English 7 Learning Plan (1st Quarter)

 WEEK 1 (June 13-16)

Classroom Orientation
Procedure

 WEEK 2 (June 19-23)

LESSON 1- Folk Tales, Myths

Introduction: For this unit, introduce to the learners about the rich literary tradition of pre-
colonial Filipino literature and the early form of Spanish colonial literature as well. Tell them that
at the end of the unit, they are expected to gain a deeper appreciation of the culture and traditions
shared by the Filipino ancestors and that they will learn about the different types of pre-colonial
literature namely: folktale, myth, legend, epics, riddles, proverbs, folk songs, poems, drama, essays.

Perceive Idea. What the Picture Suggests: Let the learners describe the picture shown
taken from a Filipino Folktale (Malakas and Maganda) and write down in a box the words
or phrases that best depict it. Let them compare their answers with a partner.

Peruse and Read: Introduce folktale and myth as literary genres and explain that long
before books were written, people had already created tales and stories to tell. Emphasize
that folktale and myths are forms of folk literature. Introduce examples of these by using
the texts, Malakas and Maganda and The Creation (An Igorot Myth). Let them think about
the following questions as they read the texts:
What do the two texts tell you about the beliefs of your ancestors?
Why do you think you need to learn about Filipino Folk literature?

Probe Word Meanings. Matching Meanings: Let them answer a matching type- vocabulary
builder before proceeding to further discussion of the texts read. They will match the
sentence with the meaning of the underline word in the columns.

In-depth Discussion. Answering of the following questions:

1. How different is the “The Creation” myth from other stories of creation that you know?
What other similar myths can you think of?
2. Why do you think some communities still believe in folktales? Why or why not?
3. Why do you think people in the past believed that the world was created from reeds?
4. How does the myth reflect early Philippine Literature?
5. The first man and woman are called Malakas and Maganda. They are said to be symbols
of what the Filipino is. What are the best traits of the Filipino that Malakas and Maganda
stand for?

Interaction: Compare The Creation Myth by the Igorot and Malakas and Maganda. Fill in the
chart to point out the similarities and differences between these folk literatures.

Points to compare “The Creation” “Malakas and Maganda”

Presence of a great spirit
Symbolisms used
How Filipino culture is
portrayed
Literary Point. Literary Elements: Discuss the different literary elements that make up
every type of narrative. Emphasize that like any other story, folk literatures also have
Characters, Setting, Plot, Conflict and Theme. Introduce the Story Map and together do the
map for “The Creation” as a scaffold for their individual activity.

Graphic Organizer. Let them read another folk tale The Cycle of the Sun and the Moon in
their book page 34 and then complete the story map for it.

Setting
Place:____________________ Time:____________________

Characters

Protagonist Antagonist Supporting

Plot: _______________________________________

Climax

Rising Action Falling Action

Exposition Resolution

Integration: Point out connections by letting them watch the video “Malakas and
Maganda.” Let them analyze how the mythical characters were depicted in the video. Are
they drawn differently from what you would have imagined from reading the selection? Is
the story inn the video different or similar to the written one? Which
n parts were similar or
different?
Ponder Reflections. Let them share about what they learned about the Filipino
forefathers after reading the traditional folk literatures.

Perform expressions. In groups, let them look for a Filipino folk tale or myth and
let them reenact the group’s chosen myth.
 WEEK 3 (June 26- 30)

LESSON 2 - Fables

Introduction: What You’ve Heard About Fables. When you were younger, you must have read or
heard a fable. In the box, let the learners write down their ideas about that fable is. Then let them
think about the fable they remember. What was the fable about? Let them share with the class.

What fable is… A fable I remember…

After processing and assessing their ideas about fable, show the class a picture of a
monkey, crocodile, lion and a dog. Ask the students if among these animals, which one
they like or dislike and why.

Introduce them to the world of fable—it’s characteristics and features.

Unlocking of difficulties. Before proceeding to the examples of fables they will read, let the
class unlock word difficulties by choosing the meaning of the underlined words as they are
used in sentences.

Reading Proper. Let the class have a sequence reading of “The Monkey and the crocodile”
and “The Dog and the Lion”. Ask questions in between to check for comprehension.

Interaction. After reading the fables, answer the following questions.

1. Have you ever been in a situation where you felt fooled by someone? If you were the
monkey, would you also fool the crocodile? Why?
2. What is the moral of the two fables? Do you agree with the actions made by the
characters?
3. Which character did you sympathize with most in the fables that you have read? Why?
4. In the “The Dog and the Lion,” why do you think the lion changed his mind about eating
the dog at the end of the story?

Venn Diagram. Compare and contrast the characters in each fable using a Venn Diagram.

Differences Differences
Similarities
 Literary point. Elements of Narratives: Discuss that when reading a narrative, aside from
plot, setting and character, there are also other elements that make a story meaningful such
as the Conflict and Theme of the story. Explain what is conflict and it’s types as well as
what is what we call the theme of a story.

Let the class fill in the chart by determining the conflict the characters have in the fables
discussed. How did the characters resolve their conflicts in the fables?

The Monkey and the

The Dog and the Lion
Crocodile
What was the conflict
about?

How did the characters

resolve it?

Integration: Ponder Reflections: What was the most valuable lesson you learned from learning
about the fables? How would you be a trustworthy friend to another just as you have learned from
one of the fables’ characters?

Learning from fables. Let the class watch and listen to a video adaptation of “The Monkey
and the Crocodile” and observe how the narrator speaks or narrates. Observe how the
sentences and words are given emphasis when spoken.

Observing Correct Syllable Stress. Discuss to the class about stress and its importance.
Emphasize that there are generalizations about stress in words. (See page 38)

Let them do some exercises in stress and be able to use the correct stress (primary,
secondary, tertiary and weak) when reading passages.
 WEEK 4 (July 3 - 7)

LESSON 2- Fables (CONTINUATION)

 Tell the class that they will start doing their performance task. (Their performance task and the
materials needed for it were announced ahead of time. They will need to make a different ending
for the fable discussed through an illustration. Afterwards, they will present their own version of
the fable’s ending orally considering the appropriate words and sentence stress in speaking.)

 Presentation of Performance task in the class.

Scoring Rubric
Descriptors 4 3 2 1
Used a very good Used a very good
color color Used a very good
Visual combination with combination with color Did not use any
Attractiveness wonderful wonderful combination color.
drawings and drawings and only.
creative designs some designs
Did not use
Used correct Used correct Used correct
correct
pronunciation pronunciation pronunciation
pronunciation
and appropriate and appropriate and appropriate
Delivery and appropriate
stress all stress during stress during
stress during few
throughout the most parts of the some parts of the
parts of the oral
oral presentation. oral presentation. oral presentation.
presentation.
Ideas were
perfectly
Ideas were There were
Organization of coherent, There was little
largely with some several lapses in
Ideas ensuring, coherence.
exceptions. coherence.
understanding
and have values.

 Peer evaluation and friendly critiquing after the presentations.

 WEEK 5 (July 10 - 14)

LESSON 3 - Epic

Introduction: Meet my Heroes. Show pictures of heroes students are likely to be familiar
with. Ask them what binds those individuals together or what is common among them.

Let them pair-off and exchange ideas about their favorite heroes.

My Heroes Who they are What they ‘re like

My national hero
My superhero
My day-to-day hero
The modern day hero

Meet another Hero. Tell students they are to listen to a short text twice. During the first
listening they are just to carefully listen and understand the contents of the passage. During
the second reading they are to take down key words that will help them.

Discuss the characteristics of an epic hero and how his qualities are
similar to and different from other types of heroes.

Introduce the epic, Biag ni lam-ang.

Ask students this question: What is the best quality of your favorite hero?
As they listen and read an excerpt from an Iloko epic, let them find out the best quality of
the hero in the story.

Let them watch a video clip about Biag ni lam-ang and instruct them to write down the
important details or events in the story.

Present to them the text of the epic. Read twice the excerpt from the story Lam-ang to
your students. As you read, find out the meaning of some unfamiliar words. Ask students
to take down key ideas about the characters, their actions, and personal qualities.

Reading Proper. Let the class read “Biag ni Lam-ang” Ask questions in between to check
for comprehension.

Interaction. Meet them; know them Pair off then complete the grid below for you to learn more
about the characters and their story through their actions. Be guided by the given example.

Character’s
Character’s Purpose of quality/ies
Character Result of action
action action reflected by the
action
He dived into the He was eaten by He was daring
To gather shell
Lam-ang water despite the the Tioan-tioan and brave but
fish
danger. shark. rather careless.
 Further discussion of the epic.

Check your understanding.

 Match each question with its answer.

A B
_____ 1a. Who were Lam-ang‘s parents? a. to search for treasure
_____ 1b. Where did they live? b. No, the dog didn‘t express
Lam-ang‘s love for Ines.
_____ 2a. Why did Don Juan go to the mountains? c. Don Juan and Namongan
_____ 2b. What did his enemies do to him? d. He let go of someone.
_____ 3a. Were Don Juan‘s enemies forgiven e. to punish their Igorot enemies
by Lam-ang?
_____ 3b. Were all the enemies killed? f. The enemies were not forgiven.
_____ 4a. Did the dog express Lam-ang‘s. g. The dog didn‘t cause the
love for Ines? nearby house to fall.
_____ 4b. Did it cause the nearby house to fall? h. No, they weren‘t all killed.
i. They killed him.
j. Nalbuan

 Arrange events in the story logically and chronologically.

__1. To win over the heart of Ines, he gave her family a great value of dowry.
__2. After defeating the enemies, he bathed in Amburayan river and all the fishes there
died of dirt and blood from Lam-ang.
__3. When he was 9-month old, Lam-ang can already speak. He even decided to name
himself Lam-ang.
__4. Don Juan and his wife Namongan lived in Nalbuan and they had a son named Lam-
ang.
__5. After their marriage, he dove in the river but the monster Berkakan devoured him.
__6. At his young age, he fought with their Igorot enemies.
__7. Ines, with the help of a diver, gathered all his bones and revived him to life. And
they lived happily ever after.

Integration. Let the class illustrate and color the most fascinating part that they found in the story.
Be guided by a rubric.

Way to go! (11-15 points) Just fine! (6-10 points) Nice Try! (1-5 points)
The illustration shows an interesting The illustration shows an interesting The illustration is not as interesting
and orderly play of images and but not so orderly play of images and orderly. The images and colors
colors. and colors. seem unrelated.

What is it that
you found
fascinating in the ??

??
story?
 WEEK 6 (July 17 - 21)

LESSON 4 – Subject-Verb Agreement

Objectives:
At the end of the lesson, the students will be able to:
A. Identify the sentence errors.
B. Apply the different SV Agreement rules.
C. Construct grammatically correct sentences.

Introduction: Review.

Have a review of the composition of a sentence and parts of speech such as nouns and
verbs.
Flash on the television a short text with sentence errors.
Solicit their ideas on what they notice on the text presented.
Ask students to correct the errors they have noticed as a pre-assessment on their knowledge
of SV-Agreement.
Introduce the concept of Subject-Verb Agreement.

Interaction.

The different rules in SV Agreement will be presented and will be discussed

comprehensively.
1. Singular subjects take singular verbs.
2. Plural subjects take plural verbs.
3. Subjects that are joined by either or/neither nor will take singular or plural verb
depending on the subject nearest to the verb.
4. Subjects beginning with the expression The Number takes singular verb, while A
Number takes plural verb.
5. Fractions, Measurements, Time and Number take singular verbs.
6. Compound subjects joined by and take plural verbs.
7. Special nouns (words ending in s but singular in form) takes singular verb.
8. Singular Indefinite pronouns will take singular verb while plural indefinite
pronouns take plural verb.
9. Collective nouns will either take singular or plural depending on the collective
noun if it is taken as a single unit in the sentence or not.
10. Subjects with intervening words or phrases do not affect the number of the subject.

Give examples for each rule.

Let the class have a game on SV Agreement thru board work. (A short guide practice will
be answered by the students which will be checked immediately after. )
Throughout the checking, each correct answer will be further discussed by the teacher to
ensure each student’s understanding.
Emphasize on the importance of SV Agreement.

Integration: Skill Building Exercises

Let them rewrite sentences with errors to illustrate agreement on SV.

From the concept of SV Agreement, reflect the importance of the value of UNITY
(whether inside the classroom, within the family or among friends) as means of having
harmony and conformity in our life.
 WEEK 7 (July 24 - 28)

LESSON 5 – Folk Songs

Introduction: Let the class listen to an OPM song Harana by Parokya ni Edgar as a motivation
and ask questions about it after.

Perceive Ideas. Word Association. When you hear the word song, what are some ideas
and questions you associate it with? What is a song like? Give examples and non-examples
of songs. With a partner, let them fill in the graphic organizer.

What is a song?

Examples Nonexamples

Words to
describe
it.

What is a song like?

Let three pairs share their answers before the class.

Peruse and Read: Introduce songs as short poems set to music or meant to be sung and
folksongs are songs that originate in traditional popular culture or that are written in such a
style.

Introduce the different Philippine folksongs:

o Ayegkha (Ifugao)
o Pamuwa sa Bata (Bukidnon)
o An Bulud (Waray)
o Summer Song (Tinguian)
o Feast Song (Apayao)
o Atin Cu Pung Singsing (Pampanga)
o Tabe Noba (Farewell song)
o Serenade (Harana)
Interaction: Let them listen to the different folksongs mentioned above.

o Study and analyze the different songs presented after listening to each song.

1. What message is made in each folk song? Are any of the folksongs familiar?
2. What do the different Filipino folksongs used to narrate? What do they tell about the
ancient Filipinos?
3. Let the class share their ideas and encourage them to ask questions.

Graphic Organizer. Let them read another folk tale The Cycle of the Sun and the Moon in
their book page 34 and then complete the story map for it.

Integration: Point out connections by comparing folksongs.

At the beginning of the lesson, they heard the song Harana by Parokya ni Edgar.
Let them compare this new version with the precolonial song of the same name
presented in the discussion (Serenade- Harana).

Write the characteristics of both songs that are shared and that are different.

Pre-
colonial
HARANA

OPM
HARANA
 WEEK 8 (August 1 – August 4)

Perform Expressions
1. Group the class for their last performance task.
2. Let them choose the folk songs they would like to perform as a group.
3. Reiterate what they are going to do, clarify inquiries and emphasize criteria for scoring.
4. Ask each group to meet their members and plan for their performance task.
5. Let them practice for their Performance Task. (Instruments used in practicing are
announced ahead of time.)

 WEEK 9 (August 7- 11)

*August 10-11 – First Periodical Examination

1. Showcasing their Performance Task and friendly critiquing.

2. Checking of portfolios and notebooks.
3. Review for the exam.
4. Signing of clearance.
 WEEK 7 (July 24 - 28)

LESSON 5 - Legends

Introduction: Think-Pair-Share. How has the theme of Love been portrayed in literature over
centuries? What ideas and words have poets and writers used to depict love in literature?

Love

Introduce Legend as one Philippine Literary genre. Define legend and ask the students to
give examples of legends that they know.

Introduce the epic, Biag ni lam-ang.

Ask students this question: What is the best quality of your favorite hero?
As they listen and read an excerpt from an Iloko epic, let them find out the best quality of
the hero in the story.

Let them watch a video clip about Biag ni lam-ang and instruct them to write down the
important details or events in the story.

Present to them the text of the epic. Read twice the excerpt from the story Lam-ang to
your students. As you read, find out the meaning of some unfamiliar words. Ask students
to take down key ideas about the characters, their actions, and personal qualities.

Reading Proper. Let the class read “Biag ni Lam-ang” Ask questions in between to check
for comprehension.

Interaction. Meet them; know them Pair off then complete the grid below for you to learn more
about the characters and their story through their actions. Be guided by the given example.

Further discussion of the epic.