CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter 4
Linking with the World
Lesson 1
Honoring My Nation
Content Standard:
The learner demonstrates understanding of: contemporary Philippine literature as
a means of responding to the demands of the global village; various extended text
types; lexical and contextual cues; appropriate and polite oral language, stance, and
behavior; and use of imperatives, prepositions, verbs and wh- questions.
Performance Standard:
The learner transfers learning by: explaining the need to be cooperative and
responsible in today‟s global village; using appropriate strategies to comprehend
extended text types; using lexical and contextual clues to understand unfamiliar words
and expressions; using imperatives, prepositions, and appropriate and polite oral
language, stance and behavior in various information-sharing formats.
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1|P age
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
FOURTH
Linking with the World
Honoring My Nation
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding of:contemporary Philippine
literature as a means of responding to the
demands of the global village; various
extended
text
types;
lexical
and
contextual cues; appropriate and polite
oral language, stance, and behavior; and
use of imperatives, prepositions, verbs and
wh- questions
The
learner
transfers
learning
by:explaining the need to be cooperative
and responsible in today’s global village;
using
appropriate
strategies
to
comprehend extended text types; using
lexical and contextual clues to understand
unfamiliar words and expressions; using
imperatives, prepositions, and appropriate
and polite oral language, stance and
behavior in various information-sharing
formats.
I.
LEARNING COMPETENCY
EN7LT-IVa-6.1: Identify the distinguishing features of selected literary genres
during the Contemporary Period
Objectives:
1. Distinguish the notable features of literary genres during the Philippine
Contemporary Period
2. Assemble historical accounts together with the related literary pieces
3. Identifywith the societal and personal struggles of Filipino writers during the
Contemporary Period
II.
LEARNING CONTENT
Lesson: Features of Selected Literary Genres during Contemporary Period
Materials:
1. Handout on Philippine Contemporary Period
2. Worksheets
3. Microphone
4. Speaker
5. Other multimedia equipment
References:
1. K to 12 Curriculum G (May, 2016), p. 162
2. Learning Package (Fourth Quarter), pp. 4
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3. Photo Retrieved from
http://heritageispeople.blogspot.com/2014/08/meriendacena-kasa-boix119.html
III.
LEARNING TASKS
Introduction:
The
literary
masterpieces under
the
Contemporary
Period
blossomed into a collection of different creation, with topics ranging from social
reforms, personal intentions, gender equality, and other forms.
Activity

Task 1:Go Back!
Directions:Trace back our history as Filipinos and explain if the statements
below happened or not. On the other hand, have also the opinion of one of
your classmates on the third column.
Statement
My Viewpoint
My Classmate’s Viewpoint
1. After the World War II, the
Filipino writers have stopped
writing poems, short stories,
and essays.
2. Many national contests in
literature started after the war.
3. Filipinos stopped writing
during the Martial law because
they didn’t want to be killed.
4. Filipino writers only write
about the problems of the
society and nation.
5.
Philippine
literature
continues to develop because
it is being taught in schools
and universities.
Analysis
Directions: Answer the following guide questions.
1. In your own opinion, did our early Filipinos writers stop creating poems,
short stories and essays upon encountering personal trials and societal
problems? Explain.
2. If not, what do you think are the reasons why Filipino writers and Philippine
literature survive up to this day?
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
Task 2: Draft Time!
Directions:Read the text about the Philippine Contemporary Period and
organize your thoughts by answering the outline below.
Philippine Contemporary Period
I. Growth of Philippine Literature
A. ________________________________________________________
B. ________________________________________________________
C. Themes in Literature
1. __________________________________________________
2. __________________________________________________
3. __________________________________________________
D. National Awards in Literature
1. __________________________________________________
2. __________________________________________________
3. __________________________________________________
4. __________________________________________________
5. __________________________________________________
E. ________________________________________________________
Abstraction

Task 3: According to!
Ryan Palad, a local historian, who is knowledgeable
in Philippine and Tayabas history, will be invited to talk
about the history of the country and of Tayabas.Likewise,
he will be asked to particularly talk about the local writers
and their particular literary works and accomplishments.
Directions: Write a reflective essay about the learnings that you have known
throughout the duration of the talk.
Application

Task 4. Relate!
Filipinos are now living in a modern world where a lot of things happen. In a
time when social media flourishes, gender equality is supported and other
issues sprout, a writer can use what happens around him as he writes poems,
short stories and other literary pieces.
If all of us are writers and we will write something about our surrounding, what
will be our topic? Interview some individuals and also ask their views as part of
the activity.
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The thoughts
of….
If I am a writer at present,
what is the topic that I will
write?
Why?
My Mind
My Teacher
My Friend
My Classmate
My Parent
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
FOURTH
Linking with the World
Honoring My Nation
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding of:contemporary Philippine
literature as a means of responding to the
demands of the global village; various
extended
text
types;
lexical
and
contextual cues; appropriate and polite
oral language, stance, and behavior; and
use of imperatives, prepositions, verbs and
wh- questions
The
learner
transfers
learning
by:explaining the need to be cooperative
and responsible in today’s global village;
using
appropriate
strategies
to
comprehend extended text types; using
lexical and contextual clues to understand
unfamiliar words and expressions; using
imperatives, prepositions, and appropriate
and polite oral language, stance and
behavior in various information-sharing
formats.
I.
LEARNING COMPETENCY
EN7LT-IVh-3:Explain how a selection may be influenced by culture, history,
environment, or other factors
Objectives:
1. Examine why the literary piece “I am a Filipino” by Carlos P. Romulo
greatly exhibits patriotism and love for country.
2. Perform a short skit portraying the culture and history of Tayabenses which
are exemplified throughout the selection.
3. Imbibe the spirit of patriotism through the readings on culture, history, and
environment.
II.
LEARNING CONTENT
Lesson: I am a Filipino by Carlos P. Romulo
Materials:
1. Handout of the selection
2. Camera
References:
1. K to 12 Curriculum G (May, 2016), p. 162
2. Learning Package (Fourth Quarter), pp. 6-9
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III.
LEARNING TASKS
Introduction:
Filipinos
have
come
a
long way
before
they
achieved
independence. Through the storms and surges, they endured, showing sturdy
resilience to the world. Indeed, our rich tradition and colorful history manifested
our character as a nation which steadily copes with time.
Activity

Task 1: Jumpstart!
Directions:You will be divided into groups according to your own skills/abilities.
Let us discover the things that make us a true-blooded Filipino by
accomplishing the following. Please be guided by the rubrics as provided by
your teacher.
Music Smart: Create a jingle of songs which exemplify love for the
country and Filipinos in general.
Art Smart: In a cartolina, sketch the rich history of the Philippines.
Verbal Smart: Compose a short poem explaining what they perceive
about the future of the country.
Movement Smart: Come up with a pantomime the everyday living
and struggles of Filipinos
Analysis
Guide Questions:
1. What are the important details about the Philippines that you have seen in
the presentation of your classmates?
2. How do you describe the Filipino race?
3. Do Filipinos of today love the Philippines better than the way our
forefathers loved our land years ago?
4. In your own thoughts, what are the future stores for us Filipinos?

Task 2: Getting Deeper!
Directions:Together with your group mates, brainstorm the valuable details
and great messages given by Romulo through his selection.
Understanding the Text
1. Who is the author of the essay?
2. What are the characteristics of the Filipino as mentioned by the author?
3. How can you prove the claim of the author that the Philippines has rich land?
4. What is the two fold task of a Filipino? Expound your answer.
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Interpreting the Text
1. What does the ―seed‖ symbolize?
2. Why is the Filipino a child of the marriage of the East and the West? Explain.
3. Differentiate the culture of the East from the West.
Challenging the Text
1. What could be the other title for the essay?
2. What other details about the Filipino can you add?
3. What other conclusion can you provide?
Crossing the Author’s Mind
1. What does the essay reveal about the author?
2. What is his purpose in writing the essay?
Abstraction

Task 3: Sum It Up!
Directions:Make generalizations based on the story by means of completing
the statements.
1. I am a Filipino for I ___________________________________________________.
2. Filipino is a great race because _______________________________________.
3. Our experiences in the past taught us to ______________________________.
4. I will protect our freedom as a nation by ______________________________.

Task 4: Filipino by Heart!
Directions:Complete the chart below by expressing your duty and obligation
to the country through the different period of time.
I am a Filipino and I have a responsibility to the nation’s…
PAST
PRESENT
FUTURE
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Application

Task 5: Lights, Camera, Action!
Tayabenses, just like the typical Filipinos, have also endured struggles as
they were enslaved by the past, meet the challenges of the present, and
believe in the promise of the future. In accordance to the selection, “I am a
Filipino,” groups will be selected and they should present a short skit with the
following themes:
Topic 1: How the Tayabenses fought the Spaniards during the Spanish times
Topic 2: How the Tayabenses make their culture and tradition survive the present times
Topic 3: How the Tayabenses prepare for the future
Category
Speaks
Clearly
Volume
Stays on
Topic
Content
Preparedne
ss
Props
Use of
Class Time
SKIT PERFORMANCE RUBRIC
4
3
2
Speaks clearly and Speaks clearly and Speaks clearly and
distinctly all (100distinctly all (100distinctly most (9495%) the time,
95%) the time,
85%) the time,
mispronounces no
mispronounces one mispronounces no
words.
word.
more than one
word.
Volume is loud
Volume is loud
Volume is loud
enough to be heard enough to be heard enough to be
by all audience
by all audience
heard by all
members
members at least
audience members
throughout the
90% of the time.
at least 80% of the
presentation.
time.
Stays on topic all of Stays on topic most Stays on topic
the time.
(99-90%) of the
some of the time
time.
(89-75%).
Shows a full
Shows a good
Shows a good
understanding of
understanding of
understanding of
the topic.
the topic.
parts of the topic.
Student is
Student seems
The student is
completely
pretty prepared but somewhat
prepared and has
might have needed prepared, but it is
obviously
more rehearsal.
clear that
rehearsed.
rehearsal was
lacking.
Student uses
Student uses 1 prop Student uses 1
several props (this
that shows
prop that makes
could include a
considerable
the presentation
costume) that show work/creativity and better.
considerable
which makes the
work/creativity and presentation better.
which make the
presentation better.
Used time well
Used time well
Used some of the
during each class
during each class
time well during
period. Focused on period. Usually
each class period.
getting the project
focused on getting
There was some
done and never
the project done
focus on getting
distracted others.
and never
the project done
distracted others.
but occasionally
distracted others
1
Often mumbles or
cannot be
understood OR
mispronounces
more than one
word.
Volume often too
soft to be heard
by all audience
members.
It was hard to tell
what the topic
was.
Does not seem to
understand the
topic very well.
Student does not
seem at all
prepared to
present.
The student uses
no props OR the
props chosen
detract from the
presentation.
Did not use class
time to focus on
the project OR
often distracted
others.
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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 of 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 promise a plentiful living and the fruitfulness of commerce, is a
hollowed 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 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 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 forth royally again in the proud heart of Manuel
L. Quezon when he stood at last on the threshold of ancient Malacañang Palace, in
the symbolic act of possession and racial vindication.
The seed I bear within me is an immortal seed. It is the mark of my
manhood, the symbol of dignity as a human being. Like the seeds that were once
buried in the tomb of Tutankhamen many thousand years ago, it shall grow and
flower and bear fruit again. It is the insigne of my race, and my generation is but a
stage in the unending search of my people for freedom and happiness.
I am a Filipino, child of the marriage of the East and the West. The East,
with its languor and mysticism, its passivity and endurance, was my mother, and my
sire was the West that came thundering across the seas with the Cross and Sword
and the Machine. I am of the East, an eager participant in its struggles for liberation
from the imperialist yoke. But I also know that the East must awake from its
centuried sleep, shape of the lethargy that has bound his limbs, and start moving
where destiny awaits.
For, I, too, am of the West, and the vigorous peoples of the West have
destroyed forever the peace and quiet that once were ours. I can no longer live,
being apart from those whose world now trembles to the roar of bomb and cannon
shot. For no man and no nation is an island, but a part of the main, there is no
hardy: capable of
enduring difficult
conditions
beckon: to attract
someone or
something
appurtenance: an
object that is used
with or for
something
foe: an enemy
oppressor: a person
who uses power in a
cruel way
racial: connected
with a different race
vindication:
justification against
denial
Why is the seed
referred as
“immortal”?
Who do you think
are ”the East and
the West”?
What does the
saying “no man is
an island” mean?
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10 | P a g e
longer any East and West - only individuals and nations making those momentous choices that are hinges upon
which history resolves.
At the vanguard of progress in this part of the world I stand - a forlorn
figure in the eyes of some, but not one defeated and lost. For through the thick,
interlacing branches of habit and custom above me I have seen the light of the sun,
and I know that it is good. I have seen the light of justice and equality and freedom
and my heart has been lifted by the vision of democracy, and I shall not rest until
my land and my people shall have been blessed by these, beyond the power of any
man or nation to subvert or destroy.
I am a Filipino, and this is my inheritance. What pledge shall I give that I
may prove worthy of my inheritance? I shall give the pledge that has come ringing
down the corridors of the centuries, and it shall be compounded of the joyous cries
of my Malayan forebears when they first saw the contours of this land loom before
their eyes, of the battle cries that have resounded in every field of combat from
Mactan to Tirad pass, of the voices of my people when they sing:
vanguard: group of
people who are the
leaders of an action
How will you show
that you are worthy
to be called a
“Filipino”?
Land of the Morning,
Child of the sun returning...
Ne'er shall invaders
Trample thy sacred shore.
Out of the lush green of these seven thousand isles, out of the heartstrings of sixteen million people all
vibrating to one song, I shall weave the mighty fabric of my pledge. Out of the songs of the farmers at sunrise
when they go to labor in the fields; out of the sweat of the hard-bitten pioneers in Mal-ig and Koronadal; out of
the silent endurance of stevedores at the piers and the ominous grumbling of peasants Pampanga; out of the
first cries of babies newly born and the lullabies that mothers sing; out of the crashing of gears and the whine of
turbines in the factories; out of the crunch of ploughs upturning the earth; out of the limitless patience of
teachers in the classrooms and doctors in the clinics; out of the tramp of soldiers marching, I shall make the
pattern of my pledge:
"I am a Filipino born of freedom and I shall not rest until freedom shall have been added unto my inheritance for myself and my children's children - forever.
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
FOURTH
Linking with the World
Honoring My Nation
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding of:contemporary Philippine
literature as a means of responding to the
demands of the global village; various
extended
text
types;
lexical
and
contextual cues; appropriate and polite
oral language, stance, and behavior; and
use of imperatives, prepositions, verbs and
wh-questions.
The
learner
transfers
learning
by:explaining the need to be cooperative
and responsible in today’s global village;
using
appropriate
strategies
to
comprehend extended text types; using
lexical and contextual clues to understand
unfamiliar words and expressions; using
imperatives, prepositions, and appropriate
and polite oral language, stance and
behavior in various information-sharing
formats.
I.
LEARNING COMPETENCY
EN7LT-IVd-2.2.2:Explain the literary devices used
Objectives:
1. Appraise the various sensory images and symbolism used in the literary
piece “I am a Filipino” by Carlos P. Romulo
2. Prepare numerous outputs utilizing sensory images and symbolisms
through their assigned multiple intelligence.
3. Imbibe the spirit of patriotism and love for country through their
presentations.
II.
LEARNING CONTENT
Lesson: Sensory Images and Symbolisms
Materials:
1. Handout of I am a Filipino
2. Handout on Sensory Images and Symbolisms
References:
4. K to 12 Curriculum G (May, 2016), p. 162
5. Learning Package (Fourth Quarter), pp. 6-9, 11
6. Sensory Images and Symbolism retrieved from
http://literarydevices.net/imagery/
http://literarydevices.net/symbolism/
7. Figurative Language Writing Rubric retrieved from
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https://www.rcampus.com/rubricshowc.cfm?code=Q897A9&sp=yes&
8. Multiple Intelligences retrieved from
http://www.shs.d211.org/SpecialEd/faculty/ACW/Life%201/MI/9%20Multiple%20Intelligences%20rubric.pdf
9. Poem Rubric
http://www.rcampus.com/rubricshowc.cfm?sp=yes&code=J2359B
10. Dance Movement Rubric
http://www.rcampus.com/rubricshowc.cfm?code=D49BW8&sp=yes
11. Paper Mache Rubric
https://www.rcampus.com/rubricshowc.cfm?code=TA2763&sp=yes&
12. Song Rubric
http://www.rcampus.com/rubricshowc.cfm?sp=true&code=R5789X
III.
LEARNING TASKS
Introduction: To effectively convey their message, Filipino writers utilize
techniques that appeal to our senses and to our thoughts. For example, they use
animals or colors to signify bravery, purity, peace, etc. On the other hand, they
also use words which stimulate our five senses. These words make us imagine that
we see, hear, smell, taste or even feel what the writers have written. These
techniques are what we called Sensory Images and Symbolism.
Activity

Task 1: Different Views!
Directions:Determine the literal and symbolical meanings of the following
pictures.
Picture
Literal Meaning
Symbolical Meaning
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
Task 2: Appealing!
Directions:Using the given pictures above, analyze as to which sense (sight,
hearing, smell, taste or touch) each statement appeals.
Statement
It appeals to what sense?
1. Savoring the fresh buko juice is like
seeing a glimpse of heaven.
2. The dove flapped its wings, freeing itself
from the cage.
3. Her words are a spear pierced through
his heart that killed his dreams.
4. The flag waves mightily against the
wind.
5. The fragrance of that single rose is
enough to enchant the whole room
Analysis
Guide Questions:
1. What is the difference between literal and figurative language?
2. Based on the previous activity, what do you think is symbolism?
3. Can you give other examples of objects or animals that serve as
symbolism?
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14 | P a g e
4. Enumerate the five basic senses.
5. Agree or disagree. Whenever we read something, our senses are being
stimulated.

Task 3: Dissect It!
Directions:Form a pair. Together, using the selection“I am a Filipino” by Carlos
P. Romulo, complete the two charts below.
The Symbols that
I read

Symbol 1
Meaning
Symbol 2
Meaning
Symbol 3
Meaning
Symbol 4
Meaning
Symbol 5
Meaning
Task 4: Five Senses!
Direction: Find lines coming from the essay which appeals to each sense.
Sight
Hearing
Smell
Taste
Touch
• Example
• Example
• Example
• Example
• Example
Abstraction

Task 5: Look Around!
Directions:This time, look around the campus and take three pictures of
plants, organisms, or objects and make these as symbols that represent
something.
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Meanwhile, take also five different pictures and create lines for the sense
of sight, hearing, smell, taste and touch. In a long bond paper, stick these
pictures and provide captions describing what they symbolize and what
sense do they appeal.
Picture 1: ___________________
Caption: ___________________
Sense: _____________________
Application

Task 6: Own Creations!
Directions: The class will be divided into their respective multiple intelligences.
In accordance to the theme of “I am Filipino,” each group must create or
present outputs. You must utilize sensory images and symbolism you‟re your
creations.
 Verbal Smart – Construct a poem describing the Filipino race
 Body Smart – Make an interpretative dance showcasing the Philippine history
 Visual Smart – Design a paper mache of a chosen symbol for a Filipino
 Music Smart – Perform a song which shows love for the country
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VERBAL SMART: POEM RUBRIC
5pts
Meaning and
Originality
4pts
3pts
1 pts
Poem is creative and
original. It is evident that
the poet put thought into
their words and uniquely
conveyed their ideas and
emotions.
Poem is thoughtful and
creative. A couple of
phrases or ideas may
be revisited, but the
overall product is
carefully written.
Most of the poem is
creative, but appears to
be rushed. This is
evident in the poet's
redundancy or use of
cliches.
Poems appear to be
thoughtless or
rushed. Work is very
repetitive, and ideas
are unoriginal.
Vivid, detailed images and
intensely felt emotion make
the poem come alive.
Clear sensory images
are used to portray
ideas or emotions
Some use of image,
idea, or emotion
Difficult to visualize
image or emotion
The poem is complete and
follows its intended form, in
the style of Pablo Neruda.
The poem is written in
its proper forms with a
few mistakes.
The poem is somewhat
written in its proper
form.
The poem is not
written in its proper
form.
Proper use of English
spelling and grammar is
used consistently
throughout each poem.
Punctuation is utilized
when necessary.
A couple of spelling or
grammar mistakes are
evident, but do not
diminish the meaning of
the poem. Punctuation
is utilized when
necessary.
The poet's intended
meaning is confusing by
several spelling or
grammar errors.
Punctuation may be
misused.
There are numerous
spelling or grammar
errors, making the
poems difficult to
understand.
Puncutation is used
incorrectly.
Sensory Details
Form
Grammar
BODY SMART: INTERPRETATIVE DANCE RUBRIC
1 pt
No original thought
No creativity went into
movement
2 pts
Project shows some
thought, but did not
expand on ideas or make
the movement their own.
3 pts
Creative and original
Looks like a lot of time
and energy went into the
project.
Use of music
and props
Sloppy, no use of music
and props. Incomplete
Used minimal music and
props. Very plain
Music and props were
coordinated nicely. No
dead/uncomfortable time
during performance.
Relevance to the
assignment
Has nothing to do with
the body system or
organs. Cannot explain
the assignment.
Either has nothing to do
with the body
system/organs or is
sloppy in its visual
display and/or
description of the
assignment.
Looks like the project
that was assigned.
Student can explain the
use of props and
costume or answer the
questions after the
performance
Effort
No effort in the creation
of the
dance/movement.
Shows some effort but is
sloppy in the
performance.
Shows true effort and
attention to detail.
Presentation
Could not explain the
dance or answer
questions about the
system.
Explained the dance but
with no enthusiasm or
care.
Took pride in the
performance of the
dance/movement and
could explain in detail the
process and answered
the questions
accurately.
Creativity
4 pts
Very creative and
neat. End results
shows that great time
was spent into the
project. Movement
really stands out as an
original.
Props and costumes
are very colorful. Use
of music and props
display a story and
very attractive to the
eye.
It is creative,
organized and
accurate to the
assignment. Is clearly
a representation of the
body system through
dance and/or
movements.
100% effort has been
display through the
dance/movement and
great attention went
into detail and
performance.
Presented their dance
with enthusiasm and
explanation of the
dance was energetic.
Questions were
answered with great
thought.
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17 | P a g e
ART SMART: PAPER MACHE RUBRIC
3 pts
Composition/Desi
gn/Planning
Craftsmanship/Us
e of Materials
Creativity/
Challenge
Behavior/Effort/A
ttitude
5 pts
4 pts
2 pts
The artwork is
planned carefully;
understanding of all
concepts and
instructions is
clearly
demonstrated.
The artwork is
planned carefully;
understanding of
most concepts and
instructions is
demonstrated.
The artwork shows
little evidence of
understanding the
concepts and
instructions.
The artwork shows
no understanding
of the concepts
and instructions.
The artwork shows
outstanding
craftsmanship,with
clear attention to
control, adaptation,
and understanding
of the
medium/media.
Reflects a wide
range of paper
mache techniques.
The artwork shows
good craftmanship,
with some
attention to
control, adaptation,
selection and
understanding of
the medium/media.
Reflects attention
to using some
paper mache
techniques.
The artwork shows
limited
craftmanship and
little attention to
control,
adaptation, and
understanding of
the
medium/media.
The use of paper
mache techniques
is limited.
The artwork shows
minimal or no
craftmanship and
attention to
control, and
understanding of
the
medium/media.
There is little or no
evidence of
understanding
paper mache
techniques.
The artwork
demonstrates a
challenging level of
production and
creativity as well as
outstanding problem
solving skills.
The artwork
demonstrates a
satisfactory level of
production and
creativity as well as
logical problem
solving skills.
The artwork
demonstrates a
basic level of
attention to
production,
creativity, and
problem solving
skills.
The artwork
demonstrates very
little attention to
production,
creativity, and
problem solving
skills.
The student put
forth extraordinary
effort to complete
the project as well
as possible; used
class time extremely
well.
The student put
forth the effort
required to
complete the
project well; used
class time well.
The student put
forth limited effort
required to finish
the project; use of
class time does not
reflect the students
ability and
potential.
The student put
forth minimal or no
effort; or the
project was not
completed; class
time was not used
well.
MUSIC SMART: SONG PERFORMANCE RUBRIC
4 pts
3 pts
2 pts
1 pts
The theme is clearly
defined and the lyrics
clearly represent the
theme.
The theme is defined
but the lyrics only
somewhat represent
the theme.
The theme is defined
but the lyurics do not
represent the theme.
The theme is not
clearly defined and
lyrics do not
represent the
theme.
Presenter(s) was
heard and maintained
a serious composure,
but made 1-2 mistakes
while presenting.
Presenter(s) was
heard clearly, was
occasionally silly, and
made 3-4 mistakes
while presenting.
Presenter(s) was heard,
but occasionally was
not lout enough or silly,
made several mistakes
while presenting song.
Presenter(s) could
not be heard or
could not get
through the song in
a serious manner,
completely
unprepared.
Presenter(s) was
heard and maintained
a serious composure,
but make 1-2 mistakes
while presenting.
Presenter(s) was
heard clearly, was
occasionally silly, and
made 3 - 4 mistakes
while presenting.
Presenters(s) was hear,
but occasionally was
not loud enough or silly,
made several mistakes
while presenting song.
Student articulates
clearly and the text of
the music is
understandable.
Student articulates the
words somewhat
clearly and the text
can be understood
most of the time.
Student is sometimes
articulating the words,
but the text is often not
discernable.
Presenter(s) could
not be heard or
could not get
through the song in
a serious manner,
completely
unprepared.
Student rarely
articulates the
words and the text
is not discernable.
Lyrics
Performance
Volume and
Projection
Diction
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18 | P a g e
Sensory Images and Symbolism
Symbolismis the use of symbols to signify ideas and qualities by
giving them symbolic meanings that are different from their literal
sense.
Symbolism can take different forms. Generally, it is an object
representing another to give it an entirely different meaning that is
much deeper and more significant. Sometimes, however, an
action, an event or a word spoken by someone may have a symbolic
value. For instance, “smile” is a symbol of friendship.
Symbols do shift their meanings depending on the context they are used in. “A chain”, for
example, may stand for “union” as well as “imprisonment”. Thus, symbolic meaning of an object
or an action is understood by when, where and how it is used. It also depends on who reads
them.
Common Examples of Symbolism in Everyday Life
In our daily life, we can easily identify objects, which can be taken as examples of symbol such
as the following:





The dove is a symbol of peace.
A red rose or red color stands for love or romance.
Black is a symbol that represents evil or death.
A ladder may stand as a symbol for a connection between the heaven and the earth.
A broken mirror may symbolize separation.
Sensory Imagesor Imagery means to use figurative
language to represent objects, actions and ideas in such a
way that it appeals to our physical senses.
Usually it is thought that imagery makes use of particular
words that create visual representation of ideas in our
minds. The word imagery is associated with mental
pictures. However, this idea is but partially correct.
Imagery, to be realistic, turns out to be more complex
than just a picture. Read the following examples of imagery
carefully:
1. It was dark and dim in the forest. – The words “dark” and “dim” are visual
images.
2. The children were screaming and shouting in the fields. – “Screaming” and “shouting”
appeal to our sense of hearing or auditory sense.
3. He sniffed the aroma of brewed coffee. – “whiff” and “aroma” evoke our sense of smell
or olfactory sense.
4. The girl ran her hands on a soft satin fabric. – The idea of “soft” in this example appeals to
our sense of touch or tactile sense.
5. The fresh and juicy orange is very cold and sweet. – “ juicy” and “sweet” when
associated with oranges have an effect on our sense of taste or gustatory sense.
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19 | P a g e
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
FOURTH
Linking with the World
Honoring My Nation
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding
of:
contemporary
Philippine literature as a means of
responding to the demands of the global
village; various extended text types; lexical
and contextual cues; appropriate and
polite oral language, stance, and
behavior; and use of imperatives,
prepositions, verbs and wh- questions
The learner transfers learning by:
explaining the need to be cooperative
and responsible in today‟s global village;
using
appropriate
strategies
to
comprehend extended text types; using
lexical and contextual clues to understand
unfamiliar words and expressions; using
imperatives, prepositions, and appropriate
and polite oral language, stance and
behavior in various information-sharing
formats.
I.
LEARNING COMPETENCY
EN7LT-IVe-2.2.3:Determine the tone, mood, technique, and purpose of the
author
EN7OL-IVc-1.7: Orally narrate events in factual and personal recounts using
appropriate verbal and non-verbal cues
Objectives:
1. Evaluate the tone, mood, and technique employed by Carlos P. Romulo
in “I am a Filipino,” together with his purpose in writing.
2. Execute the appropriate tone in the choral reading of selected passages,
connected with the mood, technique, and message implied.
3. Internalize the successes and struggles of Filipinos as related by the
selected literary piece.
II.
LEARNING CONTENT
Lesson: Tone, Mood, Technique, and Purpose of the Author
Materials:
1. Handout on Tone, Mood, Technique, and Purpose of the Author
2. Copy of “I am a Filipino” by Carlos P. Romulo
3. Movie Clips
References:
1. K to 12 Curriculum G (May, 2016), p. 162
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20 | P a g e
2. Elements of Literature, pp. 102, 396
3. Choral Reading Rubric retrieved from
https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=W73393&
4. Writing Narratives retrieved from
http://engres.ied.edu.hk/lang_arts/tasks/sampleAsseRubrics/Story_Writing_
Rubric.pdf
5. Movie Clips retrieved from:
https://www.youtube.com/watch?v=nLo6LK2TkgY
https://www.youtube.com/watch?v=RpuK4c3L7gY
https://www.youtube.com/watch?v=b9i4_k08XBw
https://www.youtube.com/watch?v=X6cfo3EHMgI
https://www.youtube.com/watch?v=Hn5JvnGlB_Y
III.
LEARNING TASKS
Introduction: Whenever you are reading a literary piece, you can‟t help but feel
a certain emotion, like happiness, downheartedness, anger, or even hope. If you
haven‟t feel or realized something after reading, then you are not successful in
learning the purpose why that poem, story or essay was written and even
existed.
Activity

Task 1: Movie Lines!
Directions: Just like in reading good works, you can remember lines from
movies which are memorable and attack the emotions. Read first these lines
and afterwards, watch some of the movie clips and examine how the actors
say these lines and what are the emotions that they used.
Movie Line excerpt
Upon reading the
Upon watching
lines, I can sense
the movie clip, I
that…
can feel that…
One More Chance – She have me at my
worst, you have me at my best, and you
chose to break my heart.
Bata, Bata, PaanoKaGinawa –
Akalamolangwala, wala, peromeron,
meron, meron.
Barcelona: A Love Untold –
Huwagmoakongmahalindahilmahalkita,
mahalinmoakodahilmahalmoako.
Because that is what I deserve.
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21 | P a g e
Madrasta- I was never you partner. I’m
just your wife, kaya
hindimoakonirespeto.
Labs Kita…Okay Ka Lang? –
Kaibiganmoako. Kaibiganmolangako.
And I’m so stupid to make the biggest
mistake of falling in love with my
bestfriend.
Analysis
Guide Questions:
1. By just reading the following excerpts of movie lines, what are the emotions
that you can sense from the words?
2. After watching how the actors say their lines, what have you felt from them?
3. Do you have a different answer for the two charts? Explain why or why not.

Task 2: Sense it!
Directions: Analyze the excerpts from the selection “I am a Filipino” and
determine the tone and mood employed on the following.
1. This is the land they sought and found. Every inch of shore that their eyes first set upon, every hill
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 promise a plentiful living and the fruitfulness of
commerce, is a hollowed spot to me.
2. 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 alien foe that drove Diego Silang and Dagohoy into rebellion against
the foreign oppressor.
3. For, I, too, am of the West, and the vigorous people of the West have destroyed forever the peace
and quiet that once were ours. I can no longer live, being apart from those whose world now
trembles to the roar of the bomb and cannon shot.
4. I shall give the pledge that has come ringing down the corridors of the centuries, and it shall be
compounded of the joyous cries of my Malayan forebears when they first saw the contours of this
land loom before their eyes.
5. I am a Filipino born of freedom and I shall not rest until freedom shall have been added unto my
inheritance for myself and my children’s children forever.
Abstraction

Task 3: Great Work!
According to the literary devices mentioned below, determine the general
techniques used by Carlos P. Romulo in his literary masterpiece, “I am a
Filipino.”
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22 | P a g e
Other
Techniques
Mood
Tone
Purpose
I am a
Filipino

Task 4: Write then Narrate!
You will be divided into groups. Each group must create a short narrative
story with the following themes on Filipino culture. On your special narratives,
you must be able to incorporate an effective tone, mood and technique.
GROUP 1: Pinoy Ghost Stories - frightful, scary, gloomy
GROUP 2: A Typical Pinoy Love Story – romantic, inspirational, light
GROUP 3: Pinoy Comedy – funny, witty, humorous
GROUP 4: A Pinoy Family – dramatic, tragic, lonely
GROUP 5: Pinoy News –formal, dignified
The groups will eventually select narrator/s who will tell your final short
narrative in front of the class. He/She must be able to convey the needed
emotions in the story, as relayed by your chosen theme and tone.
Application

Task 5: Read Together!
The literary piece, “I am a Filipino” will be divided into seven portions. At
the same time, the class will also be divided into seven groups. With the
literary portion that you randomly picked, you must have a good
presentation of a choral reading, according to the necessary tone, implied
mood, used techniques, and intended purpose of the text that they have
selected.Accordingly, they must prepare an improvised book for their piece
and present in front of the class.
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23 | P a g e
CHORAL READING RUBRIC
1 pt
Pronunciation
& Punctuation
Volume &
Clarity
Phrasing,
Timing
Getting into
character
2 pts
3 pts
5 pts
Student
pronounced most
words and used
most punctuation
incorrectly.
Student pronounced
some words and used
some punctuation
correctly.
Student pronounced
most words and used
most punctuation
correctly.
Student pronounced all
words and used all
punctuation correctly.
Student's voice
was never clear,
and the audience
could not hear
them.
Student's voice was
rarely clear, and most
of the audience could
not hear them.
Student spoke in a
mostly clear voice, and
could be heard by the
majority of the
audience.
Student spoke very
clearly, and was heard
by all of audience.
Student was not
understood by the
audience because
the student sped
through their lines.
Student needs to
improve on timing and
phrasing. Part/role was
hard to understand
because the student
spoke too quickly.
Student used good
timing and phrasing.
Part/role was spoken
in a voice that was
usually steady.
Student spoke slightly
too fast.
Student used excellent
timing and phrasing.
Part/role was spoken in
a steady voice. Student
did not speak too
quickly.
Student did not
use gestures,
voice fluctuations,
or facial
expressions.
Student tried a few
gestures, voice
fluctuations, and facial
expressions. Student
did not make the
audience believe that
they really were the
character.
Student used some
gestures, voice
fluctuations, and facial
expressions to
enhance meaning of
the part played.
Student worked toward
getting into character.
Student used gestures,
voice fluctuations, and
facial expressions to
enhance meaning of the
part played. Student
made others believe
that he/she really was
the character.
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24 | P a g e
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
FOURTH
Linking with the World
Honoring My Nation
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding of: contemporary Philippine
literature as a means of responding to the
demands of the global village; various
extended
text
types;
lexical
and
contextual cues; appropriate and polite
oral language, stance, and behavior; and
use of imperatives, prepositions, verbs and
wh-questions
The learner transfers learning by:
explaining the need to be cooperative
and responsible in today‟s global village;
using
appropriate
strategies
to
comprehend extended text types; using
lexical and contextual clues to understand
unfamiliar words and expressions; using
imperatives, prepositions, and appropriate
and polite oral language, stance and
behavior in various information-sharing
formats.
I.
LEARNING COMPETENCY
EN7VC-IVa-12.3:Use lexical and contextual cues in understanding unfamiliar
words and expressions
Objectives:
1. Determine the meaning of unfamiliar word and expressions in a statement
through lexical and contextual clues.
2. Perceive why the unfamiliar word or expression is used in the sentence.
3. Construct individual statements using unfamiliar words or expressions with
meanings to be determined by the students.
II.
LEARNING CONTENT
Lesson: Lexical and Contextual Clues
Materials:
1. Handout of Lexical and Context Clues
2. Worksheets
References:
1. English Arts, pp. 100-101
2. Module (Fourth Quarter), pp. 5-9
3. Play Writing Rubric, Retrieved from
https://godarddrama.wikispaces.com/file/view/Script+Writing+Rubric.doc
4. Skit/Role Play Rubric, Retrieved from cte.sfasu.edu/wpcontent/uploads/2012/01/Skit.doc
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25 | P a g e
III.
LEARNING TASKS
Introduction: We always encounter an unfamiliar word whenever we read
something. Most of us will consult our dictionary or ask somebody to tell us its
meaning. Yet, we can readily know the meaning the words by analyzing how it is
used in the sentence. This is what we called context clues.
Activity

Task 1: Wildest Guess!
Directions:Without looking at the dictionary, match the unfamiliar words with
their apparent meanings on the right.
1. Appurtenance
a)
An object that is used with or for something
2. Beckon
b)
Defense against denial and censure
3. Equality
c)
Someone who receives a portion of something
4. Foe
d)
To attract someone or something
5. Hardy
e)
An enemy
6. Inheritor
f) Spiritual truth gained by praying deeply
7. Mysticism
g)
The state of being equal
8. Oppressor
h)
Group of people who are leaders of action
9. Vanguard
i) Able to live through difficult conditions
10. Vindication
j) A person who uses power in a cruel way
Analysis
Guide Questions:
1. Did you have a hard time matching the words with their correct
meanings? Why?
2. If you encounter an unfamiliar word in a statement and there is no
dictionary around, how do you eventually know its meaning?
3. Is there a way that one can know the meaning of a word without looking
at the dictionary?

Task 2: Use It!
Directions: This time, let us use the words above in a sentence. By analyzing
how the words are used, determine their dictionary meaning afterwards.
1. Tayabenses are hardy citizens for they already endured different calamities, wars, and problems
and still remained strong.
2. Using colorful store designs, the budin store owner beckons every tourist that he sees to come to
his store and buy some pasalubongs.
3. Large ovens serve as appurtenances in making Yema cakes here in Tayabas.
4. City Mayor ErnidaReynoso should assure that there is equality in giving help to poor Tayabenses in
every barangay.
5. Everyone must treat their neighbors as friends, not as foes.
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26 | P a g e
6. Since he is the only child, my friend is the sole inheritor of a seven-hectare land in Barangay
Lakawan.
7. Many Tayabenses go to the Minor Basilica of St. Michael the Archangel to find mysticism, through
silent prayers and strong faith,to their spiritual lives.
8. Landlords should not become oppressors of their workers in the farm and instead pay them with
decent salary.
9. We, Paladians, should become vanguards of change to this school.
10. The vindication of truth should always be our rule whenever we see a Tayabas public official
committing corruption.
Abstraction

Task 3: How, How, How!
Directions: One can identify different types of context clues whenever he
sees an unfamiliar word in a sentence. Provide example sentences for the
following types by using the word PLEDGE only.
Definition____________________________________________________________
Example ____________________________________________________________
Synonym____________________________________________________________
Antonym____________________________________________________________
Comparison and
Contrast_____________________________________________________________
Application

Task 5: Write Then Act!
Directions: Create a script for a short play of about 5-10 minutes about the
situation indicated below:
A Filipino-American tourist will tour the City of Tayabas for
three days, and he will stay in the house of his friend. Hospitable
and accommodating, his Tayabense friend, together with his
family, hosted a dinner serving all the local delicacies of
Tayabas.
In the lines that you will write, you must utilize the following unfamiliar words:
1. Cordial
5. Buffet
2. Famished
6. Compassionate
3. Reluctant
7. Foreigner
4. Kin
8. Stuffed
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27 | P a g e
In writing the lines, you must employ the use of context clues to make the
readers or the listeners of the play understand the essence of the unfamiliar
words.
After writing the script, present it to the class through a role play.
Conventions
Clarity
Format
Creativity
Characters
Dialogue
Application
Thinking/
Inquiry
Knowledge/
Understanding
Communication
PLAYWRITING RUBRIC
1
The final draft has
many grammar,
capitalization,
spelling, and
punctuation errors.
Ideas and scenes
seem to be
randomly arranged.
2
There more then a
few grammar,
capitalization,
spelling, or
punctuation errors in
the final draft.
The plot is a little
hard to follow. The
transitions are
sometimes not clear.
3
There are few
grammar,
capitalization, spelling,
or punctuation errors
in the final draft.
4
There are no
grammar,
capitalization, spelling,
or punctuation errors
in the final draft.
The plot is pretty well
organized. One idea or
scene may seem out
of place. Clear
transitions are used.
The playwright used
stage directions and
proper script format,
demonstrating a
general understanding.
The story is very well
organized. One idea or
scene follows another
in a logical sequence
with clear transitions.
The playwright has
really demonstrated
thorough thought and
understanding regards
to stage directions and
script format.
There are no stage
directions or
consideration of
script/play format.
The playwright has
used stage directions,
but more could have
been used.
There is little
evidence of
creativity. The
playwright does not
seem to have used
much imagination.
The story contains a
few creative details
and/or descriptions,
but they distract from
the story.
The story contains
creative details and/or
descriptions that
contribute to the
reader's enjoyment
The story contains
many creative details
and/or descriptions
that contribute to the
reader's enjoyment.
It is hard to tell who
the main characters
are. There is only 1
main character.
The main characters
are named. Dialogue
and stage directions
have limited
expansion of
character
development.
It is usually clear
which character is
speaking. Dialogue is
choppy and not well
developed.
The main characters
(3-4) are named and
described. Dialogue
and stage directions
somewhat expand
character
development.
It is usually clear which
character is speaking.
Dialogue is well
developed, but could
be more varied in
structure.
The main characters
(3-4) are named and
clearly describe.
Dialogue and stage
directions expand
character
development.
It is always clear which
character is speaking.
Dialogue is well
developed and varied.
Hard to follow
characters' dialogue
and minimal effort is
put into
conversations.
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28 | P a g e
SKIT OR ROLE PLAY RUBRIC
Criteria
Understanding
of Topic
Cooperation
Presentation
weight
Task Description: (Teacher may explain specific assignment in this space.)
40%
30%
30%
Exceptional
Admirable

Factual
information is
accurate
 Factual
information is
mostly accurate

Indicates a
clear
understanding of
topic
 Good
understanding of
topic
 Accepts ideas of
others; able to
compromise
 Accepts most
ideas without
negative
comments; able
to compromise
 All members
contribute
Acceptable
Attempted

Factual
information is
somewhat
accurate
Information is
inaccurate

Fair
understanding of
topic
 Unwilling to
compromise
Group does not
work together
 Few members
contribute
One person does
all the work
Portrayal stalls
 Some members
contribute
 Shows
confidence
 Shows some
confidence
 Unsure of
responsibility
 Informative
 Presents some
information
 Somewhat
informative
 Engages
audience
 Engages
audience
intermittently
 Entertaining;
engages audience
 Speaks loudly
and clearly
 Can be heard
 Appropriate use
of body language
Assignment Score ______________
Presentation is off
topic
+
 Some use of
body language
Lacks information
Audience bored
Mumbles
Body language is
lacking;
inappropriate
 Hard to hear
 Some
movement
Beyonder/Bonus ______________
________________
=
Final Score
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
FOURTH
Linking with the World
Honoring My Nation
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding of:contemporary Philippine
literature as a means of responding to the
demands of the global village; various
extended
text
types;
lexical
and
contextual cues; appropriate and polite
oral language, stance, and behavior; and
use of imperatives, prepositions, verbs and
wh- questions
The learner transfers learning by:
explaining the need to be cooperative
and responsible in today‟s global village;
using
appropriate
strategies
to
comprehend extended text types; using
lexical and contextual clues to understand
unfamiliar words and expressions; using
imperatives, prepositions, and appropriate
and polite oral language, stance and
behavior in various information-sharing
formats.
I.
LEARNING COMPETENCY
EN7LC-IVb-8.1:Determine the intention of speakers by focusing on their unique
verbal and non-verbal cues
Objectives:
1. Discriminate various verbal and non-verbal cues exhibited by the speaker
2. Execute assigned verbal or non-verbal cues effectively
3. Judge the relevance of different verbal and non-verbal cues in the
effective conveying of thoughts and ideas to the audience.
II.
LEARNING CONTENT
Lesson: Verbal and Non-Verbal Cues
Materials:
1. Handout on Verbal and Non-Verbal Cues
2. Videos
3. Speaker
4. Other multimedia equipment
References:
1. K to 12 Curriculum G (May, 2016), p. 162
2. Interactive English 7, pp. 186-187
3. Nonverbal Communication Clip Compilation, Retrieved from
https://www.youtube.com/watch?v=Mh47wWr_Hbw
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30 | P a g e
4. Internet resources on verbal and non-verbal cues
5. Video Clip Rubric
http://www.rcampus.com/rubricshowc.cfm?code=KXC6B3&sp=yes
III.
LEARNING TASKS
Introduction: When it comes to communication, verbal cuesare prompts that
people use to indicate that they expect a response or reaction. Meanwhile,
there are other things that help convey the message. We call them non-verbal
communication.
Activity

Task 1: Watch Out!
Directions:Take a look at the actors in a 3-part video. Using the chart below,
let us detail their words and actions.
QUESTIONS
1st PART
2nd PART
3rd PART
What is the scene
all about?
How gestures or
action do the
actorsconvey in
the video?
What do the
actors‟ dialogue
and actions tell the
viewers?
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31 | P a g e
Analysis
Guide Questions:
1. On the first part, do you think that the vitamin is really tasty and pleasant
to be taken? Justify your answer.
2. Though the two workers were having a hard time packaging the
chocolates, the operator still proceeded to make the production faster.
Why?
3. Did the cashier really understand the order of the man? Why or why not?

Task 2: With Feelings!
Directions:You will take a prompt from a bowl with moods or dispositions
(guilty, happy, suspicious, paranoid, insulted, or insecure)written in strips of
paper. The teacher will read the same sentence to the class, expressing the
mood you have picked.The sentence is:
"I have to see the principal.”
As your classmate reads the prompt, guess his/her emotion by writingit
down in your notebook.
Abstraction

Task 3: List It!
Directions: With proper actions and emotions, two students will act out a
particular dialogue in front of the class. The dialogue will be as follows:
A:
Have you seen my book? I can’t remember where I put it.
B:
Which one?
A:
Noli me Tangere. The one you borrowed.
B:
Is this it?
A:
No. It’s the one you borrowed.
B:
I did not!
A:
Maybe it’s under the chair. Can you look?
B:
OK--just give me a minute.
A:
How long are you going to be?
B:
Geez, why so impatient? I hate when you get bossy.
A:
Forget it. I’ll find it myself.
B:
Wait—I found it!
By group, you have to take note of all the non-verbal cues used by the actors
while portraying their roles. Then, answer the following questions:
1. What is the general attitude of the first character?
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32 | P a g e
2. What is the general attitude of the second character?
3. What are the non-verbal cues shown by the first and second
characters?
Application

Task 4. Signs!
Directions: The class will be divided into groups. Make a short video clip
portraying the different verbal and non-verbal cues used for the given
situation. Once the video clips are played, members of the other groups must
tell what‟s wrong or different from the cues shown by the actors.
GROUP 1: The one whom you have a crush on accepts your date invitation,
but when the date comes, she seems not interested to you.
GROUP 2: Your mother gives you your allowance but you wish that you could
say that you need bigger amount of money without making her mad.
GROUP 3: Your teacher asks your class a question and nobody raises his/her
hand. However, you think you know the answer but are afraid to recite for
your answer might be wrong.
GROUP 4: You are talking to your friends but they are not looking at you.
GROUP 5: You say you are fine but your actions show the other way around.
SHORT VIDEO CLIP RUBRIC
1 pt
3 pts
5 pts
The content is vague in
conveying a point of view
and does not create a strong
sense of purpose. Some of
the information may not
seem to fit.
An introduction to content,
a demonstration of skills, or
a summary of a class
project is noted somewhere
in the clip. The content is
organized for viewer
understanding.
An introduction to content, a
demonstration of skills, or a
summary of a class project is
clearly evident in clip. The
content is coherent,
organized, and relates to the
selected educational
concept.
Images are presented in an
appropriate sequence for
understanding introduction,
skills, or concept being
presented.
Images are presented in an
appropriate sequence for
understanding introduction,
skills, or concept being
presented. Selected key
images emphasize content.
All images enhance the
content. There is a consistent
visual theme.
Music and/or animation
visually depict material and
assist the audience in
understanding the flow of
information or content.
Music and/or animation is
clearly compatible with the
images in the clip. The music
supports the educational
content and allows the focus
to be on the content learning.
Content
Images
Inconsistency in either the
subject matter of the images
or the sequencing of the
images.
Music/Sound Track
Parts of the music and/or
animations seem unrelated
to the topic/theme and do
not enhance the overall
educational concept being
presented.
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33 | P a g e
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter 4
Linking with the World
Lesson 2
Valuing the Importance of Education
Content Standard:
The learner demonstrates understanding of: contemporary Philippine literature as
a means of responding to the demands of the global village; various extended text
types; lexical and contextual cues; appropriate and polite oral language, stance, and
behavior; and use of imperatives, prepositions, verbs and wh- questions.
Performance Standard:
The learner transfers learning by: explaining the need to be cooperative and
responsible in today‟s global village; using appropriate strategies to comprehend
extended text types; using lexical and contextual clues to understand unfamiliar words
and expressions; using imperatives, prepositions, and appropriate and polite oral
language, stance and behavior in various information-sharing formats.
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34 | P a g e
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
FOURTH
Linking with the World
Valuing the Importance of Education
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding
of:
contemporary
Philippine literature as a means of
responding to the demands of the global
village; various extended text types;
lexical and contextual cues; appropriate
and polite oral language, stance, and
behavior; and use of imperatives,
prepositions, verbs and wh- questions
The learner transfers learning by:
explaining the need to be cooperative
and responsible in today’s global village;
using
appropriate
strategies
to
comprehend extended text types; using
lexical and contextual clues to understand
unfamiliar words and expressions; using
imperatives, prepositions, and appropriate
and polite oral language, stance and
behavior in various information-sharing
formats.
I.
LEARNING COMPETENCY
EN7VC-IVa-6.1: Differentiating reality from fantasy
EN7LT-IVb-2.2: Identify how the elements specific to a genre contribute to the
theme of a particular literary selection
Objectives:
1. Discriminate the elements of fiction and nonfiction present in the literary
selections and other materials provided.
2. Judge if the main selection of the lesson, “Rizal‟s Stinginess,” is an example
of fiction or nonfiction
3. Diagram why the given literary selections should be identified as fiction or
nonfiction.
II.
LEARNING CONTENT
Lesson: Fiction and Nonfiction
Literary Text: Rizal’s Stinginess by Ambeth Ocampo
Materials:
1. Handout of Fictionlesson
2. Handout of Nonfictionlesson
3. Videos of television programs and movie trailer
4. Diagram
5. Word Puzzle
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35 | P a g e
6. Pictures
References:
1. K to 12 Curriculum (May 2016)
2. Fiction and Nonfiction contents retrieved from
www.criticalreading.com/fictionvnonfiction.htm
3. Rizal shot in Bagumbayan retrieved from
https://www.youtube.com/watch?v=7BP3FuL04VQ
4. Lastikman trailer retrieved from
https://www.youtube.com/watch?v=xBuSTzRYkrU
5. Encantadia trailer retrieved from
https://www.youtube.com/watch?v=c19jvpQOFWw
6.
Maalaala Mo Kaya episode retrieved from
https://www.youtube.com/watch?v=3puhHCfvAAw
7.
Scramble activity generated from
https://worksheets.theteacherscorner.net/make-your-own/wordscramble/
8. The Origin of This World picture retrieved from
http://image.slidesharecdn.com/theoriginofthisworldmaranao130801140956-phpapp01/95/the-origin-of-this-world-maranao-1638.jpg?cb=1375366335
9. Andres Bonifacio picture retrieved from
http://2.bp.blogspot.com/_JOvbDFmTIgw/TTLk0xQCqVI/AAAAAAAAAHY/
cATPaLizC-Y/s1600/blogspot03.jpg
10. IbongAdarna picture retrieved from
http://cdn.shopify.com/s/files/1/0981/4894/products/IbongAdarna_large.jpg?v=1443664513
11. TungkungLangit and Alunsina picture retrieved from
https://creativehue.files.wordpress.com/2015/08/t-and-a.jpg
12. Carlos P. Romulo picture retrieved from http://carlospromulo.org/wpcontent/uploads/2009/12/September-27-1982.jpg
13. We Filipinos are Mild Drinkers photo retrieved from
https://i.ytimg.com/vi/AFHb6p2lyzs/hqdefault.jpg
14. Bamboo picture retrieved from
http://islanublar.jurassicworld.com/media/map/locations/bambooforest/gallery/bamboo.jpg
15. Juan dela Cruz picture retrieved from
https://thumbs.dreamstime.com/z/boy-flag-15696757.jpg
16. How My Brother Leon brought Home a Wife picture retrieved from
https://dahliasagucio.files.wordpress.com/2015/12/leon-1.jpg?w=650
17. People Power Revolution picture retrieved from
https://static1.squarespace.com/static/508da03be4b0d28844ddf21c/t/51
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36 | P a g e
24b836e4b068400114563a/1361360952061/People+Power+1.jpg
III.
LEARNING TASKS
Introduction: A literary selection, whether it‟s a story, an essay, or a long novel,
can be either a product of the writer‟s imagination or an experience from his real
life. Let us find out if how these two types of literature are different and what are
some Filipino selections under these types.
Activity

Task 1: Real or Reel!
Directions: Identify if the following events existed in real life. State REAL if the
character or event happened and REEL if it just made up.
1. Comparison of Heroes
A. Presentation of the video about Jose Rizal
B. Presentation of the video about Lastikman
2. Comparison of Story Plot
A. Presentation of the video about a Maalaala Mo Kaya episode
B. Presentation of the video about Encantadia, a television program
Analysis

Task 2: Spot the Difference!
Directions: Based on the videos that you have watched, answer the following
questions.
1. Which of the following videos may have happened in real life?
2. Why do you say that these events happened before or in reality?
3. What are the videos that you think are just made up or not real?
4. How did you say that these are just fantasy?
5. What is the term for characters or events that are just products of an
author‟s imagination? Can these happen in real life?
6. How will you categorized those stories that are real or have characters
who really existed?

Task 3: Collaborate!
Directions: With a pair, differentiate fiction and nonfiction by using the charts
below. In addition, write down at least five (5) examples of short stories, essay,
or other writings that are categorized between the two.
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37 | P a g e
FICTION

NONFICTION
General Characteristics:
General Characteristics:
Characters:
Characters:
Time:
Time:
Other Characteristics:
Other Characteristics:
Examples:
Examples:
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
Task 4: What’s the Word!
Let‟s see if the next literary selection is an example of fiction or nonfiction. But
before that, let us be familiarized with the unfamiliar words found in the text.
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38 | P a g e

Task 5.1: Interpreting the Text!
Directions: Based on the text read, answer the questions below.
1. What does the adjective “stingy” mean?
__________________________________________________________________________
__________________________________________________________________________
2. What instances does the writer narrate to show Rizal‟s stinginess?
__________________________________________________________________________
__________________________________________________________________________
3. What things did Rizal spend his money most on?
__________________________________________________________________________
__________________________________________________________________________
4. Based on his list of expenses, what did Rizal love to do most? Least?
__________________________________________________________________________
__________________________________________________________________________
5. What is the difference between being stingy and being frugal? Which
would you rather be called – stingy or frugal? Why?
__________________________________________________________________________
__________________________________________________________________________

Task 5.2: Appreciating the Text!
1. When can you say that a person is being really stingy?
__________________________________________________________________________
__________________________________________________________________________
2. When can you say that a person is being extravagant?
__________________________________________________________________________
__________________________________________________________________________
3. What are the advantages of being stingy? Are there disadvantages of
being stingy?
__________________________________________________________________________
__________________________________________________________________________
4. What should you consider before spending your money on anything?
__________________________________________________________________________
__________________________________________________________________________
Abstraction

Task 6: Yes or No!
Directions: Based on what you have read on the selection, “Rizal‟s Stinginess,”
determine if the selection is fiction or nonfiction by answering each question
by yes or no.
1. The selection is written by Jose Rizal.
YES
NO
2. The selection is about a real person who lived in the past.
YES
NO
3. The selection has animals talking.
YES
NO
4. The selection is a short story with a plot.
YES
NO
5. The selection happened before.
YES
NO
6. The selection talks about Rizal being “kuripot.”
YES
NO
7. The selection gives facts supporting the stinginess of Rizal.
YES
NO
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39 | P a g e
8. The selection gives information about our national hero.
YES
NO
9. The selection gives us a moral lesson
YES
NO
10. The selection is an example of a personal account.
YES
NO
Application

Task 7: Fiction or Nonfiction!
Directions: Identify if the character or event presented in each picture
belongs in fiction or nonfiction. Write FICTION or NONFICTION on the space
provided.
Juan dela Cruz
How My Brother Leon
brought Home a Wife
1. ___________________
2. ___________________
Carlos P. Romulo
3. ___________________
IbongAdarna
4. ___________________
The Cry of Balintawak
5. ___________________
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Pliant like the Bamboo
We Filipinos are Mild
Drinkers
TunkungLangit and
Alunsina
The Origin of This World
(Maranao)
People Power
Revolution
6. ___________________
7. ___________________
8. ___________________
9. ___________________
10. ___________________
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Rizal’s Stinginess (An Excerpt)
Essay
____________________________________________________________________________________
AmbethOcampo
Rizal without the Overcoat
(1) There are two incidents in Rizal’s life
regarding money from which I have never recovered: one
was his being kuripot, the other was the pride and
seriousness with which he took his stinginess.
(2) Rizal was once invited to a New Year’s party
or something. Of course it was potluck affair, and to make
a long story short, Rizal was supposed to bring the
champagne. Well, aside from his sermons about taking
your studies seriously and his unsolicited advice on
drinking, gambling, womanizing – three things the
Filipinos were famous for – Rizal did not like the idea of
supplying the drinks for this party. So he stood up and in
typical killjoy fashion told everyone that he was not paying
for the drinks, inabonohanlangniya; so before he leaves,
will everyone please pay their share? Everyone was
stunned and they probably thought he was joking, but
then he passed his hat around; then they knew he was serious. Much later Rizal would wonder why he was
not popular with the Filipino community and could not get elected unanimously to their occasion.
(3) The second incident was the time when his allowance was delayed. He didn’t want to let his
German landlady know he was missing his meals, so he would leave his apartment during lunch and dinner
time and walk around the city, peeking and salivating while watching people in restaurants and bars. When
he had walked for an hour or two, he would return to his apartment to give the impression to his landlady
that he had gone out to eat.
(4) Today I want to show you Rizal’s expenses for January 1884, when he was a student in Madrid.
His diaries and notebooks are filled with expense accounts, which gives us a glimpse into the character of
our national hero. You will have to browse through all these lists to discern his lifestyle, but because of
space limitations, his one month’s expenditures should be enough to give you an idea.
Jan 4For the barbershop and the cursed Christmas present 1.10
[Even in Spain during the nineteenth century they had people greeting you with ―Merry Christmas,
Sir!‖ and open palms. Rizal, like all of us today, was not spared.]
Jan 5Los CuatroReynos de la Naturalezasubscription 14.20
Jan 6 Wandering Jew 10.00
Works of Horace ad Dumas 2.50 [Rizal spent a great deal on books.]
Supper with friend 32.00
Jan 9Without spending a cent. [Hooray!]
Jan 12 Bath 2.00 [Rizal’s room was probably without a toilet and bath. It’s cheaper. So he will have
to pay for each bath he takes or he pays a monthly fee. I do hope he took a daily shower. In Spain,
Filipinos are sometimes scolded for bathing daily. They say it is an unhealthy practice.]
Teatro de la Comedia2.10
A dish. 30
A newspaper and refreshment .35
Jan 15 One penknife .30
Jan 16 Postage stamps 1.30
Penknife 1.50
Ball of yarn .50
Jan 20 One-tenth of a lottery ticket 3.00 [Every week Rizal bought what we know today as
―Sweepstakes‖. He never won in Spain, but when he was in exile in Dapitan, he won enough to buy
himself an 18-hectare (?) estate called Talisay.]
Laundry woman 3.00 [I thought he washed his own clothes, hindipala.]
Domestic postage stamp .10
Jan 27 Today I had my picture taken at Otero 10.00 [Rizal loved having his picture taken which is
why we have a full documentation of him.]
Half-dozen postcards with cover 3.90
One-tenth of lottery ticket 3.00
A box of matches .10
Jan 29 Candles (one pound, 6) 1.25 [Before he used an alcohol burner, he used candles in his
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42 | P a g e
room, which, means his apartment must have really been cheap with no gaslight.]
Tickets for the dance 1.00 [In his diary he mentions regularly attending theater and balls
and writes, ―Today I was at the masquerade ball which I enjoyed fairly well. I dance almost all the
numbers. Two masked persons were teasing me, yet no matter how hard I tried to find out who
they were I couldn’t.‖ Can you imagine Rizal dancing?]
Coffee, refreshments and tip (Night watchman) 1.70
Jan 30For review for the degree 30.00
Postage stamps for letters and periodicals 2.80
A handkerchief .45
Streetcar .30
Excelsior Ball 2.50
Jan 31 One book 1.00
Arte de Estudiar2.50
―Money spent 257.88. Food for this month 71.51.Total 329.63. This expense, which for me is large,
is due to the review, the mat, and the dinner which I gave. The books I bought also contributed to
it.‖
(5) If only all our heroes left such detailed lists we would not have a hard time figuring out what
they were like as ordinary people. (12/21/89)
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Elements of Fiction & Non-fiction
What is Fiction?

Fiction works include made-up characters, and a made-up series of events,
called the plot.

Fictional writing is told (narrated) by a speaker called the narrator.

Fiction is told from a certain perspective, or point of view.


First-person point of view is the perspective of a character in the story.

Third-person point of view is the perspective of a narrator outside the story.
Works of fiction often include a theme, or message, about life.
Types of Fiction

Novels- long works of fiction.

Elements included- characters, plot, conflict, and setting.

In addition to the main plot a novel may contain one or more subplots, or
independent related stories.

Novellas- shorter than novels but longer than short stories

Short Stories- brief works of fiction.

Same elements as novels and novellas but tend to focus on one main plot
with a single conflict.
What is Nonfiction?

Nonfiction deals only with real people, events, or ideas.

Narrated from the point of view, or perspective, of the author, who is a real
person.

Nonfiction presents facts or discusses concepts

It may reflect the historical context of the time period, including references to
major social and cultural information.
Types of Nonfiction

Biographies- tell the story of someone‟s life from the perspective of another writer

Autobiographies- tell the story of the author‟s life and reflect the writer‟s thoughts
and feelings about events.

Letters- are written forms of communication from one person to another.

Journals & Diaries- records of daily events and writer‟s thoughts & feelings about
them. Can be private or public.

Essays & articles- brief written works about a specific topic. Purpose might be to
explain, persuade, or inform.

Informational Texts- written documents such as textbooks, applications,
instructions, and articles.
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44 | P a g e
Task 5: What’s the Word! (Answers)
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45 | P a g e
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
FOURTH
Linking with the World
Valuing the Importance of Education
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding of:contemporary Philippine
literature as a means of responding to the
demands of the global village; various
extended
text
types;
lexical
and
contextual cues; appropriate and polite
oral language, stance, and behavior; and
use of imperatives, prepositions, verbs and
wh- questions
The learner transfers learning by:
explaining the need to be cooperative
and responsible in today‟s global village;
using
appropriate
strategies
to
comprehend extended text types;using
lexical and contextual clues to understand
unfamiliar words and expressions; using
imperatives, prepositions, and appropriate
and polite oral language, stance and
behavior in various information-sharing
formats.
I.
LEARNING COMPETENCY
EN7V-IVc-23.1:Supply other words or expressions that complete an analogy
Objectives:
1. Determine the appropriate information to be supplied in analogy.
2. Search for various examples of analogy from the environment.
3. Decide on the various benefits of seeing connections between words,
terms and concepts.
II.
LEARNING CONTENT
Lesson: Analogy
Materials:
1. Handout on Analogy
2. Selection about the City of Tayabas
References:
1. K to 12 Curriculum G (May, 2016), p. 162
2. Module in English, 2nd part (4th), pp. 7-9
3. Quezon Province Information, Retrieved from
https://en.wikipedia.org/wiki/Quezon
4. Outlining Rubric retrieved from
www.nutleyschools.org/userfiles/142/Classes/543/OutlineRubric.doc
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III.
LEARNING TASKS
Introduction: Everything is always connected with something. We can always see
how every object, person, or idea link with one another. As such, we always use
analogy in our everyday lives.
Activity

Task 1: Everyone is Shuffling!
Directions: Every student will be given a term and each of them must find a
related term from his/her other classmates. The class must be able to
correctly identify the right pair of terms according to sameness of concept.
The terms are as follows:
Luis Palad
Ipilan
Rosario Quesada
Wakas
Special Program in
Journalism
Perseverance
Science Enhancement
Program
Wisdom
Nutrition Month
July
Teacher’s Month
September
Malagunlong
Bridge
St. Michael the
Archangel
Church
Budin
KalyeBudin
Yema Cake
Rodillas Restaurant
Microscope
Science
Protractor
Mathematics
History
AP
Grammar
English
Manuel Quezon
Quezon Province
Jose Rizal
Rizal Province
Trina Enverga
Representative
David Suarez
Governor
Sariaya
Municipality
Lucena
City
Aguyod
Tayabas
Pahiyas
Lucban
PansitHabhab
Banana Leaf
Langgonisa
Animal Intestine
Polito
School Supplies
Wenny’s
Street Foods
Analysis
Guide Questions:
1. Is the activity difficult or not?
2. In your previous activity, you have grouped the connected terms with
each other. What makes you decide that the following terms are related
with each other?
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3. Why should we categorize details or information just like with what you do
in the task?

Task 2: Group it more!
Directions: On your previous task, you have already paired the following
terms correctly. This time, match the pair with another pair according to a
theme that unifies them together.
Directions: Choose the word that best completes each analogy. You may use a
dictionary if needed.
1. priest : bible ::
doctor : ________________
a. chalk
b. gloves
c. stethoscope
2. overslept : late ::
terrified : ________________
a. smile
b. cry
c. nod
3. tailor : scissors ::
navigator : ________________
a. goblet
b. pen
c. compass
4. carelessness: accident :: economical : ________________
a. inventing
b. lifting
c. haggling
5. virus: influenza ::
drought: ________________
a. landslide
b. famine
c. deforestation
Abstraction
Analogy is a term that means ―word relationships‖. It is a type of word problem made up of two
word pairs like this:
SAN JUANICO: TACLOBAN :: MALAGONLONG : __________
Your goal in solving an analogy is to find a word that correctly completes the second pair. At first glance
the words in an analogy may seem to have nothing to do with each other, but the words are always
logically related. Both pairs of words have the same kind of relationship. To solve an analogy, you need
to find that relationship.
Read the analogy like this:
―SAN JUANICO is to TACLOBAN as MALAGONLONG is to blank.”
Ask yourself: What is the relationship between SAN JUANICO and TACLOBAN?
It shows a landmark and its location. SAN JUANICO is the country’s longest bridge found in
Tacloban City. The second pair of words must show the same relationship. Fill in the blank with a word
that means location of MALAGONLONG, and you have solved the analogy.
TAYABAS is the best answer.

Common Analogy Relationships:
1. person/worker and tool
Example: photographer and camera
2. Cause and effect
Example: tsunami and earthquake
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Application

Task 3: Search it!
Directions: You will be given a selection about the City of Tayabas. Based on
the passage, look for terms or ideas that are connected with each other.
Meanwhile, provide ten examples of analogy. You can add terms which are
related to Tayabas and are connected with the topic of the analogy.
1. _________________:_________________::_________________:_________________
2. _________________:_________________::_________________:_________________
3. _________________:_________________::_________________:_________________
4. _________________:_________________::_________________:_________________
5. _________________:_________________::_________________:_________________
6. _________________:_________________::_________________:_________________
7. _________________:_________________::_________________:_________________
8. _________________:_________________::_________________:_________________
9. _________________:_________________::_________________:_________________
10. _________________:_________________::_________________:_________________

Task 4: Look Around!
Directions: Search for related objects, places, persons around the campus
and provide 5-10 examples of analogy.
1. _________________:_________________::_________________:_________________
2. _________________:_________________::_________________:_________________
3. _________________:_________________::_________________:_________________
4. _________________:_________________::_________________:_________________
5. _________________:_________________::_________________:_________________
6. _________________:_________________::_________________:_________________
7. _________________:_________________::_________________:_________________
8. _________________:_________________::_________________:_________________
9. _________________:_________________::_________________:_________________
10. _________________:_________________::_________________:_________________
ANALOGY RUBRIC
Fair
1 pt
Characteristics
compared are not the
same for items
compared.
Good
3 pts
Characteristics
compared are the same
but not accurate
comparisons.
Punctuation
Five or more errors
Four to two errors.
Neatness
Sloppy cutting and
writing.
Sloppy cutting
orwriting.
Comparison
Excellent
5 pts
Characteristics are the
same of item being
compared and
comparison is
accurate.
Two or less errors.
Neatly wrote and cut.
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
FOURTH
Linking with the World
Valuing the Importance of Education
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding of: contemporary Philippine
literature as a means of responding to the
demands of the global village; various
extended
text
types;
lexical
and
contextual cues; appropriate and polite
oral language, stance, and behavior; and
use of imperatives, prepositions, verbs and
wh- questions
The learner transfers learning by:
explaining the need to be cooperative
and responsible in today‟s global village;
using
appropriate
strategies
to
comprehend extended text types; using
lexical and contextual clues to understand
unfamiliar words and expressions; using
imperatives, prepositions, and appropriate
and polite oral language, stance and
behavior in various information-sharing
formats.
I.
LEARNING COMPETENCY
EN7WC-IVd-1.3: Organize information about a chosen subject using a one-step
topic outline
EN7RC-IVe-2.10:Sequence/reorganize ideas or information
Objectives:
1. Categorize information of a subject using a one-step topic outline.
2. Sharpen
their
skills
in
arranging
information
and
ideas
through
collaborative activities.
3. Decide on the various benefits of a correct and efficient construction of
an outline.
II.
LEARNING CONTENT
Lesson: Outlining
Materials:
1. Handout on Outlining
2. Outline of Quezon Province
References:
1. K to 12 Curriculum G (May, 2016), p. 162
2. Module in English, 2nd part (4th), pp. 7-9
3. Quezon Province Information retrieved from
https://en.wikipedia.org/wiki/Quezon
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4. Outlining Rubric retrieved from
www.nutleyschools.org/userfiles/142/Classes/543/OutlineRubric.doc
III.
LEARNING TASKS
Introduction: As you go on with your studies you will be asked often to do
research work and make a written report on it. Finding information about your
subject may be easy, but sometimes, you may find it difficult to organize the
information into a good report. Learning how to make an outline can help you
organize your information. It will also help you select only the information that is
relevant to your subject.
Activity

Task 1: Collect then Select!
Directions: Let‟s divide the class into groups. You will be given set of phrases
which are about the different tasks that a normal teenager do. Afterwards,
you will group the phrases according to what you think are connected with
each other. Each group must then provide the appropriate title/theme for
each group of phrases.
Playing computer games
Waking up early
Taking a bath
Dining out with friends/family
Putting on the school uniform
Studying for the exam
Saying “Good morning” to others
Doing household chores
Attending the Sunday mass
Riding the tricycle to school
Cutting classes
Eating breakfast
Participating in group works
Listening to the lesson of the teacher
Engaging in school clubs
Visiting other places
Analysis
Guide Questions:
1. Is the activity difficult or not?
2. In your previous activity, you have grouped the connected phrases with
each other. Why should we categorize details or information just like with
what you do in the task?
3. How can we write and categorize the following words or phrases in an
orderly manner?
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
Task 2: Outline it!
Directions: Organize information using a one-step topic outline.
Colors
Sunlight separates into different colors,called the visible spectrum
as it passesthrough the prism. The prism consists of colors of the rainbow:
red, orange,yellow, green, blue, indigo, and violet colors. The most
prominent colors are red, green, andblue to which our eyes are most
sensitive. They are also the three primary colors in light Different
combinations of these colors result in other colors.When the three
primary colors are combined the result is white.
Colors
I.Prism
A.red
B.__________
C._________
D.green
E. blue
F._________
G.________
II. Prominent Colors
A.__________
B. __________
C. __________
Sportsmanship
A good sport has courage, determination, and culture. He observes
the code of good sportsmanship. He does not take undue advantage of
his opponent to win the game. To him the play is more important than
victory. He plays for physical exercise. He plays to prepare his mind to work
again or to study with increased effect. To a good sport, to do his best and
to play honestly are far better than merely playing to win. He is a cheerful
loser. He lives by the maxim “he who plays the game hard and straight
wins even when he loses.”
Practice of Fairness
I .Good sport
A.courage
B._________________________
C.________________________
II. Purpose why he plays
A. _______________________
B. to prepare his mind to work
C. _______________________
III.A good sport
A.do his best
B. ________________________
C. cheerful looser
Abstraction

Task 3: Form Up!
Directions: The outline below is the details about the province of Quezon.
Write a selection using the information, with related ideas formed into unifying
paragraphs.
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PROVINCE OF QUEZON
I. Provincial Boundaries
A. Land
1. Aurora province to the north
2. Bulacan, Rizal, Laguna and Batangas to the west
3. Camarines Norte and Camarines Sur to the east
B. Water
1. Lamon Bay and Philippines Sea to the east
2. Tayabas Bay to the south
II. History
A. It was called Kalilayan, after the capital town, on 1591.
B. The capital was transferred to Tayabas in 1749.
C. TheConfradia Revolt in 1841 was led by HermanoPuli.
D. On September 7, 1946, the province name Tayabas was changed in Quezon.
E. In 1951, the northern part of Quezon was turned into Aurora province.
F. In 2007, a law was proposed dividing Quezon into two provinces.
III. Geography
A. Cities
1. Tayabas
2. Lucena
B. Municipalities
1. Lucban
2. Sariaya
3. Gumaca
4. Unisan
5. Pagbilao
C. Land Formation
1. Mt. Banahaw
2. Sierra Madre
3. Polilio and Alabat Islands
IV. Culture
A. Food
1. Chami
2. PansitLucban
3. LanggonisangLucban
4. Budin
5. Yema Cake
6. Lambanog
B. Festivals
1. Pahiyas Festival
2. Niyugyugan Festival
3. Pasayahan Festival
C. Landmark
1. St. Michael the Archangel Basilica
2. KamayniHesus Shrine
3. Malagunlong Bridge
D. Natural Wonders
1. Balesin Resort
2. Kwebang Lampas
3. Catanauan Cove
Application

Task 5: Gather Up!
Directions:Find out the various details about Luis Palad National High School.
Afterwards create an outline about the school using the following general
themes:
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LUIS PALAD NATIONAL HIGH SCHOOL
I.
HISTORY
II.
PAST AND PRESENT PRINCIPALS
III.
LAND AND STRUCTURE
IV.
SPECIAL PROGRAMS
V.
ANNUAL ACTIVITIES
OUTLINE RUBRIC
CLEAR
TOPICS/MAIN
POINTS
DETAILS
ORGANIZATION AND
READABILITY
4 PTS
3 PTS
2 PTS
1 PT
Roman numerals clearly
indicate main ideas
which support thesis and
will be main topics of
paragraphs for a paper
Roman numerals mostly
indicate main ideas
which support thesis and
will be main topics of
paragraphs for a paper
Roman numerals
somewhat indicate main
ideas which support
thesis and could be main
topics of paragraphs for
a paper
Roman numerals may
or may not indicate
main ideas which
support thesis and
might be main topics of
paragraphs for a paper
-Details and specific
facts directly address
main ideas or topics
Details and specific facts
address main ideas or
topics
Details and specific facts
somewhat address main
ideas or topics
-Details provide
clarification and support
of topics
-Details mostly provide
clarification and support
of topics
-Details provide limited
clarification and support
of topics
Details and specific
facts may or may not
address main ideas or
topics
Outline is hierarchically
organized, with clear
main points and an easy
to follow format
Outline follows most
rules of organization, but
may pose some
challenges in structure
Outline tends to not be
structured or key points
are difficult to recognize
and interpret
No outline completed
Information in outline is
accurate and advances
understanding of the
issues to be addressed
in a paper.
Information in outline is
almost accurate except
for some ideas, and
helps to advance
understanding of the
issues to be addressed
in a paper
Information in outline is
somewhat accurate and
generally helps with
understanding of the
issues to be addressed
in a paper
Information in outline is
not necessarily
accurate and provides
limited understanding of
the issues to be
addressed in a paper
Information follows
appropriate format for
outline
Information mostly
follows appropriate
format for outline, but
there are some issues or
confusion.
Information generally
follows appropriate
format for outline
Information somewhat
follows appropriate
format for outline
-Details provide little or
no clarification and
support of topics
-Information moves from
general (main ideas) to
specific (details
ACCURACY OF
INFORMATION
MECHANICS
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
FOURTH
Linking with the World
Valuing the Importance of Education
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding of: contemporary Philippine
literature as a means of responding to the
demands of the global village; various
extended
text
types;
lexical
and
contextual cues; appropriate and polite
oral language, stance, and behavior; and
use of imperatives, prepositions, verbs and
wh- questions
The learner transfers learning by:
explaining the need to be cooperative
and responsible in today‟s global village;
using
appropriate
strategies
to
comprehend extended text types; using
lexical and contextual clues to understand
unfamiliar words and expressions; using
imperatives, prepositions, and appropriate
and polite oral language, stance and
behavior in various information-sharing
formats.
I.
LEARNING COMPETENCY
EN7G-IVf-6.2: Formulate who, what, when where, why, and how questions
Objectives:
1. Formulate correct –wh and how questions based on the selection read.
2. Prepare questions which require higher order thinking among students.
3. Reply politely and correctly with all the questions raised.
II.
LEARNING CONTENT
Lesson: -Wh and How Questions
Materials:
1. Handout on Forming Questions
2. Rizal‟s Stinginess (An Excerpt)
References:
1. K to 12 Curriculum G (May, 2016), p. 162
2. Module in English, 2nd part (4th), pp. 5-6, 10-14
III.
LEARNING TASKS
Introduction: You are often being asked with different questions everyday, and
as a result, you need to answer them correctly and politely as possible. In return,
you also raise question to others in order to attain answers to things that you still
do not know or want to clarify. On the other hand, it is important to come up
with the right questions to attain your needed answers. The –wh and how
questions then come in hand.
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Activity

Task 1: Budget Time!
Directions :The graph below is the typical budget of a Filipino family for a
month.
Other
Expenses
(15%)
Emergency
(10%)
Savings
(15%)
Food (30%)
Education
(20%)
Bills (15%)
Based on the information from the graph, analyze the budget using the
following topics.
Topic
Questions that I have in mind
The Overall Breakdown of Family
Budget
Food having the Largest Budget
Savings and Bills Having the Same
Percentage
Budget in Emergency is included
“Expenses” in Other Expenses
Analysis
Guide Questions:
1. What are the questions that you have formed regarding the graph?
Enumerate these.
2. Is it easy to construct questions? Why did you say so?
3. How do we formulate questions in English?
4. What are the words that we should utilize in forming up questions?
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*Read and analyze first how to formulate –wh and how questions by
understanding and making examples. Then answer the exercises below:
Exercise 1: What is the Question?
Choose the correct question word. Write your answer on the space provided.
Who What Where When Whose Why How
1. S:
I live in Tayabas.
Q:
________ do you live?
2. S:
Q:
She is my sister.
________ is that girl?
3. S:
Q:
She goes to school by a tricycle.
________ does she go to school?
4. S:
Q:
The bank opens at eight o’clock.
________ does the bank open?
5. S:
Q:
I’m wearing this jacket because it’s cold!
________ are you wearing that jacket?
Exercise 2: Formulate Wh-Question
Directions:Change the statements to questions using the question word in the parenthesis.
Write your answer on the space provided.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

They went to Lucena. (Where) ________________________________________________
He writes novels. (What) ____________________________________________________
Anna likes basketball. (Who) _________________________________________________
I like the pink lemonade, not the green one. (Which) ______________________________
The girls watched a serial. (What) ____________________________________________
He discovered the truth. (What) ______________________________________________
They are leaving tonight. (When) _____________________________________________
Mrs. Rosales came to the party alone. (Who) ___________________________________
He is going to work right now. (Where) _________________________________________
I like the black bag, not the red one. (Which) ____________________________________
The car is across the street. (Where) __________________________________________
My sister called yesterday. (When) ____________________________________________
Josephine sits next to Alfredo. (Who) ___________________________________________
They open their salon at noon. (When) _________________________________________
I like melon juice, but I like calamansi juice more. (Which) __________________________
Task 2: I’m Thinking!
Directions:Read the excerpt on Rizal’s Stinginess by AmbethOcampo. With
the facts from the passage serving as your answers, construct questions by
finishing the following statements.
WHO
… _________________________________________________?
WHAT
…_________________________________________________?
WHERE
…_________________________________________________?
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WHEN
…_________________________________________________?
WHY
…_________________________________________________?
WHICH
…_________________________________________________?
HOW
… _________________________________________________?
Abstraction

Task 3: Answer Then!
Directions: After formulating questions, each student must exchange their
questions with one another. Likewise, the student will give answers to the
following questions given to him. This will be according to the selection of
Ocampo entitled, “Rizal‟s Stinginess.”
Application

Task 5: Spin the Wheel!
Directions:There are two sets of wheels. The first one consists of the –wh and
how questions, while the second wheel represents the certain terms. In a
group of five, formulate a question using the picked –wh questions and term.
Be creative and witty while making a statement. A team will first pick another
team who will answer their question. Afterwards, the team who answered will
be the next who will ask their question. The teams will be rated according to
the correctness and depth of the question, and the relatedness of answers to
the thrown question.
HOW
WHO
WHY
Love
WHAT
WHICH
WHERE
WHEN
English
Subject
Munting
Bayan
Problems
Foods
Studying
Bestfriend
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Wh-Question
Wh-question is a question in
English to which an appropriate
answer is to give information rather
than to answer "yes" or "no". It is
typically introduced by one of the
eight “wh” words: who, whose, what,
when, which, why, where and how. It
is also called information question or
question word.
Examples:
Who is that girl?
What do you do for a living?
Which one do you prefer?
Where do you live?
Whose book is that?
When do you go to work?
Why do you sleep early?
How do you go to work?
Forming WH-Questions:
 WHOreplaces pronouns and the names of people. When the question word is the
subject, the word order doesn‟t change.
Example:
Columbus discovered America in 1942.
Who discovered America in 1942?
When the “wh” word replaces a word in the predicate, and the verb includes a
modal (such as “can”, “will”, “may”), a form of “to be,” or a form of the helping
verb “have” the predicate and subject are switched:
Example:
He is the president.
Who is he?
However, when the “wh ” word replaces a word in the predicate, and the verb
phrase does not contain a modal, a form of “be” or a form of the helping verb
“have,” “do formation” is used:
WH- word + “do” + SUBJECT + VERB PHRASE
“Do” always takes the tense of the original verb, and the verb takes the base form:
Example:
Melissa hit the janitor.
Who did Melissa hit?
 WHOSE is the possessive form of “who” and works the same way:
Example:
That is Hailey’s dog.
Whose dog is that?
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The do formation is used when the verb phrase does not contain a modal, a form
of “be” or a form of the helping verb “have.”
Example:

Shannen drove Lorraine’s car.
Whose car did Shannen drive?
WHAT replaces any noun or noun phrase that is not a person or pronoun. Questions
are formed with “what” the same way as with “who” and “whose”:
Example:
The car hit the dog.
What hit the dog?
Bryan‟s favorite candy is chocolate.
What is Bryan‟s favorite candy?
The do formation is used when the verb does not contain a modal, a form of “be”
or a form of the helping verb “have”:
Example:

Maria bought a car.
What did Maria buy?
WHEN replaces time specific words (adverbials of time). When a modal, a form of
“be” or a form of the helping verb “have” is used, the subject and predicate are
simply switched.
Example:
Lorna‟s appointment was at four o’clock.
When was Lorna‟s appointment?
The do formation is used when the verb phrase does not contain a modal, a form
of “be” or a form of the helping verb:
Example:

Leony arrived at midnight.
When did Leony arrive?
WHICH is used when one object among several has to be selected. “Which”
replaces the specific object identified:
Example:
That car was involved in the accident.
Which car was involved in the accident?
The do formation is used when the verb does not contain a modal, a form of “be”
or a form of the helping verb “have.”
Example:

The baseball broke that window.
Which window did that baseball break?
WHY does not replace any specific word or phrase in a sentence. Rather, “why”
asks for the reasons an action was done. The clause in a sentence explaining “why”
usually begins with “because....” When the verb is a modal, a form of “be,” or a
form of the helping verb “have,” the subject and predicate are switched:
Example:
Leila is thin because she went on a diet.
Why is Leila thin?
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The do formation is used when the verb phrase does not contain a modal, a form
of the verb “be” or a form of the helping verb “have”:
Example:

WHERE refers to adverbials of place or location. If the verb contains no modal, form
of the verb “be” or form of the helping verb “have,” then the subject and
predicate are switched.
Example:

Noel missed the bus because he got up late.
Why did Noel miss the bus?
The remote is on the couch.
Where are the keys?
HOWrefers to the way, manner, or to what degree something was done; it replaces
adverbs or adverb phrases.
Example:
Shawn passed the test by studying hard.
How did Shawn pass the test?
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
FOURTH
Linking with the World
Valuing the Importance of Education
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding
of:
contemporary
Philippine literature as a means of
responding to the demands of the global
village; various extended text types;
lexical and contextual cues; appropriate
and polite oral language, stance, and
behavior; and use of imperatives,
prepositions, verbs and wh- questions
The learner transfers learning by:
explaining the need to be cooperative
and responsible in today‟s global village;
using
appropriate
strategies
to
comprehend extended text types; using
lexical and contextual clues to understand
unfamiliar words and expressions; using
imperatives, prepositions, and appropriate
and polite oral language, stance and
behavior in various information-sharing
formats.
I.
LEARNING COMPETENCY
EN7WC-IVb-2.8.6: Compose a biographical sketch based on a personal interview
and background research
Objectives:
1. Create a biographical sketch with proper structure and content.
2. Document the notable information and the way of life of a particular
Tayabense where lessons and inspiration could transpire.
3. Inculcate the relevance of forming biographical sketches to effectively
observe the positive values, experiences and progress of others.
II.
LEARNING CONTENT
Lesson: Biographical Sketch
Materials:
1. Handout on Biographical Sketch
2. Long Bond Paper
3. Power point Presentation
References:
1. K to 12 Curriculum G (May, 2016), p. 162
2. Module in English, 2nd part (4th), pp. 14-15
3. Biographical Sketch Rubric retrieved from
http://www.readwritethink.org/files/resources/lesson_images/lesson1039/b
io_sketch_rubric.pdf
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III.
LEARNING TASKS
Introduction: We all have stories to tell. It may come in the form of a struggle, an
experience of glory or even the sweetness of love. All of us were born, all of us
have felt to be loved, and everyone does encounter the suffering of losing.
Different as it may seem, but we are the same; we have our own history. This
piece of history, big or small, may become a source of inspiration. In the end, a
human writes his own autobiography, worthy to be heard and celebrated.
Activity

Task 1: Rizal Fanatico!
Directions: How well do you know our national hero, Jose Rizal? We already
know some information about him and last time, we found out about his own
stinginess as a person. This time, let‟s use our imagination. Imagine that Rizal is
still alive and you, being the hope of the future, are given the chance to
interview him. In a group of three persons, formulate a minimum of three
questions about his life as a hero.
Analysis
Guide Questions:
1. If you ever ask Rizal your questions, will you get a good answer from him?
2. What could be the response of Rizal to some of your queries?
3. Did you ask him about his basic details like his birthday, name of parents,
or number of siblings? If yes, why?
4. Aside from the basic information, why should one ask more in-depth
question about a person?

Task 2: My Biodata!
Directions: Grab a partner and discover his/her life by accomplishing each
other‟s biodata.
*Read and find out how to effectively write a biographical sketch by
understanding its methods and qualities written on the biography module.
Abstraction

Task 3: My Human-Data!
Directions: Yet, let‟s dig deeper with your lives. More than your background
and basic information, relate your aspirations, secrets, family stories, to your
partner. After the sharing, write a simple biography about the life of your
partner.
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Application

Task 5: My Hero!
Directions: Even in our neighborhood, we can encounter heroes who work
hard every day and serve as an inspiration to all. Forming a group with five
members, you must interview a Tayabense who could be considered as a
modern-day hero. Each team will choose one from the following categories.
Each interview will have the following roles:
Student #1:
Interviewee
Student #2:
Writer 1
Student #3:
Writer 2
Student #4:
Cameraman
Student #5:
Director
Afterwards, create a biographical sketch highlighting their background and
most especially, their stories as people who are regarded as modern-day
heroes.
TEACHER
FIREFIGHTER
PRIEST
SOCIAL WORKER
DOCTOR
POLITICIAN
OFW
POLICE
TRAFFIC ENFORCER
NOBLE MOTHER
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Biographical Sketch
A biography is the story of a real person‟s life (so not a fictional character) written by
someone other than that person. It can be a page or several books long. Biographies
explore the events in a person‟s life and find meaning within them.
There is no other way to explore how to write a biography other than writing one. If you
have a spare time, or if you are really interested about a certain person who has an
extraordinary or noteworthy accomplishment, you can set up an interview with the
person. Ask him/her about his/her:
 Background
Inquire about his/her family, place of origin, and education.
 Greatest Achievement so far
Find out the difficulties he/she encountered and how he/she triumphed over the
obstacles.
 Interests and Talents
 Lessons in Life
The lessons he/she has learned from his/her meaningful experiences
Organize your paragraph into 7 to 10 sentences. Remember that you are
describing the most inspiring person you know.
On the other hand, here are the common questions that you can ask whenever
you are interviewing somebody for a biographical sketch.
Biographical Sketch Interview Questions
1. Where were you born?
2. How many are in your family? What is the ―neatest‖ thing about your
family?
3. Where do your grandparents live? Who is your favorite relative (other
than your mom, dad, and siblings)?
4. What was your favorite subject at school last year? Have you ever gone
to a different school? Where?
5. What accomplishments are you the proudest of? Have you learned to do
something new recently? What?
6. What are your hobbies? What is your favorite sport? Do you take
lessons like ballet, music, gymnastics, etc. after school?
7. What makes you the happiest? What was the best time you ever had?
8. What have been some of your saddest moments?
9. What are some special events that have happened to you or to your
family?
10. What places have you visited?
11. How would you describe your personality?
12. How do think you classmates would describe you?
13. Is there something you’d like me to include in your biographical sketch
that I haven’t asked you about? What?
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Meanwhile, to make your biography more interesting, you can follow the checklist of
some elements of biographical sketch below.
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BIOGRAPHICAL SKETCH SCORING RUBRIC
READING AND WRITING FOR LITERARY RESPONSE
QUALITY
6
Responses at this
level:
5
Responses at this
level:
4
Responses at this
level:
3
Responses at this
level:
2
Responses at this
level:
1
Responses at this
level:
Meaning: the extent to
which the student
understands how to
create an effective
biographical sketch
-student skillfully employs
all of the elements of an
effective biographical
sketch
-student employs all of the
elements of an effective
biographical sketch
-student employs most of
the elements of an
effective biographical
sketch
-student shows knowledge
of the basic elements of a
biographical sketch
-student’s piece lacks
some basic elements of a
biographical sketch
-provide minimal or no
understanding of how to
write a biographical
sketch
Development: the extent
to which ideas are
developed
-student fully develops all
ideas and adds insightful
information to enhance
piece
-full development of all
ideas in all paragraphs
-full development of most
ideas in most paragraphs
-some ideas require further
development
-most ideas require further
development
-minimal evidence of
development
Organization: the extent
to which the response
exhibits direction and
structure
-strong, skillfully written
lead
-exhibit a logical and
coherent structure
through skillful use of
appropriate transitions
-strong lead that captures
audience attention
-exhibit a logical sequence
of ideas through use of
appropriate transitions
-appropriate lead with
relevant information
-exhibit a logical sequence
of ideas but may lack
internal consistency
-lead is mostly appropriate
-attempts a lead but lacks
some relevant information
- lacks logical organization
-no lead attempted
Language Use: the
extent to which the
response reveals an
awareness of audience
and purpose through
effective use of words,
sentence structure, and
sentence variety
-are stylistically
sophisticated, using
language that is above
grade level, with a
notable sense of voice
and awareness of
audience and purpose
-vary structure and length
of sentences to enhance
meaning
-use language that is
fluent and original, with
evident awareness of
audience and purpose
-vary structure and length
of sentences to control
rhythm and pacing
-use appropriate grade
level language, with some
awareness of audience
and purpose
-occasionally make
effective use of sentence
structure or length
-rely on basic vocabulary,
with little awareness of
audience or purpose
-exhibit some attempt to
vary sentence structure or
length for effect, but with
uneven success
-use language that is
imprecise or below grade
level
-reveal little awareness of
how to use sentences to
achieve an effect
-biographical sketch is too
short to determine
language use
-use language that is
incoherent or
inappropriate
Conventions: the extent
to which the response
exhibits conventional
spelling, punctuation,
paragraphing, capitalization, grammar, and
usage
-demonstrate control of the
conventions with
essentially no errors,
even with sophisticated
language
-demonstrate control of the
conventions, exhibiting
occasional errors only
when using sophisticated
language
-demonstrate partial
control, exhibiting
occasional errors that do
not hinder comprehension
-demonstrate emerging
control, exhibiting
occasional errors that
hinder comprehension
-demonstrate a lack of
control, exhibiting
frequent errors that make
comprehension difficult
-are minimal, making
assessment of
conventions unreliable
-may be illegible or not
recognizable as English
-exhibit a rudimentary
structure
-no evidence of logical
organization
• If the student writes from 1st person point of view the piece can be scored no higher than a 3
• Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0.
Student Name___________________________________________________
Rubric Score ___________ Grade ___________
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter 4
Linking with the World
Lesson 3
Living with Decency
Content Standard:
The learner demonstrates understanding of: contemporary Philippine literature as
a means of responding to the demands of the global village; various extended text
types; lexical and contextual cues; appropriate and polite oral language, stance, and
behavior; and use of imperatives, prepositions, verbs and wh- questions.
Performance Standard:
The learner transfers learning by: explaining the need to be cooperative and
responsible in today‟s global village; using appropriate strategies to comprehend
extended text types; using lexical and contextual clues to understand unfamiliar words
and expressions; using imperatives, prepositions, and appropriate and polite oral
language, stance and behavior in various information-sharing formats.
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
FOURTH
Linking with the World
Living with Decency
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding of: contemporary Philippine
literature as a means of responding to the
demands of the global village; various
extended
text
types;
lexical
and
contextual cues; appropriate and polite
oral language, stance, and behavior; and
use of imperatives, prepositions, verbs and
wh- questions
The learner transfers learning by:
explaining the need to be cooperative
and responsible in today’s global village;
using
appropriate
strategies
to
comprehend extended text types; using
lexical and contextual clues to understand
unfamiliar words and expressions; using
imperatives, prepositions, and appropriate
and polite oral language, stance and
behavior in various information-sharing
formats.
I.
LEARNING COMPETENCY
EN7LT-IVb-6: Discover through Philippine Literature
cooperatively and responsibly in today‟s global village
the
need
to
work
Objectives:
1. Evaluate the various roles of every Filipino in today‟s global village.
2. Perform presentations highlighting the abilities and values of Filipinos
which are relevant contributions to the world.
3. Continue to appreciate and take pride of our own Filipinos identity.
II.
LEARNING CONTENT
Lesson: I’m Glad I’m a Little Guy by Carlos P. Romulo
Materials:
1. Handout on I’m Glad I’m a Little Guy
References:
1. K to 12 Curriculum G (May, 2016), p. 162
2. Bridges to Better Communication I, pp. 117-118
III.
LEARNING TASKS
Introduction: Now that we are living in the 21st century, everyone is now already
connected with one another. Moreover, nations continue to boost their ties and
cooperation with the other countries. Indeed, we are now a global community,
a world without borders, and people without races.
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Likewise, Filipinos play a vital role as global citizens. Slowly but surely, we
emerge as citizens who are well-equipped with skills and values which are ready
to be showcased to the world. We contribute to the betterment of this world we
live in. Yet, at the end of the day, we stay committed to uphold our old traditions
and real identity as a nation.
Activity

Task 1: What is My Role!
Directions: Our world is consisted of different countries with different leaders.
Together with your partner, describe the identity of the following countries
and their respective contribution to the world.
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
Task 2: Let’s Hunt!
Directions: Find out meaning of unfamiliar words in the essay “I‟m Glad I‟m a
Little Guy” by Carlos P. Romulo by arranging the jumbled letters of each
word. Once you‟re done, take the letters that appear in
boxes and
unscramble them for the final message.
discussion of opinion between people
comprehensive or good view
someone you know but not your friend
very easy to see or notice
being low or lower in rank
a less powerful person
to make judgments
to throw or push something
to speak in a loud way
a person of wisdom
something said to cause laughter
not too proud or confident
the author of „I‟m Glad I‟m a Little
Fellow
Analysis

Task 3: Pinoy Ako!
Directions: Identify and highlight the different qualities and characteristics of
Filipinos as mentioned in the song, “Pinoy Ako” by Bamboo.
in times of
hardships...
• _______________________
his bravery
• _______________________
his "antinganting"
• _______________________
his strength
• _______________________
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
Task 3: Character Sketch!
While reading the essay “I‟m Glad I‟m a Little Guy” by Carlos P. Romulo, you
can sense how a Filipino was being humiliated in front of different people
around the world. Yet, Carlos Romulo was able to stand up and raise the
pride of his fellow countrymen.
Find out the different experiences of Carlos Romulo and his “smallness” by
ending the open-ended statements about him.
Carlos P. Romulo…
…was insulted by Mr. Vishinsky saying, “You are just a little man from a
little country.” Carlos Romulo replied saying…
_____________________________________________________________________
_____________________________________________________________________
… is a little fellow at home. His sons…
_____________________________________________________________________
____________________________________________________________________
… was become aware of his smallness when…
_____________________________________________________________________
____________________________________________________________________
… sees that smallness has many advantages because…
_____________________________________________________________________
____________________________________________________________________

Task 4: Little is Might!
According to Romulo, there are many advantages of being small as
compared to other nationalities. Supply the benefits of being small by
completing the chart below.
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What are the advantages of being small?
Abstraction

Task 5: All in!
Filipinos have given a lot of contributions to the world through their wisdom,
talent, skills, and innovation. Research on pictures highlighting the Filipino
power and in a white cartolina, form a collage using those photos.
Application

Task 6: Literature Circles!
Directions: In this activity, you will be in small groups. As you read the text,
each of you will receive a role sheet to accomplish. After completing the
tasks, the group gets together and discusses what you read and shares what
you did. All of your outputs will be posted as a blog in a website set by the
teacher. Please be guided by the provided rubric.
Discussion Director:
 Develop a list of four or five questions that thegroup might want to discuss about
the essay.
 The questions shouldbe about major details of the reading.
 The purpose of the task is to help people talk over the big ideas in the reading and
share their reactions.
Smart Summarizer:
 Prepare a brief summary which should include the key points, the main highlights,
and the essence of the selection.
Literary Luminary:
 Locate three parts or sections in the text that the group would like to hear read
aloud. Examine figurative language and vivid images found.
 Help the group remember passages or lines from the text that may be significant,
interesting, confusing or well written.
 Write a sentence or two stating why passages or lines were chosen.
Committed Connector:
 Find connections between the text and the world outside.
 Connect the text to one’s life, to happenings at school or in the community, to
similar events at other times and places, to other places, to other people or
problems.
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Vocabulary Enricher:
 Find five to eight especially important words in the text. List the page number and
paragraph, the word and the definition.
Inspired Illustrator:
 Illustrate a part/scene from the text.
 As the drawing is presented, the members of the group will give comments.
LITERATURE CIRCLE ROLE ASSESSMENT RUBRIC
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LITERATURE CIRCLE
WORK HABITS RUBRIC
Rarely
1 pt
Sometimes
2 pts
Usually
4 pts
Often
5 pts
Shares ideas,
questions, and
thoughts with
the group
rarely, refuses
to participate.
Shares ideas,
questions, and
thoughts with
group
sometimes,
with respect for
others. An
average group
member who
does what is
required.
Shares ideas,
questions, and
thoughts with
group usually,
with respect
for others. A
strong group
member who
tries hard!
Shares ideas,
questions,
and thoughts
with group
often, with
respect for
others. A
group leader!
Rarely uses
time well to
accomplish
tasks and read
assigned
pages.
Sometimes uses
time well to
accomplish
tasks and read
assigned
pages.
Usually uses
time well to
accomplish
tasks and read
assigned
pages.
Uses time well
to accomplish
tasks and
read assigned
pages.
Rarely listens
to, shares with,
and supports
the efforts of
others. Often is
not a good
team player.
Sometimes
listens to, shares
with, and
supports the
efforts of
others, but
sometimes is
not a good
team member.
Usually listens
to, shares with,
and supports
the efforts of
others.
Almost always
listens to,
shares with,
and supports
the efforts of
others.
Often forgets
needed
materials or is
rarely ready to
get to work.
Almost always
brings needed
materials but
sometimes
needs to settle
down and get
to work.
Almost always
brings needed
materials to
class and is
ready to work.
Always brings
needed
materials to
class and is
always ready
to work.
Participation
TimeManagement
Teamwork
Preparedness
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I’m Glad I’m a Little Guy
Carlos P. Romulo
One day at a United Nations sessions in Paris, I found myself in a heated debate with Andrei
Vishinsky, chief of the Soviet delegation. I had strongly disagreed with a proposal he had made. Suddenly,
Mr. Vishinsky insulted me. You are just a little man from a little country,‖ he said.
For him that answered the argument. My country, spared with his, is just a dot on the map. And I
stand only five feet, four inches in my shoes.
Even in my home, I’m a little fellow. My four sons all look down at me from a vantage of two or three
inches. Even my wife is an inch or so higher than I am when she is wearing high heels. Once she was
interviewed after our marriage, she made the modest remark, ―I prefer to glow faintly in my husband’s
shadow.‖ An acquaintance jested that this didn’t leave her much room to glow in.
My small stature has often been made conspicuous in my relations with famous people. During
World War II, I was aide-de-camp to General MacArthur who towered eight inches above me. We went
ashore together during the Leyte landing, and the reports stated: ―General Mac Arthur waded ashore in
waist-deep water. General Romulo was at his side.‖ A columnist wanted to know if this was true , pointing
out that if the general was waist-deep in water I would have drowned.
In my lifetime I have given much thought to the problem of littleness and bigness. And I want to say
that I’m glad to be a little fellow.
That may surprise you. Many little fellows feel a sense of inferiority because of their stature. I must
confess that in my younger days I once experimented with wearing elevated shoes. But the lifts made me
feel I was trying to appear something I was not. I threw the shoes away.
These shoes were weakening one of my great natural advantages which is this: the little fellow is
generally underrated in the beginning. Because he is small, little is expected of him. Then when he does
something well, people are surprised and impressed. In their minds, he has done a great deed.
I first became aware of this when I was on the debating team at Columbia University. My smallness
made me seem more like a schoolboy than a college student. Right from the start, the audience was
rooting for me. To them, I was the underdog, and most people were expecting so little of me.
We little fellows have another advantage, We usually have a special gift for making friends. People
feel protective over us. They find it easy to confide in us. Most of us learn in life that friendliness is as great
a force as physical strength.
Small size is no barrier to personal effectiveness. Many of the greatest men in history were not tall.
Beethoven and Admiral Nelson were both five feet, four inches. But they were giants like the poet John
Keats and the philosopher Immanuel Kant, who stood a bare five feet high. Saint Francis Xavier, one of
history’s most inspiring religious men, was reported to be only four feet and six inches tall.
Then, of course, you have the celebrated short man of them all, Napoleon I. Napoleon proved to the
world what a great man he really was. Today, a period in history is called Napoleonic Era in his honor.
I mentioned that Mr. Vishinskyinsulted me because I dared to criticize Russia. But that did not mean
that I did not answer him back. I bounded to my feet and told the assembly that Mr. Vishinsky was correct
in his description of me. But I added:
―It is the duty of the little Davids here to fling pebbles of truth between the eyes of blustering Goliaths
--- and make them behave!‖
Mr. Vishinsky frowned and said nothing.
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
FOURTH
Linking with the World
Living with Decency
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding
of:
contemporary
Philippine literature as a means of
responding to the demands of the global
village; various extended text types; lexical
and contextual cues; appropriate and
polite oral language, stance, and
behavior; and use of imperatives,
prepositions, verbs and wh- questions
The learner transfers learning by:
explaining the need to be cooperative
and responsible in today‟s global village;
using
appropriate
strategies
to
comprehend extended text types; using
lexical and contextual clues to understand
unfamiliar words and expressions; using
imperatives, prepositions, and appropriate
and polite oral language, stance and
behavior in various information-sharing
formats.
I.
LEARNING COMPETENCY
EN7OL-IVh-5: Use correct and appropriate prosodic features of speech when
giving information, instructions, making explanations and narrating events in
personal and factual recounts.
Objectives:
1. Apply appropriate prosodic features of speech, specifically stress and
intonation, when giving information, instructions, making explanations and
narrating events in personal and factual recounts.
2. Perform presentations highlighting correct stress and intonation.
3. Listen to the correct intonation and stress patterns for the sample words
and phrases.
II.
LEARNING CONTENT
Lesson: Stress and Intonation
Materials:
1. Handout on Stress
2. Handout on Intonation
References:
18. K to 12 Curriculum (May 2016)
19. English Expressways II pp. 28, 29, 44, 55, 177
20. Stress and intonation rubric retrieved from blogs.harrisonhigh.org/
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Srebecca_hwangbo/.../Reading%20Aloud%20Rubric.docx
III.
LEARNING TASKS
Introduction: To speak is to pronounce every word with such emotion and
conviction to deliver the appropriate message to the listeners. Such skill is a
tough act to master! Yet, to become better English learners, we need to gain
confidence in speaking through correct speech.
Activity

Task 1: Emotions!
Directions: Did you know that the way you talk to somebody is according also
to your relationship with him or her? How do you say…
“Hello”
1. to a good friend
2. to your crush
3. to a 6-month old baby
4. to someone whom you caught doing something
5. to a neighbor that you don‟t like
“How are you?”
1. to someone you haven‟t seen for 10 years
2. to someone who recently lost a family member
“What are you doing?”
1. to your group mate in an activity
2. to someone who had done an error
3. to a 5-year old preschooler
Analysis
Guide Questions:
1. Is the activity difficult or not? Why?
2. How do you able to convey different meanings through a single statement?
3. Why is it important that we change the way we speak words according to a
particular situation?
You put stress on a syllable when you pronounce it with such a
force that gives it more importance than the surrounding syllables
and to make it stand out more among them: for example, the comof comfortable or the –ter in determine.
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A long word frequently has two stressed syllables, one of which is usually more
prominent than the other. An example is economical. The most important
syllable bears the primary accent and the next most important bears the
secondary accent. In the case of economical, the primary accent falls on –
nom- and the secondary on e-.
Stress then is the key to the pronunciation of an English word, and the location
of the accent should always be learned with the word. If you out stress on the
wrong syllable, it may be quite difficult for anyone listening to understand what
you are trying to say.

Task 2: Stress it out!
Directions: In order to increase your ability to recognize stresses, read these
words after your teacher. Carefully listen to the pronunciation and on you
own, be able to distinctly produce the stressed and unstressed syllables.
1. stress on the first syllable
a. ANcient
c. PLEAsure
b. SACrifice
d. NAtion
2. stress on the second syllable
a. eVENT
c. aPOlogize
b. caDET
d. auTHENtic
3. stress on the third syllable (with secondary stress on the first syllable)
a. sympaTHEtic
c. geneROSity
b. disadVANtage
d. matheMATical
4. stress on the first syllable (with the secondary stress on the third syllable)
a. FEBruary
c. MEtaphor
b. CERemony
d. DICtionary
Intonation indicates pauses, stops, and questions and
also communicates emotions. Varied intonation tells
your listener whether you are finished talking or not, if
you are asking a question, and whether you are
excited, angry, surprised or confused. Not using these
rising and falling patterns can confuse the listener
and can also leave your speech sounding monotone.
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Falling Intonation
This is when your pitch lowers at the end of a phrase or sentence. We use falling
intonation at the end of a statement or with a question that uses who, what, when,
where, why, or how.
Statements
Questions
1. I went to the store.
1. Who was that?
2. She has a new car.
2. What is his name?
3. I have to work late tonight.
3. When will we leave?
4. My computer is broken.
4. Where are you going?
5. He is coming home.
5. Why did you leave?
6. How did he fall?
Statements
1. Is his name John?
2. Are you leaving?
3. Are we going to the movies?
4. Is it true?
5. Can you believe it?
Rising Intonation
This is when your pitch goes up. It is used when asking a yes/no question.
Rising vs. Falling
Let's contrast the rising and falling intonation between Wh- questions and yes/no
questions.
Yes/No Question
Wh- Question
Is his name John?
What is his name?
Does he have a car?
Which car is his?
Are you going to the store?
Where are you going?
Did you finish the report?
When
will
you
finish
the
report?

Is that your boss?
Who is that?
Are you feeling okay?
How are you feeling?
Did you take my pen?
Why did you take my pen?
Task 3: Copy and Speak!
Directions: In order to increase your ability to recognize rising and falling
intonation, read these statements after your teacher. Carefully listen to the
pronunciation and on your own, be able to distinctly produce the intonation
required for each statement.
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1. What are the different destinations here in our city?
2. Do you have a famous restaurant nearby?
3. Malagunlong Bridge is one of the Spanish bridges in Tayabas.
4. Tayabasins are known for their lambanog, aren‟t they?
5. We have four festivals in Tayabas!
6. Was Tayabas a capital of Quezon province before?
7. The city rests at the foot of Mt. Banahaw.
8. Where can you find Kamayan sa Palaisdaan?
Abstraction

Task 4: 1-2-3 syllables!
The chart below has five columns. At the top of each, there are numbers 1, 2,
and 3 which represent each syllable, and one of the numbers in each chart
are bolded and underlined, showing the syllable that is stressed.
Place each word below the corresponding column which indicates its
stressed syllable.
fellow
surprised
inferiority
columnist
friendliness
elevated
college
confess
general
disagreement
aware
giants
heated
delegation
debate
argument
weakening
experimented
impressed
bigness
1–2

1–2
1–2–3
1–2–3
Task 5: Speak up!
The following are statements are based on the essay, “I‟m Glad I‟m a Little
Fellow” by Carlos P. Romulo. Determine if the sentence has a rising or falling
intonation.
_________________
1. It is the duty of the little Davids here to fling pebbles of
truth between the eyes of blustering Goliaths --- and
make them behave!
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_________________
2. Small size is no barrier to personal effectiveness.
_________________
3. Do you still feel confident despite your imperfections?
_________________
4. Why did the Russian diplomat mock Romulo?
_________________
5. The little fellow is generally underrated in the
beginning.
_________________
6. Is Carlos Romulo a model of courage and
nationalism?
_________________
7. Why was Carlos Romulo glad that he is a little guy?
_________________
8. Do we feel proud as Filipinos in front of other races?
_________________
9. You are just a little man from a little country!
_________________
10. Where did the incident between Romulo and the
Russian diplomat happen?
Application

Task 6: Read then record!
Directions: Form a group with three members. The group will be assigned to
read a short exchange of dialogues based on the essay, “I‟m Glad I‟m a Little
Guy.” While reading the lines, provide appropriate stress for the words and
intonation for sentences. A rubric is provided.
STUDENT 1:
Carlos P. Romulo was a Filipino representative to the United
Nations. In one of its sessions, alas! He was caught in a debate
with a Russian diplomat.
STUDENT 2:
You are a little man from a little country! You are just a little
man, can‟t you see?
STUDENT 1:
How did Mr. Vishinsky say that to our kababayan? Of course,
Mr. Romulo felt humiliated at first.
STUDENT 2:
We are a big and powerful country than yours, aren‟t we?
STUDENT 1:
Mr. Vishinsky said further. Do you think Mr. Romulo just
remained silent? Of course not!
STUDENT 3:
You are right with what you said about me, Mr Vishinsky.
STUDENT 1:
Mr. Romulo said.
STUDENT 3:
It is the duty of the little Davids here to fling pebbles of truth
between the eyes of blustering Goliaths --- and make them
behave!
STUDENT 3:
Do you agree with me, Mr. Vishinsky? We should not humiliate
others. What could we benefit from doing such?
STUDENT 1:
Mr. Romulo fought back. He stood up. He went against Mr.
Vishinsky. Because of this, Mr. Vishinsky just went silent.
E-N-D
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DIALOGUE RUBRIC
CATEGORY
5
The reader
consistently and
WORD
accurately
STRESS X2 places the stress
on a syllable
within a word.
The reader
consistently
demonstrates an
understanding of
the entire
INTONATION
dialogues by
& OTHER
using
SPEECH
appropriate
FEATURES
intonation
X2
patterns,
pauses, and
other notable
speech features.
4
3
2
1
The reader
usually places
the stress on the
correct syllable
within a word.
The reader
occasionally
places the stress
on the correct
syllable within a
word.
The reader
demonstrates an
understanding of
parts of the
dialogues by
occasionally
using appropriate
intonation
patterns, pauses,
and other notable
speech features.
The reader
rarely places
the stress on
the correct
syllable within a
word.
The reader
demonstrates
little
understanding
of the dialogues
and fails to use
appropriate
intonation
patterns,
pauses, and
other notable
speech
features.
The reader
does not place
the stress on
the correct
syllable within
a word.
The reader
demonstrates
no
understanding
of the
dialogues and
fails to use
appropriate
intonation
patterns,
pauses, and
other notable
speech
features.
The reader
demonstrates a
general
understanding of
the dialogues by
using
appropriate
intonation
patterns,
pauses, and
other notable
speech features.
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
FOURTH
Linking with the World
Living with Decency
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding of: contemporary Philippine
literature as a means of responding to the
demands of the global village; various
extended
text
types;
lexical
and
contextual cues; appropriate and polite
oral language, stance, and behavior; and
use of imperatives, prepositions, verbs and
wh- questions
The learner transfers learning by:
explaining the need to be cooperative
and responsible in today‟s global village;
using
appropriate
strategies
to
comprehend extended text types; using
lexical and contextual clues to understand
unfamiliar words and expressions; using
imperatives, prepositions, and appropriate
and polite oral language, stance and
behavior in various information-sharing
formats.
I.
LEARNING COMPETENCY
EN7WC-IVa-2.8.4: Identify features of personal essay
Objectives:
1. Compose daily anecdotes with proper structure and content.
2. Document their daily lives, noting down important events in a notebook.
3. Practice the continuous use of writing anecdotes to effectively observe
one‟s values, experiences and progress.
II.
LEARNING CONTENT
Lesson: Personal Essay/ Writing Diary Entries
Materials:
1. Handout on Personal Essays/ Diary Entry
2. Cattleya Notes
References:
1. K to 12 Curriculum G (May, 2016), p. 162
2. http://www.wikihow.com/Write-a-Diary
3. Diary Entry Rubric, Retrieved from cjparker.edublogs.org/files/2012/10/8Diaries-Outline-and-rubric-211q76m.doc
4. Diary Rubric, Retrieved from
cjparker.edublogs.org/files/2012/10/8-Diaries-Outline-and-rubric
211q76m.doc
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III.
LEARNING TASKS
Introduction: Everyday, we create our own memories. These memories may last
for a day, a month, a year, or maybe even for a lifetime. Isn‟t it great to at least
look back to what had happened? Reminisce the laughter, and feel again the
strong feelings you had felt before.
Writing diaries or personal anecdotes is what most of us want to do, but
few only did try. Everyone likes to read their own selves in the past. Because
whenever he reads his own history, he traces back the joy, loneliness, anger,
love, hope, failures, and triumphs that made him as to what he is today.
Activity

Task 1: Family Feud!
Directions: You will be divided into two teams. Each team will have to send
five members who will play a game a la Family Feud. The teacher will ask 10
students previously with regards to the question, “What are the things that one
usually writes in a diary?”
The Top 8 answers should be guessed by the members and the team who
gathered all the scores will be the winner.
“What are the things that one usually writes in a diary?”
1.
5.
2.
6.
3.
7.
4.
8.
Analysis
Guide Questions:
1. What are the ideas that everyone usually writes in a diary?
2. Had you written a diary before? When did you start writing?
3. Why did you start writing a diary?
4. How does writing your personal memories in a diary help you as a student?

Task 2: Ask Me!
Directions: Grab a partner and discover his/her life through the following
questions:
a. Did you ever write a diary before?
b. If you will write a diary again, what will be the name of your diary?
c. What information should be included whenever you write a diary?
d. If you will write three experiences last week, what events will they be?
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e. Who do you think will be the person that you will always mention in
your diary?
f.
Will your diary entries be different with one another or will it be the
same everyday?
* Read and analyze how to write a diary entry by understanding the module
on personal essay/ writing diary entry.
Abstraction

Task 3: Create Memories!
Directions: The class will be divided into groups with five members. Schedule
a Saturday hangout with your friends that will eventually serve as an entry in
your diary. Each group will pick one from the following task:
#1 – Plan a movie marathon
#6 – Cook with someone’s mother
#2 – Visit your town’s tourist spots
#7 – Post own video online
#3 – Schedule a food trip
#8 – Create an invention from the net
#4 – Clean a friend’s house
#9 – Plant fruit-bearing plants
#5 – Play board games all day
#10 – Teach a present lesson
Application

Task 4: Dear Diary!
Directions: Using your Cattleya Notes, write a personal entry of your everyday
life. The teacher will specify when you will start and end your diary entries.
Follow the specified format below for each diary entry.
(DATE)
Dear ___________,
______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
With love,
(Your Name)
(Signature)
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DIARY RUBRIC
Score
Historical
Content
Voice &
Perspective
(Point of View)
Conventions
Writing
Process
Level 4
(Exceeding)
Level 3
(Meeting)
Level 2
(Progressing)
•Considerable
historical detail is
provided; events
are fully described
and very specific.
•Dates show
change over time.
• Imagines an
historical
character’s point of
view. The
perspective is very
realistic and
personal - shows
how the character
thinks and feels.
•Spelling correct
even on more
difficult words.
•Grammar and
usage contribute to
clarity and style.
•Thorough
evidence of a lot of
time and effort put
into the writing
process
(brainstorming,
drafting, editing,
revising).
•Diaries contain historically
accurate information.
•Dates show change over
time.
•Historical detail is
thinly provided;
account needs
elaboration and more
specifics.
•Dates do not show
change over time.
•The tone is OK but
the diary could have
been written by
anyone. Need to
reveal more about
how the character
thinks and feels.
•Almost no historical
detail is provided;
account is incomplete
and vague.
•Several errors in
grammar,
capitalization, spelling
&punctuation, but
message of diary still
understandable.
• Some time and effort
put into the writing
process, but was not
very thorough.
•Many errors in
grammar,
capitalization, spelling &
punctuation make the
diary hard to read.
•Didn’t write
enough to
judge.
• Little time and effort
put into the writing
process.
Instructions were not
followed.
•No evidence
of using the
stages of the
writing
process
•The voice is
recognizable in the diary
but may fade in and out.
•Shows how the character
thinks and feels
•Spelling is generally
correct on common words.
•Grammar errors
infrequent.
• Evidence of a sufficient
time and effort put into the
writing process.
Level 1
(Underdeveloped)
Not Done or
Attempted
•Didn’t write
enough to
judge.
•The diary does not offer •Didn’t write
an historical character’s enough to
point of view. The
judge
perspective is unrealistic
and impersonal.
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How to Write a Diary
I
n an age of blogs and social media postings, diaries still have a loyal following. They
allow you to be completely honest, secure in privacy, and able to keep your writings
forever. To write a diary, you'll need to decide the type of diary you want -- think size,
security, and frequency of writings -- then write entries that are honest, detailed, and
authentically you. Don't stress too much about the actual content; simply write about
whatever you feel is important for the best experience.
1 Writing Diary Entries
Be honest. Diaries can be cognitively beneficial. As you write your diary, try
to be as honest as possible in your entries. This is good for your emotional well-being.

Many people find diary writing cathartic because they can let go of inhibitions
on the page and truly be themselves. Feel free to record your emotions, both
positive and negative, in their entirety in your diary.[3]

Let go of worries about the quality of your writing. Your diary is a safe space for
you to vent and share without the pressures of external judgment. Try to take a
few minutes at the beginning of each entry to simply free write. That is, write
quickly and without inhibition. Jot down the first things that come to mind when
considering your day, current mood, and any feelings you're struggling with.
Decide what to write about. There are many different types
of diaries. Some people use diaries to record daily events. If you're working towards a
goal, like losing weight or completing a creative project, a diary can be a great means
to discuss your feelings and progress. It's up to you what you feel is important to record.
Use lots of details. Diaries
are also important as they preserve
moments in their immediate aftermath. Use details in your diary entries to try to preserve
the moment.

Think about your past before you begin writing in your diary. What do you wish
you remembered? Do you wish you had better memories of your grandmother's
laugh? Use these longings as a guide in your diary. Record, in detail, those
moments that feel precious to you and that you'll long to recall later on.

You should be as honest in your descriptions as you are in your venting. You want
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your diary to preserve your memories and perspective of an event. Talk about
things in terms that make sense to you.
Maintain a schedule. Many people struggle to find the time to
write a diary entry each day. If you're interested in maintaining a diary, try to stick to
something of a schedule.
 Write in your diary around the same time each day. This way, writing in your diary
will become as much a part of your schedule as brushing your teeth at night or
showering in the morning.
 Do not set a schedule you do not think you can keep. If you don't reasonably
think you'll be able to write in your diary every night, don't commit yourself to
doing so. Instead, choose a more lax schedule.
2 Personalizing Your Diary
Add illustrations. If you want make your diary more personal, consider
adding illustrations. This can be a fun way to make your diary more personal.

You could also include illustrations of some the material you're writing about. You
could add a small sketch at the end of the entry or sketch in the margins. Draw
pictures of the people you saw that day, the food you ate, the movies you
watched, really anything memorable.
Alter the cover. Some diaries come with decorative covers, but some
are plain. If your cover is simply dull, you might want to add decoration. You can write
your name in colorful, fun lettering. You can add stickers or glue on cut outs from
magazines or newspapers. You can draw on the cover with colored pencils or markers.
Have fun and be creative.
SOURCE:
http://www.wikihow.com/Write-a-Diary
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
FOURTH
Linking with the World
Honoring My Nation
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding
of:
contemporary
Philippine literature as a means of
responding to the demands of the global
village; various extended text types; lexical
and contextual cues; appropriate and
polite oral language, stance, and
behavior; and use of imperatives,
prepositions, verbs and wh- questions
The learner transfers learning by:
explaining the need to be cooperative
and responsible in today‟s global village;
using
appropriate
strategies
to
comprehend extended text types; using
lexical and contextual clues to understand
unfamiliar words and expressions; using
imperatives, prepositions, and appropriate
and polite oral language, stance and
behavior in various information-sharing
formats.
I.
LEARNING COMPETENCY
EN7RC-IVb-10.1: Give and follow instructions and directions
EN7G-IV-a-4: Use imperatives and prepositions when giving instructions
Objectives:
1. Assess the necessary actions to be taken once a person commands
instructions.
2. Follow directions as students conduct an activity around Luis Palad
National High School.
3. Practice obedience and critical understanding while reading or listening
to instructions and directions.
II.
LEARNING CONTENT
Lesson: Giving and Following Instructions and Directions
Materials:
1. Handout on Giving and Following Directions
2. Worksheets
3. Map of Luis Palad National High School
References:
1. Module on Imperatives, pp. 1-4
2. LPNHS Evacuation Map
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III.
LEARNING TASKS
Introduction: Instructions, directions, commands or requests are expressed in
imperative sentences. The period is usually used to end the imperative sentence.
The subject of an imperative sentence is not usually expressed but it is
understood to be the pronoun “you”. The imperative sentence starts with the
verb in the base form.
Activity

Task 1: Say It!
Directions: Read the short dialogue below. Underline all imperative sentences.
A: Good morning, Mrs. Abellanosa. Please help me find the books that I need for my lessons in
English.
B: Sure. Just go to the card catalogue and look up the title of the book you want.
A: But I don’t know the title of the book. I don’t know the author’s name either.
B: Then, find the book’s subject card. The subject card has at the top line
the subject of
the book. Once you have found the card of the book you need, copy the call number, the
author’s name and the title of the book. We can easily find the book that you need on the
bookshelf once we have this information.
A: Thank you, Mrs. Abellanosa. You are a big help.
Analysis

Task 2: Read a Map!
Directions: Study the map below which portrays the position of different
establishments in a community.
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1. The post office is across the street from the bank.
2. The bakery is down the street from the post office.
3. The laundromat is next to (beside) the grocery store.
4. The drugstore is around the corner from the laundromat.
5. There‟s a bus stop in front of the library.
6. There‟s a parking lot behind (in back of) the department store.

Task 2: Identify!
Directions: Look at the map above and complete the sentences below.
1. The grocery store is across the street from the ______________.
2. The bank is next to the ______________.
3. The bookstore is around the corner from the ______________.
4. The library is down the street from the ______________.
5. There‟s a bus stop in front of the ______________.
6. There‟s a Chinese restaurant beside the ______________.
Abstraction

Task 3: Make a Map!
Directions: Work in groups and make a map. One person is the map maker.
The others give directions. Make a simple map of the area around your
school. Include canteens, buildings, and so on. Tell the map maker where to
put each thing. Use the expressions: across the street from, down the street
from, next to, beside, around the corner from, in front of, in back of, behind.
Example: E-Type Building is next to SLRC.
Here are some words and phrase you can use when giving directions:
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Here are some phrases you can use when asking for directions:
How do you get to…?
Could you tell me where … is?
Is … far from here?
I‟m looking for …
I‟m trying to find…
In what direction is …?
Application

Task 4: Find the Place!
Directions: Using the map of Luis Palad National High School, your partner will
ask you how to get to one of the places in the list below. Find the place on
the map and give your partner directions. Remember to start from Gate 2
with a red star.
How can I get to…?
 Enverga Building
 Suarez Computer Laboratory
 Alumni Gym
 D.O/Old Admin
 N-Type/Library
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MAP OF LUIS PALAD NATIONAL HIGH SCHOOL
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