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Republic of the Philippines

POLYTECHNIC UNIVERSITY OF
THE PHILIPPINES
COLLEGE OF EDUCATION
Department of Elementary and Secondary Education

Semi-detailed Reading Lesson Plan in English 7

The Parable of the Rainbow Colors


By Juan M. Flavier

Prepared by:

CYREL L. ODTOHAN
Bachelor of Secondary Education Major in English

Checked by:

MS. JERICKA JOYCE M. SEGUIZA


Cooperating Teacher, Ramon Magsaysay High School España

Noted by:

MRS. ELIZABETH C. MARTINEZ


Master Teacher I

Approved by:

MRS. DORIECELLEP. BALANCIO


Head Teacher VI

February 18, 2018

1
Assignment given the day before:
1. Read the story “The Parable of the Rainbow Colors” by Juan Martin
Flavier on page 25 of the English Time.

2. Look for the definition of the following vocabulary. Do advanced study about
the given words.
gaiety
denigrate
patriotism
rainbow

3. Prepare for the presentation of the pre-assigned group tasks.


Pre-assigned Tasks:
GROUP 1: Act that Scene Out!

Task: Think of a situation that narrates the standpoint of color Red


and Yellow by performing a pantomime.
Context: Law and Military Enforcement

GROUP 2: It’s Vlog Time!

Task: Pitch an idea that emphasizes the view of color Orange by


uploading a Vlog (Video Blog).

Context: Field of Medicine

GROUP 3: Unleash the Juan Luna in You!

Task: Illustrate scenery that represents the outlook of color Green by


painting a portrait.

Context: Agriculture, Fishery and Forestry sector

GROUP 4: Show Us Your Moves!


Task: Showcase dance moves that interpret color Blue’s point of view
through a dance presentation.

Context: Governance in the Philippines

GROUP 5: Let’s Talk About It!

Task: Organize and conduct a mini debate that supports the


arguments of color Indigo and Violet.

Context: Finance & Politics


Lesson Plan in English 7

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THE PARABLE OF THE RAINBOW COLORS
February 18, 2019

I. OBJECTIVES
At the end of the lesson, the students should be able to:

Focus Skill:
 EN7RC-IV-i-10.5: Narrate events

Support Skills:
 EN7RC-IV-e-2.10: Sequence/reorganize ideas or information

 EN7LT-IV-b-6: Discover through Philippine literature the need to work


cooperatively and responsibly in today’s global village.

II. SUBJECT MATTER

Topic: The Parable of the Rainbow Colors by Juan M. Flavier (Reading)

Reference(s):
English 7 Book. Department of Education. Bureau of Learning Resources
(DepEd-BLR)

Galindo, H., Vitorio M., Victorio Jr., V. (2019). English Time Grade 7:
The Parable of the Rainbow Colors.QuezonCity: Educational Resources
Corporation. Pg. 25
Color Personality Test. Retrieved from:
https://www.youtube.com/watch?v=dHkDa7RnI20&t=184s

Materials: projector, white screen, laptop, speaker, graphic organizers, visual


aids, task envelope, and worksheets.

III. PROCEDURE
Preliminary Procedures
The teacher will perform the classroom routine:
 Prayer
 Greetings
 Checking of Attendance - (Literary Circle Members)
 Classroom Reminders
1. Pre-Reading
A. Background of the Author
t
The teacher will ask different questions about the last
person; students’ answers will be elicited. Then, the
teacher will also share her answer to the class.
ex. Who was the last person you talked with?
Who was the last person you chatted online?
Who was the last person you thought of?

3
The teacher will introduce the author of the parable, Juan M.
Javier, to the class.
Juan Martin Flavier
- served the poor rural barangays in Nueva Ecija and Cavite as a
“doctor to the barrios” for 30 years.
- appointed as secretary of Department of Health by our former
Philippine President Fidel Ramos.
- He wrote a regular newspaper column about his experiences as a
doctor in the countryside even while he served as Health Secretary
The researchers will share additional information about the author.
B. Unlocking of Difficulties
The teacher will provide vocabulary to be determined by the
students; they will be engaged in an online teacher-made game
called KAHOOT. Each group will identify the word being
referred to using mobile phone.

There will be a game facilitator and the group’s Vocabulary


Enricher will be their representative.

1. It means happy and has lively quality. (Gaiety)


2. A word that refers to having or showing an insulting
attitude. (Haughtier)
3. It means to say very critical and often unfair things
about someone. (Denigrate)
4. It refers to love that people feel for their country. (Patriotism)
5. It refers to a curved line of different colors that appear in the
sky when the sun shines through the rain. (Rainbow)

C. Motivation

The teacher will present 7 jumbo crayons to the class. One


crayon graphic organizer will be given to each group; a minute
will be provided for the students to list words that represent or
may be associated to the color assigned to them.
D. Motive Questions
The students will be asked question in connection to the activity done.
1. Which among the colors of the rainbow is your favorite?
2. Based from the written answers of your classmates, which color represents
yourself?
3. Which color do you think is the best?

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2. While Reading

Prior to the re-reading of the text, the teacher will highlight what a parable is. The
teacher will also provide different statements; the students will determine which
definition best referred to a parable.

 a short story, typically with animals as characters, conveying a moral.


 a traditional story, especially one concerning the early history of a people or
explaining some natural or social phenomenon, and typically involving
supernatural beings or events.
 a simple story that illustrates a moral or spiritual lesson.
Then, the students will be given 3 minutes to re-read the parable and prepare for the
presentation of the pre-assigned group task.
The class will be divided into 5 literary circles: each group must have researcher,
vocabulary enricher, summarizer, connector, illustrator, travel tracer, literary
luminary and discussion director.

* A task envelope will be distributed to all the Summarizers.


3. Post-Reading
A. Discussion of the Given Task
A “colorless rainbow” graphic organizer will be provided to
the class; the teacher will facilitate the discussion as the
students narrate and sequence correctly the events in the
parable.

The travel tracer and summarizer will lead the group


discussion.

It all started when the colors described themselves calmly,


until it became an argument about being the best color.

First, the color Red pronounced, “I stand for courage and bravery” but the
color Yellow retorted and said “I am the color of gaiety and warmth”.

Another color uttered “I am color Orange; I am more important because I


embody health and strength.”

Few minutes after, color Green declared “I am the symbol of life.”

Color Blue can’t stand it anymore and reiterated “I signify patriotism.”

Then, color Indigo came out with a statement “I express thoughtfulness”.


It was followed by color Violet who stated “I am wisdom and authority”.

The argument ended when the rain interrupted and told them that they will
not be seen separately and will be called
5 a Rainbow.
B. Comprehending the Text

To further deepen students’ understanding of the text, each group will highlight
the viewpoints of each color in a specific context.

The students will be evaluated by their classmates using the


rubric presented by the teacher; feedbacks will be given both
by the teacher and the students.

All instructions will be explained first by the teacher, before


the presentations begin.

The connector and the literary luminary of each group will facilitate group activity.

After each presentation, the discussion director will ask a question to the performers
Then, the remaining groups will show their scoreboards.

GROUP 1: Act that Scene Out!

Task: Think of a situation that narrates the standpoint of color Red


and Yellow by performing a pantomime.
Context: Law and Military Enforcement

GROUP 2: It’s Vlog Time!

Task: Pitch an idea that emphasizes the view of color Orange by


uploading a Vlog (Video Blog).

Context: Field of Medicine

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GROUP 3: Unleash the Juan Luna in You!

Task: Illustrate scenery that represents the outlook of color Green by


painting a portrait.

Context: Agriculture, Fishery and Forestry sector

GROUP 4: Show Us Your Moves!


Task: Showcase dance moves that interpret color Blue’s point of view
through a dance presentation.

Context: Governance in the Philippines

GROUP 5: Let’s Talk About It!

Task: Organize and conduct a mini debate that supports the


arguments of color Indigo and Violet.

Context: Finance & Politics

C. Valuing
The teacher will ask the questions leading to the valuing part of the lesson.
1. What do you think is the author’s purpose?
2. What does a rainbow represent?
3. After reading the parable, do you agree that there’s really the best color?
After eliciting students’ answers, the teacher will
present a bible verse and relate it to the parable
read.
The teacher will emphasize the values of
uniqueness and equality.
D. Evaluation
To conclude the lesson, a personality test will be
presented by the teacher through a video clip.
After answering the formative assessment, the
students will compute their points by adding the
results.
The students will put their name on the chart that
corresponds to the result of their test.

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50-110 POINTS 120-200 POINTS 280-370 POINTS

210-270 POINTS 380-450 POINTS

As closure, the teacher will leave a quotation for the students:

“Life is like a rainbow. You need both rain and sun


to make its colors appear.”

IV. ASSIGNMENT
The teacher will give the assignment to the class.

1. Reread the parable. Answer the Understanding the Text , Letter E


on page 25 of the English Time 7.

2. Research for different examples of Graphic Organizer.