g7 English Lesson Exemplar 2nd Quarterpdf PDF Free

CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter 2
Building Relationships
Lesson 1
How Others See Me
Content Standard:
The learner demonstrates understanding of: Philippine literature during the Period of
Apprenticeship as a means of examining conflicts; various purposeful listening and viewing strategies;
difference between literal and figurative language; ways to extract and condense information based on
library sources; verbal and non-verbal cues in oral
communication; and types of phrases, clauses, and sentences.
Performance Standard:
The learner transfers learning by: resolving conflicts presented in literary selections;
using tools and mechanisms in locating library resources; extracting information and noting
details from texts to write a précis, summary, or paraphrase; distinguishing between and using literal
and figurative language and verbal and non-
verbal cues; use phrases, clauses, and sentences meaningfully and appropriately.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
1 | P ag e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: SECOND
Theme: Building Relationships
Sub-Theme: How Others See Me
Content Standard:
The learner demonstrates of:
understanding Philippine literature The learner transfers learning by:
resolving conflicts presented in literary
during the Period of Apprenticeship as a
selections; using tools and mechanisms in
means of examining conflicts; various
locating library resources; extracting
purposeful listening and viewing strategies;
information and noting details from texts to write
difference between literal and figurative
a précis, summary, or paraphrase; distinguishing
language; ways to extract and condense
between and using literal and figurative
information based on library sources; verbal
language and verbal and non-verbal cues; use
and non-verbal cues in oral communication;
phrases, clauses, and sentences meaningfully and
and types of phrases, clauses, and sentences.
appropriately.
I. LEARNING COMPETENCY
EN7LT-II-a-4.1: Identify the distinguishing features of literature during the Period of
Apprenticeship
Objectives:
1. Understand the distinguishing features of literature during the period of
Apprenticeship
2. Identify the distinguishing features of literature during the period of
Apprenticeship
3. Appreciate how our literature evolved from the Pre-Colonial to
Apprenticeship Period through a timeline
II. LEARNING CONTENT

Lesson: Philippine Literature during Apprenticeship Period
Materials:
1. Handouts
2. Timeline Worksheets
3. Art Materials
References:
1. K to 12 Curriculum G (May, 2016), p.152
2. Notes on the Apprenticeship Period (1910- 1935) Retrieved from
http://linglithumanities.blogspot.com/2011/10/notes-on-apprentice-ship-
period- 1910.html
2 | P ag e
III. LEARNING TASKS
Introduction: Philippine literature in English, as a direct result of American

colonization of the country, could not escape being imitative of American
models of writing especially during its period of apprenticeship.
Preliminary Activity:
. Essential Question: How the Americans influenced the literature of the

Philippines?
Activity:
. Task 1: Timeline!
Directions: Using the handout of ―Notes on the Apprenticeship Period‖, each
group will create a timeline to present significant events in Philippine
Literature during the apprenticeship period.You will take turns filling in the
various events.
Analysis:
. Task 2: Show Us!

Directions:Through discussion, each event will be checked according to its
completeness and sequence.The output will be graded according to the
following criteria (point scale of 1-5):
 Content: All events are complete and sequenced correctly
 Visual Appearance: Well laid-out and attractive, and very neat
Abstraction:
. Task 3: Describe the Apprentice!

Directions:From the discussion, give the distinguishing features of literature
during the period of Apprenticeship.
3 | P ag e
Application:
. Task 4: Timeline of
Directions:Complete the timeline below using your notes on apprenticeship
period.
4 | P ag e
Notes on the Apprenticeship Period (1910-1935)
In 1900 English became the official medium of instruction in Philippine schools. The first teachers were army men
and their wives. In 1901 the Philippine Normal School was founded to train the Filipino teachers to take
charge of elementary education. In the same year the army transport, Thomas, brought 600 American teachers to
the country to be incorporated into the educational system. These teachers introduced English and American
literature to the Filipinos.
The period of 1910 to 1935 is generally called the period of apprenticeship or imitation. Virginia R. Moreno, in
her “A Critical Study of the Shorty Story in English Written by Filipinos,” describes the years 1910-1925 “as
a period of novices with their exercises in fiction-making and the rise of the new language.”
The Filipino writers imitated American and English writers. This fact is hardly surprising since the early writers were,
for the most part, college students or young graduates whose literary education had been largely confined to
American and English authors.
The University of the Philippines was founded in 1908. It became the center of the literary effort. In September
1910, the first issue of the UP Folio came off the press. This publication was recognized as embodiment of
the early attempts of Filipinos at self-expression in English.
The UP Folio was replaced by the Philippine Collegian. Other publications which introduced Philippine
literature in English to the public were Philippine Review, Independent, Rising Philippines, and Citizens.
In 1920 the Philippine Herald, the first Filipino daily in English, was founded. It paid for literary work it
published and thus gave a financial reward to writers in English, especially in the short story.
The period of apprenticeship was inaugurated b two significant events. In 1925 A. V. H. Jartendorp became the
editor- publisher of the Philippine Education Magazine. This soon became the Philippine Magazine, the most
influential literary magazine of its time. The Manila Tribune was established in the same year. It began publishing a
Sunday supplement featuring original short stories and poems written in English. Other journals followed and there
was a market, although still very limited, for Filipino literary output in English.
In 1927, the UP writers club was founded and began publishing the Literary Apprentice, which became the
most prestigious college literary publication in the country. In the same year, the Bureau of Education published
Philippine Prose and Poetry, which was prescribed as a high school textbook. Furthermore, Jose Garcia Villa
introduced Walt Whitman to the Philippines with the publication of his unconventional “Man Songs.” This
brought in awave of experimentation and rapid development.
The literary output was further stimulated by literary contests. The first of these was that offered by the Philippine
Free Press in the field of the short story. The short story became the favorite form among Filipino writers.
In 1927 the Free Press published the first anthology of Philippine short stories written in English. The short
stories during this period were either romantic tales of the past with legendary figures or were imitations of plots
and themes from American and other foreign sources.
The most significant short story produced during this period was “Dead Stars” by Paz Marquez-Benitez. It
was published in the Philippines Herald on September 20, 1925. Her fellow writers immediately recognized
the story as incomparably superior to all other Filipino short stories published up to then.
The poetry of the apprenticeship period was dominated by sentimental love lyrics. Verbal exuberance made the
poems artificial and insincere. “SursumSurda is the first known Philippine poem in English; it appeared in the
Philippine Free Press in 1907.
The first notable collection of Philippine essays in English, “Thinking of Ourselves,” compiled and edited by Vicente
M. Hilario and Eliseo M. Quirino, appeared in 1924. The essays dealt with Philippine traditions and history,
religion, philosophy, ethics, literature and the arts, politics and government, and other significant matters bearing
on Philippine culture.
The play produced during this period was mostly highly emotional rather than emotional experiences. Some
were contrived melodramas or broad comedies. American influence on the Filipino drama was less discernable,
but contact with American plays was extensive and foreign plays were often staged in Manila. However drama
suffered from public apathy. It could not compete with the zarzuela, which was then at the height of its popularity.
The early novels in English were sentimental. The fact is that the cultural basis of literature was too thin to
support a sustained, complex tradition necessary for a novel. Zolio M. Galang‟s “Child of Sorrow,” the first
Filipino novel in English, was published in 1924.
Reference:
Serrano, J. D. and Trinidad M. Ames. A Survey of Philippine Literature in English. 1988. Phoenix Press:
9 Quezon City, 2000.
Retrieved from http://linglithumanities.blogspot.com/2011/10/notes-on-apprentice-ship-period-1910.html
5 | P ag e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: SECOND
Content Standard:
information and noting details from texts to
difference between literal and figurati ve
write a précis, summary, or paraphrase;
distinguishing between and using literal
information based on library sources;
and figurative language and verbal and
verbal and non-verbal cues in oral
non-verbal cues; use phrases, clauses, and
communication; and types of phrases,
sentences meaningfully and appropriately.
clauses, and sentences.
EN7LT-IIIa-4: Discover the conflicts presented in literary selections and the need to
resolve those conflicts in nonviolent ways
Objectives:
1. Understand the difference between internal and external conflicts

2. Discover the conflicts found in the selection ―The Centipede ‖ and the
need to resolve those in non-violent ways

3. Narrate an incident in life similar to the conflict found in the selection ―The
Centipede‖
4. Appreciate the importance of resolving conflicts in non-violent ways

Lesson: “The Centipede” by Rony V. Diaz
Materials:
1. Mask Templates
2. Coloring Materials
3. Copies of ‗Writing an Anecdote‘ Rubric
References:
1. K to 12 Curriculum Guide (May, 2016) p. 152
2. Teacher‘s Guide pp. 2-7

3. Learning Package (Second Quarter) p. 1-6
4. Humorous Anecdote Rubric, Retrieved from
https://www.rcampus.com/rubricshowc.cfm?code=Q 3463B&sp=yes&
6 | P ag e
III. LEARNING TASKS
Introduction: The strong bond between siblings is natural among Filipino families.
However, there are times that conflicts arise.
Unmask the Mystery!
Each of you will be given a blank template of a mask.
. Task 1:
 How I View Myself (Internal)
On the given mask, you will write five adjectives or nouns (positive or
negative) which you associate to yourself using hashtags (Ex: #brave).
 How Others View Me (External)
On the other side of the mask, you will ask five of your classmates to give
hashtags, one adjective/noun (positive or negative) that they would use
to associate to you.
. Task 2. Face-off!
Facing a partner, compare the descriptions that your classmates wrote for
you with those of you wrote for yourself. How similar are they? How different
are they?
. Task 3. Listen and Design It!
Listen to a song entitled ―This is me‖ by Demi Lovato. Make a connection

between the song and the previous activity. Then, with your art materials,
design your own mask which will reflect your personality.
. Task 4: Parade of Mask: Show the Real You!

After designing your own mask, you will wear your masks and present it to
the class as if you are models on a cat walk. Your output will be graded
according to the following criteria (point scale of 1-4):
 Understanding
-Demonstration that instructions and concepts are
understood  Craftsmanship/Skill
-Neatness, precision, care
 Creativity/Originality
-Inventiveness, expression of ideas and imagination
 Effort
-Time dedicated to finish the task inside and/or out of
class  Cooperation
-Attitude during class time; willingness to complete set up, clean
up tasks
 -Participation during the presentation of masks
7 | P ag e
Activity:
. Task 5: Locate, Reflect, Evaluate!
Directions: Locate information in the selection to complete the table below. Make sure you can
defend your answers.
How Eddie How Eddie How Eddie’s How Eddie’s

Viewed His Viewed Sister Sister
Sister Himself Viewed Him Viewed Herself
Analysis:
Once you have finished the table, answer the following questions:
1. Do you think Eddie„s actions at the end of the story were justified? Why or
why not?
2. Had you been in the same situation, would you have done what Eddie
did? Why or why not?
3. Why is the story entitled as such? What is the title„s significance to the
developments in the story?
Abstraction:
Discuss the following possibilities in resolving conflict:
a. Get angry. Both persons involved in an argument may insist that they are
right and would refuse to listen to the other person. (Lose-Lose)
b. Postpone. Both may put off talking about the problem until they are both
calm to talk.
c. Give in. The other person surrenders to what the other one wants. (Lose-
Win)
d. Get help. The two persons involved in the disagreement would ask a third
person to help them solve the problem.
e. Compromise. Both persons involved in the conflict talk calmly and find a
solution that would make them both satisfied. (Win-Win)
. Task 6: Twist and Act! (Alternative Ending)

Directions: With your group, create and perform a skit that shows how you want the
story to end, highlighting how you will resolve conflicts in non-violent
ways.
8 | P ag e
Application:
. Task 7: Blast from the Past!
Think of a story from your childhood when you played a prank on
a sibling, friend, or parent. If you are still in good terms with that
person, interview him or her so that you can
get a more complete view of that episode. Complete the
statement that follows the grid.
I played a prank on … Because… The result was… I learned that…
Assessment:
 Once you are done, share your anecdote with your classmates. Then,
write it in a story form. Please be guided by the rubric that follows.
WRITING AN ANECDOTE
Criteria Excellent Good Fair Poor
5 4 3 1
Organization
The description has a The description has The description The writing does
stated focus and clear a focus and a clear has an not have a
and appropriate organization, such as organization, but noticeable
organization, such as spatial, chronological, either it needs organization.
spatial, chronological, or order of improvement or it Transitions
or order of importance. importance. should be changed maybe lacking,
Transitions Transitions usually to a different and the
consistently help help readers follow organization. Some relationship
readers follow the organization transitions are between details may
organization. used, but more are be hard to
needed. understand.
Elements of
Description The overall purpose The overall purpose The overall The overall
is clear. Many vivid is clear. Sensory purpose is not purpose maybe
sensory details and apt details and always clear. unclear or non-
comparisons help comparisons help Some sensory existent. Few
readers visualize a readers visualize a details and sensory details or
person, place, or event. person, place, or comparisons are comparisons are
All the details relate to event. Most details used, but more are included. The
the central focus and relate to the needed. description does
are appropriate to the central focus and Extraneous details not help readers
audience. the writer are should be visualize a
creates a unique appropriate to the eliminated. The person, place, or
description that audience. The writer creates a event.
helps readers share writer creates a description that tells
the realistic about the
experience. description that experience rather
readers can follow. than helps
readers share it.
Conventions
Grammar, There are few or no There are minor There are numerous Numerous errors in
Usage, errors in mechanics, errors in mechanics, errors in mechanics, mechanics, usage,
Mechanics, and usage, grammar, or usage, grammar, or usage, grammar, or grammar, or
Spelling spelling. Word choice spelling. Word spelling. Word spelling may hinder
is consistently careful choice is usually choice is often comprehension.
and precise. careful and precise. general, Word choice is
vague, or imprecise. general and
imprecise.
Humorous
Technique The writer The writer uses a The writer attempts to The writer fails to
successfully uses a humorous technique use a humorous use a humorous
humorous but some of the technique but fails to technique, and
technique while also points in the event tell about key points the key points in
telling about an are in the event. the event are
9 | P ag e
event. unclear. unclear.
9 | P ag e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: SECOND
Content Standard:
The learner demonstrates
understanding of: Philippine literature The learner transfers learning by:
during the Period of Apprenticeship as a means resolving conflicts presented in literary
of examining conflicts;various purposeful selections; using tools and mechanisms in
listening and viewing strategies; locating library resources; extracting
a précis, summary, or paraphrase;
information based on library sources; verbal distinguishing between and using literal and
and non-verbal cues in oral communication; figurative language and verbal and non-verbal
and types of phrases, clauses, and sentences. cues; use phrases, clauses, and sentences
meaningfully and appropriately.
EN7V-II-a- 10.1: Discriminate between literal and figurative language
EN7V-II-a10.1: Classify sample texts into literal or figurative
Objectives:
1. Explain the difference between literal and figurative meanings
2. Discriminate between literal and figurative language
3. Classify sample texts into literal or figurative
4. Show an understanding by identifying literal and figurative language in
sentences
Lesson: Literal and Figurative Language
Materials:
1. Song Lyrics in paper strips
2. Activity Sheets
3. Manila paper/s
4. Copies of Rubrics
References:
2. Teacher‘s Guide p.4
3. Learning Package (Second Quarter) p. 5
4. Sing Your Heart Out, Figuratively!, Retrieved from
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/46223
5. Chart and Oral Presentation Rubric, Retrieved from
10 | P ag e
https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=W5WB27&
III. LEARNING TASKS
Introduction: There isa special type of word choice, which we call "figurative language"
which is a word or a phrase that does not have an everyday, literal meaning. Authors use
figurative language to make their writing more interesting
or entertaining for the reader.
Today, you will be speaking in that special language.
"Good morning my students who are like sponges ready to soak up new knowledge
each day! I am so excited about today's lesson I just might burst! I'm going to introduce you to
words today that will slowly tip-toe into your head and snuggle into your mind. You will be glad
you have them so you can use them like
secret ingredients to make your writing fantastic!"
. Task 1: Sing it, Please!
Directions: With your group, you will be given a strip of paper with a line from an OPM
song. Altogether, you should sing it and guess the title of the song to
earn points. The given title of the song will be your temporary group name.
Example of Popular Songs: (Feel free to tailor your list however you see
appropriate for your students' interests/needs.)
 Ikaw by Yeng Constantino

Ikawang pagibig nabinigay
Sa akin ng may kapal
Biyayakasabuhayko
Ligaya'tpagibig ko'yikaw
 Kilometro by Sarah Geronimo

Gagawin ko anglahat upangsahuli, sahuli,
Sa huli ay tayo
Kung kailangan kong tahakin ang kilome, kilome
Kilometrong layo
 Your Love by Alamid

Your love is like the sun
That lights up my whole world
I feel the warmth inside
Your love is like the river
That flows down through my veins
I feel the chill inside
 Mr. Right by KimChiu

Ikaw ngaba siMr. Right?
Ikaw ngaba love of my life?
Ikaw nga baang icing saibabaw ng cupcake ko?
Ikaw ngaba siMr. Right? (Mr. Right)
Ikaw ngaba love of my life? (Of my life?)
Ikaw nga bamagbabalik ngitisa'king mga mata
SiMr. Right kaba?
Mr. Right naba? Mr. Right kaba?
11 | P ag e
Activity:
(Assumption: The students were asked to bring a printed copy of their favorite
songs, one OPM song and any popular song.)
. Task 2: Hunt like Eddie!
Directions: With your group, use the lyrics you brought to class to fill in the T- Chart
with the lines corresponding to Literal and Figurative Language. Be
Literal Language Figurative Language
ready to present your output to the class.
Analysis:
Once you have finished the chart, make sure to accomplish the following on
your report.
 From the figurative language column, explain what the author/writer is
suggesting, implying, or meaning.
Abstraction:
. Task 3: A Word/Phrase Please!
Directions: Capsulize the meaning of literal and figurative language by giving
each of them a word or a phrase.
Literal language -
Figurative Language -
*Possible Answers:
Literal language - no other meaning
Figurative language - underlying/deeper meaning
12 | P ag e
Application:
. Task 4: Literal or Figurative?
Directions: Determine whether each statement below is literal or figurative.
Write L if the statement is literal. Write F if the statement is figurative.
1. Berto was tasked by Delia to kill Berto‗s adopted dog.

2. Centipedes often scare people because of how they look.
3. Delia‗s resentment toward Eddie could be traced back to their mother‗s
death.
4. Eddie saw his sister as a thorn on his side – something which should be
plucked.
5. Eddie‗s feelings toward his sister could be compared to that of an
overheated kettle.
6. Eddie‗s sister was stunned when she saw the centipede.
7. Even as a young boy, Eddie already had the instincts of a hunter.
8. For most of the story, Eddie and Delia were like oil and water.
9. Once, Eddie thought that Delia was extending the olive branch to him.
10. Their father often told Eddie and Delia to keep the peace.
CHART & ORAL PRESENTATION

Criteria Excellent Good Fair Needs Improvement
4 3 2 1
Visual The chart includes all Chart meets all Does not have all of The chart is lacking in
Requirements required elements and required elements; the required elements elements required and
includes effective use however, it of the chart. Also, in resources used.
of sources. does not utilize the sources are not used There are many
resources in the most in an effective gaps in
effective manner. manner, or there is not information presented.
Includes the minimum enough information
amount of presented.
required information.
Work The work done The work was done Work is done with fair Work is done with little
quality/effort exceeds all with good effort that effort, but the quality is effort, quality is not what
expectations and shows still not what the group the learner is capable of.
shows that the group is what the group is is capable of. It is It is evident that the work
proud of their work. capable of. It is evident evident that the work was rushed and little
The effort that was put that time was time was spent on the
into this task is was put into this chart rushed. final
excellent. and presentation. product. Work is
incomplete.
Style/Mechanics The chart has an The chart is clear and The chart lacks style The chart lacks a
element of creativity and logical and contains and reads more like a clear understanding
style, and is not just a song lines as well as list of song lines than of the
list of song lines. The very few mistakes. an oral presentation. subject matter and
chart is presented in a Good clear The chart lacks there are many errors.
clear presentation. neatness and The
and concise manner clarity. chart is not creative.
with full understanding
of the subject.
Presentation The student/swork The student/s speaks There are several The student is
with fluency, speaks clearly and presents confusing moments unprepared to work. No
clearly and puts good amount of the and the information preparation was done
his/her information expected. presented is not for the presentation and
information with completed relayed the information that is
complete during the presentation. presented lacks many
understanding. It is The elements of what is
evident that the student has not expected.
student has prepared practiced prior to the
in advance. presentation.
13 | P ag e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: SECOND
Content Standard:
during the Period of Apprenticeship as a means
of examining conflicts;various purposeful
listening and viewing strategies; difference locating library resources; extracting
between literal and figurative language;ways to information and noting details from texts to write
extract and condense information based on a précis, summary, or paraphrase; distinguishing
library sources; between and using literal and figurative
verbal and non-verbal cues in oral phrases, clauses, and sentences meaningfully and
communication; and types of phrases, clauses, appropriately.
and sentences.
EN7 SS-II-d- 1.3/1.4: Get information from the different parts of a book and from
general references in the library
Objectives:
1. Identify the different parts of a book
2. Get information from the index as part of a book
3. Show an understanding on how to take care of books

Lesson: Parts of a Book (Focus: Index)
Materials:
1. Tarpapel
2. Sample Textbooks
3. Activity Sheets
References:
3. Learning Package (Second Quarter) p. 5
4. Alabastro, S. T &Panelo, T. G. (2001). Bridges to Better Communication.
Marikina City: J.C. Palabay Enterprises, Inc.
5. Tayao, M. L. et. al. (1991). English in Use. Manila: Rex Printing Company,
Inc.
14 | P ag e
III. LEARNING TASKS
Introduction: Books are person‘s best friend. They are the primary source of knowledge.
They are valuable source for research information. Thus, it is
important for us to get acquainted with the different parts of a book.
. Task 1: “ Pinoy Henyo ”
Directions:Choose from your group who will guess the mystery word by asking
a seriesof yes-no-maybe questions. The fastest team to guess their mystery
word/s correctly wins the game.
The mystery words are:

1. Cover Page
2. Spine
3. Title Page
4. Copyright page
5. Foreword
6. Table of Contents
7. Text
8. Glossary
9. Bibliography
10. Index
Activity:
. Task 2: Book to Walk!
Directions:With your group, choose one from the given textbooks. In this gallery
walk, you will accomplish the tasks in each station by reading the
selection and answering the questions after it.
Station 1: Now pause for a while. Examine one of your textbooks and answer
these questions.
15 | P ag e
1. What is the complete title of the book?
2. In what parts of the book do you find the title?
3. Who are the authors of the book?
4. Which part of the book gives you the full name of the authors?
5. Are the full names of the authors found on the cover, too? on the side of
the book?
6. Who are the publishers of the book?
7. In what parts of the book do you find this information? 8.
Where was the book published?
Station 2: Go over the textbook you chose earlier. Then, answer these
questions.
9. When was the book published? Would you say it is a recent version or
not?
10. Who, if any, inspired the author to writes the book? What does he say in
his dedication?
11. Name at least one person or one source cited by the author for their ideas
which were made use of in the book.
16 | P ag e
Station 3: Answer these questions using the text you have chosen to examine
as point of reference.
12. How many units or chapters are there in your book? Which
part of the book gave you this information?
13. Which is the longest unit? the shortest one?
14. Is there an alphabetical list of topics found in your book?
15. Does your book have a separate list of illustrations? Where is this list
found, before or after the table of contents?
16. Does your book have a glossary? Where is it found, at the beginning
or at the end of the text?
Analysis:
Question: How does an examination of the parts of a book help you as a
reader/researcher determine quickly if it is the book you need?
Abstraction:
. Task 3: Book to Care!
Directions: Answer the following questions honestly to find out whether you
know how to take care of your book.
1. Do I handle my book with dirty hand? yes no sometimes

2. Do I use bookmarks to show where I yes no sometimes
stopped?
3. Do I use a book to protect my head from the yes no sometimes
rain?
4. Do I use pencils for bookmarks? yes no sometimes
5. Do I cover my book to protect it from yes no sometimes
dust?
6. Do I draw pictures in my book? yes no sometimes
7. Do I dog-ear my book to mark the page where I yes no sometimes
stopped?
8. Do I turn the pages of my book gently? yes no sometimes
(Three of the questions should get a yes answer and five should be answered no. Your
teacher will tell you whether you got them right. Give the reasons for
such answer.)
Application:
. Task 4: Examine that Book!
Directions: Examine your chosen book and answer the following questions.
17 | P ag e
11. What is the complete title of the book?
12. Who is/are the author/s of your book?

13. Which part of the book gives you the title of the book and the full name
of the authors?
14. Who are the publisher/s of the book? Which part of the book gives this
information?
15. Where is the book published?
16. When is it published? Is it a new edition? Why?
17. How many units or chapters does your book have?
18. How are the topics arranged in this part of the book?
19. Does the book have an alphabet listing of the topics discussed? Which
part of the book do you find out?

20. What is the last part of your book?What information does it give?
e
. Task 3: Index!
Directions: Give the page and volume where each of the following topics is
found. Refer to the ―index page‖ below.
Index
Paper *landforms 1 – 111-112
* illus. 8 – 1125 * map of 1 – 110
kinds 8 – 1120-1128 natural resources 2 - 275
preparation of 5 – 952-955 population 2 – 250
Pangilinan, Jose rainfall 3 - 411
education 1 – 104-105 size of 2 - 250
literary works 1 – 105-107 temperature 3 - 410
Philippines Poor Little Rich Boy 5 – 613-
*animals 2 – 277-280 617 Rime of the Ancient
* climate 3 – 410-411 Mariner, The
*culture, literature, and arts 9 – 1020-1030 6 – 817-818
Topics Volume Page

1. literature of the Philippines ________ ________
2. natural resources of the Philippines ________ ________
3. animals of the Philippines ________ ________
4. literary works of Jose Pangilinan ________ ________
5. the story Poor Little Rich Boy ________ ________
6. illustrations on how paper is made ________ ________
7. land forms of the Philippines ________ ________

8. size of the Philippines ________ ________
9. the poem, The Rime of the Ancient Mariner ________ ________
10. population of the Philippines ________ ________
18 | P ag e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter 2
Lesson 2
Valuing My Family
Content Standard:
19 | P ag e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: SECOND
Sub-Theme: Valuing My Family
Content Standard:
appropriately.
EN7LT-IIIa-4: Discover the conflicts presented in literary selections and the need to
resolve those conflicts in nonviolent ways
EN7LT-II-d-2.2: Explain how the elements specific to a genre contribute to the
theme of a particular literary selection
EN7LT-II-0-2.2.2: Explain the literary devices used
EN7VC-II-a- 1/2: Note details, sequence and relationships
Objectives:
1. Infer the meaning of the symbol in the selection
2. Share an incident in life similar to the one found in the selection
3. Note details through a video analysis
4. Synthesize what you have learned by illustrating the symbol in the text in a
photomontage
5. Realize the value of family through the images used in the photomontage

Lesson: “The Mats ” by Francisco Arcellana
Materials:
1. Graphic Organizer - Sociogram
2. Television
3. Copies of the Rubrics
References:
1. K to 12 Curriculum Guide (May, 2016) p. 153- 154
2. Teacher‘s Guide (Second Quarter) pp. 8- 11
20 | P ag e
3. Learning Package (Second Quarter) p. 7- 15
4. Eco-friendly Philippine Mats (Banig) : A Symbol of Filipino Culture,
Retrieved from www.youtube.com/watch?v=Rb1A2wYQWIc
5. The Mats, Retrieved from
http://baimaleihareviews.blogspot.com/2008/11/review-7-mats_794.html
6. Photo Montage, Retrieved from
http://www.rcampus.com/rubricshowc.cfm?code=G97C5W&sp=true
7. Sociogram, Retrieved from
https://www.rcampus.com/rubricshowc.cfm?code=G66252&sp=yes&
III. LEARNING TASKS

Introduction: The closeness in the family has always been a major Filipino value. “The
Mats” is a short story written by Francisco Arcellana that captures a father's affection towards
his family. It is set somewhere before World War II , the time
when people did not sleep in beds but slept on mats.
The mats or "banig" in Philippine history traces back its importance in the 19th
century when mats were made to order by families to be given as gifts for
wedding, birthdays and other special occasions.
Requiring expertise and creativity, the mat is made of buri (palm), pandan or sea grass
leaves which are dried, usually dyed, then cut into strips and woven into mats, which may be
plain or intricate. Mat weaving was a woman's work, a
tradition that had been around for ages.
— Preliminary Activity:
. Task 1: Mix-Pair-Chat!
Directions: Each of you will think of a symbol, mingle around the room, stop, pair, and
chat about the examples you encountered in everyday life, for
example:
 a green light tells you it is your turn to go
 a bell may signal the beginning of the school day
 a gold cross on a necklace suggests the wearer is a Christian
Then, classify the examples collected using the headings:

 visual  non-verbal
 written  verbal
 music and sound effects
. Task 2: Eco-Mats!
Directions: You will watch a YouTube video entitled “Eco-friendly Philippine
Mats (Banig)”.This is a short documentary film featuring the lives of local mat
We are an emergingweavers
division in a very
where small town
excellence is ainhabit
Leyte,
andPhilippines.
allegiance for quality is a pledge.
21 | P ag e
While watching the video, ponder on the question below:
Why do you think a mat (banig) is considered a
symbol of Filipino culture?
Activity:
. Task 3: We Are Family!
Sociogram is a visual representation or

map of the relationships between
individuals.
Directions: Describe the relationship among the members of the Angeles

family using a sociogram. Include the following details:
1. Names of the family members
2. Relationship to each other
3. Qualities or characteristics
4. Attitudes/Reactions towards the members
5. Family issues
Analysis:
. Task 4: Check Point!
Answer the following questions:
11. How did Mr. Angeles open his bundle of

mats? 12. Who received the first mat?
13. Describe Mr. Angeles's mat.
14. Why was Marcelina worried about
hermat? 15. When could Jose use his mat?
16. Why were there some mats leftover?
17. What did Nana Emilia say about the mats leftover?
18. What did Nana Emilia do while the mats were
being unfolded?
19. Describe the last three mats.
W
22 | P ag e
Abstraction:
. Task 5: Loved Ones!
Directions: Share your personal experience/s of losing a loved one.Think of
real life instances that show how you still value the important people in your
life who are no longer here on earth. If there is something you would offer to
him/her, what would it be?
. Task 6: Bid Farewell – “The Tayabense Way”

Directions: Research about the death and burial practice in Tayabas. Then,
compare such practices to other town of your choice.
Application:
. Task 7: Photomontage!
A photomontage is a composite
picture made by cutting and joining a
number of photographs and text to form
a unified whole that communicates
meaning to the viewer.
Directions: For this project, you will be combining what you have learned about
symbolism in Francisco Arcellana‘s ―The Mats‖ .
Your goals in creating the photomontage are as follows:

 Further explore the symbol of family in the selection.
 Using multiple websites, find images and text that deal with ―family‖ that
convey a similar meaning as the symbol used in the selection.

 Use the images and text to create a photomontage that expresses how
you feel about the story you have read.
23 | P ag e
SOCIOGRAM
Good Fair Poor
4 3 2
Space Student effectively Student somewhat Student does not
uses distance or uses distance or thoughtfully
size to show size to show consider distance or
power, proximity power, proximity size as a
and other and other reflection of power,
relationships. relationships. proximity or other
relationships.
Images Student effectively Student somewhat Student does not
uses labels, uses labels, thoughtfully use
shapes, line types, shapes, line types, labels, shapes, line
color, and symbols to color, and symbols to types, color, and
add depth and insight add depth and insight symbols to add
into into depth and insight
characters, their characters, their into characters,
conflicts, and their conflicts, and their their conflicts, and
relationships. relationships. their relationships.
Overall Reflects good Reflects some Reflects little depth of
depth of thought and depth of thought, thought, effort or
exceptional effort effort and neatness. Student
and neatness. Student portrays 1
neatness. Student portrays at character.
portrays at minimum 3
minimum 5 characters.
characters.
Creativity Student presents a Student presents Student presents
creative flair or some creative flair or little creativity or
ingenious ideas. original ideas. originality.
Presentation Student provides an Student provides an Student provides an
in depth in depth in depth
explanation of explanation of explanation of very
each aspect of most aspects of few aspects of the
the sociogram the sociogram sociogram and
and its connection to and their their connection to the
the story. connection to the story.
story.
24 | P ag e
PHOTOMONTAGE
Criteria Excellent Good Fair Poor
5 4 3 1
Thinking/Inquiry Class time was Class time was Class time was Class time
used wisely. used wisely. not always was not s
Much time Some time used wisely. used wisely.
and effort and effort Student Student did
went into went into should have not put in
learning the learning the put in more additional
skills needed skills needed time and effort.
to execute the to execute the effort.
artistic vision. artistic vision.
Selection/Presentation The montage The montage The montage The montage
contains 9- 12 contains 6-9 contains 3-6 or contains 3 or
photos all photos all less photos all less photos all
different and different and different and different but
focused. They focused. focused. some are not
are original focused.
with strong
composition
and variety.
Knowledge The montage The montage The montage The montage
shows shows good shows little was put
considerable attention to attention to together
attention to photo editing construction. sloppily items
photo editing techniques. The images appear to be
and strong The images display a just slapped
evidence and display a good average on. There is
a deep understanding understanding strong
understanding of photo of photo evidence of
of the editing editing cut and
components techniques. techniques. paste
of a great techniques.
photo
montage.
Application Edits project Edits project Edits project Edits project

with a high with with with limited
degree of considerable moderate effectiveness
effectiveness. effectiveness effectiveness and most of
The photos but a few but more than the photos
blend photos do not a few photos used have
smoothly and blend do not blend sharp edges
the transitions smoothly. smoothly. and are not
from image to blended.
image are
excellent.
25 | P ag e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: SECOND
Sub-Theme: Valuing My Family
Content Standard:
of examining conflicts;various purposeful selections; using tools and mechanisms in
listening and viewing strategies; locating library resources; extracting
difference between literal and figurative a précis, summary, or paraphrase;
information based on library sources; verbal distinguishing between and using literal and
figurative language and verbal and non-verbal
cues; use phrases, clauses, and sentences
EN7V-II-c- 10.1.2: Identify figures of speech that show comparison (simile,
metaphor, personification)
Objectives:
1. Determine the simile, metaphor, and personification in popular songs
2. Identify the figure of speech used in a given poem
3. Use figure of speech in their own writing
4. Practice the use of figure of speech to show comparison

Lesson: Figure of Speech: Simile, Metaphor, Personification
Materials:
1. Activity Sheets
2. Manila papers
3. Television/Speaker
References:
3. Learning Package (Second Quarter) p. 12- 13
4. Alcober, E. M. et.al. (2000). English Arts. Quezon City: JTW Corporation.
5.
26 | P ag e
III. LEARNING TASKS
Introduction: Many writers, in composing poems and prose, use language that is not literal but
which represent things, actions, and ideas. Such language includes figures of speech that enhance
meaning and imaginative quality of poems and prose. The most commonly uses figures of
speech are the simile, metaphor, and
personification. Let us review these figures of speech.
. Task 1: Sort the Songs!
Directions: You will be listening to parts of popular songs. Listen carefully and read the
lyrics displayed as each song plays in order. Then, place them on
the correct part of the chart.
Simile Metaphor Personification
Activity:
. Task 2: Spoken for!
Directions: With your group, recall the specific details about the mats given by Mr.
Angeles. Write down the similarities and differences among the mats
using the table below.
Features of Nana Emilia Jaime Marcelina Jose Josefina,

the Mats Victoria,
Concepcion
a. materials
b. design
. Task 3. As You Like It!

Directions: Read the following sentences and take note of the underlined
phrases.
1. Talk about the mats flared up again like wildfire.

2. To the children it seemed as new as the first time it was spread before them.
3. The mat was almost as austere in design as Mr. Angeles' own, and it had a name.
4. The separate letters, spelling out the names of the dead among them, did not
seem glow or shine with a festive sheen as did the other living names.
Analysis:
1. What two items are being compared in each sentence?
2. What words or expressions are used to compare them?
3. How does simile make a sentence more meaningful?
27 | P ag e
Abstraction:
. Task 4: Fill Me Up!
Directions: Fill in the missing word to complete the definition of the following
figures of speech.
A simile is a direct between objects of different kinds which are

however similar in one respect. The comparison in simile is
usually introduced by such words as and .
A metaphor is an implied simile. It does not, like , say that an object is

like the other or acts as the other, but compare the two
objects as if they are and the .
Personification is a figure of speech in which and are

given qualities.
Application:
. Task 5: Pick Me Up!
Directions: Pick out the figure of speech in the following poem.
The Philippines is like a nest

On which beautiful flowers rest;
She is as full of love forme
As the wide wave-covered sea;
She is like a cherished madness
for whom my thoughts are endless;
She is as self-possessed as a matron
Like an heiress of a great throne
she rules a kingdom of volcanoes.
She wears a crown of stars wherever she goes.
- Fermando Ma. Guerrero, Mi Patria
. Task 6: Figure it out!

Directions: Create as many figures of speech as you can to describe the following.
Identify the figures of speech you have used. Be guided with the
following examples.
1. noise of a waterfall
2. buzzing of mosquitoes
3. a beautiful white dress

4. a tree with many red flowers
5. loud voice of a person
28 | P ag e
Example: waves
a. The waves were like mountains being thrown angrily to the shore.
(simile)
b. The waves were mountains rolling towards the shore. (metaphor)
c. The waves laughed and danced around my knees. (personification)
1. noise of a waterfall
a.
b.
c.
2. buzzing of mosquitoes
a.
b.
c.
3. beautiful white dress

a.
b.
c.
4. a tree with many red flowers

a.
b.
c.
5. loud voice of a person

a.
b.
c.
. Task 7: Let’s Dig More!

Directions: Read the following expressions and indicate whether it is a simile,
metaphor, or personification.
1.Girdling my loins is blood rich in milk.

2. Mighty rivers are furrowing the earth.
3. My house is my land.
4. Trees rise as temples.
5. Trees grapple with winds.
6. Life is a dream.
7. The white mares of the moon rush along the sky.
8. The wind tapped like a tired man.
9.His speech is like a whisper of a thousand bees.
10. He is a lion in a fight.
29 | P ag e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: SECOND
Sub-Theme: Reconciling the Past and the Present
Content Standard:
of examining conflicts; various purposeful selections; using tools and mechanisms in
listening and viewing strategies; difference locating library resources; extracting
between literal and figurative language; ways to information and noting details from texts to write
extract and condense information based on a précis, summary, or paraphrase; distinguishing
library sources; between literal and figurative language and
verbal and non- verbal cues; use phrases,
verbal and non-verbal cues in oral clauses, and sentences meaningfully and
communication; and types of phrases, appropriately.
EN7OL-II-a-4: Use verbal and non verbal cues in conversations, dialogs, or

interviews.
Objectives:
1. Understand the concept of effective communication.
2. Use appropriate verbal and non-verbal turn-giving cues.
3. Recognize the role of active listening in effective communication.

Lesson: Verbal and Non- Verbal Cues in Conversations
Materials:
1. Pictures of facial expressions and gestures
2. Video clips
3. TV/tablet/laptop/projector
References:
1. K to 12 Curriculum Guide (May, 2016) p.
2. Let‘s Talk 3 Second Edition by Leo Jones pp.8-9
3. Culturally Speaking by Rhona B. Genzel pp.2- 14
4. Understanding Filipinos through Body Language
http://primer.com.ph/tips-guides/2016/07/22/understanding-filipinos-
through-body-language/
30 | P ag e
III. LEARNING TASKS
Introduction: It's important to recognize, though, that it's our nonverbal
communication—our facial expressions, gestures, eye contact, posture, and tone of voice
—that speak the loudest. The ability to understand and use nonverbal communication, or
body language, is a powerful tool that can help you connect with others, express what you
really mean, and build better
relationships.
Preliminary Activity
. Task 1: Give Me a Sign!
Directions: Show a sign for some commonly used hand gestures below.
1. to show that you have won
2. to ask someone to come closer
3. to wish for good luck
4. to ask someone to stop
5. to show approval
. Task 2: Photo Analysis!

Directions: Look at each photograph. Answer the questions, and be
prepared to share your answers.
How well do these women know each other?

How can you tell?
Who is talking? How do you know? Are the

listeners interested in what the speaker has to
say? How do you know?
— Analysis
Directions: Look at the pictures on Tasks 1& 2. Do any of these gestures have a different
meaning in your country? Explain how they are used in your
country? Lead a discussion on the process of effective communication.
Abstraction
Directions: Give a recap of the following key ideas:
1. Aspects of facial expression , gesture and posture
2. Nonverbal Cues as Complements to Verbal Messages
3. Role of active listening in effective communication
31 | P ag e
Good communication is …
Good communicator is …
Application
. Task 3: Pinoys!
Directions: The chart below gives several nonverbal cues and their uses. In the space
provided, explain what nonverbal cues are used in your culture
in the same situations.
Nonverbal Cues in the Nonverbal Cues in the
Purpose
United States Philippines
1. To get the waiter’s Raise your hand.
attention
2. To ask the teacher a Raise your hand.
question
3. To indicate you have to Look at your watch, stand
leave up, or begin to gather
your
belongings.
4. To show someone Point using your index finger.
something
5. To indicate No Move your head from side
to
side.
6. To indicate Yes Move your head up and down.
7. To show you don’t know Shrug your shoulders.
something
8. To share a secret or a Wink.
joke
. Task 4: Play a Role!
Directions: Below is a list of situations in which you can use hand gestures to show
how you feel. Choose one situation and act it out in front of the class. The objective
of this activity is for your classmates to guess which
situation you have chosen by watching your gestures.
a. You want someone to come to you.
b. You want to show approval.
c. You want to show that your team has just won the game.
d. You want to wish someone good luck.
e. You want someone to stop coming toward you.
32 | P ag e
Gesture What It means When You Would Use It
1.
2.
3.
. Task 5: Far and Near!

Directions: Other countries do not have the same rules for deciding how close to
each other people sit or stand in different situations. Fill in the chart below for
your country. The first situation has been filled in for the
United States.
Distance PeopleSit or Stand Type of Body Language

Situations
from Each Other People Would Use
1. Riding on a bus with People try to sit at least Looking away or out
people you don’t know one seat from another the window, reading,
person and avoid touching. crossing
They stand as arms, clutching packages
far apart as possible.
2. Waiting in a doctor’s
office
3. Waiting inline
4. Eating lunch in a
restaurant or café’
5. Talking to one’sboss or
teacher
6. Talking to friends in a
group
7. Talking to a friend about
something personal
8. Talking to stranger
9. Talking to a child
. Task 6: Small Talk!

Directions: Sometimes small talk is a way to meet someone or start a
conversation. Present a dialogue between people who are not very close. Consider
acceptable and unacceptable topics in your country.
Use appropriate verbal and nonverbal cues.
. Task 7: Hush!
Directions: Submit a video clip without an audio. Everything should be
presented
We are an emerging division wherenonverbally.
excellence isHere is the
a habit andlist of situations:
allegiance for quality is a pledge.
33 | P ag e
 You are coming home late, parents are waiting in anger.
 You found out your favorite celebrity is going to visit your town.
 You receive a bad grade in your test.
As you watch the video clip, on the first column, write what you think is the
situation. Then, explain your answer on the second column. The last
column will be answered after the group gives the correct answer.
This is about… Why I think so… Actual Situation

1.
2.
3.
34 | P ag e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: SECOND
Content Standard:
of examining conflicts; various purposeful
listening and viewing strategies; difference
between literal and figurative language; ways to
extract and condense information based on
library sources; verbal and non-verbal cues
in oral communication; and types of
phrases, clauses, and sentences.
appropriately.
EN7G-II-a- 1: Use phrases, clauses, and sentences appropriately and meaningfully
Objectives:
1. Explain the different kinds of verb complements and how these are used
2. Utilize appropriate verb complementation forms in completing sentences
with transitive verbs.

3. Exhibit a correct understanding by identifying verb complements and their
use in statements.
Lesson: Verb Complementation Forms
Materials:
2. Activity Sheets
3. Manila papers
4. Copies of Rubrics
References:
3. Learning Package (Second Quarter) p. 40-41, 59
4. Palomar, L. A. & Pimentel, K. R. (2016). Interactive English 7. Philippines:
Jemma, Inc.
35 | P ag e
III. LEARNING TASKS
Introduction: Verbs have features or complements to determine how many other words would
follow. Many verbs can be followed by an object, a verb structure,
or, an expression that has information about the object (of the verb).
. Task 1. Sing it, Please!
Directions: With your group, you will be given a strip of paper with a line from a
song. These lines are not complete; be sure to fill out the remaining words of the lyrics
and afterwards, guess the title of the song and the artist
who sang it.
. Take , see the butterflies‟ color.

Listen that are sent to sing for me and you… (Rainbow
by Southborder)
. Wish I may, wish I might find . Wish that I‟ll

be the sun…(Wish I may by Alden Richards)
. „Cause everyday, every night, I keep . And I pray

that someday, you will wake up in my arms and love will never end… (I’l be
There by Julie Anne San Jose)
. There are times, when I just want , with

the stars in the night. There are times, when I just want
, in a cold night. (Forevermore by Side A)
. You look at meand I begin , just like asnow when the

ray of sun is felt. (On the Wings of Love by Regine Velasquez)
. Task 2. Next Word or not!

Directions: Some sentences can stand on its own with just a subject and a
verb. Determine if you the statements below can stand on their own. If
not, complete the different sentences.
1. I smile … 6. Jeremy loves …

2. The man gives … 7. The teacher jumps …
3. The students rides … 8. He listened …

4. The old man cried … 9. The beggar asks …
5. The policemen throw … 10. The businessman counts …
36 | P ag e
Activity:
. Task 3. Watch Out!
Directions: Study the following sentences. Each item has two sentences, one is with
the correct use of verb forms (words that follow the verb) while the other one has an
incorrect use of verb forms. Choose the correct
sentence.
1. a. Mr. Angeles seems having a problem.

b. Mr. Angeles seems to have a problem.
2. a. Nana Emilia must start moving on with his life.

b. Nana Emilia must stop to move on with his life.
3. a. Mr. Angeles and Nana Emilia decided on loving each
other despite their differences.
b. Mr. Angeles and Nana Emilia decided to love each
other despite their differences.
4. a. Antonio is eager to return to school.
b. Antonio is eager returning to school.
Analysis:
. Task 4. Let’s Analyze!
1. What two items are being compared in each sentence?
2. What words or expressions are used to compare them?
3. How does simile make a sentence more meaningful?
— Abstraction:
Verbs have features or complements to determine how many other words
would follow. Many verbs can be followed by:
1. An object;
2. A verb structure; or,
3. An expression that has information about the object (of the verb).
Check the Rules!

So what are these forms or features which may follow the main verb in the
sentence?
1. Verbs followed by one object: the direct object (DO) or the indirect
object (IO).
a. Mr. Angeles asked Marcelina.
b. Mr. Angeles asked a question.
2. Verbs followed by two objects: the indirect object, usually a person,
37 | P ag e
comes first before the direct object.
a. Mr. Angeles asked Marcelina a question.
b. Mr. Angeles gave her the mats.
Some of the verbs which can be followed by two objects are: bring, buy, cost, get, give,
leave, lend, make, offer, owe, pass, pay, play, promise, read,
refuse, send, show, sing, take, teach, tell, wish, write.
3. Verbs explain, suggest, and describe are not used with the structure IO +
DO.
a. ― Nana Emilia, please explain your decision to me.” (DO + IO)
b. ―Can you describe a perfect mat to me?”
Incorrect: ―Can you describe me a perfect mat?”
4. Verbs followed by object + infinitive, rather than by a that-clause
a. ―I don‗t want him to go.”
Incorrect: ― I don ‗t want that he goes.”
b. ―We didn ‗t allow Antonio and Marcelina to continue fighting.”
Incorrect: ―We didn ‗t allow Antonio and Marcelina that they continue
fighting.”
Application:
. Task 5. As You Like It!
Directions: Underline the correct verb complements in the parentheses.
1. The wife decided (accepting/to accept) the gift.

2. The lawyer appreciates (to have/having) this recognition.
3. Andrea‘s father doesn‘t approve of her (going/to go) to the party.
4. The team found it very difficult (reaching/to reach) a goal.
5. Lita is interested in (to open/opening) a restaurant.
6. Jerico has no intention of (to leave/leaving) the school now.
7. The kids are eager (to return/returning) to school in summer.
8. His brother would be better off (to buy/buying) this coat.
9. The teacher refused (to accept/accepting) the gift.
10. Angel regrets (to be/being) the one to have exposed the secret.
38 | P ag e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter 2
Lesson 3
Reconciling the Past and the Present
Content Standard:
39 | P ag e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: SECOND
Content Standard:
information and noting details from texts to
difference between literal and figurati ve
write a précis, summary, or paraphrase;
distinguishing between literal and
information based on library sources;
figurative language and verbal and non-
verbal and non-verbal cues in oral
verbal cues; use phrases, clauses, and
communication; and types of phrases,
sentences meaningfully and appropriately.
EN7LT-II-d.2.2: Explain how the elements specific to a genre contribute to the

theme of a particular literary selection
EN7 LT- II-d-2.2.: Express appreciation for sensory images used
Objectives:
1. Discuss characterization as an important element of short fiction
2. Create a sketch to infer character through feelings, motives, drives,
intentions, moods, statements, or appearance

3. Appreciate the theme of love and sacrifice as depicted in the story ―How
My Brother Leon Brought Home Wife‖

Lesson: “How My Brother Leon Brought Home a Wife” by Manuel E. Arguilla
Materials:
1. Lyrics of the song Manila Girl by Put3ska
2. Speaker
3. Copies of the Literary Text
References:
2. Teacher‘s Guide pp. 13- 14

3. Learner‘s Material pp. 18-25
4. Interactive English 7 by Lito L. Palomar et al. pp.112- 119
40 | P ag e
III. LEARNING TASKS
Introduction:
“The best thing to learn in life is about adjustment; it is better to bend a little than
to break a loving relationship.”- Anonymous
What is your understanding of this quotation? Find out how the message of this
quototion relotes to the ideo of the story “How My Brother Leon Brought
Home o Wife” by Monuel E. Arguillo.
In the story you are about to read, you will meet the character of Maria- a Monilo Girl
who morried o ‘probinsyano ,. Find out what happens when she decided to live with him in
the province. Can a city woman like Maria adjust well
to a life in the province?
. Task 1: Illustrate Character Traits!
Directions: You will receive a list words (posh, assertive, extroverted, daring, liberal).
Complete the illustrated character trait sheets for each of the words.
Be ready to present your output. You will take one of the roles listed below:
1. Researcher: looks up the definitions of character traits

2. Recorder: writes on the project paper
3. Director: thinks of actions that show the character traits, also presents the
project
4. Illustrator: draw/choose emoticons that show the character traits. Other
students should help color.
Classy
stylish and
Example sophisticated
 The character trait

 The definition
 A drawing showing how the character trait
could be implied or indirectly linked to a character A classy character
might carry luxury
 A chorocter might …
bag.
Description of how the character trait could be shown.
Rubric (Scale of 1-5 points)

Definitions: Did you define all five words? Did you define them correctly?
Illustrations: Did you illustrate word meaning? Does it look presentable?
Explanations: Did you explain how your illustration shows the word meaning?
Quality: Overall quality, neatness, artistry, and penmanship
41 | P ag e
Activity:
. Task 2: Sit Back, Relax, and Relish the Music!
Directions: Listen to a popular song in the 90‘s by a band called Put3ska. You
can refer to the copy of the lyrics and sing along with it. Then, answer the
questions that follow:
Flashing like lightning, I can't believe it

My eyes won't fail me, see I'm not loaded
Time rolled swiftly, and I keep rockin rollin
Forget to open my eyes on a bright modern girl.
Manila girl, manila girl

Manila girl, manila girl
No walls gonna block you
Nobody's gonna stop you
Your feet is movin steady
I dare you follow me.
I followed all rainbows, it took me all directions

I found me no gold but for a pearl I'm stone
cold Wind keeps on touching, engine keeps
on rollin
Sideways, front ways, what's your name anyway?
1. Can you guess the title of the song you‘ve just listened to?
2. How will you describe a typical Manila Girl?
. Task 3: Unlock the Difficulties!

Directions: For better understanding of the selection, give the meaning of the underlined
words. Write the letter of the correct answer on the blanks
provided.
a. Atmospheric moisture, dust or smoke that causes reduced

visibility. b. Lacking a steady rhythm
c. Move or jump suddenly
d. A cord, rope or cable that is hanging loosely
e. A barrier constructed to contain the flow of water
f. Imagine to be the case or probable
g. A connection (like a clamp or vise ) between two things so they move together
1. The field swam in a golden haze.

2. I saw the end of a yoke.
3.Labangwoul have bolted.
4. The slack of the rope was obvious.
5.Labang rocked jerkingly.
6. I surmised she must be beautiful.
42 | P ag e
Proof
Proof
Character
Analysis :
Proof
. Task 4: Think it through!
Directions: Answer the following questions:
1. Who is the girl that was introduced in the beginning of the story?
Describe her.
2. What instructions did the father give to Baldo?
3. Describe Baldo‘s first encounter with Maria. Did he like her?
4. Did Maria miss the buildings, cars, and noise in the city?
5. What happened when they arrived? What did the father ask B aldo?
What was his intention?

6. What is the purpose of the author?
Abstraction
. Task 5: Pairs!
Directions: Share your insights about the different methods of
characterization. The acronym, ―PAIRS ‖, can help you recall the

five methods of characterization:
1. Physical description
2. Action
3. Inner thoughts
4. Reactions
5. Speech
Reflect: Does love involve sacrifice or compromise? Justify your answer.
Application
. Task 6: MI Time!
Directions: With your multiple intelligence group, understand characterization
more by accomplishing your assigned task.
 Music Smart: Apply a melody of your chosen song to the lyrics of ―A Sky
Sown with Stars ”.
 Body Smart: Create a tableau of a scene from the story to demonstrate
your understanding of the characters in the selection.
 Word Smart: Complete the Character Chart for each of the characters in
the story:
 Art Smart: What would Maria look like in the present time? Create her
sketch and upload it in your Instagram account.
43 | P ag e
RUBRI
Music Composition (20pts.)
. Confidently sings in tune for most songs appropriate to student‘s level. Proper
breath control enhances phrasing. Matches pitch reliably. (5 pts)
. Maintains appropriate tempo/rhythm for given songs.(5pts)
. Dynamics are appropriate for different aspects of the song. (5pts)
. Expression enhances performance by adding appropriate depth and emotional range.
(5pts)
Tableau Presentation (20pts.)
. Expressions and energy in frozen positions (1-5 pts)

. Composition and blocking(1-5 pts)
. Creative and dramatic interpretation using bodies(1-5 pts)
. Group Dynamics: Cooperation, communication, work ethics(1-5 pts)
Character Chart (20 pts.)
. Interpretation of the character is accurate and is based on logical and insightful textual
references. (5 pts)
. The evidence strongly and insightfully supports the interpretation. Evidence is clearly
stated and citations to the text are included. (5 pts)
. Details are placed in a logical order and the way they are presented effectively
keeps the interest of the reader. (5 pts)
. There are no spelling or punctuation errors present in paper. The paper follows the
format accurately. (5 pts)
Character Sketch (20 pts.)
. Craftsmanship is exceptional. (5 pts)

. Used all the drawing tools and techniques in original and inventive ways. (5 pts)
. Worked independently and completed high quality work using the required knowledge and
skill. (5 pts)
. Put forth extra effort to be successful in this unit. (5 pts)
44 | P ag e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: SECOND
Content Standard:
between literal and figurative language and
in oral communication; and types of phrases,
clauses, and sentences meaningfully and
appropriately.
EN7LT-II-d-2.2.1: Express appreciation for sensory images
Objectives:
1. Point out the effective uses of imagery and sensory details.
2. Create a wordle for words related to imagery.
3. Express appreciation for sensory images through series of tasks.

Lesson: Imagery/Sensory Details
Materials:
1. Speaker
2. Dictionary
3. Handouts
4. Internet connection for Wordle creator application(if possible)
References:
2. Interactive English 8 by Lito A. Palomar et al. pp. 36-38
3. https://www.tesol.org/connect/tesol-resource-center/search-
details/lesson-plans/2016/01/11/descriptive-writing-lesson-plan-for-
differentiated-learning
45 | P ag e
III. LEARNING TASKS
Introduction: Do you have a favorite author? What is it about this author that you really like or
admire? A brief discussion on ‗Hooking One‘s Readers/Audience‘ follows. Words are the
tools of a writer. The more words he or she is able to command, the better the writing can
be. Some of the most important tools for the writer are sense words that help to focus images
and actions. The ability to bring readers into the world he is creating makes his work more
interesting and
exciting.
Preliminary Activity
. Task 1: Picture It!

Directions: Play the sound of sea waves. Close your eyes for 1 minute and imagine
you‘re in a beach. What do you see, hear, and feel? The words will
be written on the board to form clusters.
. Task 2: Make Sense!

Directions: Use a dictionary and look up examples of sensory words. Then
place them in their correct category.
Sight Touch Sound Smell Taste
. Task 3: Portray!
Directions: Recall the character of Maria in How My Brother Leon Brought Home a
Wife. What sensory words did the author use to portray her
character?
Example: Her nails were long, but they were not painted.
Analysis
1. What is sensory imagery?
2. What becomes of a person‘s writing or speech when he/she has no
knowledge of imagery?
Abstraction
. Task 4: Sum it up!
Directions: Complete the statements below.
Sensory imagery is .
Skill in the use of imagery helps writers to .
46 | P ag e
Application
. Task 5: Spice It Up!
Directions: Below is a narrative lacking in details. With your partner, make it descriptive
and interesting by using the words from the word pool. Write the
revised version in a Manila paper.
Last week I went out for a meal with a friend. We went to a
restaurant. I had sinigang to start with; followed by tapa tips and
French fries. Then I had coffee and ice-cream. At the end of the
evening, we went home.
Crispy exquisitely tender slowly

Arm-in-arm mouth-watering my best
Fresh, aromatic very posh
Marvelous deliciously tasty
. Task 6: Wordle/Word Cloud!

Directions: Create a wordle of the word imagery. Surf the internet for word
cloud generators.
WORDLE/WORD CLOUD
Wordle and Explanation Rubric
Exemplary Good Needs Improvement Unsatisfactory Points
4 points 3 points 2 points 1 point Awarded
Application of Word Cloud is excellent and Word Cloud is thorough, Word Cloud is limited and Word Cloud is not produced
Technology demonstrates an effective appropriate, and demonstrates basic or has little variance to
understanding of the demonstrates a good understanding of the demonstrate understanding.
process. understanding of the process.
process.
Presentation The wordle is eye-catching The wordle is eye-catching The wordle is interesting and There seem to be not
and interesting to look at. and interesting to look at. eye-catching. It is not clear intentions with the words
The font and color scheme The font and color scheme that the color scheme and chosen or the layout. Color
reflect the content of the are appropriate to the font were chosen to scheme and font are
wordle. The submission is content. represent the content. inappropriate for the
neat and tidy. content.
Language, All of the words are directly Most of the words are Some of the words are None of the words relate to
Relevance, relevant to the topic. Word directly related to the topic. directly relevant to the the topic. Word choice and
and Literacy choice and key concepts Word choice and key topic. Word choice and key key concepts show no
show an extensive concepts show a thorough concepts show some understanding of the topic.
understanding of the topic. understanding of the topic. understanding of the topic. Numerous errors are
Rules of grammar are Rules of grammar are There may be some present.
followed. followed. grammatical errors.
Total Points Awarded:

Percentage:
47 | P ag e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: SECOND
Content Standard:
listening and viewing strategies; information and noting details from texts to
difference between literal and figurative write a précis, summary, or paraphrase;
information based on library sources; verbal distinguishing between literal and
figurative language and verbal and non- verbal
cues; use phrases, clauses, and sentences
EN7VC-II-c- 11: Narrate events chronologically/Arrange idea logically based on

a material viewed.
EN7 WC – II d-5.1: Identify key ideas
EN7 WC-II f-5.2: Identify supporting details
Objectives:
1. Understand the concept of sequencing events.
2. Recognize words that signal event order.
3. Identify key ideas and supporting details to summarize the events of a
story through comic strip.
4. Demonstrate cooperation as they work in groups.

Lesson: Sequencing Events in Narratives
Materials:
1. Worksheets
2. Sentence strips from a selected narrative
3. Desktop/laptop/netbook for comic strip construction
References:
2. Teacher‘s Guide (Second Quarter) pp. 14
3. Learning Package (Second Quarter) pp. 17- 18
48 | P ag e
4. Bassano,S. & Christison, M.A. (1987). Look Who‘s Talking! US: Alemany
Press.
5. Top 10 Most Iconic Pinoy Comic Strip Characters, Retrieved from
http://www.spot.ph/newsfeatures/56469/top- 10-pinoy-komiks-strip-
characters
III. LEARNING TASKS

Introduction: What is your understanding on the following proverb?
“Don‟t put the cart before the horse. ”
Writing can be presented in a fun and creative manner.
. Task 1: Comic Strip Challenge!
Directions: Each group will be given comic strips taken from newspapers. Look at
the pictures and words. The speech bubbles from the comic strips were removed. Order
them and imagine what the story or situation is. Then,
assign members who will act out for the class.
Here are examples of comic strips by Filipino artists:
Activity:
. Task 2: Getting It All Together!
Directions: With a partner, use the sequence of events below to create
speech/thought/exclamation bubbles to complete the comic strip
template below:
1. Iris and Basti usually ride to school in a car with a friend.

2. Yesterday, they had to ride the jeepney.
3. Their friend was sick.
4. The jeepney took them on a different route.
5. First, it stopped at the park.
6. Iris loved all the flowers.
7. She wanted to stay and enjoy them.
8. Next, it stopped at the market.
9. Basti loves markets.
10. He wanted to stay and shop.
11. There wasn‟t time.
12. Both Iris and Basti stayed on the jeepney.
13. They really enjoyed their ride.
14. Now they are going to take the jeepney every day.
49 | P ag e
Analysis
1. Did you find the activity difficult?
2. What helped you put the events in their correct sequence?
3. Discuss examples of words that signal event order.
Abstraction
What are the skills you gained when you learn how to sequence ideas or events
logically? (Examples: reasoning, inferring, etc.)
Application
. Task 3: In 6-Frame!
Directions: Summarize the events of ―How My Brother Leon Brought Home a
Wife ‖ through a six-fr ame comic strips. First, determine the correct
sequence of events.
How My Brother Leon Brought Home a Wife
. Though Maria was afraid of the reception that awaited them, s till she
managed to laugh and sing with Leon.
. Maria overcame her anxiety about Leon‘s father when she met him in
person.
. Leon went home to Nagrebcan in order for his family to meet Maria-his
beautiful wife whom he met in the city.
. The mother and sister of Leon warmly welcomed the couple.
. Baldo was instructed by his father to fetch the couple and to use the
longer and tortuous Waig instead of taking Camino Real.
. The father discreetly asked Baldo about their trip back home.
50 | P ag e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: SECOND
Content Standard:
listening and viewing strategies;
between literal and figurative language and
clauses, and sentences meaningfully and
appropriately.
EN7LC-II-C2.1/3.1: Note specific details/elements of the text listened to.
EN7LC-II-f-2.13: Determine the tone and mood of the characters/speakers of the
narrative listened to.
Objectives:
1. Understand the concept of tone and mood as literary devices.
2. Determine the tone and mood of the speaker in the listening text.
3. Practice appropriate tone through a dialogue.

Lesson: Identifying Tone/Mood in Spoken Language
Materials:
1. Speaker
2. Copies of the literary text (excerpt from How My Brother Leon Brought
Home A Wife)
3. Colored pen/pencil
4. Project paper/manila paper
References:
2. Teacher‘s Guide pp.
51 | P ag e
3. Learner‘s Material pp. 17- 18
4. Interactive English by Lito A. Palomar et al. p.197
5. Look Who‘s Talking by Mary Ann Christison et al. p.101, p.32
III. LEARNING TASKS

Introduction: Give your understanding of the quotation below:
. Task 1: Thinking and Feeling!
Directions: With your group, think of as many words as you can that describe
feelings. Write your words on the lines provided. A few words are given as
examples.
__nervous ___ __
sad _____ ____________ ____________
____________ ____________ ____________ ____________
____________ ____________ ____________ ____________
. Task 2: Upsies and Downsies!

Directions: Read the following definitions. Then answer the questions and
share your experiences with the class.
An “upsy” is something or someone who has made you feel good.
A “ downsy” is something or someone who has made you feel bad.
1. Recall someone who was an upsy for you. Think about the way the person
made you feel.
2. Recall someone who was a downsy for you. Think about the way the
person made you feel.
3. Think about the last time you were an upsy for someone else, What did you
do? How did you feel? What did they do? How did they feel?
4. Think about the last time you were a downsy for someone else. What did
you do? How did you feel? What did they do? How did they feel?
5. Think about things that have been downsies for you.
6. Think about things that have been upsies for you.
52 | P ag e
. Task 3: I feel it!
Directions: With your group, finish the sentences below. Listen carefully as your
classmates describe their feelings or emotions. Write your own feelings on the
lines provided.
When I get up in the morning , I feel

.
When I get a good grade on a test, I feel .
When someone understands my English well, I feel .
When I don‟t get enough sleep, I feel
. When I go to the dentist, I feel
. When I fight with a friend, I feel
. When someone is rude tome, I feel
.
When someone gives me a present, I feel .
When I don‟t have any money, I feel .
When I listen to upbeat music, I feel .
When I lose something, I feel .
Activity:
. Task 4: Mood Thermometer!
Directions: Think of the following questions:
 What color is happy? What color is angry? What color is jealousy?
 Make your own associations of colors and feelings/ emotions. There

are no ―right ‖ answers. Then think about the following questions:
 What color are you feeling today? Why?

 What is happening that is causing you to feel that color? Once you
have thought of their answers, draw the picture below on a large

piece of paper.
After completing the drawing, select a colored pen or pencil that best
represents the color they are feeling. Write your first name only next to a point on
the thermometer corresponding to the level of your present feeling (low, middle,
high). When everyone has written his or her name, have students observe their
graphic presentation.
53 | P ag e
Analysis
1. Comment on the activities you had.
2. Go over the feeling words work sheet. Explain what these words have to
do with tone and mood of a character or speaker.

3. Discuss the concept of tone and mood as important literary d evices.
Abstraction
What is the importance of identifying the tone and mood of a speaker or
character? Guide the students to arrive a t the concept below.

Tone and mood provide us with clues about a character’s true feelings or em
Application
. Task 4: Listen!
Directions: Listen to the conversation between Baldo and his father.
Determine their tone and the moods created by their words. Give the
appropriate word to describe each, and explain your answer in two to three
sentences.
TONE MOOD
Father
Example: serious Example: frightening
Explanation: Explanation:
Baldo
Example: amazed/awed Example: happy
Explanation Explanation:
. Task 4: Bring Me To Life!

Directions: Personify characters from the story ―How My Brother Leon Brought
Home a Wife ‖ and apply appropriate tones as you deliver their lines.
Example: Look, Noel! Yonder is our star! -MARIA

Tone: amazed!
54 | P ag e
LISTENING
There was no light in Father's room. There was no movement. He sat in the big armchair by the
western window, and
a star shone directly through it. He was smoking, but he removed the roll of tobacco from his
mouth when he saw
me. He laid it carefully on the windowsill before speaking.
"Did you meet anybody on the way?" he asked.
"No, Father," I said. "Nobody passes through the Waigat night."
He reached for his roll of tobacco and hitched himself up in the chair.
"She is very beautiful, Father."
"Was she afraid of Labang?" My father had not raised his voice, but the room seemed to resound
with it. And again I
saw her eyes on the long curving horns and the arm of my brother Leon around her shoulders.
"No, Father, she was not afraid."
"On the way---"
"She looked at the stars, Father. And Manong Leon sang."
"What did he sing?"
"---Sky Sown with Stars... She sang with him."
He was silent again. I could hear the low voices of Mother and my sister Aurelia downstairs. There
was also the voice of my brother Leon, and I thought that Father's voice must have been like it
when Father was young. He had laid the roll of tobacco on the windowsill once more. I watched
the smoke waver
faintly upward from the lighted end and vanish slowly into the night outside.
excerpt from How My Brother Leon Brought Home A Wife)
55 | P ag e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: SECOND
Content Standard:
in oral communication; and types of
phrases, clauses, and sentences.
appropriately.
EN7G-II-b- 1: Use phrases, clauses, and sentences appropriately and
meaningfully
Objectives:
1. Explain the different kinds of noun complements and how these are used
2. Utilize appropriate noun complementation forms in writing a letter
3. Exhibit a correct understanding by identifying noun complements and
their use in statements.

Lesson: Noun Complementation Forms
Materials:
2. Activity Sheets
3. Manila papers
4. Copy of the short story, How My Brother Leon brought Home a Wife
5. Rubric for letter writing
References:
3. Learning Package (Second Quarter) p. 23-24
56 | P ag e
4. The Noun Phrase Complement in English Grammar, Retrieved from
http://www.linguisticsgirl.com/the-noun-phrase-complement-in-english-
grammar/
5. Letter writing rubric, Retrieved from https://www.rcampus.com/
rubricshowc.cfm?sp=yes&code=G85A37&
III. LEARNING TASKS

Introduction: Sometimes we need to add something to a verb, noun or adjective to complete its
meaning. For example, if somebody says I want, we expect to
hear what he or she wants.
. Task 1: Match Maker!
Directions: With a pair, match the phrases in the first column with the appropriate
phrases from the second column in order to formulate good
sentences.
1. My father believes the belief a. of the community
2. Ana stands by her decision b. must be a tradition even at present.

3. Traditions are still followed by elders c. of not saying po and opo.
4. That pamamanhikan should be d. that engkantos live in huge trees

done before marriage
5. I do not agree with his action e. not to leave him.
. Which phrases are correctly connected with each other?

. How did you come up with your combination of phrases?
Activity:
. Task 2: We are Connected!
Directions: Study the sentences and find out the relationship between the
bold and italicized words.
1. There was a world of laughter between them and in them.

2. Crickets chirped from their homes in the cracks in the banks.
3. Father gave instructions to pass the Waig and into the fields instead of the
camino real.
4. Labang‗s white coat, which I had washed and brushed that morning, glistened
like beaten cotton.
57 | P ag e
o What is being modified by the following group of words:
 of laughter
 in the cracks
 to pass the Waig and into the fields
 which I had washed and brushed that morning
Analysis:
. Task 3: Sample Search!
Directions: The examples from the previous activity are phrases or clauses
found in the short story, “How my Brother Leon brought Home a Wife. ” Look
for more examples of noun complements in the story and write them on the
table below.
*Additional examples
Noun being modified Complement
father of six children
illness of an unknown cause
desire to help the poor people
wish to marry soon
house that is located near the river
carabao that is old already
Noun being modified Complement

1.
2.
3.
4.
5.
6.
Abstraction:
o How are these modifiers or complements formed?
o What do noun complements do in sentences?
Noun complements are words, phrases, and clauses that complete the meaning of a
noun or noun phrase. Unlike noun modifiers that modify or describe a noun or noun
phrase, noun complements complete the meaning
of a noun or noun phrase.

Noun complements are usually signaled with prepositions such as of, for and
to, and conjunction that.
58 | P ag e
Examples:
1. My parents and teachers support my passion for acting.
2. His hope of joining the student government is still in him.
3. Sarah‟s financial problem fuels her decision to quit school.
*The words underlined in each sentence are part of a prepositional phrase. Meanwhile,
the group of words starting with to is called an infinitive. These
phrases describe the noun before it.
1. The claim that Mr. Sandoval is a good teacher is true.

2. The child does not believe the fact that th ere is no class today.
*The words underlined in each sentence are part of a noun clause. This
clause usually describes the noun before it.
. Task 4: Categorize Complements!

Directions: Using your answers on your previous activity, categorize each
complement into prepositional phrase, infinitives, or clauses.
Prepositional Phrases Infinitives Clauses
— Application:
. Task 5. Letter Writing!
Directions: Suppose that one of your friends has already attended school in another
place. You want to describe your life and the changes in your
community ever since he/she left.
Write a friendly letter to him/her about these changes. Observe the proper structure of a
casual letter and be sure to use noun complements in writing it.
Be guided by the rubric to be provided.
59 | P ag e
FRIENDLY LETTER
Exemplary Good Needs Unsatisfactory

4 pts 3 pts Improvement 1 pts
2 pts
Parts of a
Letter Writes all five parts Writes four of Writes two to Writes one or
of afriendly letter. the five parts of three of the five none of the five
(Date, Greeting, a parts of a parts of a
Body, Salutation, friendly letter. friendly letter. friendly letter.
Signature) (Date, Greeting, (Date, Greeting, (Date, Greeting,
Body, Body, Body,
Salutation, Salutation, Salutation,
Signature) Signature) Signature)
Capitalization
& Writer makes no Writer makes 1- Writer makes 3- Writer makes
Punctuation errors in 2 error in 4 errors in more than 4
capitalization capitalization capitalization errors in
and and and capitalization
punctuation. punctuation. punctuation. and
punctuation.
Sentence
Structure All sentences are All sentences are Most sentences Many sentences
complete and complete and are complete are poorly
well- constructed well- constructed and well- written and
(no (no constructed (no structured.
fragments or run- fragments or fragments or
ons). Sentences run- ons). run-ons).
are interesting and
varied.
Spelling
There are less There are 3-6 Contains little Most words are
than three words words spelled evidence of spelled incorrectly.
spelled incorrectly. incorrectly. words spelled
correctly with
more than 6
spelling errors.
Ideas
There was a topic There was a There was a topic There was not a
sentence and all topic sentence sentence and topic sentence
sentences related to and all most sentences and sentences
the topic in a clear sentences related related to the were
manner. to the topic, but topic. unrelated.
not clearly.
60 | P ag e

g7 English Lesson Exemplar 2nd Quarterpdf PDF Free

Uploaded by

Document Information

Original Title

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 2nd Quarterpdf PDF Free

Uploaded by

Copyright:

Available Formats

CITY SCHOOLS DIVISION OF TAYABAS

II. LEARNING CONTENT

Introduction: Philippine literature in English, as a direct result of American

. Essential Question: How the Americans influenced the literature of the

. Task 2: Show Us!

. Task 3: Describe the Apprentice!

1. Understand the difference between internal and external conflicts

need to resolve those in non-violent ways

II. LEARNING CONTENT

2. Teacher‘s Guide pp. 2-7

However, there are times that conflicts arise.

 How Others View Me (External)

Listen to a song entitled ―This is me‖ by Demi Lovato. Make a connection

. Task 4: Parade of Mask: Show the Real You!

How Eddie How Eddie How Eddie’s How Eddie’s

. Task 6: Twist and Act! (Alternative Ending)

I played a prank on … Because… The result was… I learned that…

 Ikaw by Yeng Constantino

 Kilometro by Sarah Geronimo

 Your Love by Alamid

 Mr. Right by KimChiu

1. Berto was tasked by Delia to kill Berto‗s adopted dog.

CHART & ORAL PRESENTATION

II. LEARNING CONTENT

The mystery words are:

1. Do I handle my book with dirty hand? yes no sometimes

12. Who is/are the author/s of your book?

part of the book do you find out?

Topics Volume Page

7. land forms of the Philippines ________ ________

II. LEARNING CONTENT

III. LEARNING TASKS

Then, classify the examples collected using the headings:

Sociogram is a visual representation or

Directions: Describe the relationship among the members of the Angeles

11. How did Mr. Angeles open his bundle of

. Task 6: Bid Farewell – “The Tayabense Way”

Your goals in creating the photomontage are as follows:

convey a similar meaning as the symbol used in the selection.

you feel about the story you have read.

Application Edits project Edits project Edits project Edits project

II. LEARNING CONTENT

Features of Nana Emilia Jaime Marcelina Jose Josefina,

. Task 3. As You Like It!

1. Talk about the mats flared up again like wildfire.

A simile is a direct between objects of different kinds which are

A metaphor is an implied simile. It does not, like , say that an object is

Personification is a figure of speech in which and are

The Philippines is like a nest

. Task 6: Figure it out!

3. a beautiful white dress

3. beautiful white dress

4. a tree with many red flowers

5. loud voice of a person

. Task 7: Let’s Dig More!

1.Girdling my loins is blood rich in milk.

EN7OL-II-a-4: Use verbal and non verbal cues in conversations, dialogs, or

II. LEARNING CONTENT

. Task 2: Photo Analysis!

How well do these women know each other?

Who is talking? How do you know? Are the

. Task 4: Play a Role!

. Task 5: Far and Near!

7. land forms of the Philippines