Name of Teacher: Time Frame: 3 meetings

Title: Learning Plan Subject/Course: Grade Seven English

Topic: The Epic: Year Level: Grade Seven

Bantugan from
Darangen
Stage 1- Desired Results
Established Goals:
The learner demonstrates understanding of the distinctive features, aesthetic elements
and underlying objectives of Philippine epic narratives using the most appropriate
language forms and functions.
Understandings: Essential Questions:
Narratives are the interesting Why do we study Philippine epics?
accounts of peoples ideas, feelings, How do epics reflect Filipino culture?
and values pertinent to the How do folk heroes show Filipino
development of their culture and identity?
society. In what we do, do epics link up to our
Folk narratives preserve the culture present society?
of a nation or people. Why should the study of oral lore still
Folk narratives reaffirm national important today?
identity.
Philippine oral lore particularly the
epic links the past with the present
society.

Students will know Students will be able to

the characteristics of epics. summarize the distinctive features
the types of Philippine folk and elements of epics
narratives. classify samples of folk narratives
the Filipino epic heroes and single out events that form the plot in
characters. Filipino epics
plot of Filipino epics. use the techniques of character
the word stress portrayal
the sentence compare and contrast epic heroes
the interview using double bubble map
comparison and contrast essay sketch or draw folk heroes and stock
characters
mount an exhibit display of sketches
of folk heroes
use correct word stress
differentiate sentences and fragments
use the interview to construct a
family tree
 Stage 2- Assessment Evidence
Performance Tasks: Other Evidence:
Sketch / drawing of folk heroes Story grammar
Comic strips Explanation/ discussion
Written quizzes
Story map interpretation
Exhibit or sketch display

Assessment Timeline
Before Unit Begins During the Unit After the Unit

Story grammar Discussion/ explanation Written quiz

Story map interpretation Exhibit or sketch display
Comic strips
Sketch/drawing of folk
heroes
Scanning and skimming

List of Attachments
story grammar
Think- pair-share
Comic strips
scanning and skimming activity
regional epics
Epic heroes and characters
Family tree worksheets
The epic plot functions
Double bubble map
Culmination activity (display of sketches)
 Stage 3- Learning Plan
st
1 meeting

Understanding and appreciating Fiction

Introduction of goals and desired results

Presentation of essential questions
Sharing of what they know about the topic
Review on the concept of story grammar
Actrivity1
Story grammar
Setting:________________________________________________________
Characters:_____________________________________________________
Theme:________________________________________________________
Plot:___________________________________________________________
Conflict:_______________________________________________
Complication:___________________________________________
Climax:________________________________________________
Resolution:_____________________________________________

The class will be assigned to study Literary appreciation skills: the short story on page
292 of the textbook.

2nd meeting and Proposed Activities

Explanation of the concept of emotional attitude

Have them select on the activities to work on. Let the class work in pairs.

Activity
How do the stories show Filipino emotional attitude of the following characters? Fill in
the grid with your answers:

Type of story Name of Filipino emotional

character attitude

Myth Sun
Moon
Fable Monkey
Turtle
Folktale Juan Tamad

Activity 3
Comic strip

Select any epic from Philippine folklore.

Illustrate the story using comic strips.
 Be sure your illustrations reflect the emotional attitude of characters.
Rubric on comic strips

Element outstandi Very satisfacto fair Needs score

ng satisfactory ry improvement
Focus/Them He drawing focuses on a certain idea about the subject.
e 9-10 7-8 5-6 3-4 1-2
10
Characters The drawing succeeds in creating a character that is clearly
10 unique and identifiable.
9-10 7-8 5-6 3-4 1-2
Developmen The sketch shows an emotion or action.
t of action
9-10 7-8 5-6 3-4 1-2
10
Creativity The comic strip shows a high level of individual creativity.
10 9-10 7-8 5-6 3-4 1-2
Craftsmansh The comic strip observes neatness and appropriate shades
ip or colors.
10 9-10 7-8 5-6 3-4 1-2

Regional epics

From the previous activity on characters from epics, the students will be asked to
name the epic heroes they know. Have them scan and skim Bantugan to answer
the following activity.

Activity
Epic Heroes and Characters

Epic hero/character Description

Bantugan

Princess Datimbang

Prince Madale

Activity

Explanation on the importance of lineage and family roots on epics.

Have them conduct their family tree by filling in the worksheet on page 57 of the textbook.
Allow them to make generalization on the significance of knowing ones roots.

Activity

Double bubble
 Show a way of comparing and contrasting two ideas through the graphic
organization on page 67 of the textbook.
Using the double bubble map, compare and contrast the monkey and the turtle in
the famous fable (see pages 69-71 of the textbook).
Make them illustrate and crystallize their knowledge of basic features, elements,
and types of Philippine narratives. Ask them to answer the following questions:
What are the basic features of folk narratives?
What are the elements of folk narratives?
What are the types of Philippine narratives?

Activity Name games

A.1. The class will be divided into three groups.
2. Organize a charade game of names and characters from fables, myths, legends,
folktales and fantastic stories.
B.1. Retain the same group.
2. Let the competing teams name the character whose dialog or lines will be recited by
selected students.
C. 1. This is a variation of the charade. But instead of words the students sketch or draw
something on the board to represent the character or a story. The rest of the teammates
will guess the word.
2. Have the class share what they understood.

Activity
Back to the Future

A. Let the students image a situation wherein the characters in folk narratives are
transported to the present time. Describe who would they be or what they be
doing now, If they were living in the country now.
- Pumbakhayon
- Bugan
- Prince Madali
- Bantugan
- Pilandok
- Lam-ang
B. Reverse the situation. If you were given the chance to live in the society described
in the folktales and become one of the folk narrative characters. Who would you
be and why?

Activity: Dont tell, Show!

Sketch or draw your favorite epic or folk hero or character.
 Sketching/Drawing rubric
Element Outstanding Very Satisfactory Fair Needs
satisfactory improvemen
5 4 3 2 t
1
Focus/ The sketch focuses on a certain idea about the topic.
theme

Characters The sketch succeeds in creating a character that is clearly unique an

identifiable.

Problem The sketch reflects a problem or conflict in a folk narrative.

/conflict
Developmen The sketch shows an emotion or action.
t of action
Creativity The sketch shows a high level of individual creativity.

Craftsmansh The sketch uses skillful strokes, appropriate shades, and neatness.
ip

Activity : Sketches on Display

Students sketches and drawings of epic heroes and folk narrative characters are to
be displayed.

Accommodation for Differentiated Instruction

Fast learner Students will explain their sketches in
front of the class.
Slow learner Students will just follow the sketch display.

Integration of Technology
Materials and Resources
English communication arts and skills 6th ed by Josephine Serrano and Milagros Lapid

Water colors
Illustration board
Drawing materials