Instructional Plan (iPlan) Template

Name of Teacher Grade

LEIZL A. ELLI Grade/Year Level
7

Learning Area : ENGLISH Quarter : 1V Week 5 Day 1

Competency: EN7LT-IV-e-2.2.3: Determine tone, mood, technique, and purpose of the

author.
Duration
iPlan No. 19 Reading: “The Lost River”. (minutes/ 1 hour
hours
Key understanding The learners demonstrate understanding of the tone,
to be developed mood,technique and purpose of the author in the story to
formulate a slogan to encourage people on how to care and
protect the environment.
Knowledge Determine information presented in the story to
identify the tone and mood of the story.
Learning Objectives Formulate a slogan that would encourage people to
Skills restore “ The Lost River”
Attitudes Relate the authors purpose on how to care and
protect the environment based on the details of the
story ‘”The Lost River”
Resources *Learning materials Textbook .Learning Effective English, Book 1:
Needed ”The Lost River” by: Loreto Paras-Sulit. page 92-95. Pictures
K-12 ‘grade7 Curriculum Guide
Elements of the Plan Methodology

Preparations Introductory Activity:

*How will I make my Look! Reflect! Share! (3)minutes

learners ready? Introductory
*How do I prepare activity Students will be grouped into four learning groups.
the learners for the (5 mins) Each group will be given a picture of ( forest, river
new lesson? with water, people cutting trees, and a dried up
*How will I connect river bed.)
my new lesson with They will tell something about the picture.
the past lesson?
*( process students’ answers)
Students will be informed that the pictures shown
are related to the story to be read.
 Unlocking of difficult words:
Presentation  The river dried up and not even a rivulet
Activity seen leaping down from the mountain.
*How will I present (10 mins)  The people of Santa Maria dug wells and
the new lesson? ceased to drink their filtered mountain
*What materials will I water.
use?  Kislap river simply disappeared
*What generalizati0n overnight.
concept/conclusion/  The river bed glistened with fresh water
abstraction /should everywhere.
the learners arrive  Kislap is a mighty noisy river.
at?  Kislap sparkled and scintillated rays of
light everywhere.

Students will read the story of ’The Lost

River’ by Loreto Paras-Sulit .

1. How did you find the story? Do you like it?

Analysis 2. Describe the river “ KISLAP“ .
(10 mins) 3. How do you describe the mutual love between
Kislap, the trees, and the plants?
4. Why did Kislap suddenly disappear?
5. How did you feel after reading the story?
6. What is the purpose of the writer in writing the
story?
7. What is the authors technique in telling the
story?

Abstraction
(20 mins)
Difference between tone and mood

Tone and mood are not the same, although they are
frequently confused. The mood of a piece of
literature is the feeling or atmosphere created by
the work, or, said slightly differently, how the work
makes the reader feel. Mood is produced most
effectively through the use of setting, theme, voice
and tone.

Example

“Suddenly the sun came from behind a cloud. And

there was a blinding sparkle!
 answer: mood –happy

Tone is a literary compound of composition, which

encompasses the attitudes toward the subject and
toward the audience implied in a literary work.
Tone may be formal, informal, intimate, solemn,
somber, playful, serious, ironical, condescending, or
many other possible attitudes.

Example: That night of the children sobbed his story to

his mother and father who live in the village of Santa
Maria. Answer: tone - somber

Value Integration:

What did the author say on how to restore ”

Kislap” to their village in order to feed all other
rivers?

How are you going to encourage the people to act

in order to restore “The Lost River”?
Generalization:
Explain the line: “ Trees today are gold tomorrow”

Practice Pair! Think! Share! and Scribble!

What Application
practice/application (15 mins)
will I give to the Based on the details of the story formulate a phrase
learners? or a slogan that encourages the people to care and
protect the environment to help restore our lost
rivers. Write your slogan on a long bond paper in
landscape layout.

Assessment
Refer to DepED Assessment Matrix
Order
No.73,s.2012for the
examples
Levels of What will I How will I assess? How
assessment assess? will I
score?
Knowledge

Process
Understanding Identify mood Read and identify Two (2)
or tone of the the mood and tone points
following lines of the story “The for
from the story Lost River” every
“The Lost correct
River” by. answer
Loreto Paras- .
Sulit
Write the
letters of your
correct
answers.
1.”They
looked up
searchingly
and
discovered
why the main
river of Santa
Maria was
lost.”
a. romantic
b. happy
c. depressing
2.”The village
of Santa
Maria was
known for its
mountain
rivers, the
unequaled
clearness and
coolness f
their water.”
a. happy
b. frustrated
c. fanciful
3.” We are
sure it was
Kislap. The
sparkle could
be no other’s
but it
disappeared
under the
roots of the
acacia tree.”
 a. fanciful
b. joyful
c. sorrowful
4.” I won’t
come by this
way
anymore,”
sighed Kislap.
a. informal
b.sad
c. humorous
5.” We must
plant trees
again on the
mountain side
and Kislap will
return.
a. optimistic
b. suspenseful
c. sentimental

Products or
performance/
Transfer of
understanding
Assignment Reinforcing the
day’s lesson
Enriching the
day’s lesson
Enhancing the 1. Identify the mood of the line “Kislap! Kislap!
day’s lesson said the children,” you are back with us”, But
the sun hid again behind a cloud and the sparkle
was gone. Answer. (depressing)
2. Identify the tone of the line, “Stay to visit
us.” Kislap only flashed a smile and threw
sprays of its waters among their roots. Answer.
(cheerful)
 Preparing for
the new lesson

Concluding Let students recite this punch line; "Trees

Activity Restore Lost Rivers”

Edited by: Lutche Ruby L. Sumalinog (City of Naga)

Ida M. Ocao (Siquijor)

ATTACHMENT:

Answers to Unlocking of difficult words:

1. Rivulet – a small stream

2. Filtered – remove by passing through a filter
3. Disappeared – get lost, as without warning or explanation
4. Glistened – be shiny, as if wet
5. Mighty - Having or showing great strength or force or intensity
6. Scintillated – show many points or short flashes of light; sparkle
 And the people of Santa Maria became rich because of bountiful harvests. Now they
thought they should build houses that would tell everybody else how rich they were. Those sturdy
trees on the mountainside would make big, splendid houses. So they began cutting down their trees
one by one.
 Where did the waters of Kislap come from? From the rains, of course, through silent, starry
nights, through cloudy, rain soaked days.

When Kislap flowed down happily one morning, it almost slipped down headlong in a rush.
Kislap suddenly looked up. Why, everything was still – unlike other days. Was it yesterday or last
week when there were the woodland birds whistling at Kislap from tree to tree? Why, they were all
gone! And the ipil-ipil trees, too!

And Kislap knew why it almost fell down in a hurry. Those friendly restraining strong roots
were not there anymore, for only dark earth fell on itself.

“I won’t come by this way anymore,” sighed Kislap.

Nor did Kislap come by the other parts of the mountainside, for the trees began
disappearing from these places, too. And with them went the birds, the trees, their friendly shades,
their safety, their strength. Soon it seemed that the mountainside was one perpendicular cliff from
which Kislap must leap to its death.

So Kislap did not return anymore to gather the waters for the corn and rice below. It was so
afraid for itself, it disappeared somewhere one dark night. The people of Santa Maria could not find
out where. Nor I nor you, even if we looked and looked up the mountain down the valley.

But little children, who discover so many things, found out one day! Two of them, Noli and
that brother you lost, were sailing their paper boats down what seemed to be a muddy canal. They
were anchored on the roots of an old, old acacia tree. Suddenly the sun came from behind a cloud.
And there was a blinding sparkle!

“Kislap! Kislap!” said the children. “You are back with us.” But the sun laid again behind a
cloud and the sparkle was gone. There was only a gentle murmur among the roots of the acacia.

That night one of the children sobbed his story to his mother and father who lived in the
village of Santa Maria.

“We are sure it was Kislap. The sparkle could be no other’s but Kislap’s, but it disappeared
under the roots of the acacia.”

Then Noli’s father spoke rather thoughtfully, “Yes, that was Kislap, Noli. Now, I know how
Kislap can come back to our village and feed all our other rivers again. We must plant trees again on
the mountainside and Kislap will return.”