A Semi-detailed lesson Plan in English 7

June 27-29, July 2-3, 2018

I. Objectives:
At the end of the lesson, the students would be able to:
a. determine literature as a means of connecting to the significant past EN7LT-I-a-1;
b. describe the different literary genres during the pre-colonial period EN7LT-I-a-2;
c. distinguish between oral and written language use EN7WC-I-a-4;
d. identify the distinguishing features of proverbs, myths, and legends EN7LT-I-a-2.1;
e. explain how the elements of folklore contribute to the theme of a particular literary selection;
f. express appreciation for sensory images used;
g. share riddles and proverbs found in our locality.

II. Subject Matter

Folk Speeches (Riddles and Proverbs)

III. Materials
a. Chalk and board
b. Day-light Projector
c. Laptop
Reference:
DEPARTMENT OF EDUCATION. 2017. English Learner’s Material. Pasig City, Philippines:
Department of Education Learning Resources (DepEd-BLR)

GONZALES, C. & N. FRANCISCO. 2015. Essential English: Work text in Literature and Language.
Manila: Rex Book Store, Inc. Pp. 5-9.

IV. Procedure
A. Motivation
1. Present a riddle to the class:
“I am never was, am always to be
No one ever saw me, nor ever will
And yet I am the confidence of all
Who lives and breathe in this terrestrial ball.”
(answer: tomorrow)
2. Present a proverb and have the students explain what they understand:
“What doesn’t kill you makes you stronger.”
(meaning: People become tougher and wiser by facing hardships. For example, if
someone cheats you out of money, the experience will make you wiser so that you
don’t do it again.)
B. Discussion
Understanding Folk Speeches
Traditional oral literature – has long existed before the arrival of the colonizers.
This covers the ancient folk literature of the Philippines’ various ethnic groups that
have changed since the Philippines became independent.
The pre-colonial poetry forms played a central part of Filipino community life as
they are means for local history, politics, and culture which had been passed from
generation to generation through word of mouth. They are poetic and contain
rhyme, rhythm, and rhetorical figures to suggest different interpretation to words or to
stir up emotive reactions.
1. Riddles – puzzling or perplexing question/ a question or statement requiring
ingenuity or cleverness to answer
Sa araw ay bungbong, sa gabi ay dahon
(A roll in the morning, a leaf in the evening)

Iisa ang pasukan, tatatlo and labasan

(It has one entrance, but has three exits)

Tigmo, tigmo agokoy, ugma ra kita magasoy

(Riddles made in the night will be answered in the next morning light)
 Kabayo ni Adan, dili moka-on ug dili kabay-an
(The horse of Adam does not eat unless someone rides on it)

Forcha nu perteg nan akhew yah fab-alo nan fatso na

Ngem nu in-uchan ya nakalafos siya
(It has a lot of new clothes on a sunny day,
Yet naked on a rainy day)

Nu engka lakwan yah maid karkha na

Ngem nu itafon mo’t ya waday et nakakarkha
(Empty when you’ve bought it,
Yet it will contain something when you throw it)

2. Proverbs – a simple and concrete saying, popularly known and repeated, that
expresses a truth based on common sense or experience.
Natutuwa kang pasalop
Kung singili’y napopoot
(Full of cheer while borrowing a measure of rice;
Full of wrath when asked to pay back)

Ang dalagang may puri,

Wala mang salapi,
May yumi at dangal na itinatangi.
(A maiden who is pure,
Though she has no money
Has modesty and honor to cherish)

Features of Pre-colonial Literature

Characteristics Riddles Proverbs
Drawn from everyday life General attitudes
(parts of human body, towards life and
Subject
household tools and utensils, behavior
flora and fauna, etc.)
Used as games in social Used to express
gatherings and wakes appeals,
Intention
encouragements, or
advice on behavior
Witty, ingenious, and rich in Figurative
Style
imagination
With 12-14 syllables, and With rhyming couplets
Structure rhyming couplet with each
(Rhyme and Meter) line having regular syllabic
count
C. Comprehension and Reading Skills
1. What do the riddles and proverbs mean and the lesson they illustrate?
2. When might they be used?
3. How are the proverbs/riddles similar to our common ones today? How are they
different?
4. What were difficult to decipher? What made them difficult?
5. Do people from similar cultural backgrounds have similar proverbs?
6. Are those who have different backgrounds have widely different backgrounds
have widely different proverbs?
7. How and why are folk speeches passed down from generation to generation?
8. In what ways is culture reflected in riddles and proverbs?
9. What do these forms of oral literature tell you about Filipinos in the past?
D. Evaluation: Literary Skills
1. Choose 3 proverbs or riddles and identify the message about life or human nature
it presents. How does this apply to you?
V. Agreement
For Regular Classes:
 Research a famous proverb from your own locality. Make an illustration to explain it
then be ready for an oral presentation.
Rubrics
Criteria Description Points
The illustration shows what is necessary to convey
Content 10
the real meaning of the proverb.
The illustration is well drawn, unique and shows a
Originality 5
different point-of-view.
Speaker maintains good eye contact with the audience
and is
appropriately animated (e.g., gestures, moving around,
etc.).
Speaker uses a clear, audible voice.
Delivery is poised, controlled, and smooth.
Oral Delivery 15
Good language skills and pronunciation are used.
Visual aids are well prepared, informative, effective, and
not
distracting.
Length of presentation is within the assigned time limits.
Information was well communicated.
Impact Message was well understood by the audience 5
The drawing is exceptionally attractive in terms of
Appearance 5
design, layout, and neatness.

For Science Classes:

 Research 10 riddles and 10 proverbs found in our locality and compile it creatively.
 Output will be judged according to:
Content (complete 10 riddles and 10 proverbs) – 8
Creative presentation – 7
Neatness of output – 3
Orderliness of output – 2

Prepared by: Noted by:

MARLON C. ETNGAY PASCUALA P. TE-ELAN

Subject Teacher Head Teacher, Communication Arts Dep’t
IV. REFLECTION Alnus Fagales Pine Molave
A. No. of learners who earned 80% in the evaluation
30 32 40 36
B. No. of learners who require additional activities
for remediation 6 4 4 7

C. Did the remedial lessons work? No. of learners

who have caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies work well? Why

did these work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovations or localized materials did I

use/discover which I wish to share with other
teachers?

Prepared by: Noted by:

MARLON C. ETNGAY PASCUALA P. TE-ELAN

Subject Teacher Head Teacher, Communication Arts
Dep’t