DATE: June 2

DAY 1- Monday

GRADE/SECTION: Grade 7- Gold

A. OVERVIEW OF CONTENTS AND OBJECTIVES

Theme
Appreciating
Primary Selection/s
Myself
Sub-Theme

Selected
Philippine
Proverbs
Dialogues

Valuing Our Elders Parallel Selection/s

Wisdom
Program
The learner demonstrates communicative competence through
Standard
his/her understanding of literature and other text types for a
deeper appreciation of Philippine Culture and those of other
countries.
Grade Level The learner demonstrates communicative competence through
Standard
his/her understanding of Philippine Literature and other text
types for a deeper appreciation of Philippine Culture.
Domains of Literacy
Listening Comprehension
Vocabulary Enhancement
Content Standard
The learner demonstrate understanding
of how stress, intonation, phrasing,
pacing, tone, and non-verbal cues serve
as carriers of meaning that may aid or
interfere in the message of the text
listened to.
Performance Standard
The learner accurately produces a matrix
of comparison using non-verbal cues to
determine the meaning of the message
listened to.
Objectives:
Recognize differences in voice levels and speech patterns
Determine words or expressions in a selection that are similar or
opposite
B. ASSESSMENT PLAN
1. Pre-assessment
TRUE OR FALSE? (Given on the first day)
2. Post Assessment
C. RESOURCES
1. Materials
2. Equipment
D. ACTIVITIES
KNOWLEDGE

A GLORIOUS PAST (To be given on the

last day)
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1. Introduction
Task 1 True or False
a. Have the students express if
the statements in Task 1 are true
or false
based on what they know.
b. Ask students to find a partner
to exchange ideas.
c. Discuss some of the responses.
d. Introduce the coverage of the
lesson.

YOUR INITIAL TASK

Task 1 TRUE OR FALSE? (15 minutes)
On a half sheet of paper, write T if the
statement is true according to what you
know and F if it is false.
_____ 1. Philippine literature existed even
before the Spaniards came.
_____ 2. Proverbs express the unending
wisdom of the old.
_____ 3. Proverbs communicate only
traditional beliefs and values.
_____ 4. The form of proverbs is chiefly
poetic.
_____ 5. It is difficult to preserve
proverbs.

Task 2 What did they say

a. Have the students listen to
three descriptions of Philippine
YOUR INITIAL TASK
folk
Task 2 What did they say?
literature twice.
Scholar: Folk literature consists of the rich
beliefs, songs, sayings, and tales of how
things began
or why events happened. It presents several
ideas about the cultural past of the Filipino
people. It
is important for young people to study them
so they may develop pride in our glorious
past.
Newscaster: We are here at the launch of
a new book of Philippine folk literature.
Hundreds of
scholars and students are gathered here at
the National Library for this event. The
phenomenal
book
was
written
by
renowned
anthropologist Dr. Ishmael Santos who
believes that we need to
preserve the poems and stories of our
ancestors as part of our cultural identity.
The book is
available
at
all
leading
bookstores
nationwide for a reasonable price of one
thousand three hundred
forty five pesos only. Hurry and get your

Readings

1
2
3

Description
s of the
Speakers
Voice

Description
of
the
Speakers
Message

copies now!
Student: I believe that young people should
continue to read the sayings and stories crafted by
our ancestors and passed on to generations of
citizens. It is our gateway to appreciating their
lifestyle, aspirations, and vision. I am not sure if we
would grow up to become good citizens if we do
not have an appreciation and valuing of these
national treasures.

b. Ask students to make inferences

about what was listened to using the
grid.
c. Elicit student generalizations that
differences in voice levels and speech
patterns affect our understanding of
what we listen to.
Task 3 Similar or Opposite
a. Have the students accomplish the
task.
b. Validate the responses of students
by referring them to how the words
were used in the selection.
c. The correct answers are the
following:

YOUR INITIAL TASK

Task 3 Similar or Opposite?
In terms of meaning, a word may be
synonymous (similar) or antonymous
(opposite) to another. From the correct
pairs of synonyms and antonyms used in
the selection.

compiles
comprehensive
elders

native
limited
simple

ancestors
complex
lengthy

gathered
brief
indigenous

Synonyms

Antonyms

d. Ask students to locate other

synonymous or antonymous words in
the text Words of Wisdom.

E. AGREEMENT/HOMEWORK

Make a list of synonymous words and

opposite words. Use grid below for your
answer.
Synonyms

Antonyms

Prepared by:

Noted:

JOSENIA P. CONSTANTINO
SST I

JUAN PEA CABRERA

Principal I

DATE: June 3
Gold
DAY 2- Tuesday

GRADE/SECTION: Grade 7-

A. OVERVIEW OF CONTENTS AND OBJECTIVES

Theme
Appreciating
Primary Selection/s
Myself

Selected
Philippine
Proverbs

Sub-Theme

Valuing Our Elders Parallel Selection/s

Wisdom
Domains of Literacy
Reading Comprehension/Literature
Objective:
Use information presented in a reading or viewing selection to infer, to
evaluate, and to express critical ideas.
Show understanding and appreciation of literary type (proverbs)
B. ASSESSMENT PLAN
1. Pre-assessment
TRUE OR FALSE? (Given on the first day)
2. Post Assessment
C. RESOURCES
1. Materials
2. Equipment
D. ACTIVITIES
Three-Minute Recall
Have them recall the
activities yesterday for 3
minutes and call some
students to talk about
these.

A GLORIOUS PAST (To be given on the

last day)
Modules
Laptop

Checking of assignment

PROCESS
2. Presentation

VISUAL THESAURUS (5 minutes)

VISUAL THESAURUS (5 minutes)

a. Explore their awareness of a thesaurus
as a helpful tool in learning synonyms
and antonyms.
b. Show the following visual thesaurus for
the key concept in their reading
selection.
c. Ask for students awareness of the
words in the visual thesaurus

YOUR TEXT
Call volunteers to read on the
text
Have students write on their
notebooks three questions
about the selection that they
want to be answered during
class discussion.
YOUR DISCOVERY TASKS
Task 1Locate, Reflect, Evaluate
Have the students accomplish
the task in pairs.
Call on students to prove the
correctness of their responses.
Probe into students value
judgments concerning the
issues they forward or imply.

YOUR TEXT
Words of Wisdom

YOUR DISCOVERY TASKS

Task 1Locate, Reflect, Evaluate
Locate information in the selection to determine
whether each statement is true (T) or false (F).
_____ 1. Only a few people work on compiling
folk literature.
_____ 2. Proverbs and other forms of folk
literature were introduced
by the Spaniards.
_____ 3. Our ancestors proverbs served as
guideposts for upright living.
_____ 4. All proverbs are poetic and figurative in
nature.
_____ 5. Proverbs may have geographical
origins.
_____ 6. People react to the meaning of proverbs
quite quickly.
_____ 7. Proverbs are more superior than other
literary forms
in expressing messages.
_____ 8. If proverbs can instruct, they can
definitely prescribe.
_____ 9. It is impossible to classify and
categorize our numerous proverbs.

_____ 10. Our proverbs reflect a lot of

things about our culture and identity.
Task 2. Classify!
Use Damiana Eugenios system to classify the
following proverbs. Use the given codes.

Ask students to use Damiana

Eugenios system to classify
the proverbs.
Discuss the students
responses and the meanings
of the proverbs.
In cases of differing answers,
explain why proverbs may fall
under more than one category.
This is an opportunity for
students to think aloud.
The following are the answers:
1. T 3. T 5. V 7. G 9. T
2. E 4. E 6. V 8. G/V 10. H

Summarize the days

discussion.

G proverbs expressing a general attitude towards life

and the laws that govern life
E ethical proverbs recommending certain virtues and
condemning certain vices
V proverbs expressing a system of values
T proverbs expressing general truths/observations
about life and human nature
H humorous proverbs
M miscellaneous proverbs

____ 1. Matibay ang walis, palibhasa'y

magkabigkis. A broom is sturdy because its
strands are tightly bound.
____ 2. Sa taong walang takot, walang
mataas na bakod. To a fearless person, no
fence is high enough.
____ 3. Kung ano ang puno, siya ang bunga.
Whatever the tree, so is the fruit.
____ 4. Aanhin pa ang damo, kung patay na ang
kabayo. What good is the grass if the horse is
already dead.
____ 5. Kung may isinuksok, may madudukot. If
you save, you have something to withdraw.
____ 6. Ang magalang na sagot, nakakapawi ng
pagod. A respectful retort wipes away weariness.
____ 7. Ang hindi marunong magmahal sa
sariling wika, daig pa ang
malangsang isda. He who does not love the
national language is worse than a smelly
fish.
____ 8. Ang mabigat ay gumagaan, kung
pinagtutulungan. A heavy burden is lightened if
everyone participates in carrying it.
____ 9. Ang buhay ay parang gulong, minsang
nasa ibabaw, minsang nasa
ilalim. Life is like a wheel; sometimes you are on
top, sometimes you are in
the bottom.
___ 10. Ang pili ng pili, natatapat sa bungi.
One who is choosy ends up with the least
attractive choice.

E. AGREEMENT/HOMEWORK

Prepared by:

Interview family members and ask them

to help you in making (1-5) list of your
proverbs. Classify each proverb. You may
go back to activity Classifying proverbs.
Pick one proverb and write a 3 to 5
sentence about this.
Noted:

JOSENIA P. CONSTANTINO
SST I

JUAN PEA CABRERA

Principal I

DATE: June 4
Gold
DAY 3- Wednesday

GRADE/SECTION: Grade 7-

A. OVERVIEW OF CONTENTS AND OBJECTIVES

Theme
Appreciating
Primary Selection/s
Myself
Sub-Theme

Selected
Philippine
Proverbs
Dialogue

Valuing Our Elders Parallel Selection/s

Wisdom
Domains of Literacy
Oral Language Fluency
Objective :
Use appropriate volume and enunciation that meet the needs of an
oral communication situation.
B. ASSESSMENT PLAN
1. Pre-assessment
TRUE OR FALSE? (Given on the first day)
2. Post Assessment
C. RESOURCES
1. Materials
2. Equipment
D. ACTIVITIES
Popcorn
Review
on
Proverbs
Checking and reading of

A GLORIOUS PAST (To be given on the

last day)
Modules
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assignment
UNDERSTANDING
3. Enrichment

Assign students into pairs.

Each pair should be given a
set of different passages the
contents of which should not
be divulged immediately.

Have each student read

quietly
his/her
assigned
passage and formulate three
questions to ask his/her
partner after reading it aloud.
During the post-activity
processing, focus on the
influence of volume and
enunciation to understanding
the message.

Task 4 Loud and Clear

Reading of Dialogue
Partner 1: (Read this fast and at your regular
speaking volume.)
There is much to learn from our folk literature.
One important insight from the sayings and
stories of our ancestors is the relationship of
human beings and nature. Many myths and
legends show how natural forces influence or
are influenced by human actions. The
powerfulness of these forces is commonly
seen in creation stories. Across the
archipelago, we
will find creation stories that highlight gods and
goddesses controlling or working with natural
forces. These stories have become part of our
indigenous knowledge.

Partner 2: (Read this slowly and softly.)

In recent years, we have seen many books and
films influenced by folk beliefs, sayings, and
stories. They highlight fairies, mythical
creatures, and events in which they interact
with human beings. They are treated with
great respect to the point of fear. Oftentimes,
such creatures provide human beings with
supernatural powers. Human beings, on the
other hand, use such gifts to perform heroic
acts. However, there are those who end up
using their powers for evil. These creatures
have also been depicted in paintings, dances,
and drama.

ORAL PRACTICE (10 minutes)

Model the proper oral reading
of each of the two passages.
Have the students practice
fundamentals of proper oral
reading.
E. AGREEMENT/HOMEWORK
Prepared by:

Have them practice oral reading of the

passage with their partner and present in
class tomorrow.
Noted:

JOSENIA P. CONSTANTINO
SST I

JUAN PEA CABRERA

Principal I

DATE: June 5
Gold
DAY 4- Thursday

GRADE/SECTION: Grade 7-

A. OVERVIEW OF CONTENTS AND OBJECTIVES

Theme
Appreciating Myself Primary Selection/s
Sub-Theme

Selected
Philippine
Proverbs
Dialogue

Valuing Our Elders Parallel Selection/s

Wisdom
Domains of Literacy
Listening Comprehension
Objectives:
Recognize differences in voice levels and speech patterns.
Explain the influence of differences in tone and accent pattern in
understanding a message.
Use appropriate volume and enunciation that meet the needs of an
oral communication.
B. ASSESSMENT PLAN
1. Pre-assessment
TRUE OR FALSE? (Given on the first day)
2. Post Assessment
C. RESOURCES
1. Materials
2. Equipment
D. ACTIVITIES

A GLORIOUS PAST (To be given on the

last day)
Modules
Laptop

Presentation of dialogue

UNDERSTANDING
4. Expansion

Before the students listen, ask

students about the important
considerations when listening
to people who are speaking.
List them down on the board.
Instruct the students to take
note of the characteristics of
the speakers voices and their
conversation

Have the students listen to the

dialogue between an elderly
and student about proverbs.

PROCESSING THE DIALOGUE (15

minutes)
Process the listening activity by
focusing on the following:
i. the characteristics of the speakers
voices
ii. the quality of the conversation
iii. the students difficulties in listening
to the elderly
Discuss with the students how
their experience of noting
information would be different if
they were reading a written
material talking about the topic
of the conversation they
listened to.
Summarize the features of oral
language using the items
below. They may be written on
the board or projected using a
visual aid.
i. spontaneous
ii. very conversational
iii. allows being indirect

Task 3. Tune in!

Copy the table below on a half-sheet of paper. As
you listen twice to a short dialogue, write your
observations and notes under the appropriate
columns.

iv. follows cues in taking turns

v. a dynamic transfer of information
vi. includes some cultural expressions
vii. allows shifts in meaning due to
changes in sound-related features
viii. retractable (one can immediately
apologize for a mistake or offer
clarification)
ix. highly subjective

Have the students form a triad

and have them perform a
dialogue on proverbs using
different voice patterns and
observing features of oral
communication language like
volume and enunciation.

Note: Odd number triads

(1,3,5,7,and 9) will be the first
to
perform
and
their
performances will be observed
by the even number triad
(2,4,6,8) and vice versa using
the same chart/matrix.

Characteristics of Voice
Student 1
Student 2
Elderly
Characteristics of Elderly Voice
Quality of Conversation

Difficulties in Listening of the Speakers

Have them report their

observations.
Process students answers.
E. AGREEMENT/HOMEWORK

A. Assign selected students to record a

dialogue at home with their parents
or grandparents and have them
present in class.
B. Have the rest of the students react on
the taped recorded dialogue using the
same chart.

Prepared by:
JOSENIA P. CONSTANTINO
SST I

Noted:
JUAN PEA CABRERA
Principal I

June 6- (FRIDAY) Division MANCOM

The teacher has served as emcee during the opening program of the MANCOM and
was assigned to take the minutes of the MANCOM.
June 7-8 Saturday and Sunday