PUNTIAN TECHNICAL INSTITUTE, INC.

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ENGLISH LEARNING PLAN PUROK 5 PUNTIAN, QUEZON,
School PUNTIAN Grade Grade 9 BUKDINON
TECHNICAL Level
INSTITUTE, INC.
Teacher JANNEL O. Learning English
ALBOROTO Area
Time and 3:00-4:00 PM Quarter Third Quarter,
Date JANUARY 8 -9, Week 1 Day 1
2024 &2
LEARNING PLAN WEEK 1 (DAY 1 & 2): Differentiate biases from prejudices
I. OBJECTIVES
A. Content Standards The learner are expected to:
 distinguish bias and prejudice;
 make a realization about the effects of bias and prejudice in real life situations; and
 Identify the message being portrayed in the illustration whether it’s bias or prejudice.
B. Performance Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as
means of connecting to the world; also how to use ways of analysing one-act play and different forms of
verbal’s for him/her to skillfully perform in a one-act play
C. Learning  Describe the different literary genres during the pre-colonial period (EN7LT-I-a-2)
Competencies/Objectives  Identify the distinguishing features of proverbs, myths, and legends (EN7LT-I-a-2.1)
Write the LC code  Discover literature as a means of connecting to a significant past (EN7LT-I-a-1)
 Observe the correct production of vowel and consonant sounds, diphthongs, blends, glides, etc.
(EN7F-I-a-3.11)

Unpacked Objective:
By the end of the lesson, students will:
1. Identify the different pre-colonial literary genres.
2. Read and analyze pre-colonial Philippine literacy pieces in light of their cultural and historical
significance.
3. Observe correct production of vowels and consonant sounds, diphthongs, blends, glides, etc. during class
interaction.
4. Explain the distinguishing features of pre-colonial Philippine literary genres, their historical significance,
and cultural importance.
5. Express insights and new ideas drawn from the critical analysis of pre-colonial literature.
 And sequences Alignment with the learning targets* ASAP
Learning Target 1. I can explain the characteristics that set proverbs, myths, and legends apart from each other in my own
words.
2. I can appreciate the cultural and historical significance of pre-colonial Philippine literature.
3. I can accurately produce the vowel and consonant sounds of the English language.

Instructional Materials:  Visual aids showing examples of proverbs, myths, and legends.
 Audio clips for correct pronunciation of English sounds.
 Charts illustrating vowel and consonant sounds.

Motivation:  Show a short video or play an audio clip featuring a popular Philippine legend or myth to capture
(5 minutes) students' interest.
What is the significance of the video clip to you as a Filipino?
Why do you think you need to learn this?*
Would you like to learn…..

(QUESTIONS)
TEACHING-LEARNING ACTIVITIES:
Springboard: (same flow with the objective) LOTS to HOTs, DI dapat per group…
(10 minutes) Hey there, explorers of knowledge!
Today, we're embarking on an exciting journey into the captivating world of pre-colonial Philippine literature and
honing our language skills. Our mission: to dive deep into the rich tapestry of our literary heritage and sharpen our
communication abilities.

Question Set 1 (Getting Our Feet Wet):

1. Can you think of any ancient stories or literary treasures that have been cherished through generations in
our culture?
2. Ever wondered why it's crucial to understand the literary genres from our pre-colonial past? How might
they connect us to our incredible cultural history?
3. Proverbs, myths, and legends – what do these terms bring to your mind? Why are they such valuable

ENGLISH LEARNING PLAN
Engaging and Interactive
Learning:
(30minutes)
(Scaffold Questions)
Same questions in ALL
genre in all different topics.
Formative Assessment:
(10 minutes)
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PUROK 5 PUNTIAN, QUEZON,
forms of storytelling? BUKDINON
Question Set 2 (Going Deeper): 4. Can you describe the
unique characteristics of pre-colonial Philippine literary genres you've encountered?
5. Think about it – how can nailing the correct pronunciation level up our communication game? Why's it a
big deal?
6. Subject-verb agreement – what's the deal with it? Why is it a secret ingredient for successful written and
spoken English communication?
As we uncover the answers to these questions, we're not just scratching the surface; we're digging deep into the
treasure chest of pre-colonial Philippine literary gems. We'll grasp their historical and cultural significance and get
the lowdown on storytelling through proverbs, myths, and legends.
In the second part of our journey, we'll level up to a deeper question. That's where we'll use the knowledge, we
gain to supercharge our language skills. Clear communication is our target, and the value of subject-verb
agreement is about to become crystal clear.
Throughout our adventure, we're all about interaction and collaboration. Think of it as a group effort!
So, fellow adventurers, are you all set for this fantastic expedition into the past and a brighter language future?
Let's roll!
Activity 1: Treasures Unveiled - Unlocking Literary Distinctions (Objective 1)
1. Form your adventurous groups and receive your hidden treasure—a proverb, myth, or legend.
2. As treasure hunters, your mission is to unlock the unique characteristics that distinguish proverbs, myths,
and legends from each other.
3. Summarize these differences in your own words, as this activity hones your ability to explain these
literary gems in a language that's uniquely yours.
Follow-up Questions:
 How did you and your group successfully explain the distinct features of the proverb, myth, or legend
you uncovered?
 What fascinating discoveries did you make about the cultural and historical significance of the literary
treasure you explored?
Activity 2: Time Traveler's Quest - Unearthing History (Objective 2)
1. Now, don your time-traveling caps and dive deeper into the historical significance of pre-colonial
Philippine literature.
2. This task connects the dots between our values and our learning objectives, emphasizing the appreciation
of cultural and historical importance.
3. Share your insights on the impact of this literature on the Philippine culture throughout history.
Follow-up Questions:
 What aspects of pre-colonial Philippine literature struck you as culturally and historically significant?
 How has your understanding of the past deepened, connecting your knowledge to our core values?
Activity 3: Sound Sculptors - Perfecting Pronunciation (Objective 3)
1. We'll delve into the art of producing vowel and consonant sounds in the English language.
2. It's your chance to perfect your pronunciation skills, ensuring they resonate accurately.
3. As you practice, remember that your ability to produce these sounds aligns with our third objective.
Follow-up Questions:
 How did the practice of producing vowel and consonant sounds enhance your pronunciation skills?
 Can you share your personal breakthroughs in accurately articulating these sounds of the English
language?
Literary Insights Showcase
Welcome to the Literary Insights Showcase, where you'll demonstrate your understanding of the key learning
targets in a concise 15-minute session.
Exploring Literary Distinctions:
 Task: In small groups, discuss and explain what sets proverbs, myths, and legends apart from each other
in your own words.
 Assessment Criteria: Your ability to differentiate these literary genres in your group discussion.
Unearthing Cultural Significance:
 Task: Choose a pre-colonial Philippine literary piece that interests you and briefly explain its cultural and
historical importance.
 Assessment Criteria: The depth of understanding and clarity in conveying significance.
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ENGLISH LEARNING PLAN PUROK 5 PUNTIAN, QUEZON,
Perfecting Pronunciation: BUKDINON
 Task: In pairs, practice specific English
sounds. Provide constructive feedback to each
other.
 Assessment Criteria: Accurate pronunciation of assigned sounds.

Use this showcase to highlight your progress, and remember, it's about learning and growing together as
Language Explorers in a short and engaging session.

Synthesis/Conclusion: Back you motivation Questions

(5 minutes) Review the motive questions:
What are the distinguishing features of proverbs, myths, and legends, and why is it important to study
them?

Summarize key takeaways:

Understanding Philippine literature allows us to connect with our culture and history, and proper
pronunciation is crucial for effective communication.

Closure/Reflective Learning Targets (go back) Individual Reflection….

Thinking Answer the I CAN……
Characteristics of Proverbs, Myths, and Legends
Reflection: Students share differences between these literary forms in their own words.
Cultural and Historical Significance
Reflection: Students consider the cultural and historical importance of pre-colonial Philippine literature.
English Pronunciation Mastery
Reflection: Students reflect on progress in producing accurate English sounds.
Next Steps for Learning:
Direction: Guide students to identify areas needing improvement and set learning goals.
Acknowledgment of Effort:
Appreciation: Recognize students' efforts in achieving learning targets.
Encouragement:
Motivation: Encourage students to continue their learning journey.

Teacher's Role:
Prompt reflection on learning targets and improvement areas.
Offer support and motivation for ongoing learning.
Expanded Schedule (what are the skills you want them to learn and master),
Follow-up Objective:
assignment/rigorous Provide differentiated follow-up assignments and assessments for mastery learning. Offer one-on-one assistance
formative assessment and adapt activities to the subject/topic. Differentiation based on interest and learning styles is encouraged.
(differentiated)
(60 minutes) Understanding Pre-colonial Literature (20th Century)
Assignment: Research and present a pre-colonial Philippine literary genre, emphasizing its historical and
cultural significance.
Differentiation: Choice of genre based on individual interest.
Distinguishing Proverbs, Myths, and Legends (21st Century)
Assignment: Categorize and explain features of proverbs, myths, and legends.
Differentiation: Additional challenging examples for deeper exploration.
Improving English Pronunciation (22nd Century)
Assignment: Record and submit pronunciation of challenging English sounds.
Differentiation: Choose words aligned with specific pronunciation needs.
Subject-Verb Agreement Mastery (23rd Century)
Assignment: Correct sentences with subject-verb agreement errors.
Differentiation: Complex agreement errors for advanced practice.

One-on-One Assistance:
Encourage individual help sessions during available hours for struggling students.
Learning Styles Exploration:
Suggest considering learning styles and interests when selecting assignments.
Reference to Learning Handouts:
Remind students to use learning materials and notes for assignment guidance.

Teacher's Role:
 Provide clear instructions for each assignment, ensuring alignment with competencies.
 Offer support and guidance to individual students, especially during one-on-one assistance sessions.
 Encourage exploration of learning styles and interests in assignment selection.
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ENGLISH LEARNING PLAN PUROK 5 PUNTIAN, QUEZON,
BUKDINON
PREPAPRED BY:

________________________________

APPROVED BY:

MARIE DAWN D. PINAT

SCHOOL DIRECTOR

School PUNTIAN TECHNICAL INSTITUTE, INC. Grade Level Grade 7

Teacher Learning Area English
Time and Date Quarter First Quarter, Week 1 Day 3 & 4

LEARNING PLAN WEEK 1 (DAY 3 & 4): READING STYLES, PROSODIC FEATURES, AND WORD MEANING
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ENGLISH LEARNING PLAN PUROK 5 PUNTIAN, QUEZON,
I. OBJECTIVES BUKDINON
A. Content Standards 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

B. Performance Standards 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

C. Learning
Competencies/Objectives
Write the LC code
 Use the appropriate reading style (scanning, skimming, speed reading, intensive reading, etc.) for one’s
purpose (EN7RC-I-a-7).
 Recognize prosodic features: volume, projection, pitch, stress, intonation, juncture, and speech rate that
serve as carriers of meaning (EN7LC-I-a-5)
 and Note the changes in volume, projection, pitch, stress, intonation, juncture, and rate of speech that
affect meaning (EN7LC-I-a-5.2).
 Distinguish between slang and colloquial expressions in conversations (EN7V-I-a-22).

By the end of the lesson, students will be able to:

1. Apply suitable reading styles, improving comprehension and critical thinking.
2. Differentiate slang and colloquial expressions, grasp their impact on language and culture, and value
context-appropriate language.
3. Appreciate the role of prosodic features in communication and analyze their impact on meaning.
4. Physically mimic and use prosodic features in speech, understanding their role in effective
communication.

Learning Target  I can choose and apply the right reading style for my purpose, enhancing comprehension and critical
thinking skills.
 I can appreciate prosodic features' role in effective communication and analyze how changes in these
features affect spoken language's meaning.
 I can differentiate between slang and colloquial expressions, understanding their impact on language use
and cultural sensitivity, and value the importance of context-appropriate language.

Instructional Materials:  Various reading materials with different purposes (e.g., news articles, stories, academic texts).
 Audio clips illustrating prosodic features in speech.
 Worksheets with sentences for subject-verb agreement practice.
Motivation:  Play an audio clip where a speaker's prosodic features change the meaning of a sentence to pique
(5 minutes) students' interest.
 Share a humorous sentence with subject-verb agreement errors and ask students to identify what's wrong.
Springboard: Let's kickstart our journey into reading and effective communication today. We'll begin by exploring the world of
(10 minutes) reading and how it's connected to being great communicators. Keep in mind, if we can't finish everything today,
we'll pick up where we left off tomorrow to make sure we really got everything down.
Question Set 1 (Getting Started):
1. What are some ways you like to read? Do you read differently for different things?
2. Why do you think it's important to choose the right way to read depending on what you're reading?
3. Can you remember a time when you read something and didn't quite get it? What do you think made it
tough to understand?
As we talk about these, think about how picking the right reading style can make it easier to understand what we're
reading.
Question Set 2 (Going Deeper):
4. Have you ever noticed that the way someone talks can change the meaning of what they're saying? For
example, have you heard someone say the same thing in a happy and a grumpy tone?
5. Can you think of ways to use your voice to change what you're saying? Can you show us an example?
6. Sometimes people use different words when they're chatting with friends than when they're talking to
teachers or other grown-ups. Can you think of times when it's important to use the right words when
you're talking?
We're going to dive into these questions through discussions and activities. We'll also try out different reading
styles and playing around with how we speak to understand things better. So, get ready to chat, have fun, and learn
how to be amazing at reading and talking with others!

Engaging and Interactive In these interactive activities, you'll interact in small groups to share ideas, explore answers, and enhance your
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ENGLISH LEARNING PLAN PUROK 5 PUNTIAN, QUEZON,
Learning: understanding. I'll ask follow-up BUKDINON questions to keep
(30minutes) the discussions flowing, and I'll ensure that everyone
participates actively. Together, we will build concepts
and assess our progress in a formative manner. Are you ready to engage, learn, and support each other on this
educational journey?

Activity 1 - Partnered Reading Styles:

 You and your partner get different reading materials. Together, choose the best reading style. Share the
responsibility equally and be actively engaged. This is about teamwork, shared responsibility, and mutual
learning.
Now, let's talk about it:
 How did you and your partner decide on the right reading style?
 Can you share any challenges you faced while working together, and how did you tackle them?
 Think about how you can apply the idea of shared responsibility in other parts of your learning.

Activity 2 - Tuning into Prosodic Features:

 Listen to short audio clips with different prosodic features. Discover how these features influence
meaning. Enhance your listening skills, patience, and focus to catch subtle nuances.
Now, let's talk about it:
 What was tough about understanding the audio clips with different prosodic features?
 How did you stay really focused while listening and trying to grasp those subtle speech nuances?
 Can you tell us about any tricks you used to keep your patience and persistence during this activity?

Activity 3 - Talking Prosodic Features:

 Engage in a group discussion on how prosodic features impact real-life conversations.

Now, let's talk about it:

 Any creative ideas pop up during your group chat about prosodic features in everyday conversations?
 How did you make sure everyone felt their thoughts were valued and respected during the discussion?
 Where else do you think you could use these principles of trust and respecting diverse perspectives in
your life?
Formative Assessment: In this part, we'll check how well we've learned.
(10 minutes) Task 1: Analyzing Reading Styles and Prosodic Features (Gradual Release of Responsibility)
Step 1: In pairs, briefly share your chosen reading style and how it worked for your reading material.
Step 2: One pair presents to the class while others listen.
Step 3: Quick class feedback session.
This task allows students to self-monitor their learning and practice giving and receiving feedback.

Task 2: Subject-Verb Agreement Practice (5 minutes)

Step 1: In pairs, find and correct errors in sentences.
Step 2: The teacher will guide and assist when needed.
This task helps students practice identifying and correcting subject-verb agreement errors, and teacher will
provide corrective measures to enhance your understanding.

RUBRIC:
Task 1: Analyzing Reading Styles and Prosodic Features (5 points)
 Presentation (0-2 Points):
o 0 Points: Incomplete or unclear presentation.
o 1 Point: Basic presentation with some clarity.
o 2 Points: Clear and informative presentation.
 Class Engagement (0-2 Points):
o 0 Points: Minimal or no class engagement.
o 1 Point: Engages with some input but limited interaction.
o 2 Points: Actively engages, provides feedback, and promotes discussion.
 Feedback (0-1 Point):
o 0 Points: No feedback provided.
o 1 Point: Offers constructive feedback during the session.

Task 2: Subject-Verb Agreement Practice (5 points)

 Identification and Correction (0-2 Points):
o 0 Points: Unable to identify or correct errors.
o 1 Point: Identifies or attempts to correct errors with some inaccuracies.
o 2 Points: Accurately identifies and corrects errors.
 Guidance (0-2 Points):
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ENGLISH LEARNING PLAN PUROK 5 PUNTIAN, QUEZON,
o 0 Points: No BUKDINON engagement with
guidance.
o 1 Point: Engages with some
guidance but requires substantial assistance.
o 2 Points: Effectively engages with guidance and makes significant improvements.
Students’ performance in these quick tasks helps gauge their understanding and make targeted improvements as
needed.
Students’ performance in these tasks will help teachers understand their progress and guide their future lessons.
Synthesis/Conclusion: Revisit the motive questions:
(5 minutes)  How do we choose the right reading style for different texts?
 Why is selecting the appropriate reading style important based on the content we're reading?
 In what situations can prosodic features, like tone and emphasis, affect the meaning of spoken words?
 Why is it essential to use the appropriate language and words in various contexts, such as when talking to
friends versus teachers or other adults?

Summarize the key takeaways:

Our journey today is all about exploring the connections between effective reading and great
communication. We'll consider how choosing the right reading style is crucial and how prosodic features
and subject-verb agreement play essential roles in communication. To sum up, effective reading styles,
prosodic features, and subject-verb agreement enhance our communication skills in English.

Expanded Schedule Objective:

Follow-up By the end of this assessment, students will demonstrate their mastery of the lesson's key concepts
assignment/rigorous related to reading styles, language use, and prosodic features.
formative assessment
(differentiated) Instructions:
(60 minutes) This formative assessment is divided into four parts, aligning with the lesson objectives. It aims to ensure
that students have comprehensively grasped the lesson content. It incorporates various strategies and
ensures inclusivity.

Part 1: Applying Reading Styles (15 minutes)

Activity:
 Students will individually read a short text and choose the most suitable reading style based on the text's
purpose. They will provide justifications for their choices.
Assessment Criteria:
 Correctly chosen reading style
 Effective justification
 Comprehension of the text

Part 2: Differentiating Language Use (15 minutes)

Activity:
 In pairs, students will be given a set of conversational phrases. They need to distinguish between slang
and colloquial expressions, discussing their implications on language and culture.
Assessment Criteria:
 Accurate identification of slang and colloquial expressions
 Insightful discussion on their impact

Part 3: Analyzing Prosodic Features (15 minutes)

Activity:
 Students will listen to audio clips with variations in prosodic features. They must analyze how these
features affect the meaning of spoken words.
Assessment Criteria:
 Accurate analysis of prosodic features
 Understanding of their impact on meaning

Part 4: Applying Prosodic Features (15 minutes)

Activity:
 In pairs, students will practice mimicking and using prosodic features in their own speech. They will
engage in a short conversation to demonstrate their understanding of how these features convey meaning
in effective communication.
Assessment Criteria:
 Effective use of prosodic features in speech
 Demonstration of their role in communication
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ENGLISH LEARNING PLAN PUROK 5 PUNTIAN, QUEZON,
BUKDINON
Scoring:
Each part will be scored individually, and
the cumulative score will reflect the student's overall mastery of the lesson objectives. The assessment
encourages active participation, critical thinking, and practical application of the concepts covered. It
provides a comprehensive evaluation of students' abilities in reading styles, language differentiation, and
prosodic feature analysis and application.

Note: This assessment promotes inclusivity and can be adapted to accommodate students with diverse learning
needs and preferences.

Summative Assessment
(First day of the Week
After the Learning)

PREPAPRED BY:

________________________________ APPROVED BY:

MARIE DAWN D. PINAT

SCHOOL DIRECTOR

SUMMATIVE ASSESSMENT
Reading Styles English Pronunciation
1. What is the main purpose of skimming a text? 10. What is a diphthong in English pronunciation? –
a. To read thoroughly and understand every detail. a. A type of consonant sound.
b. To quickly get an overview of the text. b. A type of vowel sound that combines two different vowel
c. To read aloud to improve pronunciation. sounds within the same syllable. –
d. To skip reading altogether. c. A type of punctuation mark.
2. When is speed reading most useful? d. A type of grammatical error.
a. When you want to savor a novel.
b. When you need to understand a complex scientific 11. Which of the following words contains a glide?
paper. a. "bike"
c. When you're looking for specific information. b. "slide"
d. All the time. c. "sing"
3. Which reading style is best for comprehending a detailed legal d. "trip"
document? Reading Styles
a. Skimming 12. When you scan a text, what are you looking for?
b. Speed reading a. The author's background
c. Scanning b. Detailed information and understanding
d. Intensive reading c. Specific keywords or phrases
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ENGLISH LEARNING PLAN
Slang and Colloquial Expressions
4. What is an example of slang?
a. "I have an exam tomorrow."
b. "I gotta hit the books for a test."
c. "I need to prepare for my examination."
d. "I must study for the quiz."
5. Why is it important to differentiate between slang and formal
language?
a. To use slang exclusively in all conversations.
b. To sound more educated in formal settings.
c. To adjust language according to the context and
audience.
d. To avoid using slang at all costs.
Prosodic Features
6. Which prosodic feature affects the meaning of a sentence by
indicating a question?
a. Volume
b. Pitch
c. Intonation
d. Stress
7. What is the role of juncture in speech?
a. Indicating the end of a sentence
b. Showing enthusiasm in communication
c. Linking words and phrases together
d. Adding emphasis to certain words
Pre-colonial Philippine Literature
8. What is a distinguishing feature of myths in pre-colonial
Philippine literature?
a. They are always written in Spanish.
b. They explain the origin of things and natural
phenomena.
c. They are never told in narrative form.
d. They focus on historical events.
9. How do proverbs contribute to the cultural significance of pre-
colonial Philippine literature?
a. By being purely decorative phrases.
b. By preserving traditional wisdom and values.
c. By emphasizing the importance of speaking in Spanish.
d. By promoting modern culture.
Pre-colonial Philippine Literature
19. What is the purpose of legends in pre-colonial Philippine
literature?
a. To explain the origin of things and natural phenomena
b. To provide scientific explanations
c. To entertain children
d. To promote modern culture
20. How do pre-colonial Philippine proverbs reflect the values of the
culture?
a. By being purely decorative phrases
b. By emphasizing the importance of speaking in Spanish
c. By preserving traditional wisdom and values
d. By supporting the use of contemporary idioms
English Pronunciation
21. Which sound is produced with the tongue close to the roof of the
mouth?
a. Glide
b. Consonant
c. Diphthong
d. Vowel
22. In English, what is the primary purpose of diphthongs?
a. To indicate a question
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PUROK 5 PUNTIAN, QUEZON,
d. Poetic
BUKDINON
language
13. Choose the
correct reading style for this scenario: You want to read a novel by
your favorite author during a relaxing weekend.
a. Skimming
b. Speed reading
c. Scanning
d. Intensive reading
14. Which reading style would be most appropriate for reading a
movie review to quickly determine if you want to watch the film?
a. Skimming
b. Speed reading
c. Scanning
d. Intensive reading
Slang and Colloquial Expressions
15. What distinguishes colloquial expressions from formal language?
a. They are used only in academic writing.
b. They are considered old-fashioned.
c. They are relaxed and used in everyday conversations.
d. They are used only in formal speeches.
16. Give an example of a sentence with a colloquial expression.
a. "It is imperative to complete this assignment."
b. "Gotta go to the store, see you later!"
c. "The situation necessitates our immediate attention."
d. "My preference is to work in silence."
Prosodic Features
17. What is the role of pitch in prosodic features?
a. Indicating the end of a sentence
b. Adding emphasis to certain words
c. Showing enthusiasm in communication
d. Changing word meanings and indicating questions
18. Which prosodic feature is typically used when a speaker wants
to convey excitement and enthusiasm in their speech?
a. Stress
b. Pitch
c. Juncture
d. Rate of speech
Proverbs, Myths, and Legends
25. Provide an example of a distinguishing feature of myths in
pre-colonial Philippine literature.
a. They focus on historical events.
b. They always have a happy ending.
c. They explain the origin of things and natural
phenomena.
d. They are written in Spanish.
26. What role did proverbs play in everyday life in pre-colonial
Philippines?
a. They had no role in communication.
b. They were used for decorative purposes.
c. They guided behavior and conveyed wisdom.
d. They promoted foreign language use.
Subject-Verb Agreement
26. Choose the sentence with correct subject-verb agreement.
a. "The dog barks loudly every morning."
b. "The dog bark loudly every morning."
c. "The dogs barks loudly every morning."
d. "The dogs bark
Pre-colonial Philippine Literary Genres
27. Question: "In what ways did pre-colonial Philippine literary
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ENGLISH LEARNING PLAN
b. To provide emphasis on specific words
c. To improve vowel sounds
d. To combine two different vowel sounds within the
same syllable
Pre-colonial Literature and Culture
23. Why is it important to study pre-colonial literature for
understanding Philippine culture?
a. It has no relevance to contemporary culture.
b. It reflects the values, beliefs, and practices of the early
Filipinos.
c. It promotes Spanish culture.
d. It focuses only on mythology
24. How does the understanding of pre-colonial literature contribute
to fostering empathy and trust within a community?
a. It has no impact on community relationships.
b. It emphasizes competition and individualism.
c. It highlights shared values and cultural heritage,
promoting trust and empathy.
d. It discourages community interaction
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PUROK 5 PUNTIAN, QUEZON,
genres
BUKDINON
contribute
to the
preservation of cultural heritage and oral traditions? Provide
examples to support your answer."
Differentiating Proverbs, Myths, and Legends
28. Question: "Consider a scenario where a proverb, a myth,
and a legend are used to convey cultural values and beliefs.
How do they serve different purposes in this scenario, and
what impact might each have on effective communication and
cultural understanding?"
Correct Subject-Verb Agreement
29. Question: "Identify the correct subject-verb agreement in
the following sentences: 'The group of students ____ excited
about the field trip.' and 'The musician, along with the dancers,
___________ practice tirelessly.'"
30. Question: "How might the historical significance of pre-
colonial Philippine literary genres vary in different regions of
the Philippines, and what are some common threads that
connect these regions in terms of cultural importance?"

TABLE OF SPECIFICATION:
AREAS LOTS (1-10) HOTS (11-30)
Reading Styles 3 12, 13, 14
Slang and Colloquial Expressions 5, 16 15
Prosodic Features 6, 7, 17, 18
Pre-colonial Philippine Literature 8, 9, 19, 20 23, 24, 25, 27
English Pronunciation 10, 21, 22 28, 29
Pre-colonial Literature and Culture 30
Differentiating Proverbs, Myths, and Legends 28
Correct Subject-Verb Agreement 26 29

Answer Key
Reading Styles: 21. Which sound is produced with the tongue close to the roof of the
1. What is the main purpose of skimming a text? mouth? - Answer: a. Glide.
Answer: b. To quickly get an overview of the text. 22. In English, what is the primary purpose of diphthongs?
2. When is speed reading most useful? Answer: d. To combine two different vowel sounds within the same
Answer: c. When you're looking for specific information. syllable.
3. Which reading style is best for comprehending a detailed legal Pre-colonial Literature and Culture:
document? 23. Why is it important to study pre-colonial literature for
Answer: d. Intensive reading. understanding Philippine culture? –
Slang and Colloquial Expressions: Answer: b. It reflects the values, beliefs, and practices of the early
4. What is an example of slang? Filipinos.
Answer: b. "I gotta hit the books for a test." 24. How does the understanding of pre-colonial literature contribute to
5. Why is it important to differentiate between slang and formal fostering empathy and trust within a community?
language? Answer: c. It highlights shared values and cultural heritage, promoting
Answer: c. To adjust language according to the context and audience. trust and empathy.
Prosodic Features: Proverbs, Myths, and Legends:
6. Which prosodic feature affects the meaning of a sentence by 25. Provide an example of a distinguishing feature of myths in pre-
indicating a question? colonial Philippine literature. –
Answer: c. Intonation. Answer: c. They explain the origin of things and natural phenomena.
7. What is the role of juncture in speech? 26. What role did proverbs play in everyday life in pre-colonial
Answer: c. Linking words and phrases together. Philippines?
Pre-colonial Philippine Literature: Answer: b. They guided behavior and conveyed wisdom.
8. What is a distinguishing feature of myths in pre-colonial Philippine Subject-Verb Agreement:
literature? 27. Choose the sentence with correct subject-verb agreement. –
Answer: b. They explain the origin of things and natural phenomena. Answer: "The dog barks loudly every morning."
9. How do proverbs contribute to the cultural significance of pre- Differentiating Proverbs, Myths, and Legends:
colonial Philippine literature? 28. Consider a scenario where a proverb, a myth, and a legend are used
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ENGLISH LEARNING PLAN PUROK 5 PUNTIAN, QUEZON,
Answer: b. By preserving traditional wisdom and values. to convey
BUKDINON
English Pronunciation: cultural values
10. What is a diphthong in English pronunciation? – and beliefs. How
Answer: b. A type of vowel sound that combines two different vowel do they serve different purposes in this scenario, and what impact
sounds within the same syllable. might each have on effective communication and cultural
11. Which of the following words contains a glide? understanding? –
Answer: d. "trip." Answer: (Answers may vary based on the scenario provided in the
Reading Styles: test.)
12. When you scan a text, what are you looking for? – Correct Subject-Verb Agreement:
Answer: c. Specific keywords or phrases. 29. Identify the correct subject-verb agreement in the following
13. Choose the correct reading style for this scenario: You want to read sentences: 'The group of students ____ excited about the field trip.' and
a novel by your favorite author during a relaxing weekend. 'The musician, along with the dancers, ___________ practice
Answer: a. Skimming. tirelessly.' - Answer: "The group of students IS excited about the field
14. Which reading style would be most appropriate for reading a movie trip." and "The musician, along with the dancers, PRACTICES
review to quickly determine if you want to watch the film? tirelessly."
Answer: c. Scanning. Pre-colonial Literature and Culture:
Slang and Colloquial Expressions: 30. How might the historical significance of pre-colonial Philippine
15. What distinguishes colloquial expressions from formal language? - literary genres vary in different regions of the Philippines, and what are
Answer: c. They are relaxed and used in everyday conversations. some common threads that connect these regions in terms of cultural
16. Give an example of a sentence with a colloquial expression. importance? -
Answer: b. "Gotta go to the store, see you later!" Answer: (Answers may vary based on the test-taker's response.)
Prosodic Features:
17. What is the role of pitch in prosodic features? –
Answer: b. Adding emphasis to certain words.
18. Which prosodic feature is typically used when a speaker wants to
convey excitement and enthusiasm in their speech?
Answer: b. Pitch.
Pre-colonial Philippine Literature:
19. What is the purpose of legends in pre-colonial Philippine literature?
- Answer: a. To explain the origin of things and natural phenomena.
20. How do pre-colonial Philippine proverbs reflect the values of the
culture?
Answer: b. By preserving traditional wisdom and values.
English Pronunciation:

Note: Some questions involve open-ended or scenario-based answers, and the answers may vary based on individual interpretations and context.

Subject: ENGLISH
Grade Level: Grade 7
Objective:
5. Apply suitable reading styles, improving comprehension and critical thinking.
6. Differentiate slang and colloquial expressions, grasp their impact on language and culture, and value context-appropriate language.
7. Appreciate the role of prosodic features in communication and analyze their impact on meaning.

Learning across curriculum:

1) Science - Reading scientific articles to improve comprehension and critical thinking skills in understanding scientific concepts.
2) Social Studies - Analyzing historical documents and speeches to differentiate formal language from slang and colloquial expressions used in
different time periods.
3) Music - Listening to songs with different prosodic features and analyzing how they impact the meaning of the lyrics.

Review Motivation:
[Teaching Strategy: Role-Playing]
[Instructional Materials: Handouts with dialogues]
1) Activity 1: Role-Play Dialogue
Materials: Handouts with different dialogues
Significance: Engages students in applying suitable reading styles, comprehension, and critical thinking skills through role-playing different
scenarios.
Instructions:
1. Divide the class into pairs or small groups.
2. Provide each group with a handout containing a dialogue.
3. Instruct students to read and understand the dialogue, then assign roles.
4. Students will perform the dialogue, paying attention to prosodic features and context-appropriate language.
Rubric:
- Accuracy of dialogue delivery: 15 pts
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ENGLISH LEARNING PLAN PUROK 5 PUNTIAN, QUEZON,
- Understanding of prosodic features: 10 pts
BUKDINON
- Use of context-appropriate language: 10 pts
Assessment Questions:
1. What reading style did you use to understand the dialogue?
2. How did the prosodic features affect the meaning of the dialogue?
3. Why is it important to use context-appropriate language in different situations?

Activity : Slang and Colloquial Expressions Scavenger Hunt

[Teaching Strategy: Cooperative Learning]
Materials: Scavenger hunt worksheet, dictionaries or online resources
Significance: Encourages students to differentiate slang and colloquial expressions, understand their impact on language and culture, and value
context-appropriate language.
Instructions:
1. Divide the class into small groups.
2. Distribute the scavenger hunt worksheet.
3. Instruct students to search for slang and colloquial expressions and their meanings using dictionaries or online resources.
4. Students will write down the expressions and their meanings on the worksheet.
Rubric:
- Correct identification of slang and colloquial expressions: 15 pts
- Accurate meanings of expressions: 15 pts
- Understanding of the impact of slang and colloquial expressions on language and culture: 10 pts
Assessment Questions:
1. How did you differentiate slang and colloquial expressions from formal language?
2. What impact do slang and colloquial expressions have on language and culture?
3. Why is it important to use context-appropriate language in different situations?

Activity 3:odic Features Analysis

[Teaching Strategy: Visual Aids]
Materials: Audio recordings or videos with different prosodic features
Significance: Develops students' appreciation of the role of prosodic features in communication and their impact on meaning.
Instructions:
1. Play an audio recording or show a video with different prosodic features (e.g., tone, stress, intonation).
2. Guide students in analyzing how these features affect the meaning of the message.
3. Discuss as a class the impact of prosodic features on communication.
Rubric:
- Analysis of prosodic features and their impact on meaning: 20 pts
- Participation in class discussion: 10 pts
Assessment Questions:
1. How did different prosodic features affect the meaning of the message?
2. Why is it important to pay attention to prosodic features in?
3. Can you think of a real-life situation where understanding prosodic features would be crucial?

ABSTRACTION:
Students will learn to apply suitable reading styles, improve comprehension and critical thinking, differentiate slang and colloquial expressions, grasp
their impact on language and culture, value context-appropriate language, appreciate the role of prosodic features in communication, and analyze
their impact on meaning.

APPLICATION:
[Teaching Strategy: Problem-Based Learning]
Task 1: Write a short story using context-appropriate language and incorporating slang or colloquial to convey specific cultural elements.
Task 2: Record a dialogue with a partner, paying attention to prosodic features and how they affect the meaning of the conversation.

ASSESSMENT:
[Teaching Strategy: Inquiry-Based Learning]
[Instructional Materials: Assessment rubrics]
Question 1: Explain the importance of using suitable reading styles to improve comprehension and critical thinking. (10 pts)
Question 2: Differentiate slang and colloquial expressions, and discuss their impact on language and culture. (15 pts)
Question 3: Analyze the role of prosodic features in communication and how they affect meaning. (15 pts)

Assignment:
1) Write a journal entry reflecting on the use of slang and colloquial expressions in your daily life. (Teaching Strategy: Brainstorming)
2) Create a poster illustrating the different prosodic features and their impact on meaning. (Teaching Strategy: Visual Aids)
 PUNTIAN TECHNICAL INSTITUTE, INC.
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ENGLISH LEARNING PLAN PUROK 5 PUNTIAN, QUEZON,
BUKDINON

School PUNTIAN TECHNICAL INSTITUTE, INC. Grade Level Grade 7

Teacher Learning Area English
Time and Date Quarter First Quarter, Week 2 Day 1 & 2

LEARNING PLAN WEEK 2 (DAY 1): EFFECTIVE READING AND ORAL COMMUNICATION SKILLS
I. OBJECTIVES
A. Content Standards 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

B. Performance Standards 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

C. Learning 1. Skim for major ideas using headings as a guide, N7SS-I-b-1.5.1

Competencies/Objectives
Write the LC code
2. Listen for important points signaled by volume, projection, pitch, stress, intonation, juncture, and rate of
speech, EN7LC-I-b-5.1
3. Note the changes in volume, projection, pitch, stress, intonation, juncture, and rate of speech that affect
meaning, EN7LC-I-b-5.2
4. Use structural analysis to determine the meaning of unfamiliar words or expressions from the material
viewed, EN7VC-I-b-8
5. Distinguish features of colloquial language (fillers, contractions, etc.) and slang, EN7V-I-b-22.1
6. Use appropriate prosodic features of speech like pitch, stress, juncture, intonation, volume and projection,
and rate/speed of speech in differing oral communication situations, EN7OL-I-b1.14
7. Observe the correct pitch levels (high, medium, low) when reading lines of poetry, sample sentences, and
paragraphs, EN7OL-I-b-1.14.2

Learning Target  I can choose and apply the right reading style for my purpose, enhancing comprehension and critical
thinking skills.
 I can appreciate prosodic features' role in effective communication and analyze how changes in these
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ENGLISH LEARNING PLAN PUROK 5 PUNTIAN, QUEZON,
features affect spoken BUKDINON language's
meaning.
 I can differentiate between slang and
colloquial expressions, understanding their impact on language use and cultural sensitivity, and value the
importance of context-appropriate language.

Instructional Materials:  Various reading materials with different purposes (e.g., news articles, stories, academic texts).
 Audio clips illustrating prosodic features in speech.
 Worksheets with sentences for subject-verb agreement practice.
Motivation: Interactive Discussion (5 minutes):
(5 minutes)
Title: "Unleash Your Inner Speaker"

Description:
In this interactive discussion, the teacher sets the stage for the lesson by involving the students in a group
conversation about the power of effective communication.
Activity Steps:
 Introduction (1 minute):
Begin by asking students if they've ever had to speak in front of a group, whether in a classroom
presentation, a debate, or a simple conversation.
 Questioning (2 minutes):
Pose open-ended questions to the class, encouraging them to share their thoughts and experiences. For
example:
o "Can anyone share an experience where effective communication made a difference?"
o "What skills do you think are important for a speaker to engage and connect with an audience?"
o "How can effective communication impact your daily life?"
 Class Participation (1 minute):
Encourage students to share their opinions, experiences, or any tips they have on being a good
communicator. This interactive approach will get them engaged and thinking about the subject.
 Connection to Lesson (1 minute):
Tie the discussion to the lesson on Effective Reading and Oral Communication Skills. Explain that the
lesson will help them develop these very skills discussed in the class, making them more effective and
confident speakers.
 Expectation Setting (30 seconds):
Summarize the objectives of the lesson and let students know that they will soon be learning techniques to
enhance their reading and speaking abilities.

Springboard: Objective: To engage students in exploring the learning competencies related to reading styles, prosodic features in
(10 minutes) communication, and understanding slang and colloquial expressions.

Questions for Lower Order Thinking Skills (LOTS):

1. Reading Styles (2 minutes):
o Why do we use different reading styles, like skimming, scanning, and intensive reading?
o Share an example of a situation where you used one of these reading styles and how it helped
you understand the text.
2. Prosodic Features (2 minutes):
o Can you name some prosodic features in spoken language, like volume, pitch, and intonation?
o Give a brief explanation of how these features can impact the meaning of a spoken sentence.
3. Language Variation (2 minutes):
o What is the difference between slang and colloquial expressions in language?
o Can you think of an example where using slang or colloquial language might not be suitable for
effective communication?

Transition to Higher Order Thinking Skills (HOTS) Questions:

4. Critical Reading Styles (2 minutes):
o How can choosing the right reading style impact your critical thinking skills while interpreting a
text?
o Share a personal experience where using a specific reading style helped you analyze a text more
effectively.
5. Prosodic Features in Real-life (1 minute):
o Provide an example of a real-life situation where prosodic features influenced your perception
of a speaker's message.
o How can you apply prosodic features to enhance your own spoken communication?
6. Language and Cultural Sensitivity (1 minute):
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ENGLISH LEARNING PLAN PUROK 5 PUNTIAN, QUEZON,
o Discuss the BUKDINON importance of
using context- appropriate
language for effective
communication and cultural sensitivity.
o Share a scenario where being aware of language variation was crucial in a communication
setting.

Engaging and Interactive Objective:

Learning: To allow students to interact, share ideas, and explore concepts related to reading styles, prosodic features,
(30minutes) slang, colloquial expressions, and context-appropriate language use.

Activity 1: Reading Style Scenarios (10 minutes)

 Divide the class into small groups of 3-4 students.
 Provide each group with a scenario that requires them to choose the most appropriate reading style (e.g., a
news article, a fictional story, a technical manual, or a poem).
 Ask each group to discuss and decide which reading style they would use for the given scenario and
explain their choice.
Processing Question:
 What critical thinking processes did your group go through to determine the most suitable reading style
for the assigned scenario?
 How does your chosen reading style enhance comprehension in that context?

Activity 2: Prosodic Features Exploration (10 minutes)

 Give each group a short dialogue or speech transcript with prosodic features highlighted (e.g., variations
in pitch, intonation, and stress).
 Ask students to work together to analyze how these features affect the meaning and impact of the spoken
content.
 Each group should present their analysis to the class and provide examples from the given text.
Processing Question:
 What insights did your group gain by examining the prosodic features in the dialogue?
 How do variations in pitch, intonation, and stress contribute to the overall message conveyed by the
speaker?

Activity 3: Language Variation and Context (10 minutes)

 Provide each group with a set of sentences containing slang or colloquial expressions.
 Instruct them to discuss the appropriateness of these sentences in different contexts (e.g., formal vs.
informal settings).
 Each group should identify scenarios where these expressions may or may not be suitable.
Processing Question:
 How did your group approach the task of evaluating language variations for context-appropriate use?
 What did you discover about the impact of using language that matches the context?

Teacher's Role:
 Circulate among the groups, asking follow-up questions and guiding discussions.
 Ensure that each group actively participates and shares their conclusions with the class.
 Facilitate a concluding discussion to consolidate learning, address any questions or misconceptions, and
encourage students to relate the activities to real-life communication scenarios.

Formative Assessment: Part 1: Skimming and Reading Comprehension (5 minutes)

(10 minutes)
 Provide each student with a printed or digital text passage with headings and subheadings.
 Instruct them to read the passage and skim for major ideas using the headings as a guide.
 After skimming, ask students to jot down the main ideas they identified based on the headings.

Self-Monitoring:
Encourage students to assess their skimming skills and whether they effectively extracted the major ideas
from the text.
Individual Correction:
Students self-check their skimming outcomes and make corrections if necessary.

Part 2: Prosodic Features and Language Analysis (5 minutes)

 Hand out printed or digital transcripts of short dialogues or speeches where prosodic features are
highlighted (variations in volume, pitch, intonation, and stress).
 Ask students to read these transcripts and identify important points signaled by the prosodic features.
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ENGLISH LEARNING PLAN PUROK 5 PUNTIAN, QUEZON,
 After reading, have students BUKDINON share what they
believe are the key points from the dialogue.

Self-Monitoring:
Students assess their ability to identify important points based on prosodic cues.
Guided Intervention:
For students who may have difficulty, guide them in understanding how prosodic features indicate
important points in speech.

Teacher's Role:
 Circulate among students, offering guidance and support.
 Observe their self-monitoring and individual correction efforts.
 Provide additional assistance to students who may need guided intervention based on their self-
assessment.
Synthesis/Conclusion: Objective:
(5 minutes) To review and consolidate students' understanding of the key learning competencies related to skimming
for major ideas, listening for important points, structural analysis, distinguishing colloquial language, and
using prosodic features in communication.

Part 1: Revisiting Motive Questions (2 minutes)

 The teacher leads the class in revisiting the motive questions that were introduced at the beginning of the
lesson.
 Students are asked to review the answers they provided and check whether they were correct or if they
need correction.
 In cases where answers were incorrect, the teacher encourages students to explain why they were wrong.

Part 2: Formulating a Summary and Generating Insights (3 minutes)

 The teacher prompts the students to put together all the ideas discussed during the lesson and form a
comprehensive summary.
 Students are encouraged to generate insights based on the concepts related to skimming, prosodic features,
language variation, and using appropriate prosodic features in communication.
 The teacher guides the class in seeing the big picture by highlighting the most important points discussed
throughout the lesson.

Teacher's Role:
 The teacher facilitates the discussion, ensuring that motive questions are revisited and student answers are
reviewed.
 The teacher helps students in summarizing key concepts and generating insights.
 Encourage students to actively participate in the synthesis and share their insights.

Closure/Reflective Objective:
Thinking To provide students with an opportunity for reflection on the learning targets and encourage them to
(5 minutes) identify what they have learned and what they may need to further explore.

 The teacher begins the closure by reminding students of the learning targets for the lesson:
 Students are given a moment to reflect on what they have learned during the lesson related to these
targets.
 The teacher then asks students to identify any aspects or specific points within these learning targets that
they feel they have not fully understood yet or need further clarification.
 Students are encouraged to share their reflections and questions with the class, fostering an open
discussion.
 The teacher provides guidance and suggestions on how students can further explore the areas they find
challenging, such as additional readings, practice, or seeking clarification.
Teacher's Role:
 The teacher guides the reflective thinking process, ensuring that students consider what they have learned
and what they may need to work on further.
 Encourage open and respectful discussion among students.
 Offer suggestions and resources for students to address their areas of uncertainty or curiosity.
Expanded Schedule- Objective:
Follow-up Provide differentiated assignments and formative assessments to establish mastery learning based on
assignment/rigorous competencies. Offer one-on-one assistance to students as needed, and explore differentiated instruction
formative assessment based on interest or learning styles.
(Differentiated)
Skimming Practice:
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ENGLISH LEARNING PLAN PUROK 5 PUNTIAN, QUEZON,
Assign reading exercises BUKDINON tailored to
students' interests for the "Skim for major
ideas" competency.
Prosodic Features Analysis:
Analyze short dialogues for "Listening for important points."
Language Analysis Assignment:
Identify colloquial language in sentences for "Distinguish features of colloquial language."
Individualized Prosody Practice:
Use audio clips for "Use appropriate prosodic features in speech."
Poetry Pitch Levels Exercise:
Identify pitch levels in poems for "Observe correct pitch levels."
One-on-One Assistance:
Highlight availability for students needing help with assignments.
Learning Styles:
Suggest considering learning styles for assignment completion.
Reference to Learning Handouts:
Encourage students to use their notes for assignment guidance.
Teacher's Role:
 Provide clear instructions aligned with competencies.
 Offer support and guidance to individual students.
 Promote exploration of interests and learning styles during assignments.

PREPAPRED BY:

________________________________

APPROVED BY:

MARIE DAWN D. PINAT

SCHOOL DIRECTOR
 PUNTIAN TECHNICAL INSTITUTE, INC.
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ENGLISH LEARNING PLAN PUROK 5 PUNTIAN, QUEZON,
BUKDINON

School PUNTIAN TECHNICAL INSTITUTE, INC. Grade Level Grade 7

Teacher Learning Area English
Time and Date Quarter First Quarter, Week 2 Day 1 & 2
LEARNING PLAN WEEK 2 (DAY 1): EFFECTIVE READING AND ORAL COMMUNICATION SKILLS
I. OBJECTIVES
A. Content Standards 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

B. Performance Standards 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

C. Learning 8. Skim for major ideas using headings as a guide, N7SS-I-b-1.5.1

Competencies/Objectives
Write the LC code
9. Listen for important points signaled by volume, projection, pitch, stress, intonation, juncture, and rate of
speech, EN7LC-I-b-5.1
10. Note the changes in volume, projection, pitch, stress, intonation, juncture, and rate of speech that affect
meaning, EN7LC-I-b-5.2
11. Use structural analysis to determine the meaning of unfamiliar words or expressions from the material
viewed, EN7VC-I-b-8
12. Distinguish features of colloquial language (fillers, contractions, etc.) and slang, EN7V-I-b-22.1
13. Use appropriate prosodic features of speech like pitch, stress, juncture, intonation, volume and projection,
and rate/speed of speech in differing oral communication situations, EN7OL-I-b1.14
14. Observe the correct pitch levels (high, medium, low) when reading lines of poetry, sample sentences, and
paragraphs, EN7OL-I-b-1.14.2

Learning Target  I can choose and apply the right reading style for my purpose, enhancing comprehension and critical
thinking skills.
 I can appreciate prosodic features' role in effective communication and analyze how changes in these
features affect spoken language's meaning.
 I can differentiate between slang and colloquial expressions, understanding their impact on language use
and cultural sensitivity, and value the importance of context-appropriate language.

Instructional Materials:  Various reading materials with different purposes (e.g., news articles, stories, academic texts).
 Audio clips illustrating prosodic features in speech.
 Worksheets with sentences for subject-verb agreement practice.
Motivation: Interactive Discussion (5 minutes):
(5 minutes)
Title: "Unleash Your Inner Speaker"

Description:
In this interactive discussion, the teacher sets the stage for the lesson by involving the students in a group
conversation about the power of effective communication.
Activity Steps:
 PUNTIAN TECHNICAL INSTITUTE, INC.
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ENGLISH LEARNING PLAN PUROK 5 PUNTIAN, QUEZON,
 Introduction (1 minute): BUKDINON
Begin by asking students if they've ever had to
speak in front of a group, whether in a
classroom presentation, a debate, or a simple conversation.
 Questioning (2 minutes):
Pose open-ended questions to the class, encouraging them to share their thoughts and experiences. For
example:
o "Can anyone share an experience where effective communication made a difference?"
o "What skills do you think are important for a speaker to engage and connect with an audience?"
o "How can effective communication impact your daily life?"
 Class Participation (1 minute):
Encourage students to share their opinions, experiences, or any tips they have on being a good
communicator. This interactive approach will get them engaged and thinking about the subject.
 Connection to Lesson (1 minute):
Tie the discussion to the lesson on Effective Reading and Oral Communication Skills. Explain that the
lesson will help them develop these very skills discussed in the class, making them more effective and
confident speakers.
 Expectation Setting (30 seconds):
Summarize the objectives of the lesson and let students know that they will soon be learning techniques to
enhance their reading and speaking abilities.

Springboard: Objective: To engage students in exploring the learning competencies related to reading styles, prosodic features in
(10 minutes) communication, and understanding slang and colloquial expressions.

Questions for Lower Order Thinking Skills (LOTS):

4. Reading Styles (2 minutes):
o Why do we use different reading styles, like skimming, scanning, and intensive reading?
o Share an example of a situation where you used one of these reading styles and how it helped
you understand the text.
5. Prosodic Features (2 minutes):
o Can you name some prosodic features in spoken language, like volume, pitch, and intonation?
o Give a brief explanation of how these features can impact the meaning of a spoken sentence.
6. Language Variation (2 minutes):
o What is the difference between slang and colloquial expressions in language?
o Can you think of an example where using slang or colloquial language might not be suitable for
effective communication?

Transition to Higher Order Thinking Skills (HOTS) Questions:

7. Critical Reading Styles (2 minutes):
o How can choosing the right reading style impact your critical thinking skills while interpreting a
text?
o Share a personal experience where using a specific reading style helped you analyze a text more
effectively.
8. Prosodic Features in Real-life (1 minute):
o Provide an example of a real-life situation where prosodic features influenced your perception
of a speaker's message.
o How can you apply prosodic features to enhance your own spoken communication?
9. Language and Cultural Sensitivity (1 minute):
o Discuss the importance of using context-appropriate language for effective communication and
cultural sensitivity.
o Share a scenario where being aware of language variation was crucial in a communication
setting.

Engaging and Interactive

Learning:
(30minutes)
Formative Assessment: 
(10 minutes)

Synthesis/Conclusion:
(5 minutes)
Closure/Reflective 
Thinking
(5 minutes)
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ENGLISH LEARNING PLAN PUROK 5 PUNTIAN, QUEZON,
Expanded Schedule- BUKDINON
Follow-up
assignment/rigorous
formative assessment
(Differentiated)