School Castor Alviar National High School Grade Level SEVEN

Teacher JMAR I. ALMAZAN Learning Area ENGLISH

Date NOVEMBER 26, 2019 Quarter THIRD
Sections LYRA, AQUILA, CASSIOPEIA, HYDRA

1. Identify the definition of vocabulary words that are found in the story
through vocabulary jigsaw puzzle
I. OBJECTIVES 2. Emphasize the importance of Education, hard work, dedication and
perseverance through comprehensive discussion
3. Answer questions correctly
The learner demonstrates understanding of: Philippine literature in the Period of Emergence
as a tool to assert one’s identity; strategies in listening to and viewing of informative and short
 CONTENT STANDARDS narrative texts; word relationships and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past and past perfect tenses, and sentence
connectors.
The learner transfers learning by: showing ways of asserting one’s identity; comprehending
 PERFORMANCE informative and short narrative texts using schema and appropriate listening and viewing
STANDARDS strategies; expressing ideas, opinions, and feelings through various formats; and enriching written
and spoken communication using direct/reported speech, active/passive voice, simple past and past
perfect tenses and connectors correctly and appropriately.

 EN7LT-III-c-5: Discover literature as a tool to assert one’s unique identity

 LEARNING
and to better understand other people
COMPETENCIES
 EN7LT-III-c-2.2: Explain how the elements specific to a genre contribute to
the theme of a particular literary selection
II. CONTENT Module 3 Lesson 3 Embracing Diversity
III. LEARNING RESOURCES English 7 Learner’s Material
REFERENCES
 Teacher’s guide pages pp.327-330
 Learners’ Material Pages pp. 343-346
 Textbook Pages
 Additional Materials from Slide presentation, textbook, image of Jose, thought bubbles, Venn diagram, image
Learning resource of a typical boy and girl, vocabulary puzzle, statement board
IV. PROCEDURES
- Strategy: vocabulary jigsaw puzzle
The teacher will provide pieces of puzzle that have vocabulary words
A. RECALL (Engagement) written on the back. Students have to match the pieces of puzzle that
contains vocabulary word according to the definition on the board.

- (A picture of a young boy will appear in the puzzle once the students
B. Presentation of the
completed the puzzle.)
lesson (establishing the
purpose for the lesson) - Process the activity using the guide questions.
- Describe the boy in the picture.
- Strategy: Thought bubbles
C. Presenting examples/ Assuming that the picture are the students; the students will be asked
instances of the new to write in the thought bubbles the things that would make them
lesson happy.
Relate the activity in the reading selection.
Tell:
D. Discussing new concepts Before reading the entire story try to fish for information from the selection
and practicing new skills by scanning through the given paragraphs. Answer the questions that
#1 (Exploration) follow.
Reading of the selection.
 - Let the students look closely at the pictures given in the LM.
E. Discussing new concepts
Ask:
and practicing new skills
#2 1. What is the message of the pictures?
2. How will you relate the pictures to our current time?

F. Developing Mastery Ask the students if they can guess the events in the story just by
(Explain) looking in the picture.
Pre-Assigned task: 4 groups
1. Now showing
G. Application 2. Acting time
(Elaboration) 3. Compare and Contrast
4. Serenade me
(See task instruction and rubrics in attached activity sheet)

Wrap it up:
H. Generalization /
- Describe Jose as a Boy. What are his characteristics?
Abstraction
- What is the message of the story?

Answer the following questions.

1. In paragraph 5, what kind of family lives in this place?
a. poor b. ignorant c. primitive
2. What Filipino value is shown in paragraph 8?
a. pakikisama b. utang na loob c. ningas kugon
3. In paragraph 11, what kind of father is described?
I. Evaluation a. trustful b. submissive c. caring
4. As you read paragraph 12, you can conclude that the person described.
a. is not used to writing letters.
b. does not know how to write letters.
c. has never written letters.
5. What kind of person is Ka Ponso as described in paragraph 9?
a. indifferent b. usurious c. sympathetic
J. Additional activities
for application or
remediation

5= 5= 5= 5= 5=
4= 4= 4= 4= 4=
3= 3= 3= 3= 3=
V. REMARKS 2= 2= 2= 2= 2=
1= 1= 1= 1= 1=

Mean = Mean= Mean = Mean = Mean =

MPS = MPS= MPS = MPS = MPS =
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for evaluation
C. Did the remedial learners work?
Number of students who caught up
with the lesson
D. Number of learners who continue to
require remediation
E. Which of my teaching strategies
worked well?
Why did it work?
F. What difficulties did I encounter
which my principal/supervisor can
help me solve?
G. What innovation of localized
materials did I use/ discover that I wish
to share with other teacher?
Checked by:
Date: