Day 1 Day 2 Day 3 Day 4: School Grade Level Teacher Learning Area Teaching Dates and Time Quarter
Day 1 Day 2 Day 3 Day 4: School Grade Level Teacher Learning Area Teaching Dates and Time Quarter
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
A. Content Standards
of speech; and correct subject-verb agreement.
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; participating in conversations using appropriate context-dependent expressions;
B. Performance Standards
producing English sounds correctly and using the prosodic features of speech effectively in various situations; and observing correct subject-verb agreement.
EN7LT-I-a-1: Discover literature as a means of EN7LC-I-a-5: Recognize prosodic features: volume,
connecting to a significant past projection, pitch, stress, intonation, juncture, and
EN7LT-I-a-2: Describe the different literary genres speech rate that serve as carriers of meaning
C. Learning Competencies / Objectives Write
during the pre-colonial period NO CLASSES (EID'L FIT'R) EN7V-I-
the LC code for each
EN7LT-I-a-2.1: Identify the distinguishing features of a-22.1: Distinguish features of colloquial
proverbs, myths, and legends language (fillers, contractions, etc.) and slang
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
Ask the students to prepare one whole sheet of paper Form a dyad and let each pair look at the given Encourage the learners to listen, repeat after the
A. Reviewing previous lesson or presenting and answer the pre-test found on the textbook on paintings closely before describe the kind of life the teacher and remember the right stress to distinguish
new lesson pages 4-9. Filipinos had during the Pre-colonial Period. the heteronyms, and some commonly mispronounced
words.
Let the student work with a partner and state whether
B. Establishing a purpose for the lesson they agree or disagree with the give statements
related to the pictures in task 1.
Model to the students the correct and proper Let the students use the right intonation to achieve the
C. Presenting examples / instances of the new pronunciation of a few critical vowel sounds, purpose ofrfeeling indicate in the sentences given.
lesson dipthongs, blends and glides based on the reading
texts.
Invite every students to read the selection to find out Have each pair try to read this sentence, "I love you"
D. Discussing new concepts and practicing how witty their ancestors were and what they created three times stressing on one word everytime and ask
new skills # 1 to reveal their inner thoughts and wisdom towards them what special meaning the speker is trying to
better living. convey.
E. Discussing new concepts and practicing
new skills #2
Have each student answer the true or false type of Encourage two students to volunteer to read the
F. Developing Mastery (Leads to Formative
test to check his/heer compehension about the text. dialogues of John and Jerry on page 26; then let them
and Assessment 3)
answer the process questions.
G. Finding practical applications of concepts How does proverbs help you in surpassng challenges
and skills in daily living in your life?
How helpful are Proverbs?
H. Making generalizations and abstraction Do they serve as good reminders suggesting specific
about the lesson action, behavior or judgement? Why or why not?
Bring out the spatial intelligence in them as they draw Complete the chart by supplying the equivalent slang
the Philippine map in a short bond papeer so that they expressions and give more colloquial-slang examples.
I. Evaluating Learning can write at leat five (5) original proverbs from Task 6
beside the place where those proverbs originated.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment
Invite theforstudents
each step.
to play a game. Ask the class to Encourage the learners to listen, repeat after the Ask the students to copy the set of words posted on
A. Reviewing previous lesson or presenting close their books. Invite two students to be the timer teacher and remember the right stress to distinguish board.
new lesson and scorer in front of the class. the heteronyms, and some commonly mispronounced
words.
Form two groups with ine representative each who will Let the students apply the right stress on the
stand in a row beside their respective groups to highlighted syllables.
B. Establishing a purpose for the lesson
answer the questions. One point is given for every
correct answer.
Show the strip of proverbs with English translation one Let the students use the right intonation to achieve the
C. Presenting examples / instances of the new
by one. purpose ofrfeeling indicate in the sentences given.
lesson
Let the students discuss the literary form with its Have each pair try to read this sentence, "I love you"
D. Discussing new concepts and practicing characteristics and appreciate its purpose by three times stressing on one word everytime and ask
new skills # 1 answering the process question. them what special meaning the speker is trying to
convey.
E. Discussing new concepts and practicing
new skills #2
Encourage two students to volunteer to read the
F. Developing Mastery (Leads to Formative
dialogues of John and Jerry on page 26; then let them
and Assessment 3)
answer the process questions.
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstraction
about the lesson
Have them answer the task on book on page 12. Complete the chart by supplying the equivalent slang Check the answer of the students and record it
I. Evaluating Learning expressions and give more colloquial-slang examples.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment the
Review for each
paststep.
lesson by giving an activity about Review the past lesson by asking the rules on subject- Ask the students to group themselves in five (5). Post the quiz on the board and ask the students to
A. Reviewing previous lesson or presenting
"stress". Ask them to write the activity on their verb agreement. read the instructions written.
new lesson
notebooks and check it afterwards.
B. Establishing a purpose for the lesson Do the task on pages 37-38 on their book.
C. Presenting examples / instances of the new Tell the students to read and study the sentences on Group the students in 5 and ask them to read the The students should foolow the GRASPS and be Give them time to answer their quiz.
lesson page 29. proverbs found on page 35. guided by the rubric on page 37.
Ask them the following: Tell the students that they need to give their
1. What do you notice about the underlined words? comments on the lesson being highlighted in each
2. How do you call proverb.
the underlined words? 3. What do you
D. Discussing new concepts and practicing notice about the encircled words? 4. Which of
new skills # 1 these words are singular? 5. What
do you need to remember about subjects and verbs in
sentences? 6.
Which rule is applicable in each of the given
sentences?
E. Discussing new concepts and practicing Ask the students to make cornell notes while Each member of the group should give a comment on
new skills #2 discussing the rules on Subject-Verb agreement. each proverbs.
Post the activity on board and ask the students to The students must organize their comments using the
F. Developing Mastery (Leads to Formative
identify the subject and tell whether it is singular or chart and write it on a manila paper.
and Assessment 3)
plural and use the correct form of the verb.
Ask the students to answer the activity on their book
G. Finding practical applications of concepts
on page 30 by choosing the correct form of the verb
and skills in daily living
inside the parentheses.
Ask the students to exchange paper with their
H. Making generalizations and abstraction
seatmates and write "checked by". Give the key to
about the lesson
corrections to the students.
Answer the activity on page 31. Ask the students to fill Each member of the group should present their The students will present their created illustration and Record their score.
I. Evaluating Learning in the blanks with the correct form of the verb given comments on the given proverbs written on the manila oral presentation in class.
inside the parentheses. paper.
J. Additional Activities for application or
remediation
REMARKS
The same lesson will continue on the next meeting if The same lesson will continue on the next meeting if The same lesson will continue on the next meeting if The same lesson will continue on the next meeting if
the tasks were not completely accomplished. the tasks were not completely accomplished. the tasks were not completely accomplished. the tasks were not completely accomplished.
V. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
meet them, you can ask them relevant questions.
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons worked? No. of learners who have
caught up with the lesson.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
i. Evaluating Learning Module 1: Lesson 2 Recalling my Ancestors' The Origin of the World (Maranaw)
Affixes Subject-Verb Agreement
Beliefs Myth/Legend
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
III. LEARNING RESOURCES concept development.
A. References English 7 Learner's Material English 7 Learner's Material English 7 Learner's Material English 7 Learner's Material
1. Teacher's Guide pages - - - -
2. Learner's Material pages pp 42-44 pp 45-46 pp 47-48 pp 60-62
3. Textbook pages - - - -
4. Additional Materials from Learning - - - -
Resource (LR) portal
B. Other Learning Resources - - - -
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
A. Reviewing previous lesson or presenting allotment
Present for
theeach step. of maranao people, a phoenix,
pictures Present a picture of a carabao with label at its head, Ask the students to read the story, "The Origin of the Present the sentences in class.
new lesson galaxy, and dwarfs. body, and tail. (prefix, root, suffix) World (Maranaw)" on pages 47-48.
Guide them in identifying each words meaning while The students will note down the Maranaw's beliefs
B. Establishing a purpose for the lesson relying on how it was placed in the picture presented about creation.
to them.
Ask them the following questions: Ask them the process questions on page 61.
1. Which of the picture is a symbol of Maranaw art
C. Presenting examples / instances of the new and I believed to be a symbol of good fortune?
lesson 2. whci one shows mischievous little creature that
is believed by Maranaw people to have magical
power?
D. Discussing new concepts and practicing Let the students view the painting of Fernando Let the students make a cornell notes about the After taking down notes, ask them to find out if it is Discuss the rules on subject-verb agreement and ask
new skills # 1 Amorsolo. affixes on page 46. similar to or different from your beliefs. them to make cornell notes.
E. Discussing new concepts and practicing Let them fill out the chart based on the guide Discuss the Did You Know part in the book and Discuss the story by asking the guide questions on Present more examples and ask the students to apply
new skills #2 questions inside the parentheses on page 43. present an example for each topic. page 48. the correct form of the verb.
Let the students present their thoughts about the Ask the students to complete the chart on page 46 by Let the students read the This is Good to Know part With a partner, let them read and analynze the
F. Developing Mastery (Leads to Formative
paintings and let them share their answer on their forming new words based on the given on page 49. sentences, and write the correct form of the verb.
and Assessment 3)
classmates. prefixes/suffixes.
Ask: What is the relevance of our ancestors' beliefs to With a partner, let the students share their ideas about
G. Finding practical applications of concepts
your identity? myths by answering the questions on page 48.
and skills in daily living
H. Making generalizations and abstraction
about the lesson
With a partner, let the students discuss our ancestors' Let the students answer the activity on page 47 by Ask the students to answer the activity on page 50 by Let the students answer the activity on page 62 by
beliefs listed in the chart on page 44. The students will filling the blank with appropriate word. applying the appropriate prefix/suffix. completing the sentence by applying the correct form
I. Evaluating Learning
discuss these beliefs and will state the reason why of the verb.
they believe them.
J. Additional Activities for application or
remediation
REMARKS
The same lesson will continue on the next meeting if The same lesson will continue on the next meeting if The same lesson will continue on the next meeting if The same lesson will continue on the next meeting if
the tasks were not completely accomplished. the tasks were not completely accomplished. the tasks were not completely accomplished. the tasks were not completely accomplished.
V. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
meet them, you can ask them relevant questions.
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons worked? No. of learners who have
caught up with the lesson.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step. Ask the students to bring out the materials that was Present the sentences in class.
A. Reviewing previous lesson or presenting Recall previous lesson by checking their assignments
assigned to them.
new lesson in class. Ask volunteers to read their works in class.
Group them in five and ask them to have (3) three Explain to the class that the lesson for the day will be
B. Establishing a purpose for the lesson chosen proverbs. about signs and symbols which could prevent
accidents and danger
Remind the students that the key words that they will Ask them the process questions on page 61. 1. Let the class watch a video Presentation or
pick will be illustrated. PowerPoint slides of signs and symbols and ask them
C. Presenting examples / instances of the new to write what it means and where they most likely see.
lesson 2. Check student’s answer afterwards
Let them start drawing ther proverbs bearing in mind Discuss the rules on subject-verb agreement and ask 1.Divide the class into six groups
the different criteria mentioned in the guide. them to make cornell notes. 2. Assign a scribe and a leader.
3. Give them 10 minutes to go around the campus and
look for signs and symbols.
4. They need a camera or a cellphone to take a
D. Discussing new concepts and practicing
picture of the sign
new skills # 1
5. Assign areas in the school for each group to avoid
similar answers
6. The leader will report the result of the group task
Present more examples and ask the students to apply Give a five-item task (Identify the
E. Discussing new concepts and practicing
the correct form of the verb. meaning of the given signs and symbols)
new skills #2
F. Developing Mastery (Leads to Formative With a partner, let them read and analynze the
and Assessment 3) sentences, and write the correct form of the verb.
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstraction
about the lesson
Go over these questions after drawing: Let the students answer the activity on page 62 by Draw the sign/symbol for the following:
1. Does your illustration convey the message of the completing the sentence by applying the correct form 1.You are not allowed to park your
proverbs? of the verb. vehicle in that area
2. Are all the elements in the illustration relevant? If 2. Smoking is prohibited in that area
I. Evaluating Learning not, what should you remove? 3. Nobody is allowed to make any noise
4.There is an open manhole ahead
5. Individuals below 18 years of age are not
allowed to enter
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
i. Evaluating Learning SUBJECT-VERB AGREEMENT SIGNS AND SYMBOLS Parts of a Paragraph Long Test
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
III. LEARNING RESOURCES concept development.
A. References English 7 Learner's Material English 7 Learner's Material English 7 Learner's Material -
1. Teacher's Guide pages - - -
2. Learner's Material pages pp 61-62 p 60 pp 61-62 -
3. Textbook pages - - -
4. Additional Materials from Learning - - - -
Resource (LR) portal
B. Other Learning Resources - - - -
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment
Present for
theeach step.
sentences in class. Begin discussion by asking students to create an ideal Distribute the test paper to the students.
hamburger out loud. Write ingredients on the board.
Use Powerpoint presentation to lead discussion on
how to build a well-written paragraph. On slide with
plain burger and loaded burger, ask which one they
A. Reviewing previous lesson or presenting Recall previous lesson by checking their assignments would rather have.
new lesson in class. Ask volunteers to read their works in class. Lead into discussion about how paragraphs are
similar to a hamburger using Powerpoint pictures as a
guide.
Explain to the class that the lesson for the day will be Lead into discussion about how paragraphs are
B. Establishing a purpose for the lesson about signs and symbols which could prevent similar to a hamburger using Powerpoint pictures as a
accidents and danger guide.
Ask them the process questions on page 61. 1. Let the class watch a video Presentation or Explain to the students the concept of “paragraph Give them time to answer their long test.
PowerPoint slides of signs and symbols and ask them hamburger:”
to write what it means and where they most likely see. The "paragraph hamburger" is a writing organizer that
2. Check student’s answer afterwards visually outlines the key components of a paragraph.
Topic sentence, detail sentences, and a closing
sentence are the main elements of a good paragraph,
and each one forms a different "piece" of the
C. Presenting examples / instances of the new hamburger.
lesson How to use paragraph hamburger
Discuss the three main components of a paragraph, or
story.
The introduction (top bun)
The internal or supporting information (the filling)
The conclusion (bottom bun)
Discuss the rules on subject-verb agreement and ask 1.Divide the class into six groups Now, students are expected to be prepared to deal
them to make cornell notes. 2. Assign a scribe and a leader. with another focal part of a paragraph: the topic
3. Give them 10 minutes to go around the campus and sentence. If there is a need, review what a topic
look for signs and symbols. sentence is and provide additional information. Show
4. They need a camera or a cellphone to take a a short paragraph or two and show the class what the
D. Discussing new concepts and practicing
picture of the sign topic sentence and what makes it such.
new skills # 1
5. Assign areas in the school for each group to avoid
similar answers
6. The leader will report the result of the group task
Present more examples and ask the students to apply Give a five-item task (Identify the Show them numerous examples of well-written
E. Discussing new concepts and practicing the correct form of the verb. meaning of the given signs and symbols) paragraphs and have them identify the parts. Or let
new skills #2 them study it on their own by providing a number of
paragraphs with the parts labelled.
With a partner, let them read and analynze the TASK 10. TEXT WATCH
sentences, and write the correct form of the verb. Read the text below. Which is the topic sentence? Let
F. Developing Mastery (Leads to Formative the students give reasons and responses why they
and Assessment 3) come-up with such answer.
Encourage students to give a subject with Ask the students to exchange paper with their
corresponding verb that agrees to its number. Let seatmates and write "checked by". Give the key to
H. Making generalizations and abstraction them identify whether it is singular or plural. Repeat corrections to the students.
about the lesson the process for students’ mastery. Allow students to
ask questions for clarification.
Let the students answer the activity on page 62 by Draw the sign/symbol for the following: TASK 11. Push Your Pen Record their score.
completing the sentence by applying the correct form 1.You are not allowed to park your
of the verb. vehicle in that area Recall the three versions of the story Why the Sky Is
2. Smoking is prohibited in that area High. Write on one-half crosswise five sentences
I. Evaluating Learning 3. Nobody is allowed to make any noise observing the correct agreement between the subject
4.There is an open manhole ahead and the verb.
5. Individuals below 18 years of age are not
allowed to enter
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment
Invite theforclass
each to
step.
look at the pictures of Lam-ang, Make a short recap about the previous topic by asking Present the sentences in class.
A. Reviewing previous lesson or presenting Ask the students to bring out their assignment and
Bantugan, Aliguyon and Tuwang. them the meaning of idioms and by letting them give
new lesson read their work in class.
examples.
Remind them that these are heroes from the different
B. Establishing a purpose for the lesson epics which they might have learned before.
Ask them to identify from which tribe do the following Present some of the idiomatic expressions like: Present a picture of a hamburger in class. Tell them Ask them the process questions on page 80.
C. Presenting examples / instances of the new epic heroes belong. it's raining cats and dogs - heavy rain that by just looking at the ingredients found in a
lesson 1. Lam-ang - Ilokano bread and butter - source of income hamburger they could create a great paragraph.
2. Bantugan - Maranaw (…) piece of cake - easy
Ask the students to underline the unfamiliar words in Invite the class to read the sentences derived from th Give the meaning of paragraph. Present an examples Discuss the rules on subject-verb agreement and ask
the story and let them look at the dictionary for its epic, "The Good Prince Bantugan". Tell them to focus of paragraph and let them read each example. them to make cornell notes.
meaning. on the underlined words. Process the activity by
asking these questions:
1. What have you noticed about the underlined
words?
D. Discussing new concepts and practicing 2. Can you give the meanings of the underlined
new skills # 1 words?
backseat driver - has no controlling influence
my way or the high way - the attitude of believing that
one is always right and that those who disagree
should not meddle
hit the road - to begin a trip or do something
Provide a short information about epic. Let them read Proceed to discussion by asking these guide Discuss the following: Present more examples and ask the students to apply
the story with a partner and allow them to discuss as questions: - Three (3) main parts of paragraph the correct form of the verb.
E. Discussing new concepts and practicing they go along. How did you arrive at the meanings? - Writing tips
new skills #2 What do we call them?
What are idioms?
After reading the text, check their understanding of the Ask the students to look for other idiomatic Present another set of paragraph and let them identify With a partner, let them read and analyze the
epic by asking specific questions. expressions and share these to class. the topic sentence, additional details, and closing sentences, and write the correct form of the verb.
F. Developing Mastery (Leads to Formative 1. Why was the old king of Bumbaran unhappy? sentence.
and Assessment 3) 2. Why did the people like Prince Bantugan?
3. What specific characteristics make Prince Bantugan
a hero?
G. Finding practical applications of concepts Ask: If you will be chosen to be a King, how would you
and skills in daily living rule your kingdom?
An idiom is a group of words with a specific meaning
H. Making generalizations and abstraction
that is different from what the individual words literally
about the lesson
mean.
Ask the students to write an essay about heroic deeds Present the activity in class. Ask them to use each Let them write a new paragraph with the same Let the students answer the activity on page 62 by
they had done for others. idiom in a sentence then tell what the sentence number of sentences as inparagraph #1. Ask them to completing the sentence by applying the correct form
means. follow the format and let them write either their of the verb.
1. under the weather negative or positive experience.
I. Evaluating Learning 2. down to earth
3. eat your words
4. feeling blue
5. hangin' out/hang out
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment
Invite theforclass
each to
step.
look at the pictures of Lam-ang, Make a short recap about the previous topic by asking Present the sentences in class.
A. Reviewing previous lesson or presenting Ask the students to bring out their assignment and
Bantugan, Aliguyon and Tuwang. them the meaning of idioms and by letting them give
new lesson read their work in class.
examples.
Remind them that these are heroes from the different
B. Establishing a purpose for the lesson epics which they might have learned before.
Ask them to identify from which tribe do the following Present some of the idiomatic expressions like: Present a picture of a hamburger in class. Tell them Ask them the process questions on page 80.
C. Presenting examples / instances of the new epic heroes belong. it's raining cats and dogs - heavy rain that by just looking at the ingredients found in a
lesson 1. Lam-ang - Ilokano bread and butter - source of income hamburger they could create a great paragraph.
2. Bantugan - Maranaw (…) piece of cake - easy
Ask the students to underline the unfamiliar words in Invite the class to read the sentences derived from th Give the meaning of paragraph. Present an examples Discuss the rules on subject-verb agreement and ask
the story and let them look at the dictionary for its epic, "The Good Prince Bantugan". Tell them to focus of paragraph and let them read each example. them to make cornell notes.
meaning. on the underlined words. Process the activity by
asking these questions:
1. What have you noticed about the underlined
words?
D. Discussing new concepts and practicing 2. Can you give the meanings of the underlined
new skills # 1 words?
backseat driver - has no controlling influence
my way or the high way - the attitude of believing that
one is always right and that those who disagree
should not meddle
hit the road - to begin a trip or do something
Provide a short information about epic. Let them read Proceed to discussion by asking these guide Discuss the following: Present more examples and ask the students to apply
the story with a partner and allow them to discuss as questions: - Three (3) main parts of paragraph the correct form of the verb.
E. Discussing new concepts and practicing they go along. How did you arrive at the meanings? - Writing tips
new skills #2 What do we call them?
What are idioms?
After reading the text, check their understanding of the Ask the students to look for other idiomatic Present another set of paragraph and let them identify With a partner, let them read and analyze the
epic by asking specific questions. expressions and share these to class. the topic sentence, additional details, and closing sentences, and write the correct form of the verb.
F. Developing Mastery (Leads to Formative 1. Why was the old king of Bumbaran unhappy? sentence.
and Assessment 3) 2. Why did the people like Prince Bantugan?
3. What specific characteristics make Prince Bantugan
a hero?
G. Finding practical applications of concepts Ask: If you will be chosen to be a King, how would you
and skills in daily living rule your kingdom?
An idiom is a group of words with a specific meaning
H. Making generalizations and abstraction
that is different from what the individual words literally
about the lesson
mean.
Ask the students to write an essay about heroic deeds Present the activity in class. Ask them to use each Let them write a new paragraph with the same Let the students answer the activity on page 62 by
they had done for others. idiom in a sentence then tell what the sentence number of sentences as inparagraph #1. Ask them to completing the sentence by applying the correct form
means. follow the format and let them write either their of the verb.
1. under the weather negative or positive experience.
I. Evaluating Learning 2. down to earth
3. eat your words
4. feeling blue
5. hangin' out/hang out
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
i. Evaluating Learning Lesson 5 Why There is High Tide During a Full Moon?
Stress and Intonation Subject-Verb Agreement
Valuing my Elders' Wisdom Story Map Graphic Organizers
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
III. LEARNING RESOURCES concept development.
A. References English 7 Learner's Material English 7 Learner's Material English 7 Learner's Material English 7 Learner's Material
1. Teacher's Guide pages - - -
2. Learner's Material pages pp 101-104 pp 104-107 pp 108-110 pp 112-113
3. Textbook pages - - -
4. Additional Materials from Learning - - - -
Resource (LR) portal
B. Other Learning Resources - - slideshow; powerpoint presentation -
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
Let the students accomplish Task 1. Follow me. Task 9. High Tide, Low Tide Task 11. Language Conncetion
Present a picture of moon and the tide and instruct the
A. Reviewing previous lesson or presenting Let them complete the phrase below the pictures. Tell the students to improve the stress and intonation Present the sentences in class.
students to think of the words they can associate with
new lesson they have learned from previous lesson.
the moon and with the tide.
Ask them to read aloud al the reminders in the boxes Instruct them to read the dialogues in box . Remind
Let each one of them write a word around each
B. Establishing a purpose for the lesson and the phrase they have formed. them to emphasize some words as they read each
picture.
dialogues.
Have the students copy the chart in their notebooks Let them read together the words they have written. Ask the the questions: Ask them the process questions on page 112.
and instruct them to put check mark on each way to What are the words that you emphasized?
C. Presenting examples / instances of the new show how often they practice the listed ways on Why did youemphasize those words?
lesson valuing elders. Then, let them give their reasons for
their answer.
Ask: How do you have to value your elders? Ask: Have you ever wondered why there is high tide Remind them that: Ask:
during a full moon? Intonation and stress refer to the music of the English Do the underlined verbs agree with the subjects? Why
D. Discussing new concepts and practicing Let the student read the story "Why There is High Tide language. do you say so?
new skills # 1 During a Full Moon?" silently. What should you remember about subject and verb
agreement?
Discuss the story map graphic organizer. Task 9.1 High Time Discuss the rules on subject-verb agreement and ask
Tell them that number 1,2, and 3 represent each them to make cornell notes.
syllable. In each column one number is underlined to
E. Discussing new concepts and practicing show the syllable that is stressed.
new skills #2
Let them read the words inside the cloud box and
write them in corresponding column in the chart.
Ask them to pair up and share with each other the Ask the process questions and proceed to discussion. Task 9.2 Highlight With a partner, let them read and analyze the
pieces of advice of their elders. Guide the students to read and analyze the given sentences, and write the correct form of the verb.
example which is represented by a series of numbers
F. Developing Mastery (Leads to Formative on the opposite side.
and Assessment 3)
Let them underline the number for the word that s
stressed.
Ask: How does the story "Why There is High Tide Task 9.3 High Wanes
G. Finding practical applications of concepts
During a Dull Moon" help you understand the Tell them to go back to the given dialogue in Task 8.
and skills in daily living
importance of valuing wisdom of the elders?S This time let them
H. Making generalizations and abstraction Suggest ways on how to give importance to the
about the lesson wisdom of the elders.
Then, they have to relate the pieces of advice they Task 8. Face the Phases Task 11.2 Brighten Up
heard from their elders to the given idioms on their Instruct the students to form three groups. Then, let Let the students answer the activity on page 113 by
I. Evaluating Learning books. them work on their assigned task. completing the sentence by applying the correct form
of the verb.
J. Additional Activities for application or
remediation
REMARKS
The same lesson will continue on the next meeting if The same lesson will continue on the next meeting if The same lesson will continue on the next meeting if The same lesson will continue on the next meeting if
the tasks were not completely accomplished. the tasks were not completely accomplished. the tasks were not completely accomplished. the tasks were not completely accomplished.
V. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
meet them, you can ask them relevant questions.
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons worked? No. of learners who have
caught up with the lesson.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Parts of a Paragraph/
i. Evaluating Learning Subject-verb agreement Long Test FIRST PERIODICAL EXAMINATION FIRST PERIODICAL EXAMINATION
(CONTINUATION)
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
III. LEARNING RESOURCES concept development.
A. References Grade 7 Learners’ Manual -
1. Teacher's Guide pages - -
2. Learner's Material pages - -
3. Textbook pages - -
4. Additional Materials from Learning Slide presentation -
Resource (LR) portal
B. Other Learning Resources - - -
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
Begin discussion by asking students to create an ideal Ask the students to review their lessons on their
hamburger out loud. Write ingredients on the board. notebooks.
Use Powerpoint presentation to lead discussion on
how to build a well-written paragraph. On slide with
A. Reviewing previous lesson or presenting plain burger and loaded burger, ask which one they
new lesson would rather have.
Lead into discussion about how paragraphs are
similar to a hamburger using Powerpoint pictures as a
guide.