St.

Anthony’s College
San Jose, Antique
JUNIOR HIGH SCHOOL DEPARTMENT

Lesson Plan in English 7

Week No. 1 and 2 Dates Covered:

Prepared by: Ma. Ana Dolores D. Adalla

Marites Albuera
Ma. Christine Berlen Panzo Date Submitted: August 31, 2018

Checked by:

I. Standards of Learning

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 non-verbal cues; use phrases, clauses,
and sentences meaningfully and appropriately.

Learning Competencies:

Literature
 Discover the conflicts presented in literary selections and the need to resolve those
conflicts in non-violent ways.
 Identify the distinguishing features of literature during the Period of Apprenticeship.
Oral Language and Fluency
 Use verbal and non-verbal cues in conversations, dialogs, and interviews
Reading Comprehension
 Use appropriate mechanisms/tools in the library for locating resources
Study Skills
 Use the card catalog, the online public access catalog, or electronic search engine to
locate specific resources
Vocabulary Development
 Discriminate between literal and figurative language
 Classify sample texts into literal or figurative
Grammar Awareness
  Use phrases, clauses, and sentences appropriately and meaningfully

Value Standard:
Academic Excellence:
Students demonstrate skills and competencies required in their work

II. Subject Matter

Philippine Literature: Period of Apprenticeship (1910-1935)
Verbal and Non-verbal Cues
Library Orientation (by the School Librarian)
The Card Catalog
Literal language vs. Figurative language
Phrases and its Types:
 Noun phrase
 Verb phrase
 Prepositional phrase
 Infinitive phrase
 Participial phrase
 Gerund phrase
 Appositive phrase

Materials:

Textbook, Worksheets, Resource Speaker, Sample Card Catalogs, Pictures

III. Procedure
Explore
Motivation
1. Present several pictures of well-known people and give a background idea of their
triumphs and disappointments.
2. Share the statements of affirmation these people used to boost their confidence and
continue striving for their goals as presented in the textbook.
3. Explain the significance of affirming one’s self.
4. Ask the students to write down their own self-affirmation statements and share them to
the class.

Firm Up
Pre-Reading Activity: Introduction to the Period of Apprenticeship in Philippine Literature
 Discuss what the Apprenticeship is all about.
 Introduce the author of the story, How My Brother Leon Brought Home a Wife, Manuel
Arguilla.

Reading of the Text

 Start by reading aloud the first two paragraphs of the story.
 Then, call for volunteers from the class to read aloud the next ones.
Post-Reading Activity
 Explain to students that the text they have read made use of both literal and figurative
language to make it more creative. Tell them that recognizing and understanding them
will make them appreciate the literary piece better.
 Ask the students to complete the table on page 102 by identifying which phrases and
sentences should be taken literally, and which ones have figurative meanings.
 Discuss the literary text with the guidance of the following questions:
1. What is the setting of the story? How was it described in the text?
2. Who is narrating the story?
3. What were Baldo’s expectations of Maria? Were his expectations met?
4. How would you describe Baldo’s impression of Maria? Cite statements from the text
to prove your answer.
5. Why did the father ask Baldo to take the Waig instead of taking the Camino Real?
What is the difference between these two roads?
6. Why did the father asked several questions to Baldo right after they got home?
What could he possibly be thinking upon hearing Baldo’s answers?
7. Do you think Maria likes the rural life? Explain your answer.

Grammar Dashboard
 Show to students examples of phrases extracted from the text. As you present the
phrases, ask them the following questions:
1. Does it have a subject and a predicate?
2. Does it have a complete thought?
3. What do you call the group of words without a subject and a predicate, therefore,
does not have a complete thought?
4. Discuss the different types of phrases, namely, noun phrase, verb phrase, infinitive
phrase, participial phrase, gerund phrase, absolute phrase, and appositive phrase.
 Let the students identify the types of phrase used in the given sentences.
 Have the students complete the given sentences using appropriate phrases following
the type being required in the parentheses.

Reading Dashboard
 Students attend a library orientation session with the school librarian. They will be
oriented on the different services the school library offers. Included in the discussion are
the functions of card catalogs and how to use the Online Public Access Catalog (OPAC)
 Using the OPAC ask students to search for reference materials that fall under the
categories indicated in the book.

Deepen
Activity 1
 Let the students read the article entitled, Cha Cruz’s Advice to Kids: Find the Sports that
Best Suits You and Do it With Passion, on pages 113-114.
 Ask the students to cite specific phrases or statements from the article that can help
them characterize Cha Cruz based on her thoughts, words, actions, and impact on
others.
  Let the students choose at least 10 phrases from the article. Then ask them to identify
their types and the paragraph number where they can be found. Tell them to write the
whole sentences and underline the phrases they are to classify. They should be able to
identify one sentence for each type of phrase.

Activity 2
 Ask the students to use OPAC to find at least three reference materials that tackle
the following topics:
1. Volleyball
2. Starting Young in Sports
3. How to be Successful Athlete

Transfer
Closure Activity
 The class will be divided into groups with at least five members.
 Assign a group leader and have him/her assign the following tasks to each member
of the group:
o News writer
o Creative director
o Cameraman
o Video editor
o Broadcaster
 Ask each group to prepare a video clip of a feature story that will be good for 20-30
minutes. The story will discuss the different trending sports to Filipino youth of today.
 Give the students ample time to finish the task. Once the given schedule or deadline for
submission is already up, have their finished outputs presented in class.
 Assess the student’s outputs using the Rubric for Delivering a Feature Story found on
pages 363-364 of the textbook.
 Give encouraging comments and corrective feedback to students if necessary.

IV. Agreement
What are the types of conflict? Define each.