ARELLANO UNIVERSITY
Andres Bonifacio High School
Basic Education
Junior High School Department
SYLLABUS IN GRADE 7 - ENGLISH
SY. 2023-2024
Prepared by:
Ms. Celenie B. Villarin
(Subject Teacher)
Reviewed by:
Mr. James Harold A. Geroleo
(Academic Coordinator)
Noted by:
Ms. Valerie Anne C. Miranda
(Principal)
ARELLANO UNIVERSITY
Andres Bonifacio High School
Basic Education
Junior High School Department
UNIVERSITY VISION
A model institution of learning where relevant knowledge is acquired and skills are developed in response to the needs of the global community
UNIVERSITY MISSION
To provide equitable access to learning through relevant, innovative, industry-sensitive and environment-conscious academic programs and services.
DEPARTMENT VISION
To be a model school of learning that provides the needed foundations of knowledge, skills, and balance of the pupils/students through modern
approach of teaching-learning process and technology.
DEPARTMENT MISSION
To equip pupils/students with basic knowledge and skills, imbibe in them good moral values to better prepare them for higher level of learning through
pupil/student centered curriculum and innovative instructional delivery.
SYLLABUS
COURSE NAME
:
LANGUAGE AND LITERATURE
COURSE CODE
:
ELLT07
COURSE DESCRPTION
:
The course integrates language and literary lessons with a primary focus on Philippine Literature. Beyond delving into the rich
tapestry of Philippine literary heritage, this curriculum embraces and incorporates contemporary 21st-century concepts and skills.
Doing so ensures that students not only acquire a profound understanding of their cultural roots but also develop the
competencies needed to navigate the ever-evolving demands of our globalized society. This holistic approach enriches their
linguistic and literary knowledge and equips them with the versatility and adaptability required to excel in today's multifaceted
world.
GENERAL OBJECTIVES :
TEXTBOOK
:
REFERENCES
:
At the end of the course,students should have honed their proficiency in utilizing linguistic and literary conventions, principles, and
strategies to the highest extent. These acquired skills will empower them to effectively engage with peers, grasp concepts in
various subjects, and explore diverse areas of personal interest.
Exploring Literature and Grammar, Philippine Literature Second Edition
1. https://ibangklase.org/wp-content/uploads/2020/06/Grade-7-MELC-Compilation.pdf
2. https://www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf
3. Abad, G. and Yuson, A. (Eds.) (2004). One hundred love poems: Philippine love poetry since 1905.
4. Fansler, D. (Ed.). (1912). Filipino popular tales. Lancaster, PA: the American Folk-Lore Society.
5. Hernandez, C. (2007). MSA comprehensive English handbook. Quezon City: MSA Academic Advamcement Institute.
Grading System:
Components
Written Works ……………………………
Performance Tasks ……………………..
Quarterly Assessment …………………..
Total……………………………………….
Percentage
30%
50%
20%
100%
Checked By:
Ms. Salve B. Albis, RL
( Basic Education Librarian )
COURSE OUTLINE
LEARNING OBJECTIVES
TOPIC
METHODOLOGY/STRATEGY
ASSESSMENT
1. Arrange small group discussions or
introductory sessions where students
have the opportunity to reveal
something unique or distinctive about
themselves in a relaxed and
welcoming environment.
Oral Questioning
Self-assessment
VALUE
FIRST QUARTER
First and Second Weeks
1. Provide an overview of the course
curriculum, its goals, and the
learning outcomes to help students
understand the expectations and
the significance of the subject.
2. Engage students in a meaningful
discussion about the vision and
mission statements of Arellano
University and basic education,
ensuring they understand the
institution's core values and goals.
3. Understand Philippine literature
and other text types for a deeper
appreciation of Philippine culture.
4. Value pre-colonial Philippine
Literature as a means of
connecting to the past.


Getting To Know
Orientation
House Rules
Subject Requirements
Grading System

School Policies

Discuss with students the
vision and mission of
Arellano University and that
of basic education.

Introduction to Literature
6. Comprehend text using
appropriate reading styles.
5. Define analogy;

Selection: The Story of
Bathala
6. Identify the types of analogy;
7. Evaluate the relationships
between words used in
analogy; and
8. Supply other words or
expressions that complete an
analogy.

Supply other words or
expressions that complete
an analogy
EN7V-IV-c-23.1
2. Use fun activities to help students
feel comfortable and excited to
interact with each other in the
classroom.
1. Adapt inclusivity in personal
interactions by making an effort to
welcome and connect with new
people, just as an orientation
program seeks to make
newcomers feel included and
valued.
Exercises
2. Applying the practice of setting
clear goals and objectives, similar
to how subject requirements
prompt students to set academic
goals.
3. Outline the specific requirements
and expectations for each subject
or course.
Individual activity
4. Prepare a set of index cards with
analogies written on them (e.g., cat is
to meow as dog is to ____).
5. Distribute the cards among the
students.
6. In pairs or small groups, students
must match each analogy with the
appropriate word or expression.
7. Provide a list of popular analogies
and ask students to discuss their
meanings and interpretations.
3. It develops the skill of recognizing
and analyzing relationships
between concepts, vital for
problem-solving.
4. Understand complex ideas by
linking them to familiar concepts.
5. Applying analogies in real-life
situations enhances decisionmaking and problem-solving
abilities.
Third and Fourth Weeks
1. Identify the different viewing
genre;

2. Describe the features of each
genre;
3. Read the message conveyed
of a material viewed; and
4. Illustrate how viewed
materials differ from each
other (documentary, movie
clip, trailer, news flash, video,
internet-based program, etc.)
Identify the genre, purpose,
intended audience, and
features of various viewed
texts such as movie clips,
trailers, newsflash, internetbased programs,
documentary; and videos
EN7VC-I-d-6

5. Utilize the passive and active
voices in correct manner;
Use the passive and active
voice meaningfully in varied
contexts.
EN7G-III-c-2
8. Recognize cultural elements in the
story.
9. Develop a sense of empathy and
humor while engaging with the
story.
10. Act out scenes from the story
with expressive gestures.
1. Show a picture from a popular movie
or TV show and ask students to identify
the genre.
2. Display various movie posters and
ask students to guess the genre
based on the visuals.
3. Conduct a class discussion on the
different types of TV shows or
movies students enjoy watching and
ask them to explain why they like
those particular genres.
4. Distribute handouts with sentences
in both active and passive voice.
5. Have students work individually or in
pairs to identify the voice of each
sentence.
6. Propose active and passive
voices in the sentence; and
7. Construct sentences using
active and passive voices
Oral Questioning
Self-assessment

Preserving Culture and
Human Values through
Emotion and Humor
The Clever Husband and his
Wife pp. 49
6. Go through the answers as a class,
discussing the reasons for using a
particular voice in each sentence.
7. Begin by discussing the importance
of culture and human values in
society.
8. Introduce the idea that humor can be
a powerful tool for preserving and
transmitting these values.
Exercises
Individual activity
1. Understanding the features and
characteristics of different media
genres helps students develop
media production skills.
2. Analyzing a variety of media texts
exposes students to different
cultures, perspectives, and
worldviews.
3. Understanding and using active
and passive voice appropriately
improves written and spoken
communication.
4. Converting sentences between
active and passive voice requires
students to think critically about
sentence structure and meaning.
5. Appreciating and sharing cultural
humor, students contribute to the
preservation of cultural traditions
and values.
Fifth and Sixth Weeks
1. Identify the past perfect tense.

2. Choose past events
andexperiences using the past
perfect; and
3. Operate the tasks related to
the past perfect tense.
Use the past and past
perfect tenses correctly
in varied contexts
EN7G-III-h-3

4.Differentiate the distinction
between direct and reported
speeches;
Use direct and reported
speech appropriately in
varied contexts
EN7G-III-e-3
5. Realize how direct and
reported speech are connected
to each other; and
6. Construct direct speech into
reported speech and vice
versa.
7. Analyze the content and
themes of the parable "The
Favorite Son" and summarize
its key moral points.
8. Engage in discussions or
written reflections on the
emotional impact of the
parable.
1.Provide sentences with errors in
tense usage and ask students to
identify and correct the mistakes.
This can be done individually.
2. Assign exercises or writing prompts
that require students to use past and
past perfect tenses correctly in
sentences or short paragraphs.
Review and discuss their work as a
class.
2.Provide students with sentences in
direct speech and ask them to
rewrite the same sentences in
reported speech, and vice versa.

Reading Intensively
3. Encourage students to apply their
understanding by choosing the most
appropriate speech form based on
the given context.

Parables: Embodiment of
moral Points (The favorite
Son) pp.68
4. Assign the reading of "The Favorite
Son" to students.
5. Have students highlight key
passages or quotes that they find
relevant to the moral points of the
parable.
6. As the facilitator, guide the
discussion, prompting students to
explore the deeper meanings of the
parable and how it relates to real-life
situations.
Oral Questioning
Self-assessment
Exercises
Individual activity
1.Improves students' ability to
express themselves clearly, aiding
effective communication in both
written and spoken forms.
2.Understanding when to use direct
and reported speech teaches
students to adapt to different
communication situations. They
become more versatile in their
language use, whether in formal
presentations, casual
conversations, or written reports.
3. Analyzing parables encourages
critical thinking and the ability to
interpret stories for deeper
meanings. Students learn to
question, evaluate, and apply
moral lessons to real-life
situations.
Seventh and Eight Weeks
1. Define phrase, clause and
sentence;

2. Reflect phrase, clause and
sentence from one another; and
3. Construct sentences using
clauses and phrases.

5. Use reading styles; and
6. Evaluate scanning and skimming
texts for information.
8. Value the cultural and moral
significance of proverbs in oral
lore.
9. Create and share personal
proverbs or interpretations based
on the themes found in "The
Wisdom of Proverbs."
1.Organize engaging sentence-building
games or activities that involve the
use of phrases, clauses, and
sentences.
Exercises
1. Understanding how to use
phrases and clauses in sentence
construction improves students'
writing skills. They can create
more sophisticated and engaging
compositions, essays, and
reports.
Group activity
2.These strategies teach students to
read more efficiently by tailoring
their reading techniques to their
specific purposes.
Oral Questioning
Self-assessment
EN7G-II-a-1
4. Identify skimming and scanning;
7.Identify and explain the meaning of
select proverbs from "The Wisdom
of Proverbs."
Use phrases, clauses, and
sentences appropriately and
meaningfully
Use appropriate reading
strategies to meet one’s
purpose (e.g.
scanning, skimming, close
reading, etc.)
EN7RC-IV-b-10


Appreciating Oral Lore
through Proverbs
The Wisdom of Proverbs
page.58
2. Provide students with a set of words,
phrases, or clauses and encourage
them to construct grammatically
correct and coherent sentences.
3. Teach students the "Chunking"
strategy to enhance their reading
comprehension. This approach
involves breaking the text into
smaller, manageable sections or
"chunks" to improve understanding
and retention.
4. Preview: Before reading the entire
text, instruct students to preview it.
Look at headings, subheadings, and
any visuals (e.g., images, diagrams).
This provides an initial sense of the
text's structure and main topics.
5.Begin the lesson by explaining the
importance of proverbs as a form of
oral lore. Discuss how proverbs
convey cultural wisdom, values, and
lessons.
4.Provide a brief overview of "The
Wisdom of Proverbs" from page 58,
highlighting the context and themes.
5. Divide the class into small groups
and assign each group a proverb
from the text.
6. Ask each group to discuss the
proverb's meaning, context, and
potential lessons. Have them present
their findings to the class.
3.This helps them save time and
energy when searching for
information or seeking a deep
understanding of a topic.
Self Check on page 58
4.Explore diverse cultures and
traditions through proverbs,
fostering cross-cultural awareness.
5.Encourage reflection on ethical
values and wisdom embedded in
proverbs.
SECOND QUARTER
First and Second Weeks
1. Respond to questions about the
topic, main ideas, details &
opinions
 Use listening strategies based
on purpose, familiarity with the
topic, and levels of difficulty of
short texts listened to
2. Display the behaviors of effective,
active listeners.
3.Predict the outcome of the
listening text.
4. Recognize the speaker’s mood or
attitude in the listening text
EN7LC-II-a-6
 Use a search engine to conduct
a guided search on a given
topic
EN7SS-II-c-1.5.3
5. Define search engine;
6. Enumerate the different search
engines commonly used;
7. Use search engines in finding
information and resources;
 Use a search engine to
conduct a guided search on a
given topic
EN7SS-II-c-1.5.3
8. Identify the parts of a web page
and website addresses.
1.Begin by explaining the importance of
active listening and how it contributes
to understanding and retaining
information.
2. Provide examples of different
listening purposes to help students
identify why they are listening to a
particular text.
3. Play a short audio clip or present a
recording relevant to the lesson.
Ensure it aligns with the topic being
studied in class.
Oral Questioning
Self-assessment
Exercises
1. Develop the ability to listen
actively and effectively, leading to
improved comprehension of
spoken information.
2.Students become more engaged
listeners, actively participating in
discussions and demonstrating a
deeper understanding of the
material.
Individual activity
3. Develop an appreciation for the
beauty and significance of
Spanish Colonial poetry and its
contribution to the Philippines'
literary heritage.
4.Begin by explaining the importance of
online research and how search
engines are valuable tools for finding
information.
4. Learning to navigate search
engines and online resources
enhances students' digital
literacy, a skill that is essential in
the 21st century.
5.Present the topic of interest that
students will be researching.
9.Navigate and find information on a
website by using the headings,
scrolling on links, and using the
browser navigation.
Third and Fourth Weeks
1.Identify the parts of a web page
and website addresses.
2.Navigate and find information on a
website by using the headings,
scrolling on links, and using the
browser navigation.

Navigate a website using
essential features, e.g. using
headings, links, etc
1. Present an overview of the typical
structure of a website, including
headers, main content, sidebars, and
footers.
Oral Questioning
Self-assessment
EN7V-IV-d-23.1
2.Explain how headings and links are
used for content organization and
Exercises
1.Efficiently find information online,
which is invaluable for academic
research and everyday information
needs.
2.Assess and address students'
digital competence and the need
for further instruction in digital
navigation.
3.Define print media and broadcast
media;

4. Ask specific examples of print and
broadcast media; and
5. Explain the similarities and
differences of print and broadcast
media.
Research a topic with
support using two or three
sources provided, e.g.
newspapers, website, video,
images, podcast, printbased material
Oral questioning
4.Explain the importance of using
diverse sources to gather
comprehensive and accurate
information.
Group Activity
EN7VC-IV-c-15
5. Introduce the concept of credibility
and reliability when selecting
sources.
6. Demonstrate an understanding of
the historical and cultural
significance of Rizal's poem,
"Imbibing the Patriotic Spirit."
7. Develop a sense of empathy and
appreciation for Rizal's patriotism
and his role in inspiring love for the
nation.
3.Demonstrate how to use headings
and links to locate specific
information.
literacy.

Rizal’s Poem: Imbibing the
Patriotic Spirit
3. Encourages students to think
critically about the sources they
encounter, promoting a deeper
understanding of information
reliability and potential biases.
4. Recognizing and internalizing
ethical values, such as the
importance of freedom, justice,
and the pursuit of a better society.
6.Present different types of sources,
including newspapers, websites,
videos, images, podcasts, and print
materials.
7.Discuss the strengths and
weaknesses of each source type.
8.Divide the class into small groups.
9. Assign each group a specific theme
or emotion from the poem (e.g., love
for the country, sacrifice, freedom).
10. Have each group create an artistic
representation (e.g., artwork, short
performance, or a brief written
reflection) based on their assigned
theme.
Fifth and Sixth Weeks
1. Discuss the process in
summarizing.
2. Summarize a certain text
3. Extract details from a text using
precis and paraphrase.

Summarize key information
from a text
1. Select a short text relevant to the
topic or of general interest.
EN6OL-IVj-3.6
2. Emphasize the importance of
focusing on key information and
avoiding unnecessary details.
Oral Questioning
Self-assessment
1.Learning to summarize helps
students better understand the
material they read. They are able
to distill complex information into
its core components, leading to
deeper comprehension.
4. Demonstrate an understanding of
the themes, literary techniques,
and historical context of the poem
"God said, 'I made a Man'" by
Jose Garcia Villa.

World Class Literature from
the Filipino NationGod said,
‘I maid a Man”
By Jose Garcia Villa
page.151
5.Differentiate linear text from nonlinear text;

6. Initiate data in non-linear texts;
7. Draw data from linear and nonlinear texts; and
Transcode information from
linear to non-linear texts and
vice-versa
3. Show how different tools can aid in
summarization, allowing students to
choose the method that suits them
best.
Exercises
Individual avtivity
4.Introduce Jose Garcia Villa's poem,
its historical context, and provide
students with printed copies. Guide
reading, discuss content, language,
and techniques, encouraging
students to identify literary devices
and themes.
2.Exploring the poem within its
historical context helps students
understand the societal and
cultural influences on literature,
deepening their historical
awareness.
Group Activity
Self check on page 151
EN8RC-IIe-11
3.Transcoding skills contribute to
digital literacy, enabling students to
effectively engage with and create
content in digital environments.
5.Provide a linear text and ask students
to transcode it into a non-linear
format or vice versa in pairs or small
groups. Encourage them to use
graphic organizers, flowcharts, or
digital tools
8. Transcode information from linear
to non-linear texts and viceversa.
THIRD QUARTER
First and Second Weeks

1. Identify multimedia resources;
2. Choose different types of
multimedia resources; and
3. Use correct multimedia resources
when orally giving information,
instructions, making explanations,
and narrating events in personal or
factual recounts.
3. Demonstrate an understanding of
the historical impact of Spanish
colonization on Filipino theater and
plays through the analysis of the
chosen excerpt from "A Portrait of
the Artist as Filipino."
Use correct and appropriate
multi-media resources when
orally giving information,
instructions, making
explanations and narrating
events inpersonal or factual
recounts
EN7OL-IV-e-3.10

Spanish-Influence Plays: A
reflection of Colonization
An excerpt of a Portrait of the
Artist as Filipino by Nick
Joaquin
page 172
1. Select multimedia elements that best
suit your content and purpose. This
might include images, videos, audio
clips, graphs, charts, or interactive
visuals.
2.Explain the purpose of each
multimedia element and how it
relates to your oral presentation.
Offer a brief introduction or
description before showing the
resource.
Oral Questioning
Self-assessment
Exercises
1.Students are better prepared for
real-world situations where
multimedia communication is
increasingly prevalent, both in
education and in professional
settings.
2. Students can appreciate the
works of Nick Joaquin and other
Filipino authors, gaining a deeper
understanding of their
contributions to literature and their
reflections on colonial history.
3.Encourage group discussions where
students can share their
interpretations of the text. This
promotes critical thinking and the
exchange of diverse perspectives.
Self Check on page 172
3. These skills are not only
applicable in educational settings
but also in everyday life, fostering
better interpersonal relationships
and effective communication in
4. Define oral language and identify
its component and function;
various contexts.

5. Recommend appropriate oral
languages used, stance and
behavior when giving information,
instructions, making explanations,
and narrating events in factual and
personal recounts; and,
6. Use appropriate oral language,
stance, and behavior when giving
information, making explanations,
and narrating events in factual and
personal recounts.
Use the appropriate oral
language, stance and
behavior when giving
information, instructions,
making explanations, and
narrating events in
factual and personal
recounts.
EN7OL-II-g-2.6.2
EN7OL-III-b-3
4.Provide scenarios and case studies
for students to analyze and
determine the appropriate
communication style for different
audiences.
5.Highlight the importance of audience
adaptation by understanding the
audience's characteristics and
adjusting communication
accordingly.
.
Third and Fourth Weeks
1. Differentiate belief from
conviction;

2. Suggest expressions in stating
beliefs/convictions;
3. Communicate beliefs/convictions
according to one’s culture and
experiences;

4. Express one’s beliefs/convictions
based on a material viewed.
5. Reflect on how Rizal's theatrical
works contribute to the
understanding of Filipino cultural
identity and history.
6. Analyze the themes and literary
elements in "The Council of the
Gods" to gain a deep
understanding of Rizal's work.
7. Assess the quality and credibility
of the selected evidence in relation
to the statement.
Express one’s
beliefs/convictions based on
a material viewed.
1.Show the selected visual material to
the students.
EN7VC-IV-i-16
2.After viewing, give students time to
reflect on the material.
Rizal as a Playwright: A
classical touch
The Council of the Gods
By Jose P. Rizal page.184
3.Ask open-ended questions to prompt
critical thinking. What messages or
themes did they perceive? How did
the material affect them emotionally
or intellectually
Oral Questioning
Self-assessment
Exercises
Group activity

Cite evidence to support a
general statement
EN7RC-IV-g-10.4
4.Group discussion and sharing: Have
students discuss and share their
insights into the play's themes and
their understanding of Rizal's
intentions.
5.Share real-life examples where the
application of the general statement
is evident.
Self Check on page 184
1.Develops students' ability to
remember and understand the
content of the material they've
viewed.
2.Promotes a deeper understanding
of the material, facilitating the
extraction of meaning and insights.
appreciation for classic literature
and its historical context, enriching
students' literary knowledge and
analytical skills. It also helps them
understand the socio-political
issues that influenced Rizal's work.
3.Students develop their analytical
thinking skills as they evaluate the
relationship between general
statements and supporting
evidence.
6. Specify between general and
specific statements; and
7. Collect textual evidence to support
the general statements in a text
Fifth to Eight Weeks
1. Determine tone and mood of the
text;

2.Identify types of text; and
write reactions to what is
expressed in a text.
3.Engage in creative expression by
creating their own scenes,
monologues, or reflections that
respond to the themes of identity,
self-discovery, or cultural
exploration inspired by "Debut."
React to what is asserted or
expressed in a text.
Oral Questioning
Self-assessment
4. Students analyze the author's
intent and the methods used to
convey assertions and
expressions.
EN8RC-IIIe-2.1.7
2. Encourage them to apply their
understanding by highlighting key
phrases or passages that led to their
reactions.

Contemporary Theater in
English: A Question of the
Filipino Self An excerpt of
Debut By Elisa Tabunar
Page 223
4. Define what assertion is
5. Differentiate the types of
assertion
1. Ask students to identify specific
points in the text that triggered a
reaction, whether it's agreement,
disagreement, curiosity, or emotions.

6.Formulate assertions
Raise sensible, challenging
thought-provoking questions
in public orums/panel
discussions, etc.
3. Divide the class into small groups
and assign each group a different
excerpt from "Debut."
4. In their groups, students should
identify and discuss the application of
the play's themes in their assigned
excerpt.
Exercises
5.Analyze the literary elements and
techniques used in the play.
Group activity
5.Students develop valuable
communication skills, including
articulation, clarity, and engaging
presentation of questions.
Self Check on page 223
5.Give students the opportunity to
practice presenting their questions to
the class.
EN7OL-III-h-1.3.1
7.Discover literature as a tool to
assert one’s unique identity and
to better understand other
people
6. Encourage them to use effective
communication techniques to engage
the audience.
FOURTH QUARTER
First and Second Weeks
1 . Define academic writing;
2. Specify the importance of

Distinguish features of
academic writing
EN7WC-I-c-4.2
1. Provide students with samples of
academic writing, such as research
papers, essays, or scholarly articles.
Oral Questioning
Self-assessment
1.Identifying the features of
academic writing equips students
with the tools they need for
academic success, such as
structuring arguments and citing
sources correctly.
academic writing through
writing essays on topics of
interest.
3. Illustrate features of academic
writing.
4.Analyze and comprehend the
concept of youth as presented in
the text.


5. Determine the worth of ideas
mentioned in the text listened to;
6. Reflect thoughts, and intentions in
the material to be listened to; and
The Idea of Youth
What is Youth? By
Ibrahim Hubaira
2. In small groups or individually,
students should identify and discuss
the distinguishing features they
observe in the samples.
Group activity
3.Engage students in a discussion
about the text's central ideas and the
author's perspective on youth.
Determine the worth of ideas
mentioned in the text
listened to
4.Divide the class into small groups,
and assign each group a different
segment of the audio material.
EN7LC-IV-g-8.2
5.In their groups, students should
discuss the worth of the ideas
presented in their assigned segment,
sharing their inferences about
thoughts, feelings, and intentions.
Determine the truthfulness
and accuracy of the material
viewed
1. Encourage students to critically
evaluate the credibility of sources,
discuss author qualifications,
reputation, and potential biases, and
promote fact-checking skills by
verifying information using reliable
sources.
7. Respond to the worth of ideas in
the text listened to.
Exercises
2.Reflect on personal experiences
and thoughts related to the
concept of youth.
3.This lesson promotes critical
listening skills by training students
to actively listen, evaluate ideas,
and infer thoughts, feelings, and
intentions from audio material.
Third and Fourth Weeks
1. Determine the truthfulness and
accuracy of the material viewed;

2 Critique/evaluate the authenticity
of the material viewed;
3.Use the SOAPStone method to
evaluate the credibility of the
material viewed.
4. Discover the different conflicts in
literature;
4.Identify the conflicts in a literary
piece; and
3. Discover how a conflict can be
resolved in non-violent ways.
EN7VC-I-h-10

Discover the conflicts
presented in literary
selections and the need to
resolve those conflicts in
non-violent ways
EN7LT-II-a-4
Oral Questioning
Self-assessment
Exercises
2.Teach students to identify different
types of conflicts in literary
selections, including internal,
interpersonal, and societal conflicts.
Discuss how these conflicts drive the
narrative.
Individual activity
1.Students understand how to
identify credible sources and
assess the accuracy of
information, improving their
information literacy.
2.The strategy enhances students'
literary analysis skills by examining
the role of conflicts in storytelling.
Fifth to Eight Weeks
1. Identify the elements of fiction;

2. Compare and contrast the
characters in a legend; and
3. Select literature as a tool to assert
one’s unique identity and to better
understand other people.
4. Infer thoughts and feelings
expressed in the text read; and
Discover literature as a tool
to assert one’s unique
identity and tobetter
understand other people
1.Choose a diverse range of literary
texts, including novels, short stories,
poems, and essays, that explore
themes related to identity, diversity,
and understanding others.
Oral Questioning
Self-assessment
EN7LT-III-g-5

5. Evaluate a judgment that shows
cooperation and sense of
responsibility based on the given
situations.
Discover through Philippine
literature the need to work
cooperatively and
responsibly in today’s global
village
EN7LT-IV-a-6
2.Have students compare and contrast
the experiences of characters from
different texts to highlight the
diversity of human experiences and
the role of literature in conveying
these experiences.
3.Have students read and analyze the
selected literary pieces, focusing on
the characters, settings, and conflicts
that reflect the need for cooperation
and responsibility in a global context.
6. Compose an informative essay

Compose an informative
essay
EN7WC-IV-a-2.2
4.Start by guiding students in choosing
a suitable topic for their informative
essay. The topic should be of interest
to the students and align with the
learning objectives.
Exercises
Individual activity
1 This approach helps students
explore their own identity and
understand how literature can
serve as a mirror to their
experiences, allowing them to
assert their unique identity.
2.Through the study of Philippine
literature, students develop
empathy and a better
understanding of diverse
perspectives, promoting a more
inclusive and cooperative mindset.
3.Writing informative essays allows
students to express their thoughts
and ideas on a chosen topic,
fostering self-expression and
creativity.