CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter 1
Appreciating Myself
Lesson 1
Valuing Our Elders’ Wisdom
Content Standard:
The learner demonstrates understanding of: pre-colonial Philippine literature as a
means of connecting to the past; various reading styles; ways of determining word
meaning; the sounds of English and the prosodic features of speech; and correct
subject-verb agreement.
Performance Standard:
The learner transfers learning by: showing appreciation for the literature of the
past; comprehending texts using appropriate reading styles; participating in
conversations using appropriate context-dependent expressions; producing English
sounds correctly and using the prosodic features of speech effectively in various
situations; and observing correct subject-verb agreement.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
1|P a g e
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
FIRST
Appreciating Myself
Valuing Our Elders’ Wisdom
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding of: pre-colonial Philippine
literature as a means of connecting to the
past; various reading styles; ways of
The learner transfers learning by:
showing appreciation for the literature of
the past; comprehending texts using
determining word meaning; the sounds of
English and the prosodic features of
speech;
and
correct
subject-verb
agreement.
I.
appropriate reading styles; participating in
conversations using appropriate contextdependent expressions; producing English
sounds correctly and using the prosodic
features of speech effectively in various
situations; and observing correct subjectverb agreement.
LEARNING COMPETENCY
EN7LT-Ia-1: Discover literature as a means of connecting to a significant past
EN7LT-Ia-2: Describe the different literary genres during the pre-colonial period
Objectives:
1. Understand different literary forms during pre-colonial period
2. Describe the different literary genres during the pre-colonial period
3. Appreciate the connection with Philippine‘s rich past through the different
literary forms
II.
LEARNING CONTENT
Lesson: Philippine Literature during Pre-Colonial Period
Materials:
1. print out example pictures of literary forms
2. ¼ manila papers
References:
1. K to 12 Curriculum Guide (May 2016), p. 148
2. Pre-Colonial Philippine Literature, Retrieved from
http://philfolks.blogspot.com/p/pre-colonial-philippine-literature.html
3. Ramallosa, G. (2000). The Literatures of the Philippines . Lucena City:
Enverga University Press, Inc.
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III.
LEARNING TASKS
Introduction: Long before the Spaniards came to the Philippines, the Filipinos
already have their own culture. It was influenced by Malaysians, Indonesians,
Chinese, Arabs, Persians, and other foreigners who came to trade with them.
Much of ancient literature was oral, community-bound, and derived from the
peoples‘ experiences and observations. So why do you think we should study the
literatures of the Philippines?
Preliminary Activity:
For the next activity, you will be grouped into five with the following roles:
1. facilitator
2. recorder
3. time keeper
4. reporter/s
5. materials manager
Activity

Task 1: Arrange and Fill it!
Directions: You will be given set of words and pictures to arrange into a
diagram provided below:
Analysis

Task 2: Let’s Explain!
Your group‘s reporter/s will present your output with emphasis on the
placement of the pictures given. While listening to the reports, try to compare
your output from the other groups‘ outputs.
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Abstraction

Task 3: Complete Me!
Directions: Complete the statement below.
“Through the different literary forms during the
t he pre-colonial
pre -colonial
period, we
we are able to know_________________________
know_________________________ ”.
Application

Task 4: Add Some More!
Directions: With the description given on different literary forms, share other
examples you know.


Proverbs:
______________________________

Riddles:
______________________________

Myths:
______________________________

Legends:
______________________________

Folktales:
______________________________

Working Songs: _________________________
______________________________
_____

Lullabies:
______________________________
Exit Slip:
Directions: In a ½ crosswise, answer the previous question posted by your
teacher:
Why do we need to study the literature of the Philippines?
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Notes on Philippine Literature during Pre-colonial Period:
The diversity and richness of Philippine literature evolved side by side with the country's history. This can best be
appreciated in the context of the country's pre-colonial cultural traditions and the socio-political histories of its colonial and
contemporary traditions.
The average Filipino's unfamiliarity with his indigenous literature was largely due to what has been impressed upon him:
that his country was "discovered" and, hence, Philippine "history" started only in 1521.
Pre-Colonial Times
Owing to the works of our own archaeologists, ethnologists and anthropologists, we are able to know more and better
judge information about our pre-colonial times set against a bulk of material about early Filipinos as recorded by Spanish,
Chinese, Arabic and other chroniclers of the past.
Pre-colonial inhabitants of our islands showcase a rich past through their folk speeches, folk songs, folk narratives and
indigenous rituals and mimetic dances that affirm our ties with our Southeast A sian neighbors.
The most seminal of these folk speeches is the riddle which is tigmo in Cebuano, bugtong in Tagalog, paktakon in
Ilongo and patototdon in Bicol. Central to the riddle is the talinghaga or metaphor because it "reveals subtle resemblances
between two unlike objects" and one's power of observation and wit are put to the test. While some riddles are ingenious,
others verge on the obscene or are sex-related.
The proverbs or aphorisms express norms or codes of behavior, community beliefs or they instill values by offering
nuggets of wisdom in short, rhyming verse.
The extended form, tanaga, a mono-riming heptasyllabic quatrain expressing insights and lessons on life is "more
emotionally charged than the terse proverb and thus has affinities with the folk lyric." Some examples are the basahanon or
extended didactic sayings from Bukidnon and the daraida and daragilon from Panay.
The folk song, a form of folk lyric which expresses the hopes and aspirations, the people's lifestyles as well as their
loves. These are often repetitive and sonorous, didactic and naive as in the children's songs or Idaida (Maguindanao), tulang pambata (Tagalog) or cansiones para abbing (Ibanag).
A few examples are the lullabyes or Ili-ili (Ilongo); love songs like the panawagon and balitao (Ilongo); harana or
serenade (Cebuano); the bayok (Maranao); the seven-syllable per line poem, ambahan of the Mangyans that are about
human relationships, social entertainment and also serve as a tool for teaching the young; work songs that depict the
livelihood of the people often sung to go with the movement of workers such as the kalusan (Ivatan), soliranin (Tagalog
rowing song) or the mambayu, a Kalinga rice-pounding song; the verbal jousts/games like the duplo popular during wakes.
Other folk songs are the drinking songs sung during carousals like the tagay (Cebuano and Waray); dirges and
lamentations extolling the deeds of the dead like the kanogon (Cebuano) or the Annako (Bontoc).
A type of narrative song or kissa among the Tausug of Mindanao, the parang sabil, uses for its subject matter the
exploits of historical and legendary heroes. It tells of a Muslim hero who seeks death at the han ds of non-Muslims.
The folk narratives, i.e. epics and folk tales are varied, exotic and magical. They explain how the world was created,
how certain animals possess certain characteristics, why some places have waterfalls, volcanoes, mountains, flor a or fauna
and, in the case of legends, an explanation of the origins of things. Fables are about animals and these teach moral lessons.
Our country's epics are considered ethno-epics because unlike, say, Germany's Niebelunginlied, our epics are not
national for they are "histories" of varied groups that consider themselves "nations."
The epics come in various names: Guman (Subanon); Darangen (Maranao); Hudhud (Ifugao); and Ulahingan (Manobo).
These epics revolve around supernatural events or heroic deeds and they embody or validate the beliefs and customs and
ideals of a community. These are sung or chanted to the accompaniment of indigenous musical instruments and dancing
performed during harvests, weddings or funerals by chanters. The chanters who were taught by their ancestors are
considered "treasures" and/or repositories of wisdom in their communities.
Examples of these epics are the Lam-ang (Ilocano); Hinilawod (Sulod); Kudaman (Palawan); Darangen (Maranao);
Ulahingan (Livunganen-Arumanen Manobo); Mangovayt Buhong na Langit (The Maiden of the Buhong Sky from Tuwaang-Manobo); Ag Tobig neg Keboklagan (Subanon); and Tudbulol (T'boli).
Source: The Literary Forms in Philippine Literature
(Christine F. Godinez-Ortega), Retrieved from
http://www.seasite.niu.edu/tagalog/literature/literary_forms_in_philippine_lit.htm
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
FIRST
Appreciating Myself
Valuing Our Elders’ Wisdom
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding of: pre-colonial Philippine
literature as a means of connecting to the
past; various reading styles; ways of
The learner transfers learning by:
showing appreciation for the literature of
the past; comprehending texts using
determining word meaning; the sounds of
English and the prosodic features of
speech;
and
correct
subject-verb
agreement.
I.
appropriate reading styles; participating in
conversations using appropriate contextdependent expressions; producing English
sounds correctly and using the prosodic
features of speech effectively in various
situations; and observing correct subjectverb agreement.
LEARNING COMPETENCY
EN7LT-Ia-2.1: Identify the distinguishing features of proverbs, myths, and legends
Objectives:
1. Understand the unique features of proverbs, myths, and legends
2. Discuss the features of proverbs, their intended purpose, and the setting
during which they were produced
3. Express appreciation of different proverbs as source of wisdom and values
during certain situations
II.
LEARNING CONTENT
Lesson: Proverbs
Materials:
1. Proverbs on strips of paper
2. Handout of ―Classification of Proverbs‖
3. Wi-Fi Modem for Internet Connection (if possible)
References:
1. K to 12 Curriculum Guide (May 2016), p. 148
2. Teaching Guide (First Quarter), pp. 5-6
3. Learning Package (First Quarter), pp. 3-4
4. Cariaga-Enriquez, D. B. (2003). Philippine Literature: A Regional Approach.
Navotas: Navotas Press.
5. Proverbs Project Rubric, Retrieved from
https://www.rcampus.com/rubricshowc.cfm?code=SB4253&sp=yes&
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III.
LEARNING TASKS
Introduction: We are not aware that the statements that our grandparents use
while conversing with their peers are nuggets of wisdom during their times.
Wisdom in the pre-colonial period was not just theoretical knowledge but
practical expertise. It was passed on from generations to generations, with
versions and translations varying from one region to another, Filipino proverbs or
salawikain, reflect traditional Filipino beliefs, and customs. The wisdom it gives is
encapsulated in short rhyming two-liners easy to remember.
Preliminary Activity:

Task 1: Form It!
Directions: Each group will be given a jumbled proverb in cut-out strips of
paper and form it for 1 minute.
1. The pain of the little finger is felt by the whole body.
2. A sleeping shrimp is carried away by the current
3. The goodness of the ruled depends on the worth of the leader.
4. A man is the richest if he is contented even with little.
5. A person‘s tongue is only three inches long but can kill even a king.

Task 2. True or False?
Directions: On your paper, write T if the statement is true according to what
you know and F if it is false. Be ready to explain and exchange ideas with a
partner.
_____ 1. Philippine literature existed even before the Spaniards came.
_____ 2. Proverbs express the unending wisdom of the old.
_____ 3. Proverbs communicate only traditional beliefs and values.
_____ 4. The form of proverbs is chiefly poetic.
_____ 5. It is difficult to preserve proverbs.
Activity

Task 3: Visual Thesaurus
Directions: Explore your awareness of a thesaurus as a helpful tool in learning
synonyms and antonyms. Give the synonyms of the word ―proverb‖ by
forming the jumbled letters below.
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Presentation
The musician
presented the song
in a clear voice.
He/she made
consistent eye
contact with the
audience.
The musician
presented the
song in a clear
voice. Some
eye contact was
made with
the audience.
The musician
presented the song
with a clear voice.
Little eye
contact was made
with the
audience.
The musician did
not communicate
clearly. Little
eye contact was
made with
the audience.
The speaker did
not communicate
clearly. Eye
contact was not
made with
the audience.
BODY SMART: Act it out!
CRITERIA
Sound
Story
Gestures/Movement
Facial Expressions &
Body Language
1
3
5
Made too much noise.
Needs to work on not
making even small
noises.
Completely silent. No
noise made at all.
There was no story
developed.
Story needs work.
One or more of the
following was missing Beginning, Middle or
End.
Definite Beginning,
Middle, and End
Little to no movement.
All gestures were
small.
Some gestures were too
small. Some movement
was distracting rather
than helpful
VERY LARGE AND
DRAMATIC. Over
exaggerated.
Gestures helped the
story and didn't
distract from the story.
Facial expressions or
body language were
either missing or too
small to be noticed.
At times through
performance - body
language or facial
expressions
disappeared or
became small.
Facial expressions and
body language were
present through the
whole performance.
There was no vision of
objects or placement.
Student attempted to
keep the same vision for
the performance but
the vision (objects or
placement) changed
some.
The vision of the
mime(s) was definite.
The vision could be
seen by all audience
members.
Vision
invisible objects were
"seen" by audience,
placement of objects
or room was
noticeable.
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The Origin of This World (Maranao)
from the Anthology of Philippine Myths by Damiana L. Eugenio
According to Maranaw folklore, this world was created by a great Being. It is not
known, however, who exactly is this great Being. Or how many days it took him to create
this world.
1
This world is divided into seven layers. The earth has also seven layers. Each layer
is inhabited by a different kind of being. The uppermost layer, for example, is the place we
are inhabiting. The second layer is being inhabited by dwarfs. These dwarfs are short,
plump, and long-haired. They are locally known as Karibanga. The Karibangaare said to
possess magical powers. They are usually invisible to the human eye. The third layer of the
earth which is found under the sea or lake is inhabited by nymphs. These nymphs also
possess certain magical powers. It is stated in the story of Rajah Indarapatra that he met
and fell in love with the princess-nymph with whom he had a child.
2
The sky also consists of seven layers. Each layer has a door which is guarded day
and night by huge mythical birds called garoda. The seventh layer of the sky is the seat of
heaven which is also divided into seven layers. Every layer in the sky is inhabited by angels.
Maranaws believe that angels do not need food. They all possess wings with which they fly
3
Heaven which is found on the seventh layer of the sky is where good people‗s spirits
go after death. Saints are assigned to the seventh layer while persons who barely made
it‖ are confined to the lower most layer which is found at the bottom of heaven.
4
It is in heaven where we find the tree-of-life. On each leaf of the tree-of-life is written
the name of every person living on earth. As soon as a leaf ripens or dries and falls, the
person whose name it carries also dies.
5
The soul of every person is found in tightly covered jars kept in one section of
heaven. This particular section of heaven is closely guarded by a monster with a thousand
eyes, named Walo. Walo, in addition to his thousand eyes, has also eight hairy heads. The
epic Darangan speaks of Madale, Bantugan‗s brother and, Mabaning, Husband of
Lawanen, entering this section and retrieving the soul of Bantugan.
6
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32 | P a g e
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
Content Standard:
The
learner
demonstrates
understanding of: pre-colonial Philippine
literature as a means of connecting to the
past; various reading styles; ways of
determining word meaning; the sounds of
English and the prosodic features of
speech;
and
correct
subject-verb
agreement.
I.
FIRST
Appreciating Myself
Searching for Our Beginnings
Performance Standard:
The learner transfers learning by:
showing appreciation for the literature of
the past; comprehending texts using
appropriate reading styles; participating in
conversations using appropriate contextdependent expressions; producing English
sounds correctly and using the prosodic
features of speech effectively in various
situations; and observing correct subjectverb agreement.
LEARNING COMPETENCY
EN7V-I-c-10.2: Use appropriate idiomatic expressions in a variety of basic
interpersonal communicative situations
Objectives:
1. Identify and explain the meanings of common idioms
2. Express the meaning of idioms through sentences
3. Use appropriate idiomatic expressions in communicative situations
II.
LEARNING CONTENT
Lesson: Idiomatic Expressions
Materials:
1. Worksheets
2. Copies of ―Book of Idioms‖ Rubric
References:
1. K to 12 Curriculum G (May, 2016), p. 148
2. Palomar, L. A. & Pimentel, K. R. (2016). Interactive English 7. Philippines:
Jemma, Inc.
3. Alcober, E. A. et.al. (2000). English Arts I. Quezon City: JTW Corporations.
4. Carbonell, V. L. & Ribo, L. M. (2013). Language in Literature 7. Quezon City:
Vibal Publishing House, Inc.
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33 | P a g e
III.
LEARNING TASKS
Introduction: An idiom is a phrase that has a different meaning than the literal
meaning of the phrase. The meaning of an idiom in the mother tongue and
culture has a completely different meaning than the literal definition of the
phrase.
Preliminary Activity

Task 1: L1 Idiom!
Directions: Every language and culture has its own set of idioms, and the
Filipinos have their own as well. Look at the example Filipino idiom below and
try to give its literal English translation.
Filipino Idiom
Literal English Translation
Buto’t balat
Possible answer: malnourished
(literally means ―bones and skin‖)
(Skin and bones is also an American idiom for someone who is very skinny or
malnourished.)

Task 2: Idioms in Conversations!
Directions: Study the following lines below. Then, be ready to answer the
questions.
I lost my nerve. I didn‘t
come last night.
How could you have the nerve
to propose to me when you
were still engaged to Kikay?

What do the italicized expressions mean?

Can you get their meanings from the individual words or from the word
construction?
Activity& Analysis

Task 3: Pinoy Idioms!
Directions: Idioms also display the culture of a certain group of people. In the
list below, give the meaning of the popular Filipino idioms.
Filipino Idiom
Literal English Translation
1. Anak-pawis
son of sweat
2. Makati and dila
itchy tongue
3. Makapal and bulsa
thick pocket
4. Butas and bulsa
hole in the pocket
5. Mabigat and kamay
heavy-handed
6. Kabiyak ng dibdib
the other half of the heart
7. Bulaklak ng dila
flower of the tongue
Interpretation
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34 | P a g e
Abstraction

Task 4: Short Skit!
Directions: Create a skit that demonstrates how a misinterpreted idiom could
cause some pretty funny or disastrous results. For example, a doctor in an
operating room asking for "a hand"?

Task 5: Switch it!
Directions: Replace each italicized idiom with its meaning. Choose your
answers from the box.
The country‘s leading executive officials think that
the country can weather its financial woes. Although the
disapprove
country‘s economy is in a slump right now, the officials
inconsistent
are optimistic that a new economic plan will help it to
get involved in
pull through. However, they warned that government
recover
should step up the pace of liberalization and should not
going down
be wishy-washy in its policies.
survive
Many people take a dim view of the economic
hasten
plan and hope that the executive officials come up with
think of
another plan they can sink their teeth into.
Application

Task 6: The Book of Idioms!
A publishing house is interested in publishing a book about the most
common idioms that appear in language nowadays. Your team has been
commissioned to do the research and the writing for that book.
Each member of your team has to choose an idiom , research its origin ,
and write a story about it . All the stories from the different team members will
be compiled in order to make the Book of Idioms. Remember to select
popular idioms, such as those you read most often in stories, or used in media,
etc. Read the example story of the origin of the idiom cold shoulder.
Cold Shoulder
When you are a guest, how can you tell that it is time for you to leave? Etiquette
says that the considerate guest does not wait until his or her hosts are tired or bored.
The considerate guest does not overstay his or her welcome.
In olden European times, guests who overstayed or were unwelcome were
served cold slices of meat from the shoulder of beef or mutton. Such a cut of meat is
inferior to a round roast and is particularly unpalatable, when served cold. Serving a
guest this cold shoulder of meat was considered a polite way of telling the unwelcome
guest to pack up and leave. This custom was common in medieval France. Although
other countries did not adopt it, the expressions give a cold shoulder meaning to snub
spread to England and America as well as other English-speaking countries.
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“THE BOOK OF IDIOMS” RUBRIC
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36 | P a g e
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
Content Standard:
The
learner
demonstrates
understanding of: pre-colonial Philippine
literature as a means of connecting to the
past; various reading styles; ways of
determining word meaning; the sounds of
English and the prosodic features of
and
correct
subject-verb
speech;
agreement.
FIRST
Appreciating Myself
Searching for Our Beginnings
Performance Standard:
The learner transfers learning by:
showing appreciation for the literature of
the past; comprehending texts using
appropriate reading styles; participating in
conversations using appropriate contextdependent expressions; producing English
sounds correctly and using the prosodic
features of speech effectively in various
situations; and observing correct subject-
verb agreement.
I.
LEARNING COMPETENCY
EN7LC-I-d-5.1: Listen for important points signaled by volume, projection, pitch,
stress, intonation, juncture, and rate of speech
EN7OL-Id-1.14.3: Use the correct stress (primary, secondary, tertiary and weak)
when reading passages
Objectives:
1. Identify the changes in meaning of words as the stress changes
2. Use the proper stress (primary, secondary, tertiary and weak) when
reading passages
3. Enhance understanding of stress through speaking exercises
II.
LEARNING CONTENT
Lesson: Stress
Materials:
1. Worksheets
2. Audio Inputs
References:
1. K to 12 Curriculum G (May, 2016), p. 148
2. Learner‘s Material (1 st) p. 21
3. Yes, Yes, Yes! How to Teach Stress, Retrieved from
http://busyteacher.org/6213-how-to-teach-sentence-stress.html
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38 | P a g e
4. https://www.youtube.com/watch?v=AKsf5-V9mII
5. Allen‘s Announcement, Retrieved from
http://www.youtube.com/watch?v=El-Zkeia9u8
6. Unit 1: Listening for Pronunciation Practice, Retrieved from
http://orelt.col.org/module/unit/1-listening-pronunciation-practice
III.
LEARNING TASKS
Introduction: Like other languages, English has a fixed stress pattern for words
containing more than one syllable. This means that a particular syllable in a word
is said with more force than the others. Many ESL students lack an understanding
of English sentence stress, however, often giving each syllable equal length,
resulting in monotonous and difficult to understand speech.
Preliminary Activity

Task 1: Shift the Meaning!
Directions: You will be assigned to read the sentence below.
―I love my sister.‖
―I love my sister.‖
―I love my sister.‖
―I love my sister.‖

What did the speaker want to emphasize?

How does the meaning shift?
Activity

Task 2: Stressing!
Directions: Try pronouncing the following words with a correct stress.
PRE-sent (Noun)
RE-cord (Noun)
OB-ject (Noun)
PRO-duce (Noun)
AB-sent (Adjective)
RÉ-sumé (Noun)
CON-duct (Noun)

pre-SENT
re-CORD
ob-JECT
pro-DUCE
ab-SENT
re-SUME
con-DUCT
(Verb)
(Verb)
(Verb)
(Verb)
(Verb)
(Verb)
(Verb)
Task 3: Word Stress!
Directions: Listen to ―Allen‘s Announcement‖ then underline the part of the
word (the syllable) that is stressed in each word you hear.
1. Ab-sent
8. Re-sume
2. Ab-sent
9. Ob-ject
3. Pre-sent
10. Ob-ject
4. Pre-sent
11. Con-duct
5. Re-cord
12. Con-duct
6. Re-cord
13. Pro-duce
7. Re-sume
14. Pro-duce
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Analysis
Discussion Questions:

Why do we have to use stress in speaking?

What differences did you notice in stress when the words are used in a
specific context?
Abstraction

Task 4: With Feelings!
Directions: Enhance your understanding of stress by doing the following
exercises with your teacher and classmates.
A. Use the right stress to distinguish the following heteronyms or words with
the same spelling but with different pronunciations. Apply the right stress
on the syllable written in capital letters.
NOUN
VERB
PROject
CONtent
COMbat
CONduct
CONvert
DEfect
DEsert
OBject
PREsent
REcord
UPdate
proJECT
conTENT
comBAT
conDUCT
conVERT
deFECT
deSERT
obJECT
preSENT
reCORD
upDATE
B. Use the right stress to pronounce the following two- and three-syllable
words.
TWO SYLLABLES
NAtion
MOtion
LOtion
POtion
NOtion
THREE SYLLABLES
eMOtion
eRUPtion
soLUtion
conDItion
comPLExion
D
i feature of English rhythm that commonly causes problems in comprehension is the use of
One
r forms. For example, when pronounced in isolation, auxiliary verbs or articles such as would,
weak
e or a are said with the vowels in their strong (normal) forms — /wud/, /hæv/, /ei/. But in
have
c
utterances,
these are pronounced in their unstressed, weak forms — /d/, /v/, / ǝ/, as in the
sentences
below:
t
i
We’d
o like to see the principal, please.
I’ve
n missed classes the whole of last week, you know!
It’s a hit!
s
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CLASSWORK COMPLETION RUBRIC
Criteria
Class Work
Completion
Demonstrate
Knowledge of
Process
Ability to Follow
Directions/Need
ed
Student
Preparedness/Ti
me Management
Excellent
5 pts
Good
4 pts
Fair
3 pts
Undeveloped
2 pts
NonCompliance
1 pt
The task was
100% complete
and worked
according to its
description.
The task was
complete and
worked, but
needed minor
modifications.
Only required 23
reclarifications.
The task was
complete but did
not work; needed
several minor
modifications.
Required more
then 3
reclarifications.
The task was
complete but did
not work;
needed several
major
modifications.
Students did not
complete the
task in time
period given,
refused to start
or abandoned it
once started.
Students know
and are able to
identify and
explain
necessary
theories/ task for
completion.
Students are
able to identify
and explain
necessary
theories/ task
for completion
with some
assistance.
Students are
unable to identify
or explain
concepts without
major prompting.
Requires adult
assistance to get
the task done.
Students are not
able to both
identify and
explain major
theories/task.
Uses others
views to explain
the task and
doesn't
complete task
on own.
Students lacked
interest in
demonstrating
knowledge of
the task and/or
process.
Followed
directions. Used
others for guides.
Students were
able to complete
the task without
assistance.
Followed
directions.
Listened to
others around
them when
needed.
Students were
able to
complete the
task with little
assistance.
Moderately
followed
directions.
Worked at a
pace that was
productive but
didn't listen to the
teacher coaching
them. Students
were able to
complete the
task with
assistance.
Did not follow
directions for
any of the task
and at times
refused to slow
down to do task
well. Students
were unable to
complete task
without major
assistance.
Students were
non-compliant
when given
directions 100%
of the time.
They refused or
were unable to
start the project
when offered
assistance.
Students
gathered all
materials and
were completely
ready to go to
work.Routinely
used time well
throughout the
task.
Students
had/gathered
most materials
and went to
work.Used time
fairly well
throughout the
task.
Student
had/gathered
most materials;
however, they
needed excess
time to do
so.Procrastinated
somewhat but
did get the task
done on time.
Student did not
have/gather
some of the
needed
materials to
perform
work.Was
unable to
adequately meet
timeline due to
inability.
Student
struggled to
gather materials
required to
complete the
task. Student
showed no
interest in
completing it.
Source:
Rubric iRubric: Class Work Completion and Attitude rubric
http://www.rcampus.com/rubricshowc.cfm?code=N4W279&sp=true
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46 | P a g e
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter 1
Appreciating Myself
Lesson 3
Explaining Our Beginnings
Content Standard:
The learner demonstrates understanding of: pre-colonial Philippine literature as a
means of connecting to the past; various reading styles; ways of determining word
meaning; the sounds of English and the prosodic features of speech; and correct
subject-verb agreement.
Performance Standard:
The learner transfers learning by: showing appreciation for the literature of the
past; comprehending texts using appropriate reading styles; participating in
conversations using appropriate context-dependent expressions; producing English
sounds correctly and using the prosodic features of speech effectively in various
situations; and observing correct subject-verb agreement.
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47 | P a g e
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
Content Standard:
The
learner
demonstrates
understanding of : pre-colonial Philippine
literature as a means of connecting to the
past; various reading styles; ways of
determining word meaning; the sounds of
English and the prosodic features of
speech;
and
correct
subject-verb
agreement.
I.
FIRST
Appreciating Myself
Explaining Our Beginnings
Performance Standard:
The learner transfers learning by:
showing appreciation for the literature of
the past; comprehending texts using
appropriate reading styles; participating in
conversations using appropriate contextdependent expressions; producing English
sounds correctly and using the prosodic
features of speech effectively in various
situations; and observing correct subjectverb agreement.
LEARNING COMPETENCY
EN7RC-I-e-2.15: Use non-linear visuals as comprehensive aids in content texts
EN7SS-I-f-1.2: Transcode orally and in writing the information presented in
diagrams, charts, tables, graphs, etc.
Objectives:
1. Identify the uses of non-linear visuals like graphic organizers
2. Interpret information presented in graphic organizers
3. Organize information about a chosen subject using a graphic organizer
4. Display positive working attitude while doing tasks
II.
LEARNING CONTENT
Lesson: Graphic Organizer
Materials:
1. Sample Graphic Organizers
2. Chart and Pictures
References:
1. K to 12 Curriculum Guide (May 2016), p. 150
2. Graphic Organizers, Retrieved from
http://users.manchester.edu/student/kcheisler/professionalwebsite/Graph
ic%20Organizer%20Lesson%20Plan.pdf
3. Word Web, Retrieved from
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Activity

Task 1: Watch Out!
Directions: Study the given sentences. Write C if the sentence observes
correct subject-verb agreement. If it does not, write I.
_____1. Ritual and magic are common elements in myths.
_____2. Each man and woman is controlled
c ontrolled by a powerful being
bein g in many myths.
_____3. Every deity has magical powers.
pow ers.
_____4. Every myth and legend have unique features.
_____5. Somebody is shown as more powerful
power ful in creation stories.
_____6.The gods nor the goddess play favorite among the humans.
_____7. Many of the themes in myths were used already in movies.
m ovies.
_____8. All myths is regarded as stories from oral tradition.
_____9. Neither a myth nor a legend explains
explain s the full nature of creation.
c reation.
_____10. Either the historians or the mythologist are
ar e coming to the lecture.
l ecture.
Analysis

Task 2: Practice Makes Perfect!
Directions: Below is an exercise based on the contents of the article The
Maranao Tribe from Lake Lanao. Specify the verb, which will agree with its
subject in each sentence. The teacher will elicit some of your observations,
with particular focus on the subjects and verbs of the sentences.
The Maranao, together with the Illanun and Maguindanao ____ 1. (is, are)an
indigenous Muslim group in Mindanao in southwestern Philippines. Their culture and identity
____________ 2. (reflects, reflect)general features of Southeast Asian tribes. Each of these,
however, ____ 3. (has, have)developed unique traditions.
Every historian or anthropologist who ____________ 4. (studies, study) Mindanao tribes
____ 5. (has, have)given common observations about the
th e Maranao. Almost all Maranaos ____
6. (is, are)Muslims, but some who live in the hills around Lake Lanao ____________ 7. (follows,
follow)a version of Islam reflecting pre-Islamic beliefs and practices. Many scholars
____________8. (emphasizes, emphasize) that the Maranao, who ____ 9. (is, are)the first
inhabitants of the shores of Lake Lanao, still ____________ 10. (inhabits, inhabit) this region.
The name Maranao ____ 11. (means, mean)"People of the Lake" or "Lake Dwellers".
Both ____________ 12. (refers, refer)to the natives who settled around Lake Lanao. Neither
photographers or a writer ____ 13. (was, were)ever able to capture in images or words the
beauty of this lake. Lake Lanao, with the Maranaos living around it ____________ 14.
(continues, continue)to be an attraction and source of inspiration. More importantly, the spirit
of the Maranaos ____________ 15. (thrives, thrive)because of its existence.
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Abstraction

Task 3: Sum it up!
Make generalizations concerning the following rules concerning subject-verb
agreement:
1. compound subjects joined by and
2. every or each preceding a compound subject
3. indefinite pronouns as subjects
4. subjects joined by or or nor
Application

Task 4: Extra, Extra!
Directions: Below is a student‗s draft of an introduction f or an article about
diversity in the Philippines. If a sentence observes proper subject-verb
agreement, write C. If it does not, rewrite the sentence.
(1) Each tourist or guest who come to the Philippines is always amazed by our
cultural diversity. (2) Every island and region highlights a unique adventure. (3) A
variety of traditions, dishes, celebrations, and many others are offered to both local
and foreign travelers. (4) Our rich past and our promising future are discovered by
every guest almost every day and everywhere in the country. (5) For this reason,
tourism experts, along with the Department of Tourism believes that “It ’s more fun in
in
the Philippines!”
Philippines!”
(6) Northern Philippines boast of its old Spanish flavor, from architecture to
culinary traditions. (7) There are much pleasure to discover in the coasts and
shorelines of Central Philippines. (8) In Southern Philippines, one discovers the rich
Islamic backgrounds of our country. (9) Nobody has ever experienced boredom in
hopping from one island to another. (10) Either pleasure or warm insights is taken
home by every visitor in our shores.
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54 | P a g e
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
FIRST
Appreciating Myself
Explaining Our Beginnings
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding of: pre-colonial Philippine
literature as a means of connecting to the
past; various reading styles; ways of
The learner transfers learning by:
showing appreciation for the literature of
the past; comprehending texts using
determining word meaning; the sounds of
English and the prosodic features of
speech;
and
correct
subject-verb
agreement.
I.
appropriate reading styles; participating in
conversations using appropriate contextdependent expressions; producing English
sounds correctly and using the prosodic
features of speech effectively in various
situations; and observing correct subjectverb agreement.
LEARNING COMPETENCY
EN7LT-I-h-2.3: Draw similarities and differences of the featured selections in
relation to the theme
EN7VC-II-a-1/2: Note details, sequence and relationships of ideas and events
EN7VC-I-d-6: Identify the genre of a material viewed (such as movie clip, trailer,
news flash, internet-based program, documentary, video, etc.)
Objectives:
1. Analyze the elements of creation stories, their intended purpose, and the
setting during which they were produced
2. Note the sequence of events from the material viewed
3. Draw similarities and differences of creation myths in relation to the theme
4. Participate in groups to accomplish collaborative tasks
II.
LEARNING CONTENT
Lesson: How the World
Worl d was Created (Panayan)
Materials:
1. Worksheets
2. TV/LCD projector
3. Copies of Rubrics
References:
1. K to 12 Curriculum Guide (May 2016), p. 150
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55 | P a g e
2. Teaching Guide (First Quarter), pp. 23-25, 28-29
3. Learning Package (First Quarter), pp. 23-25
4. The Tale of Tungkung Langit and Alunsina (Visayan Myth), Retrieved from
https://www.youtube.com/watch?v=SmdxsC8Rluk
III.
LEARNING TASKS
Introduction: One way of approaching creation myths is to outline some of the
themes that commonly occur in them. Individual creation myths cannot be
expected to conform rigidly to a single modern stereotype. Rather, any creation
myth will have several thematic features to a greater or lesser degree. This is the
rule rather than the exception. In this lesson, we will attempt to deal with some of
the main themes occurring in creation myths, particularly in Origin of this World
(Maranao) and How the World was Created (Panayan) .
Preliminary Activity

Task 1: Think-Pair-Share!
Directions: In this activity, you will (1) think individually to answer a question;
(2) pair with a partner and discuss the question; and (3) share ideas with the
rest of the class.
Think: What are the two most popular creation stories today? How
does each influence the way we think about the world?
Pair: Discuss these ideas with today‘s study partner.
Share: Share your ideas with the class.
Activity

Task 1: Character Study
Directions: In the Venn diagram below, compare and contrast the two
characters in the story. The overlapping part of the diagram should contain
at least three similarities of the two characters while the external regions
should contain at least three of the unique qualities of each character.
Tungkung Langit
Alunsina
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56 | P a g e
Analysis

Task 2: Locate, Reflect & Evaluate!
Directions: Determine whether each statement is true (T) or false (F). Beside
your answer, write the paragraph number to support your answer. Then, with
your partner, compare your answers and share insights.
_____ _____ 1.TungkungLangit and Alunsina lived in a heavenly paradise.
_____ _____ 2. There was no reason for Alunsina to be jealous.
_____ _____ 3. Only Alunsina should be blamed for the loneliness of Tungkung
Langit.
_____ _____ 4. The world was created due to the hopelessness of Tungkung Langit.
_____ _____ 5.TungkungLangit‗s bad temper cost him a significant lot.
_____ _____ 6. Panay‗s idea of creation originated from a happy setting.
_____ _____ 7. How the World was Created is a myth.
_____ _____ 8. The story is not associated with some real experiences in Panay.
_____ _____ 9. The elders in Panay no longer speak of their story of creation.
_____ _____ 10. The story speaks more of trust between a couple than of
compromise.
Abstraction

Task 3:Let’s See!
Directions: Watch a video presentation of the creation myth entitled The Tale
of Tungkung Langit and Alunsina (Visayan Myth) . Looking at the images, try to
compare it from The Origin of this World.

Task 4: Graph Events!
Directions: After watching, find a partner and use the graphic organizer
below to illustrate and note the sequence of events of ―How the World was
Created‖.
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57 | P a g e
Application

Task 5: Compare and Contrast!
Directions: With your group, analyze the two creation stories – The Origin of
this World (Maranao) and How the World was Created (Panay). Draw
similarities and differences of creation myths in relation to listed themes
below. Be ready to present your answers to the class.
Theme
Duration of
Creation
Primordial
Scenario
Sequence of
Creation
Method of
Creation
Portrait of
Supreme Being
Portrait of
Humanity
The Origin of This World
How the World was Created

What do the two stories have in common?

What overarching theme is similar between the two stories?
Your group will be graded according to the following criteria:
o
o
o
o
Content
Analysis
Visual Appearance
Presentation
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58 | P a g e
How the World was Created (Panayan)
1
One of the stories about the creation of the world, which the old folks of Panay, especially those
living near the mountain, do not tire relating, tells us that in the beginning there was no heaven
or earth—only a bottomless deep and a world of mist. Everything was shapeless and
formless—the earth, the sky, the sea, and the air were almost all mixed up.
2
Then from the depth of this formless void, there appeared two gods, —Tungkung Langit and
Alunsina. Just where the two deities came from it was not known. However, it is related that
Tungkung Langit fell in love with Alunsina and, after so many years of courtship, they got
married and had their abode in the highest realm of the eternal space where the water was
constantly warm and the breeze was forever cool. It was in this place where order and
regularity first took place.
3
Tungkung Langit was an industrious, loving, and kind god whose chief concern was how to impose order over the
whole confused set-up of things. He assumed responsibility for the regular cosmic movement. On the other hand, Alunsina
was a lazy, jealous, and selfish goddess whose only work was to sit by the window of their heavenly home, and amuse
herself with her pointless thoughts. Sometimes, she would go down from the house, sit down by a pool near their doorstep
and comb her long, jet-black hair all day long.
4
One day Tungkung Langit told his wife that he would be away from home for sometime to put an end to the chaotic
disturbances in the flow of time and in the position of things. The jealous Alunsina, however, sent the sea breeze to spy on
Tungkung Langit. This made the latter very angry upon knowing about it.
5
Immediately after his return from the trip, he called this act to her attention saying that it was ungodly of her to be jealous,
there being no other creature living in the world except the two of them. This reproach was resented by Alunsina, and a
quarrel between them followed.
6
Tungkung Langit lost his temper. In this rage, he divested his wife of powers and drove her away. No one knew where
Alunsina went; she merely disappeared.
7
Several days after Alunsina left, however, Tungkung Langit felt very lonely. He realized what he had done. Somehow, it
was too late even to be sorry about the whole matter. The whole place once vibrant with Alunsina‗s sweet voice, suddenly
became cold and desolate. In the morning, when he woke up he would find himself alone and in the afternoon when he
came home, he would feel the same loneliness creeping deep in his heart because there was no one to meet him at the
doorstep or soothe the aching muscles of his arms.
8
For months, Tungkung Langit lived in utter desolation. He could not find Alunsina, try hard as he would. And so, in his
desperation, he decided to do something in order to forget his sorrows. For months and months he thought. His mind
seemed pointless, his heart, weary, and sick. But he must have to do something about his loneliness.
9
One day, while he was sailing across the regions of the clouds, a thought came to him. He would make a big basin of
water below the sky so that he can see the image of his wife, if she were just somewhere in the regions above. And l o! The
sea appeared. However, Alunsina was never seen.
10
After a long time, the somber sight of the lonely sea irritated Tungkung Langit. So he came down to the Middleworld and
created the land; then he planted this with grasses, trees, and flowers. He took his wife‗s treasured jewels and scattered
them in the sky, hoping that when Alunsina would see them she might be induced to return home. The goddess‗ necklace
became the stars, her comb the moon, and her crown the sun. However, despite all these Alunsina did not come back.
11
And up to this time, the folks in Panay say that Tungkung Langit is alone in his palace in the skies. Sometimes, he would
cry out of his pent-up emotions and his tears would fall down upon the earth. The people say that rain is Tungkung Langit‗s
tears and that is why in some localities in the island of Panay, the first rain in May is received with much rejoicing and
sacrifice. Incidentally, when it thunders hard, the old folks also say that it is Tungkung Langit sobbing, calling for his
beloved Alunsina to come back – entreating her so hard that his voice thunders across the fields and countryside.
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59 | P a g e
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
Content Standard:
The
learner
demonstrates
understanding of : pre-colonial Philippine
literature as a means of connecting to the
past; various reading styles ; ways of
determining word meaning; the sounds of
English and the prosodic features of
speech;
and
correct
subject-verb
agreement.
I.
FIRST
Appreciating Myself
Explaining Our Beginnings
Performance Standard:
The learner transfers learning by:
showing appreciation for the literature of
the past; comprehending texts using
appropriate reading styles ; participating in
conversations using appropriate contextdependent expressions; producing English
sounds correctly and using the prosodic
features of speech effectively in various
situations; and observing correct subjectverb agreement.
LEARNING COMPETENCY
EN7RC-Ia-7: Use the appropriate reading style (scanning, skimming, speed
reading, intensive reading etc.) for one‘s purpose
Objectives:
1. Define scanning and skimming
2. Use reading styles (skimming and scanning) to answer questions
3. Practice scanning and skimming texts for information
II.
LEARNING CONTENT
Lesson: Scanning and Skimming
Materials:
1. Hand-outs
2. Worksheets
3. Copies of School‘s rules and regulations
References:
1. K to 12 Curriculum Guide (May 2016), p. 150
2. Interactive English 8 by Jemma Development Group pp. 39-40
3. Reading, Thinking, Writing by Mary S. Lawrence pp. 83-84
4. Skimming, Retrieved from http://readingstrategies.wdfiles.com/local-files/skimming/skim1.pdf
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https://www.mesacc.edu/~paoih30491/RubricParagraphAssignment.html
III.
LEARNING TASKS
Introduction: Do you often have difficulty transferring your thoughts down on to
paper? Don‘t you wish you could become better writers? A paragraph is one of
the greatest tools you have in organizing your writing. It shows the structure of
your thoughts. In today‘s lesson, we will study how real writing is done.
Preliminary Activity

Task 1: Read Fast!
Directions: Using the traffic lighting system/chart, brainstorm with your group
mates what you know about the following:
Go
Topic Sentence
Continue
Supporting Sentences/Details
Stop
Concluding Sentence
TOPIC SENTENCE
___________________________________________
___________________________________________
SUPPORTING SENTENCES
__________________________________________
__________________________________________
CLOSING SENTENCE
___________________________________________
___________________________________________
Activity
Activity

Task 2: How Are We Alike?
Directions: Explain the analogy between a burger and paragraph structure.
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77 | P a g e

Task 3: What’s the Topic?
Directions: Read each set of sentences. Write the topic and choose the best
topic sentence.
1. Topic : _____________________
a. The rainy season is good.
b. In the rainy season, there are floods.
c. The best season for relaxing is the rainy season.
2. Topic : ________________________
a. Bangkok is crowded.
b. People from many different cultures live in Bangkok.
c. Bangkok is a very hot city.
3. Topic : ________________
a. Swimming is popular for many reasons.
b. You need a good swimming pool to go swimming.
c. Swimming is fun.
4. Topic : _____________________
a. Smart phones have many functions.
b. There are many ways to use a smart phone in the classroom.
c. Smart phone can be used for translation.
5. Topic : __________________
a. French wines are popular for a number of reasons.
b. My father drinks French wine.
c. You can buy French wine at good supermarkets.
6. Topic : ____________________
a. An Education is an English movie.
b. A young woman discovers the real world in An Education.
c. An Education is an excellent movie with many lessons for adults.

Task 4: What Matters!
Directions: Look at the following outline of a paragraph. The point is followed
by six facts, only three of which are on target in supporting the point. The
other facts are irrelevant to the point. See if you can check the three relevant
statements of support—the ones that hit the bull‘s -eye.
Point: My dog Otis is not very bright.
___ 1. He‘s five years old and doesn‘t respond to his name yet.
___ 2. He cries when I leave for work every day.
___ 3. He always gets excited when visitors arrive.
___ 4. He often attacks the backyard hedge as if it‘s a hostile animal.
___ 5. He gets along very well with my neighbor‘s cat.
___ 6. I often have to put food in front of him because he can‘t find it by himself.
Analysis

Task 5: Get the Logic!
Directions: Now read the following comments on the six items to see which
ones you should have checked and why.
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78 | P a g e
Explanation
1. Most dogs know their names. Otis‘s unfamiliarity with his own name reveals a weak
memory, and memory is one aspect of intelligence. You should have checked this item.
2. Even an intelligent dog might be sad when its companions leave the house.
3. Both bright and not-so-bright dogs are happy to see old and new human friends.
4. The inability to distinguish between a bush and an animal—friendly or hostile—suggests a
lack of analytical skills. You should have checked this item.
5. Dogs of all degrees of intelligence have been known to be friendly with cats.
6. Most dogs recognize food much more often than their owners would like them to. Otis‘s
inability to find food clearly indicates poor problem-solving skills. You should also have
checked this item.

As illustrated on the previous page, you want all the details you provide in a
paper to be on target and hit the bull‘s -eye in support of your point.
Abstraction

Task 6: Use It!
Directions: What is the importance of studying paragraph structure?
Possible Answers:
Application

Task 5: Clip It!
Directions:
Make clippings of short paragraphs from newspapers or
magazines. Then, use three highlighter pens to color the three parts in your
paragraphs.
Example:
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79 | P a g e

Task 6: Write It Down!
Directions: In a series of simple paragraphs, retell your own creation myth. Use
details from the regions in which you were born and from your ancestral
heritage to create a story. Make sure to address at least two of the following
ideas:

the creation of the universe (coming from something or
from nothing)

the existence of evils and death

natural phenomena (tornados, grand canyon, wind, rain,
etc…)

the creation of (wo)men and their companions

the relationship between man and his/her creator

the life cycle
PARAGRAPH WRITING RUBRIC
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