G7 English Lesson Exemplar 1st Quarter

LESSON EXEMPLAR
Grade 7-English
Quarter 1
Appreciating Myself
Lesson 1
Valuing Our Elders’ Wisdom
Content Standard:
The learner demonstrates understanding of: pre-colonial Philippine literature as
a means of connecting to the past; various reading styles; ways of determining word
meaning; the sounds of English and the prosodic features of speech; and correct
subject-verb agreement.
Performance Standard:
The learner transfers learning by: showing appreciation for the literature of the
past; comprehending texts using appropriate reading styles; participating in
conversations using appropriate context-dependent expressions; producing English
sounds correctly and using the prosodic features of speech effectively in various
situations; and observing correct subject-verb agreement.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
1|Page
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Valuing Our Elders’ Wisdom
Content Standard: Performance Standard:
The learner demonstrates The learner transfers learning by:

understanding of: pre-colonial Philippine showing appreciation for the literature of
the past; comprehending texts using
literature as a means of connecting to the past;
appropriate reading styles; participating in
various reading styles; ways of determining word conversations using appropriate context-
meaning; the sounds of English and the prosodic dependent expressions; producing English
features of speech; and correct subject-verb sounds correctly and using the prosodic
agreement. features of speech effectively in various
situations; and observing correct subject-
verb agreement.
I. LEARNING COMPETENCY
EN7LT-Ia-1: Discover literature as a means of connecting to a significant
past EN7LT-Ia-2: Describe the different literary genres during the pre-colonial
period
Objectives:
1. Understand different literary forms during pre-colonial period
2. Describe the different literary genres during the pre-colonial period
3. Appreciate the connection with Philippine‘s rich past through the different
literary forms
II. LEARNING CONTENT

Lesson: Philippine Literature during Pre-Colonial Period
Materials:
1. print out example pictures of literary forms
2. ¼ manila papers
References:
1. K to 12 Curriculum Guide (May 2016), p. 148
2. Pre-Colonial Philippine Literature, Retrieved from
http://philfolks.blogspot.com/p/pre-colonial-philippine-literature.html
3. Ramallosa, G. (2000). The Literatures of the Philippines. Lucena
City: Enverga University Press, Inc.
2|Page
III. LEARNING TASKS
Introduction: Long before the Spaniards came to the Philippines, the Filipinos
already have their own culture. It was influenced by Malaysians, Indonesians,
Chinese, Arabs, Persians, and other foreigners who came to trade with them.
Much of ancient literature was oral, community-bound, and derived from the
peoples‘ experiences and observations. So why do you think we should study the
literatures of the Philippines?
Preliminary Activity:
For the next activity, you will be grouped into five with the following roles:
1. facilitator
2. recorder
3. time keeper
4. reporter/s
5. materials manager
Activity
 Task 1: Arrange and Fill it!
Directions: You will be given set of words and pictures to arrange into a
diagram provided below:
Analysis
 Task 2: Let’s Explain!
Your group‘s reporter/s will present your output with emphasis on the
placement of the pictures given. While listening to the reports, try to compare
your output from the other groups‘ outputs.
3|Page
Abstraction
 Task 3: Complete Me!
Directions: Complete the statement below.
“Through the different literary forms during the pre-

colonial period, we are able to know ”.
Application
 Task 4: Add Some More!
Directions: With the description given on different literary forms, share other
examples you know.
 Proverbs:
 Riddles:
 Myths:
 Legends:
 Folktales:
 Working Songs:
 Lullabies:
 Exit Slip:
Directions: In a ½ crosswise, answer the previous question posted by your
teacher:
Why do we need to study the literature of the Philippines?
4|Page
Notes on Philippine Literature during Pre-colonial Period:
The diversity and richness of Philippine literature evolved side by side with the country's history. This can best be
appreciated in the context of the country's pre-colonial cultural traditions and the socio-political histories of its colonial
and contemporary traditions.
The average Filipino's unfamiliarity with his indigenous literature was largely due to what has been impressed upon him:
that his country was "discovered" and, hence, Philippine "history" started only in 1521.
Pre-Colonial Times
Owing to the works of our own archaeologists, ethnologists and anthropologists, we are able to know more and
better judge information about our pre-colonial times set against a bulk of material about early Filipinos as recorded by
Spanish, Chinese, Arabic and other chroniclers of the past.
Pre-colonial inhabitants of our islands showcase a rich past through their folk speeches, folk songs, folk narratives and
indigenous rituals and mimetic dances that affirm our ties with our Southeast Asian neighbors.
The most seminal of these folk speeches is the riddle which is tigmo in Cebuano, bugtong in Tagalog, paktakon in
Ilongo and patototdon in Bicol. Central to the riddle is the talinghaga or metaphor because it "reveals subtle
resemblances between two unlike objects" and one's power of observation and wit are put to the test. While some riddles
are ingenious, others verge on the obscene or are sex-related.
The proverbs or aphorisms express norms or codes of behavior, community beliefs or they instill values by offering
nuggets of wisdom in short, rhyming verse.
The extended form, tanaga, a mono-riming heptasyllabic quatrain expressing insights and lessons on life is "more
emotionally charged than the terse proverb and thus has affinities with the folk lyric." Some examples are the basahanon or
extended didactic sayings from Bukidnon and the daraida and daragilon from Panay.
The folk song, a form of folk lyric which expresses the hopes and aspirations, the people's lifestyles as well as their
loves. These are often repetitive and sonorous, didactic and naive as in the children's songs or Ida-
ida (Maguindanao), tulang pambata (Tagalog) or cansiones para abbing (Ibanag).
A few examples are the lullabyes or Ili-ili (Ilongo); love songs like the panawagon and balitao (Ilongo); harana
or serenade (Cebuano); the bayok (Maranao); the seven-syllable per line poem, ambahan of the Mangyans that are
about human relationships, social entertainment and also serve as a tool for teaching the young; work songs that
depict the livelihood of the people often sung to go with the movement of workers such as the kalusan (Ivatan), soliranin
(Tagalog rowing song) or the mambayu, a Kalinga rice-pounding song; the verbal jousts/games like the duplo popular during
wakes.
Other folk songs are the drinking songs sung during carousals like the tagay (Cebuano and Waray); dirges
and lamentations extolling the deeds of the dead like the kanogon (Cebuano) or the Annako (Bontoc).
A type of narrative song or kissa among the Tausug of Mindanao, the parang sabil, uses for its subject matter the
exploits of historical and legendary heroes. It tells of a Muslim hero who seeks death at the hands of non-Muslims.
The folk narratives, i.e. epics and folk tales are varied, exotic and magical. They explain how the world was created,
how certain animals possess certain characteristics, why some places have waterfalls, volcanoes, mountains, flora or fauna
and, in the case of legends, an explanation of the origins of things. Fables are about animals and these teach moral lessons.
Our country's epics are considered ethno-epics because unlike, say, Germany's Niebelunginlied, our epics are not
national for they are "histories" of varied groups that consider themselves "nations."
The epics come in various names: Guman (Subanon); Darangen (Maranao); Hudhud (Ifugao); and Ulahingan (Manobo).
These epics revolve around supernatural events or heroic deeds and they embody or validate the beliefs and customs and
ideals of a community. These are sung or chanted to the accompaniment of indigenous musical instruments and dancing
performed during harvests, weddings or funerals by chanters. The chanters who were taught by their ancestors
are considered "treasures" and/or repositories of wisdom in their communities.
Examples of these epics are the Lam-ang (Ilocano); Hinilawod (Sulod); Kudaman (Palawan); Darangen (Maranao);
Ulahingan (Livunganen-Arumanen Manobo); Mangovayt Buhong na Langit (The Maiden of the Buhong Sky from Tuwaang--
Manobo); Ag Tobig neg Keboklagan (Subanon); and Tudbulol (T'boli).
Source: The Literary Forms in Philippine Literature

(Christine F. Godinez-Ortega), Retrieved from
http://www.seasite.niu.edu/tagalog/literature/literary_forms_in_philippine_lit.htm
5|Page
6|Page
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST

verb agreement.
EN7LT-Ia-2.1: Identify the distinguishing features of proverbs, myths, and legends
Objectives:
1. Understand the unique features of proverbs, myths, and legends
2. Discuss the features of proverbs, their intended purpose, and the setting
during which they were produced
3. Express appreciation of different proverbs as source of wisdom and
values during certain situations

Lesson: Proverbs
Materials:
1. Proverbs on strips of paper
2. Handout of ―Classification of Proverbs‖
3. Wi-Fi Modem for Internet Connection (if possible)
References:
2. Teaching Guide (First Quarter), pp. 5-6
3. Learning Package (First Quarter), pp. 3-4
4. Cariaga-Enriquez, D. B. (2003). Philippine Literature: A Regional Approach.
Navotas: Navotas Press.
5. Proverbs Project Rubric, Retrieved from
https://www.rcampus.com/rubricshowc.cfm?code=SB4253&sp=yes&
7|Page
III. LEARNING TASKS
Introduction: We are not aware that the statements that our grandparents use
while conversing with their peers are nuggets of wisdom during their times.
Wisdom in the pre-colonial period was not just theoretical knowledge but
practical expertise. It was passed on from generations to generations, with
versions and translations varying from one region to another, Filipino proverbs or
salawikain, reflect traditional Filipino beliefs, and customs. The wisdom it gives is
encapsulated in short rhyming two-liners easy to remember.
 Task 1: Form It!
Directions: Each group will be given a jumbled proverb in cut-out strips of
paper and form it for 1 minute.
1. The pain of the little finger is felt by the whole body.

2. A sleeping shrimp is carried away by the current
3. The goodness of the ruled depends on the worth of the leader.
4. A man is the richest if he is contented even with little.
5. A person‘s tongue is only three inches long but can kill even a king.
 Task 2. True or False?

Directions: On your paper, write T if the statement is true according to what
you know and F if it is false. Be ready to explain and exchange ideas with a
partner.
1. Philippine literature existed even before the Spaniards came.

2. Proverbs express the unending wisdom of the old.
3. Proverbs communicate only traditional beliefs and values.
4. The form of proverbs is chiefly poetic.
5. It is difficult to preserve proverbs.
Activity
 Task 3: Visual Thesaurus
Directions: Explore your awareness of a thesaurus as a helpful tool in learning
synonyms and antonyms. Give the synonyms of the word ―proverb‖ by
forming the jumbled letters below.
8|Page
Analysis
 Task 4: Jigsaw Group - Classification of Proverbs
Directions: Your group will be given a handout on proverbs categorized by
the following values:
Family Solidarity Thrift Courage and Daring
Honesty Leadership Modesty
Prudence Friendship Consideration for others
Industry Charity Greed
Each group member will be an ―expert‖ who is responsible for learning

his/her assigned ‗Values‘. Members go and talk with ―experts‖ of other
groups with the same topic. After meeting with members of other groups,
the ―experts‖ return to their own groups and present their
learnings/findings. The process can be explained further through the picture
below:
Jigsaw Activity (2014).Note: Copyright

Kristina Hollis.
Abstraction
 Task 5: Reflect!
Directions: The students will reflect on the statement below.
The proverbs of any people are expressive of their perspective of life.
9|Page
Application
 Task 6: Wisdom to Share!
Directions: Create your own proverb based on your chosen values from the
classification above.
 Task 7: “Proverb to Re’meme’ber”

Directions: Using the proverb you created, make your own ‗meme‘ and
post it in your group in EDMODO (educational social networking site). Other
details about the task will be posted on the website.
“PROVERB TO RE’MEME’BER” RUBRIC
Advanced Proficient Approaching Needs SCORE

Criteria 5 pts 4 pts Proficiency Improvement
3 pts 1 pt
Visual Impact
Overall Quality The unique The organization The organization of The organization
composition of the of the elements the elements and of the elements
elements and and content content are and content are
content create a create a cohesive incompletely not addressed and
striking and work that can addressed and has has NO IMPACT
memorable work with HOLD THE LITTLE IMPACT on on the viewer
that WOW FACTOR VIEWERS the viewer
for the viewer ATTENTION
Interpretation
Creativity The final project The project The project The student
shows INVENTIVE shows CLEAR requirements are showed NO
INTERPRETATION UNDERSTANDIN FULFILLED, but EVIDENCE OF
of the assignment G of assignment give no evidence of THOUGHT
and was continued effort for
until it was complete interpretation
as possible
Work Effort
Project Student worked Student showed Student NEEDED Student DID NOT
Completion EFFECTIVELY AND some CONSTANT COMPLETE
CONSISTENTLY ENTHUSIASM PROMPTS from project or show
toward project goal AND EFFORT teacher to work any effort
towards towards completion
completion of
project
Reflection
Writing sample Student was able to Student relates to Student shows Student does not
INTERPRET project goals with UNDERSTANDING show any evidence
PROJECT GOALS evidence of of project goals of THINKING OR
through self- SELF- through required REFLECTION
reflection including REFLECTIVE reflection
well thought out APPLICATION of
answers the project
TOTAL
10 | P a g e
LESSON 1: Valuing Our Elder’s Wisdom
PROVERBS
The proverbs of any people are expressive of their perspective of life as in the following:
1.FAMILY SOLIDARITY
The whole world may quarrel but not the husband and wife. Ang lahat ng tao mag-away man
Huag ang mag-asawa sa loob ng bahay.
The pain of the little finger is felt by the whole body. Ang sakit ng kalingkingan, dama ng buong katawan.
2.HONESTY
The liar is brother of the thief. Ang taong bulaan, kapatid ng magnanakaw.
No legacy is richer than honesty. Iwan to tawid a nabakbaknang, ngen ti kinapudo. (Ilocano)
3.CHARACTER
Beauty fades but not character. Lumilipas ang kagandahan, ngunit hindi ang kabutihan.
A man‘s character is seen in his deeds. Ogali nin tao na heheling sa guibo. (Bicol)
4.INDUSTRY
Industry is the brother of success. Ang kasipagan ay kapatid ng tagumpay.
A sleeping shrimp Ang hipong tulog
Is carried away by the current. Tinatangay ng agos.
5.THRIFT
If you tucked away something, you have something to look up to. Kapag my isinuksok, may titingalain.
Use up blessings wastefully, Ubos-ubos biyaya
and afterwards you are left with nothing. Pagkatapos ay tunganga.
6.LEADERSHIP
Full-hearted obedience depends on him who commands. Ang mahusay na pagsunod ay nasa nag-uutos.
The goodness of the ruled Ang ibinubuti ng nasasakupan
depends on the worth of the leader. Ay nasa may hawak ng kapangyarihan.
7.CONSIDERATION FOR OTHERS

You may not love him, just don‘t humiliate him. Di man pakaibigin, huwag lang pakahiyain.
A person with good manners is loved by his companions. Ang taong may magandang asal, minamahal ng kasamahan.
8.CHARITY
Whoever gives alms to the poor faces heaven. Ang magmalimos sa mahirap, langit ang hinaharap.
Charity begins at home. Ang kawanggawa ay nagsisimula sa tahanan.
9.COURAGE AND DARING

He who avoids the enemy is truly courageous. Ang umiiwas sa kaaway ay isang tunay na matapang.
A hero who is wounded becomes still braver. Ang bayaning nasusugutan nag-iibayo ang tapang.
10. MODESTY
Modesty is the emblem of goodness. Ang kahinhinan ng asal, sagisag ng kabaitan.
Do not accustom you tongue to saying or uttering boastful words, Huag sanayin ang dila mapangahas na wika,
for if you cannot fulfill them, it be the greater shame. Pagkat kung hindi magawa ay lalong kahiya-hiya.
11. PRUDENCE
A person‘s tongue is only three inches long but can kill even a Ang dila ng tao ay isang dali,
king. Ngunit pinapatay kahit isang hari.
Before you say something, think it over seven times. Ano man ang iyong sasabihin ay makapito mong iisipin.
12. FRIENDSHIP
A good friend is known in time of need. Ang tunay na kaibigan, sa gipit nalalaman.
You are his friend as long as you have money; if you have no kaibigan kung mayroon,
more money you are discarded. Kung wala‘y patapon-tapon.
13. CONTENTMENT
A man is the richest if he is contented even with little. An mayaman sa gabos idtong kontento, maski gurano kadikit.
(Bicol)
A contented man is like one always celebrating a feast. ANg kontentado parehas nga
Naga fiesta lang pirme. (Kinaray-a)
14. GREED
The greedy man does not achieve his desire; Ang taong gaham-gahaman
fortune avoids him. Ang nasa‘s di makamtan, malayo sa kapalaran.
A greedy person is never satisfied. Ang tawo nga mahakug wala pagkabusog. (Hiligaynon)
Source: Philippine Literature: A Regional Approach

(Delia B. Cariaga-Enriquez)
11 | P a g e
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST

understanding of: pre-colonial Philippine literature showing appreciation for the literature of
as a means of connecting to the past; various
reading styles; ways of determining word conversations using appropriate context-
meaning; the sounds of English and the prosodic dependent expressions; producing
features of speech; and correct subject-verb English sounds correctly and using the
agreement. prosodic features of speech effectively in
various situations; and observing correct
subject- verb agreement.
EN7V-I-a-22: Distinguish between slang and colloquial expressions in
conversations
EN7V-I-a-22.1: Distinguish features of colloquial language (fillers, contractions,
etc.) and slang
Objectives:
1. Distinguish between slang and colloquial expressions in conversations
2. Distinguish features of colloquial language (fillers, contractions, etc.) and
slang
3. Practice colloquial expressions through an impromptu dialogue

Lesson: Slang and Colloquial Expressions
Materials:
1. Visual Aids
References:
1. K to 12 Curriculum G (May, 2016), p. 148
2. Teaching Guide (First Quarter), pp. 14
3. Learning Module (First Quarter), pp. 35-36
4. Colloquial English, Retrieved from http://www.linguahouse.com/
12 | P a g e
5. Lesson Plan on Slang: Speaking Legit English, Retrieved from
http://newsmanager.commpartners.com/tesolc/downloads/lesson%20pla
ns/07_2013_LessonPlan_Slang.pdf
6. http://www.buzzle.com/articles/colloquialism-examples-in-literature.html
7. We Chat‘s Sticker, Retrieved from
http://pinoymanila.com/2014/06/01/omg-filipino-flair-reaches-wechats-
sticker-gallery/
III. LEARNING TASKS

Introduction: In general, Filipinos are fond of inventing words and borrowing
foreign terms and use them to vary spoken language. Even students like you
develop your own slang words. Tagalog slang words come and go, and usually
the life of a slang word depends on where it was created (e.g., television, radio
shows) and how often they are used. In this lesson, you will examine the
language and be aware of the changes in your own language use.
 Task 1: Text Speak!
Directions: Acronyms are combination of letters and numbers that stand
for certain words or phrases. They are often used in instant messages,
informal emails, and text messages. Which of the common acronyms
below do you
know?
BT LO asap CU
W OMG L L8er g2 F2
Tnxpls g F
Now complete the following text messages with the suitable
Ok! at 2 pm. acronyms.
SMS
1
Can't talk ryt now. Call me .
SMS
2
Send me the report . Need it today!
SMS
3
Don't want to talk about it on the phone. Let's meet
SMS .
4
for the advice. Was very helpful!
SMS
5
Nice joke! .
SMS
6
! Guess who I saw today?
SMS 7
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.13 | P a g e
Activity
 Task 2: We Slang!
Directions: With a partner, study the Tagalog slangs below. Writethe
meaning, then be ready to give an example scenario in using it.
 Task 3: Pair Up!

Directions: Study the examples below and give three more pairs to
complete the table. You may use a dictionary for this task.
Colloquial
friend chum, pal, bro, sis, buddy
eat pig out, stuff oneself with, wolf
purchase/buy grab, score, get hold of
1. 1.
2. 2.
3. 3.
Analysis
 Task 4: Talk Now!
Directions: With a partner, make a list of the different people (or types of
people) you interact with regularly. Describe how you normally talk to those
people.
14 | P a g e
15 | P a g e
(Possible Answers: parents, siblings, grandparents, close friends,
classmates, teachers, passengers on a bus or train, canteen, school staff,
store clerks, and so forth.)
Why do Authors use Colloquialism?
Authors tend to use the language that they are most comfortable with
(unless their work demands otherwise). Every writer is influenced by the place
he belongs to, the way people around him speak, and the phrases that are
used by them. It is in such a scenario that colloquialism is often intertwined in
the language of the literary work. There are many authors who use
colloquialism deliberately to imbue a sense of reality and to render their work a
contemporary touch.
Abstraction
Man, I‘m starving! I‘m gonna get something to eat and then call you back.
We gotta get this done before we can go anywhere.
Lemme know if you need a hand with that.
These words have special registers, meaning they are appropriate for certain
contexts but not for others.
Our conversations carry words with different formality levels known as register. Two of these
are colloquial and
familiar. Study the definitions below.
Colloquial refers to the level language is used in everyday speech. This presents a neutral tone,
not so much informal or formal. This is the level used in ordinary conversations. This is the level
used in speaking with classmates, teachers, visitors, etc.
Word – gonna Phrase – what‘s up?
Aphorism – the rich get richer and the poor get poorer
Slang, on the other hand, is more informal than colloquialism. It is a level of language that
reflects the close relationship of the people speaking like teenagers or people of certain
professions. This intimacy is observed in the use of details and personal references in speech.
The authority that a speaker may have on others may also be observed. This is the level used
when speaking with people who are close to us.
Stinks – for ―is bad‖ Buzz off – for ―go away‖
16 | P a g e
Application
 Task 5: Impromptu Dialogue Game
You will be separated into groups. The teacher will bring out the paper bag
filled with paper slips from the Scenario Worksheet.
Each group will pick a slip of paper from the bag and read the scenario out
loud. You will be given20 seconds to create a short dialogue between two or
more students using Tagalog slang and colloquial expressions to fit the
scenario.
17 | P a g e
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST

reading styles; ways of determining word meaning; conversations using appropriate context-
the sounds of English and the prosodic features of dependent expressions; producing English
speech; and correct subject-verb sounds correctly and using the prosodic
agreement. features of speech effectively in
EN7 F-I-a-3.11: Observe the correct production of vowel and consonant sounds,
diphthongs, blends, glides, etc.
EN7 F-I-a-3.11.1: Read worlds, phrases, clauses, sentences and paragraphs using
the correct production of vowel and consonant sounds, diphthongs, blends and
glides
Objectives:
1. Distinguish vowel and consonant sounds
2. Observe the correct production of vowel and consonant sounds
3. Enhance production of critical vowel and consonant sounds through drills

Lesson: Critical Vowel and Consonant Sounds: [s], [I], [i], and [ʃ]
Materials:
1. Audio inputs
2. Worksheets
References:
2. Teaching Guide, pp. 14
3. Learning Module, pp. 12-14
18 | P a g e
4. Critical Sounds in English, Retrieved from
https://www.scribd.com/doc/110261544/Day1-Session1-Critical-Sounds-in-
English-handouts
III. LEARNING TASKS

Introduction: One of the first problems in pronunciation is how to differentiate
between letters and sounds. In English there are over 60 distinct sounds; Webster
gives 64. Since all of these sounds have to be represented by 26 letters, the
alphabet is badly overworked. This fact accounts for many difficulties in
pronunciation. We write in letters but we speak in sounds. If we insist upon
considering letters and sounds as identical, we shall find ourselves completely
confused.
 Task 1: Twist It!
Directions: A tongue twister will be posted on the board. Practice it with
a partner, and then be ready to read it aloud.
Pick six beaks, seek big peeks.
She sells sea shells on the sea shore
 Task 2: L1 Please! (Pampilipit Dila)

Directions: Try to think of any tongue twisters in Filipino. Have a go at saying
them yourself.
Examples:
Usong usong isang isang salu-salong nagsisi-usyosohan ang mga aso sa

asosasyon sa Lucena.
Kalabit ng kalabit si Alabit na may bitbit sa balikat ng kanyang kalapit-

kabalikat kapitbahay.
Activity
 Task 3: Read it Aloud!
Directions: You will be assigned to each paragraph of the short article. Some
volunteers will read it aloud while some of you will follow the reading quietly.
19 | P a g e
The People of the Philippines
by the Philippine Tourism Promotions Board
The Filipino is basically of Malay stock with a sprinkling of Chinese, American, Spanish and Arab blood.
The Philippines has a population of 70 million, and it is hard to distinguish accurately the lines between
stocks. From a long history of Western colonial rule, interspersed with the visits of merchants and traders
evolved a people of a unique blend of east and west, both in appearance and culture.
The Filipino character is actually a little bit of all the cultures put together. The bayanihan or spirit of
kinship and camaraderie that Filipinos are famous for is said to be taken from Malay forefathers. The close family
relations are said to have been inherited from the Chinese. The piousness comes from the Spaniards who
introduced Christianity in the 16th century. Hospitality is a common denominator in the Filipino character and this
is what distinguishes the Filipino. Filipinos are probably one of the few, if not the only, English-proficient Oriental
people today. Pilipino is the official national language, with English considered as the country's unofficial one.
The Filipinos are divided geographically and culturally into regions, and each regional group is
recognizable by distinct traits and dialects – the sturdy and frugal llocanos of the north, the industrious Tagalogs
of the central plains, the carefree Visayans from the central islands and the colorful tribesmen and religious
Moslems of Mindanao. Tribal communities can be found scattered across the archipelago. The
Philippines has more than 111 dialects spoken, owing to the subdivisions of these basic regional and cultural
groups.
Some 80 percent of the population is Catholic, Spain's lasting legacy. About 15 percent is Moslem
and these people can be found basically in Mindanao. The rest of the population is made up mostly of
smaller Christian denominations and Buddhist.
The country is marked by a true blend of cultures; truly in the Philippines, East meets West.
The background of the people is Indonesian and Malay. There are Chinese and Spanish elements as well. The
history of American rule and contact with merchants and traders culminated in a unique blend of East and West,
both in the appearance and culture of the people of the Filipinos, or people of the Philippines.
Analysis
 Task 4: Listen Well!
Directions: Identify sounds that you found difficult to produce. Write the
words on the board.
Abstraction
 Task 5: Know the Sound!
Directions: You will categorize the listed words according to the following
critical vowel and consonant sounds.
20 | P a g e
Application
 Task 6: Loud & Clear!
Directions: Enhance your pronunciation of a few critical vowel and
consonant sounds based on some parts of the article. You will be guided by
your teacher.
Set A: Words
[ I ][ i ] [ s ][ ʃ ]
bitunique spiritSpanish
kinshipeast stockpopulation
basicappearance archipelago camaraderie sturdyIndonesian
Philippinesfifteen scattereddistinguishes
somekinship
Set B: Phrases
1. a little bit of all the cultures

2. spirit of kinship
3. East meets West
4. Chinese and Spanish
5. people of the Philippines
Set C: Sentences
1. The Filipino character is actually a little bit of all the cultures put together
2. The bayanihan or spirit of kinship and camaraderie that Filipinos are famous for is
said to be taken from Malay forefathers.
3. Each regional group is recognizable by distinct traits and dialects – the sturdy and
frugal llocanos of the north, the industrious Tagalogs of the central plains, the
carefree Visayans from the central islands and the colorful tribesmen and religious
Moslems of Mindanao.
4. Some80 percent of the population is Catholic, Spain's lasting legacy.
5. The history of American rule and contact with merchants and traders culminated
in a unique blend of East and West, both in the appearance and culture of the
people of the Filipinos.
 Task 7: Fill it!

Directions: Fill in each blank with the word that will make each sentence
correct. Then, read the following sentences aloud.
21 | P a g e
I eat a regular three times a day. (meal , mill)
The sugar is always busy.
are covered with wool. (sheep , mill)
The sails to the province every week.
Flowers grow on the slope of the . (heel , hill)
The of my shoe is run down.

Never sit on the window . (seal , sill)
the letter before mailing it.

(keel , kill)
The ship builders are working on the .
Typhoons can .
(heat , hit)
11-12. A wave will us soon because of the El Niño phenomenon.
13-14. Please give each child a of paper to work on so there will be in the (peace, piece)
living room.
15-16. The mountain climber brought his to
(peak, pick)
the .
22 | P a g e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST

situations; and observing correct
EN7G-I-a-11: Observe correct subject-verb agreement
Objectives:
1. Understand the basic parts of a sentence
2. Familiarize themselves with the rules involving the subject-verb agreement
3. Observe rules on subject-verb agreement

Lesson: Subject-Verb Agreement
Materials:
1. Worksheets
2. Tarpapel
3. Copies of the Rubric
References:
3. Learning Package (First Quarter), pp. 9
III. LEARNING TASKS

Introduction: Subjects and verbs must agree with one another
in number (singular or plural). Thus, if a subject is singular, its verb must also be
singular; if a subject is plural, its verb must also be plural. In the present tense,
23 | P a g e
nouns and verbs form plurals in opposite ways: nouns add an ‗s‘ to the singular
form; verbs remove the ‗s’ from the singular form.
 Task 1: SP Matching Game!
Directions: Your will be given strips of paper. Each of you will read her/his
assigned fragment and find her/his partner to form a sentence. Below are
the sample sentences.
Activity
 Task 2: Examine a Paragraph!
Directions: With a partner, discuss if the sentences in the paragraph below
were written correctly.
The number of recorded proverbs are unknown. A number of

them are from the Tagalog regions. There’s many scholars who proved
that other regions also have their proverbs. Still, there are those who
think many proverbs have not yet been recorded. Prof. Jose, as well
as Prof. Lacsamana have the same belief. One of their findings are
important to many folk literature scholars. Prof. Ruiz, who studied their
findings are very much interested in such finding.
Analysis
 Task 3: Let’s Discuss!
Directions: Look at the other version of the paragraph which shows
grammatically correct sentences. Share to the class your observations on the
paragraph, with particular focus on the subjects and verbs of the sentences.
Abstraction
 Task 4: Sum it up!
Directions: Make generalizations concerning the following rules concerning
subject-verb agreement:
1. a/the number
2. there is, there are
3. intervening words, phrases, and clauses (with, together with,
including, accompanied by, in addition to, or as well; prepositional
phrase; and relative clause)
24 | P a g e
Application
 Task 5: Are You Sure?
Directions: Study each sentence below. If Alunsina, a student, said it is
grammatical and you are sure it is true, write ―correct‖. If he said it is
ungrammatical and it is indeed true, rewrite the sentence.
Sentence Alunsina said it Your Analysis

is…
1 Folk literary forms from our grammatical
regions are varied.
2 The researcher with all his ungrammatical

assistants explain such claim
to be true.
3 It was emphasized that the ungrammatical

number of folk literary forms
have increased.
4 The research center which grammatical

published related reports
supports the observation.
5 The researcher, ungrammatical

accompanied by local
translators were able to
gather proverbs.
6 There are still many questions grammatical

about folk literature that
need to be answered.
7 Folk literature, including oral ungrammatical

forms remain a source of
ethnic knowledge.
8 The translations of folk ungrammatical

literature helps us overcome
difficulties in understanding.
9 A compilation that contain grammatical

folk literature has to be
given recognition.
10 The government with the grammatical

help of private groups
promotes folk literature
research.
 Task 6: Sentence Writing
25 | P a g e
Directions: Using the information from the chart below, write two sentences
that observe the subject-verb agreement rule for each of the cases listed.
WRITING SENTENCES RUBRIC
Criteria Score
1 2 3 4
Grammar Missing a subject or Sentence has both Sentence has subject Words used in the
verb. a subject and verb and verb agreement sentence are correct
with 2 or more with 1 error. all the time.
errors.
.
Neatness Paper is untidy Paper is untidy or Handwriting is Handwriting is clear.
and handwriting is handwriting is difficult to read at
difficult to read often. difficult to read times.
often.
Capitalization Capitalizations are Capitalizations are Capitalizations are Capitalizations are
used incorrectly three used incorrectly two used incorrectly one used correctly.
or more times. times. time.
Punctuation Punctuation is used Punctuation is used Punctuation is used Punctuation is used
incorrectly three or incorrectly two incorrectly one time. correctly.
more times. times.
Sentence Sentences are Sentences are Sentences are Sentences are
Completion incomplete and do incomplete or do not complete. complete and show
not describe an idea describe an idea or a high level of
or give information. give information. understanding.
Total:
26 | P a g e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter 1
Appreciating Myself
Lesson 2
Searching for Our Beginnings
Content Standard:
27 | P a g e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Sub-Theme: Searching for Our
Beginnings

verb agreement.
EN7LT-Ib-2.2: Explain how the elements specific to a genre contribute to the
theme of a particular literary selection
EN7LT-Ic-2.2.1: Express appreciation for sensory images used
Objectives:
1. Identify the features of creation myths
2. Explain how specific elements of creation myths contribute to its theme
3. Illustrate ideas that highlights interesting certain part of a story
4. Appreciate sensory images used in the selection through different tasks

Lesson: The Origin of This World (Maranao Version)
Materials:
1. Worksheets for graphic organizers
2. Copies of ‗Multiple Intelligences Task‘ Rubrics
References:
4. Myths Brainstorming Machine, Retrieved from
28 | P a g e
http://teacher.scholastic.com/writewit/mff/mythmachine.htm
29 | P a g e
III. LEARNING TASKS
Introduction: Most societies believe in a Supreme Being—the Greeks and Romans
have gods and goddesses, the Jews have Yahweh, the Muslims have Allah, the
Christians have God, and so on.
How about you, do you believe in a Supreme Being? What is your concept of a
Supreme Being?
 Task 1: Sharing Time!
Directions: With your partner, discuss some of your answers to the posted
questions and exchange ideas to find out how similar or different your
concepts are.
Activity
 Task 2: Word Webs
Directions: In triad, you will accomplish the task in soliciting possible words
you could associate with the following:
TREE
HEAVEN EARTH OF LIFE
Analysis
 Task 3: Locate, Reflect & Evaluate!
You will accomplish the worksheet by pair.
Locate!
Who created this world according to Maranaw folklore?

How many layers comprised the world He created?
Describe the earth He created. Describe its layers. Who were the inhabitants of each
layer?
How many layers comprised the sky? What was common to all these layers?
Where was heaven found in the world of the early Maranaws? Who were its inhabitants?
What was the function of the tree-of-life?
What was the function of the tightly covered jars in heaven?
Who was Walo? What was his role in heaven?
30 | P a g e
Reflect!
What is the focus of the creation story?

Compare the Maranaw version of creation with the creation story in the Bible. What is
common to both narratives? What elements do you find in the biblical story that are
present or absent in the selection and vice versa?
What does the selection say about the soul of a person? How does this belief differ from the
Christian belief on the human soul?
Evaluate!
Based on the selection, what is the belief of the early Maranaws regarding the destination of
dead people? How are your beliefs different from those of the Maranaws?
Do you also believe in angels, dwarfs, and nymphs? Compare your beliefs in these creatures
with those of the Maranaws.
What rituals do you practice in connection with the death of a loved one? Why do you do
perform such rites? Explain.
Abstraction
 Task 4: Reflect!
Directions: You will reflect on the following series of questions:
What is it that you found puzzling, interesting, intriguing, or strange in

the story? Is it similar to your belief of how the world began? Why or
why not?
Application
 Task 5: M.I. Time!
With your Multiple Intelligence group, you will accomplish the given task
cards below:
Art Smart: Show it!

In a white cartolina, illustrate and color the puzzling, interesting, intriguing, or
strange part that they found in the story. Then, explain your illustration.
Word Smart: Imagine a Creation Myth!

The students will imagine that they are part of a tribe that has a myth to
explain where the world came from:
- What part of the world do you live in?
- What is the environment like?
- What is the name of your tribe or group?
- What kind of gods or God do you have?
- What is your culture like?
31 | P a g e
Make up a creation myth for your tribe. It should explain how your people or
the world came to be. Remember to include the special features of a myth.
MUSIC SMART: Tell it through Music!

Write your own song and music about the Origin of this World highlighting the
interesting or strange things in the story.
Body Smart: Act it out!

Demonstrate events in the story through pantomime where you should
express meaning through gestures accompanied by music.
Evaluation:
Directions: Based on the selection, determine whether each statement is true (T)
or false (F).
1. Everything has its own place in heaven or on earth.

2. Even monsters have a place in heaven.
3. The nymphs, unlike the Karibanga, have magical powers.
4. The number seven is a significant detail in the narrative.
5. Angels can fly.
6. The heaven in the selection accommodates saints and sinners.
7. There is a reward for good people in heaven.
8. The narrative is close to the accounts of other stories of origin of the
world.
9. Death as explained in the narrative is a natural occurrence.
10. The Maranaw story of the origin of the world is unique.
32 | P a g e
MULTIPLE INTELLIGENCE GROUP RUBRICS
ART SMART: Show it!
2 3 4 5
WORD SMART: Imagine a Creation Myth!
MUSIC SMART: Tell it through Music!
Criteria 5 4 3 2 1
Factual More than five Five separate Five facts are Fewer than five No facts are
information separate facts are facts are included included in the song. facts are included included in the
included in the song. in the song. in the song. song. The content
is primarily
opinion.
Accuracy All facts are Facts are Facts are accurate The song contains The song contains
accurate. accurate with no with no more at least one more than two
more than one than two minor major error or major errors or
minor error. errors. three minor more than
errors. three minor errors.
Organization All information is Information is well Information is well Information is Information is

well organized in a organized with organized with no poorly organized disorganized and
logical order. no more than more than two with more than difficult for the
one minor error. errors. three errors. audience to follow.
Message The message to the The message to The message to the The message is No message is
viewers is clear and the viewer is viewer is clear. Most unclear or given to the
strong. It would have clear. The listeners would have impossible for the listener.
been easy for the listeners would understood the listener to follow.
listener to have understood message.
understand. the message.
33 | P a g e
Presentation The musician The musician The musician The musician did The speaker did
presented the song presented the presented the song not communicate not communicate
in a clear voice. song in a clear with a clear voice. clearly. Little clearly. Eye
He/she made voice. Some Little eye eye contact was contact was
consistent eye eye contact was contact was made made with not made with
contact with the made with with the the audience. the audience.
audience. the audience. audience.
BODY SMART: Act it out!
CRITERIA 1 3 5
Made too much noise. Needs to work on not Completely silent. No

Sound
making even small noise made at all.
noises.
There was no story Story needs work. Definite Beginning,

developed. One or more of the Middle, and End
Story following was missing
- Beginning, Middle or
End.
Little to no Some gestures were too VERY LARGE AND

movement. All small. Some movement DRAMATIC. Over
Gestures/Movement gestures were small. was distracting rather exaggerated.
than helpful Gestures helped the
story and didn't
distract from the story.
Facial expressions or At times through Facial expressions and

body language were performance - body body language were
Facial Expressions
either missing or too language or facial present through the
& Body
small to be noticed. expressions whole performance.
Language
disappeared or
became small.
Vision
invisible objects were There was no vision Student attempted to The vision of the
"seen" by audience, of objects or keep the same vision mime(s) was definite.
placement of objects placement. for the performance The vision could be
or room but the vision (objects seen by all audience
was or placement) changed members.
noticeable. some.
34 | P a g e
The Origin of This World (Maranao)
from the Anthology of Philippine Myths by Damiana L. Eugenio
1 According to Maranaw folklore, this world was created by a great Being. It is not
known, however, who exactly is this great Being. Or how many days it took him to create
this world.
2 This world is divided into seven layers. The earth has also seven layers. Each
layer is inhabited by a different kind of being. The uppermost layer, for example, is the
place we are inhabiting. The second layer is being inhabited by dwarfs. These dwarfs
are short, plump, and long-haired. They are locally known as Karibanga. The
Karibangaare said to possess magical powers. They are usually invisible to the human eye.
The third layer of the earth which is found under the sea or lake is inhabited by nymphs.
These nymphs also possess certain magical powers. It is stated in the story of Rajah
Indarapatra that he met and fell in love with the princess-nymph with whom he had a
child.
3 The sky also consists of seven layers. Each layer has a door which is guarded day
and night by huge mythical birds called garoda. The seventh layer of the sky is the seat
of heaven which is also divided into seven layers. Every layer in the sky is inhabited by angels.
Maranaws believe that angels do not need food. They all possess wings with which they fly
4 Heaven which is found on the seventh layer of the sky is where good people‗s spirits
go after death. Saints are assigned to the seventh layer while persons who ―barely made
it‖ are confined to the lower most layer which is found at the bottom of heaven.
5 It is in heaven where we find the tree-of-life. On each leaf of the tree-of-life is written
the name of every person living on earth. As soon as a leaf ripens or dries and falls, the
person whose name it carries also dies.
6 The soul of every person is found in tightly covered jars kept in one section of
heaven. This particular section of heaven is closely guarded by a monster with a thousand
eyes, named Walo. Walo, in addition to his thousand eyes, has also eight hairy heads. The
epic Darangan speaks of Madale, Bantugan‗s brother and, Mabaning, Husband of
Lawanen, entering this section and retrieving the soul of Bantugan.
35 | P a g e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Beginnings

as a means of connecting to the past; various the past; comprehending texts using
reading styles; ways of determining word appropriate reading styles; participating in
meaning; the sounds of English and the prosodic conversations using appropriate context-
features of speech; and correct subject-verb dependent expressions; producing
agreement. English sounds correctly and using the
prosodic features of speech effectively in
EN7V-I-c-10.2: Use appropriate idiomatic expressions in a variety of basic
interpersonal communicative situations
Objectives:
1. Identify and explain the meanings of common idioms
2. Express the meaning of idioms through sentences
3. Use appropriate idiomatic expressions in communicative situations

Lesson: Idiomatic Expressions
Materials:
1. Worksheets
2. Copies of ―Book of Idioms‖ Rubric
References:
2. Palomar, L. A. & Pimentel, K. R. (2016). Interactive English 7.
Philippines: Jemma, Inc.
3. Alcober, E. A. et.al. (2000). English Arts I. Quezon City: JTW Corporations.
4. Carbonell, V. L. & Ribo, L. M. (2013). Language in Literature 7. Quezon City:
36 | P a g e
Vibal Publishing House, Inc.
37 | P a g e
III. LEARNING TASKS
Introduction: An idiom is a phrase that has a different meaning than the literal
meaning of the phrase. The meaning of an idiom in the mother tongue and
culture has a completely different meaning than the literal definition of the
phrase.
Preliminary Activity
 Task 1: L1 Idiom!
Directions: Every language and culture has its own set of idioms, and the
Filipinos have their own as well. Look at the example Filipino idiom below
and try to give its literal English translation.
Filipino Idiom Literal English Translation
Buto’t balat Possible answer: malnourished
(literally means ―bones and skin‖)
(Skin and bones is also an American idiom for someone who is very skinny
or malnourished.)
 Task 2: Idioms in Conversations!

Directions: Study the following lines below. Then, be ready to answer the
questions.
I lost my nerve. I didn‘t come last night. How could you have the nerve to
propose to me when you were
still engaged to Kikay?
 What do the italicized expressions mean?

 Can you get their meanings from the individual words or from the word
construction?
Activity& Analysis
 Task 3: Pinoy Idioms!
Directions: Idioms also display the culture of a certain group of people. In
the list below, give the meaning of the popular Filipino idioms.
Filipino Idiom Literal English Translation Interpretation
1. Anak-pawis son of sweat
2. Makati and dila itchy tongue
3. Makapal and bulsa thick pocket
4. Butas and bulsa hole in the pocket
5. Mabigat and kamay heavy-handed
6. Kabiyak ng dibdib the other half of the heart
7. Bulaklak ng dila flower of the tongue
38 | P a g e
Abstraction
 Task 4: Short Skit!
Directions: Create a skit that demonstrates how a misinterpreted idiom
could cause some pretty funny or disastrous results. For example, a doctor in
an operating room asking for "a hand"?
 Task 5: Switch it!

Directions: Replace each italicized idiom with its meaning. Choose your
answers from the box.
The country‘s leading executive officials think that

the country can weather its financial woes. Although the disapprove
country‘s economy is in a slump right now, the officials inconsistent
are optimistic that a new economic plan will help it to get involved
pull through. However, they warned that government in recover
should step up the pace of liberalization and should not going down
be wishy-washy in its policies. survive
Many people take a dim view of the economic hasten
plan and hope that the executive officials come up with think of
another plan they can sink their teeth into.
Application
 Task 6: The Book of Idioms!
A publishing house is interested in publishing a book about the most
common idioms that appear in language nowadays. Your team has been
commissioned to do the research and the writing for that book.
Each member of your team has to choose an idiom, research its origin,
and write a story about it. All the stories from the different team members will
be compiled in order to make the Book of Idioms. Remember to select
popular idioms, such as those you read most often in stories, or used in media,
etc. Read the example story of the origin of the idiom cold shoulder.
Cold Shoulder
When you are a guest, how can you tell that it is time for you to leave?
Etiquette says that the considerate guest does not wait until his or her
hosts are tired or bored. The considerate guest does not overstay his or
her welcome.
In olden European times, guests who overstayed or were unwelcome
were served cold slices of meat from the shoulder of beef or mutton.
Such a cut of meat is inferior to a round roast and is particularly
unpalatable, when served cold. Serving a guest this cold shoulder of
meat was considered a polite way of telling the unwelcome guest to pack
up and leave. This custom was common in medieval France. Although
other countries did not adopt it, the expressions give a cold shoulder
meaning to snub spread to England and America as well as other
English-speaking countries.
39 | P a g e
“THE BOOK OF IDIOMS” RUBRIC
40 | P a g e
41 | P a g e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Beginnings

reading styles; ways of determining word meaning; appropriate reading styles; participating in
the sounds of English and the prosodic features of conversations using appropriate context-
speech; and correct subject-verb dependent expressions; producing English
agreement. sounds correctly and using the prosodic
features of speech effectively in
EN7LC-I-d-5.1: Listen for important points signaled by volume, projection, pitch,
stress, intonation, juncture, and rate of speech
EN7OL-Id-1.14.3: Use the correct stress (primary, secondary, tertiary and weak)
when reading passages
Objectives:
1. Identify the changes in meaning of words as the stress changes
2. Use the proper stress (primary, secondary, tertiary and weak) when
reading passages
3. Enhance understanding of stress through speaking exercises

Lesson: Stress
Materials:
1. Worksheets
2. Audio Inputs
References:
2. Learner‘s Material (1st) p. 21
3. Yes, Yes, Yes! How to Teach Stress, Retrieved from
42 | P a g e
http://busyteacher.org/6213-how-to-teach-sentence-stress.html
43 | P a g e
4. https://www.youtube.com/watch?v=AKsf5-V9mII
5. Allen‘s Announcement, Retrieved from
http://www.youtube.com/watch?v=El-Zkeia9u8
6. Unit 1: Listening for Pronunciation Practice, Retrieved from
http://orelt.col.org/module/unit/1-listening-pronunciation-practice
III. LEARNING TASKS

Introduction: Like other languages, English has a fixed stress pattern for words
containing more than one syllable. This means that a particular syllable in a word
is said with more force than the others. Many ESL students lack an understanding
of English sentence stress, however, often giving each syllable equal length,
resulting in monotonous and difficult to understand speech.
 Task 1: Shift the Meaning!
Directions: You will be assigned to read the sentence below.
―I love my sister.‖ ―I love my sister.‖
―I love my sister.‖ ―I love my sister.‖
 What did the speaker want to emphasize?
 How does the meaning shift?
Activity
 Task 2: Stressing!
Directions: Try pronouncing the following words with a correct stress.
PRE-sent (Noun) RE-cord pre-SENT (Verb) re-

(Noun) OB-ject (Noun) CORD (Verb) ob-JECT
PRO-duce (Noun) (Verb) pro-DUCE
AB-sent(Adjective) RÉ- (Verb) ab-SENT (Verb)
sumé(Noun) CON-duct re-SUME (Verb) con-
(Noun) DUCT (Verb)
 Task 3: Word Stress!

Directions: Listen to ―Allen‘s Announcement‖ then underline the part of
the word (the syllable) that is stressed in each word you hear.
1. Ab-sent 8. Re-sume
2. Ab-sent 9. Ob-ject
3. Pre-sent 10. Ob-ject
4. Pre-sent 11. Con-duct
5. Re-cord 12. Con-duct
6. Re-cord 13. Pro-duce
7. Re-sume 14. Pro-duce
44 | P a g e
Analysis
Discussion Questions:
 Why do we have to use stress in speaking?
 What differences did you notice in stress when the words are used in
a specific context?
Abstraction
 Task 4: With Feelings!
Directions: Enhance your understanding of stress by doing the following
exercises with your teacher and classmates.
A. Use the right stress to distinguish the following heteronyms or words with
the same spelling but with different pronunciations. Apply the right stress
on the syllable written in capital letters.
NOUN VERB
PROject proJECT
CONtent conTENT
COMbat comBAT
CONduct conDUCT
CONvert conVERT
DEfect deFECT
DEsert deSERT
OBject obJECT
PREsent preSENT
REcord reCORD
UPdate upDATE
B. Use the right stress to pronounce the following two- and three-syllable
words.
TWO SYLLABLES THREE SYLLABLES
NAtion eMOtion
MOtion eRUPtion
LOtion soLUtion
POtion conDItion
NOtion comPLExion
D
Oine feature of English rhythm that commonly causes problems in comprehension is the
use of wreak forms. For example, when pronounced in isolation, auxiliary verbs or
articles such as would, haeve or a are said with the vowels in their strong (normal) forms
— /wud/, /hæv/, /ei/. But in
utcterances, these are pronounced in their unstressed, weak forms — /d/, /v/, /ǝ/, as in
the setntences below:
i
Woe’d like to see the principal, please.
I’vne missed classes the whole of last week, you know!
It’ss a hit!
45 | P a g e
Directions: Complete the following exercise in pairs. Then, add similar
words to the list. In Column 2, write the full form of the contraction in
Column 1.
Contracted form Full form
I'll
I'm
Haven't
Don't
She'll
We've
You'll
I'd
You're
He's
Application
 Task 5: Listen for Weak!
Directions: Practice understanding English at normal conversational speed,
when weak forms are used. Listen to a conversation twice. The first time you
will listen with attention. The second time, you will fill in the blanks in the
passage with the full forms of the words that you hear.
Teacher: Kenny, why you been in class all week?
Kenny: Sorry, Teacher. I been unwell.
Teacher: Well, I have to mark you absent for the whole period. Why you
get a certificate from your doctor?
Kenny: She out of the country at the moment, Teacher. I going to ask her to
write one when she comes back next week.
Teacher: We finished three chapters in the last few days, so you have to finish
your homework for all of them.
Kenny: I like to meet you after class, Teacher, if you free.
Teacher: I sure we can arrange something, Kenny. Meet me after class at four
today.
Kenny: Thank you, Sir. I bring my father along. He been wanting to meet you to
discuss this.
 Task 6: Put a Stress!

Directions: Put the stress on the underlined word and identify its function in the
sentence.
1. That insult calls for an apology.
2. Should I apologize if I didn‘t insult her?
3. I hesitate to present such a little present to her.
4. He has made a material progress, but he needs to progress spiritually.
5. Anyone who tries to conduct himself properly is praised for his conduct.
46 | P a g e
LISTENING TRANSCRIPTS
Transcript: Allen’s Announcement
Allen: Good morning, everybody! Please pay attention to this announcement.
Amina: Wait a minute! I don‘t think everyone‘s here — Ricky is absent, and so is Sheila.
Allen: Well, I can‘t hold the announcement just because they choose to absent themselves from work! There‘s
good news for us — there‘s a present for you if you present the record of last week‘s activities accurately. The
video guys will record the best presentation! And the boss wants the best presenter to submit his or her résumé
at my desk so that your promotion can be processed!
Amina: I don‘t object to getting a promotion, but what is the object of carrying it out like this?
Allen: We‘ll come to that in a while. All right, guys! Who will conduct today‘s session? Remember, there‘ll be
marks for good conduct as well!
Amina: Let‘s not forget that we have to produce a good report at the end of the day.
Allen: True. And after that everyone‘s been ordered to resume work — no holiday, guys!
Transcript: Practicing weak forms
Teacher: Kenny, why haven’t you been in class all week?

Kenny: Sorry, Teacher. I’ve been unwell.
Teacher: Well, I’ll have to mark you absent for the whole period.
Why don’t you get a certificate from your doctor?
Kenny: She’s out of the country at the moment, Teacher.
I’m going to ask her to write one when she comes back next week.
Teacher: We’ve finished three chapters in the last few days, so you’ll have to finish your homework
for all of them.
Kenny: I’d like to meet you after class, Teacher, if you’re free.
Teacher: I’m sure we can arrange something, Kenny. Meet me after class at four today.
Kenny: Thank you, Sir. I’ll bring my father along. He’s been wanting to meet you to discuss
47 | P a g e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Beginnings

reading styles; ways of determining word meaning; appropriate reading styles; participating in
the sounds of English and the prosodic features of conversations using appropriate context-
speech; and correct subject-verb dependent expressions; producing English
agreement. sounds correctly and using the prosodic
features of speech effectively in various
verb agreement.
EN7WC-Ib-4.2: Differentiate literary writing from academic writing
Objectives:
1. Understand the difference between literary and academic writing
2. Formulate words to differentiate literary from academic writing
3. Attain comprehension through the analysis of sample materials

Lesson: Literary Writing vs Academic Writing
Materials:
1. Worksheets
2. Samples of literary and academic writing
References:
2. Palomar, L. A. & Pimentel, K.R.P. (2016). Interactive 7. Philippines: Jemma,
Inc.
3. Differences Between Technical & Creative Writing, Retrieved from
http://www.nefsc.noaa.gov/publications/tm/tm185/pdfs/micron.pdf
4. Writing that Works by Steven M. Gerson , Retrieved from
http://www.math.uni.lodz.pl/~zofiawal/tex/Twriting.pdfn
5. Coconut Uses Infographic, Retrieved from
48 | P a g e
http://www.mercola.com/infographics/coconut-uses.htm
49 | P a g e
III. LEARNING TASKS
Introduction: Writing is a form of communication that utilizes language to deliver
an intended message to particular readers within a context. As a form of
communication both technical and literary writing consist of source, content,
channel, audience and context. They differ in their characteristics and indicators
of those elements in practice or operation.
 Task 1: Brainstorm!
Directions: Brainstorm on the question below:
What are the perks of being a good writer?
Activity
 Task 2: Written Bazaar!
Directions: From the materials (memos, letters, reports, brochures, instructions,
poetry, drama, short story, newspaper etc.) brought by the teacher, each
group will categorize them into two: literary and academic writing.
Literary Writing Academic Writing
Analysis
 Task 3: Chart it out!
Directions: When all the materials are in the proper columns, each group
will receive set of characteristics which you will place in the appropriate
column. Be ready to present your output.
Format
Use of Words
Purpose
Content
Example
 Formal Writing
 Creative Writing/Informal Writing
 Use of colorful words such as adjectives and figures of speech
 Use of exact words
 Pure information
 To appreciate art, inspire, and influence people
 Feelings, thoughts, and ideals
 To inform
 Book reports, written reports, tables and charts, letters, notes
 Poems, essays, short stories, drama, novel, an epics
50 | P a g e
Abstraction
 Task 4: A Word Summary!
Directions: With your group, formulate your own ―one-word summary‖ based
on each characteristic mentioned above.
*Possible answers are as follows:
Format Creative/Informal/Artistic Formal/Standard/
Systematic/ Sequential
Use of Words Colorful/General/Evocative/ Exact/Specialized
Metaphoric/ Symbolic
Purpose Inspire/Influence/ Inform/Instruct/Persuade
Entertain/Provoke/ Captivate
Content Feelings/Thoughts/Ideals/ Information/Factual/
Imaginative Straight-forward
Application
 Task 3. Tree of Tree!
Directions: Below is a poem about tree and an infographic of coconut
uses. These two writing samples further illustrate the difference between
literary and academic writing. Using the given classroom object (a stapler, an
eraser, etc.), write a short poem. Then, use the same subject as topic to
write a simple illustration of information or infographic. Compare and
contrast the results.
A Tree, A Book
byMaximo Ramos
A tree in bloom So near

my room; Upon the tree
A pollened bee, Two
singing birds So loud with
words, And dragon flies
With beryl eyes:
I'll leave my book I'll look
and look.
51 | P a g e
CLASSWORK COMPLETION RUBRIC
Criteria Excellent Good Fair Undeveloped Non-

5 pts 4 pts 3 pts 2 pts Compliance
1 pt
Class Work
Completion The task was The task was The task was The task was Students did not
100% complete complete and complete but did complete but did complete the
and worked worked, but not work; needed not work; task in time
according to its needed minor several minor needed several period given,
description. modifications. modifications. major refused to start
Only required 2- Required more modifications. or abandoned it
3 then 3 once started.
reclarifications. reclarifications.
Demonstrate
Knowledge of Students know Students are Students are Students are not Students lacked
Process and are able to able to identify unable to identify able to both interest in
identify and and explain or explain identify and demonstrating
explain necessary concepts without explain major knowledge of
necessary theories/ task major prompting. theories/task. the task and/or
theories/ task for for completion Requires adult Uses others process.
completion. with some assistance to get views to explain
assistance. the task done. the task and
doesn't
complete task
on own.
Ability to Follow
Directions/Need Followed Followed Moderately Did not follow Students were
ed directions. Used directions. followed directions for non-compliant
others for guides. Listened to directions. any of the when given
Students were others around Worked at a task and at directions 100%
able to complete them when pace that was times refused of the time.
the task without needed. productive but to slow down They refused or
assistance. Students were didn't listen to the to do task well. were unable to
able to teacher coaching Students were start the project
complete the them. Students unable to when offered
task with little were able to complete task assistance.
assistance. complete the without major
task with assistance.
assistance.
Student
Preparedness/Ti Students Students Student Student did not Student
me Management gathered all had/gathered had/gathered have/gather struggled to
materials and most materials most materials; some of the gather materials
were completely and went to however, they needed required to
ready to go to work.Used time needed excess materials to complete the
work.Routinely fairly well time to do perform task. Student
used time well throughout the so.Procrastinated work.Was showed no
throughout the task. somewhat but unable to interest in
task. did get the task adequately meet completing it.
done on time. timeline due to
inability.
Source:
Rubric iRubric: Class Work Completion and Attitude rubric
http://www.rcampus.com/rubricshowc.cfm?code=N4W279&sp=true
52 | P a g e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter 1
Appreciating Myself
Lesson 3
Explaining Our Beginnings
Content Standard:
53 | P a g e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Sub-Theme: Explaining Our Beginnings

verb agreement.
EN7RC-I-e-2.15: Use non-linear visuals as comprehensive aids in content texts
EN7SS-I-f-1.2: Transcode orally and in writing the information presented in
diagrams, charts, tables, graphs, etc.
Objectives:
1. Identify the uses of non-linear visuals like graphic organizers
2. Interpret information presented in graphic organizers
3. Organize information about a chosen subject using a graphic organizer
4. Display positive working attitude while doing tasks

Lesson: Graphic Organizer
Materials:
1. Sample Graphic Organizers
2. Chart and Pictures
References:
2. Graphic Organizers, Retrieved from
http://users.manchester.edu/student/kcheisler/professionalwebsite/Graph
ic%20Organizer%20Lesson%20Plan.pdf
3. Word Web, Retrieved from
54 | P a g e
http://www.enchantedlearning.com/graphicorganizers/star/
III. LEARNING TASKS

Introduction: There are devices that organize and present information in patterns
that are easy to see and read. These tools can be used to visualize and organize
information. These graphic organizers in particular, provide many benefits to
students like you. In this lesson, learn more about how to read and understand
visual information.
 Task 1: 4 Pics, 1 Word!
Directions: Analyze the pictures below to figure out the word we are looking
for.
R N I R
Activity
 Task 2: Organize a Chart!
Directions: You will be given pictures to complete the organizational chart of
Luis Palad National High School.
Analysis
55 | P a g e
 Task 3: Group then Think!
Directions: After the chart has been completed, be ready to answer the
following questions:
1. What can you say about the chart?

2. What do you think is its purpose?
3. What are the other ways in presenting information?
4. As students, how can you benefit from using graphic organizers?
Abstraction
 Task 4: Get the gist!
Directions: In one word, summarize each uses of graphic organizers in the
classroom setting. Use the word web below.
 They allow students to make sense of information

 They are great for visual learners
 They provide students with a place to start
 They help students focus on key points and structures their thinking
 They help students organize ideas and concepts into a visual, making it easier to
remember than a long piece of text
 They are useful in group discussion
 They can be used with almost any book
Uses of Graphic Organizers
Application
 Task 5: Create Graphics!
Directions: With a partner, read again the ―The Origin of this World‖ and
complete the organizer below. Be guided with the rubric that follows.
56 | P a g e
Creation Myth Graphic Organizer
Title Characters/ Cultural Details: Presence of nature Phenomenon

Creator(s) references to Ex: the sun, oceans, Explained
objects, animals, lakes etc. Ex: humans, the sun,
or practices the earth, landmarks,
that signal how customs etc.
the people of a
culture live, think,
or worship
The Origin of This
World (Maranao)
Then, you will discuss with the class what was helpful about the graphic
organizer and anything that you found difficult about the graphic organizer.
GRAPHIC ORGANIZER RUBRIC

Directions: Using the following criteria, choose the appropriate number from the
following scale that reflects your assessment of the student‘s work.
1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong
1. The graphic organizer has an appropriate title and labels.

2. The graphic organizer‘s lines, boxes, and text are neat and
legible.
3. The information in the graphic organizer is accurate.
4. The spelling, grammar, and punctuation of the text on the
graphic organize are accurate.
5. The graphic organizer presents the information in a
manner that is easy to follow.
6. The relationships presented in the graphic organizer are
correct and clear.
7. The form in which the graphic organizer portrays the
information is appropriate to the relationships being
represented.
8. The graphic organizer demonstrates an understanding of
the topic, its relationships & related concepts.
9. The graphic organizer fulfills all the requirements of the
activity.
10. Overall, the graphic organizer represents the student‘s full
potential.
TOTAL
57 | P a g e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST
Beginnings

situations; and observing correct
EN7G-I-a-11: Observe correct subject-verb agreement
Objectives:
1. Familiarize themselves with the rules involving the subject-verb agreement
2. Observe rules on subject-verb agreement
3. Practice the skill through series of exercises

Lesson: Subject-Verb Agreement
Materials:
1. Worksheets
References:
3. Learning Package (First Quarter), pp. 9
III. LEARNING TASKS

Introduction: When a sentence has more than one subject per verb, those
subjects form a compound subject. Compound subjects can be singular, plural,
58 | P a g e
or a mix of both.
59 | P a g e
Activity
 Task 1: Watch Out!
Directions: Study the given sentences. Write C if the sentence observes
correct subject-verb agreement. If it does not, write I.
1. Ritual and magic are common elements in myths.

2. Each man and woman is controlled by a powerful being in many myths.
3. Every deity has magical powers.
4. Every myth and legend have unique features.
5. Somebody is shown as more powerful in creation stories.
6.The gods nor the goddess play favorite among the humans.
7. Many of the themes in myths were used already in movies.
8. All myths is regarded as stories from oral tradition.
9. Neither a myth nor a legend explains the full nature of creation.
10. Either the historians or the mythologist are coming to the lecture.
Analysis
Task 2: Practice Makes Perfect!
Directions: Below is an exercise based on the contents of the article The
Maranao Tribe from Lake Lanao. Specify the verb, which will agree with its
subject in each sentence. The teacher will elicit some of your observations,
with particular focus on the subjects and verbs of the sentences.
The Maranao, together with the Illanun and Maguindanao 1. (is, are)an indigenous Muslim group
in Mindanao in southwestern Philippines. Their culture and identity
2. (reflects, reflect)general features of Southeast Asian tribes. Each of these, however,
3. (has, have)developed unique traditions.
Every historian or anthropologist who 4. (studies, study)Mindanao tribes

5. (has, have)given common observations about the Maranao. Almost all Maranaos
6. (is, are)Muslims, but some who live in the hills around Lake Lanao 7. (follows,
follow)a version of Islam reflecting pre-Islamic beliefs and practices. Many
scholars
8. (emphasizes, emphasize)that the Maranao, who 9. (is, are)the first inhabitants of
the shores of Lake Lanao, still 10. (inhabits, inhabit) this region.
The name Maranao 11. (means, mean)"People of the Lake" or "Lake Dwellers". Both
12. (refers, refer)to the natives who settled around Lake Lanao. Neither photographers or
a writer 13. (was, were)ever able to capture in images or words the beauty of this
lake. Lake Lanao, with the Maranaos living around it 14. (continues, continue)to be an
attraction and source of inspiration. More importantly, the spirit of the Maranaos 15.
(thrives, thrive)because of its existence.
60 | P a g e
Abstraction
 Task 3: Sum it up!
Make generalizations concerning the following rules concerning subject-verb
agreement:
1. compound subjects joined by and
2. every or each preceding a compound subject
3. indefinite pronouns as subjects
4. subjects joined by or or nor
Application
 Task 4: Extra, Extra!
Directions: Below is a student‗s draft of an introduction for an article about
diversity in the Philippines. If a sentence observes proper subject-verb
agreement, write C. If it does not, rewrite the sentence.
(1) Each tourist or guest who come to the Philippines is always amazed by
our cultural diversity. (2) Every island and region highlights a unique adventure.
(3) A variety of traditions, dishes, celebrations, and many others are offered to
both local and foreign travelers. (4) Our rich past and our promising future are
discovered by every guest almost every day and everywhere in the country. (5)
For this reason, tourism experts, along with the Department of Tourism believes
that “It’s more fun in the Philippines!”
(6) Northern Philippines boast of its old Spanish flavor, from architecture
to culinary traditions. (7) There are much pleasure to discover in the coasts and
shorelines of Central Philippines. (8) In Southern Philippines, one discovers the
rich Islamic backgrounds of our country. (9) Nobody has ever experienced
boredom in hopping from one island to another. (10) Either pleasure or warm
insights is taken home by every visitor in our shores.
61 | P a g e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST

verb agreement.
EN7LT-I-h-2.3: Draw similarities and differences of the featured selections in
relation to the theme
EN7VC-II-a-1/2: Note details, sequence and relationships of ideas and events
EN7VC-I-d-6: Identify the genre of a material viewed (such as movie clip,
trailer, news flash, internet-based program, documentary, video, etc.)
Objectives:
1. Analyze the elements of creation stories, their intended purpose, and
the setting during which they were produced
2. Note the sequence of events from the material viewed
3. Draw similarities and differences of creation myths in relation to the theme
4. Participate in groups to accomplish collaborative tasks

Lesson: How the World was Created (Panayan)
Materials:
1. Worksheets
2. TV/LCD projector
3. Copies of Rubrics
References:
62 | P a g e
2. Teaching Guide (First Quarter), pp. 23-25, 28-29
4. The Tale of Tungkung Langit and Alunsina (Visayan Myth), Retrieved from
https://www.youtube.com/watch?v=SmdxsC8Rluk
III. LEARNING TASKS

Introduction: One way of approaching creation myths is to outline some of the
themes that commonly occur in them. Individual creation myths cannot be
expected to conform rigidly to a single modern stereotype. Rather, any creation
myth will have several thematic features to a greater or lesser degree. This is the
rule rather than the exception. In this lesson, we will attempt to deal with some of
the main themes occurring in creation myths, particularly in Origin of this World
(Maranao) and How the World was Created (Panayan).
 Task 1: Think-Pair-Share!
Directions: In this activity, you will (1) think individually to answer a question;
(2) pair with a partner and discuss the question; and (3) share ideas with the
rest of the class.
Think: What are the two most popular creation stories today? How
does each influence the way we think about the world?
Pair: Discuss these ideas with today‘s study partner.
Share: Share your ideas with the class.
Activity
 Task 1: Character Study
Directions: In the Venn diagram below, compare and contrast the two
characters in the story. The overlapping part of the diagram should contain
at least three similarities of the two characters while the external regions
should contain at least three of the unique qualities of each character.
Tungkung Langit Alunsina
63 | P a g e
Analysis
 Task 2: Locate, Reflect & Evaluate!
Directions: Determine whether each statement is true (T) or false (F).
Beside your answer, write the paragraph number to support your answer.
Then, with your partner, compare your answers and share insights.
1.TungkungLangit and Alunsina lived in a heavenly paradise.

2. There was no reason for Alunsina to be jealous.
3. Only Alunsina should be blamed for the loneliness of Tungkung Langit.

4. The world was created due to the hopelessness of Tungkung Langit.
5.TungkungLangit‗s bad temper cost him a significant lot.
6. Panay‗s idea of creation originated from a happy setting.
7.How the World was Created is a myth.
8. The story is not associated with some real experiences in Panay.
9. The elders in Panay no longer speak of their story of creation.
10. The story speaks more of trust between a couple than of compromise.
Abstraction
 Task 3:Let’s See!
Directions: Watch a video presentation of the creation myth entitled The Tale
of Tungkung Langit and Alunsina (Visayan Myth). Looking at the images, try
to compare it from The Origin of this World.
 Task 4: Graph Events!

Directions: After watching, find a partner and use the graphic organizer
below to illustrate and note the sequence of events of ―How the World was
Created‖.
64 | P a g e
Application
 Task 5: Compare and Contrast!
Directions: With your group, analyze the two creation stories – The Origin of
this World (Maranao) and How the World was Created (Panay). Draw
similarities and differences of creation myths in relation to listed themes
below. Be ready to present your answers to the class.
Theme The Origin of This World How the World was Created
Duration of
Creation
Primordial
Scenario
Sequence of
Creation
Method of
Creation
Portrait of
Supreme
Being
Portrait
of
Humanity
 What do the two stories have in common?
 What overarching theme is similar between the two stories?
Your group will be graded according to the following criteria:

o Content
o Analysis
o Visual Appearance
o Presentation
65 | P a g e
How the World was Created (Panayan)
1
One of the stories about the creation of the world, which the old folks of Panay, especially those
living near the mountain, do not tire relating, tells us that in the beginning there was no heaven
or earth—only a bottomless deep and a world of mist. Everything was shapeless and
formless—the earth, the sky, the sea, and the air were almost all mixed up.
2
Then from the depth of this formless void, there appeared two gods, —Tungkung Langit and
Alunsina. Just where the two deities came from it was not known. However, it is related that
Tungkung Langit fell in love with Alunsina and, after so many years of courtship, they
got married and had their abode in the highest realm of the eternal space where the water
was constantly warm and the breeze was forever cool. It was in this place where order
and regularity first took place.
3
Tungkung Langit was an industrious, loving, and kind god whose chief concern was how to impose order over
the whole confused set-up of things. He assumed responsibility for the regular cosmic movement. On the other hand,
Alunsina was a lazy, jealous, and selfish goddess whose only work was to sit by the window of their heavenly home,
and amuse herself with her pointless thoughts. Sometimes, she would go down from the house, sit down by a pool near their
doorstep and comb her long, jet-black hair all day long.
4
One day Tungkung Langit told his wife that he would be away from home for sometime to put an end to the
chaotic disturbances in the flow of time and in the position of things. The jealous Alunsina, however, sent the sea breeze to
spy on Tungkung Langit. This made the latter very angry upon knowing about it.
5
Immediately after his return from the trip, he called this act to her attention saying that it was ungodly of her to be jealous,
there being no other creature living in the world except the two of them. This reproach was resented by Alunsina, and a
quarrel between them followed.
6
Tungkung Langit lost his temper. In this rage, he divested his wife of powers and drove her away. No one knew where
Alunsina went; she merely disappeared.
7
Several days after Alunsina left, however, Tungkung Langit felt very lonely. He realized what he had done. Somehow, it
was too late even to be sorry about the whole matter. The whole place once vibrant with Alunsina‗s sweet voice, suddenly
became cold and desolate. In the morning, when he woke up he would find himself alone and in the afternoon when he
came home, he would feel the same loneliness creeping deep in his heart because there was no one to meet him at the
doorstep or soothe the aching muscles of his arms.
8
For months, Tungkung Langit lived in utter desolation. He could not find Alunsina, try hard as he would. And so, in his
desperation, he decided to do something in order to forget his sorrows. For months and months he thought. His mind
seemed pointless, his heart, weary, and sick. But he must have to do something about his loneliness.
9
One day, while he was sailing across the regions of the clouds, a thought came to him. He would make a big basin of
water below the sky so that he can see the image of his wife, if she were just somewhere in the regions above. And lo! The
sea appeared. However, Alunsina was never seen.
10
After a long time, the somber sight of the lonely sea irritated Tungkung Langit. So he came down to the Middleworld
and created the land; then he planted this with grasses, trees, and flowers. He took his wife‗s treasured jewels and
scattered them in the sky, hoping that when Alunsina would see them she might be induced to return home. The goddess‗
necklace became the stars, her comb the moon, and her crown the sun. However, despite all these Alunsina did not come
back.
11
And up to this time, the folks in Panay say that Tungkung Langit is alone in his palace in the skies. Sometimes, he
would cry out of his pent-up emotions and his tears would fall down upon the earth. The people say that rain is Tungkung
Langit‗s tears and that is why in some localities in the island of Panay, the first rain in May is received with much
rejoicing and sacrifice. Incidentally, when it thunders hard, the old folks also say that it is Tungkung Langit sobbing,
calling for his beloved Alunsina to come back – entreating her so hard that his voice thunders across the fields and
countryside.
66 | P a g e
67 | P a g e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST

verb agreement.
EN7RC-Ia-7: Use the appropriate reading style (scanning, skimming, speed
reading, intensive reading etc.) for one‘s purpose
Objectives:
1. Define scanning and skimming
2. Use reading styles (skimming and scanning) to answer questions
3. Practice scanning and skimming texts for information

Lesson: Scanning and Skimming
Materials:
1. Hand-outs
2. Worksheets
3. Copies of School‘s rules and regulations
References:
2. Interactive English 8 by Jemma Development Group pp. 39-40
3. Reading, Thinking, Writing by Mary S. Lawrence pp. 83-84
4. Skimming, Retrieved from http://readingstrategies.wdfiles.com/local--
files/skimming/skim1.pdf
68 | P a g e
III. LEARNING TASKS
Introduction: Over the years, people‘s reading habits have greatly changed.
As we now live in the Information Age, allocating longer time for reading
becomes difficult. How do we keep up with this information overload? The
answer would be to learn how to read quickly and efficiently.
 Task 1: Read Fast!
Directions: With your shoulder buddy, put a check mark before the items that
require fast reading.
a. Looking up a specific phone number in a telephone directory

b. Looking up ingredients in a recipe
c. Identifying author‘s purpose
d. Reading preface of a book
e. Reading the detailed content of a book
f. Reading medicine labels
g. Locating specific pages of topics in a book index
h. Reading public signage
i. Reading a restaurant‘s menu
j. Reading test/exam directions
k. Reading billboards
Activity
 Task 2: Locate!
Directions: Using the school‘s rules and regulations as point of reference,
answer the following questions.
1. To whom is the document aimed at?

2. Does the document address missed or late assignments?
3. Does the document explain the consequences of physically aggressive
behavior towards their fellow students? If so, explain.
4. Does the document explain the consequences of inappropriate dress?
5. Does the document provide information on vacation days?
6. Does the document provide information on the length of the school day?
7. Does the document provide examples of physically aggressive behavior?
Analysis
 Task 3: Venn Diagram
Directions: Compare and contrast scanning and skimming.
69 | P a g e
Skimming Scanning
Abstraction
 Task 5: Use It!
Directions: Review your understanding of skimming and scanning by
answering the following questions. Write only the letter of your answer.
1. Which of the following does NOT involve skimming?

a. Looking at the photographs in an article
b. Reading the first and last paragraph in a newspaper article
c. Looking quickly for words you are not familiar with
d. Reading the initial sentence in each paragraph
2. People are NOT scanning a text effectively when they .
a. Read every word in a text
b. Look for content words or visual clues
c. Read blocks of words
d. Know what they are looking for
3. People who find it helpful to use their to guide their eyes would probably not find it easy
when scanning text on a computer screen.
a. Finger
b. Cursor
c. Mouse
d. Pen
4. Getting the main idea of a text by glancing over it in a short time is called .
a. Cramming
b. Scanning
c. Detailed reading
d. Skimming
5. When scanning, here are the important parts of text we need to scan EXCEPT one.
a. The first or last paragraphs of chapters
b. The concluding chapter of a book
c. The introduction or preface of a book
d. The detailed content of a book
6. Why is skimming and scanning useful?
7. Can fast reading guarantee comprehension?
70 | P a g e
Application
 Task 5: Use It!
Directions: Skim and scan the advertisement below. Then complete the
paragraph that follows.
According to this ad, will make you . Your

will be so that you will have . You will be so
that will you. In my opinion, people
should buy in order to . People don‘t have
because of . They have because people like
them. In fact, I never use and I have any way.
 Task 6: Use It!

Directions: Skim the following job advertisements:
1. Needed: Full time secretary position available. Applicants should have at

least 2 years-experience and be able to type 60 words a minute. No
computer skills required. Apply in person at Sumilang Subdivision, Brgy.
Mateuna, Tayabas City, Quezon.
2. Are you looking for a part time job? We require 3 part time shop
assistants to work during the evening. No experience required, applicants
should between 18 and 26. Call 797-2537 for more information.
3. Computer trained secretaries: Do you have experience working with

computers? Would you like a full time position working in an exciting new
company? If your answer is yes, give us a call at 793-2525.
4. Teacher Needed: Tommy's Kindergarten needs 2 teacher/trainers to help

with classes from 9 a.m. to 3 p.m. Applicants should have appropriate
licenses. For more information visit Tommy's Kindergarten near Rizal Park,
Tayabas City, Quezon.
71 | P a g e
Directions: Which position is best for the following people? Now scan the
text and choose ONLY ONE position for each person.
1. Margaret Lopez. Margaret is 21 years old and would like a part time position to help her pay
her university expenses. She can only work in the evenings.
2. Alice Flores. Alice was trained as a secretary and has six years of experience. She is an
excellent typist but does not know how to use a computer. She is looking for a full
time position.
3. Vincent De Castro. Vincent loves working with children and has an education license. He
would like to work with young children.
4. Peter Fabrea. Peter went to business school and studied computer and secretarial skills. He
is looking for his first job and would like a full time position.
72 | P a g e
LUIS PALAD NATIONAL HIGH SCHOOL: RULES & REGULATIONS
Attendance
1. Absence: Any student returning to school following an absence of one or more days will
have to get re-admission slip from the concerned guidance counselor along with a parent or
guardian.
2. No students should cut classes. After two offenses parents will be called for.
3. 10 consecutive absences without notice means DROPPED.
4. Students with 20% (of the total school days) within the year will not pass the curriculum year.
Dress Code
Students should come in proper uniform designated for LPNHS. Students will not be accepted in
the school unless this requirement is met.
1. Boys should wear khaki pants and white polo shirt with school seal.
2. Collared white blouse with lines representing the year level and blue tie with blue seal for
girls and black shoes
3. Body Piercing Jewelry is limited to earrings. All other forms
(nose jewelry, tongue jewelry, stomach jewelry) must be removed before entering the
school building.
Tolerance Policy
1. Assault ( bullying, fighting) of classmate/teacher/schoolmate is not allowed.

1st offense- reprimand
2nd offense – parent-teacher conference with the guidance counsellor
3rd offense- suspension for 2 to 3 days
2. Vandalism is prohibited.
1st offense –parent-teacher conference with the guidance counselor ( with corresponding
payment for damages)
2nd offense- suspension for 2 to 3 days
3rd offense- suspension for 3 days or more
3. Students should not bring deadly
weapons. 1st offense- reprimand
2nd offense- parent-teacher conference with the guidance counselor
3rd offense- suspension for 2 to 3 days
4. Students should not come to school under the influence of
liquor. 1st offense- reprimand
2nd offense- parent-teacher conference with the guidance counselor
3rd offense – suspension for 2 to 3 days
I have read the above rules and agree to comply with them.
Student’s Signature
73 | P a g e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST

agreement. features of speech effectively in
EN7OL-I-f-1.14.4: Use the rising intonation pattern with Yes-No and tag questions;
the rising-falling intonation with information- seeking questions, option questions
and with statements
Objectives:
1. Determine sentences which must utilize rising or rising-falling intonation
2. Construct statements with rising and rising-falling intonation
3. Reflect on the importance of intonation in the correct convey of emotions
and thoughts.

Lesson: Rising and Rising-Falling Intonation
Materials:
1. Handouts
2. Worksheets
3. Pictures
4. Graphic Organizer
References:
2. Learning Module for Grade 7
74 | P a g e
3. Picture of Kalye Budin retrieved from
http://2.bp.blogspot.com/_MKoHp5kESxQ/TSBzrM10yWI/AAAAAAAAAAg/
GIUnjXiwuC8/s1600/DSC03253.JPG
4. Picture of Yema Cake retrieved from http://3.bp.blogspot.com/-
Xq48DFxmSl0/Us7ge28ZODI/AAAAAAAALHo/Tomb_6xKiU4/s1600/IMG_950
7.JPG
5. Picture of Tayabas Market, Retrieved from
http://www.myquezon.com/uploads/image/TAYABAS/tayabasMARKET.jp
g
6. Picture of St. Michael the Archangel Basilica, Retrieved from
https://outoftownblog.com/wp-content/uploads/2013/04/St.-Michael-the-
Archangel-Facade.jpg
7. Picture of Lambanog, Retrieved from http://www.pepper.ph/wp-
content/uploads/2013/08/Lambanog-Export.jpg
III. LEARNING TASKS

Introduction: In speaking, we try to convey our thoughts in the best way possible.
We want to communicate our messages correctly and effectively. In order to
achieve this, we have to speak with appropriate stress and intonation for what
we want to say.
 Task 1: Hello!
Directions: Listen to the teacher as he/she will try to speak the word ―Hello‖
with different feelings and hidden message. Afterwards, choose what does
his/her ―Hello‖ implies.
Sample #1: Hello (when meeting somebody whom you

haven‘t met for a long time)
Sample #2: Hello (when meeting a friend)
Sample #3: Hello (when talking to a 6-month old baby)
Sample #4: Hello (when you meet an enemy)
Questions:
1. Which way of saying hello do you use when you meet an enemy?
2. What about when you meet someone whom you haven‘t met for a long
time?
3. How do you say ―hello‖ to a six-month old baby?
4. Lastly, please say ―hello‖ to a friend.
75 | P a g e
Activity
 Task 2: Say It!
Directions: Examine the following samples of questions. Together with a group
of five (5) members, brainstorm how will you say the sentences correctly.
1. Do you believe in legends and myths?

2. Alunsina is not a good goddess, is she?
3. Do you like Tunkung Langit or Alunsina?
4. Maranao, Samal, and Panay tribes explain the origin of the world.
Afterwards, say it aloud in class with proper emotion, pitch, and volume.
Analysis
 Task 3: Group then Think!
The following are some kinds of statements in English:
1. Sentence using comma: Our creation myths are ancient, important, and
significant parts of our tradition.
2. Question with Yes/No as answer: Is Tunkung Langit a good God?
3. Question that makes you choose: Which one is better, the Maranao myth
or Panay myth?
4. Tag Question: The creation myth is a good story, isn’t it?
Directions: Using the previous statements that you just said, categorize each
sentence into the following kinds:
Sentence using Question with Question that Tag Question

comma Yes/No as answer makes you choose
After sorting out the sentences into the chart, think of two (2) more
examples of sentences under each category. Afterwards, share your answers
by reading them to the class.
76 | P a g e
Abstraction
Intonation indicates pauses, stops, and questions and

also communicates emotions. Varied intonation tells your
listener whether you are finished talking or not, if you are
asking a question, and whether you are excited, angry,
surprised or confused.
Is his name John?
Rising Intonation [↗] Do you believe her?
This is when your pitch goes up. It is used when They are coming, aren’t they?
asking a yes/no question and tag question. He used the pen, doesn’t he?
Please go to the store and get milk,

Rising-Falling Intonation [↗↘] eggs, and bread.
This is a pattern within a sentence that includes He can play sipa, arnis, basketball,
rising intonation followed by falling intonation in and football.
the same sentence. We use this intonation for Do you want the blue one or the red
statements with a series of words (usually one?
indicated by commas) and questions expressing Is he coming tonight or tomorrow?
choices.
 Task 4: What I learn

Directions: What are the ideas that you learn about intonation? Put down your
thoughts by completing the statements below.
1. I learn that intonation is .

2. There are two types of intonation: .
3. Statements that use rising intonation are .
4. Statements that use rising-falling intonation are
.
5. Intonation is important because .
Application
 Task 5: Use It!
Directions: Based on the given pictures, construct sentences using rising
and rising-falling intonation. With the kind of statement indicated, write your
answer inside the box.
Tag Question:
Yes/No Question:
77 | P a g e
Statements with a series of words:
Question expressing choices:
Tag Question:
Statements with a series of words:
Yes/No Question:
Tag Question:
78 | P a g e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST

reading styles; ways of determining word conversations using appropriate context-
meaning; the sounds of English and the prosodic dependent expressions; producing
features of speech; and correct subject-verb English sounds correctly and using the
agreement. prosodic features of speech effectively in
EN7VC –I-C-3.1.3: Give the meaning of the given signs and symbols (road signs,
prohibited signs, etc.)
Objectives:
1. Familiarize themselves with the signs and symbols
2. Give the meaning of the given signs and symbols
3. Reflect on the importance of signs and symbols

Lesson: Signs and Symbols (Road & Prohibited Signs)
Materials:
1. Pictures of signs and symbols
2. Bond papers
3. Pictures of places in Tayabas and Lucena
References:
2. Pictures of signs and symbols retrieved from
http://cdn.digitalcrate.net/2016/08/28/printable-community-safety-signs-l-
16843df6091d90a4.jpg
3. Meaning of road and prohibited signs retrieved from
http://www.rms.nsw.gov.au/roads/safety-rules/road-rules/signs.html
4. Meaning of road and prohibited signs retrieved from
http://www.rms.nsw.gov.au/roads/safety-rules/road-rules/signs.html
79 | P a g e
III. LEARNING TASKS
Introduction: Signs and symbols are just about everywhere. At a quick glance,
they inform us, warm us, and direct us.
 Task 1: All around You!
Directions: Together with a partner, study the picture signs and answer the
questions found in each set.
 What do these symbols indicate?  What do these symbols

indicate?
 Where can you find these signs? 
Where can you find these
 Why are pictures placed on doors of  What
signs?does the sign placed on
top
some restrooms instead of writing out of pictures
mean?
the words Boys/Men and Girls/Women?
Activity
 Task 1: The Signs Sound Familiar!
Directions: Form a group with five (5) members. Think of other examples of
signs and symbols that you can see around you. Using the bond papers, draw
five signs and afterwards, present your samples to the class while answering
the questions below:
1. What does this sign/symbol indicate?
2. Where do you usually see this sign?
*Each member will have his/her corresponding roles in the group. One
student will be the leader; two students will draw the signs; meanwhile, two
students will report the signs in front of the class.
Analysis
 Task 2: I Know This!
Directions: Determine which of the provided signs and symbols are familiar to
you, and which of them are still unfamiliar. Write the number of the symbol
inside your chosen boxes.
80 | P a g e
Sign #10
Sign #1
Sign #11
Sign #2
Sign #12
Sign #3
Sign #4 Sign #13
Sign #5 Sign #14
Sign #15
Sign #6
Sign #16
Sign #7
Sign #17
Sign #8 Sign #18
Sign #9 Sign #19
81 | P a g e
I know this sign! I think it means… I don’t know this But I think it is…
Abstraction
Everybody can observe that in every place, whether it is a road,

Road Sign
church, school or even a restaurant, there are signs or symbols
posted in every corner. Signs and symbols are very common in real
life, and it is important to understand the meaning behind them.
For instance, whenever you travel using a vehicle, traffic or road

signs warn you of possible dangers and provide information. They
tell you what the rules are and what the road conditions are like.
Meanwhile, prohibition signs specify behavior or actions which are

Annulus not permitted. The annulus and slash should be depicted in red over
& Slash the action symbol in black.
Action
These are some of the signs that we usually see…
Hospital ahead Slippery road Keep left to this Do not drive Do not u-turn No right turn to
when wet sign beyond this sign this sign
School Poisonous Telephone Emergency Handicapped Bathroom

crossing substance booth room
82 | P a g e
83 | P a g e
 Task 3:Let’s See!
Directions: A road or a prohibited sign is usually seen in a specific place. Using
the sign that you used in the previous activity, determine where you can
particularly see each sign by grouping them according to places. Write the number
of sign on the correct box.
I can see the following signs on the…

ROAD SCHOOL HOSPITAL OTHER PLACE
(specify)
Application
 Task 4: Picture Perfect!
Directions: What are the usual signs or symbols that you can see on the
following places. Identify and draw five (5) signs for each spot.
Quezon Medical Center Tayabas East Central School-I
Quezon Avenue
84 | P a g e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: FIRST

verb agreement.
EN7WC-I-e-4.3: Identify basic features and kinds of paragraph
EN7WC-I-f-2.8.1: Recognize the parts of a simple paragraph
EN7WC-I-i-2.2: Retell a chosen myth or legend in a series of simple paragraphs
Objectives:
1. Brainstorm ideas about paragraph structure
2. Identify the important components of paragraphs
3. Write a well-structured paragraph of a chosen myth

Lesson: Simple Paragraph
Materials:
1. Hand-outs
2. Worksheets
3. Copies of School‘s rules and regulations
References:
2. Supporting Details, Retrieved from
https://www.internet4classrooms.com/grade_level_help/writing_supportin
g_details_language_arts_fifth_5th_grade.htm
3. Rubric for Evaluation of the Paragraph, Retrieved from
85 | P a g e
https://www.mesacc.edu/~paoih30491/RubricParagraphAssignment.html
III. LEARNING TASKS
Introduction: Do you often have difficulty transferring your thoughts down on to
paper? Don‘t you wish you could become better writers? A paragraph is one of
the greatest tools you have in organizing your writing. It shows the structure of
your thoughts. In today‘s lesson, we will study how real writing is done.
 Task 1: Read Fast!
Directions: Using the traffic lighting system/chart, brainstorm with your group
mates what you know about the following:
Go Topic Sentence
Continue Supporting Sentences/Details
Stop Concluding Sentence
TOPIC SENTENCE
SUPPORTING SENTENCES
CLOSING SENTENCE
Activity
Activity
 Task 2: How Are We Alike?
Directions: Explain the analogy between a burger and paragraph structure.
86 | P a g e
 Task 3: What’s the Topic?
Directions: Read each set of sentences. Write the topic and choose the
best topic sentence.
1. Topic :
a. The rainy season is good.
b. In the rainy season, there are floods.
c. The best season for relaxing is the rainy season.
2. Topic :
a. Bangkok is crowded.
b. People from many different cultures live in Bangkok.
c. Bangkok is a very hot city.
3. Topic :
a. Swimming is popular for many reasons.
b. You need a good swimming pool to go swimming.
c. Swimming is fun.
4. Topic :
a. Smart phones have many functions.
b. There are many ways to use a smart phone in the classroom.
c. Smart phone can be used for translation.
5. Topic :
a. French wines are popular for a number of reasons.
b. My father drinks French wine.
c. You can buy French wine at good supermarkets.
6. Topic :
a. An Education is an English movie.
b. A young woman discovers the real world in An Education.
c. An Education is an excellent movie with many lessons for adults.
 Task 4: What Matters!

Directions: Look at the following outline of a paragraph. The point is
followed by six facts, only three of which are on target in supporting the
point. The other facts are irrelevant to the point. See if you can check the
three relevant statements of support—the ones that hit the bull‘s-eye.
Point: My dog Otis is not very bright.
1. He‘s five years old and doesn‘t respond to his name yet.
2. He cries when I leave for work every day.
3. He always gets excited when visitors arrive.
4. He often attacks the backyard hedge as if it‘s a hostile animal.
5. He gets along very well with my neighbor‘s cat.
6. I often have to put food in front of him because he can‘t find it by himself.
Analysis
 Task 5: Get the Logic!
Directions: Now read the following comments on the six items to see which
ones you should have checked and why.
87 | P a g e
Explanation
1.Most dogs know their names. Otis‘s unfamiliarity with his own name reveals a weak
memory, and memory is one aspect of intelligence. You should have checked this item.
2.Even an intelligent dog might be sad when its companions leave the house.
3.Both bright and not-so-bright dogs are happy to see old and new human friends.
4.The inability to distinguish between a bush and an animal—friendly or hostile—suggests a
lack of analytical skills. You should have checked this item.
5.Dogs of all degrees of intelligence have been known to be friendly with cats.
6.Most dogs recognize food much more often than their owners would like them to. Otis‘s
inability to find food clearly indicates poor problem-solving skills. You should also have
checked this item.
 As illustrated on the previous page, you want all the details you provide in a
paper to be on target and hit the bull‘s-eye in support of your point.
Abstraction
 Task 6: Use It!
Directions: What is the importance of studying paragraph structure?
Possible Answers:
Learning to write lengthier, more complex pieces begins with

understanding paragraphs. The parts of a paragraph are vital to
writing well-structured paragraphs, which in turn build well-
structured essays.
Application
 Task 5: Clip It!
Directions: Make clippings of short paragraphs from newspapers or
magazines. Then, use three highlighter pens to color the three parts in your
paragraphs.
Example:
88 | P a g e
 Task 6: Write It Down!
Directions: In a series of simple paragraphs, retell your own creation myth. Use
details from the regions in which you were born and from your ancestral
heritage to create a story. Make sure to address at least two of the following
ideas:
 the creation of the universe (coming from something or

from nothing)
 the existence of evils and death
 natural phenomena (tornados, grand canyon, wind, rain,
etc…)
 the creation of (wo)men and their companions
 the relationship between man and his/her creator
 the life cycle
PARAGRAPH WRITING RUBRIC
89 | P a g e

G7 English Lesson Exemplar 1st Quarter

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

G7 English Lesson Exemplar 1st Quarter

Uploaded by

Copyright:

Available Formats

LESSON EXEMPLAR

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by:

II. LEARNING CONTENT

“Through the different literary forms during the pre-

Why do we need to study the literature of the Philippines?

Source: The Literary Forms in Philippine Literature

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by:

II. LEARNING CONTENT

1. The pain of the little finger is felt by the whole body.

 Task 2. True or False?

1. Philippine literature existed even before the Spaniards came.

Each group member will be an ―expert‖ who is responsible for learning

Jigsaw Activity (2014).Note: Copyright

The proverbs of any people are expressive of their perspective of life.

 Task 7: “Proverb to Re’meme’ber”

“PROVERB TO RE’MEME’BER” RUBRIC

Advanced Proficient Approaching Needs SCORE

7.CONSIDERATION FOR OTHERS

9.COURAGE AND DARING

Source: Philippine Literature: A Regional Approach

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by:

II. LEARNING CONTENT

III. LEARNING TASKS

 Task 3: Pair Up!

Why do Authors use Colloquialism?

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by:

II. LEARNING CONTENT

III. LEARNING TASKS

Pick six beaks, seek big peeks.

She sells sea shells on the sea shore

 Task 2: L1 Please! (Pampilipit Dila)

Usong usong isang isang salu-salong nagsisi-usyosohan ang mga aso sa

Kalabit ng kalabit si Alabit na may bitbit sa balikat ng kanyang kalapit-

basicappearance archipelago camaraderie sturdyIndonesian

1. a little bit of all the cultures

4. Some80 percent of the population is Catholic, Spain's lasting legacy.

 Task 7: Fill it!

The of my shoe is run down.

the letter before mailing it.

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by:

II. LEARNING CONTENT

III. LEARNING TASKS

The number of recorded proverbs are unknown. A number of

Sentence Alunsina said it Your Analysis

2 The researcher with all his ungrammatical

3 It was emphasized that the ungrammatical

4 The research center which grammatical

5 The researcher, ungrammatical

6 There are still many questions grammatical

7 Folk literature, including oral ungrammatical

8 The translations of folk ungrammatical

9 A compilation that contain grammatical

10 The government with the grammatical

 Task 6: Sentence Writing

WRITING SENTENCES RUBRIC

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by:

II. LEARNING CONTENT

Who created this world according to Maranaw folklore?