up (by class, then by groups)

The learners practice saying these sentences by following the
rising intonation pattern above:
1. Are you familiar with traffic rules?
2. Do you follow traffic rules?
3. Should we use pedestrian lanes?
4. Would you pass the pedestrian when the stop
light is red?
Falling intonation is used when asking wh-questions. Wh-

questions are information questions which begin with what,
who, when, when, why and how.
Task 3b. Rising or Falling? (by class, then by groups)

The learners practice saying these sentences:
1. Which traffic light means GO?
2. What traffic light means stop?
3. Why do we have to follow traffic rules?
4. How do we follow them?
195
Rising-falling intonation is used when asking alternative
questions or questions asking for options and tag questions.
For alternative questions, rising intonation is used on the first
option while the falling intonation is used for the second option.
For tag question, falling intonation is used with introductory
statement, while rising intonation is used with tag question.
Task 3c. Rising and Falling (by class, then by groups)

The learners practice saying the following sentences using the
rising and falling Intonation:
1. Am I bashful or outspoken?
2. Am I passive or outgoing?
3. She is patient, isn’t she?
4. Some road users aren’t following traffic rules, do
they?
Note: Differentiate presentations with advanced and average

learners.
F. Developing Advanced Learners Average Learners

mastery Task 4. Time to Voice Task 4. Time to Voice
(Leads to With the same grouping of 8-10 With the same grouping of
Formative members, the learners read the 8-10 members, the
Assessment 3) poem “Crossroads” with proper learners read the poem
speech rate and intonation. “Crossroads” with proper
Formulate 5 different questions speech rate and
(yes-no, Wh-, alternate and tag intonation.
question) then be able to read (Copy of the poem
each properly. “Crossroads” is in the
( Copy of the poem “Crossroads” attached appendix)
is in the attached appendix )
G. Finding practical Task 5. Over Dinner Task 5. Double-check All

application of Situation: You are eating dinner Be able to read the
concepts and with your parents and siblings and dialogue with proper rate
skills in daily living talking about the day’s activities. of speech and intonation.
In group of 5, the learners create Boys will take the lines of
short dialogue with questions and A, while girls will read the
be able to read this with proper lines of B.
rate of speech and intonation. (See attached appendix)
https://eslyes.com/easydia
logs/ec/safety09.htm
H. Making The learners answer the following The learners answer the
generalizations questions: following questions:
and abstractions
about the lesson 1. Why is it necessary to 1. When should we
vary the rate of speech? speak fast,
2. Why is there a need to moderate or slow?
use appropriate intonation 2. When is rising
pattern? intonation used?
falling intonation?
rising-falling
intonation?
196
I. Evaluating The learners shall read each The learners shall read
learning question following proper speech each question following
rate and intonation. Be able to proper speech rate and
answer orally each question. intonation. Each correct
Each correct speech rate and speech rate and intonation
intonation shall be given two shall be given two points.
points.
1. Are you ready for the
1. Am I an enthusiastic pérson? test?
2. Is Rene consíderate or 2. What do you think
unféeling? should I do to enhance my
3. Which do you like the most of self-cónfidence?
the many pósitive traits I 3. Men don't have babies,
have? do they?
4. They are receptive, aren’t 4. The English alphabet
they? doesn't have 40 letters,
5. What seems to be your does it?
greatest fear? 5. Would you choose to live
in the city or in the
province?
J. Additional activities Task 6. Choral Recitation Task 6. Choral
for application or (memorized, class in two groups) Recitation (with notes,
remediation class in two groups)
The learners shall be able to
recite before the class the poem The learners shall be able
“Crossroads” observing proper to recite before the class
speech rate and intonation. the poem “Crossroads”
observing proper speech
(See attached appendix for the rate and intonation.
rubric)
(See attached appendix
for the rubric)
V.REMARKS
VI. REFLECTION
VII.OTHERS
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation who scored
below 80%
C. Did the remedial lessons work? No. of learners who have cope with the
lesson
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 use/discover which I wish to
share with other teachers?
197
Time & Date Week 7, Day 2 Quarter 1st
I. OBJECTIVES
agreement.
C. Learning
Competencies EN7SS-I-g-1.2-Give the meaning of the given signs and symbols
/Objectives (road signs, prohibited signs etc.)
EN7VC-I-g-9 – Organize information from a material viewed.
II. CONTENT Road Signs and Symbols

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide English 7 Teacher’s Guide(new), 2017-First Edition, p. 53
page
2. Learner’s English 7 Learner’s Material(new), 2017-First Edition, pp. 70-71
Materials pages
3. Textbook pages English Arts I, pp. 150-151
4. Additional
Materials from
Learning
Resource
(LR) portal
B. Other Learning Traffic Rules and Signs for Kids
Resources https://www.youtube.com/watch?v=bUwPNVEBZxA
A. Reviewing Call somebody to give a The teacher will ask this question:
previous lesson recap of the previous What was our previous topic?
or discussion. What have you learned from it?
presenting the
new lesson
B. Establishing a Ask these questions to the students:
purpose for the Have you experienced difficulty in crossing the streets (in cities)?
lesson Why?
What/who helped you overcome this difficult situation?
Tell the learners that they will study road signs, prohibited signs
and other signs. This lesson aims to achieve the following
objectives:
198
1. Give the meaning of the given signs and symbols (road signs,
prohibited signs etc.)
2. Organize information from a material viewed.
3. Adhere to traffic signs and symbols for one’s safety.
C. Presenting Let the learners watch a Let the learners watch a video on
examples /instances video on Traffic Rules and Traffic Rules and Signs for Kids.
of the new lesson Signs for Kids. https://www.youtube.com/watch?v=bUwPNVE
https://www.youtube.com/watch?v=bU BZxA
wPNVEBZxA
Task 7: Let Me See
Task 7: Let Me See (Suggested Activity)
(Suggested Activity) The learners watch the video on
The learners watch the video Traffic Rules and Signs for Kids
on Traffic Rules and Signs and take notes.
for Kids and take notes.
Process Questions: (to be
Process Questions: (to be answered by group)
answered individually) 1. What is the video all about?
1. What is the video all 2. What are the traffic signs that
about? can be found along the road?
2. What are the traffic signs 3. What are the traffic symbols
that can be found along found along pathways?
the road?
3. What are the traffic
symbols found along
pathways?
D. Discussing new  Ask learners this question: What help the students cross the
concepts and school safely?
practicing new  Discuss the meaning and purpose of the identified road signs
skills #1 through power point presentation or pictures.
Task 8: Let Us Discover Task 8: Let Us Discover
(Suggested Activity) (Suggested Activity)
The teacher divides the class The teacher divides the class into
into three groups. Each three groups. Each group shall be
group shall be allotted a allotted a space on the chalk
space on the chalk board. board. The group members take
The group members take turn in writing road signs they
turn in writing road signs and recalled from the video/ppt they
meaning they recalled from watched. The group with the
the video/ppt they watched. highest point will be declared as
The group with the highest the winner.
point will be declared as the
winner.
E. Discussing new Introduce the different types Introduce the different types of
concepts and of signs as to informative, signs as to informative, danger-
practicing new danger-warning, prohibitive warning, prohibitive and restrictive
skills #2 and restrictive signs. signs.
(The teacher prepares the (The teacher prepares the
picture/slide of the signs to picture/slide of the signs to aid
aid his/her discussion. Look his/her discussion. Look at the
at the attachment for attachment for reference.)
reference.)
Task 9: Treasure on Ladder
Task 9: You Can Draw It (Suggested Activity)
(Suggested Activity)
199
Group into ______, then ask Group into ______, then ask the
the learners to choose road learners to accomplish the ladder
signs from the video that they board using various road signs.
watched (Traffic Rules and Put a START and FINISH line.
Signs For Kids) and draw at Follow the ladder as if you are
least one informative, hunting treasure. Put the treasure
danger-warning, prohibitive sign/picture at the Finish line/box.
and restrictive signs on a Identify the road signs as
bond paper. Post the informative, danger-warning,
drawings on the classroom’s prohibitive and restrictive signs.
walls.
(See the attachment for the sample
format of the ladder board.)
F. Developing Task 10: Guess What? Task 10: Guess What?
Mastery (Leads to (Suggested Activity) (Suggested Activity)
formative Divide the class into _____ Divide the class into ______
assessment 3) groups. The teacher groups. The teacher shows/flashes
shows/flashes pictures of pictures of road signs/symbols.
road signs/symbols. The The learners guess/give the name
learners guess/give the of the road signs. Assign points to
name and meaning of the determine the winner.
road signs. Assign points to
determine the winner.
G. Finding practical Ask the learners:
applications of 1. What are the signs that you can find along the road while going
concepts and to school?
skills in daily living 2. How did these signs help you as a student?
H. Making Why is it important to follow What are the importance of traffic
generalizations traffic signs and symbols? signs and symbols?
and abstractions
about the lesson
I. Evaluating learning Task 11: Let’s Play Bingo Task 11: Find The Match
(Suggested Activity) (Suggested Activity)
Ask the learners to do Ask the learners to answer
Worksheet 2 – Play the Worksheet 1 – Matching Signs.
Safety Signs Bingo (Write the Students are ask to match the
names of the signs below the words to the picture sign.
picture.
See attached worksheet
See attached worksheet
J. Additional Task 12: Travel Galore! Task 12: Reading in Real Life
activities for (Suggested Activity) (Suggested Activity)
application or Choose five or more road Ask the learners to read the picture
remediation signs, then write a story story. As they read, decode the
using your chosen sign. meaning and fill in the blank with
You can make a linear storyan appropriate road sign.
or a picture story. (Look at the attached copy of the
story. The teacher can
(The teacher shows samples contextualize a text suited in
of the above output.) his/her area.)
V. REMARKS
200
VI. REFLECTION
VII.OTHERS
C. No. of learners who continue to require remediation
D. Did the remedial lessons work? No. of learners who have cope with the lesson
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 use/discover which I wish to share with
other teachers?
201
Time & Date Week 7, Day 3 Quarter First
I. OBJECTIVES
various reading styles, ways of determining word meanings,
the sounds of English and the prosodic features of speech and
Standard literature of the past, comprehend texts using appropriate
agreement.
C. Learning EN7V-I-g-22.3: Explain the predominance of colloquial and
Competencies/O idiomatic expressions in oral communication.
bjectives EN7LT-I-g-1:
(Write the LC Discover literature as a means of connecting to a significant
code for each) past.
EN7LT-I-g-2.3:
Draw similarities and differences of the featured selections in
relation to the theme and differences of the featured selections.
II. CONTENT Idiomatic expressions
Your Text: Ibalon (Three Heroes of the Bicol Epic)
III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide Old English Learning Package Teacher’s Guide, pp.56, 60, 63
pages
2. Learner’s Old English Learning Package, pp.60, 54, 56-57, 59
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning https://www.slideshare.net/johnvincentjose75/ibalon&ved=2a
Resources hUKEwifxK_EtqrgAhUJOisKHWZOAnsQwaICMAx6BAgMEC
8&usg=AOvVaw1AOPaJFm6_MnkRBApHdoXW)
https://m.wikihow.com/Be-a-Hero-in-Real-Life

A. Reviewing previous Task 14: BICOL EXPRESS Task 14: BICOL EXPRESS
lesson or presenting FOUR PICS ONE WORD Show pictures of Mayon
the new lesson The learners will have a volcano, pili nuts, and laing.
word guessing game. They Ask the learners how are the
will be looking at a collage of pictures presented related to
four pictures about Bicol each other. Elicit students’
specifically the Ibalon
202
Festival then ten scrambled responses that will lead to Bicol
possible letters will be given. Region.
The answer to the puzzle is State that in the olden days, the
the common theme between people there called their land
the four photographs. Ibalon.
(Please see the attached (Please see the attached
examples ) examples )
Ask the learners how are the
pictures presented related to
each other. Elicit learners’
responses that will lead to
Bicol Region.
State that in the olden days,
the people there called their
land Ibalon.
B. Establishing a Tell the learners that the main selection for the week is about
purpose for the three heroes of Bicol Epic in which they will be able to:
lesson 1. Discover literature as a means of connecting to their
significant past.
2. Draw similarities and differences of featured selections in
relation to the theme, topic, purpose and intended audience.
C. Presenting Discuss what an epic is and Discuss what an epic is and

examples/instances why it is important. why it is important. Emphasize
of the new lesson Emphasize that epic is a that epic is a narrative centered
narrative centered on a hero on a hero and the fate of a
and the fate of a nation. nation.
Ask the learners the Task 15: PRE-
following questions. ASSESSMENT: AGREE OR
Task 15: WHAT DO YOU DISAGREE?
THINK? Give the learners the following
1. Is being a hero easy? pre-assessment.
2. What is the most Ask them to tell whether they
important trait heroes agree or disagree with the
should have? Why? statements.
3. What does it mean to be _____ 1. Heroes have
a hero? extraordinary powers.
_____ 2. One has to die to be
a hero.
_____ 3. Heroes are found
only in epics, comics, and
movies.
_____ 4. Heroes save people
from danger.
_____ 5. Being a hero is easy.
D. Discussing new Before discussing the text, Before discussing the text,
concepts and review what idiomatic review what idiomatic
practicing new skill expressions are. (The expressions are.
#1 teacher may refer to the (The teacher may refer to the
previous lesson about previous lesson about Idiom)
Idiom) Task 16: IDIOMS MEANING
MATCH CARDS
203
Task 16: GUESSING The learners read the given
GAME passages from a verse of the
The learners read the given Bicol epic ―Ibalon. Idioms’
passages from a verse of Meaning Match Cards will be
the Bicol epic ―Ibalon. Ask given to the students. Ask them
them to take note of the to use the cards to match the
underlined phrase. Have the underlined idiomatic
students work in groups to expressions to the appropriate
see if they can guess the meaning.
meaning of the underlined 1. Sing and tell us of the kings
idioms. of… courage and the war that
1. Sing and tell us of the took place until the defeat of
kings of… courage and Oriol.
the war that took place 2. He was able to pin down
until the defeat of Oriol. the monstrous wild boar and
2. He was able to pin down tear out its mouth.
the monstrous wild boar 3. Ibalon was at peace once
and tear out its mouth. more.
3. Ibalon was at peace
once more. Reiterate that idioms are
another way of conveying a
Reiterate that idioms are message.
another way of conveying a
message. Explain that the given idioms
from “Ibalon” can be used not
Explain that the given idioms only when writing literary
from “Ibalon” can be used selections but also when talking
not only when writing literary to other people like friends,
selections but also when siblings, teachers, and parents.
talking to other people like However, there are some
friends, siblings, teachers, idioms that are more
and parents. However, there appropriate to use with a
are some idioms that are particular group of individuals
more appropriate to use with than with others. Give
a particular group of examples of these.
individuals than with others.
Give examples of these. (Please see the attached
sample format for discussion)
(Please see the attached
sample format for Synthesize and reiterate main
discussion) points regarding the
importance of using
Synthesize and reiterate appropriate idioms in specific
main points regarding the situations.
importance of using
appropriate idioms in
specific situations.
E. Discussing new Task 17: Your Text Task 17: Your Text
concepts and Ask the learners to read the Ask the learners to read the
practicing new skills selection “Ibalon (Three selection “Ibalon (Three
#2 Heroes of the Bicol Epic)”. Heroes of the Bicol Epic)”.
Let them focus on the story’s To aid students’

theme, setting, purpose, and comprehension of the text a
slideshow presentation with
204
intended audience in pictures may be presented after
preparation for the next task. the students read the story
silently.
(“Epic story of Ibalon”

https://www.slideshare.net/john
vincentjose75/ibalon&ved=2ah
UKEwifxK_EtqrgAhUJOisKHW
ZOAnsQwaICMAx6BAgMEC8
&usg=AOvVaw1AOPaJFm6_
MnkRBApHdoXW)
Let them focus on the story’s

theme, setting, purpose, and
intended audience.
F. Developing mastery Task 18. I Know It! Task 18. Make the Grade
(leads to formative Let the learners complete Have the learners accomplish
assessment 3) the table after they have the task. On a half sheet of
read the selection. Ask them paper, make a report card for
to identify the heroes in the each hero. Using the given
story, the enemies, how they guide, grade how well each one
won over them, and the saved Ibalon. Remark on the
traits they have shown in the heroism of each and choose
story. Let them do it on a half the most heroic among them.
sheet of paper. Remind Call on three learners to explain
them to be ready to explain briefly their answers.
their answers to their (Please see the attached
classmates. worksheets.)
worksheets.)
G. Finding practical Process learners’ responses Process learners’ responses to
applications of to the activity. Call some the activity. Call some learners
concepts and skills learners to present their to present their work in class.
in daily living work in class. After the After the learners have
learners have presented presented synthesize key
synthesize key points made points made regarding
regarding heroism. heroism.
In the discussion lead them to
In the discussion lead them other ways on how to show
to other ways on how to heroism.
show heroism.
The teacher may ask the
The teacher may ask the following question:
following question:
1. Who among the three
1. Given the important heroes is the most heroic?
accomplishments of the Why?
heroes in the story who do 2. What do you think is the
you think is the most heroic most important trait of a hero?
among them and why? Do you also have the same
2. Are heroes found only in character trait?
epics, comics, and movies? 3. How is this trait helpful to
Why or why not? you and to others? Can you
3. How can anyone be an consider yourself as a hero?
everyday hero? How can
205
you think and act like a 4. What are the simple things
hero? you do every day that would
make you a hero?
H. Making Ask the learners to share Ask the learners to share their
generalizations and their thoughts about what thoughts about the pictures
abstractions about makes a person a hero. presented showing what makes
the lesson They may also share their a person a hero.
experiences or others’
experiences of being a real
life hero.
I. Evaluating learning Task 19: THEN AND NOW Task 19: THEN AND NOW
Ask the learners to read the Ask the learners to read the text
text “Overseas Filipino “Overseas Filipino Workers as
Workers as Everyday Everyday Heroes”. Let them fill
Heroes”. Let them fill in the in the table to show the
table to show the similarities similarities and differences
and differences between between this text and ―Ibalon
this text and Ibalon in terms in terms of topic, setting,
of topic, setting, purpose, purpose, intended audience,
intended audience, and and relevance today. Let them
relevance today. Let them do this on a half sheet of paper.
do this on a half sheet of A pool of words or statements
paper. of possible answers may be
prepared to help the students
fill out the table.
J. Additional activities
for application or
remediation.
V. REMARKS
VI. REFLECTION
VII. OTHERS
assessment
remediation.
these work?
G. What innovation or localized material/s did I
use/discover which I wish to share with other teachers?
206
I. OBJECTIVES
B. Performance Standard The learner transfers learning by showing appreciation for
the literature of the past, comprehend texts using
producing English sounds correctly and using prosodic
C. Learning EN7G-I-g-11 Observe correct subject-verb agreement.
Competencies/Objectives
II. CONTENT Subject-Verb Agreement on Intervening Expressions
and the expressions “The variety of” and “A variety
of…”
III. LEARNING
RESOURCES
A. References Old Grade 7 English Learning Package
1. Teacher’s Guide page

2. Learner’s Materials Pp. 56-57,18-19
pages
3. Textbook pages
portal
B. Other Learning Workbook in English III, page 131

Resources
A. Reviewing previous The learners will be asked to The learners will play a
lesson or presenting the recall previous lesson on the game, “Pass the Ball”.
new lesson use of “the number” and “a As the music stops the
number”, title of books, learner who holds the
movies, novel and collective ball will read the given
nouns. Learners will give sentences written or
sample sentences using the posted on the board
rules through playing “Pass regarding “the number
the Ball”. and a number”, title of
the books, movies, novel
(Teacher will play song then and collective nouns.
as the sound stops learner Teacher will guide the
207
who holds the ball will give a learners on recalling the
sample sentence.) rules on S-V-agreement.
(Please see attached

sample sentences for
this activity.)
B. Establishing a purpose Agreement between subject- verb is important in our daily

for the lesson undertakings, so learners are expected to:
1.Familiarize the use of the intervening expressions and

the expressions,” a variety” and “the variety;
2. Write sentences using the expressions and
3. Appreciate the significance of subject-verb agreement

through doing the activities.
C. Presenting The class will be grouped into The class will be

examples/instances of the two. They will play Task 20 grouped into two. They
new lesson “Minute to Win It”. The will play Task 20
teacher will post incomplete “Minute to Win It”. The
sentences with intervening teacher will post
phrases and expressions, “the sentences with verbs in
variety” and “a variety”. The the parentheses. The
learners need to fill in the task of the learners is to
blanks with appropriate verbs. encircle the correct verb.
The class will be given 1 One minute will be given
minute to finish the game, the to the groups to finish
group who gets the most the activity. The group
number of points will be the who gets the most
winner and will be given 5 number of points will be
points on their recitation. the winner and will be
given 5 points on their
Note: Verbs will be given as recitation.
options. (Please see attached
example of sentences with (Please see attached
key answers) example of sentences
with key answers)
208
D. Discussing new With the same sample Using the given
concepts and practicing sentences, learners will be examples, the teacher
new skills #1 asked what they have noticed will discuss the rule on
when subject is accompanied subject verb agreement
by those intervening using the expression,
expressions and by the “the variety” and “a
expressions “the variety” and variety”. Process
“a variety”. The teacher will learners’ understanding
process learners’ response through the activity,
through discussing the key Task 21: “Which is
points on subject-verb Which!”, where they
agreement using those need to choose whether
expressions (please see other the answer is “the
attached examples of variety” or “a variety”.
sentences as options of
teacher) and giving them (Please see attached
another activity. The next sentences with key
activity is Task 21: Nae or answer for this activity.)
Yeah! Learners will write (Please see also other
Yeah if they think “a variety or attached example
the variety” is used sentences as options of
appropriately in the sentence, teacher in discussing the
if not they need to write Nae lesson and for the
and write the correct consumption of the
expression. (Please see learners if needed.)
attached sentences with key
answer for this activity.)
E. Discussing new Task 22: “Fill Me!” Task 22: “Look and
concepts and practicing Learners will supply the Find Me!
new skills #2 sentence with appropriate Learners will look for and
intervening expression. encircle the intervening
expression together with
(Please see attached the subject/noun and
sentences with key answer for underline the verb used.
this activity.)
(Please see attached
sentences with key
answer for this activity.)
F. Developing mastery ]Task 23: “Put into Words” Task 23: “Let’s Focus!
(Leads to formative learners will be asked to write They need to choose
assessment 3) at least 3 sentences for each through putting a box on
intervening expression and 3 the appropriate verb.
sentences for the expression, (Please see attached
“the variety” or “a variety”. sentences with key
(It can be given as a buddy answer for this activity.)
activity)
Some volunteers will be called
to read their work in class.
G. Finding practical The class will be grouped (The teacher can choose
applications of concepts again into _____. Each group from the sets of
and skills in daily living will be making different task. activities)
Task 24 Set A.
209
Task 24: Differentiated A.1The learners
Activities (grouped with 5
Directions: Each group should members) will be
use at least 4 intervening answering a cloze
expressions and 3 sentences procedure, where they
for “a variety” and another 3 need to complete/supply
sentences for “the variety the paragraph with
“Subject –verb agreement missing action word or
should be observed. The verb. (Verbs will be given
message or concept of their as their options)
idea/s should focus on how to A.2 With the same
elevate Filipinos’ daily living group, the learners will
and how we can conserve our choose the correct verb
mother Earth. to have a subject-verb
Group 1: A Message to the agreement.
President
Group 2: Quotes for the Task 24 Set B. The
Millennial class will be grouped (5
Group3: A Friendly members each) and be
Reminders for the Voters tasked to write their
Group 4: A Poster with simple message to the
Quotes to the Earth’s people about taking care
Enemies of our environment in
(A drawing with message) sentence form. They
need to apply at least 3
The group will present in class intervening phrases and
and corresponding points will 1 sentence for “a variety”
be given. and 1 sentence for “the
variety”.
Point System Call volunteer group to
10 Points 10 expected read and present their
sentences work in class. Points will
with the use be given to each group.
of those Point System
expressions, 10 5
subject-verb Points Sentences
agreement are written,
is observed used the
and idea is expressions
present. correctly
7 Points 7 sentences and S-V-A
are written, is observed.
only 5 7 Points 3
sentences Sentences
shown S-V- are written,
A and idea used the
is present. expressions
4 Points 4 sentences correctly
are written and S-V-A
and only 4 is observed.
sentences 4 Points 2
shown S-V- Sentences
A and idea are written,
is irrelevant. used the
210
(Teacher may device another expressions
activity and point system) correctly
and S-V-A
is observed
(Teacher may device

another activity and point
system)
H. Making generalizations The teacher will ask the The teacher will show
and abstractions about the learners what they have sentences with
lesson learned on subject- verb expressions and
agreement on intervening reiterate the rules on
phrases and the expressions subject-verb agreement
“a variety” and “ the variety” by leading the learners
through giving a summary on to identify the subject
how subject-verb agreement and verb and decide if
is shown with the use of those they agree with each
expressions and then elicit other.
sentences from the learners.
I. Evaluating learning Task 25.
The learners need to underline the expression used,
encircle the correct form of verb and then tell if the subject
is plural, write P or S if it is singular.
(Please see attached sentences for this activity with the
answer key )
J. Additional activities for Task 26: Ask them to Learners will be given
application or remediation watch/listen to news and from another set of exercises
there they need to write their on subject- verb
comment/ reaction with the agreement using
use of those expression and intervening phrase and
observe subject-verb expressions “a variety”
agreement. and “the variety”, or do
Task 26: Teacher can
give a try to ask them to
watch/ listen to news and
write at least 3 to 5
sentences using those
expressions.
V. REMARKS The teacher will reteach the lesson if there are

interruptions of classes, or if learners find difficulty in the
lesson. Learners will undergo make-up class to cover the
lesson on S-V agreement.
VI. REFLECTION
80% in the evaluation
remediation
211
continue to require
remediation
strategies worked well? Why
did these work?
encounter which my principal
or supervisor can help me
solve?
localized materials did I
use/discover which I wish to
share with other teachers?
212
I. OBJECTIVES
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.
B. Performance The learner transfers learning by; showing appreciation for the
Standard literature of the past; comprehending texts using appropriate reading
styles; participating in conversations using appropriate context-
using the prosodic features of speech effectively in various
situations; and observing correct subject-verb agreement.
C. Learning EN7WC-I-G-4.4. Sequence steps in writing a simple paragraph.
Competencies/Obje
ctives
II. CONTENT Sequence Steps in Writing a Simple Paragraph
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Grade 7 Teacher’s Manual
page 89-90
2. Learner’s Grade 7 Learner’s Module
Materials pages pp. 114-115
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning https://study.com/academy/popular/sequence-of-events-lesson-
Resources plan.html
https://www.cpp.edu/~ramp/program-materials/recognizing-
transitions.shtml
A. Reviewing  The teacher will guide  Show a picture of a big

previous lesson or the learners in recalling pan de sal with egg
presenting the new the previous lesson sandwich that contains the
lesson about the different parts parts of a paragraph (to
of a paragraph. recall the learners about
the previous lesson).
B. Establishing a Learners shall take note of the following objectives for the lesson:
purpose for the 1. Sequence steps in writing a simple paragraph.
lesson 2. Use transitional devices for sequencing steps in simple
paragraph.
3. Appreciate the use of sequencing in paragraph writing.
213
C. Presenting  The teacher will ask the  The teacher will ask the
examples/instances learners about the steps learners to group into four.
of the new lesson they consider when they  Have each group arrange the
make a simple jumbled steps in making a
paragraph. simple paragraph accordingly.
 Ask some learners to  Ask the group to paste them
share it to the class. on the board.
 The first group to arrange it
accordingly will get five points.

activity for this, Task 27)
D. Discussing new  Discuss the different  Discuss the different steps
concepts and steps in making a simple in making a simple
practicing new skills paragraph. paragraph.
#1  Ask the learners to  Ask the learners to answer
answer Task 28. Task 28.
 Allow the learners to  Lead the learners to read
make their own the sentences in the LM.
paragraph.  Instruct them to write the
 Remind them to follow sentences in the given
the steps they have just organizer in the LM.
learned. (The teacher can make use of the
(The teacher can make use of activity from the book, pp. 114-
the activity from the book, p. 115)
115)
E. Discussing new  Ask the learners:  Ask the learners how they
concepts and What are the transitional tell a story?
practicing new skills devices used in  Process the answers of
#2 sequencing steps? the students.
 Discuss further the  The teacher will introduce
different types of the different types of
transitional devices transitional devices used
needed in sequencing in sequencing.
steps.  Group the learners into 6
 Let the students groups.
accomplish Task 29.  Let each group
(See attached accomplish Task 29.
worksheet.) (See attached worksheet.)
https://www.englisch- https://www.englisch-
hilfen.de/en/exercises/word_order/conju hilfen.de/en/exercises/word_order/conjun
nctions3.html ctions3.html
F. Developing > The teacher will ask the > The teacher will ask the
mastery(Leads to learners to make a simple learners to make a simple
formative paragraph about the importance paragraph about the importance
assessment 3) of highway signs and symbols of highway signs and symbols
using the steps and the different using the steps and the different
transitional devices. (Task 31) transitional devices.
214
(Task 31, see attached
worksheet)
(The teacher will provide a
jumbled paragraph for this, and
the learners will arrange it)
G. Finding practical Ask the students to formulate Ask significant questions about
applications of significant questions about the the relevance of sequencing
concepts and skills relevance of sequencing steps steps in writing to one’s life.
in daily living in writing to one’s life. Have
other students try to answer the
questions they have made.
H. Making Ask the learners the following Ask the learners the following
generalizations and question: question:
abstractions about
 How will you make a  What are the sequence
the lesson
paragraph using the steps in writing a
sequence steps in paragraph?
writing a simple  What are the transitional
paragraph? devices used in
 What are the transitional sequencing?
devices used in
sequencing?
I. Evaluating > Ask the learners to write > Ask the learners in group of 4
learning individually a simple paragraph to make a simple paragraph
(Task 32) about their favorite (Task 32) about how they or their
local dish using the sequence mother cook their favorite local
steps in writing. Remind them dish using the sequence steps in
to use transitional devices. writing. Remind them to use
transitional devices.
(See attached rubric for rating
the paragraph) (See attached rubric for rating the
paragraph)
J. Additional Allow the learners to bring their written outputs and have them edit
activities for and revise their work for submission and evaluation the following
application or class meeting. (Task 33)
remediation
V. REMARKS
VI. REFLECTION
C. Did the remedial lessons work? No. of learners who have caught up
with the lesson
215
Why did these work?

encounter which my
can help me solve?
teachers?
216
I. OBJECTIVES
various reading styles, ways of determining word meanings,
the literature of the past, comprehend texts using
producing English sounds correctly and using prosodic
C. Learning EN7LC-I-h-5.1: Listen for important points signaled by
Competency/Objectives volume, projection, pitch, stress, intonation, juncture, and
Write the LC code for each. rate of speech
EN7LC-I-h-5.2: Note the changes in volume, projection,
pitch, stress, intonation, juncture, and rate of speech that
affect meaning.
EN7OL-I-h-1.14.5: Observe and use correct
juncture/phrasing and rate of speech when reading sample
passages (prose or poetry)
II. CONTENT Using Stress and Intonation to Signal Changes in Meaning
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages ---
2. Learner’s Materials ---
pages
3. Textbook pages English Expressways II, pp. 28-30, 44
4. Additional Materials from ---
Learning Resource
(LR)portal
B. Other Learning Instructional Aids: Word Strips, Teacher-made Visuals;
Resource Instructional Aids: PowerPoint Presentation, Audio
Recordings, Speaker
A. Reviewing previous The teacher will greet the The teacher will greet the
lesson or presenting learners and will proceed with learners and will proceed
the new lesson the usual preliminary with the usual preliminary
activities. Afterwards, the activities. Afterwards, the
learners will recap the learners will recap the
previous lesson. Any previous lesson. Any
misconceptions and unclear misconceptions and unclear
contents are ironed-out. (5 contents are ironed-out. (5
min.) min.)
217
Note: Provide questions for Note: Provide questions for
recap discussing prosodic recap discussing prosodic
features. features.
B. Establishing a The teacher will ask: Have The teacher will ask: Have
purpose for the you ever listened to your you ever listened to your
lesson intonation? What intonation intonation? What intonation
do you use when you say do you use when you say
‘Good Morning’? (5 min. ‘Good Morning’? (5 min.
Present the topic and Present the topic and
objectives of the lesson. objectives of the lesson.
C. Presenting  The teacher will post  The teacher will post
examples/Instances sentences with examples words with stress
of the new lesson of intonation. The teacher marks. The teacher will
will then model the model the reading of
reading of the following words observing proper
sentences with proper stress.
intonation.
o Where is she going? o Pencil
o She is my classmate. o Paper
o What time is it? o Mechanic
o My father is a o Classmate
mechanic. o reading
o She enjoys reading
fairy tale stories. (The teacher may opt to
use audio recordings
From the sentences, instead of modelling.
some words will be picked Instead of the word
out. The teacher will read strips, the teacher may
the words observing use an interactive
proper stress. PowerPoint
Presentation)
 The learners will be

(The teacher may opt to asked to observe and
use audio recordings analyze the
instead of modelling. characteristics of the
Instead of the word strips, sentences and the
the teacher may use an words with stress.
interactive PowerPoint  The teacher will then
Presentation) solicit responses from
the learners as to what
Video: Syllable Stress they have observed and
Pattern analyzed.
Link  Afterwards, the teacher
:https://www.powtoon.com will process the
responses and will lead
 The teacher will ask: the learners to the
lesson for the day. Input
What are the words given will be given by the
in the video and where teacher but in the
lies the stress/accent? process of input,
examples will be given
 The learners will be asked first, the learners will
to observe and analyze give their observations
218
the characteristics of the and affirmation and
sentences and the words correction of information
with stress. will be done.
 The teacher will then  The teacher will proceed
solicit responses from the with intonation patterns.
learners as to what they The teacher will post
have observed and sentences and model
analyzed. the reading of
 Afterwards, the teacher sentences observing the
will process the intonation patterns.
responses and will lead
the learners to the lesson  The learners will be
for the day. Input will be asked to observe and
given by the teacher but in analyze the
the process of input, characteristics of the
examples will be given sentences and the
first, the learners will give words with stress.
their observations and  The teacher will then
affirmation and correction solicit responses from
of information will be the learners as to what
done. (20 min.) they have observed and
analyzed.
Video: Stress and  Afterwards, the teacher
Intonaton will process the
Link: responses and input will
https://www.powtoon.com be given by the teacher
SS but in the process of
input, examples will be
given first, the learners
will give their
observations
and affirmation and
correction of information
will be done. (20 min.)
D. Discussing new  The teacher will divide the  The teacher will divide
concepts and class into ____. They will the class into ____.
practicing new skills be given task cards They will be given task
#1 containing the following cards containing the
(Activity 1, English following (Activity 1,
Expressways II, p. 29, English Expressways II,
44): p. 29, 44):
Practice Skill 1: Model the Group 1 – words with
stress and intonation of stress in the first syllable
the given words and Group 2 – words with
sentences by group. stress in the second
o A word with stress in syllable
the first syllable Group 3 – words with
o A word with stress in stress in the third
the second syllable syllable (with secondary
o A word with stress in stress on the first
the third syllable (with syllable
secondary stress on Group 4 – words with
the first syllable stress in the first syllable
219
o A word with stress in (with secondary stress
the first syllable (with on the third syllable)
secondary stress on Group 5 – sentences
the third syllable) with the rising falling
o A sentence with the intonation (2-3-1)
rising falling Group 6 – sentences
intonation (2-3-1) with rising intonation (2-
o A sentence with rising 3-3)
intonation (2-3-3)  The groups will be
Practice Skill 2: Read the asked to analyze and to
selected passages from read the words aloud.
Lam – ang, using correct (20 min.)
juncture/phrasing and
rate of speech
o I shall give you a sign

the stars shall dance;
The kitchen shall collapse.
o He looked through the
crystal waters
Then dived for the shellfish
But failed in his try.
o How soundly I slept ,
my wife
Cannoyan
It’s been seven nights
Since we last slept
together
o After nine months of

waiting, for his father to
return, Lam – ang
decided he would go
look for him .
o Lam – ang fell asleep
and had a dream about
his father being stuck
on a pole by the Igorot.
 The learners will be asked
to analyze and read the
sentences observing
stress, intonation,
juncture, volume and rate
of speech by group . (20
min.)
E. Discussing new The teacher may provide longer texts for emphasis on
concepts and juncture, volume and rate of speech.
practicing new skills
#2 Note: Provide practice texts for this activity.
F. Developing mastery Pair Activity: The teacher will instruct the students to pair
(leads to Formative up and then they will perform Activity 3 found in English
Assessment) Expressways II, pp. 29-30. (10 min)
G. Finding practical Ask: “Where can we apply Ask: “Where can we apply
application of these knowledge of prosodic these knowledge of
220
concepts and skills features in our daily lives? prosodic features in our
in daily living Why do you say so?” daily lives? Why do you say
so?”
H. Making Ask: “What do we need to Ask: “What do we need to
generalizations and remember about stress and remember about stress and
abstractions about intonation?” intonation?”
the lesson
I. Evaluating learning Provide a stanza or passage Provide a stanza or
for the students to read orally passage for the students to
applying stress & intonation. read orally applying stress
Create a rubric to assess & intonation. Create a
their performance. rubric to assess their
performance.
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
I. No. of learners who earned 80% in the evaluation
II. No. of learners who require additional activities for remediation who scored
below 80%
III. Did the remedial lessons work? No. of learners who have cope with the lesson
IV. No. of learners who continue to require remediation
V. Which of my teaching strategies worked
VI. What difficulties did I encounter which
my principal or supervisor can help me
solve?
VII. What innovation or localized
materials did I use/discover which I wish
to share with other teachers?
221
I. OBJECTIVES
reading styles, ways of determining word meanings, the sounds
Standard literature of the past, comprehend texts using appropriate
agreement.
C. Learning EN7SS-I-h-1.2: Give the meaning of given signs and symbols
Competency (road signs, prohibited signs, etc.)
/Objectives EN7V-I-h-22.3: Explain the predominance of colloquial and
Write the LC code for idiomatic expressions in oral communication
each.
II. CONTENT Common Road Signs and Symbols; Colloquial and Idiomatic
Expressions
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide ---
pages
pages
English Expressways III, pp. 144;
Old English Learning Package, pp. 35-36; 47
4. Additional Materials ---
from Learning
Resource (LR)portal
B. Other Learning
Resource
A. Reviewing previous The teacher will initiate recall of the previous lesson. The teacher
lesson or presenting might ask: “What have we discussed yesterday?” “Who can
the new lesson define stress?” “Kindly explain how a change in meaning is
signaled by change in stress and intonation?” (5 min.)
B. Establishing a Question: “Have you ever experienced strolling out in the
purpose for the streets? What signs or symbols in the streets have you seen?”
lesson “Have you ever used a word or group of words that mean
different from what you really mean?” After processing all
answers, introduce the topic and present the objectives for the
day. Then, proceed with the checking of preparations. (10 min.)
C. Presenting (15 minutes)
examples/Instances  The teacher will show three short video clips about colloquial
of the new lesson language and idiomatic expressions.
222
 The teacher will make sure that the students will take note of
details while watching.
Here are the suggested links that the teacher may use:
(Note: Road signs must be those that are commonly found in
the Philippines)
(See Appendix for video links)
 The teacher may also record or use an audio recording using
colloquial and idiomatic expressions.
 The teacher will process each video and may ask: “What
have you noted from the presented videos?”
 The teacher may encourage the learners to write on the
board the important details that they got from each video.
(like the examples of idiomatic expressions and colloquial
language)
 The learner’s responses will be processed by the teacher.
D. Discussing new  The teacher will give an For the average learners, the
concepts and individual worksheet same activity will be done by
practicing new skills containing triad.
#1 conversations/ senten-
ces with colloquial and
idiomatic expressions.
 The learners will be
asked to identify words
which they think are
colloquial and idiomatic
expression.
Conversation
A: AB, what’s going on?
B: Not much, just taking it
easy today. Work’s been
killing me lately.
A: What do you say we
head downtown and grab a
coffee at the Starbucks near
plaza 66.
B: I’ve had way too much
caffeine lately. I wouldn’t
mind grabbing something to
eat though. Would you be
up for that?
A: It’s a nice day today, so
we could get something at
Element Fresh near the
Portman. They’ve got a
patio so we could sit
outside.
B: Sure, do you want to
work out after?
223
A: I’ve already
gone. Wasn’t great
though. 6 out of 10 at best.
B: Just come with and do
some cardio. I think you
could afford to shed a few
more pounds.
A: We’ll see. Let’s meet at
Element at 2.
B: K, later.
http://www.china232.com/028-
slang-telephone-conversation-esl-
podcast.php
Sentences
1. Who is the most down-
to-earth person you
know? Tell us about him
or her.
2. Do you fit in with the rest
of your family or are you
the black sheep in the
family?
3. Tell us a rags-to-riches
story about someone
from your country. Does
this person’s story
inspire you?
4. Have you ever felt like
you were on top of the
world? Tell us about it.
5. Tell us about something
you only do once in a
blue moon? Why don’t
you do this activity more
often?
Note: Please refer to
attached appendices for
answers.
http://www.businessenglishresource
s.com/idioms-conversation-
questions/
Afterwards, the learners

will exchange their
worksheets and check if
their answers are correct
through the teacher’s
input of colloquial and
224
idiomatic expression. At
the same time, checking
of work will also be done
to maximize the time.
For the input details,
please refer to the Old
English Learning
Package pp. 35-36 and
English Expressways III,
144. (10 min.)
E. Discussing new
concepts and
#2
F. Developing mastery  As a formative assessment, the students will perform the
(leads to Formative following activities by group. Essentially, the class should be
Assessment) divided into two groups. The task cards must contain the
following:
Group 1: Idiomatic Expression
Fill out the blanks with appropriate idiomatic expression from the
given choices.
(Note: The idiomatic expression at the end of each sentence is
the answer. These are suggested sentences only. The teacher
may add or change the sentences.)
1. I wanted to learn to read ___________. (at any cost)
2. My ___________ little play fellows lived on Philpot
Street. (warm-hearted)
3. My spirit was ___________ once I gained much
knowledge. (roused to eternal wakefulness)
4. There were those who _____________teaching me.
(took pleasure in)
5. When ____________, I would set aside my playing with
them. (sent for errands)
6. The cellphone he bought was _______. (a steal)
7. My sister’s friend is ___________. (a bag of bones)
8. Chito is the ___________in our classroom. (barrel of
laughs)
Reference: English Expressways III, pp. 144
Group 2: Colloquial Language
Fill out the blanks with appropriate colloquial language from the
given choices.
(Note: The colloquial language at the end of each sentence is
the answer. These are suggested sentences only. The teacher
may add or change the sentences.)
1. This comedian is truly hilarious. I’m ________! (dying)
2. She’s about to earn some major ________. (coin)
3. Of course you should go on that trip to Paris! _________!
(YOLO)
4. Everyone wants to ____ Edward and Bella, but they say
they’re just good friends. (ship)
5. I had a date last night with my _____. He’s the best! (Bae)
6. The movies we watched are so ______. (epic)
Reference: https://examples.yourdictionary.com/20-examples-
of-slang-language.html
225
 The teacher will check and process the learners’ responses
and will lead the class to practical application. (15 min.)
G. Finding practical  The teacher will ask: “Are idiomatic expressions important?
application of Why or why not?” “What would happen to human
concepts and skills conversations if colloquial is not part of our language.”
in daily living NOTE: The teacher may have this as an additional activity if the
60-minute discussion is already consumed.
H. Making The teacher will encourage The learner will choose a
generalizations and the learners to enumerate colloquial language and an
abstractions about the things that they have idiomatic expression and will be
the lesson learned from these lessons. asked to use it in a simple
sentence.
The teacher may ask the learners
to restate the important concepts
of the lesson as enumerated by
advanced learners.
I. Evaluating learning
The learners will answer a multiple choice quiz about idiomatic
expression and colloquial language.
J. Additional activities The learners will be asked to complete the sentence with proper
for application or colloquial language and idiomatic expression, using context clue.
remediation
V. REMARKS
VI. REFLECTION
II. No. of learners who require additional activities for remediation who
scored below 80%
III. Did the remedial lessons work? No. of learners who have cope with the
lesson
V. Which of my
teaching strategies
worked well? Why
did these work?
VI. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
VII. What innovation
or localized
materials did I
wish to share with
other teachers?
226
I. OBJECTIVES
A. 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
B. Performance The learner transfers learning by: showing appreciation for the
Standard literature of the past; comprehending texts using appropriate
reading styles; participating in conversations using appropriate
various situations; and observing correct subject-verb
agreement.
C. Learning EN7LT-I-h-1: Discover literature as a means of connecting to a
Competencies/ significant past.
Objectives EN7LT-I-h-2.3: Draw similarities and differences of the featured
(Write the LC code selections in relation to the theme
for each) EN7VC-I-h-10: Determine the truthfulness and accuracy of the
material viewed.
II. CONTENT Theme: Self-Appreciation, Sub-theme: Becoming A Real Hero
Topic: Epic of Lam-Ang
A. References
1. Teacher’s Old English Teacher’s Guide pp.79, 81
Guide pages
2. Learner’s Old English Learning Package, pp.74-79, 81
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Sample Rubrics from:
Resources http://rubistar.4teachers.org/index.php?screen=ShowRubric&m
odule=Rubistar&rubric_id=1165989
https://www.nps.gov/apco/learn/education/upload/Grading%20R
ubrics.pdf
(Please see attached Sample Rubric)
Celebrity Childhood Pictures:
http://www.elitenewsfeed.net/2018/03/13/pinoy-celebrities-
adorable-childhood-photos/ (visit Elite Newsfeed Web page)
https://youtu.be/PLTOVoHbH5c (Evaluating Credibility of
Resources)

A. Reviewing previous Review learners’ answers on Continue activity on Lesson 8
lesson or the activity on Lesson 8 (Day 2) (Day 2) - G. Finding Practical
- G. Finding Practical
227
presenting the new applications of concepts & skills applications of concepts &
lesson in daily living. (2-3 mins) skills in daily living.
(2-3 mins)
B. Establishing a Game: “Bring Back My The Guessing Game
purpose for the Childhood” Show pictures of five (5)
lesson Display printed pictures of five famous celebrities during their
(5) famous celebrities during childhood.
their childhood on the table. (5 (5 mins)
mins) Visit:
Visit: http://www.elitenewsfeed.net/
http://www.elitenewsfeed.net/2 2018/03/13/pinoy-celebrities-
018/03/13/pinoy-celebrities- adorable-childhood-photos/
adorable-childhood-photos/ May be shown in class with a
May be shown in class with a projector, laptop, tablet or
projector, laptop, tablet or smart smart phone. Allow learners to
phone. Allow learners to guess guess who the celebrity is.
who the celebrity is by giving Provide prizes for learners
statements about each who answered correctly.
celebrities’ notable
characteristic or achievement. Tell the learners that the
The learner who guesses the activities for today will make
celebrity gets one picture from them remember most of their
the displayed pictures on the childhood memories.
table and gives it to the teacher.
Provide prizes for learners who
answered correctly.
Tell the learners that the
activities for today will make
them remember most of their
childhood memories.
C. Presenting Read the Story of Lam-ang Read the Story of Lam-ang
examples/instances silently. silently.
of the new lesson (10 mins)
Learners answer Task 4:
Learners answer Task 4: Match & Check Your
Match & Check Your Understanding of Old LM,
Understanding and Task 5. p78. Post this activity (printed
Express Ideas Completely of on visual aid) on the board and
Old LM, pp 78-79. Post this let learners do board work for
activity (printed on visual aid) on class participation.
the board and let learners do
board work for class
participation.
D. Discussing new Discussion on compound words Discussion on compound
concepts and and sentences (review) words (review)
#1
E. Discussing new Discussion on diary writing Discussion on preparing a
concepts and character sketch
#2
EN7LT-I-h-1: Discover literature as a means of connecting to a
significant past.
228
F. Developing mastery Road to Fame Learners will answer Task 2:
(leads to formative Learners will write a Diary entry Young Lam-Ang vs.
assessment 3) narrating a part in their Younger Me. – Using the
childhood when they have given table, write down the
discovered a new talent/skill or characteristics of the child,
learned something new. Lam-Ang, on the first column,
and your characteristics during
See attached sample rubric) childhood on the second
The teacher can prepare his/her column. Then, have them
own rubric with the learners. answer the guide questions.
(Aside from the table, the

teacher may also use Venn
diagram in showing the
characteristics of the child,
Lam-ang and the learners’
characteristics during their
childhood.)
EN7LT-I-h-2.3: Draw similarities and differences of the featured

selections in relation to the theme
Task 3: Gee-Oh Generator Learners work by group on
Learners are to create their own Task 3: Spot the Difference
Graphic Organizer showing the of LM. - Recall the events as
similarities and differences of narrated in the excerpted
Poetry and Prose while verse and compare them with
examining the characteristics of how they were told in the
the two versions of epics they prose version.
have read.
G. Finding practical EN7VC-I-h-10: Determine the truthfulness and accuracy of the
applications of material viewed.
concepts and skills Watch the video The Story of
in daily living Learners will answer Task 1: Lam-ang.
Meet More Epic Heroes of LM. visit:
Teacher will provide materials https://youtu.be/R8uwktx5IaY
that contain other Filipino epics.
Learners will use the given table Compare the story of Lam-ang
on the learners’ manual to from what the learners read
record their findings. Read and and viewed.
compare them with the story of
Lam-Ang on the basis of the Learners will answer Task 7:
given table. Examine the epics The Story of Lam-Ang of LM.
and list down points that show – Find out the qualities of an
Filipino national traits. epic through a Semantic Web
and check the accuracy of the
information by comparing the
details.
(Provide the learners at least
four examples to start working
with.)
Note: Semantic Web

preparation should be
229
considered as prerequisite
lesson.
H. Making Ask differences found in old Ask the differences on the
generalizations and types of literature and its written epic & the audiovisual
abstractions about importance in the present presentation of the story of
the lesson society. Lam-ang.
I. Evaluating learning Formulate questions that will Asses the credibility of the two
help you asses the given types types of literature presented
of literature in the lesson. Use by answering the following
the following criteria as your questions:
guide:
1) Where did your resource
- Content come from?
- Author 2) Who is the author or creator
- Purpose of your resource?
- Importance of Information 3) What is the purpose of that
work (resource)?
4) Do you think the resource
met the information you need?
J. Additional activities Project Infographic My Best Ideas
for application or Create an Infographic which will View this video link and write
remediation serve as people’s guide to down three (3) best ideas you
understand and asses the have learned from the
credibility of their resources. presentation.
https://youtu.be/PLTOVoHbH5c
V. REMARKS
VI. REFLECTION
VII. OTHERS
with the lesson.
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 material/s did I
use/discover which I wish to share with other
teachers?
230
I. OBJECTIVES
Standard literature as a means of connecting to the past, various reading
agreement.
C. Learning EN7G-I-h-11: Observe correct subject-verb agreement
Competency/
Objectives
Write the LC code for
each.
II. CONTENT Theme: Appreciating Myself
Sub-Theme: Becoming a Real-Hero
Topic: Subject-Verb Agreement (Some indefinite pronouns).
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide ---
pages
2. Learner’s Learning Package, Grade 7 English, First Quarter, pp. 76-79
Materials pages
3. Textbook pages
4. Additional ---
Materials from
Learning
Resource
(LR)portal
B. Other Learning (G.) Clip arts:
Resource
https://www.google.com/search?q=students+wearing+school+uni
forms+image
https://www.google.com/search?source=hp&ei=j-
6IXLDSHabEz7sP7tOqCA&q=different+colors+image
https://www.google.com/search?q=professional+image&tbm
https://www.google.com/search?tbm=isch&sa=1&ei=T_KIXIj5PK
LCz7sP9JG5iAk&q=fruits+image
(Optional) Video Clips :
https://youtu.be/R8uwktx5IaY (The Story of Lam-ang - Review)
https://www.youtube.com/watch?v=ePVZvMjSMvE (Grammar
Problems – Practical Application)
https://www.youtube.com/watch?v=yEVhUEq6P1w (SVA
Lesson)
Prentice Hall Grammar and Composition 2, page 256.
231
A. Reviewing Review the Story of Lam-ang Review the Story of Lam-ang
previous lesson or using the following guide using the sentences below.
presenting the questions. 1. Don Juan and his wife
new lesson (Optional) Show an AVP of the Namongan lived in Nalbuan.
story using this video link 2. Lam-Ang was bathed by
https://youtu.be/R8uwktx5IaY women in the Amburayan river.
3. He was eaten by the shark.
Learners should construct 4. Many suitors were trying to
complete sentences that catch her attention.
answer the questions below 5. Ines Cannoyan lives in
and write their answers on the Calanutian.
board.
1. What do you call the
1. Who were Lam-Ang’s underlined words in those
parents? sentences? What role do they
2. Where did they live? perform in the sentence?
3. Why did Don Juan go to the 2. What about the italicized
mountains? words? What role do they
4. Were Don Juan’s enemies perform?
forgiven by Lam-Ang?
5. How did Lam-ang win Ines’
hand in marriage?
B. Establishing a From the given sentences, let The learners will underline the
purpose for the learners identify the subject and subject once and circle the verb
lesson verb, and ask if the verb agrees in each sentence.
with its subject.
1. Namongan gives birth to
Note: short review on subject Lam-ang.
and verb should be considered 2. Lam-ang arms himself with
as a prerequisite lesson. charms and decides to look for
his father.
3. Lam-ang finds the Igorot in a
sagang, a feast celebrating
successful headhunting
expedition.
4. Some of them were alarmed
by the sparks that reached
them.
5. All the Tattoed Igorots
surround him like ants.
C. Presenting The learners will give a recap The learners will tell whether
examples/Instance about the previous lesson on the underlined verb is singular
s of the new subject-verb agreement. or plural.
lesson 1. The maidens wash her hair
1. What rules on subject-verb in the river.
agreement do you know? 2. The giant Sumarang blocks
2. Give example/s of each rule. his way and belittles him.
Identify the subject and verb in 3. Lam-ang impresses Ines
the sentence. with his magic.
4. His rooster crows and
topples a small outhouse.
232
5. Ines invites him to the house
where the rooster acts as Lam-
ang's spokesperson.
D. Discussing new Discussion: Discussion:

concepts and Subject-Verb Agreement Subject-Verb Agreement
practicing new
skills # 1 The pronouns all, any, more, The pronouns all, any, more,
most, none, and some take most, none, and some take
singular verb if the antecedent singular verb if the antecedent
is singular and a plural verb if it is singular and a plural verb if it
is plural. is plural.
Examples: Examples:
Singular: Singular:
None of Ines Cannoyan’s None of Ines Cannoyan’s
suitors was successful in suitor was able to get her
winning her heart. heart.
Plural Plural
All the Igorots were killed by All the Igorots were killed by
Lam-ang. Lam-ang.
E. Discussing new (Optional) Show a short video (Optional) Show a short video
concepts and clip of a graphic presentation of clip of a graphic presentation
practicing new the lesson SVA. of the lesson SVA.
skills # 2
https://www.youtube.com/watch https://www.youtube.com/watc
?v=yEVhUEq6P1w h?v=yEVhUEq6P1w
F. Developing Applying the rules of subject Choose the item in the
mastery and verb agreement. parenthesis that agrees with
(leads to Use each item at the beginning the subject of each sentence.
Formative of a sentence, followed by the 1. All the maidens (washes,
Assessment) verb is or the verb are. wash) him in the river.
Example: 2. Blood was all over the
all of them battlefield; more (was, were)
All of them were killed by Lam- spilled on Lam-ang’s skin.
ang. 3. Some of the people (was,
1. more water were) impressed by his magic.
2. all of the maidens 4. Any of the two animals
3. most of the weapons (follows, follow) his command.
4. none of it 5. Among the weapons the
5. some of the people Igorots used against Lam-ang,
none of them (was, were)
able to kill him.
233
G. Finding practical Construct sentences based on 1. Ask learners to think about
application of the given pictures below. what would happen if the
concepts and skills Underline the subject and subject and verb did not agree.
in daily living encircle the verb.
2. Give some examples of
(See appendix for suggested incorrect sentences
pictures.) ex.
“The dog wag its tail while the
cat cuddles.”
“Sometimes I am perfect but
other times I don’t.”
“I does a lot of workout
exercises.”
“She have trouble with
grammar.”
“Some of them was not sure of
their answers.”
3. Explain that subject-verb

agreement is important
because, without it, a sentence
can be confusing. To
communicate clearly in
English, we must follow
grammatical rules like this one.
(Optional) (Optional)
Show a video clip about a Show a video clip about a
conversation that does not conversation that does not
observe subject-verb observe subject-verb
agreement. (see B. Other agreement. (see B. Other
Learning Resources, Video Clip Learning Resources, Video
– Grammar Problems) Clip – Grammar Problems)
1. What will happen if the

subject and verb did not agree?
2. Why is it important to follow
the rules on subject-verb
agreement?
H. Making The learners re-state the rule of In the previous lesson, we
generalizations subject-verb agreement on learned that a singular subject
and abstractions singular and plural indefinite must have a singular verb, and
about the lesson pronouns. the plural subject must have a
plural verb.
Questions to be asked:
subject and verb did not agree:
2. Why is it important to follow
the rules on subject-verb
agreement?
I. Evaluating The learners will write a letter to Study the following sentences.
learning any of the characters in the Write C if the sentence
selection “The Story of Lam-
ang (A Summary) giving
234
unsolicited advice on any of the observes correct subject-verb
following situations: agreement. If it does not, write I.
1. The Igorots killed Don
Juan. 1. Many suitors catches her
2. Ines Cannoyan discovered attention.
the death of Lam-ang. 2. Some of the women tries to
3. The suitors of Ines capture Lam-ang’s heart.
Cannoyan were not 3. All the Igorots were killed by
successful in winning her heart. Lam-ang.
4. Lam-ang was furious when
Underline your subjects once he learned what had happened
and the verbs twice in your to his father.
sentences. 5. None of the suitors were
triumphant in getting Ines heart.
Note: Discussion/review of the
basic parts of a letter should be
considered as prerequisite
lesson.
Scoring Rubrics
POINTS INDICATORS
5 No error in subject-
verb agreement.
3 Minimal errors.
1-2 errors
1 Needs
improvement.
3-5 errors
J. Additional Rewrite the following paragraph correcting all errors in

activities for agreement.
application or (1) All students in my class play an instrument. (2) Some of
remediation them plays the piccolo. (3) Most of them studies music because
they do not have to pay for lessons at school. (4) Some of them
were buying a new piano. (5) Most of horn players we have are
amazing. (6) Our orchestra, consisting of sixteen people, play all
over the city. (7) Some of the drummers knows how to drive. (8)
Most of the musicians bought their own instruments. (9) Any of
us arrange all the music for our orchestra. (10) Rhythm and blues
are the music our orchestra plays most.
V. REMARKS
VI. REFLECTION
B. No. of learners who require additional activities for remediation who scored below 80%
C. Did the remedial lessons work? No. of learners who have cope with the lesson
E. Which of my
teaching strategies
worked well? Why
did these work?
235
did I encounter
which my principal
or supervisor can
help me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
236
I. OBJECTIVES
Standard literature as a means of connecting to the past, various reading styles,
ways of determining word meanings, the sounds of English and the
prosodic features of speech and correct subject-verb agreement.
B. Performance The learner transfers learning by showing appreciation for the literature
Standard of the past, comprehend texts using appropriate reading styles,
participating in conversations using appropriate context-dependent
expressions; producing English sounds correctly and using prosodic
features of speech effectively in various situations and observing
C. Learning EN7WC-I-h-2.2: Retell a chosen myth or legend in a series of simple
Competency/ paragraphs.
Objectives
Write the LC code
for each.
II. CONTENT Elements of Short Story and Plot
III. LEARNING
RESOURCES
A. References
1. Teacher’s ---
Guide pages
2. Learner’s Old Learning Package English 7 pp 63-64
Materials
pages
3. Textbook English Arts I. 2000. pp 218. English Expressways II. 2007. pp 111-
pages 113.
4. Additional ---
Materials
from Learning
Resource
(LR)portal
B. Other
Learning Title: Parts of a Story Song (little songs for language arts)
Resource Link: https://www.youtube.com/watch?v=HTpTB4fxigQ
Title: Story Elements

Link: https://www.youtube.com/watch?v=HTpTB4fxigQ
Title: Plot Elements (mmsiebe)

Link: https://www.youtube.com/watch?v=WH5jlkK4aUI
Reference Materials:
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/48295
https://study.com/academy/popular/story-elements-lesson-plan.html
237
IV. Advanced Learners Average Learners
PROCEDURE
A. Reviewing The teacher will let the learners watch the Parts of Story Song. The
previous video will be played twice. On the second round, the learners will be
lesson or asked to stand and sing along with the video.
presenting Suggested reference:
the new Title: Parts of a Story Song (little songs for language arts)
lesson Link: https://www.youtube.com/watch?v=HTpTB4fxigQ
B. Establishing a The teacher will present the objectives of the lesson.
purpose for
the lesson
C. Presenting The teacher will present the summary of The Three Little Pigs on a
examples/Inst graphic organizer. The teacher will process and solicit insights from the
ances of the learners.
new lesson
D. Discussing The teacher will play a video The teacher will play a video on the
new concepts on the Elements of a Short Elements of a Short Story. Once the clip
and practicing Story. Once the clip is over, is over, review the elements. Let the
new skills # 1 review the elements. Let the learners engage in a brief discussion to
learners engage in a brief define each element.
discussion to define each Suggested reference:
element. Title: Story Elements
Suggested reference: Link:
Title: Story Elements https://www.youtube.com/watch?v=a0qq0h
Link: 4xN34
https://www.youtube.com/watch The "Hook"
?v=a0qq0h4xN34 1. The teacher will ask the learners
to form a triad and talk about their
1. The teacher will assign favorite legend/myth and give details of
one group with SETTING, that story.
the next with PLOT, the 2. The teacher will write Mrs.
third with CONFLICT, the ______________'s Class (fill in your
fourth with THEME, and last name in the blank line) in the author
the fifth with line. The teacher will then ask the
CHARACTERS. Each learners to end their conversations and
group will be tasked with face the teacher.
creating a story following 3. The teacher will ask the learners
the element of a story. to share a detail from their favorite
2. For example, the legend/myth. Learners may raise their
SETTING group will come hand and share a few examples. The
up with the when and teacher will fill in the story map with their
where of the story without examples. (It's okay that the story map
talking to the other is made up of several different stories.
groups. The THEME The idea is to show the separate
group will come up with elements of a story.)
the central idea of the http://www.cpalms.org/Public/PreviewResour
story and so on. ceLesson/Preview/48295
3. When each group has
finished drafting their
element of the story, have
them take turns
presenting what they have
written to the class.
4. Then, together as a
whole, the class will
238
create a short story
combining the five
individual elements
created by each group.
The fact that they are
pieced together without
communication should
create a funny story that
will engage learners.
https://study.com/academy/popul
ar/story-elements-lesson-
plan.html
E. Discussing The teacher will play a video The teacher will play a video on the
new concepts on the Elements of Plot. Elements of Plot.
and practicing Suggested reference: Suggested reference:
new skills # 2 Title: Plot Elements (mmsiebe) Title: Plot Elements (mmsiebe)
Link: Link:
https://www.youtube.com/watch?v=WH https://www.youtube.com/watch?v=WH5jlkK4aUI
5jlkK4aUI
The learners will do the same activity.
After watching the video, the However, the graphic organizer will be
teacher will encourage the filled with incomplete words, not the
learners to share the entire part.
important points that they
remember. These may be
done orally, or through board
work. The teacher will closely
guide the learners and lead
them in summarizing the
elements of plot.
The learners will read The
Legend of Makahiya. After
which, they will form a triad
and the teacher will present a
partially complete summary
of the legend in a graphic
organizer.
The learners will fill in the
parts to complete the
summary. (Fill in the
exposition and rising action
so that the learners are
focused only on completing
three sections.)
The teacher will check and
process the answers.
Note: Please refer to the
attached legend, its summary
and the graphic organizer.
F. Developing The learners will read the Legend of Guava. Then, they will be
mastery divided into groups to summarize the legend using the same graphic
(leads to organizer used on the last activity. Each part of the graphic organizer
Formative will have a picture so that the learners will have a clue on what to
Assessment) write.
G. Finding Ask the following questions:
practical
239
application of  Our life is just like the elements of plot. It has a rising action
concepts and where we experience conflicts with people we know. Can you
skills in daily site real life experiences that may represent these elements?
living How do these experiences help you become a better person?
H. Making
The teacher will present the graphic organizer for the elements of story
generalizatio
and plot. Let the learners fill out these organizers with the elements.
nand
abstractions Note: Please refer to the attached graphic organizer.
about the
lesson
I. Evaluating Ready, get set,write!
learning Retell the legend you have just read in three paragraphs. Each
paragraph should have three to five sentences.
Note: Please refer to the attached suggested rubric.
J. Additional The teacher will again present the summary of the Legend of
activities for Makahiya. Then, learners will rewrite in their own words the given
application or legend.
remediation
IV. REMARKS
V. REFLECTION
B. No. of learners who require additional activities for remediation who
scored below 80%
lesson
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 use/discover
which I wish
to share with
other
teachers?
240
I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of pre-
to the past, various reading styles, ways of determining
word meanings, the sounds of English and the
prosodic features of speech and correct subject-verb
agreement.
B. Performance Standards: The learner transfers learning by showing appreciation
for the literature of the past, comprehend texts using
using prosodic features of speech effectively in various
agreement.
C. Learning EN7LC-I-i-5.1: Listen for important points signaled by
Competencies/Objectives: volume, projection, pitch, stress, intonation, juncture,
and rate of speech.
EN7LC-I-i-5.2: Note the changes in volume,
projection, pitch, stress, intonation, juncture and rate
of speech that affect meaning.
EN7OL-I-i-1.14.5: Observe and use correct
juncture/phrasing and rate of speech when reading
sentences/passages.
II. CONTENT Prosodic Features of Speech

A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages English Expressways II, pages 64-65; pages 184-185

portal
B. Other Learning Resources http://www.youtube.com/watch?v=t2h3Owutf5y
http:/www.youtube.com/watchyQoyhCEqf68
Advanced Learners Average Learners
IV. PROCEDURE
A. Reviewing Previous Review the different prosodic features of speech (volume,
Lesson or projection, pitch, stress, intonation, juncture, and rate of
Presenting the New speech). The students will be asked to answer Task 1.
Lesson (attached)
241
B. Establishing a The teacher will tell the learners that the lesson for the day is
Purpose for the about:
Lesson 1. Noting the changes in volume, projection, pitch, stress,
intonation, juncture and rate of speech that affect meaning.
2. Observing and using correct juncture/phrasing and rate of
speech when reading sentences/passages.
C. Presenting The learners will read the given dialogues according to the
Examples/Instances situation indicated.
of the Lesson 1.Dialogue:
Person A: I waited for you.
Person B: I know.
Situation:
1. A and B are having a Valentine’s date
2. A and B are having an argument/confrontation
2. Dialogue:
Person C: Please go.
Person D: No, I will stay.
Situation: C is telling D to leave.
1. D is angry and insisting.
2. D is gently assuring C that he will stay.
D. Discussing New The teacher will play a video The same video and activity
Concepts and on intonation and speech. will be used.
Practicing New http://www.youtube.com/watch
Skills #1 ?v=t2h3Owutf5y
(Video on Pitch and
Intonation)
After viewing the video, the

students will be asked to
repeat the sentences (given in
the video) that used different
intonations.
1. She got a dog.
2. “She got a dog?!”
Average learners may
The teacher will then discuss restate the explanation made
the three intonation patterns: by the advanced learners
1. Rising
2. Partial Fall
3. Falling
The learners will explain the
uses of the different intonation
patterns.
E. Discussing New *The teacher will play a video The same video will be
Concepts and on words that may be used played but the average
Practicing New as noun or verb. learners will be asked to read
Skills #2 http:/www.youtube.com/watch a set of more simple
?v=yQoyhCEqf68 sentences afterwards.
(Nouns and Verbs) Task 2 ( attached)
242
After viewing the video, the
students will be asked how the
said words may be identified
as noun or verb.
The learners will be asked to

read said words as nouns and
verbs.
* Take up lesson on using

stress and intonation on pages
64-65 of English Expressways
II.
F. Developing Mastery Perform Activities 1 and 2, on page 64, English Expressways

(Leads to Formative II.
Assessment 3)
G. Finding Practical The learners will be asked why it is important to observe the
Applications of correct prosodic features when speaking.
Concepts and Skills
in Daily Living
H. Making To achieve fluency in speaking English, one should not only

Generalizations and be good in language and grammar but also in using the
Abstractions about prosodic features of speech.
the Lesson
I. Evaluating Learning Graded Tasks/Activities
J. Additional Activities
for Application or
Remediation
IV. REMARKS
V. REFLECTION
II. No. of learners who require additional activities for
remediation
III. Did the remedial lessons work? No. of learners who
V. Which of my teaching strategies work well? Why did

these work?
VI.What difficulties did I encounter which my principal or

VII. What innovations or localized materials did I
use/discover which I wish to share with other
teachers?
243
I. OBJECTIVES
Philippine literature as a means of connecting to the pas,
C. Learning EN7RC-I-i-14: Follow directions using a map
Competency/Objectives EN7V-I-i-22.3: Explain the predominance of colloquial and
Write the LC code for each. idiomatic expressions in oral communication
II. CONTENT Idiomatic Expressions; Following Directions using a Map
III. LEARNING
RESOURCES
A. References
2. Learner’s Materials pages ---
English Expressways III, pp. 251
Old English Learning Package 52, 69
Learning Resource
(LR)portal
B. Other Learning Resource ( Optional )
https://www.youtube.com/watch?v=ePVZvMjSMvE
(Grammar Problems – Practical Application)
http://www.googlesightseeing.com/2015/05/lanai-kahoolawe-and-niihau/
(Google Sightseeing)
IV. PROCEDURES Advanced Learners Average Learners
A. Reviewing previous  Recap the previous  Recap the previous
lesson or presenting the lesson lesson
new lesson
B. Establishing a purpose for  The teacher will ask:  The teacher will ask:
the lesson “When you are going to a “When you are going to
strange place, what kind a strange place, what
of graphic aid will be most kind of graphic aid will
helpful to you in locating be most helpful to you
places you wish to visit?”. in locating places you
After soliciting answers wish to visit?”. After
from the class, the soliciting answers from
teacher will present the the class, the teacher
will present the topic
244
topic and objectives for and objectives for the
the day. day.
C. Presenting We Find Ways We Find Ways
examples/Instances of Teacher’s Task: Teacher’s Task:
the new lesson Group the class into Group the class
three (3). Assign a leader and into three (3). Assign a
a scribe for each group. Hand leader and a scribe for
out an activity sheet and a each group. Hand out an
Task Card for each leader. activity sheet and a Task
(See sample activity sheet Card for each leader. (See
and task card in the sample activity sheet and
reference materials page) task card in the reference
Write definitions of three (3) materials page) Write
idiomatic expressions on definitions of three (3)
colored papers and post it on idiomatic expressions on
three (3) different parts of the colored papers and post it
classroom (ex. on the wall, on three (3) different parts
beside the windows, on the of the classroom (ex. on
blackboard). the wall, beside the
windows, on the
Learners’ Task: blackboard).
Learners will create a
map from a starting point Learners’ Task:
leading to the definition of a Learners will follow
specific idiomatic expression directions using a map
assigned to them. Let them provided by the teacher
draw the map on the and a task card stating the
provided activity sheets with textual directions. Their
textual directions. (Please task is to find the place
refer to Appendix 1.) where the definition of the
idiomatic expression is
posted. Let them write
down the definition on the
provided activity sheets.
(Please refer to Appendix
1.)
D. Discussing new concepts  The teacher will distribute  The average learners
and practicing new skills the road map of a part of will have the same
#1 Baguio City. (Please refer input and activity but
to English Arts I, p. 190.) instead of an individual
A short input will also be work. They would work
given by the teacher. An by small groups with 5
index to the map will also members.
be presented to the
learners to ease the
process of locating
places.
 The students will answer
Exercise IV from English
Arts I, p. 192. This is an
individual activity.
Note: The teacher may use

places in his locality to
245
contextualize your Note: Provide a handout
activity. showing instructions on
road map preparation.
E. Discussing new concepts  The students will  The average learners

and practicing new skills individually perform ‘Task will have the same
#2 2: Say What?’ from the activity; however, there
Old Grade 7 English is a slight variation.
Learning Package, p. 69. Instead of identifying
the meanings of the
idiomatic expressions
individually, they only
need to match the
idiomatic expressions
with its meaning in
triad.
F. Developing mastery  For the small group  For the average
(leads to Formative activity, the teacher will learners, they will have
Assessment) ask the learners to the same activity as
perform ‘Task 2: advanced learners but
Clearing the Way’ idiomatic expressions
wherein the students will and meaning are
complete the comic already given and they
strips by supplying should use the given
speaking lines assuming idioms to complete the
that one speaker is a comic strip. Outputs
stranger asking for will also be presented
directions and the other to the class.
one is a commoner
being asked. They must
be able to present it in
the class.
G. Finding practical  Ask: “What is the importance of following directions in
application of concepts simply going to the market or any unfamiliar place?
and skills in daily living How about the importance of using idiomatic
expressions in talking to friend, relative or a stranger?”
 Show a video clip on a conversation between people
using idioms.
https://www.youtube.com/watch?v=ePVZvMjSMvE
(Grammar Problems – Practical Application)
H. Making generalizations Learners analyze the Learners should be able to
and abstractions about common problems present the importance of
the lesson encountered by the using idiomatic
characters in the video clip expressions correctly in
regarding the misuse of their usual conversation.
idiomatic expressions. Let
them suggest solutions to
the problem.
246
I. Evaluating learning Quiz Quiz
Choose the idiomatic Choose the idiomatic
expression fit for the expression fit for the
sentences below. Write the sentences below. Write
letter of the correct answer. the letter of the correct
answer.
a. under the weather
b. taste of his own medicine a. under the weather
c. raining cats and dogs b. taste of his own
d. in the red medicine
e. blacked out c. raining cats and dogs
f. an arm and a leg d. in the red
g. let the cat out of the bag e. blacked out
h. Hold your horses
i. salt of the earth 1. It was ______________
j. out of the blue when we got outside to
play.
1. It was ______________ 2. Mary ______________
when we got outside to play. when she saw a person
2. Mary ______________ covered with blood.
when she saw a person 3. He got a
covered with blood. ______________ when
3. He got a karma hit him hard.
______________ when 4. That weird smell makes
karma hit him hard. me feel ______________,
4. That weird smell makes too.
me feel ______________, 5. His records got so low
too. that now, it’s -
5. His records got so low ______________.
that now, it’s -
______________.
6. Jesus told the disciples, Key to Correction
“You are the 1. c
______________.” 2. e
7. They want me to pay 3. b
______________ for just a 4. a
small piece of land. 5. d
8. She started reciting a
poem ______________.
9. Hey! Wait a minute!
______________, young
man!
10. I didn’t say anything! He
was the one who
______________.
Key to Correction
1. c 6. i
2. e 7. f
3. b 8. j
4. a 9. h
5. d 10. g
J. Additional activities for Google Sightseeing (Optional)
application or remediation
247
- Using Google Maps, learners will explore their way to
places outside the country. Use this link for
instructions:
http://www.googlesightseeing.com/2015/05/lanai-
kahoolawe-and-niihau/
V. REMARKS
VI. REFLECTION
B. No. of learners who require additional activities for remediation who
scored below 80%
lesson
Why did these work?
encounter which my
can help me solve?
to share with other
teachers?
248
I. OBJECTIVES
Philippine literature as a means of connecting to the pas,
C. Learning Competency/ EN7LT-I-i-1: Discover literature as a means of connecting
Objectives to a significant past
Write the LC code for each. EN7LT-I-i-3: Explain how a selection may be influenced by
culture, history, environment, or other
EN7VC-I-i-10: Determine the truthfulness and accuracy of
the materials viewed
II. CONTENT Understanding Filipino Practices and Culture
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages Old English Learning Package-pages 50-51
Learning Resource
(LR)portal
B. Other Learning Resource https://www.youtube.com/watch?v=nmwHmYU5b0c

A. Reviewing previous The teacher will present pictures about Ilocos Region and
lesson or presenting the ask the students to identify the picture.
new lesson (Note: The teacher may opt to use other industries present
in their localities.)
249
VIGAN CITY (known for its preserved Spanish colonial
and Asian architecture)
https://www.google.com/search?q=ilocos&source=lnms&tbm=isch&sa=
X&ved=0ahUKEwiE4oy7i4PhAhWFMd4KHe0RB_MQ_AUIDigB&biw=1
366&bih=657#imgrc=RIO4RYUySRkx7M:
SAINT AUGUSTINE CHURCH, ILOCOS NORTE

(commonly known as the Paoay Church, one of the oldest
churches in the Philippines)
https://www.google.com/search?biw=1366&bih=657&tbm=isch&sa=1&e
i=wgyLXMuQA4yJoASBnb64Cg&q=ilocos+region&oq=ilocos+region&g
s_l=img.3..0i19l10.28653.43665..44169...1.0..0.268.1914.5j8j1......0....1.
.gws-wiz-img.......0i30.RID1rn3gXvg#imgrc=grnUiS0gba4XvM:
BANGUI WIND FARM, ILOCOS NORTE

i=wgyLXMuQA4yJoASBnb64Cg&q=ilocos+region&oq=ilocos+region&g
s_l=img.3..0i19l10.28653.43665..44169...1.0..0.268.1914.5j8j1......0....1.
.gws-wiz-img.......0i30.RID1rn3gXvg#imgrc=gRtXI6QM6maZUM:
The teacher will present pictures that will show the cultures
and traditions of Ilocos Region.
250
i=8AyLXKKNCYXZ-
QbX_oboCw&q=cultures+and+traditions+of+ilocos+region&oq=cultures
+and+traditions+of+ilocos+region&gs_l=img.3...78351.89961..90446...0
.0..0.322.4627.24j13j2j1......0....1..gws-wiz
i=8AyLXKKNCYXZ-
QbX_oboCw&q=cultures+and+traditions+of+ilocos+region&oq=cultures
+and+traditions+of+ilocos+region&gs_l=img.3...78351.89961..90446...0
.0..0.322.4627.24j13j2j1......0....1..gws-wiz-
img.......0i19j0i5i30i19j0i30i19.qnhVa_k2mpk#imgrc=6X_XiQbtGTkgIM:
Solicit ideas, impression Describe the picture in one

from the students about sentence.
these pictures.
B. Establishing a purpose MOTIVE QUESTION: How important is culture in the lives
for the lesson of the Filipinos?
C. Presenting The learners will be divided The learners will be divided
examples/Instances of into groups. Each group will into groups. Each group will
the new lesson be given a jigsaw puzzle. be given a jigsaw puzzle.
The first group to complete The first group to complete
the puzzle wins. the puzzle wins.
251
https://www.google.com/search?q https://www.google.com/search?q
=weaving+in+ilocos&prmd=ivn&so =weaving+in+ilocos&prmd=ivn&so
urce=lnms&tbm=isch&sa=X&ved= urce=lnms&tbm=isch&sa=X&ved=
2ahUKEwjJzoDczPvgAhVYXCsK 2ahUKEwjJzoDczPvgAhVYXCsK
HdCoAbEQ_AUoAXoECA0QAQ#i HdCoAbEQ_AUoAXoECA0QAQ#i
mgrc=ooqd271qD4rDM mgrc=ooqd271qD4rDM
https://www.google.com/search?bi https://www.google.com/search?bi
w=1366&bih=657&tbm=isch&sa= w=1366&bih=657&tbm=isch&sa=1
1&ei=TA2LXJVCjoSgBOzomoAP &ei=TA2LXJVCjoSgBOzomoAP&
&q=traditional+weaving+in+ilocos q=traditional+weaving+in+ilocos&
&oq=traditional+weaving+in+iloco oq=traditional+weaving+in+ilocos
s&gs_l=img.3...582804.594877..5 &gs_l=img.3...582804.594877..59
95314...4.0..0.117.3164.24j9......0. 5314...4.0..0.117.3164.24j9......0...
...1..gws-wiz- .1..gws-
img.......0i19j0i10i19j0i5i30i19j0i8i wizimg.......0i19j0i10i19j0i5i30i19j0
30i19j0i30i19.6oEyJK_0sSc#imgr i8i30i19j0i30i19.6oEyJK_0sSc#im
c=z_mYrIVSYn6xeM: grc=z_mYrIVSYn6xeM:
s&gs_l=img.3...582804.594877..5 &gs_l=img.3...582804.594877..59
95314...4.0..0.117.3164.24j9......0. 5314...4.0..0.117.3164.24j9......0...
...1..gws-wiz- .1..gws-
252
c=YyUvDRSLL192_M: grc=YyUvDRSLL192_M:
s&gs_l=img.3...582804.594877..5 &gs_l=img.3...582804.594877..59
95314...4.0..0.117.3164.24j9......0. 5314...4.0..0.117.3164.24j9......0...
...1..gws-wiz- .1..gws-
c=rK-2vgYFgZucjM: grc=rK-2vgYFgZucjM:
After the activity, the

After the activity, each
teacher will ask the
group will describe the
following questions:
picture they completed.
 Do you know any
place in our country
that practices
traditional weaving?
 How do you think
does this type of
weaving help the
people and their
municipality?
D. Discussing new concepts The teacher will provide copy of the story about “The
and practicing new skills Legend of the First Monkey” (Iloko). The learners will read
#1 the story.
The teacher will discuss vocabulary words which can be

found in the story.
1. WORD: weaving
MEANING: To form (cloth) by interlacing strands
To make (cloth) on a loom by interlacing
warp and filling threads
To interlace pieces of something together
SENTENCE: The women weave in their own homes
most of the clothes worn by the natives.
2. WORD: maiden
MEANING: A young girl or woman who is not married
253
SENTENCE: A story about a courageous knight who
rescues a fair maiden
is everyone’s favorite.
3. WORD: goddess
MEANING: A woman who is greatly loved or admired
SENTENCE: The goddess was disappointed and
walked away.
COMPREHENSION CHECK:
The learners will answer the following questions and they
will write T if the sentence is True or F if False.
1. The maiden obeys the order of the goddess.

2. The goddess trusts the maiden.
3. The maiden knows how to make a cloth.
4. The goddess got mad at the maiden because she
did not clean the house.
5. The maiden becomes a monkey.
E. Discussing new concepts Watch a documentary about the Ilocos Region’s traditional
and practicing new skills weaving.
#2 Refer from this link:
https://www.youtube.com/watch?v=nmwHmYU5b0c
The learners will answer the The learners will answer the
question. question by pair:
 What local practice was  What local practice have
shown in the video clip you seen from the video
that is also present in that is also present in The
The Legend of the First Legend of the First
Monkey? Monkey?
 Do you think traditional  Give at least two
weaving as practiced in learnings that you got
Ilocos Region must be from the video.
treasured by youths like
you? Why or why not?
The teacher will provide copy of the text about Weaving.
The learners will read and answer the questions that follow.
 What is weaving?
 How can weaving as a source of income help our
country boost its economy?
 What is the role of weaving in the lives of some
Filipinos?
F. Developing mastery The learners will answer the The learners will answer the
(leads to Formative following questions: following questions:
Assessment)  Who are the characters  Who are the characters in
in the story? the story?
 What did the goddess  Where and when did the
ask the maiden to do? story take place?
 Did the maiden follow the  What did the goddess ask
instruction of the the maiden to do?
goddess? What shows in  What was the reaction of
the goddess? What
254
the story that she did not punishment was given to
follow the goddess? the maiden?
 If you were the lady in the  What is the moral of the
story, would you do the story?
same?
 If you were the goddess,
would you also punish
the lazy girl?
 What is the moral of the
story?
G. Finding practical The learners will answer/do the following:
application of concepts  As a student, how can you preserve cultures especially
and skills in daily living in the locality?
 List down woven products you have at home or you see
available in your community.
H. Making generalizations The learners will be divided The learners will be divided
and abstractions about into groups. Each group will into groups. Each group will
the lesson answer the following answer the following
questions: questions?
 What distinct  What distinct
characteristic/s of human characteristic/s of human
is/are present in the is/are present in the
story? story?
 Do these characteristics  Do these characteristics
serve as good examples serve good examples for
for us? Why or why not? us? Why or why not?
 How important is  Do you appreciate
weaving in the lives of the weaving in our country?
Iloko?  Give situations to prove
 Do you think the new that weaving contributes
generation will a lot to our country.
appreciate this kind of
culture? Explain your
answer.
I. Evaluating learning In their notebook, the learners will answer/do the following:
 What Filipino practice is reflected by the legend? How
does the story help us relate to the lives of our Filipino
brothers in Ilocos?
J. Additional activities for The learner will search more information from the internet,
application or magazine, newspaper, school library or other references
remediation that will support the video about Ilocos’ Traditional
Weaving.
V. REMARKS
VI. REFLECTION
B. No. of learners who require additional activities for remediation who scored
below 80%
255
lesson
Why did these works?
encounter which my
can help me solve?
teachers?
256
I. OBJECTIVES
Philippine literature as a means of connecting to the pas, various
reading styles, ways of determining word meaning, the sounds
agreement.
C. Learning
Competency/ EN7G-I-h-11: Observe correct subject-verb agreement
Objectives
Write the LC code for each.
II. CONTENT Intervening Phrase - Compound Preposition
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Old English, Teacher’s Guide, p. 50
pages
pages
3. Textbook pages Old English Learning Package, p. 51
4. Additional Materials ---
from Learning
Resource (LR)portal
B. Other Learning Instructional Aids: Word Strips, Teacher-made Visuals;
Resource Instructional Aids: PowerPoint Presentation, Audio Recordings,
Speaker
Pictures
https://www.google.com.ph/search?q=pictures+of+a+girl&tbm=isch&source=i
u&ictx=1&fir=lGeIxlvQ1TuTSM%253A%
https://www.google.com.ph/search?tbm=isch&sa=1&ei=XjJmXKzaOczywQP
Vz63oDQ&q=goddess+pictures&oq=goodess&gs_l=img.1.0.0i67l3j0i10j0i67l
4j0i10l2.153969.156622..158460...0.0..0.1778.3994.3-
1j1j1j1j0j1......0....1..gws-wiz-
img.....0..0.yrWOVuuitdY#imgrc=0KqfJUBBXahTZM:
https://www.google.com.ph/search?tbm=isch&sa=1&ei=CjNmXMr9JtLqwQOx
g53YCQ&q=monkey
+pictures&oq=monkey&gs_l=img.1.0.0i67j0j0i67l2j0j0i67j0l4.143311.144426..
145910...0.0..0.352.1134.1j3j1j1......0....1..gws-wiz-
img.p_LeQJRqvHA#imgrc=2XkFNhVVXHCUaM:
Story
Legend of the first monkey
http://www.seasite.niu.edu/tagalog/folktales/iloko/first_monkey.htm
short video clip
(https://www.youtub.be/3YnFMfNSK6A)
Additional activity
unit_3-subject-verb_handout.pdf
257
02_cc_s-v-agreement.pdf

A. Reviewing previous The teacher will ask the The teacher will ask the
lesson or presenting learners to give a recap of learners to read the following
the new lesson the previous lesson on sentences:
1. The monkey was one of the
long-tailed and dry-nosed
1. What rules on subject-verb primates.
agreement do you recall? 2. The girl is considered as one
2. Give examples of of the most precious creation of
sentences based on the SVA God.
rule you learned in the 3. The goddess helps people
previous topic? who are in need.
Process Questions:
1. What do you notice about the
highlighted words in each
sentence?
2. Which is the subject? Which is
the verb?
3. Does the subject agree with
the verb? Why do you say so?
B. Establishing a Think, Pair and Share Group Work: Identify the

purpose for the Note: Learners will be subject and verb in the
lesson assigned in pairs. following sentences.
Out of these pictures,
construct sentences using 1. The maiden helps the poor girl
correct subject-verb with her problem.
agreement. 2. The goddess provides
(Note: Images can be everything the girl needs.
localized.) 3. The patroness was happy
with what the girl did.
Picture 1: 4. The monkey is considered as
one of the primates.
Suggested Image:
5. The goddess punishes the girl
a monkey in the jungle
for her laziness.
Picture 2:
Suggested Image:
a smiling girl
258
Picture 3:
Suggested Image:
a fairy/wood nymph
Possible answers:
1. The monkey is one of the
long-tailed and dry-nosed
primates.
2. The girl is considered as
one of the most precious
creations of God.
3. Myths tell us that a
goddess is someone who
helps people who are in
need.
C. Presenting From the given sentences, From the given sentences,
examples/Instances identify the subject and identify the subject and verb
of the new lesson verb and tell whether the and tell whether the subject
subject agrees with the agrees with the verb.
verb.
D. Discussing new Discussion: Discussion:
concepts and
practicing new skills The teacher will discuss the The teacher will discuss the
#1 topic about subject-verb topic about subject-verb
agreement specifically on agreement specifically on
sentences using intervening sentences using intervening
words and phrases like words and phrases like
together with, in addition together with, in addition to,
to, as well as, including as well as, including and
and similar constructions similar constructions following
following the subject, do not the subject, do not affect the
affect the number of the number of the subject.
subject.
Explain that subject-verb
Explain that subject-verb agreement is important
agreement is important because without it a sentence
because, without it, a can be confusing. To
sentence can be confusing. communicate clearly in English,
To communicate clearly in we must follow grammatical
English, we must follow rules like this one.
grammatical rules like this
one. Examples:
1. The girl, together with the
Examples: maiden, is happy and contented
1. The girl, together with the with her life.
maiden, is happy and 2. The goddess, as well as the
contented with her life. guardians, was mad at the girl
for her laziness.
259
2. The goddess, as well as 3. The girls, together with her
the guardians, was mad at friends, were punished by the
the girl for her laziness. goddess for their misconduct.
3. The girls, together with
her friends, were punished
by the goddess for their
misconduct.
E. Discussing new (Optional) Show a short video (Optional) Show a short video
concepts and clip of a graphic presentation clip of a graphic presentation of
practicing new skills of the lesson SVA focusing the lesson SVA focusing on
#2 on intervening phrases. intervening phrases.
(https://www.youtub.be/3YnFMf (https://www.youtub.be/3YnFMfNS
NSK6A) K6A)
F. Developing mastery Applying the rules of Choose the correct form of
(leads to Formative subject-verb agreement, verb in the parenthesis.
Assessment) Complete each of the Long ago in a thick forest,
fragments below to make a a young girl together with her
complete sentence. mother (live, lives) under the
1. The maiden, together with care of the goddess of weaving.
the girl,_________ She lived happily and contented
2. The girl, along with her for everything that she wanted
mother,_________ to eat was provided for her by
3. The goddess, as well as her patroness. The goddess, in
the patroness,_____ addition to her guardians, (is,
4. The mother , accompanied are) very generous and helpful.
by her daughter,___ Until one day, the goddess, with
5. The patroness , together other guardians living with
with her servants,____ them, (learn, learns) that she is
a lazy girl. The goddess was so
angry that she made her live in
trees in the forest, where the
first monkey originated.
G. Finding practical Pair up with your Write Yes if the given

application of classmate. statements observe the
concepts and skills Construct sentences out correct subject-verb
in daily living of the given questions agreement, NO if not.
using intervening phrases 1. The goddess of weaving,
and observe subject-verb together with the patroness,
agreement. was mad at the lazy girl.
1. How did the girl conduct 2. The girl, as well as her
herself in the story? What mother, argue with the decision
characteristics of the girl of the goddess.
were shown in the story? 3. The girl, as well as the
2. If you were the girl in the monkey, is considered as the
story, would you do the main character in the story.
same? 4. The mother, as well as the
3. Do you consider the people in the community,
goddess as a considerate witness the girl’s
one? transformation.
260
4. Is the goddess right in 5. The goddess, along with her
giving punishment to the guardians, punish the girl for
girl? her laziness.
5. How can you compare the
girl in the story with the
millennials nowadays?
H. Making In the previous lesson, you
generalizations and 1. What rules on subject- learned that a singular subject
abstractions about verb agreement have you must have a singular verb, and
the lesson learned today? the plural subject must have a
2. Why is it important to plural verb.
know these rules?
3. What happens if the 1. What rules on subject-verb
subject does not agree with agreement have you learned
the verb? today?
subject and verb did not agree?
I. Evaluating learning With your pair, make a From the story entitled “The
dialogue of four exchanges Legend of the First Monkey”
between the girl and the Iloko version, pick out at least 5
goddess, pretending that you sentences observing the
are one of the characters in subject-verb agreement rule on
the story. Observe the rule intervening phrases, then
on subject-verb agreement. underline the subject and
(The reference is The encircle the verb.
Legend of The First
Monkey Note: The teacher will provide a
copy of the story.
Scoring Rubrics
(found in Appendix)
J. Additional activities for application or remediation
(Teacher can choose additional activity/ies from the two options below.)
A. Subject-Verb Agreement Lesson One: Intervening phrases and clauses
unit_3-subject-verb_handout.pdf
B. Lesson two and Lesson three
02_cc_s-v-agreement.pdf
V. REMARKS
VI. REFLECTION
who scored below 80%
with the lesson
E. Which of my teaching strategies worked well? Why did these
work?
G. What innovation or localized materials did I use/discover which
I wish to share with other teachers?
261
APPENDIX
Week 1, Day 2
a. Task 11. Nuggets of Wisdom Game:
“Aanhin pa ang damo, kung patay na ang kabayo”
What’s good is the grass if the horse is dead.
“Batu-bato sa langit, tamaan huwag magagalit.”
If you perceive criticism in something that was not directed at you, you shouldn’t take
offense because you deserve it.
Image Source:
https://goo.gl/images/9Pa3i3
https://images.google.com/imgres?imgurl=http
https://goo.gl/images/HbRE1X & https://goo.gl/images/YNAS1k
262
“Aanhin mo ang palasyo kung ang nakatira ay kuwago. Mabuti pa ang bahay kubo na
ang nakatira ay tao.”
What good is a palace if it’s inhabited by owls; better a straw hut that is inhabited by humans.
“Matibay ang walis palibhasay magkakabigkis”
The broom is sturdy because its strands are tightly bound.
https://goo.gl/images/GzyHE6
https://goo.gl/images/UTFUL7
https://goo.gl/images/FUDkEk
“Kung may itinanim, may aanihin.”

What you sow, shall you reap.
Week 1, Day 4
263
 English Expressways II, pp. 5, 58, & 73
 Error! Hyperlink reference not valid. analysis,www.adobe.com
 Division contextualized module pages 30

 https://english.stackexchange.com/q/122607
264
APPENDIX
Week 2, Day 1
The following pictures with narrations show the different events in the selection that describes
the Maranaws’ belief on how the world was created.
265
266
Image Source: https://www.slideshare.net/jareleny/the-origin-of-this-world-maranao
267
Week 2, Day 3
 https://pronuncian.com/pitch-lessons
 Speech Improvement with Practice and Exercise by Aurora L. Samonte

&Leticia R. Arbis, pp.1-3 & 40, 44-47
Week 2, Day 4
 https://www.slideshare.net/jareleny/literary-vs-academic-writing-
64862279?qid=3920eceb-921d-4cb1-8161-
69c3f877db4f&v=&b=&from_search
 https://www.slideshare.net/jareleny/literary-vs-academic-writing-
64862279?qid=3920eceb-921d-4cb1-8161-
69c3f877db4f&v=&b=&from_search
https://www.slideshare.net/jareleny/literary-vs-academic-writing-64862279?qid=3920eceb-
921d-4cb1-8161-69c3f877db4f&v=&b=&from_search
268
APPENDIX
Week 3, Day 1
WORKSHEET
Name: _____________________________________________ Date: ______________
Year& Section: ______________________________________ Score: _____________
Give the meaning of the following signs/symbols. Write the correct answer on the
space provided.
SIGNS/SYMBOLS WHAT DOES IT MEAN?
1._________________________________________
2._________________________________________
3._________________________________________
4._________________________________________
5._________________________________________
6._________________________________________
7._________________________________________
8._________________________________________
9._________________________________________
10.________________________________________
269
Activity/Performance Task Criteria
Criteria 10 8 6 4 2 Rating
1. Presentation: Output is Output is Output is Output Output
awareness of very creative. less needs needs to be
sounds of creative. creative. refinement. repeated.
language/
pronunciation,
proper
intonation,
diction, etc.
2. Organization Organiza- Organiza- Organiza- Organiza- Presenta-
of ideas, tion and tion and tion and tion and tion needs
knowledge presentation presentation presentation presentation to be
content, and are very are are quite need more repeated.
completeness impressive. impressive. impressive. polishing.
of ideas.
3. Language/ Language Language Language Language is Language
Sentence was fluent was fluent. was barely cannot be
construction and There are somewhat fluent. understood.
observed minimal fluent. Errors in Unaccepta-
the correct errors in Errors in grammar ble errors in
sentence grammar. grammar are glaring. grammar.
construction are
. observable.
4. Quality of Output and Output and Output and Output and Output and
Outputs, props are of props are of props are of props are of props are of
props, etc. excellent very high high quality. acceptable unaccepta-
quality. quality. quality. ble quality.
5. Actively Learners Learners Learners Learners Learners
engaged in were are are less are less are passive
the activity, actively engaged engaged engaged throughout
manifested engaged throughout throughout throughout the activity.
discipline and throughout the activity. the activity. the activity.
cooperation. the activity
270
Week 3, Day 2
SAMPLE RUBRIC
CRITERIA 5 3 1
Members always
Member occasionally Members do not
Process Skills demonstrate targeted demonstrate targeted demonstrate targeted
process skills process skills process skills
Members finish ahead Members finish Members do not finish
Time of time with completeahead of time with ahead of time with
Management data incomplete data incomplete data
Members are on tasks Members have Members do not know
and have defined defined are their tasks and have
Cooperation responsibilities at all
responsibilities most no defined
and Teamwork times. Group conflicts
of the time. Group responsibilities. Group
are cooperatively
conflicts are conflicts have to be
managed at all times cooperatively settled by their
managed most of the teacher.
time
Clean and orderly Clean and orderly Messy workplace
Neatness and workplace at all times workplace with during and after
Orderliness during and after the occasional mess activity
activity during and after the
activity
Week 3, Day 5
Presentation Rubrics
4 3 2 1
CRITERIA EXCELLENT SATISFACTORY DEVELOPING BEGINNING
Preparedness Learners are Learners seem Learners are Learners are not
completely prepared but somewhat ready for the
prepared, need more prepared but lack presentation.
rehearsed their rehearsals. rehearsal.
presentation and
well organized.
Content of the Dialogues are Dialogues are Dialogues are Dialogues are
Dialogue related to the related to the related to the related to the topic
topic and topic but with 1-3 topic but with 4— but with more than
observe correct grammatical 6 grammatical 6 grammatical
usage. errors. errors. errors.
Presentation Learners speak Learners speak Learners Learners forget his
clearly, correctly clearly and stammer in some / dialogues and
and with correctly but of his/her loss eye contact
confidence occasionally loss dialogues loss
eye contact. eye contact.
271
APPENDIX
Week 4, Day 1
https://www.youtube.com/watch?v=di--sKT69Lc Pulut-pukyutan
https://www.youtube.com/watch?v=hsWaQVu-o1Y iskul ko
https://www.youtube.com/watch?v=qnIpG7E3eOQ milo
https://www.youtube.com/watch?v=cHZuZIJS3Uo alone together
https://www.youtube.com/watch?v=CkTw2-9d1rc avengers
272
Week 4, Day 2
273
Week 4, Day 3
Average learners
1. A hero is someone who helps people, saves people lives, and risks their lives for
someone else’s life.
2. A hero can also be someone brave, cares for someone like Superman,
Spiderman, the Incredible, etc.
3. My heroes are my parents, because they would do anything to help me.
4. They risk their lives for me or one of my other sisters.
5. So my heroes are my parents.
Advanced Learners
What is a Hero?
1. A hero is anyone who can show courage when faced with a problem.
2. A hero is a person who is able to help another in various ways
3. A person can become a hero by saving someone who is in danger.
4. Another example of a hero is someone who is there to help others and gives them
strength to go on through life's difficulties.
5. A hero can be someone who gave up his or her life so another could live.
6. A hero does not always have to show courage he can be afraid but still be a hero
through his other actions.
Note: The important materials needed in this lesson are provided in the included
PowerPoint Presentation.
274
APPENDIX
Week 5, Day 5
Sentences for Connect Me! Game

Advanced:
The trail, perching precariously 500 feet above the roaring surf and then dipping
effortlessly into dark lush valleys, snakes its way along the fluted coastline.
From a distance, it is hard to believe there would be any way to traverse the cliffs
that dip like fingers into the frothing Pacific.
The first half of the trail is densely overgrown, and the air is dripping with the aroma
of over ripe guava. Waterfalls and streams cascade unceasingly down along the trail
from Mount Waialeale, the wettest spot on earth.
Vegetation grows thickly on the near vertical slopes above and below the trail,
lending a sense of false security to the path, which at its widest measures ten feet
across.
The landscape on the second half of the trail, the leeward side, changes dramatically
from jungle to semi-arid desert.
Now, the cliffs are bare rock, and a three-foot wide ledge is all that protects the wary
hiker from the black shoreline below.
Nevertheless, the white sand beach that marks the end of the trail is more than
ample reward for the dangers survived.
The colors of this last valley, the Kalalau Valley, are a vivid red and green against a
cloudless blue sky.
This, however, is not the end of the trip. The only trail out is the trail in. Not for the
faint of heart, the Kalalua Trail on Kauai’s north shore is eleven miles of rugged
adventure. (from an essay by Noreen Edgar, used with permission)
Average:
Also, your ticket purchase will help our school, and when you help the school, it
helps the entire community.
But that’s not all! Every ticket you purchase enters you in a drawing to win
fabulous prizes.
And don’t forget, you will have mountains of fun because there are acres and
acres of great rides, fun games, and entertaining attractions!
This is going to be an event you will not want to miss!
Buy your tickets now!
First off, the school fair is a great value when compared with other forms of
entertainment.
275
We are selling a limited number of tickets at a discount, so move fast and get
yours while they are still available.
Spend time with your family and friends at our school fair.
The school fair is right around the corner, and tickets have just gone on sale
276
APPENDIX
Week 7, Day 1
Task 1: Like the Road (English 7 Learners’ Material, pp. 80-81)

Situation: Imagine your speech as a road. You are taking your listeners on a journey. Your
speech (the content) is the vehicle carrying along the ideas and your mouth (how you deliver)
is the driver.
This will be read by two students acting as driver 1 (reading the selection fast) and driver 2
(reading the selection slow and moderate).
First Driver: You are the driver. As the driver, you make choices. You can whirl the
passengers through so fast the scenery blurs. While you are busy negotiating a series of
complicated bends at full control, they are gazing out the back window trying to work out what
they have missed and where they are. One by one the passengers (listeners) get dizzy. Then
they close off their ears and sit quietly waiting for the ride to stop.
Second Driver: You can proceed cautiously your passengers want to get out and walk. If
you are a responsive driver you would be continually adjusting your speed to meet the road
conditions (speech content) and the needs of your passengers (audience).
Process Questions:
1. To whom is the first driver compared? How about the second one?
2. Which one are you? Why?
3. Why do speakers need to vary their rate of speech?
Task 4. Time to Voice

Read the story and the questions below with proper speech rate and intonation.
Crossroads Follow the thunder?

Follow the storm?
Shall I follow the stream?
Follow the whisper
Or cross the sea,
That breeze and leaves form?
Strive for a dream
Follow my heartbeat?
Or let life be?
Follow my head?
Shall it be neon lights
What shall each bring me?
That spell success,
Where shall each leads?
Or flickering lamplight
For happiness? https://connected-crossroads.weebly.com/poems.html
Task 6. Choral Recitation

Be able to recite before the class the poem “Crossroads”. Observe proper speech rate and
intonation.
Rubric
(Note: The teacher can prepare a self-made rubric that fits the capacity of the students.)
277
Suggested Criteria:
Volume and Speech Rate (expressing the poem’s content
through loudness and speed of speaking) 30%
Intonation (using proper intonation to reinforce tone and mood) 30%
Clarity (producing clear, easily understandable speech
with syllables clearly enunciated) 20%
Expression (engaging the audience through appropriate facial expressions,
gestures and eye contact) 20%
Total 100%
Task 5. Double-check All

A: I have to go back upstairs.
B: Why? We're already late!
A: I have to check the stove.
B: What's the matter?
A: Maybe I left the burner on.
B: No, you didn't. I checked the stove before we left.
A: Are you sure?
B: Of course I'm sure!
A: Well, I have to go back upstairs anyway.
B: It's getting later every minute.
A: I think I left the water running.
B: No, you didn't. Let's go! The only thing running is the clock!
https://eslyes.com/easydialogs/ec/safety09.html
278
APPENDIX
Week 7, Day 2
WARNING ROAD SIGNS

Suggested Image:
Use about nine examples of these
INFORMATION ROAD SIGNS

Suggested Image:
Use about seven examples of these
Prohibitive Road Signs
Suggested Image:
Use about fifteen examples of these.
279
Restrictive Road Signs
Suggested Image:
Use about six examples of these.
280
Task 11: Find The Match (for average learners)
Worksheet 1: Matching Signs
Name: _____________________________ Date: _________________
Match the words in column A to its appropriate signs in column B. Write the letter of
your answer on the blank.
A B
____ 1. Stop sign a. ROAD

SIGNS
____ 2. Slippery Road b. ROAD

SIGNS
____ 3. Parking c. ROAD

SIGNS
____ 4. One Way d.

ROAD
SIGNS
____ 5. Roundabout Ahead e. ROAD

SIGNS
____ 6. No Parking f. ROAD

SIGNS
____ 7. Merging Traffic g. ROAD

SIGNS
____ 8. Bumpy Road h.

ROAD
SIGNS
____ 9. Road Narrows i.

ROAD
SIGNS
____ 10. No Cars or Motorcycle j.

ROAD
SIGNS
281
Task 11: Let’s Play Bingo (for advanced learners)
Worksheet 2: Safety Signs Bingo
Name: _________________________________ Date: _________________
Play Safety Sign Bingo by writing below the picture the names of the road signs. The
teacher will write five bonus names of the road signs, then students will fill out the remaining
boxes.
Safet
y
First
S I G N S
aaf
ROADety ROAD ROAD ROAD ROAD
SIGNS SIGNS SIGNS SIGNS SIGNS
_________ Roundabout __________ ___________ _________

Ahead
ROAD ROAD ROAD ROAD ROAD

__________ Tunnel ahead Give way to traffic _________ _________
ROAD ROAD ROAD ROAD

SIGNS SIGNS Safety SIGNS SIGNS
First
__________ __________ _________ _________

FREE

282
Task 12: Reading in Real Life
Name: ____________________________________ Date: _________________
Walk with Hinulid
Eddie and Delia joined their friends in the Alay Lakad going to Hinulid Shrine in
Calabanga. On their way to the main road, they saw this sign __________________ so they
stopped and when they looked up, Eddie pointed to __________________. As they moved
forward Delia noticed the __________________ sign. Suddenly their friends stopped
because when they turn left, they saw __________________ and few steps behind that is the
_________________ sign. “Oh no!” shouted Eddie. The traffic policeman heard them so he
led them to ________________. They followed the order then they saw
the________________ they feel relieved.
“Passing with those signs was an amazing experience. Isn’t friends?” Delia uttered.
“Yes, we agree,” her friends answered. “I think we should get going to thank God for our
safety,” suggested Eddie.
283
Task 11: TREASURE ON LADDER
FINISH
START
284
Pictures to be used in the Treasure on Ladder


ROAD ROAD ROAD TREASU ROAD

SIGNS SIGNS SIGNS RE SIGNS
CHEST


ROAD ROAD ROAD TREASU ROAD

SIGNS SIGNS SIGNS RE SIGNS
CHEST
285
For the Teacher: Key to Correction
Worksheet 1: Matching Signs
1. g
2. c
3. d
4. h
5. I
6. e
7. a
8. j
9. f
10. b
286
Worksheet 2: Safety Signs Bingo
S I G N S
ROAD
ROAD SIGNS ROAD ROAD ROAD
SIGNS SIGNS SIGNS SIGNS
Roundabout Pedestrian
One Way Ahead Slippery Road Falling Rocks Crossing

Give Way to
No Over Tunnel Ahead Traffic Stop Ahead Two-way Traffic
Taking
ROAD ROAD ROAD

SIGNS SIGNS SIGNS ROAD
SIGNS
Traffic Sign
Ahead Crossroad FREE Winding Road Lane Ends

Maximum
No U Turn Caution Cows in Yield Ahead Speed Limit Bumpy Road
Road
Walk With Hinulid (Clues)

1. Stop
2. Traffic Light
3. Two-way Traffic
4. Dangerous Bend
5. Road Works
6. Turn Right
7. Pedestrian Crossing
287
Week 7, Day 3
SAMPLE WORKSHEETS
Task 14: BICOL EXPRESS
FOUR PICS ONE WORD
(Suggested Activity)
Look at the collage of four pictures about Bicol specifically the Ibalon Festival. The answer to
the puzzle is the common theme between the four photographs. The students may use the
ten scrambled possible letters to find the answer. The teacher may give additional items
following the example below.
Sample: (Image Source: facebook.com/proudtobealbayano.ph)
288
Task 14: BICOL EXPRESS
(Taken from the Old English 7Learning Package)
Show pictures of Mayon volcano, pili nuts, and laing. Ask the students how are the pictures
presented related to each other.
(Image Source: facebook.com/proudtobealbayano.ph)
Idiomatic Expressions
Suggested format for discussion.
Sentence with Meaning Person/s Situation Remarks

Idiom Spoken to
I need to study annoying; a a younger sibling speaker is This idiom is

so don’t be a bother reviewing for a not
pain in the neck. test and a appropriate to
younger sibling use when
playing noisily talking to a
teacher, a
parent, or any
person in
authority
because it is
quite
colloquial.
Task 18: I Know

Complete the following table as you read the selection. Do this on a half sheet of paper. Be
ready to explain your answers to your classmates.
Hero Enemy/Enemies How he won What else he Traits
over his did for shown
enemy/ Ibalon
enemies
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Task 18. Make the Grade
On a half sheet of paper, make a report card for each hero. Using the given guide, grade
how well each one saved Ibalon. Remark on the heroism of each and choose the most
heroic among them.
Grade
Report Card for:
____________________
GRADE Name of Hero
A – Outstanding Strength
B – Excellent Courage
C – Satisfactory Intelligence
D – Needs Improvement Perseverance
Other Traits
Remarks
He is ________ heroic because ______.
Task 4: Then and Now

(Taken from the Old English 7Learning
Package)
Read the following text. Fill in the table to show the similarities and differences between this
text and ―Ibalon in terms of topic, setting, purpose, intended audience, and relevance
today. Do this on a half sheet of paper.
Overseas Filipino Workers as Everyday Heroes
Overseas Filipino Workers take a huge risk when they travel and work abroad.
OFWs sacrifice a lot in order to give a better life for their families. They are heroes in their
own right because they live to help their families and sometimes even other people they do
not even know, but are in need of their help and support.
Heroes think of other people first before they think of themselves. Heroes are unique
individuals that sacrifice themselves for the sake of others. OFWs face great challenges
head on with only their faith, hope, and determination to carry them through. They strive
hard to ensure that their children‘s future would be bright and that they would live a life that
they have dreamed of.
What are OFWs made of? They are made of determination, courage, a risk-taking
attitude, a heart of gold, and other qualities that make them everyday heroes to a lot of
people. They go beyond their call of duty to help their families, to help their country and
sometimes people in need, even if it means putting themselves in danger.
You do not have to be an OFW to be a hero. You are a hero if you sacrifice a part
of yourself to help other people who are in need. You are a hero if you can make someone
else smile despite the trials and challenges he has. You are a hero if you can make others
feel better about them. If you do any of these, then you are a hero in a person‘s heart.
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“Ibalon” “OFWs as Everyday
Heroes”
Topic
Setting
Purpose
Intended
audience
Relevance
today
Sample pictures for making generalizations and abstractions about the lesson: (Average)
291
https://m.wikihow.com/Be-a-Hero-in-Real-Life
Week 7, Day 4
ACTIVITIES/EXERCISES FOR THE LEARNERS with Key Answers
(Subject- Verb Agreement on Intervening Phrases and Expressions “a variety” and “the
variety”, Module 1 Week 7)
A. Reviewing previous lesson or presenting the new lesson.

For Average Learners
Sample Sentences of previous lesson on S-V-A (Collective nouns, titles of books,
movies and the expression “a number and the number”)
1.Little Women fascinates me.
2.The number of visitors to the exhibit increases on weekends.
3.The orchestra rises.
4. A number of visitors are foreigners.
5. The orchestra are voting for their new conductor.
C. The following sentences will be used in the Presenting examples/instances of the new
lesson Task 20:(Minute to Win It).
For the Advanced Learners
1.A variety of rituals _______ commonly mentioned in myths. (are)

2.The variety of creatures _____controlled by a powerful being in many myths. (is)
3.Myth in addition to legend ____ unique features. (has)
4. The variety of deities in oral tradition ____ commonly possess magical powers. (is)
5.The gods together with the goddesses _____ favorite among the humans. (play)
6. A variety of themes in myths ____ used in movies. (are)
7. The historians in the company of the mythologists ___ coming to the lecture. (are)
8. Myth as well as legend___ regarded as stories from our oral tradition. (is)
(Note: Words/ verbs in the parentheses are the correct answer.)
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For the Average Learners (To be used in Task 20: “Minute to Win It”)
1.A variety of rituals (is, are) commonly mentioned in myths. (are)
2.The variety of creatures (is, are) controlled by a powerful being in many myths. (is)
3.Myth in addition to legend (has, have) unique features. (has)
4. The variety of deities in oral tradition (is, are) commonly possess magical powers.
(is)
5.The gods together with the goddesses (play, plays) favorite among the humans.
(play)
6. A variety of themes in myths (is, are) used in movies. (are)
7. The historians in the company of the mythologists (is, are) coming to the lecture.
(are)
8. Myth as well as legend (is, are) regarded as stories from our oral tradition. (is)
(Note: Words/ verbs in the parentheses after each sentence are the correct
answer.)
(The following sentences are additional examples of sentences as options of

the teacher in discussing the lesson and if needed as for the consumptions of
the learners) Will be used under letter D. Discussing new concepts and
practicing new skills #1. Letter A in the parenthesis (A) signifies that the
subject and verb agreed to each other using the intervening expressions and
the expressions “a variety and the variety”.
For Advanced Learners

1. The child accompanied by the nanny plays joyfully on the ground. (A)
2. The fat hens together with the goose lay many eggs. (A)
3. Oriol accompanied by the other monsters deceives enemies. (A)
4. The men in the company of Ibalon’s people hide behind the dark walls. (A)
5. Handiong as well as the warriors stands proudly with spears. (A)
6. The town together with the other nearby places is attacked by giant one-eyed. (A)
7. The clans of Panicuason as well as the Asog clan come to rejoice with the king.
(A)
8. Ibalon together with the people deserves a peaceful living in Ibalon. (A)
9. The contributions of the three heroes as well as the efforts of the people give
significance in Ibalon. (A)
10. Handiong in the company of warriors comes to save Ibalon. (A)
11. The variety of Tiburons has slimy, scaly and hardly flesh.(A)
12. A variety of smiles fade the nervousness of the contestant. (A)
13. A variety of geese lay golden eggs. (A)
14. The variety of monsters attacks the people of Ibalon. (A)
15. A variety of spears and arrows are used to kill the crocodiles. (A)
16. A variety of savage monkeys hide in trees. (A)
17. A variety of heroic deeds are seen in Ibalon.
18. The variety of people thank Baltog for killing the Tandayag.(A)
19. A variety of giant monsters bring horrible destructions in Ibalon. (A)
20. The variety of weapons is filed on the fences of Ibalon. (A)
(The following sentences are additional examples of sentences as options of

the teacher in discussing the lesson and if needed as for the consumptions of
the learners) Will be used under letter D. Discussing new concepts and
practicing new skills #1. Letter A in the parenthesis (A) signifies that the
subject and verb agreed to each other using the intervening expressions and
the expressions “a variety and the variety”.
For the Average Learners
293
Set A.
1. The variety of Tiburons has slimy, scaly and hardly flesh. (A)
2. A variety of smiles fade the nervousness of the contestant. (A)
3. A variety of geese lay golden eggs. (A)
4. The variety of monsters attacks the people of Ibalon. (A)
5. A variety of spears and arrows are used to kill the crocodiles. (A)
6. A variety of savage monkeys hide in trees. (A)
7. A variety of heroic deeds are seen in Ibalon.(A)
8. The variety of people thank Baltog for killing the Tandayag. (A)
9. A variety of giant monsters bring horrible destructions in Ibalon. (A)
10. The variety of weapons are filed on the fences of Ibalon. (A)
Set B
1. The child accompanied by the nanny plays joyfully on the ground. (A)
2. The fat hens together with the geese lay many eggs. (A)
3. Oriol accompanied by the other monsters deceives enemies. (A)
4. The men in the company of Ibalon’s people hide behind the dark walls. (A)
5. Handiong as well as the warriors stands proudly with spears. (A)
6. The town together with the other nearby places is attacked by giant one-eyed. (A)
7. The clans of Panicuason as well as the Asog clan come to rejoice with the king.
(A)
8. Ibalon together with the people deserves a peaceful living in Ibalon. (A)
9. The contributions of the three heroes as well as the efforts of the people give
significance in Ibalon. (A)
10. Handiong in the company of warriors comes to save Ibalon. (A)
D. Discussing new concepts and practicing new skill #1
For Advanced Learners
Task 21. Nae or Yeah!
The learners will write Yeah if they think “a variety” or “the variety” is
appropriately used in the sentence, if not they need to write Nae and write the
correct expression.
1. _____The variety of monsters devour every creature they see, especially
humans. (Nae, A variety)
2. _____A variety of people of Ibalon rejoices the victory of their heroes. (Nae,
The variety)
3. _____A variety of creatures attacks by the terrible Sarimaws. (Nae, The variety)
4. _____ The variety of inventors come in the period of Handiong. (Nae, A variety)
5. _____The variety of inventions help people of Ibalon a lot. (Nae, A variety)
6. _____A variety of farming tools improves the land of Ibalon. (Nae, The variety)
7. _____The variety of clothes are the products of Hablom’s first loom for
weaving. (Nae,A variety)
8. _____The variety of kitchen tools are invented by Dinahon. (Nae, A variety)
9. _____A variety of crocodiles waddles in the riverbanks of Ibalon. (Nae, The
variety)
10. _____A variety of boats rides the waves of Ibalon. (Nae, The variety)
(Expressions and the word Nae in the parentheses are the answers.)
For Average Learners
Task 21:“Which is Which”
The learners will choose whether “a variety” or “the variety” the appropriate
expression to be used in each sentence to make an agreement between
subject and verb.
1. (A variety, The variety) of monsters devour every creature they see, especially
humans.
294
2. (A variety, The variety) of people of Ibalon rejoices the victory of their heroes.
3. (A variety, The variety) of creatures attacks by the terrible Sarimaws.
4. (A variety, The variety) of inventors come in the period of Handiong.
5. (A variety, The variety) of inventions help people of Ibalon a lot.
6. (A variety, The variety) of farming tools improves the land of Ibalon.
7. (A variety, The variety) of clothes are the products of Hablom’s first loom for
weaving.
8. (A variety, The variety) of kitchen tools are invented by Dinahon.
9. (A variety, The variety) of crocodiles waddles in the riverbanks of Ibalon.
10. (A variety, The variety) of boats rides the waves of Ibalon.
(Underlined expressions are the correct answers)
E. (Discussing new concepts and practicing new skills # 2)
For the Advance Learners
Task 22: Fill Me!
Learners will supply the sentence with appropriate intervening expressions.
(Note: Intervening expressions are to be given as their options, some
expressions will be used several times.)
Together with as well as in addition to
plus in the company of accompanied by
1. Earthquakes, ___________ big floods ruin Ibalon. (together with)

2. Rabot, ____________ Sarimaws is great treat in Ibalon. (as well as)
3. Handiong, ____________ Oriol learns many tricks to conquer monsters.
(accompanied by)
4. Tiburons, __________ other giants spread terrible fear in the land of Ibalon. (in
the company of)
5. Eruptions of volcanoes, __________, to the drying up of rivers make Ibalon a
horrible place. (in addition to)
6. Oriol, _______, the one-eyed giants makes Handiong determined to finish them
all. (plus)
7. Swamps, ________, the rivers turn red with the blood of crocodiles. (as well as)
8. Baltog, _________ the people of Ibalon rejoices the death of Tandayag. (together
with)
9. Baltog, _________ the two heroes brings peace at the land of Ibalon. (together
with)
10. Peace, ___________ progress, makes Ibalon a safe place to live in again. (in
addition to)
(Expressions in the parentheses are the answers)
The learners will be answering exercises on intervening expressions, the
activity will be called “Look and Find Me!”(Task22) Learners will encircle the
intervening expression together with the subject and underline the correct
verb.
1.Baltog, together with the warriors (come, comes) to the rich land of Ibalon.
2. Baltog, as well as, other creatures (celebrate, celebrates) his victory.
3.Handiong, in the company of the soldiers (build, builds) town in Isarog.
4.The town, accompanied by Handiong (plant, plants) rice.
295
5.Handiong, together with the warriors (make, makes) big boats to ride the waves of
Ibalon.
6.Baltog, accompanied by the people (carry, carries) the Tandayag.
7. Bantong together with the soldiers (defeat, defeats) Rabot wisely.
8.Rivers including swamps (dry, dries) up.
9.The giants as well as the Tiburon (die, dies) with a single stab.
10.Handiong, in the company of the brave warriors (go, goes) to the lair of giant flying
fish.
Key Answers:
1. Baltog, together with the warriors (come, comes) to the rich land of Ibalon.
Ibalon.
9.The gianst as well as the Tiburon (die, dies) with a single stab.
fish.
(The highlighted phrases and underlined words are the answers)
F. Developing Mastery
The class will do, Task 23: “Put into Words”, they will be tasked to write at
least 3 sentences for each intervening phrase and 3 sentences for “a variety”
and 3 sentences for “the variety”. (This could be a buddy activity)
For the Average Learners Task 23: Let’s Focus!
The learners will choose the correct form of the verb through putting a box on the
verb.
1. A variety of calamities (come, comes) in Ibalon.
2. The variety of giants (frighten, frightens) the people of Ibalon.
3. The variety of kitchen tools (make, makes) cooking easy for the Ibalon people.
4. A variety of writing materials (help, helps) the Ibalon people to learn to write and
read.
5. A variety of farming tools (cultivate, cultivates) the rich land of Ibalon.
6. The variety of rocks (surround, surrounds) Rabot’s den.
7. The variety of spears (is, are) used to kill the giant crocodiles.
8. A variety of creatures (become, becomes) stones and statues.
9. The heroes, together with the people (live, lives) in Ibalon peacefully.
10. Inventors, accompanied by the leadership of Handiong (give, gives) remarkable
prosperity in Ibalon.
11. Handiong, plus the brave soldiers (keep, keeps) the town of Ibalon safe and
orderly.
12. Bravery, in addition to unselfishness (is, are) the key why heroes stand still
against those dreadful monsters.
13. Bantong, in the company of the soldiers (find, finds) the giant’s den.
14. Fierce tamaraws, as well as, the giants Sarimaw (is, are) able to tame by
Handiong.
15. Tandayag’s foot steps, together with the Tiburon’s saw-like teeth (cause, causes)
fear in the people of Ibalon.
296
(The underlined verbs are the correct answers)
G. (Finding Practical applications of concepts and skills in daily living)
Activity is indicated in the Lesson Plan. (Task 24)
Instructions and other activities are indicated in the Lesson Plan.
Task 24: Set A.
A.1 The learners will answer a cloze procedure, where they need to supply the
incomplete paragraph with the appropriate verb. Verbs will be given as their
options.
A variety of preferences _______ (make) the millennials different from the
rest of the generations. They can stand alone or work together with others. They are
confident, competitive and critical thinkers as they are named but the variety of old
generations _______ (is needed) by the 21st century people because as the adage
goes by “Elders know everything and have all the time in the world to tell you about
it”. Values, together with the virtues of old never_____(fades). Their wisdom,
accompanied by their experiences_______ (teach) them to know the right from
wrong.
Millennials, together with the old generation________(build) a unique and
strong bond that help the new gens to become better citizens of the Republic of the
Philippines.
(Verbs in the parentheses are the correct answers)
A.2
Directions: Decide whether the use of the expressions,” a variety” and “the variety” is
correct, write A, if not, give or write the appropriate expression to have an agreement
between subject and verb.
1. ____________A variety of corns is sold in the market.
2. ____________A variety of cultures are seen in that book.
3. ____________The variety of palay seeds are donated in the nearby barangays.
4. ____________The variety of flowers in the garden is surprising.
5. ____________A variety of dishes in them is impressive.
6. ____________A variety of menus are presented in the body.
7. ____________A variety of adobo are tasted in the bazar.
8. ___________ The variety of antique jars are exhibited in the hall.
9. ____________A variety of novel books are for sale on that store.
10. ___________ The variety of kalamansi is wasted.
11. ___________ A variety of students enjoys the vocabulary activity.
12. ___________The variety of cacao products are being showcased in SM.
13. ___________A variety of local vegetables is bargain in the market because of
oversupply.
14. ___________The variety of flavored ice creams are given freely to the street
children,
15. ___________The variety of players travels to the province of Masbate.
Answer Key:
(For the activity A.2)
1. The variety 6.A 11. The variety
2. A 7. A 12. A variety
3. A variety 8.A variety 13. The variety
4. A 9. A 14.A variety
5. The variety 10. A 15. A
I. For the Evaluating Learning
297
For the Advance and Average Learners
Task 25: Directions: Underline the expression used in the sentence, encircle the
appropriate verb, and then tell if the subject is singular write S, P if it is plural.
1._______ Rabot as well as the other animals (sleep, sleeps) very soundly. (as well
as,sleeps,S)
2._______ A variety of monsters (give, gives) terrible fear to the people of Ibalon. (A
variety,give,P)
3._______ Handiong plus the soldiers (drive, drives) away the giant Sarimaw. (plus,drives,S)
4._______ Big floods accompanied by strong wind (destroy, destroys) the Ibalon.
(accompanied by,destroy,P)
5._______Handiong together with the warriors (fight, fights) thousands of battles. (together
with,fights,S)
6._______Ibalon as well as the other creatures (feel, feels) at peace when the three heroes
arrive. (as well as,feels,S)
7.______ The variety of strange creatures in Ibalon (make, makes) people frighten. (The
variety,makes,S)
8.______The town of Ibalon together with the other neighboring places (rejoice, rejoices) the
victory of their king. (together with,rejoices,S)
9.______A variety of calamities (ruin, ruins) Ibalon. (A variety,ruin,P)
10.______The variety of crops in Ibalon (is, are) destroyed. (The variety,is,S)
(Words in the parentheses are the correct answers)
Worksheet for Task 21: “Which is Which?”
Directions: The learners will choose whether “a variety” or “the variety” the
appropriate expression to be used in each sentence to make an agreement
1.(A variety, The variety) of monsters devour every creature they see, especially
humans.
2.(A variety, The variety) of people of Ibalon rejoices the victory of their heroes.
3. (A variety, The variety) of creatures attacks by the terrible Sarimaws.
4. (A variety, The variety) of inventors come in the period of Handiong.
5. (A variety, The variety) of inventions help people of Ibalon a lot.
6. (A variety, The variety) of farming tools improves the land of Ibalon.
7. (A variety, The variety) of clothes are the products of Hablom’s first loom for
weaving.
8. (A variety, The variety) of kitchen tools are invented by Dinahon.
9. (A variety, The variety) of crocodiles waddles in the riverbanks of Ibalon.
10. (A variety, The variety) of boats rides the waves of Ibalon.
Worksheet for Task 21: Nae or Yeah!
The learners will write Yeah if they think “a variety” or “the variety” is
appropriately used in the sentence, if not they need to write Nae and write the
correct expression.
1. _____The variety of monsters devour every creature they see, especially
humans.
2. _____A variety of people of Ibalon rejoices the victory of their heroes.
3. _____A variety of creatures attacks by the terrible Sarimaws.
4. _____ The variety of inventors come in the period of Handiong.
5. ____The variety of inventions help people of Ibalon a lot.
6. _____A variety of farming tools improves the land of Ibalon.
7. _____ The variety of clothes are the products of Hablom’s first loom for
weaving.
8._____The variety of kitchen tools are invented by Dinahon.
9. _____A variety of crocodiles waddles in the riverbanks of Ibalon.
10. _____A variety of boats rides the waves of Ibalon.
298
Task 22: Fill Me!
Learners will supply the sentence with appropriate intervening expressions.
(Note: Intervening expressions are to be given as their options, some
expressions will be used several times.)
Together with as well as in addition to
plus in the company of accompanied by
1. Earthquakes, ___________ big floods ruin Ibalon.

2. Rabot, ____________ Sarimaws is great treat in Ibalon.
3. Handiong, ____________ Oriol learns many tricks to conquer monsters.
4. Tiburons, __________ other giants spread terrible fear in the land of Ibalon.
5. Eruptions of volcanoes, __________, to the drying up of rivers make Ibalon a
horrible place.
6. Oriol, _______, the one-eyed giants makes Handiong determined to finish them
all.
7. Swamps, ________, the rivers turn red with the blood of crocodiles.
8. Baltog, _________ the people of Ibalon rejoices the death of Tandayag.
9. Baltog, _________ the two heroes brings peace at the land of Ibalon.
10. Peace, ___________ progress, makes Ibalon a safe place to live in again.
Worksheet for the Task 22: Look and Find Me!
Directions: The learners will be answering exercises on intervening
expressions. Learners will encircle the intervening expression together with
the subject and underline the correct verb.
1.Baltog, together with the warriors (come, comes) to the rich land of Ibalon.
Ibalon.
9.The giants as well as the Tiburon (die, dies) with a single stab.
fish.
Worksheet for the Task 23: Let’s Focus!
Directions: The learners will choose the correct form of the verb through
putting a box on the verb.
1. A variety of calamities (come, comes) in Ibalon.
2. The variety of giants (frighten, frightens) the people of Ibalon.
3. The variety of kitchen tools (make, makes) cooking easy for the Ibalon people.
4. A variety of writing materials (help, helps) the Ibalon people to learn to write and
read.
5. A variety of farming tools (cultivate, cultivates) the rich land of Ibalon.
6. The variety of rocks (surround, surrounds) Rabot’s den.
7. The variety of spears (is, are) used to kill the giant crocodiles.
8. A variety of creatures (become, becomes) stones and statues.
9. The heroes, together with the people (live, lives) in Ibalon peacefully.
299
10. Inventors, accompanied by the leadership of Handiong (give, gives) remarkable
prosperity in Ibalon.
11. Handiong, plus the brave soldiers (keep, keeps) the town of Ibalon safe and
orderly.
12. Bravery, in addition to unselfishness (is, are) the key why heroes stand still
against those dreadful monsters.
13. Bantong, in the company of the soldiers (find, finds) the giant’s den.
14. Fierce tamaraws, as well as, the giant Sarimaw (is, are) able to tame by
Handiong.
15. Tandayag’s foot steps, together with the Tiburon’s saw-like teeth (cause, causes)
fear in the people of Ibalon.
Worksheet for the Task 24

Set A. Cloze Procedure
A.1 The learners will answer a cloze procedure, where they need to supply the
incomplete paragraph with the appropriate verb. Verbs will be given as their
options.
Is needed makes
fades teaches builds
A variety of preferences _______ the millennials different from the rest of the
generations. They can stand alone or work together with others. They are confident,
competitive and critical thinkers as they are named but the variety of old generations
_______ by the 21st century people because as the adage goes by “Elders know
everything and have all the time in the world to tell you about it”. Values, together
with the virtues of old never_____. Their wisdom, accompanied by their
experiences_______ them to know the right from wrong.
Millennials, together with the old generation________ a unique and strong
bond that help the new gens to become better citizens of the Republic of the
Philippines.
A.2
Directions: Decide whether the use of the expressions,” a variety” and “the variety” is
correct, write A, if not, give or write the appropriate expression to have an agreement
1.____________A variety of corns is sold in the market.
2. ____________A variety of cultures are seen in that book.
3. ____________The variety of palay seeds are donated in the nearby barangays.
4. ____________The variety of flowers in the garden is surprising.
5. ____________A variety of dishes in them is impressive.
6. ____________A variety of menus are presented in the body.
7. ____________A variety of adobo are tasted in the bazar.
8. ___________ The variety of antique jars are exhibited in the hall.
9. ____________A variety of novel books are for sale on that store.
10. ___________ The variety of kalamansi is wasted.
11. ___________ A variety of students enjoys the vocabulary activity.
12. ___________The variety of cacao products are being showcased in SM.
13. ___________A variety of local vegetables is bargain in the market because of
oversupply.
300
14. ___________The variety of flavored ice creams are given freely to the street
children,
15. ___________The variety of players travels to the province of Masbate.
Task 25:
Directions: Underline the expression used in the sentence, encircle the appropriate
verb, and then tell if the subject is singular write S, P if it is plural.
1._______ Rabot as well as the other animals (sleep, sleeps) very soundly.
2._______ A variety of monsters (give, gives) terrible fear to the people of Ibalon.
3._______ Handiong plus the soldiers (drive, drives) away the giant Sarimaw.
4._______ Big floods accompanied by strong wind (destroy, destroys) the Ibalon.
5._______Handiong together with the warriors (fight, fights) thousands of battles.
6._______Ibalon as well as the other creatures (feel, feels) at peace when the three heroes
arrive.
7.______ The variety of strange creatures in Ibalon (make, makes) people frighten.
8.______The town of Ibalon together with the other neighboring places (rejoice, rejoices) the
victory of their king.
9.______A variety of calamities (ruin, ruins) Ibalon.
10.______The variety of crops in Ibalon (is, are) destroyed.
Week 7, Day 5
Task 27
(Note: This activity is for the advanced learners)
Ask:
What are the steps do you consider when you make a simple paragraph? (answers
may vary)
Task 27
(Note: This activity is for the average learners)
Arrange the following steps in making a paragraph.
 Reword the question into a statement

 Write up to three questions (how, when, where, why, who, what) about the specific
topic
301
 Summarize the topic sentence and three supporting sentences with a conclusion
sentence
 Choose one question on which to focus the paragraph
 Narrow down the general topic to a specific topic
 Write down three sentences that help support the topic sentence
 Choose a general topic
STEP 1 -
STEP 2 -
STEP 3 -
STEP 4 -
STEP 5 -
STEP 6 -
STEP 7 -
ANSWERS:
1. Choose a general topic
2. Narrow down the general topic to a specific topic
3. Write up to three questions (how, when, where, why, who, what) about the specific
topic
4. Choose one question on which to focus the paragraph
5. Reword the question into a statement
6. Write down three sentences that help support the topic sentence
7. Summarize the topic sentence and three supporting sentences with a conclusion
sentence
Task 28
 The teacher may use the task in English Learner’s Module page 115 (Task 12.2)
 Allow the learners to make their own simple paragraph
 Remind them to follow the steps they have just learned

 The teacher may use the task in English Learner’s Module pages 114- 115 (Task 12.1)
 Lead the learners to read the sentences in the LM.
 Instruct them to write the sentences in the given organizer also in the LM.
Note: In these activities, the teacher may use different topics.
302
Task 29
Fill in the box with an appropriate transitional device taken from the list below:
about during next third

after finally second today
all the while first slowly tomorrow
as soon as just then soon until
at later suddenly when
before meanwhile then yesterday
1. On Sundays I often stay in bed 10 o'clock.

2. John has done his homework, he may play his favorite computer
game.
3. We were on our way to Naga City our car broke down.
4. I go to school, I take my little brother to preschool.
5. I'll phone you I'm there.
6. It's still two days our son flies back to Cebu City.
7. I finished school, I went to Manila.
8. We had left the beach the rain started.
9. We stayed in our house the rain stopped.
10. he heard about the accident he was shocked.
Answers
1. On Sundays I often stay in bed until 10 o'clock.
2. After John has done his homework, he may play his favourite computer game.
3. We were on our way to Naga City when our car broke down.
4. Before I go to school, I take my little brother to preschool.
5. I'll phone you when I'm there.
6. It's still two days before our son flies back to Cebu City..
7. After I finished school, I went to Manila.
8. We had left the beach before the rain started.
9. We stayed in our house until the rain stopped.
10. When he heard about the accident he was shocked.
Repeat exercise
https://www.englisch-hilfen.de/en/exercises/word_order/conjunctions3.htm
303
Task 30
(Note: This activity is for advanced learners)
Arrange the sentences below to make a simple paragraph and add the right transition
signals to every sentence.
 We have planned a snazzy snacks event.

 Healthy snacks do not have a lot of sugar or fat.
 The students want to eat healthy snacks.
 Would you please provide a small sample of a healthy snack for each person in our
class?
 The class is learning about health and nutrition.
 It would be a learning experience to try different healthy snacks.
Complete each paragraph using the appropriate transitions showing time order.
Time or Sequence:
_________________, I think that she is studying hard. _________________, I believe

that she is a bright student. _________________, I know that she has great potential.
_________________, I feel that she deserves to win the scholarship.
_________________, we should offer her some financial help. Jeff was working hard
to clean the house. _________________, his brother was watching television
Task 31
 Make a simple paragraph about the importance of highway signs and symbols using
the steps and the different transitional devices.
 Observe the subject verb-agreement. make a simple paragraph about the importance
of highway signs and symbols using the steps and the different transitional devices.
Direction: Arrange the jumbled sentences below to make a paragraph. Rewrite the arranged
paragraph.
These are just a few of many ways that highway signs reduce chaos on roads.
First purpose, they serve to alert drivers to the speed limit for a specific roadway.
304
Road signs and symbols are important, because they help maintain safe driving
conditions.
These signs have many purposes
They also bring attention to detours, construction work, and hazard, such as sharp
turns and steep hills.
ANSWER:
 Road signs and symbols are important, because they help maintain safe driving
conditions. These signs have many purposes. First purpose, they serve to alert drivers
to the speed limit for a specific roadway. They also bring attention to detours,
construction work, and hazard, such as sharp turns and steep hills. These are just a
few of many ways that highway signs reduce chaos on roads.
Rubric in Rating Paragraph Writing

Criterion 4 3 2 1
Organization Thoughtful, logical Details are Acceptable No discernible
progression of arranged in a arrangement of pattern of
supporting logical examples organization
examples progression.
Transitions Mature transitions Appropriate Transitions are No transitions
between ideas transitions weak.
Main Idea and Main idea is Main idea is Main idea is Main idea is
Supporting supported with supported with supported with supported with
Details sufficient and all sufficient but with 1 sufficient but with insufficient and 3
relevant details. irrelevant details. 2 irrelevant or more irrelevant
details. details.
Grammar Consistent Some errors in A few errors in Distracting errors
standard English grammar but none grammar in usage
usage major
Mechanics No errors in 3 or less errors in 4-6 errors in 7 or more errors in
spelling, spelling, spelling, spelling,
punctuation and punctuation and punctuation and punctuation and
capitalization capitalization capitalization capitalization
Adapted with modifications from
https://www.mesacc.edu/~paoih30491/RubricParagraphAssignment.html
305
APPENDIX
Week 8, Day 2
Suggested Road Signs in the Philippines: (Note: These may be used in all
the activities on road signs.)
306
Reference:
https://commons.wikimedia.org/wiki/User:TagaSanPedroAko/Gallery/Road_signs/Philippines
Answer for Colloquial Language
 AB: Friends sometimes call people by their initials just for fun.
 What’s going on? This means, “what are you doing now? Or what are your plans
for the next while?”
 Taking it easy: relaxing, not doing much.
 Been killing me: A phrase meaning “causing you a lot of stress”.
 Grab a coffee: In casual conversation, we sometimes use the verb “grab” for food or
drinks. “Let’s grab a coffee”, means, “let’s go somewhere and get a coffee”.
 Way too much: means, “far too much”.
 Would you be up for that? A casual phrase meaning, “Do you want to do that”, or
“will you do that”.
 Patio: A place to sit outside. Sometimes restaurants and pubs have patios where
people can sit outside and eat on a nice day.
 6 out of 10: Sometimes people rate things out of 10. 10 out of 10 is perfect. 0 out
of 10 is the worst.
Answer for Idiomatic Expression
 down-to-earth - someone who is free of pretension, simple and straight-forward.
 black sheep - disreputable member of a group, especially within a family
 rags-to-riches – refers to any situation in which a person rises from poverty to

wealth, an in some cases from absolute obscurity to heights of fame-sometimes
instantly
 on top of the world – the feeling of extremely happy and healthy
 once in a blue moon – to do something very rarely
 a fish out of water – someone who is uncomfortable in a specific situation
 butterflies in your stomach – to feel nervous or anxious
 blood boil – to cause someone to be very angry
 hit someone else below the belt – to say something that is often too personal,
usually irrelevant, and always unfair
 hold your tongue – to keep quiet, to remain silent
307
Week 8, Day 3
Task 2: My Road to Fame (Enrichment – Advanced Level)

Write a Diary entry narrating a part in your childhood when you have
discovered a new talent/skill or learned something new.
RUBRICS FOR DIARY ASSESSMENT
http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubri
c_id=1165989
Note: The teacher can prepare his/her own rubric with the learners.
308
Task 2: Young Lam-Ang vs. Younger Me (Enrichment – Average Level)
Go back to the prose version of The Story of Lam-Ang. Using the given table,
write down the characteristics of the child, Lam-Ang, on the first column, and your
characteristics during childhood on the second column. Compare your findings, then
answer the guide questions below.
YOUNG LAM-ANG YOUNGER “ME”
CHARACTERIS
(sample answers)
TICS
- brave - confident
- loving - loving
- extraordinary - average
Guide Questions:
1. What are the similar characteristics you have with young Lam-Ang when you
were younger?
Possible Answer: Just like Lam-Ang, I also love my parents and I’d do anything for
them.
2. What are your differences?
Possible Answer: Lam-Ang grew up very fast. A normal person like me does not
have that ability.
3. Can you identify positive characteristics young Lam-Ang has that you would also
like to have?
Possible Answer: I would like to be as brave as Lam-Ang in every way.
4. Cite one good attribute you had when you were young and share how you felt
when people appreciated you for that.
Possible Answer: My relatives told me I am a good singer. I felt proud about it
and it encourages me to keep singing for them.
309
Task 3: Gee-Oh Generator (Enrichment – Advanced Level)
Create a Graphic Organizer showing the similarities and differences of Poetry
and Prose. Look back at the characteristics of the two versions of epics you have
read.
https://www.nps.gov/apco/learn/education/upload/Grading%20Rubrics.pdf
310
Project Infographic (Advanced)
Suggested Rubric for Assesment
Week 8, Day 4
311
G. Construct sentences based on the given pictures below. Underline the subject and
encircle the verb.
1) 2)
Suggested Image: Suggested Image:

a group of birds a group of school students
3) 4)
a group of a bunch of fruits
professionals/workers
Week 8, Day 5
312
The Legend of Makahiya
Once upon a time, there were a rich couple named Dondong and Iska. They had a 12-
year-old daughter named Maria whom they love deeply.
Maria was a responsible daughter, hardworking and kindhearted. Because of her traits,
everybody loved Maria.
Maria was also a shy young lady and because of her shyness, she was not fond of
speaking with other people. She would blush every time somebody would greet her and she
would just nod her head and wouldn’t utter a word. Because of this, she would often hide
herself in her room so she wouldn’t have any chance of mingling with other people.
Maria loved talking of her flowers. She had a beautiful flower garden that was popular
in their town. She took good care of the flowers in her garden. She loved it there; it’s in her
garden that she found refuge and happiness.
One day, the townspeople heard horrifying news. A group of bandits came to a nearby
town and killed all the people who tried to hide their money and other belongings from them.
The next day, the group of bandits had reached the town where the family of Dondong, Iska
and their daughter Maria lived. Dondong saw the group of bandits were heading towards them,
so he decided to hide Maria in her flower garden to protect her from being killed by the bandits
as well.
Iska and Dondong hid inside their house, frightened and shaken. She heard the bandits
crushed their door and at that moment she silently prayed to protect them from whatever the
bandits will do to them.Iska cried out, “Oh Lord, my Lord, please save my daughter Maria.” At
this time, the bandits had already broken down their door. They went in and hit Dondong on
his head, he lost consciousness and fell down on the floor. Iska, on the other hand, tried to
run and escape but she too was hit on her head and fell down and also lost consciousness.
The bandits knew they had a daughter and they searched the whole house to find the little girl
but to no avail they couldn’t find Maria. They took all their money and jewelries and they left.
When Dondong and Iska regained consciousness, the bandits had already fled. They
immediately ran towards the flower garden to find their young daughter Maria. Much to their
surprise, Maria was gone! They tried to look for her everywhere but still they did not find Maria.
They went back to the flower garden and searched on every corner but they didn’t find Maria.
313
“My daughter! They took away my daughter!” Iska was frantic and scared.
Suddenly, Dondong felt something pricked his foot. He was shocked with what he saw.
He saw a small plant that quickly closes its leaves. It was the first time they ever saw such a
unique plant. He stooped down to look at the plant more closely; Iska did the same thing too.
They saw that the plant would open up and will close its leaves again once touched. Because
of this, they believed that the plant was Maria. God made Maria into a plant to save her from
those bandits. Both Dondong and Iska couldn’t stop their tears from falling. As their tears
dropped on the plant, they became little flowers that looked like little roses.
From then on, Dondong and Iska took good care of the plant. They believed and they
knew that the plant was indeed their daughter Maria. Just like their daughter, the plant was
also quite shy. Because of that, they called the plant “makahiya”, because they believe the
plant was as shy as Maria. And from then on, the plant had been called “makahiya”.
www.wowparadisephilippines.com/legend-makahiya.html

Long time ago, there was a couple in Barangay Masagana (Pampanga today) who wanted a
daughter. Their wish was granted and the wife gave birth to a baby girl. They called her Maria.
Maria was very beautiful but very shy that she wouldn't go out from their house.
314
Weeks later, Spaniards came to their town. The Spaniards were very cruel that they get
everything they wanted. They rob houses and kill everyone who gets in their way and who
refuses to give what they wanted.
The couple was very frightened to lose their daughter so, they hid Maria in the bushes so the
Spaniards couldn't find her.
After the Spaniards left their town, the couple tried to look for Maria but they couldn't find her
even in the bushes where they hid her, instead they found a little plant that is very sensitive
that when you touch it, it would immediately close.
So they thought it was their daughter, Maria. They called the plant "Makahiya" that means
"touch me not," like their daughter who was very shy.
http://myths.e2bn.org/mythsandlegends/userstory711-the-legend-of-makahiya.html
Graphic Organizer
https://www.google.com/search?q=graphic+organizer+for+plot+structure&source=lnms&tbm=isch&sa=X&ved=0ahUKEwit_7WwzYDhAhV
n73MBHc0DBC0Q_AUIDigB&biw=1438&bih=685#imgrc=ZIzflo2IUqRlNM
The Legend of the Guava

A long time ago, there's a king who ruled a rich, prosperous island. He had all the things a
king could ever ask for: the power, the wealth, and all the delicious foods one could only
imagine.The king's name was King Barabas.
King Barabas is a rude king and overweight, indulging himself to all the foods available,
hesitant to share. And his castle is starting to become filthy. He would spend most of his time
315
sitting and eating with his bare hands. As he eats, he drips food on the floor and smile
mockingly at the people around him, specially his servants.
People in the kingdom would approach with requests for his help, but he would always refuse.
As he neglected his kingdom, people started to complain and starve.
After some time, an old hunched-back woman showed up at the castle begging for food while
the king was eating. The old lady asked for food as she was starving.
"Go away! I don't have anything to give. Can't you see I'm eating?" said the king.
"Please, my king," begged the old woman. "I'm asking for anything, anything you could give
me as I am so hungry. Even a little piece of bread or fruit would do."
"Get out at once! You disgust me," the king belittled the old beggar.
The old woman stood up straight, casting aside her stooped posture. "I've heard much about
you and how your kingdom is suffering." The tone of her voice had changed. It was no longer
the voice of a weak, old woman. "I asked for help, and you shoved me away. You have a lot
for yourself, but when I only asked for a little food, you belittled me. You are selfish. No one
loves you and no one will remember you when you are gone!"
And the beggar disappeared.
After a few more days, the king slowly weakened and became sick. No one knows what's
wrong with him. He got weaker and weaker and lost much weight. He looked older than his
age. Soon after that, the king died. As unfortunate and unexpected as it was, no one cried and
nobody showed up at the king's burial. He died alone.
And where the king was buried, his people noticed a strange plant growing, a plant they had
never seen before. The plant soon grew into a tree, which bore rounded fruits that turned
yellowish when ripe.
People also noticed that the fruit seemed to have a crown as it develops, which reminded
them of their selfish, arrogant king. The flesh of the fruit tasted a bit sour, just like the sour
personality of the king towards them.
The people learned to eat the fruit, which helped them with starvation. And because the tree
was from the grave of their King Barabas and it has crown just like their king, they named the
tree after him: barabas, which in time they called bayabas.
The fruit is still called, as to this day, bayabas.
And although the guava may have come from the rude, selfish King Barabas, guava fruit is
one of the fruits that offers many health benefits when consumed, the fruit is a good source of
vitamin C. The leaves are made into tea and treats many diseases as well from a simple
toothache, to treating diarrhea, lowering blood sugar, and many more. And it is used amongst
young boys after their circumcision in the Philippines.
Or maybe it's the way of the late king to make up for the wrongdoings?
https://owlcation.com/social-sciences/Philippine-Legend-The-Legend-Of-Guava
316
https://www.google.com/search?q=graphic+organizer+for+elements+of+short+story&tbm=isch&source=hp&sa=X&ved=2ahUKEwjD_fmm
-oLhAhXYF3IKHYsuCLYQsAR6BAgEEAE&biw=1438&bih=685#imgrc=YMb6xFubAjzCpM:
RUBRIC FOR RETELLING MYTH/LEGEND

CATEGORY 4 3 2 1
Accuracy of Retelling The retelling The retelling The retelling The retelling
includes all includes all includes all does not
major points major points major points includes
and several and 1-2 major points
317
significant significant in the in the
details in the details in the myth/legend myth/legend
myth/legend. myth/legend.
Sequence The retelling The retelling The retelling The retelling

captures the captures the captures the of the myth is
myth/legend myth/legend myth/legend out of
in correct in correct in correct sequence.
sequence sequence sequence
with all with 2-3 with several
important omissions. omissions,
parts but maintains
sequence of
those told.
Connections/Transitions Connections Connections Connections The retelling
between between between seems very
events, ideas, events, ideas, events, ideas, disconnected
and feelings and feelings and feelings and it is very
in the retelling in the retelling in the retelling difficult to
are creative, are clearly are figure out the
clearly expressed sometimes narrative.
expressed and hard to figure Most
and appropriate. out. More sentences do
appropriate. Most details or not observed
All sentences sentences better correct
observed observed transitions are subject-verb
correct correct needed. agreement.
subject-verb subject-verb
agreement. agreement.
Setting Lots of vivid, Some vivid, The reader The reader
descriptive descriptive can figure out has trouble
words are words are when and telling when
used to tell used to tell where the and where
the reader the reader myth/legend the
when and when and takes place, myth/legend
where the where the but there isn’t takes place.
myth/legend myth/legend much details
takes place. takes place. (e.g., once
upon a time in
a land far, far
away.
Character The main The main The main It is hard to
character is character is character is tell who the
named and named and named. The main
clearly described reader knows character is.
described (through very little
(through words and/or about the
words and/or actions). The main
actions). The reader has a character.
reader knows fairly good
and can idea of what
describe what the character
the character looks like.
looks like and
318
how s/he
typically
behaves.
Problem It is very easy It is fairly easy It is fairly It is not clear

for the reader for the reader easy for the what problem
to understand to understand reader to the main
what problem what problem understand character
the main the main what problem faces.
character character the main
faces and faces and character
why it is a why it is a faces but it is
problem. problem. not clear why
it is a
problem.
Solution The solution The solution The solution No solution is
to the to the to the attempted or
problem is problem is problem is a it is
easy-to- easy-to- little hard to impossible to
understand understand understand. understand.
and is logical. and is
There are no somewhat
loose ends. logical.
Characteristics of a The retelling The retelling The retelling The retelling
Myth/Legend reflects in reflects in reflects in does not have
sufficient some details little details a any detailed
details the some beliefs few of the reflection of
important about life, the beliefs about the important
beliefs about natural world, life, the beliefs about
life, the human natural world, life, the
natural world, beings, and human natural world,
human other beings, and human
beings, and creatures of other beings, and
other the creators creatures of other
creatures of of the the creators creatures of
the creators myth/legend. of the the creators
of the myth/legend. of the
319
APPENDIX
Week 8, Day 2
Suggested Road Signs in the Philippines: (Note: These may be used in all
the activities on road signs.)
320
Reference:
https://commons.wikimedia.org/wiki/User:TagaSanPedroAko/Gallery/Road_signs/Philippines
Answer for Colloquial Language
 AB: Friends sometimes call people by their initials just for fun.
 What’s going on? This means, “what are you doing now? Or what are your plans
for the next while?”
 Taking it easy: relaxing, not doing much.
 Been killing me: A phrase meaning “causing you a lot of stress”.
 Grab a coffee: In casual conversation, we sometimes use the verb “grab” for food or
drinks. “Let’s grab a coffee”, means, “let’s go somewhere and get a coffee”.
 Way too much: means, “far too much”.
 Would you be up for that? A casual phrase meaning, “Do you want to do that”, or
“will you do that”.
 Patio: A place to sit outside. Sometimes restaurants and pubs have patios where
people can sit outside and eat on a nice day.
 6 out of 10: Sometimes people rate things out of 10. 10 out of 10 is perfect. 0 out
of 10 is the worst.
Answer for Idiomatic Expression
 down-to-earth - someone who is free of pretension, simple and straight-forward.
 black sheep - disreputable member of a group, especially within a family
 rags-to-riches – refers to any situation in which a person rises from poverty to

wealth, an in some cases from absolute obscurity to heights of fame-sometimes
instantly
 on top of the world – the feeling of extremely happy and healthy
 once in a blue moon – to do something very rarely
 a fish out of water – someone who is uncomfortable in a specific situation
 butterflies in your stomach – to feel nervous or anxious
 blood boil – to cause someone to be very angry
 hit someone else below the belt – to say something that is often too personal,
usually irrelevant, and always unfair
 hold your tongue – to keep quiet, to remain silent
321
Week 8, Day 3
Task 2: My Road to Fame (Enrichment – Advanced Level)

Write a Diary entry narrating a part in your childhood when you have
discovered a new talent/skill or learned something new.
RUBRICS FOR DIARY ASSESSMENT
http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubri
c_id=1165989
Note: The teacher can prepare his/her own rubric with the learners.
322
Task 2: Young Lam-Ang vs. Younger Me (Enrichment – Average Level)
Go back to the prose version of The Story of Lam-Ang. Using the given table,
write down the characteristics of the child, Lam-Ang, on the first column, and your
characteristics during childhood on the second column. Compare your findings, then
answer the guide questions below.
YOUNG LAM-ANG YOUNGER “ME”
CHARACTERIS
(sample answers)
TICS
- brave - confident
- loving - loving
- extraordinary - average
Guide Questions:
5. What are the similar characteristics you have with young Lam-Ang when you
were younger?
Possible Answer: Just like Lam-Ang, I also love my parents and I’d do anything for
them.
6. What are your differences?
Possible Answer: Lam-Ang grew up very fast. A normal person like me does not
have that ability.
7. Can you identify positive characteristics young Lam-Ang has that you would also
like to have?
Possible Answer: I would like to be as brave as Lam-Ang in every way.
8. Cite one good attribute you had when you were young and share how you felt
when people appreciated you for that.
Possible Answer: My relatives told me I am a good singer. I felt proud about it
and it encourages me to keep singing for them.
323
Task 3: Gee-Oh Generator (Enrichment – Advanced Level)
Create a Graphic Organizer showing the similarities and differences of Poetry
and Prose. Look back at the characteristics of the two versions of epics you have
read.
https://www.nps.gov/apco/learn/education/upload/Grading%20Rubrics.pdf
324
Project Infographic (Advanced)
Suggested Rubric for Assesment
Week 8, Day 4
325
G. Construct sentences based on the given pictures below. Underline the subject and
encircle the verb.
1) 2)

a group of birds a group of school students
3) 4)
a group of a bunch of fruits
professionals/workers
Week 8, Day 5
326
Once upon a time, there were a rich couple named Dondong and Iska. They had a 12-
year-old daughter named Maria whom they love deeply.
Maria was a responsible daughter, hardworking and kindhearted. Because of her traits,
everybody loved Maria.
Maria was also a shy young lady and because of her shyness, she was not fond of
speaking with other people. She would blush every time somebody would greet her and she
would just nod her head and wouldn’t utter a word. Because of this, she would often hide
herself in her room so she wouldn’t have any chance of mingling with other people.
Maria loved talking of her flowers. She had a beautiful flower garden that was popular
in their town. She took good care of the flowers in her garden. She loved it there; it’s in her
garden that she found refuge and happiness.
One day, the townspeople heard horrifying news. A group of bandits came to a nearby
town and killed all the people who tried to hide their money and other belongings from them.
The next day, the group of bandits had reached the town where the family of Dondong, Iska
and their daughter Maria lived. Dondong saw the group of bandits were heading towards them,
so he decided to hide Maria in her flower garden to protect her from being killed by the bandits
as well.
Iska and Dondong hid inside their house, frightened and shaken. She heard the bandits
crushed their door and at that moment she silently prayed to protect them from whatever the
bandits will do to them.Iska cried out, “Oh Lord, my Lord, please save my daughter Maria.” At
this time, the bandits had already broken down their door. They went in and hit Dondong on
his head, he lost consciousness and fell down on the floor. Iska, on the other hand, tried to
run and escape but she too was hit on her head and fell down and also lost consciousness.
The bandits knew they had a daughter and they searched the whole house to find the little girl
but to no avail they couldn’t find Maria. They took all their money and jewelries and they left.
When Dondong and Iska regained consciousness, the bandits had already fled. They
immediately ran towards the flower garden to find their young daughter Maria. Much to their
surprise, Maria was gone! They tried to look for her everywhere but still they did not find Maria.
They went back to the flower garden and searched on every corner but they didn’t find Maria.
327
“My daughter! They took away my daughter!” Iska was frantic and scared.
Suddenly, Dondong felt something pricked his foot. He was shocked with what he saw.
He saw a small plant that quickly closes its leaves. It was the first time they ever saw such a
unique plant. He stooped down to look at the plant more closely; Iska did the same thing too.
They saw that the plant would open up and will close its leaves again once touched. Because
of this, they believed that the plant was Maria. God made Maria into a plant to save her from
those bandits. Both Dondong and Iska couldn’t stop their tears from falling. As their tears
dropped on the plant, they became little flowers that looked like little roses.
From then on, Dondong and Iska took good care of the plant. They believed and they
knew that the plant was indeed their daughter Maria. Just like their daughter, the plant was
also quite shy. Because of that, they called the plant “makahiya”, because they believe the
plant was as shy as Maria. And from then on, the plant had been called “makahiya”.
www.wowparadisephilippines.com/legend-makahiya.html

Long time ago, there was a couple in Barangay Masagana (Pampanga today) who wanted a
daughter. Their wish was granted and the wife gave birth to a baby girl. They called her Maria.
Maria was very beautiful but very shy that she wouldn't go out from their house.
328
Weeks later, Spaniards came to their town. The Spaniards were very cruel that they get
everything they wanted. They rob houses and kill everyone who gets in their way and who
refuses to give what they wanted.
The couple was very frightened to lose their daughter so, they hid Maria in the bushes so the
Spaniards couldn't find her.
After the Spaniards left their town, the couple tried to look for Maria but they couldn't find her
even in the bushes where they hid her, instead they found a little plant that is very sensitive
that when you touch it, it would immediately close.
So they thought it was their daughter, Maria. They called the plant "Makahiya" that means
"touch me not," like their daughter who was very shy.
http://myths.e2bn.org/mythsandlegends/userstory711-the-legend-of-makahiya.html
Graphic Organizer
https://www.google.com/search?q=graphic+organizer+for+plot+structure&source=lnms&tbm=isch&sa=X&ved=0ahUKEwit_7WwzYDhAhV
n73MBHc0DBC0Q_AUIDigB&biw=1438&bih=685#imgrc=ZIzflo2IUqRlNM
The Legend of the Guava

A long time ago, there's a king who ruled a rich, prosperous island. He had all the things a
king could ever ask for: the power, the wealth, and all the delicious foods one could only
imagine.The king's name was King Barabas.
King Barabas is a rude king and overweight, indulging himself to all the foods available,
hesitant to share. And his castle is starting to become filthy. He would spend most of his time
329
sitting and eating with his bare hands. As he eats, he drips food on the floor and smile
mockingly at the people around him, specially his servants.
People in the kingdom would approach with requests for his help, but he would always refuse.
As he neglected his kingdom, people started to complain and starve.
After some time, an old hunched-back woman showed up at the castle begging for food while
the king was eating. The old lady asked for food as she was starving.
"Go away! I don't have anything to give. Can't you see I'm eating?" said the king.
"Please, my king," begged the old woman. "I'm asking for anything, anything you could give
me as I am so hungry. Even a little piece of bread or fruit would do."
"Get out at once! You disgust me," the king belittled the old beggar.
The old woman stood up straight, casting aside her stooped posture. "I've heard much about
you and how your kingdom is suffering." The tone of her voice had changed. It was no longer
the voice of a weak, old woman. "I asked for help, and you shoved me away. You have a lot
for yourself, but when I only asked for a little food, you belittled me. You are selfish. No one
loves you and no one will remember you when you are gone!"
And the beggar disappeared.
After a few more days, the king slowly weakened and became sick. No one knows what's
wrong with him. He got weaker and weaker and lost much weight. He looked older than his
age. Soon after that, the king died. As unfortunate and unexpected as it was, no one cried and
nobody showed up at the king's burial. He died alone.
And where the king was buried, his people noticed a strange plant growing, a plant they had
never seen before. The plant soon grew into a tree, which bore rounded fruits that turned
yellowish when ripe.
People also noticed that the fruit seemed to have a crown as it develops, which reminded
them of their selfish, arrogant king. The flesh of the fruit tasted a bit sour, just like the sour
personality of the king towards them.
The people learned to eat the fruit, which helped them with starvation. And because the tree
was from the grave of their King Barabas and it has crown just like their king, they named the
tree after him: barabas, which in time they called bayabas.
The fruit is still called, as to this day, bayabas.
And although the guava may have come from the rude, selfish King Barabas, guava fruit is
one of the fruits that offers many health benefits when consumed, the fruit is a good source of
vitamin C. The leaves are made into tea and treats many diseases as well from a simple
toothache, to treating diarrhea, lowering blood sugar, and many more. And it is used amongst
young boys after their circumcision in the Philippines.
Or maybe it's the way of the late king to make up for the wrongdoings?
https://owlcation.com/social-sciences/Philippine-Legend-The-Legend-Of-Guava
330
https://www.google.com/search?q=graphic+organizer+for+elements+of+short+story&tbm=isch&source=hp&sa=X&ved=2ahUKEwjD_fmm
-oLhAhXYF3IKHYsuCLYQsAR6BAgEEAE&biw=1438&bih=685#imgrc=YMb6xFubAjzCpM:
RUBRIC FOR RETELLING MYTH/LEGEND

CATEGORY 4 3 2 1
Accuracy of Retelling The retelling The retelling The retelling The retelling
includes all includes all includes all does not
major points major points major points includes
and several and 1-2 major points
331
significant significant in the in the
details in the details in the myth/legend myth/legend
Sequence The retelling The retelling The retelling The retelling

captures the captures the captures the of the myth is
myth/legend myth/legend myth/legend out of
in correct in correct in correct sequence.
sequence sequence sequence
with all with 2-3 with several
important omissions. omissions,
parts but maintains
sequence of
those told.
Connections/Transitions Connections Connections Connections The retelling
between between between seems very
events, ideas, events, ideas, events, ideas, disconnected
and feelings and feelings and feelings and it is very
in the retelling in the retelling in the retelling difficult to
are creative, are clearly are figure out the
clearly expressed sometimes narrative.
expressed and hard to figure Most
and appropriate. out. More sentences do
appropriate. Most details or not observed
All sentences sentences better correct
observed observed transitions are subject-verb
correct correct needed. agreement.
subject-verb subject-verb
agreement. agreement.
Setting Lots of vivid, Some vivid, The reader The reader
descriptive descriptive can figure out has trouble
words are words are when and telling when
used to tell used to tell where the and where
the reader the reader myth/legend the
when and when and takes place, myth/legend
where the where the but there isn’t takes place.
myth/legend myth/legend much details
takes place. takes place. (e.g., once
upon a time in
a land far, far
away.
Character The main The main The main It is hard to
character is character is character is tell who the
named and named and named. The main
clearly described reader knows character is.
described (through very little
(through words and/or about the
words and/or actions). The main
actions). The reader has a character.
reader knows fairly good
and can idea of what
describe what the character
the character looks like.
looks like and
332
how s/he
typically
behaves.
Problem It is very easy It is fairly easy It is fairly It is not clear

for the reader for the reader easy for the what problem
to understand to understand reader to the main
what problem what problem understand character
the main the main what problem faces.
character character the main
faces and faces and character
why it is a why it is a faces but it is
problem. problem. not clear why
it is a
problem.
Solution The solution The solution The solution No solution is
to the to the to the attempted or
problem is problem is problem is a it is
easy-to- easy-to- little hard to impossible to
understand understand understand. understand.
and is logical. and is
There are no somewhat
loose ends. logical.
Characteristics of a The retelling The retelling The retelling The retelling
Myth/Legend reflects in reflects in reflects in does not have
sufficient some details little details a any detailed
details the some beliefs few of the reflection of
important about life, the beliefs about the important
beliefs about natural world, life, the beliefs about
life, the human natural world, life, the
natural world, beings, and human natural world,
human other beings, and human
beings, and creatures of other beings, and
other the creators creatures of other
creatures of of the the creators creatures of
the creators myth/legend. of the the creators
of the myth/legend. of the
333
APPENDIX
Week 9, Day 1
LET’S REVIEW
Identify the prosodic feature of speech being described. Write your answer on the
space provided before each number.
Answer Bank:
a. Stress d. Pitch
b. Intonation e. Juncture
c. Volume f. Tone of the Voice
_____________1. The emphasis given on important syllable or word.

_____________2. The degree of highness or lowness of tone.
_____________3. The rising or falling pitch of the voice
_____________4. It refers to the break between one spoken word and another.
Ex. peace talk, pea stalk
_____________5. The general quality or character as an indication of what the
person is feeling or thinking.
_____________6. The loudness or softness of the voice
(Answer Key: 1.) a 2.) d 3.) b 4.) e 5.)f 6.c )
LET’S PRACTICE (For average learners)

Read the following sentences observing the correct stress of the underlined words.
1. The contract has been signed.
2. Your muscles should contract so you can endure the prick.
3. The permit is here.
4. They permit me to go.
5. My project is finished.
6. The economists project a change in the price.
7. Her present was expensive.
8. She will present the participants.
9. The protest was a peaceful one.
10. They protest against the abuses they suffered from them.
Activities for Developing Mastery (E):
Activity 1 (For Advanced and Average Learners)
Practice saying the following sentences and be sure to concentrate on

the rise and fall
of the voice to express the meaning indicated in the parenthesis.
1. Have you done your homework? (The emphasis is on the person

spoken to.)
2. Have you done your homework? (The emphasis is on whether the
homework has
been done or not.)
3. It’s my brother who needs it. (rather than I)
4. It’s not a large book but a very small one.(contrast)
334
Activity 2 (For Advanced Learners only)
Read the following sentences. Give a high note to any nonfinal word or
words you wish
to show or compare.
1. Good morning, teacher. How are you feeling?
2. Is the test on Monday or Tuesday?
3. Which syllable is accepted?
4. Do you want coffee or milk?
(Source: English Expressways II, pages 64-65)
Suggested RUBRICS on Observing the Prosodic Features of Speech

when Reading Sentences, Dialogues or Paragraphs
(Source: A Journey Through Anglo-American Literature 9
Learner’s Material, page 66)
Features 3 2 1
Pitch Student’s pitch Student’s pitch Student’s pitch
does not change changes the changes the
the meaning of the meaning of at least meaning of all the
word/phrase. two (2) word/phrase.
word/phrase.
Juncture Student pauses in Students pauses Students pauses in

all periods and in at least two (2) one (1) period and
commas. periods and comma.
commas.
Stress Student Student Student

emphasizes all emphasizes at emphasizes one
words and least two (2) words (1) word or syllable
syllables correctly. or syllables correctly.
correctly.
Intonation Student observes Student observes Student observes

all possible at least two (2) one (1) possible
intonation patterns possible intonation intonation pattern
correctly. patterns correctly. correctly.
Rate of Speech Student reads at Student reads at a Student reads very

an average speed. speed just enough fast and
to be understood. incomprehensible.
Volume Student applies Student applies Student applies

the correct volume only two (2) only one (1) correct
in reading. correct volumes in volume in reading.
reading.
335
Projection Student reads the Student reads Student’s reading
text loudly and some text loudly is not loud and
clearly. and clearly. clear.
Week 9, Day 3
The First Monkey
(Iloko)
Long ago in a thick forest, a young girl lived under the care of the goddess of
weaving. Here she lived happily and without care, for everything that she wanted to
eat was provided for her by her patroness.
One day the goddess said to the girl, “Take this cotton, clean it, and make out a dress
for yourself out of it." Now, the girl knew nothing about making cloth and weaving it,
so she said to the goddess, "When the cotton is cleaned, is it ready for use?"
"No," answered the guardian, "after it is cleaned, it must be beaten."
"Well, after it is beaten, is it ready for use?" said the lazy girl. The goddess said that
before it could be used, it would have to be spun. "Well, after it is spun, " persisted
the saucy maiden, "is it ready for use?"
"No, it must next be woven into cloth, cut, and sewn," answered the patient goddess.
"Oh!" said, the girl, "it will take a long time and much hard work to make clothes that
way. This leather hide which you have given me to beat the cotton on, will make me
better clothing, because it will wear longer." So she covered herself with the
336
leather. The goddess was so angry at the girl for her laziness that she decided that
the leather should not only be her dress but also her very skin. Then the goddess took
the stick for beating the cotton and thrusting it between the maiden's buttocks said to
her, "This stick will become part of your body, and you will use it for climbing
purposes. As a penalty for laziness, henceforth you shall live in tress in the forest, and
there you will find your fruit."
Thus, originated the first monkey with a coat of leather and a tail.
www.seasite.niu.edu/tagalog/folktales/iloko/first_monkey.htm
Week 9, Day 4
The First Monkey
(Iloko)
Long ago in a thick forest, a young girl lived under the care of the goddess of
weaving. Here she lived happily and without care, for everything that she wanted to
eat was provided for her by her patroness.
One day the goddess said to the girl, “Take this cotton, clean it, and make out a
dress for yourself out of it." Now, the girl knew nothing about making cloth and
weaving it, so she said to the goddess, "When the cotton is cleaned, is it ready for
use?"
"No," answered the guardian, "after it is cleaned, it must be beaten."
"Well, after it is beaten, is it ready for use?" said the lazy girl. The goddess said that
before it could be used, it would have to be spun. "Well, after it is spun, " persisted
the saucy maiden, "is it ready for use?"
"No, it must next be woven into cloth, cut, and sewn," answered the patient goddess.
"Oh!" said, the girl, "it will take a long time and much hard work to make clothes that
way. This leather hide which you have given me to beat the cotton on, will make me
better clothing, because it will wear longer." So she covered herself with the
leather. The goddess was so angry at the girl for her laziness that she decided that
the leather should not only be her dress but also her very skin. Then the goddess
took the stick for beating the cotton and thrusting it between the maiden's buttocks
said to her, "This stick will become part of your body, and you will use it for climbing
purposes. As a penalty for laziness, henceforth you shall live in tress in the forest,
and there you will find your fruit."
Thus, originated the first monkey with a coat of leather and a tail.
www.seasite.niu.edu/tagalog/folktales/iloko/first_monkey.htm
337
Scoring Rubrics for Evaluation
POINTS INDICATORS
5 No error in subject-verb agreement.

3 Minimal errors
1-2 errors
1 Many errors committed
3-5 errors
338
Inventory of Third Party Materials
Daily Lesson Plan in Grade 7 English
Learning Area: English Type of Learning Material: Videos, Stories, pictures
Prepared by: Preciosa R. Dela Vega Date Submitted: May 27, 2019
No. Title/ Description of Third (3rd) Party Creator (e.g. author) Copyright Source and Contact Location in
Material Holder Details Learning
Resource
Online Article, Web page, The Reference https://www.reference. Week 1, Day 2
Importance of Literature com/art-
literature/importance-
1.
literature-
affc574b61b7b47b
Powerpoint Presentation, Pre-colonial https://esielcabrera. Week 1, Day 2

Literary Genres Wordpress wordpress.com/201
6/02/26/philippine-
2.
literature-during-
pre-colonial-period/
Powerpoint Presentation, Difference Week 1, Day 2

between Legend & Myth http://www.differenceb
etween.info/difference-
3.
between-legend-and-
myth
339
Powerpoint Presentation, Ways Answers http://www.answers.co Week 1, Day 2
4. literature can connect to a significant m/Q/:
past
Downloaded Literature, The Legend of emaze https://www.emaze.com/ Week 1, Day 2
5. @AWOROWI
the Concept of Orag
https://saladofthoughts.w Week 1, Day 5
6. Downloaded Reference - Tigsik Wordpress ordpress.com
Pinterest Week 1, Day 5

Downloaded picture https://www.pinterest.ph/
7. anneva4904/fruit-to-
color-apple-spanish/
diysolarpanelsv http://diysolarpanelsv.co Week 1, Day 5

8. Downloaded picture m/brain-clipart.html
facebook https://www.facebook.co Week 1, Day 5

9. Downloaded picture m/authenticwriter/
clipartlibrary http://clipart- Week 1, Day 5

Downloaded picture library.com/writing-on-
10.
paper-clipart.html
testden https://www.testden.com/ Week 1, Day 5

Differences of Oral & Written downloaded toefl/english-grammar-
11. for.../Language-Oral-
material (on visual aids)
And-Written.html:
Online Reference Materials Mtholyokr.edu https://www.mtholyoke.e Week 1, Day 5
12. du/acad/intrel/speech/diff
erences.html
340
Downloaded Rubric http://www.users.on.net/- Week 1, Day 5
13. Users.on.net katef/detention/panel.htm
l
slideshare https://www.slideshare.net/jarele Week 2, Day 1
14. Downloaded picture ny/the-origin-of-this-world-
maranao
pronuncian https://pronuncian.com Week 2, Day 3
15. Online Reference Materials /pitch-lessons
Additional Reference Materials Aurora L. Samonte Speech Improvement Week 2, Day 3

&Leticia R. Arbis with Practice and
16.
Exercise, pp.1-3 & 40,
44-47
Additional Reference Materials Moving Ahead pp. 251- Week 2, Day 3
17.
252
Downloaded Video videojug http://www.videojug.co Week 2, Day 3
m/film/how-to-project-
18.
your-voice Caroline
Goyder
Powerpoint presentation about https://www.slideshare.n Week 2, Day 4
literary writing and academic writing Jareleny Nava-Bansal et/jareleny/literary-vs-
academic-writing-
19. 64862279?qid=3920ece
b-921d-4cb1-8161-
69c3f877db4f&v=&b=&fr
om_search
20. Downloaded pictures safetysign www.safetysign.com Week 3, Day 1
Downloaded pictures slideshare www.slideshare.net Week 3, Day 1
21.
https://essaywritingser Week 3, Day 3
Academic & Literary Writing Essaywritingserviceuk.co viceuk.co.uk/blog/the-
22. differences-between-
academic-and-
creative-writing
341
Britannica.com https://www.britannica. Week 3, Day 4
23. Additional Reference Materials com
Additional Reference Materials Write-out loud.com https://www.write-out- Week 3, Day 4
24. loud.com
Additional Reference Materials Owlcation.com https://owlcation.com Week 3, Day 4

25.
Ninoy Aquino’s Historical Speech Filipiknow.net https://filipiknow.net/nin Week 3, Day 4
26.
oy -aquino
Downloaded Video Clip on Skit youtube https://youtu.be/Mrp4B Week 3, Day 5
27.
Making 3lKmGA
Downloaded Video Clip on Legazpi youtube https://www.youtube.co Week 4, Day 1
28. Twins m/watch?v=-
eqKyS9OEJY
Downloaded Video youtube https://www.youtube.co Week 4, Day 1
29. m/watch?v=di--
sKT69Lc
Downloaded pictures file:///C:/Users/admin/Do Week 4, Day 2
cuments/FROM%20OFFI
CE/Drive/SENSORY%20
IMAGES.pdf
https://www.stagneshs.or
g/ourpages/auto/2009/11
30. /20/55236338/Rubric%20
for%20Thematic%20Ess
ay.doc
file:///C:/Users/admin/Do
cuments/LECTURES/EN
GLISH%209/SENSORY.
pdf
342
Downloaded pictures https://www.megaessays Week 4, Day 4
.com/viewpaper/72855.ht
ml
https://sites.google.com/s
ite/mrheathfunteacher/ho
me Disclaimer: I do
31.
http:llwww.eho.cominfo_
8635512_kinds-
paragraphs html
https://myhero.com/Pare
nts_LRHS_canada_06_u
l
youtube https://www.youtube.com Week 4, Day 5
32. Downloaded Video
/watch?v=IFKAjD-nDwU
Downloaded Video youtube Oxford Online English Week 5, Day 3
(2018). Retrieved from
33. https://www.youtube.com/
watch?v=A6aE4nceJt8 on
October 4, 2018)
Downloaded Video youtube https://www.youtube.com Week 5, Day 4
34. /watch?v=rTUD9XWNzz
k
Additional Reference Materials 8list.ph https://8list.ph/8- Week 6, Day 1
Bicolano Heroes News.mb.com outstanding-modern-day-
Teachertoolkit.com filipino-heroes/
www.deped.gov.ph/2018/
11/17
https//news.mb.com,ph/2
35.
018/02/03sorsogon-
educator-finalist-in
global-search-for-best-
teacher
www.theteachertoolkit.co
m
343
Additional Reference Materials https://www.theclassroom.c Week 6, Day 4
- Activities om/fun-activities-
subjectverb-agreement-
high-school-classes-
2881.html
36.
https://www.education.co
m/lesson-plan/link-up-a-
subject-verb-agreement-
game/
Additional Reference Materials https://eslyes.com/easydi Week 7, Day 1
alogs/ec/safety09.htm
https://connected-
37. crossroads.weebly.com/p
oems.html
https://eslyes.com/easydi
alogs/ec/safety09.htm
Traffic Rules and Signs for Kids youtube https://www.youtube.com Week 7, Day 2
38. /watch?v=bUwPNVEBZx
A
Additional Reference Materials SlideShare https://www.slideshare.n Week 7, Day 3
Wiki et/johnvincentjose75/ibal
on&ved=2ahUKEwifxK_
EtqrgAhUJOisKHWZOAn
sQwaICMAx6BAgMEC8
39. &usg=AOvVaw1AOPaJF
m6_MnkRBApHdoXW)
https://m.wikihow.com/Be
-a-Hero-in-Real-Life
Additional Reference Materials Study.com https://study.com/acade Week 7, Day 5

CPP.edu my/popular/sequence-of-
40.
events-lesson-plan.html
344
https://www.cpp.edu/~ra
mp/program-
materials/recognizing-
transitions.shtml
Downloaded Rubrics rubistar http://rubistar.4teachers. Week 8, Day 3
org/index.php?screen=S
howRubric&module=Rub
istar&rubric_id=1165989
41.
https://www.nps.gov/apc
o/learn/education/upload/
Grading%20Rubrics.pdf
Downloaded pictures Elite Newsfeed Web page http://www.elitenewsfeed Week 8, Day 3

.net/2018/03/13/pinoy-
42.
celebrities-adorable-
childhood-photos/
Downloaded Video on Evaluating youtube https://youtu.be/PLTOV Week 8, Day 3
43. Credibility of Resources oHbH5c
Downloaded pictures https://www.google.com/ Week 8, Day 4

search?q=students+wear
ing+school+uniforms+im
age
https://www.google.com/
search?source=hp&ei=j-
6IXLDSHabEz7sP7tOqC
A&q=different+colors+im
44.
age
search?q=professional+i
mage&tbm
search?tbm=isch&sa=1&
ei=T_KIXIj5PKLCz7sP9J
G5iAk&q=fruits+image
345
Downloaded Video on The Story of https://youtu.be/R8uwktx Week 8, Day 4
Lam-ang - Review and Grammar 5IaY
Problems – Practical Application
45.
https://www.youtube.com
/watch?v=ePVZvMjSMvE
Downloaded Video on SVA Lesson youtube https://www.youtube.com Week 8, Day 4

46. /watch?v=yEVhUEq6P1
w
Additional Reference Materials Prentice Hall Grammar Prentice Hall Grammar Week 8, Day 4
47. and Composition 2, page
256.
Downloaded Video on Parts of a Story youtube https://www.youtube.com/w Week 8, Day 5
Song, Story Elements, Plot Elements atch?v=HTpTB4fxigQ
48. https://www.youtube.com/w
atch?v=HTpTB4fxigQ
https://www.youtube.com/watch?v
=WH5jlkK4aUI
Additional Reference Materials Cpam.org http://www.cpalms.org/Publi Week 8, Day 5
Study.com c/PreviewResourceLesson/Pre
view/48295
49.
https://study.com/academy/p
opular/story-elements-lesson-
plan.html
Downloaded Video youtube http://www.youtube.com/ Week 9, Day 1
watch?v=t2h3Owutf5y
50. http:/www.youtube.com/
watchyQoyhCEqf68
Downloaded Video on Grammar https://www.youtube.com/watc Week 9, Day 2
h?v=ePVZvMjSMvE
51. Problems – Practical Application
Additional Reference Materials Google Sightseeing http://www.googlesightseeing.co Week 9, Day 2

m/2015/05/lanai-kahoolawe-
52. and-niihau/
346
Downloaded Video youtube https://www.youtube.com Week 9, Day 3
53. /watch?v=nmwHmYU5b0
c
Downloaded pictures https://www.google.com.ph/se Week 9, Day 4
arch?q=pictures+of+a+girl&tb
m=isch&source=iu&ictx=1&fir=
lGeIxlvQ1TuTSM%253A%
https://www.google.com.ph/se
arch?tbm=isch&sa=1&ei=XjJm
XKzaOczywQPVz63oDQ&q=g
oddess+pictures&oq=goodess
&gs_l=img.1.0.0i67l3j0i10j0i67l
4j0i10l2.153969.156622..1584
60...0.0..0.1778.3994.3-
1j1j1j1j0j1......0....1..gws-wiz-
img.....0..0.yrWOVuuitdY#imgr
54. c=0KqfJUBBXahTZM:
https://www.google.com.ph/se
arch?tbm=isch&sa=1&ei=CjN
mXMr9JtLqwQOxg53YCQ&q=
monkey
+pictures&oq=monkey&gs_l=i
mg.1.0.0i67j0j0i67l2j0j0i67j0l4.
143311.144426..145910...0.0..
0.352.1134.1j3j1j1......0....1..g
ws-wiz-
img.p_LeQJRqvHA#imgrc=2X
kFNhVVXHCUaM:
Story
Downloaded Video youtube http://www.seasite.niu.edu/tag Week 9, Day 4

alog/folktales/iloko/first_monke
y.htm
55.
https://www.youtube.be/3Y
nFMfNSK6A
Additional Reference Materials unit_3-subject- Week 9, Day 4

56. verb_handout.pdf
347
02_cc_s-v-
agreement.pdf
Additional Reference Materials https://snapguide.com/gu Week 9, Day 5
ides/retell-a-story-1/
https://spedellreadingstra
tegies.weebly.com/retelli
57. ng.html
https://www.instructables
.com/id/Retelling-a-Story-
Visually/
348

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DETAILED

42. MARIA D. GRIGGS / / LOPE C. ESPIRITU JR. QUIPAYO NHS

Day 1 --------------------------- 125

Day 1 --------------------------- 153

Day 1 --------------------------- 171

Day 1 --------------------------- 193

Week 9 Day 1 --------------------------- 241

A. Content Standard The learner demonstrates understanding of pre-

B. Performance Standard The learner transfers learning by: showing

II.CONTENT Reading words, phrases, clauses, sentences and

1. Teacher’s Guide pages pp. 15, 18

2. Learner’s Materials pp. 17-19/ p. 144

A. Reviewing previous  Read and enhance your pronunciation of a

Father Visit Water Above

Refer to Task 5: Sounds of Language; pages 17-

Possible Answer: Possible Answer:

1. One of the advantages of applying correct

I. Evaluating learning Note: The activity will be performed by the learners

Refer to Task 5: Sounds of Language; pages 17-

Each group will be given an assigned speaking task

*Criteria for speaking activity:

A. No. of learners who earned 80% on the formative assessment

A. Content The learner demonstrates understanding of pre-colonial

B. Performance The learner transfers learning by showing appreciation for

II. CONTENT Literature as a means of connecting to a significant past.

1. Teacher’s Guide pp. 7, 15-17

The Legend of the Concept of Orag

IV. PROCEDURE Advanced Learners Average Learners

A. Reviewing a. Refer to Task 1: The Philippines during the Pre-Colonial

Genre is a French term for Form.

2. The oral literature of the pre-colonial Filipinos bore the

4. The most appreciated riddles of ancient Philippines are

Drama as a literary from had not yet begun to evolve

From the presentation, what are the different literary genres

Prose narratives in prehistoric Philippines consist largely of

 Form two groups with one representative each who

 As the teacher shows the strips of proverbs with

 Then as the teacher shows a picture which is literally

 Ask these Process Questions:

4. Basically, how would you relate to a proverb to

Key Difference: Legends are narrative of actions

Myths, derived from the Greek word ‘mythos’ meaning

Literature is said to be an enduring expression of significant

A significant human experience is something that happens

How can literature connect to a significant past?

Literature makes a significant contribution to the

What Is the Importance of Literature? | Reference.com

Literature is important because it develops critical

Read and analyze the proverb that follows:

Dai mo pagpaagahan an magigibo ngonyan. (Bikol)

With a partner, answer the following questions:

G. Finding practical a. Why is literature a. What are the benefits of

Possible Answer: Possible Answer:

1. What are the pre-colonial literary genres?

H. Making a. Going back to the lesson in literary connections, how can

Using pre-colonial literary genres, proverbs, and myths, in

The Legend of the Concept of Orag

Bikolanos are known today as oragon. Orag means

I. Evaluating ORAL EXERCISES WRITTEN TEST

A. No. of learners who earned 80% on the formative assessment

B. No. of learners who require additional activities for remediation.

Sentence- stress refers to certain words in a sentence

Intonation refers to the pattern of pitch change within an

Otherwise we may be sending messages using intonations