Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
DIVISION OF RIZAL
District of Cardona
TUNA-BALIBAGO NATIONAL HIGH SCHOOL
Cardona, Rizal

LESSON PLAN IN ENGLISH 7

Grade: 7
Program Standard: The learner demonstrates communicative competence through his/
her understanding of literature and other texts types for a deeper
appreciation of Philippine Culture and those of other countries.
Content Standards: 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 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.
Performance Standards: The learner transfers learning by: showing ways of asserting
one’s identity; comprehending informative and short narrative texts
using schema and appropriate listening and viewing 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.
Duration: 1 hour
I. OBJECTIVES
A. EN7RC-III-b8.1: Use one’s schema as basis for conjectures
B. EN7LC-III-c-6.2: Infer thoughts and feelings expressed in the text listened
to
C. EN7OL-III-f3.4.1: Express ideas and opinions based on text listened
D. EN7LT-III-d-5: Discover literature as a tool to assert one’s unique identity
and to better understand
E. EN7WC-III-a2.2.12: Identify features of narrative writing
II. SUBJECT MATTER
A. Topic: Where’s the Patis by Carmen Guerrero-Nakpil
B. Reference: Learner’s Module pp. 299-328
Teacher’s Guide pp. 309-319
C. Materials: Laptop, TV, marker, manila paper, pictures of delicacies in Rizal
III. LEARNING ACTIVITIES
- Prayer
- Greetings
 - Checking of Attendance

A. Activity
A.1. Invite the learners to go over the list words inside the table. Ask
the learners: “Among the list of foods, what do you like to eat and why?”
Instruct the learners to pair off and have them group the food according to
their place of origin.

Balaw-balaw minaluto Minani

suman Dinilawang kanduli sa Pinangat na ayungin
alagao sa mantika
latik Cashew nuts Bibingka

CARDONA CAINTA ANGONO ANTIPOLO

1. 1. 1. 1.
2. 2. 2.
3.

B. Analysis
Prepare the students for the listening activity. Instruct the students
with what they need to do as they listen to the teacher.
Listen to your teacher as she/he reads a short article about the
different sauces in the Philippines. List down all the sauces mentioned in
the article. Write your answers in the first column. Imagine that you will bring
these sauces to your place. What food do you think will be the perfect match
for the sauce? Write your answer in the second column. In the last part of
the table, write the most famous sauce in your place.
Sauce Perfect Match

Famous Sauce in Your Place Perfect Match

Process Questions:
1. What can you say about the different sauce from our country?
2. What food do you think they will declare as delicious?
3. Among the sauces mentioned, which do you think taste delicious on all
kinds of food?
 C.Abstraction
Do the Before Reading Activity.

1. Paired Work: List down all the foods that will taste delicious when
you use patis as a condiment. Share your answers with class.

2. Vocabulary Development: Study the sentences related to the

selection that you are about to read. Complete the sentences y choosing the
most appropriate word.
3. Discussion of the Author’s Background

Assigned Reading: Where’s the Patis? by Carmen Guerrero-Nakpil

D. Application
Form five groups. Study the following notes on narrative writing.
Perform the task assigned to your group. Use the notes as guide
when you do your assigned task.
Group 1: The learners will list all the foreign foods mentioned in the
narrative, Filipino counterpart of the foods and write the country of its origin.
Group 2: The learners will discover the favorite food of the Pinoy in
the selection and indicate the reasons why he likes them.
Group 3: The learners will identify the mood of the selection and list
all the events in the story that will support the mood.
Group 4: The leaners will identify the theme of the selection. They
also find events or lines from the story which will support the theme.
Group 5: The learners will find the important events from the
narrative and arrange them in order.

E. Closure
How does setting aside differences help you live in a harmonious
community?

IV. Assignment
Go around the community. Interview locals about the most famous
delicacy in the barangay. Write down the steps on how it is prepared?
 Prepared by:

AMILYN F. GUTIERREZ

JENELLE G. PASAY

JESSA S. RAYMUNDO
Teachers in English

Noted:

AMBROCIO A. AÑO
Head Teacher IV