CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter 2
Building Relationships
Lesson 1
How Others See Me
Content Standard:
The learner demonstrates understanding of: Philippine literature during the Period
of Apprenticeship as a means of examining conflicts; various purposeful listening and
viewing strategies; difference between literal and figurative language; ways to extract
and condense information based on library sources; verbal and non-verbal cues in oral
communication; and types of phrases, clauses, and sentences.
Performance Standard:
The learner transfers learning by: resolving conflicts presented in literary
selections; using tools and mechanisms in locating library resources; extracting
information and noting details from texts to write a précis, summary, or paraphrase;
distinguishing between and using literal and figurative language and verbal and nonverbal cues; use phrases, clauses, and sentences meaningfully and appropriately.
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
1|P age
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
SECOND
Building Relationships
How Others See Me
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding of: Philippine literature
during the Period of Apprenticeship as a
means of examining conflicts; various
purposeful listening and viewing strategies;
difference between literal and figurative
language; ways to extract and condense
information based on library sources;
verbal and non-verbal cues in oral
communication; and types of phrases,
clauses, and sentences.
The learner transfers learning by:
resolving conflicts presented in literary
selections; using tools and mechanisms in
locating library resources; extracting
information and noting details from texts to
write a précis, summary, or paraphrase;
distinguishing between and using literal
and figurative language and verbal and
non-verbal cues; use phrases, clauses, and
sentences meaningfully and appropriately.
I.
LEARNING COMPETENCY
EN7LT-II-a-4.1: Identify the distinguishing features of literature during the Period of
Apprenticeship
Objectives:
1. Understand the distinguishing features of literature during the period of
Apprenticeship
2. Identify
the distinguishing features of literature during the period of
Apprenticeship
3. Appreciate how
our literature evolved from the Pre-Colonial to
Apprenticeship Period through a timeline
II.
LEARNING CONTENT
Lesson: Philippine Literature during Apprenticeship Period
Materials:
1. Handouts
2. Timeline Worksheets
3. Art Materials
References:
1. K to 12 Curriculum G (May, 2016), p.152
2. Notes
on
the
Apprenticeship
Period
(1910-1935)
Retrieved
from
http://linglithumanities.blogspot.com/2011/10/notes-on-apprentice-shipperiod-1910.html
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
2|P age
III.
LEARNING TASKS
Introduction: Philippine literature in English, as a direct result of American
colonization of the country, could not escape being imitative of American
models of writing especially during its period of apprenticeship.
Preliminary Activity:

Essential Question: How the Americans influenced the literature of the
Philippines?
Activity:

Task 1: Timeline!
Directions: Using the handout of ―Notes on the Apprenticeship Period‖, each
group will create a timeline to present significant events in Philippine
Literature during the apprenticeship period.You will take turns filling in the
various events.
Analysis:

Task 2: Show Us!
Directions:Through discussion, each event will be checked according to its
completeness and sequence.The output will be graded according to the
following criteria (point scale of 1-5):
 Content: All events are complete and sequenced correctly
 Visual Appearance: Well laid-out and attractive, and very neat
Abstraction:

Task 3: Describe the Apprentice!
Directions:From the discussion, give the distinguishing features of literature
during the period of Apprenticeship.
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3|P age
Application:

Task 4: Timeline of
Directions:Complete the timeline below using your notes on apprenticeship
period.
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4|P age
Notes on the Apprenticeship Period (1910-1935)
In 1900 English became the official medium of instruction in Philippine schools. The first teachers were army men and
their wives. In 1901 the Philippine Normal School was founded to train the Filipino teachers to take charge of
elementary education. In the same year the army transport, Thomas, brought 600 American teachers to the country to
be incorporated into the educational system. These teachers introduced English and American literature to the
Filipinos.
The period of 1910 to 1935 is generally called the period of apprenticeship or imitation. Virginia R. Moreno, in her “A
Critical Study of the Shorty Story in English Written by Filipinos,” describes the years 1910-1925 “as a period of
novices with their exercises in fiction-making and the rise of the new language.”
The Filipino writers imitated American and English writers. This fact is hardly surprising since the early writers were, for
the most part, college students or young graduates whose literary education had been largely confined to American
and English authors.
The University of the Philippines was founded in 1908. It became the center of the literary effort. In September 1910,
the first issue of the UP Folio came off the press. This publication was recognized as embodiment of the early
attempts of Filipinos at self-expression in English.
The UP Folio was replaced by the Philippine Collegian. Other publications which introduced Philippine literature in
English to the public were Philippine Review, Independent, Rising Philippines, and Citizens.
In 1920 the Philippine Herald, the first Filipino daily in English, was founded. It paid for literary work it published and
thus gave a financial reward to writers in English, especially in the short story.
The period of apprenticeship was inaugurated b two significant events. In 1925 A. V. H. Jartendorp became the editorpublisher of the Philippine Education Magazine. This soon became the Philippine Magazine, the most influential literary
magazine of its time. The Manila Tribune was established in the same year. It began publishing a Sunday supplement
featuring original short stories and poems written in English. Other journals followed and there was a market, although
still very limited, for Filipino literary output in English.
In 1927, the UP writers club was founded and began publishing the Literary Apprentice, which became the most
prestigious college literary publication in the country. In the same year, the Bureau of Education published Philippine
Prose and Poetry, which was prescribed as a high school textbook. Furthermore, Jose Garcia Villa introduced Walt
Whitman to the Philippines with the publication of his unconventional “Man Songs.” This brought in awave of
experimentation and rapid development.
The literary output was further stimulated by literary contests. The first of these was that offered by the Philippine Free
Press in the field of the short story. The short story became the favorite form among Filipino writers.
In 1927 the Free Press published the first anthology of Philippine short stories written in English. The short stories
during this period were either romantic tales of the past with legendary figures or were imitations of plots and
themes from American and other foreign sources.
The most significant short story produced during this period was “Dead Stars” by Paz Marquez-Benitez. It was
published in the Philippines Herald on September 20, 1925. Her fellow writers immediately recognized the story as
incomparably superior to all other Filipino short stories published up to then.
The poetry of the apprenticeship period was dominated by sentimental love lyrics. Verbal exuberance made the poems
artificial and insincere. “SursumSurda is the first known Philippine poem in English; it appeared in the Philippine Free
Press in 1907.
The first notable collection of Philippine essays in English, “Thinking of Ourselves,” compiled and edited by Vicente M.
Hilario and Eliseo M. Quirino, appeared in 1924. The essays dealt with Philippine traditions and history, religion,
philosophy, ethics, literature and the arts, politics and government, and other significant matters bearing on Philippine
culture.
The play produced during this period was mostly highly emotional rather than emotional experiences. Some were
contrived melodramas or broad comedies. American influence on the Filipino drama was less discernable, but contact
with American plays was extensive and foreign plays were often staged in Manila. However drama suffered from public
apathy. It could not compete with the zarzuela, which was then at the height of its popularity.
The early novels in English were sentimental. The fact is that the cultural basis of literature was too thin to support a
sustained, complex tradition necessary for a novel. Zolio M. Galang‟s “Child of Sorrow,” the first Filipino novel in
English, was published in 1924.
Reference:
Serrano, J. D. and Trinidad M. Ames. A Survey of Philippine Literature in English. 1988. Phoenix Press: Quezon City, 2000.
Retrieved from http://linglithumanities.blogspot.com/2011/10/notes-on-apprentice-ship-period-1910.html
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9
5|P age
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
SECOND
Building Relationships
How Others See Me
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding of: Philippine literature
during the Period of Apprenticeship as a
means of examining conflicts; various
purposeful listening and viewing strategies;
difference between literal and figurative
language; ways to extract and condense
information based on library sources;
verbal and non-verbal cues in oral
communication; and types of phrases,
clauses, and sentences.
The learner transfers learning by:
resolving conflicts presented in literary
selections; using tools and mechanisms in
locating library resources; extracting
information and noting details from texts to
write a précis, summary, or paraphrase;
distinguishing between and using literal
and figurative language and verbal and
non-verbal cues; use phrases, clauses, and
sentences meaningfully and appropriately.
I.
LEARNING COMPETENCY
EN7LT-IIIa-4: Discover the conflicts presented in literary selections and the need to
resolve those conflicts in nonviolent ways
Objectives:
1. Understand the difference between internal and external conflicts
2. Discover the conflicts found in the selection ―The Centipede‖ and the
need to resolve those in non-violent ways
3. Narrate an incident in life similar to the conflict found in the selection ―The
Centipede‖
4. Appreciate the importance of resolving conflicts in non-violent ways
II.
LEARNING CONTENT
Lesson: “The Centipede” by Rony V. Diaz
Materials:
1. Mask Templates
2. Coloring Materials
3. Copies of ‗Writing an Anecdote‘ Rubric
References:
1. K to 12 Curriculum Guide (May, 2016) p. 152
2. Teacher‘s Guide pp. 2-7
3. Learning Package (Second Quarter) p. 1-6
4. Humorous Anecdote Rubric, Retrieved from
https://www.rcampus.com/rubricshowc.cfm?code=Q3463B&sp=yes&
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6|P age
III.
LEARNING TASKS
Introduction: The strong bond between siblings is natural among Filipino families.
However, there are times that conflicts arise.
Preliminary Activity:
Unmask the Mystery!
Each of you will be given a blank template of a mask.

Task 1:
 How I View Myself (Internal)
On the given mask, you will write five adjectives or nouns (positive or
negative) which you associate to yourself using hashtags (Ex: #brave).
 How Others View Me (External)
On the other side of the mask, you will ask five of your classmates to give
hashtags, one adjective/noun (positive or negative) that they would use
to associate to you.

Task 2. Face-off!
Facing a partner, compare the descriptions that your classmates wrote for
you with those of you wrote for yourself. How similar are they? How different
are they?

Task 3. Listen and Design It!
Listen to a song entitled ―This is me‖ by Demi Lovato. Make a connection
between the song and the previous activity. Then, with your art materials,
design your own mask which will reflect your personality.

Task 4: Parade of Mask: Show the Real You!
After designing your own mask, you will wear your masks and
present it to
the class as if you are models on a cat walk. Your output will be graded
according to the following criteria (point scale of 1-4):
 Understanding
-Demonstration that instructions and concepts are understood
 Craftsmanship/Skill
-Neatness, precision, care
 Creativity/Originality
-Inventiveness, expression of ideas and imagination
 Effort
-Time dedicated to finish the task inside and/or out of class
 Cooperation
-Attitude during class time; willingness to complete set up, clean up
tasks
 -Participation during the presentation of masks
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7|P age
Activity:

Task 5: Locate, Reflect, Evaluate!
Directions: Locate information in the selection to complete the table below. Make
sure you can defend your answers.
How Eddie
Viewed His
Sister
How Eddie
Viewed
Himself
How Eddie’s
Sister
Viewed Him
How Eddie’s
Sister
Viewed Herself
Analysis:
Once you have finished the table, answer the following questions:
1. Do you think Eddie„s actions at the end of the story were justified? Why or
why not?
2. Had you been in the same situation, would you have done what Eddie
did? Why or why not?
3. Why is the story entitled as such? What is the title„s significance to the
developments in the story?
Abstraction:
Discuss the following possibilities in resolving conflict:
a. Get angry. Both persons involved in an argument may insist that they are
right and would refuse to listen to the other person. (Lose-Lose)
b. Postpone. Both may put off talking about the problem until they are both
calm to talk.
c. Give in. The other person surrenders to what the other one wants. (LoseWin)
d. Get help. The two persons involved in the disagreement would ask a third
person to help them solve the problem.
e. Compromise. Both persons involved in the conflict talk calmly and find a
solution that would make them both satisfied. (Win-Win)

Task 6: Twist and Act! (Alternative Ending)
Directions: With your group, create and perform a skit that shows how you
want the story to end, highlighting how you will resolve conflicts in non-violent
ways.
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8|P age
Application:

Task 7: Blast from the Past!
Think of a story from your childhood when you played a
prank on a sibling, friend, or parent. If you are still in good
terms with that person, interview him or her so that you can
get a more complete view of that episode. Complete the
statement that follows the grid.
I played a prank on…
Because…
The result was…
I learned that…
Assessment:
 Once you are done, share your anecdote with your classmates. Then,
write it in a story form. Please be guided by the rubric that follows.
WRITING AN ANECDOTE RUBRIC
Criteria
Excellent
5
Good
4
Fair
3
Poor
1
The description has a
stated focus and clear
and appropriate
organization, such as
spatial, chronological, or
order of importance.
Transitions consistently
help readers follow the
organization.
The description has a
focus and a clear
organization, such as
spatial, chronological,
or order of
importance.
Transitions usually
help readers follow
organization
The description has
an organization, but
either it needs
improvement or it
should be changed to
a different
organization. Some
transitions are used,
but more are
needed.
The writing does not
have a noticeable
organization.
Transitions may be
lacking, and the
relationship
between details may
be hard to
understand.
The overall purpose is
clear. Many vivid
sensory details and apt
comparisons help
readers visualize a
person, place, or event.
All the details relate to
the central focus and are
appropriate to the
audience. the writer
creates a unique
description that helps
readers share the
experience.
The overall purpose is
clear. Sensory details
and comparisons help
readers visualize a
person, place, or
event. Most details
relate to the central
focus and are
appropriate to the
audience. The writer
creates a realistic
description that
readers can follow.
The overall purpose
is not always clear.
Some sensory details
and comparisons are
used, but more are
needed. Extraneous
details should be
eliminated. The writer
creates a description
that tells about the
experience rather
than helps readers
share it.
The overall purpose
may be unclear or
non-existent. Few
sensory details or
comparisons are
included. The
description does not
help readers
visualize a person,
place, or event.
There are few or no
errors in mechanics,
usage, grammar, or
spelling. Word choice is
consistently careful and
precise.
There are minor errors
in mechanics, usage,
grammar, or spelling.
Word choice is usually
careful and precise.
There are numerous
errors in mechanics,
usage, grammar, or
spelling. Word choice
is often general,
vague, or imprecise.
Numerous errors in
mechanics, usage,
grammar, or spelling
may hinder
comprehension.
Word choice is
general and
imprecise.
The writer successfully
uses a humorous
technique while also
telling about an event.
The writer uses a
humorous technique
but some of the points
in the event are
unclear.
The writer attempts to
use a humorous
technique but fails to
tell about key points
in the event.
The writer fails to
use a humorous
technique, and the
key points in the
event are unclear.
Organization
Elements of
Description
Conventions
Grammar,
Usage,
Mechanics, and
Spelling
Humorous
Technique
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
9|P age
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
SECOND
Building Relationships
How Others See Me
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding of: Philippine literature
during the Period of Apprenticeship as a
means of examining conflicts;various
purposeful listening and viewing strategies;
difference between literal and figurative
language; ways to extract and condense
information based on library sources;
verbal and non-verbal cues in oral
communication; and types of phrases,
clauses, and sentences.
The learner transfers learning by:
resolving conflicts presented in literary
selections; using tools and mechanisms in
locating library resources; extracting
information and noting details from texts to
write a précis, summary, or paraphrase;
distinguishing between and using literal
and figurative language and verbal and
non-verbal cues; use phrases, clauses, and
sentences meaningfully and appropriately.
I.
LEARNING COMPETENCY
EN7V-II-a-10.1: Discriminate between literal and figurative language
EN7V-II-a10.1: Classify sample texts into literal or figurative
Objectives:
1. Explain the difference between literal and figurative meanings
2. Discriminate between literal and figurative language
3. Classify sample texts into literal or figurative
4. Show an understanding by identifying literal and figurative language in
sentences
II.
LEARNING CONTENT
Lesson: Literal and Figurative Language
Materials:
1. Song Lyrics in paper strips
2. Activity Sheets
3. Manila paper/s
4. Copies of Rubrics
References:
1. K to 12 Curriculum Guide (May, 2016) p. 152
2. Teacher‘s Guide p.4
3. Learning Package (Second Quarter) p. 5
4. Sing Your Heart Out, Figuratively!, Retrieved from
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/46223
5. Chart and Oral Presentation Rubric, Retrieved from
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10 | P a g e
https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=W5WB27&
III.
LEARNING TASKS
Introduction: There isa special type of word choice, which we call "figurative
language" which is a word or a phrase that does not have an everyday, literal
meaning. Authors use figurative language to make their writing more interesting
or entertaining for the reader.
Today, you will be speaking in that special language.
"Good morning my students who are like sponges ready to soak up new
knowledge each day! I am so excited about today's lesson I just might burst! I'm
going to introduce you to words today that will slowly tip-toe into your head and
snuggle into your mind. You will be glad you have them so you can use them like
secret ingredients to make your writing fantastic!"
Preliminary Activity:

Task 1: Sing it, Please!
Directions: With your group, you will be given a strip of paper with a line from
an OPM song. Altogether, you should sing it and guess the title of the song to
earn points. The given title of the song will be your temporary group name.
Example of Popular Songs: (Feel free to tailor your list however you see
appropriate for your students' interests/needs.)
 Ikaw by Yeng Constantino
Ikaw ang pagibig na binigay
Sa akin ng may kapal
Biyaya ka sa buha yko
Ligaya't pagibig ko'y ikaw
 Kilometro by Sarah Geronimo
Gagawin ko ang lahat upang sa huli, sa huli,
Sa huli ay tayo
Kung kailangan kong tahakin ang kilome, kilome
Kilometrong layo
 Your Love by Alamid
Your love is like the sun
That lights up my whole world
I feel the warmth inside
Your love is like the river
That flows down through my veins
I feel the chill inside
 Mr. Right by Kim Chiu
Ikaw nga ba si Mr. Right?
Ikaw nga ba love of my life?
Ikaw nga ba ang icing sa ibabaw ng cupcake ko?
Ikaw nga ba si Mr. Right? (Mr. Right)
Ikaw nga ba love of my life? (Of my life?)
Ikaw nga ba magbabalik ngiti sa'king mga mata
Si Mr. Right kaba?
Mr. Right naba? Mr. Right kaba?
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Activity:
(Assumption: The students were asked to bring a printed copy of their favorite
songs, one OPM song and any popular song.)

Task 2: Hunt like Eddie!
Directions: With your group, use the lyrics you brought to class to fill in the TChart with the lines corresponding to Literal and Figurative Language. Be
ready to present your output to the class.
Literal Language
Figurative Language
Analysis:
Once you have finished the chart, make sure to accomplish the following on
your report.
 From the figurative language column, explain what the author/writer is
suggesting, implying, or meaning.
Abstraction:

Task 3: A Word/Phrase Please!
Directions: Capsulize the meaning of literal and figurative language by giving
each of them a word or a phrase.
Literal language
-
Figurative Language
-
*Possible Answers:
Literal language
- no other meaning
Figurative language
- underlying/deeper meaning
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12 | P a g e
Application:
Task 4: Literal or Figurative?

Directions: Determine whether each statement below is literal or figurative.
Write L if the statement is literal. Write F if the statement is figurative.
1. Berto was tasked by Delia to kill Berto‗s adopted dog.
2. Centipedes often scare people because of how they look.
3. Delia‗s resentment toward Eddie could be traced back to their mother‗s
death.
4. Eddie saw his sister as a thorn on his side – something which should be
plucked.
5. Eddie‗s feelings toward his sister could be compared to that of an
overheated kettle.
6. Eddie‗s sister was stunned when she saw the centipede.
7. Even as a young boy, Eddie already had the instincts of a hunter.
8. For most of the story, Eddie and Delia were like oil and water.
9. Once, Eddie thought that Delia was extending the olive branch to him.
10. Their father often told Eddie and Delia to keep the peace.
CHART & ORAL PRESENTATION RUBRIC
Criteria
Excellent
4
Good
3
Fair
2
Needs Improvement
1
Visual
Requirements
The chart includes all
required elements and
includes effective use of
sources.
The work done exceeds
all expectations and
shows that the group is
proud of their work. The
effort that was put into
this task is excellent.
Does not have all of the
required elements of the
chart. Also, sources are
not used in an effective
manner, or there is not
enough information
presented.
Work is done with fair
effort, but the quality is
still not what the group is
capable of. It is evident
that the work was
rushed.
The chart is lacking in
elements required and in
resources used. There
are many gaps in
information presented.
Work
quality/effort
Chart meets all required
elements; however, it
does not utilize the
resources in the most
effective manner. Includes
the minimum amount of
required information.
The work was done with
good effort that shows
what the group is capable
of. It is evident that time
was put into this chart and
presentation.
Style/Mechanics
The chart has an
element of creativity and
style, and is not just a list
of song lines. The chart
is presented in a clear
and concise manner with
full understanding of the
subject.
The student/s work with
fluency, speaks clearly
and puts his/her
information with
complete understanding.
It is evident that the
student has prepared in
advance.
The chart is clear and
logical and contains song
lines as well as very few
mistakes. Good clear
presentation.
The chart lacks style and
reads more like a list of
song lines than an oral
presentation. The chart
lacks neatness and
clarity.
The student/s speaks
clearly and presents good
amount of the information
expected.
There are several
confusing moments and
the information
presented is not
completed relayed during
the presentation. The
student has not practiced
prior to the presentation.
Presentation
Work is done with little
effort, quality is not what
the learner is capable of.
It is evident that the work
was rushed and little time
was spent on the final
product. Work is
incomplete.
The chart lacks a clear
understanding of the
subject matter and there
are many errors. The
chart is not creative.
The student is
unprepared to work. No
preparation was done for
the presentation and the
information that is
presented lacks many
elements of what is
expected.
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13 | P a g e
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
SECOND
Building Relationships
How Others See Me
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding of: Philippine literature
during the Period of Apprenticeship as a
means of examining conflicts;various
purposeful listening and viewing strategies;
difference between literal and figurative
language;ways to extract and condense
information based on library sources;
verbal and non-verbal cues in oral
communication; and types of phrases,
clauses, and sentences.
The learner transfers learning by:
resolving conflicts presented in literary
selections; using tools and mechanisms in
locating library resources; extracting
information and noting details from texts to
write a précis, summary, or paraphrase;
distinguishing between and using literal
and figurative language and verbal and
non-verbal cues; use phrases, clauses, and
sentences meaningfully and appropriately.
I.
LEARNING COMPETENCY
EN7 SS-II-d-1.3/1.4: Get information from the different parts of a book and from
general references in the library
Objectives:
1. Identify the different parts of a book
2. Get information from the index as part of a book
3. Show an understanding on how to take care of books
II.
LEARNING CONTENT
Lesson: Parts of a Book (Focus: Index)
Materials:
1. Tarpapel
2. Sample Textbooks
3. Activity Sheets
References:
1. K to 12 Curriculum Guide (May, 2016) p. 152
2. Teacher‘s Guide p.4
3. Learning Package (Second Quarter) p. 5
4. Alabastro, S. T &Panelo, T. G. (2001). Bridges to Better Communication.
Marikina City: J.C. Palabay Enterprises, Inc.
5. Tayao, M. L. et. al. (1991). English in Use. Manila: Rex Printing Company,
Inc.
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14 | P a g e
III.
LEARNING TASKS
Introduction: Books are person‘s best friend. They are the primary source of
knowledge. They are valuable source for research information. Thus, it is
important for us to get acquainted with the different parts of a book.
Preliminary Activity:

Task 1: “Pinoy Henyo”
Directions:Choose from your group who will guess the mystery word by asking
a seriesof yes-no-maybe questions. The fastest team to guess their mystery
word/s correctly wins the game.
The mystery words are:
1. Cover Page
2. Spine
3. Title Page
4. Copyright page
5. Foreword
6. Table of Contents
7. Text
8. Glossary
9. Bibliography
10. Index
Activity:

Task 2: Book to Walk!
Directions:With your group, choose one from the given textbooks. In this
gallery walk, you will accomplish the tasks in each station by reading the
selection and answering the questions after it.
Station 1: Now pause for a while. Examine one of your textbooks and answer
these questions.
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15 | P a g e
1.
2.
3.
4.
5.
What is the complete title of the book?
In what parts of the book do you find the title?
Who are the authors of the book?
Which part of the book gives you the full name of the authors?
Are the full names of the authors found on the cover, too? on
the side of the book?
6. Who are the publishers of the book?
7. In what parts of the book do you find this information?
8. Where was the book published?
Station 2: Go over the textbook you chose earlier. Then, answer these
questions.
9. When was the book published? Would you say it is a recent
version or not?
10. Who, if any, inspired the author to writes the book? What does
he say in his dedication?
11. Name at least one person or one source cited by the author for
their ideas which were made use of in the book.
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16 | P a g e
Station 3: Answer these questions using the text you have chosen to examine
as point of reference.
12. How many units or chapters are there in your book? Which
part of the book gave you this information?
13. Which is the longest unit? the shortest one?
14. Is there an alphabetical list of topics found in your book?
15. Does your book have a separate list of illustrations? Where is
this list found, before or after the table of contents?
16. Does your book have a glossary? Where is it found, at the
beginning or at the end of the text?
Analysis:
Question: How does an examination of the parts of a book help you as a
reader/researcher determine quickly if it is the book you need?
Abstraction:

Task 3: Book to Care!
Directions: Answer the following questions honestly to find out whether you
know how to take care of your book.
1. Do I handle my book with dirty hand?
2. Do I use bookmarks to show where I
stopped?
3. Do I use a book to protect my head from
the rain?
4. Do I use pencils for bookmarks?
5. Do I cover my book to protect it from
dust?
6. Do I draw pictures in my book?
7. Do I dog-ear my book to mark the page
where I stopped?
8. Do I turn the pages of my book gently?
yes
yes
no
no
sometimes
sometimes
yes
no
sometimes
yes
yes
no
no
sometimes
sometimes
yes
yes
no
no
sometimes
sometimes
yes
no
sometimes
(Three of the questions should get a yes answer and five should be answered
no. Your teacher will tell you whether you got them right. Give the reasons for
such answer.)
Application:

Task 4: Examine that Book!
Directions: Examine your chosen book and answer the following questions.
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17 | P a g e
11. What is the complete title of the book?

12. Who is/are the author/s of your book?
T
13. Which part of the book gives you the title of the book and the full name
a
of the authors?
s
14. Who are the publisher/s of the book? Which part of the book gives this
k
information?
15. Where is the book published?
3
16. When is it published? Is it a new edition? Why?
:
17. How many units or chapters does your book have?
18. How are the topics arranged in this part of the book?
I
19. Does the book have an alphabet listing of the topics discussed? Which
n
part of the book do you find out?
d
20. What is the last part of your book?What information does it give?
e

Task 3: Index!
Directions: Give the page and volume where each of the following topics is
found. Refer to the ―index page‖ below.
Index
Paper
* illus. 8 – 1125
kinds 8 – 1120-1128
preparation of 5 – 952-955
Pangilinan, Jose
education 1 – 104-105
literary works 1 – 105-107
Philippines
*animals 2 – 277-280
* climate 3 – 410-411
*culture, literature, and arts 9 – 1020-1030
Topics
*land forms 1 – 111-112
* map of 1 – 110
natural resources 2 - 275
population 2 – 250
rainfall 3 - 411
size of 2 - 250
temperature 3 - 410
Poor Little Rich Boy 5 – 613-617
Rime of the Ancient Mariner, The
6 – 817-818
Volume
Page
1. literature of the Philippines
_______
_______
2. natural resources of the Philippines
_______
_______
3. animals of the Philippines
_______
_______
4. literary works of Jose Pangilinan
_______
_______
5. the story Poor Little Rich Boy
_______
_______
6. illustrations on how paper is made
_______
_______
7. land forms of the Philippines
_______
_______
8. size of the Philippines
_______
_______
9. the poem, The Rime of the Ancient Mariner
_______
_______
10. population of the Philippines
_______
_______
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18 | P a g e
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter 2
Building Relationships
Lesson 2
Valuing My Family
Content Standard:
The learner demonstrates understanding of: Philippine literature during the Period
of Apprenticeship as a means of examining conflicts; various purposeful listening and
viewing strategies; difference between literal and figurative language; ways to extract
and condense information based on library sources; verbal and non-verbal cues in oral
communication; and types of phrases, clauses, and sentences.
Performance Standard:
The learner transfers learning by: resolving conflicts presented in literary
selections; using tools and mechanisms in locating library resources; extracting
information and noting details from texts to write a précis, summary, or paraphrase;
distinguishing between and using literal and figurative language and verbal and nonverbal cues; use phrases, clauses, and sentences meaningfully and appropriately.
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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:
SECOND
Building Relationships
Valuing My Family
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding of: Philippine literature
during the Period of Apprenticeship as a
means of examining conflicts; various
purposeful listening and viewing strategies;
difference between literal and figurative
language; ways to extract and condense
information based on library sources;
verbal and non-verbal cues in oral
communication; and types of phrases,
clauses, and sentences.
The learner transfers learning by:
resolving conflicts presented in literary
selections; using tools and mechanisms in
locating library resources; extracting
information and noting details from texts to
write a précis, summary, or paraphrase;
distinguishing between and using literal
and figurative language and verbal and
non-verbal cues; use phrases, clauses, and
sentences meaningfully and appropriately.
I.
LEARNING COMPETENCY
EN7LT-IIIa-4: Discover the conflicts presented in literary selections and the need to
resolve those conflicts in nonviolent ways
EN7LT-II-d-2.2: Explain how the elements specific to a genre contribute to the
theme of a particular literary selection
EN7LT-II-0-2.2.2: Explain the literary devices used
EN7VC-II-a-1/2: Note details, sequence and relationships
Objectives:
1. Infer the meaning of the symbol in the selection
2. Share an incident in life similar to the one found in the selection
3. Note details through a video analysis
4. Synthesize what you have learned by illustrating the symbol in the text in a
photomontage
5. Realize the value of family through the images used in the photomontage
II.
LEARNING CONTENT
Lesson: “The Mats” by Francisco Arcellana
Materials:
1. Graphic Organizer - Sociogram
2. Television
3. Copies of the Rubrics
References:
1. K to 12 Curriculum Guide (May, 2016) p. 153-154
2. Teacher‘s Guide (Second Quarter) pp. 8-11
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20 | P a g e
3. Learning Package (Second Quarter) p. 7-15
4. Eco-friendly Philippine Mats (Banig) : A Symbol of Filipino Culture,
Retrieved from www.youtube.com/watch?v=Rb1A2wYQWIc
5. The Mats, Retrieved from
http://baimaleihareviews.blogspot.com/2008/11/review-7-mats_794.html
6. Photo Montage, Retrieved from
http://www.rcampus.com/rubricshowc.cfm?code=G97C5W&sp=true
7. Sociogram, Retrieved from
https://www.rcampus.com/rubricshowc.cfm?code=G66252&sp=yes&
III.
LEARNING TASKS
Introduction: The closeness in the family has always been a major Filipino value.
“The Mats” is a short story written by Francisco Arcellana that captures a father's
affection towards his family. It is set somewhere before World War II, the time
when people did not sleep in beds but slept on mats.
The mats or "banig" in Philippine history traces back its importance in the
19th century when mats were made to order by families to be given as gifts for
wedding, birthdays and other special occasions.
Requiring expertise and creativity, the mat is made of buri (palm), pandan
or sea grass leaves which are dried, usually dyed, then cut into strips and woven
into mats, which may be plain or intricate. Mat weaving was a woman's work, a
tradition that had been around for ages.
Preliminary Activity:

Task 1: Mix-Pair-Chat!
Directions: Each of you will think of a symbol, mingle around the room, stop,
pair, and chat about the examples you encountered in everyday life, for
example:
 a green light tells you it is your turn to go
 a bell may signal the beginning of the school day
 a gold cross on a necklace suggests the wearer is a Christian
Then, classify the examples collected using the headings:
 visual
 non-verbal
 written
 verbal
 music and sound effects

Task 2: Eco-Mats!
Directions: You will watch a YouTube video entitled “Eco-friendly Philippine
Mats (Banig)”.This is a short documentary film featuring the lives of local mat
weavers in a very small town in Leyte, Philippines.
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21 | P a g e
While watching the video, ponder on the question below:
Why do you think a mat (banig) is considered a
symbol of Filipino culture?
Activity:

Task 3: We Are Family!
Sociogram is a visual representation or
map of the relationships between
individuals.
Directions: Describe the relationship among the members of the Angeles
family using a sociogram. Include the following details:
1. Names of the family members
2. Relationship to each other
3. Qualities or characteristics
4. Attitudes/Reactions towards the members
5. Family issues
Analysis:

Task 4: Check Point!
Answer the following questions:
1. Where had Mr. Angeles gone?
2. Why had he gone away from home?
3. What had he found in Mariveles?
4. What did Antonio like about new mats?
5. Why were these mats different?
6. What decided the color of the mats?
7. Who had given Nana Emilia a decorative mat?
8. When was this mat usually used?
9. Why was dinner a long affair?
10. What advice did Mr. Angeles give his children?
11. How did Mr. Angeles open his bundle of mats?
12. Who received the first mat?
13. Describe Mr. Angeles's mat.
14. Why was Marcelina worried about her mat?
15. When could Jose use his mat?
16. Why were there some mats left over?
17. What did Nana Emilia say about the mats left over?
18. What did Nana Emilia do while the mats were being
unfolded?
19. Describe the last three mats.
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22 | P a g e
Abstraction:

Task 5: Loved Ones!
Directions: Share your personal experience/s of losing a loved one.Think of
real life instances that show how you still value the important people in your
life who are no longer here on earth. If there is something you would offer to
him/her, what would it be?

Task 6: Bid Farewell – “The Tayabense Way”
Directions: Research about the death and burial practice in Tayabas. Then,
compare such practices to other town of your choice.
Application:

Task 7: Photomontage!
A photomontage is a composite
picture made by cutting and joining a
number of photographs and text to form
a unified whole that communicates
meaning to the viewer.
Directions: For this project, you will be combining what you have learned about
symbolism in Francisco Arcellana‘s ―The Mats‖.
Your goals in creating the photomontage are as follows:
 Further explore the symbol of family in the selection.
 Using multiple websites, find images and text that deal with ―family‖ that
convey a similar meaning as the symbol used in the selection.
 Use the images and text to create a photomontage that expresses how
you feel about the story you have read.
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23 | P a g e
SOCIOGRAM RUBRIC
Space
Images
Overall
Creativity
Presentation
Good
4
Student effectively
uses distance or
size to show
power, proximity
and other
relationships.
Fair
3
Student somewhat
uses distance or
size to show
power, proximity
and other
relationships.
Student effectively
uses labels,
shapes, line types,
color, and symbols
to add depth and
insight into
characters, their
conflicts, and their
relationships.
Reflects good
depth of thought
and exceptional
effort and
neatness. Student
portrays at
minimum 5
characters.
Student presents a
creative flair or
ingenious ideas.
Student provides
an in depth
explanation of
each aspect of
the sociogram
and its connection
to the story.
Student somewhat
uses labels,
shapes, line types,
color, and symbols
to add depth and
insight into
characters, their
conflicts, and their
relationships.
Reflects some
depth of thought,
effort and
neatness. Student
portrays at
minimum 3
characters.
Student presents
some creative flair
or original ideas.
Student provides
an in depth
explanation of
most aspects of
the sociogram
and their
connection to the
story.
Poor
2
Student does not
thoughtfully
consider distance
or size as a
reflection of power,
proximity or other
relationships.
Student does not
thoughtfully use
labels, shapes, line
types, color, and
symbols to add
depth and insight
into characters,
their conflicts, and
their relationships.
Reflects little depth
of thought, effort or
neatness. Student
portrays 1
character.
Student presents
little creativity or
originality.
Student provides
an in depth
explanation of very
few aspects of the
sociogram and
their connection to
the story.
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24 | P a g e
PHOTOMONTAGE RUBRIC
Criteria
Thinking/Inquiry
Selection/Presentation
Knowledge
Application
Excellent
5
Good
4
Fair
3
Poor
1
Class time was
used wisely.
Much time
and effort
went into
learning the
skills needed
to execute the
artistic vision.
The montage
contains 9-12
photos all
different and
focused. They
are original
with strong
composition
and variety.
The montage
shows
considerable
attention to
photo editing
and strong
evidence and
a deep
understanding
of the
components
of a great
photo
montage.
Edits project
with a high
degree of
effectiveness.
The photos
blend
smoothly and
the transitions
from image to
image are
excellent.
Class time was
used wisely.
Some time
and effort
went into
learning the
skills needed
to execute the
artistic vision.
The montage
contains 6-9
photos all
different and
focused.
Class time was
not always
used wisely.
Student
should have
put in more
time and
effort.
Class time
was not s
used wisely.
Student did
not put in
additional
effort.
The montage
contains 3-6 or
less photos all
different and
focused.
The montage
contains 3 or
less photos all
different but
some are not
focused.
The montage
shows good
attention to
photo editing
techniques.
The images
display a good
understanding
of photo
editing
techniques.
The montage
shows little
attention to
construction.
The images
display a
average
understanding
of photo
editing
techniques.
The montage
was put
together
sloppily items
appear to be
just slapped
on. There is
strong
evidence of
cut and
paste
techniques.
Edits project
with
considerable
effectiveness
but a few
photos do not
blend
smoothly.
Edits project
with
moderate
effectiveness
but more than
a few photos
do not blend
smoothly.
Edits project
with limited
effectiveness
and most of
the photos
used have
sharp edges
and are not
blended.
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25 | P a g e
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
SECOND
Building Relationships
Valuing My Family
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding of: Philippine literature
during the Period of Apprenticeship as a
means of examining conflicts;various
purposeful listening and viewing strategies;
difference between literal and figurative
language; ways to extract and condense
information based on library sources;
verbal and non-verbal cues in oral
communication; and types of phrases,
clauses, and sentences.
The learner transfers learning by:
resolving conflicts presented in literary
selections; using tools and mechanisms in
locating library resources; extracting
information and noting details from texts to
write a précis, summary, or paraphrase;
distinguishing between and using literal
and figurative language and verbal and
non-verbal cues; use phrases, clauses, and
sentences meaningfully and appropriately.
I.
LEARNING COMPETENCY
EN7V-II-c-10.1.2: Identify figures of speech that show comparison (simile,
metaphor, personification)
Objectives:
1. Determine the simile, metaphor, and personification in popular songs
2. Identify the figure of speech used in a given poem
3. Use figure of speech in their own writing
4. Practice the use of figure of speech to show comparison
II.
LEARNING CONTENT
Lesson: Figure of Speech: Simile, Metaphor, Personification
Materials:
1. Activity Sheets
2. Manila papers
3. Television/Speaker
References:
1. K to 12 Curriculum Guide (May, 2016) p. 152
2. Teacher‘s Guide p.10
3. Learning Package (Second Quarter) p. 12-13
4. Alcober, E. M. et.al. (2000). English Arts. Quezon City: JTW Corporation.
5.
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26 | P a g e
III.
LEARNING TASKS
Introduction: Many writers, in composing poems and prose, use language that is
not literal but which represent things, actions, and ideas. Such language includes
figures of speech that enhance meaning and imaginative quality of poems and
prose. The most commonly uses figures of speech are the simile, metaphor, and
personification. Let us review these figures of speech.
Preliminary Activity:

Task 1: Sort the Songs!
Directions: You will be listening to parts of popular songs. Listen carefully and
read the lyrics displayed as each song plays in order. Then, place them on
the correct part of the chart.
Simile
Metaphor
Personification
Activity:

Task 2: Spoken for!
Directions: With your group, recall the specific details about the mats given
by Mr. Angeles. Write down the similarities and differences among the mats
using the table below.
Features of
the Mats
Nana Emilia
Jaime
Marcelina
Jose
Josefina,
Victoria,
Concepcion
a. materials
b.
design

Task 3. As You Like It!
Directions: Read the following sentences and take note of the underlined
phrases.
1. Talk about the mats flared up again like wildfire.
2. To the children it seemed as new as the first time it was spread before them.
3. The mat was almost as austere in design as Mr. Angeles' own, and it had a name.
4. The separate letters, spelling out the names of the dead among them, did not
seem glow or shine with a festive sheen as did the other living names.
Analysis:
Answer the following questions:
1. What two items are being compared in each sentence?
2. What words or expressions are used to compare them?
3. How does simile make a sentence more meaningful?
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27 | P a g e
Abstraction:

Task 4: Fill Me Up!
Directions: Fill in the missing word to complete the definition of the following
figures of speech.
A simile is a direct ______ between ______ objects of different kinds
which are however similar in one respect. The comparison in simile is
usually introduced by such words as _____and _____.
A metaphor is an implied simile. It does not, like ______, say that an
object is like the other or acts as the other, but compare the two
objects as if they are ______ and the ______.
Personification is a figure of speech in which ______ and ______ are
given ______ qualities.
Application:

Task 5: Pick Me Up!
Directions: Pick out the figure of speech in the following poem.
The Philippines is like a nest
On which beautiful flowers rest;
She is as full of love for me
As the wide wave-covered sea;
She is like a cherished madness
for whom my thoughts are endless;
She is as self-possessed as a matron
Like an heiress of a great throne
she rules a kingdom of volcanoes.
She wears a crown of stars wherever she goes.
-

Fermando Ma. Guerrero, Mi Patria
Task 6: Figure it out!
Directions: Create as many figures of speech as you can to describe the
following. Identify the figures of speech you have used. Be guided with the
following examples.
1. noise of a waterfall
2. buzzing of mosquitoes
3. a beautiful white dress
4. a tree with many red flowers
5. loud voice of a person
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28 | P a g e
Example: waves
a. The waves were like mountains being thrown angrily to the shore.
(simile)
b. The waves were mountains rolling towards the shore. (metaphor)
c. The waves laughed and danced around my knees. (personification)
1. noise of a waterfall
a. _________________________________________________________________________
b. _________________________________________________________________________
c. _________________________________________________________________________
2. buzzing of mosquitoes
a. _________________________________________________________________________
b. _________________________________________________________________________
c. _________________________________________________________________________
3. beautiful white dress
a. _________________________________________________________________________
b. _________________________________________________________________________
c. ________________________________________________________________________
4. a tree with many red flowers
a. _________________________________________________________________________
b. _________________________________________________________________________
c. _________________________________________________________________________
5. loud voice of a person
a. _________________________________________________________________________
b. _________________________________________________________________________
c. _________________________________________________________________________

Task 7: Let’s Dig More!
Directions: Read the following expressions and indicate whether it is a simile,
metaphor, or personification.
______________1.Girdling my loins is blood rich in milk.
______________2. Mighty rivers are furrowing the earth.
______________3. My house is my land.
______________4. Trees rise as temples.
______________5. Trees grapple with winds.
______________6. Life is a dream.
______________7. The white mares of the moon rush along the sky.
______________8. The wind tapped like a tired man.
______________9.His speech is like a whisper of a thousand bees.
______________10. He is a lion in a fight.
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29 | P a g e
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
SECOND
Building Relationships
Reconciling the Past and the Present
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding of: Philippine literature
during the Period of Apprenticeship as a
means of examining conflicts; various
purposeful listening and viewing strategies;
difference between literal and figurative
language; ways to extract and condense
information based on library sources;
verbal and non-verbal cues in oral
communication; and types of phrases,
clauses, and sentences.
The learner transfers learning by:
resolving conflicts presented in literary
selections; using tools and mechanisms in
locating library resources; extracting
information and noting details from texts to
write a précis, summary, or paraphrase;
distinguishing
between
literal
and
figurative language and verbal and nonverbal cues; use phrases, clauses, and
sentences meaningfully and appropriately.
I.
LEARNING COMPETENCY
EN7OL-II-a-4: Use verbal and non verbal cues in conversations, dialogs, or
interviews.
Objectives:
1. Understand the concept of effective communication.
2. Use appropriate verbal and non-verbal turn-giving cues.
3. Recognize the role of active listening in effective communication.
II.
LEARNING CONTENT
Lesson: Verbal and Non- Verbal Cues in Conversations
Materials:
1. Pictures of facial expressions and gestures
2. Video clips
3. TV/tablet/laptop/projector
References:
1. K to 12 Curriculum Guide (May, 2016) p.
2. Let‘s Talk 3 Second Edition by Leo Jones pp.8-9
3. Culturally Speaking by Rhona B. Genzel pp.2-14
4. Understanding Filipinos through Body Language
http://primer.com.ph/tips-guides/2016/07/22/understanding-filipinosthrough-body-language/
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30 | P a g e
III.
LEARNING TASKS
Introduction: It's important to recognize, though, that it's our nonverbal
communication—our facial expressions, gestures, eye contact, posture, and
tone of voice—that speak the loudest. The ability to understand and use
nonverbal communication, or body language, is a powerful tool that can help
you connect with others, express what you really mean, and build better
relationships.
Preliminary Activity

Task 1: Give Me a Sign!
Directions: Show a sign for some commonly used hand gestures below.
1. to show that you have won
2. to ask someone to come closer
3. to wish for good luck
4. to ask someone to stop
5. to show approval

Task 2: Photo Analysis!
Directions: Look at each photograph. Answer the questions, and be
prepared to share your answers.
How well do these women know each other?
How can you tell?
Who is talking? How do you know? Are the
listeners interested in what the speaker has to
say? How do you know?
Analysis
Directions: Look at the pictures on Tasks 1& 2. Do any of these gestures have
a different meaning in your country? Explain how they are used in your
country? Lead a discussion on the process of effective communication.
Abstraction
Directions: Give a recap of the following key ideas:
1. Aspects of facial expression , gesture and posture
2. Nonverbal Cues as Complements to Verbal Messages
3. Role of active listening in effective communication
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31 | P a g e
Good communication is…
Good communicator is…
Application

Task 3: Pinoys!
Directions: The chart below gives several nonverbal cues and their uses. In
the space provided, explain what nonverbal cues are used in your culture
in the same situations.
Purpose
1. To
get
the
Nonverbal Cues in the
Nonverbal Cues in the
United States
Philippines
waiter’s Raise your hand.
attention
2. To ask the teacher a Raise your hand.
question
3. To indicate you have to Look at your watch, stand up,
leave
or
begin
to
gather
your
belongings.
4. To
show
someone Point using your index finger.
something
5. To indicate No
Move your head from side to
side.
6. To indicate Yes
Move your head up and down.
7. To show you don’t know Shrug your shoulders.
something
8. To share a secret or a Wink.
joke

Task 4: Play a Role!
Directions: Below is a list of situations in which you can use hand gestures
to show how you feel. Choose one situation and act it out in front of the
class. The objective of this activity is for your classmates to guess which
situation you have chosen by watching your gestures.
a. You want someone to come to you.
b. You want to show approval.
c. You want to show that your team has just won the game.
d. You want to wish someone good luck.
e. You want someone to stop coming toward you.
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32 | P a g e
Gesture
What It means
When You Would Use It
1.
2.
3.

Task 5: Far and Near!
Directions: Other countries do not have the same rules for deciding how
close to each other people sit or stand in different situations. Fill in the
chart below for your country. The first situation has been filled in for the
United States.
Situations
1. Riding on a bus with
people you don’t know
Distance People Sit or Stand
Type of Body Language
from Each Other
People Would Use
People try to sit at least one Looking away or out the
seat from another person and window, reading, crossing
avoid touching. They stand as arms, clutching packages
far apart as possible.
2. Waiting in a doctor’s
office
3. Waiting in line
4. Eating lunch in a
restaurant or café’
5. Talking to one’s boss or
teacher
6. Talking to friends in a
group
7. Talking to a friend about
something personal
8. Talking to stranger
9. Talking to a child

Task 6: Small Talk!
Directions: Sometimes small talk is a way to meet someone or start a
conversation. Present a dialogue between people who are not very
close. Consider acceptable and unacceptable topics in your country.
Use appropriate verbal and nonverbal cues.

Task 7: Hush!
Directions: Submit a video clip without an audio. Everything should be
presented nonverbally. Here is the list of situations:
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33 | P a g e
 You are coming home late, parents are waiting in anger.
 You found out your favorite celebrity is going to visit your town.
 You receive a bad grade in your test.
As you watch the video clip, on the first column, write what you think is
the situation. Then, explain your answer on the second column. The last
column will be answered after the group gives the correct answer.
This is about…
Why I think so…
Actual Situation
1.
2.
3.
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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:
SECOND
Building Relationships
How Others See Me
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding of: Philippine literature
during the Period of Apprenticeship as a
means of examining conflicts; various
purposeful listening and viewing strategies;
difference between literal and figurative
language; ways to extract and condense
information based on library sources;
verbal and non-verbal cues in oral
communication; and types of phrases,
clauses, and sentences.
The learner transfers learning by:
resolving conflicts presented in literary
selections; using tools and mechanisms in
locating library resources; extracting
information and noting details from texts to
write a précis, summary, or paraphrase;
distinguishing between and using literal
and figurative language and verbal and
non-verbal cues; use phrases, clauses, and
sentences meaningfully and appropriately.
I.
LEARNING COMPETENCY
EN7G-II-a-1: Use phrases, clauses, and sentences appropriately and meaningfully
Objectives:
1. Explain the different kinds of verb complements and how these are used
2. Utilize appropriate verb complementation forms in completing sentences
with transitive verbs.
3. Exhibit a correct understanding by identifying verb complements and their
use in statements.
II.
LEARNING CONTENT
Lesson: Verb Complementation Forms
Materials:
1. Song Lyrics in paper strips
2. Activity Sheets
3. Manila papers
4. Copies of Rubrics
References:
1. K to 12 Curriculum Guide (May, 2016) p. 152
2. Teacher‘s Guide p.4
3. Learning Package (Second Quarter) p. 40-41, 59
4. Palomar, L. A. & Pimentel, K. R. (2016). Interactive English 7. Philippines:
Jemma, Inc.
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35 | P a g e
III.
LEARNING TASKS
Introduction: Verbs have features or complements to determine how many other
words would follow. Many verbs can be followed by an object, a verb structure,
or, an expression that has information about the object (of the verb).
Preliminary Activity:

Task 1. Sing it, Please!
Directions: With your group, you will be given a strip of paper with a line
from a song. These lines are not complete; be sure to fill out the remaining
words of the lyrics and afterwards, guess the title of the song and the artist
who sang it.

Take _____________________________, see the butterflies‟ color. Listen
__________________ that are sent to sing for me and you… (Rainbow by
Southborder)

Wish I may, wish I might find ______________________________. Wish that I‟ll be
the sun…(Wish I may by Alden Richards)

„Cause everyday, every night, I keep _________________________. And I pray that
someday, you will wake up in my arms and love will never end… (I’ll be There by
Julie Anne San Jose)

There are times, when I just want _______________________________, with the
stars in the night. There are times, when I just want ______________________, in a
cold night. (Forevermore by Side A)

You look at me and I begin _____________________, just like a snow when the ray
of sun is felt. (On the Wings of Love by Regine Velasquez)

Task 2. Next Word or not!
Directions: Some sentences can stand on its own with just a subject and a
verb. Determine if you the statements below can stand on their own. If
not, complete the different sentences.
1. I smile…
6. Jeremy loves…
2. The man gives…
7. The teacher jumps…
3. The students rides…
8. He listened…
4. The old man cried…
9. The beggar asks…
5. The policemen throw…
10. The businessman counts…
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36 | P a g e
Activity:

Task 3. Watch Out!
Directions: Study the following sentences. Each item has two sentences,
one is with the correct use of verb forms (words that follow the verb) while
the other one has an incorrect use of verb forms. Choose the correct
sentence.
_____ 1. a. Mr. Angeles seems having a problem.
b. Mr. Angeles seems to have a problem.
_____ 2. a. Nana Emilia must start moving on with his life.
b. Nana Emilia must stop to move on with his life.
_____ 3. a. Mr. Angeles and Nana Emilia decided on loving each
other despite their differences.
b. Mr. Angeles and Nana Emilia decided to love each
other despite their differences.
_____ 4. a. Antonio is eager to return to school.
b. Antonio is eager returning to school.
Analysis:

Task 4. Let’s Analyze!
Answer the following questions:
1. What two items are being compared in each sentence?
2. What words or expressions are used to compare them?
3. How does simile make a sentence more meaningful?
Abstraction:
Verbs have features or complements to determine how many other words
would follow. Many verbs can be followed by:
1. An object;
2. A verb structure; or,
3. An expression that has information about the object (of the verb).
Check the Rules!
So what are these forms or features which may follow the main verb in the
sentence?
1. Verbs followed by one object: the direct object (DO) or the indirect
object (IO).
a. Mr. Angeles asked Marcelina.
b. Mr. Angeles asked a question.
2. Verbs followed by two objects: the indirect object, usually a person,
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37 | P a g e
comes first before the direct object.
a. Mr. Angeles asked Marcelina a question.
b. Mr. Angeles gave her the mats.
Some of the verbs which can be followed by two objects are: bring, buy,
cost, get, give, leave, lend, make, offer, owe, pass, pay, play, promise, read,
refuse, send, show, sing, take, teach, tell, wish, write.
3. Verbs explain, suggest, and describe are not used with the structure IO +
DO.
a. ―Nana Emilia, please explain your decision to me.” (DO + IO)
b. ―Can you describe a perfect mat to me?”
Incorrect: ―Can you describe me a perfect mat?”
4. Verbs followed by object + infinitive, rather than by a that-clause
a. ―I don‗t want him to go.”
Incorrect: ―I don‗t want that he goes.”
b. ―We didn‗t allow Antonio and Marcelina to continue fighting.”
Incorrect: ―We didn‗t allow Antonio and Marcelina that they continue
fighting.”
Application:

Task 5. As You Like It!
Directions: Underline the correct verb complements in the parentheses.
1. The wife decided (accepting/to accept) the gift.
2. The lawyer appreciates (to have/having) this recognition.
3. Andrea‘s father doesn‘t approve of her (going/to go) to the party.
4. The team found it very difficult (reaching/to reach) a goal.
5. Lita is interested in (to open/opening) a restaurant.
6. Jerico has no intention of (to leave/leaving) the school now.
7. The kids are eager (to return/returning) to school in summer.
8. His brother would be better off (to buy/buying) this coat.
9. The teacher refused (to accept/accepting) the gift.
10. Angel regrets (to be/being) the one to have exposed the secret.
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38 | P a g e
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter 2
Building Relationships
Lesson 3
Reconciling the Past and the Present
Content Standard:
The learner demonstrates understanding of: Philippine literature during the Period
of Apprenticeship as a means of examining conflicts; various purposeful listening and
viewing strategies; difference between literal and figurative language; ways to extract
and condense information based on library sources; verbal and non-verbal cues in oral
communication; and types of phrases, clauses, and sentences.
Performance Standard:
The learner transfers learning by: resolving conflicts presented in literary
selections; using tools and mechanisms in locating library resources; extracting
information and noting details from texts to write a précis, summary, or paraphrase;
distinguishing between and using literal and figurative language and verbal and nonverbal cues; use phrases, clauses, and sentences meaningfully and appropriately.
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39 | P a g e
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
SECOND
Building Relationships
Reconciling the Past and the Present
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding of: Philippine literature
during the Period of Apprenticeship as a
means of examining conflicts; various
purposeful listening and viewing strategies;
difference between literal and figurative
language; ways to extract and condense
information based on library sources;
verbal and non-verbal cues in oral
communication; and types of phrases,
clauses, and sentences.
The learner transfers learning by:
resolving conflicts presented in literary
selections; using tools and mechanisms in
locating library resources; extracting
information and noting details from texts to
write a précis, summary, or paraphrase;
distinguishing
between
literal
and
figurative language and verbal and nonverbal cues; use phrases, clauses, and
sentences meaningfully and appropriately.
I.
LEARNING COMPETENCY
EN7LT-II-d.2.2: Explain how the elements specific to a genre contribute to the
theme of a particular literary selection
EN7LT-II-d-2.2.: Express appreciation for sensory images used
Objectives:
1. Discuss characterization as an important element of short fiction
2. Create a sketch to infer character through feelings, motives, drives,
intentions, moods, statements, or appearance
3. Appreciate the theme of love and sacrifice as depicted in the story ―How
My Brother Leon Brought Home Wife‖
II.
LEARNING CONTENT
Lesson: “How My Brother Leon Brought Home a Wife” by Manuel E. Arguilla
Materials:
1. Lyrics of the song Manila Girl by Put3ska
2. Speaker
3. Copies of the Literary Text
References:
1. K to 12 Curriculum Guide (May, 2016) p. 153
2. Teacher‘s Guide pp. 13-14
3. Learner‘s Material pp. 18-25
4. Interactive English 7 by Lito L. Palomar et al. pp.112-119
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40 | P a g e
III.
LEARNING TASKS
Introduction:
―The best thing to learn in life is about adjustment; it is better to bend a little than
to break a loving relationship.”- Anonymous
What is your understanding of this quotation? Find out how the message
of this quotation relates to the idea of the story ―How My Brother Leon Brought
Home a Wife‖ by Manuel E. Arguilla.
In the story you are about to read, you will meet the character of Maria- a
Manila Girl who married a ‗probinsyano‘. Find out what happens when she
decided to live with him in the province. Can a city woman like Maria adjust well
to a life in the province?
Preliminary Activity:

Task 1: Illustrate Character Traits!
Directions: You will receive a list words (posh, assertive, extroverted, daring,
liberal). Complete the illustrated character trait sheets for each of the words.
Be ready to present your output. You will take one of the roles listed below:
1. Researcher: looks up the definitions of character traits
2. Recorder: writes on the project paper
3. Director: thinks of actions that show the character traits, also presents the
project
4. Illustrator: draw/choose emoticons that show the character traits. Other
students should help color.
Classy
stylish and
sophisticated
Example:
 The character trait
 The definition
 A drawing showing how the character trait
could be implied or indirectly linked to a character
 A __________ character might …
Description of how the character trait could be shown.
A classy character
might carry luxury
bag.
Rubric (Scale of 1-5 points)
Definitions: Did you define all five words? Did you define them correctly?
Illustrations: Did you illustrate word meaning? Does it look presentable?
Explanations: Did you explain how your illustration shows the word meaning?
Quality: Overall quality, neatness, artistry, and penmanship
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41 | P a g e
Activity:

Task 2: Sit Back, Relax, and Relish the Music!
Directions: Listen to a popular song in the 90‘s by a band called Put3ska. You
can refer to the copy of the lyrics and sing along with it. Then, answer the
questions that follow:
Flashing like lightning, I can't believe it
My eyes won't fail me, see I'm not loaded
Time rolled swiftly, and I keep rockin rollin
Forget to open my eyes on a bright modern girl.
Manila girl, manila girl
Manila girl, manila girl
No walls gonna block you
Nobody's gonna stop you
Your feet is movin steady
I dare you follow me.
I followed all rainbows, it took me all directions
I found me no gold but for a pearl I'm stone cold
Wind keeps on touching, engine keeps on rollin
Sideways, front ways, what's your name anyway?
1. Can you guess the title of the song you‘ve just listened to?
2. How will you describe a typical Manila Girl?

Task 3: Unlock the Difficulties!
Directions: For better understanding of the selection, give the meaning of the
underlined words. Write the letter of the correct answer on the blanks
provided.
a.
b.
c.
d.
e.
f.
g.
Atmospheric moisture, dust or smoke that causes reduced visibility.
Lacking a steady rhythm
Move or jump suddenly
A cord, rope or cable that is hanging loosely
A barrier constructed to contain the flow of water
Imagine to be the case or probable
A connection (like a clamp or vise ) between two things so they move together
_______1. The field swam in a golden haze.
_______2. I saw the end of a yoke.
_______3.Labangwoul have bolted.
_______4. The slack of the rope was obvious.
_______5.Labang rocked jerkingly.
_______6. I surmised she must be beautiful.
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42 | P a g e
Analysis :

Task 4: Think it through!
Directions: Answer the following questions:
1. Who is the girl that was introduced in the beginning of the story?
Describe her.
2. What instructions did the father give to Baldo?
3. Describe Baldo‘s first encounter with Maria. Did he like her?
4. Did Maria miss the buildings, cars, and noise in the city?
5. What happened when they arrived? What did the father ask Baldo?
What was his intention?
6. What is the purpose of the author?
Abstraction

Task 5: Pairs!
Directions:
Share
characterization.
your
The
insights
acronym,
about
the
―PAIRS‖,
can
different
help
methods
you
recall
of
the
five methods of characterization:
1. Physical description
2. Action
3. Inner thoughts
4. Reactions
5. Speech
Reflect: Does love involve sacrifice or compromise? Justify your answer.
Application

Task 6: MI Time!
Directions: With your multiple intelligence group, understand characterization
more by accomplishing your assigned task.
 Music Smart: Apply a melody of your chosen song to the lyrics of ―A Sky
Sown with Stars”.
 Body Smart: Create a tableau of a scene from the story to demonstrate
your understanding of the characters in the selection.
 Word Smart: Complete the Character Chart for each of the characters in
the story:
Proof
Character
Proof
Proof
 Art Smart: What would Maria look like in the present time? Create her sketch
and upload it in your Instagram account.
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43 | P a g e
RUBRICS
Music Composition (20pts.)




Confidently sings in tune for most songs appropriate to student‘s level.
Proper breath control enhances phrasing. Matches pitch reliably. (5 pts)
Maintains appropriate tempo/rhythm for given songs.(5pts)
Dynamics are appropriate for different aspects of the song. (5pts)
Expression enhances performance by adding appropriate depth and
emotional range. (5pts)
Tableau Presentation (20pts.)




Expressions and energy in frozen positions (1-5 pts)
Composition and blocking(1-5 pts)
Creative and dramatic interpretation using bodies(1-5 pts)
Group Dynamics: Cooperation, communication, work ethics(1-5 pts)
Character Chart (20 pts.)




Interpretation of the character is accurate and is based on logical and
insightful textual references. (5 pts)
The evidence strongly and insightfully supports the interpretation. Evidence
is clearly stated and citations to the text are included. (5 pts)
Details are placed in a logical order and the way they are presented
effectively keeps the interest of the reader. (5 pts)
There are no spelling or punctuation errors present in paper. The paper
follows the format accurately. (5 pts)
Character Sketch (20 pts.)




Craftsmanship is exceptional.(5 pts)
Used all the drawing tools and techniques in original and inventive ways.
(5 pts)
Worked independently and completed high quality work using the required
knowledge and skill.(5 pts)
Put forth extra effort to be successful in this unit.(5 pts)
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44 | P a g e
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
SECOND
Building Relationships
Reconciling the Past and the Present
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding of: Philippine literature
during the Period of Apprenticeship as a
means of examining conflicts; various
purposeful listening and viewing strategies;
difference between literal and figurative
language; ways to extract and condense
information based on library sources;
verbal and non-verbal cues in oral
communication; and types of phrases,
clauses, and sentences.
The learner transfers learning by:
resolving conflicts presented in literary
selections; using tools and mechanisms in
locating library resources; extracting
information and noting details from texts to
write a précis, summary, or paraphrase;
distinguishing
between
literal
and
figurative language and verbal and nonverbal cues; use phrases, clauses, and
sentences meaningfully and appropriately.
I.
LEARNING COMPETENCY
EN7LT-II-d-2.2.1: Express appreciation for sensory images
Objectives:
1. Point out the effective uses of imagery and sensory details.
2. Create a wordle for words related to imagery.
3. Express appreciation for sensory images through series of tasks.
II.
LEARNING CONTENT
Lesson: Imagery/Sensory Details
Materials:
1. Speaker
2. Dictionary
3. Handouts
4. Internet connection for Wordle creator application(if possible)
References:
1. K to 12 Curriculum Guide (May, 2016) p.
2. Interactive English 8 by Lito A. Palomar et al. pp. 36-38
3. https://www.tesol.org/connect/tesol-resource-center/searchdetails/lesson-plans/2016/01/11/descriptive-writing-lesson-plan-fordifferentiated-learning
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45 | P a g e
III.
LEARNING TASKS
Introduction: Do you have a favorite author? What is it about this author that you
really like or admire? A brief discussion on ‗Hooking One‘s Readers/Audience‘
follows. Words are the tools of a writer. The more words he or she is able to
command, the better the writing can be. Some of the most important tools for
the writer are sense words that help to focus images and actions. The ability to
bring readers into the world he is creating makes his work more interesting and
exciting.
Preliminary Activity

Task 1: Picture It!
Directions: Play the sound of sea waves. Close your eyes for 1 minute and
imagine you‘re in a beach. What do you see, hear, and feel? The words will
be written on the board to form clusters.

Task 2: Make Sense!
Directions: Use a dictionary and look up examples of sensory words. Then
place them in their correct category.
Sight

Touch
Sound
Smell
Taste
Task 3: Portray!
Directions: Recall the character of Maria in How My Brother Leon Brought
Home a Wife. What sensory words did the author use to portray her
character?
Example: Her nails were long, but they were not painted.
Analysis
1. What is sensory imagery?
2. What becomes of a person‘s writing or speech when he/she has no
knowledge of imagery?
Abstraction
 Task 4: Sum it up!
Directions: Complete the statements below.
Sensory imagery is ____________________________________________________.
Skill in the use of imagery helps writers to _______________________________.
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46 | P a g e
Application

Task 5: Spice It Up!
Directions: Below is a narrative lacking in details. With your partner, make it
descriptive and interesting by using the words from the word pool. Write the
revised version in a Manila paper.
Last week I went out for a meal with a friend. We went to a
restaurant. I had sinigang to start with; followed by tapa tips and
French fries. Then I had coffee and ice-cream. At the end of the
evening, we went home.
Crispy
exquisitely tender
slowly
Arm-in-arm
mouth-watering
my best
Fresh, aromatic
Marvelous

very posh
deliciously tasty
Task 6: Wordle/Word Cloud!
Directions: Create a wordle of the word imagery. Surf the internet for word
cloud generators.
WORDLE/WORD CLOUD RUBRIC
Wordle and Explanation Rubric
Exemplary
4 points
Application of Word Cloud is excellent and
Technology demonstrates an effective
understanding of the
process.
Presentation
Language,
Relevance,
and Literacy
The wordle is eye-catching
and interesting to look at.
The font and color scheme
reflect the content of the
wordle. The submission is
neat and tidy.
All of the words are directly
relevant to the topic. Word
choice and key concepts
show an extensive
understanding of the topic.
Rules of grammar are
followed.
Good
3 points
Word Cloud is thorough,
appropriate, and
demonstrates a good
understanding of the
process.
The wordle is eye-catching
and interesting to look at.
The font and color scheme
are appropriate to the
content.
Needs Improvement
2 points
Word Cloud is limited and
demonstrates basic
understanding of the
process.
Unsatisfactory
1 point
Word Cloud is not produced
or has little variance to
demonstrate understanding.
The wordle is interesting and
eye-catching. It is not clear
that the color scheme and
font were chosen to
represent the content.
Most of the words are
directly related to the topic.
Word choice and key
concepts show a thorough
understanding of the topic.
Rules of grammar are
followed.
Some of the words are
directly relevant to the
topic. Word choice and key
concepts show some
understanding of the topic.
There may be some
grammatical errors.
There seem to be not
intentions with the words
chosen or the layout. Color
scheme and font are
inappropriate for the
content.
None of the words relate to
the topic. Word choice and
key concepts show no
understanding of the topic.
Numerous errors are
present.
Points
Awarded
Total Points Awarded:
Percentage:
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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:
SECOND
Building Relationships
Reconciling the Past and the Present
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding of: Philippine literature
during the Period of Apprenticeship as a
means of examining conflicts; various
purposeful
listening
and
viewing
strategies; difference between literal and
figurative language; ways to extract and
condense information based on library
sources; verbal and non-verbal cues in
oral communication; and types of
phrases, clauses, and sentences.
The learner transfers learning by:
resolving conflicts presented in literary
selections; using tools and mechanisms in
locating library resources; extracting
information and noting details from texts to
write a précis, summary, or paraphrase;
distinguishing
between
literal
and
figurative language and verbal and nonverbal cues; use phrases, clauses, and
sentences meaningfully and appropriately.
I.
LEARNING COMPETENCY
EN7VC-II-c-11: Narrate events chronologically/Arrange idea logically based on
a material viewed.
EN7 WC –II d-5.1: Identify key ideas
EN7 WC-II f-5.2: Identify supporting details
Objectives:
1. Understand the concept of sequencing events.
2. Recognize words that signal event order.
3. Identify key ideas and supporting details to summarize the events of a
story through comic strip.
4. Demonstrate cooperation as they work in groups.
II.
LEARNING CONTENT
Lesson: Sequencing Events in Narratives
Materials:
1. Worksheets
2. Sentence strips from a selected narrative
3. Desktop/laptop/netbook for comic strip construction
References:
1. K to 12 Curriculum Guide (May, 2016) p. 153
2. Teacher‘s Guide (Second Quarter) pp. 14
3. Learning Package (Second Quarter) pp. 17-18
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48 | P a g e
4. Bassano, S. & Christison, M.A. (1987). Look Who‘s Talking! US: Alemany
Press.
5. Top 10 Most Iconic Pinoy Comic Strip Characters, Retrieved from
http://www.spot.ph/newsfeatures/56469/top-10-pinoy-komiks-stripcharacters
III.
LEARNING TASKS
Introduction: What is your understanding on the following proverb?
“Don‟t put the cart before the horse.”
Writing can be presented in a fun and creative manner.
Preliminary Activity:

Task 1: Comic Strip Challenge!
Directions: Each group will be given comic strips taken from newspapers.
Look at the pictures and words. The speech bubbles from the comic strips
were removed. Order them and imagine what the story or situation is. Then,
assign members who will act out for the class.
Here are examples of comic strips by Filipino artists:
Activity:

Task 2: Getting It All Together!
Directions: With a partner, use the sequence of events below to create
speech/thought/exclamation bubbles to complete the comic strip
template below:
1. Iris and Basti usually ride to school in a car with a friend.
2. Yesterday, they had to ride the jeepney.
3. Their friend was sick.
4. The jeepney took them on a different route.
5. First, it stopped at the park.
6. Iris loved all the flowers.
7. She wanted to stay and enjoy them.
8. Next, it stopped at the market.
9. Basti loves markets.
10. He wanted to stay and shop.
11. There wasn‟t time.
12. Both Iris and Basti stayed on the jeepney.
13. They really enjoyed their ride.
14. Now they are going to take the jeepney every day.
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Analysis
1. Did you find the activity difficult?
2. What helped you put the events in their correct sequence?
3. Discuss examples of words that signal event order.
Abstraction
What are the skills you gained when you learn how to sequence ideas or events
logically? (Examples: reasoning, inferring, etc.)
Application
Task 3: In 6-Frame!

Directions: Summarize the events of ―How My Brother Leon Brought Home a
Wife‖ through a six-frame comic strips. First, determine the correct
sequence of events.
How My Brother Leon Brought Home a Wife

Though Maria was afraid of the reception that awaited them, still she
managed to laugh and sing with Leon.

Maria overcame her anxiety about Leon‘s father when she met him in
person.

Leon went home to Nagrebcan in order for his family to meet Maria-his
beautiful wife whom he met in the city.

The mother and sister of Leon warmly welcomed the couple.

Baldo was instructed by his father to fetch the couple and to use the
longer and tortuous Waig instead of taking Camino Real.

The father discreetly asked Baldo about their trip back home.
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CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
SECOND
Building Relationships
Reconciling the Past and the Present
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding of: Philippine literature
during the Period of Apprenticeship as a
means of examining conflicts; various
purposeful
listening
and
viewing
strategies; difference between literal and
figurative language; ways to extract and
condense information based on library
sources; verbal and non-verbal cues in
oral communication; and types of
phrases, clauses, and sentences.
The learner transfers learning by:
resolving conflicts presented in literary
selections; using tools and mechanisms in
locating library resources; extracting
information and noting details from texts to
write a précis, summary, or paraphrase;
distinguishing
between
literal
and
figurative language and verbal and nonverbal cues; use phrases, clauses, and
sentences meaningfully and appropriately.
I.
LEARNING COMPETENCY
EN7LC-II-C2.1/3.1: Note specific details/elements of the text listened to.
EN7LC-II-f-2.13: Determine the tone and mood of the characters/speakers of the
narrative listened to.
Objectives:
1. Understand the concept of tone and mood as literary devices.
2. Determine the tone and mood of the speaker in the listening text.
3. Practice appropriate tone through a dialogue.
II.
LEARNING CONTENT
Lesson: Identifying Tone/Mood in Spoken Language
Materials:
1. Speaker
2. Copies of the literary text (excerpt from How My Brother Leon Brought
Home A Wife)
3. Colored pen/pencil
4. Project paper/manila paper
References:
1. K to 12 Curriculum Guide (May, 2016) p.
2. Teacher‘s Guide pp.
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3. Learner‘s Material pp. 17-18
4. Interactive English by Lito A. Palomar et al. p.197
5. Look Who‘s Talking by Mary Ann Christison et al. p.101, p.32
III.
LEARNING TASKS
Introduction: Give your understanding of the quotation below:
Preliminary Activity:

Task 1: Thinking and Feeling!
Directions: With your group, think of as many words as you can that describe
feelings. Write your words on the lines provided. A few words are given as
examples.

__nervous___
__sad_____
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
Task 2: Upsies and Downsies!
Directions: Read the following definitions. Then answer the questions and
share your experiences with the class.
An “upsy” is something or someone who has made you feel good.
A “ downsy” is something or someone who has made you feel bad.
1. Recall someone who was an upsy for you. Think about the way the person
made you feel.
2. Recall someone who was a downsy for you. Think about the way the
person made you feel.
3. Think about the last time you were an upsy for someone else, What did you
do? How did you feel? What did they do? How did they feel?
4. Think about the last time you were a downsy for someone else. What did
you do? How did you feel? What did they do? How did they feel?
5. Think about things that have been downsies for you.
6. Think about things that have been upsies for you.
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
Task 3: I feel it!
Directions: With your group, finish the sentences below. Listen carefully as your
classmates describe their feelings or emotions. Write your own feelings on the
lines provided.
When I get up in the morning , I feel ______________________________.
When I get a good grade on a test, I feel ________________________.
When someone understands my English well, I feel ________________.
When I don‟t get enough sleep, I feel ____________________________.
When I go to the dentist, I feel ___________________________________.
When I fight with a friend, I feel __________________________________.
When someone is rude to me, I feel _____________________________.
When someone gives me a present, I feel _______________________.
When I don‟t have any money, I feel ___________________________.
When I listen to upbeat music, I feel ____________________________.
When I lose something, I feel ___________________________________.
Activity:

Task 4: Mood Thermometer!
Directions: Think of the following questions:
 What color is happy? What color is angry? What color is jealousy?
 Make your own associations of colors and feelings/ emotions. There
are no ―right‖ answers. Then think about the following questions:
 What color are you feeling today? Why?
 What is happening that is causing you to feel that color? Once you
have thought of their answers, draw the picture below on a large
piece of paper.
After completing the drawing, select a colored pen or pencil that best
represents the color they are feeling. Write your first name only next to a point on
the thermometer corresponding to the level of your present feeling (low, middle,
high). When everyone has written his
or her name, have students observe their
graphic presentation.
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Analysis
1. Comment on the activities you had.
2. Go over the feeling words work sheet. Explain what these words have to
do with tone and mood of a character or speaker.
3. Discuss the concept of tone and mood as important literary devices.
Abstraction
What is the importance of identifying the tone and mood of a speaker or
character? Guide the students to arrive at the concept below.
Tone and mood provide us with clues about a character’s true
feelings or emotions. Thus, we gain deeper understanding of his
/her motives …
Application

Task 4: Listen!
Directions: Listen to the conversation between Baldo and his father.
Determine their tone and the moods created by their words. Give the
appropriate word to describe each, and explain your answer in two to three
sentences.
TONE
MOOD
Father
Example: serious
Example: frightening
Explanation:
Explanation:
Baldo

Example: amazed/awed
Example: happy
Explanation
Explanation:
Task 4: Bring Me To Life!
Directions: Personify characters from the story ―How My Brother Leon Brought
Home a Wife‖ and apply appropriate tones as you deliver their lines.
Example: Look, Noel! Yonder is our star! -MARIA
Tone: amazed!
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LISTENING TEXT:
There was no light in Father's room. There was no movement. He sat in the big armchair by the western
window, and
a star shone directly through it. He was smoking, but he removed the roll of tobacco from his mouth
when he saw
me. He laid it carefully on the windowsill before speaking.
"Did you meet anybody on the way?" he asked.
"No, Father," I said. "Nobody passes through the Waig at night."
He reached for his roll of tobacco and hitched himself up in the chair.
"She is very beautiful, Father."
"Was she afraid of Labang?" My father had not raised his voice, but the room seemed to resound with it.
And again I
saw her eyes on the long curving horns and the arm of my brother Leon around her shoulders.
"No, Father, she was not afraid."
"On the way---"
"She looked at the stars, Father. And Manong Leon sang."
"What did he sing?"
"---Sky Sown with Stars... She sang with him."
He was silent again. I could hear the low voices of Mother and my sister Aurelia downstairs. There was
also the voice of my brother Leon, and I thought that Father's voice must have been like it when Father
was young. He had laid the roll of tobacco on the windowsill once more. I watched the smoke waver
faintly upward from the lighted end and vanish slowly into the night outside.
excerpt from How My Brother Leon Brought Home A Wife)
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55 | P a g e
CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter:
Theme:
Sub-Theme:
SECOND
Building Relationships
How Others See Me
Content Standard:
Performance Standard:
The
learner
demonstrates
understanding of: Philippine literature
during the Period of Apprenticeship as a
means of examining conflicts; various
purposeful listening and viewing strategies;
difference between literal and figurative
language; ways to extract and condense
information based on library sources;
verbal and non-verbal cues in oral
communication; and types of phrases,
clauses, and sentences.
The learner transfers learning by:
resolving conflicts presented in literary
selections; using tools and mechanisms in
locating library resources; extracting
information and noting details from texts to
write a précis, summary, or paraphrase;
distinguishing between and using literal
and figurative language and verbal and
non-verbal cues; use phrases, clauses, and
sentences meaningfully and appropriately.
I.
LEARNING COMPETENCY
EN7G-II-b-1: Use phrases, clauses, and sentences appropriately and
meaningfully
Objectives:
1. Explain the different kinds of noun complements and how these are used
2. Utilize appropriate noun complementation forms in writing a letter
3. Exhibit a correct understanding by identifying noun complements and
their use in statements.
II.
LEARNING CONTENT
Lesson: Noun Complementation Forms
Materials:
1. Song Lyrics in paper strips
2. Activity Sheets
3. Manila papers
4. Copy of the short story, How My Brother Leon brought Home a Wife
5. Rubric for letter writing
References:
1. K to 12 Curriculum Guide (May, 2016) p. 152
2. Teacher‘s Guide p.4
3. Learning Package (Second Quarter) p. 23-24
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4. The Noun Phrase Complement in English Grammar, Retrieved from
http://www.linguisticsgirl.com/the-noun-phrase-complement-in-englishgrammar/
5. Letter
writing
rubric,
Retrieved
from
https://www.rcampus.com/
rubricshowc.cfm?sp=yes&code=G85A37&
III.
LEARNING TASKS
Introduction: Sometimes we need to add something to a verb, noun or adjective
to complete its meaning. For example, if somebody says I want, we expect to
hear what he or she wants.
Preliminary Activity:

Task 1: Match Maker!
Directions: With a pair, match the phrases in the first column with the
appropriate phrases from the second column in order to formulate good
sentences.
1. My father believes the belief
a. of the community
2. Ana stands by her decision
b. must be a tradition even at present.
3. Traditions are still followed by elders
c. of not saying po and opo.
4. That pamamanhikan should be
d. that engkantos live in huge trees
done before marriage
5. I do not agree with his action
e. not to leave him.

Which phrases are correctly connected with each other?

How did you come up with your combination of phrases?
Activity:

Task 2: We are Connected!
Directions: Study the sentences and find out the relationship between the
bold and italicized words.
1. There was a world of laughter between them and in them.
2. Crickets chirped from their homes in the cracks in the banks.
3. Father gave instructions to pass the Waig and into the fields instead of the
camino real.
4. Labang‗s white coat, which I had washed and brushed that morning, glistened
like beaten cotton.
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o
What is being modified by the following group of words:
 of laughter
 in the cracks
 to pass the Waig and into the fields
 which I had washed and brushed that morning
Analysis:

Task 3: Sample Search!
Directions: The examples from the previous activity are phrases or clauses
found in the short story, “How my Brother Leon brought Home a Wife.” Look
for more examples of noun complements in the story and write them on the
table below.
*Additional examples
Noun being modified
Complement
father
of six children
illness
of an unknown cause
desire
to help the poor people
wish
house
carabao
to marry soon
that is located near the river
that is old already
Noun being modified
Complement
1.
2.
3.
4.
5.
6.
Abstraction:
o
How are these modifiers or complements formed?
o
What do noun complements do in sentences?
Noun complements are words, phrases, and clauses that complete the
meaning of a noun or noun phrase. Unlike noun modifiers that modify or
describe a noun or noun phrase, noun complements complete the meaning
of a noun or noun phrase.
Noun complements are usually signaled with prepositions such as of, for and
to, and conjunction that.
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Examples:
1. My parents and teachers support my passion for acting.
2. His hope of joining the student government is still in him.
3. Sarah‟s financial problem fuels her decision to quit school.
*The words underlined in each sentence are part of a prepositional phrase.
Meanwhile, the group of words starting with to is called an infinitive. These
phrases describe the noun before it.
1. The claim that Mr. Sandoval is a good teacher is true.
2. The child does not believe the fact that there is no class today.
*The words underlined in each sentence are part of a noun clause. This
clause usually describes the noun before it.

Task 4: Categorize Complements!
Directions: Using your answers on your previous activity, categorize each
complement into prepositional phrase, infinitives, or clauses.
Prepositional Phrases
Infinitives
Clauses
Application:

Task 5. Letter Writing!
Directions: Suppose that one of your friends has already attended school in
another place. You want to describe your life and the changes in your
community ever since he/she left.
Write a friendly letter to him/her about these changes. Observe the proper
structure of a casual letter and be sure to use noun complements in writing it.
Be guided by the rubric to be provided.
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FRIENDLY LETTER RUBRIC
Exemplary
4 pts
Parts of a
Letter
Capitalization
&
Punctuation
Sentence
Structure
Spelling
Ideas
Needs
Improvement
2 pts
Unsatisfactory
1 pts
Writes four of the
five parts of a
friendly letter.
(Date, Greeting,
Body, Salutation,
Signature)
Writes two to three
of the five parts of
a friendly letter.
(Date, Greeting,
Body, Salutation,
Signature)
Writes one or none
of the five parts of
a friendly letter.
(Date, Greeting,
Body, Salutation,
Signature)
Writer makes no
errors in
capitalization and
punctuation.
Writer makes 1-2
error in
capitalization and
punctuation.
Writer makes 3-4
errors in
capitalization and
punctuation.
Writer makes more
than 4 errors in
capitalization and
punctuation.
All sentences are
complete and wellconstructed (no
fragments or runons). Sentences are
interesting and
varied.
All sentences are
complete and wellconstructed (no
fragments or runons).
Most sentences
are complete and
well-constructed
(no fragments or
run-ons).
Many sentences
are poorly written
and structured.
There are less than
three words spelled
incorrectly.
There are 3-6
words spelled
incorrectly.
Contains little
evidence of words
spelled correctly
with more than 6
spelling errors.
Most words are
spelled incorrectly.
There was a topic
sentence and all
sentences related to
the topic in a clear
manner.
There was a topic
sentence and all
sentences related
to the topic, but not
clearly.
There was a topic
sentence and most
sentences related
to the topic.
There was not a
topic sentence and
sentences were
unrelated.
Writes all five parts
of a friendly letter.
(Date, Greeting,
Body, Salutation,
Signature)
Good
3 pts
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