LESSON PLAN IN ENGLISH 7

S.Y. 2019-2020
Third Quarter
WEEK 1

DAY 1
I. LEARNING OBJECTIVES:

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
Content Standard 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 informative and short narrative texts using
schema and appropriate listening and viewing strategies; expressing ideas,
Performance Standard 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.
 (EN7LC-III-a-7) Use different listening strategies based on
purpose, topic and levels of difficulty of simple informative and
Learning Competencies short narrative texts
 (EN7LC-III-a- 2.1/3.1) Note specific details of the text listened to
 Show pride in the Filipino culture.

II. SUBJECT MATTER:

Oral Language and Fluency: I am a Filipino by Carlos P. Romulo
References: Skills Development Book in English
English 7 Learner’s Manual
Materials: Grade 7 English Time Module / Visual aid / pictures

III: METHODOLOGY:

A. Preliminaries
1. Greetings
2. Checking of classroom cleanliness and orderliness
3. Prayer
4. Attendance monitoring
5. Review of the previous lesson
B. Motivation (Pre-listening)
The teacher will post the picture and ask the following questions:

1. Do you know who he is?

2. What do you think is his job?
3. What do you think is his contribution to the Philippines?

C. Process (While-listening)
Activity 1:
Directions: Listen intently as your teacher reads the listening piece to note specific details

I am a Filipino by Carlos P. Romulo

I am a Filipino–inheritor of a glorious past, hostage to the uncertain future. As such I

must prove equal to a two-fold task–the task of meeting my responsibility to the past,
and the task of performing my obligation to the future.
 I sprung from a hardy race, child many generations removed of ancient Malayan
pioneers. Across the centuries the memory comes rushing back to me: of brown-
skinned men putting out to sea in ships that were as frail as their hearts were stout.
Over the sea I see them come, borne upon the billowing wave and the whistling wind,
carried upon the mighty swell of hope–hope in the free abundance of new land that
was to be their home and their children’s forever.

This is the land they sought and found. Every inch of shore that their eyes first set
upon, every hill and mountain that beckoned to them with a green-and-purple
invitation, every mile of rolling plain that their view encompassed, every river and lake
that promised a plentiful living and the fruitfulness of commerce, is a hallowed spot to
me.

By the strength of their hearts and hands, by every right of law, human and divine, this
land and all the appurtenances thereof–the black and fertile soil, the seas and lakes
and rivers teeming with fish, the forests with their inexhaustible wealth in wild life and
timber, the mountains with their bowels swollen with minerals–the whole of this rich
and happy land has been, for centuries without number, the land of my fathers. This
land I received in trust from them and in trust will pass it to my children, and so on
until the world is no more.

I am a Filipino. In my blood runs the immortal seed of heroes–seed that flowered

down the centuries in deeds of courage and defiance. In my veins yet pulses the same
hot blood that sent Lapulapu to battle against the first invader of this land, that nerved
Lakandula in the combat against the alien foe, that drove Diego Silang and Dagohoy
into rebellion against the foreign oppressor.

That seed is immortal. It is the self-same seed that flowered in the heart of Jose Rizal
that morning in Bagumbayan when a volley of shots put an end to all that was mortal
of him and made his spirit deathless forever, the same that flowered in the hearts of
Bonifacio in Balintawak, of Gergorio del Pilar at Tirad Pass, of Antonio Luna at
Calumpit; that bloomed in flowers of frustration in the sad heart of Emilio Aguinaldo
at Palanan, and yet burst fourth royally again in the proud heart of Manuel L. Quezon
when he stood at last on the threshold of ancient Malacañan Palace, in the symbolic
act of possession and racial vindication.
Questions:
1. Who are the heroes mentioned in the listening text?__________________________________
2. What is common among them?___________________________________________________
3.What is the “seed” referred to in the listening text? ___________________________________
4. The word seed has been repeatedly mentioned. What do you think is the author’s purpose for
the repetition? _______________________________________________________________
5. What do you think is his purpose for presenting the Filipino as such?
______________________________________________________________________________

D. EVALUATION (Post-listening)
Write a short answer for the question below.

Make believe that you are one of the following:

a. teacher
b. policeman
c. doctor
d. businessman
e. student
How can you show that you are a true Filipino in terms of solving
community and national problems?
E. Agreement

Read about the Philippine Literature during the US Colonial Rile and prepare for a recitation
tomorrow.
 DAY 2

I. LEARNING OBJECTIVES:

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
Content Standard 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 informative and short narrative texts using
schema and appropriate listening and viewing strategies; expressing ideas,
Performance Standard 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.
 (EN7RC-III-a-8) Use one’s schema to better understand a text
 (EN7LT-III-a-5) Discover literature as a tool to assert one’s
Learning Competencies
unique identity and to better understand other people
 Demonstrate love for our culture and national identity.

II. SUBJECT MATTER

Pliant Like the Bamboo by I.V. Mallari
References: http://filipinoliterature.blogspot.com/2011/09/pliant-like-bamboo.html
English 7 Learner’s Manual
Materials: Grade 7 English Time Module / Visual aid / pictures

III: METHODOLOGY:

A. Preliminaries
1. Greetings
2. Checking of classroom cleanliness and orderliness
3. Prayer
4. Attendance monitoring
5. Review of the previous lesson (Oral Language and Fluency)

B. Motivation (Schema- Activation)

Compare the characteristics of the two trees.

C. Development of the Lesson

A. Understanding Literature
Philippine Literature during the US Colonial Rule
 The filipino-american war resulted in the defeat of Gen. Miguel Malvar in 1903. The
peace movements started as early as 1900.
 Many Filipino started writing again and the nationalism of the people remain undaunted.
Filipino writers went into all forms of literature like news reporting, poetry, stories, plays,
essays and novels. Their writings clearly depicted their love of country and their longings
for a new group started to write in English. Hence, Spanish, Tagalog , the Vernaculars
and finally , English, were the mediums used in literature during these times. The writers
in Spanish were wont to write on nationalism like honoring Rizal and other heroes. The
writers in Tagalog continued in their lamentations on the conditions of the country and
 their attempts to arouse love for one’s native tongue. The writers in English imitated the
themes and methods of the Americans.
B. Reading the Text
Pliant Like the Bamboo by I.V Mallari refer to pages 3-5 Grade 7 English Time

IV. EVALUATION
Comprehending the Text
1. What two trees are compared in the essay?
2. To which tree is the Filipino likened? Why?
3. How did the three hundred years rule of the Spaniards affect the Fipino?
4. Describe the way of life under the Japanese regime.
5. What makes the Filipino confident that he can survive difficulties in life?

IV. ASSIGNMENT
Explain: Why can Filipinos afford to laugh despite the country’s many problem.

DAY 3
I. LEARNING OBJECTIVES:

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
Content Standard 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 informative and short narrative texts using
schema and appropriate listening and viewing strategies; expressing ideas,
Performance Standard 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.
 (EN7G-III-a-1) Link sentences using logical connectors that signal
chronological and logical sequence and summation
Learning Competencies
 Construct sentences using logical connectors

II. SUBJECT MATTER:

Gramma: Logical Connectors
Reference: www.rexinteractive.com
Materials: Grade 7 English Time Module / Visual aid / pictures

III: METHODOLOGY:

A. Preliminaries
1. Greetings
2. Checking of classroom cleanliness and orderliness
3. Prayer
4. Attendance monitoring
5. Review of the previous lesson
B. Motivation
Show the students a picture of cookies. Ask them if they are fond of eating cookies. Then ask
them to describe the process in making cookies, take note of the connectors that they used.

C. Process (Discussion)
 Discuss the following points:
a. Logical connectors are used to join or connect two ideas that have a particular
relationship. These relationships can be: sequential (time), reason and purpose,
adversative (opposition and/or unexpected result), and condition
Focus only on connectors that show CHRONOLOGICAL, LOGICAL SEQUENCE,
and SUMMATION.
Examples:
• NUMERICAL – in the first place, first, secondly, initially
• BEGINNING – at first, to start with, to begin with, for a start, first of all, initially
• CONTINUATION – previously, after this, afterwards, eventually, subsequently, before
this, next, then
• CONCLUSION – finally, eventually, at last, in the end, last but not the least, as a final
point, lastly, to conclude
• SUMMATION – in conclusion, to sum up, to summarize, in summary, in sum
D. Evaluation

Complete the recipe below by supplying the appropriate logical connector.

A PIECE OF CAKE

_________, gather your ingredients. Pound cake is one of the simplest cakes to bake. You will
need 1 cup unsalted butter, 1 cup sugar, pinch of salt, 2 teaspoons vanilla extract, 5 eggs, and 2
cups cakes flour. After gathering the ingredients, the next step is to preheat the oven to 250°F.
______, grease a cake pan. Pound cakes are best baked in deep pans. _________, cream the
butter and sugar. Place the butter and the sugar in a mixing bowl and beat them together until the
mixture is light, fluffy, and creamy. ______, add the eggs and vanilla. Keep beating the mixture
until the eggs are completely incorporated. _______, stir in the cake flour. Be careful not to
overmix it. ________, pour the batter into the pan. _________________, bake the cake for an
hour and 15 minutes. The cake is finished when a toothpick inserted at the center comes out
clean.

E. Assignment

Write the recipe of your favorite dish. Make sure to highlight the logical connectors that you
used.

DAY 4

I. LEARNING OBJECTIVES:

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
Content Standard 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 informative and short narrative texts using
schema and appropriate listening and viewing strategies; expressing ideas,
Performance Standard 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.
 (EN7WC-III-a- 2.2.12) Identify features of narrative writing
Learning Competencies  (EN7WC-III-a-2.2) Compose simple narrative texts
 Demonstrate love for our culture and national identity.

II. SUBJECT MATTER:

Writing and Composition: Narrative Writing
References: Scholastic Teaching Resources
Materials: Pictures, Cartolina
III: METHODOLOGY:

A. Preliminaries
1. Greetings
2. Checking of classroom cleanliness and orderliness
3. Prayer
4. Attendance monitoring
5. Review of the previous lesson

B. Process (Activities)
Students will answer the worksheet below.

D. Evaluation

The rubric below will be used to grade the student’s output.

______________________________________________

Prepared by:

Ms. Michelle M. Vasquez Master Teacher I

English Teacher I
Noted by:
Checked by:
Mr. Abraham M. Culong
Mrs. Imelda A. Dorado Head – English Department