G7 English Lesson Exemplar 3rd Quarter

CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter 3
Asserting Myself
Lesson 1
Wallowing for Freedom
Content Standard:
The learner demonstrates understanding of: Philippine literature in the
Period of Emergence as a tool to assert one‘s identity; strategies in listening to and
viewing of informative and short narrative texts; word relationships and associations;
informative speech forms; and use of direct/reported speech, passive/ active voice,
simple past and past perfect tenses, and sentence connectors.
Performance Standard:
The learner transfers learning by: showing ways of asserting one‘s identity;
comprehending informative and short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas, opinions, and feelings through various
formats; and enriching written and spoken communication using direct/reported
speech, active/passive voice, simple past and past perfect tenses and connectors
correctly and appropriately..
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
1|P age
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: THIRD
Theme: Asserting Myself
Sub-Theme: Wallowing for Freedom
Content Standard: Performance Standard:
The learner demonstrates The learner transfers learning by:

understanding of: Philippine literature in showing ways of asserting one‟s identity;
the Period of Emergence as a tool to assert comprehending informative and short
one‟s identity; strategies in listening to and narrative texts using schema and
viewing of informative and short narrative appropriate listening and viewing
texts; word relationships and associations; strategies; expressing ideas, opinions, and
informative speech forms; and use of feelings through various formats; and
direct/reported speech, passive/ active enriching written and spoken
voice, simple past and past perfect communication using direct/reported
tenses, and sentence connectors. speech, active/passive voice, simple past
and past perfect tenses and connectors
I. LEARNING COMPETENCY
EN7LT-III-a-5.1: Identify the distinguishing features of literature during the Period of
Emergence
EN7LT-III-a-5.2: Identify the distinguishing features of revolutionary songs, poems,
short stories, drama, and novels
Objectives:
1. Distinguish the notable features of literature during the period of
Emergence.
2. Identify the distinguishing features of literature during the period of
Emergence.
3. Appreciate how literature serves as a tool in asserting Filipino identity.
II. LEARNING CONTENT

Lesson: Philippine Literature during Emergence Period
Materials:
1. Handouts
2. Manila paper/s; colored markers
3. Art Materials
References:
1. K to 12 Curriculum G (May, 2016), p.156
2|P age
2. Notes on the Emergent Period (1930-1960), Retrieved from:
http://linglithumanities.blogspot.com/2011/10/notes-on-emergent-period-
1935-1945.html
3. Carousel Brainstorm, Retrieved from
http://www.readingquest.org/strat/carousel.html
III. LEARNING TASKS

Introduction: With the proclamation of Philippine Independence from the United
States on July 4, 1946, there emerged a new sense of responsibility and freedom.
The writer seemed more sensitive to the country and the world around them. As
we discuss the lesson, let us try to answer the question below:
What effect does freedom have on people and nation?
Preliminary Activity:
 Task 1: Carousel Brainstorm!
Directions: Each group will receive a chart/manila paper with a word written
on it. One student serves as the recorder and has a particular color of marker.
On your chart paper, you will be given a minute to write down all the terms
youcan associate with your topic. Then, after a minute, you will pass your
chart to the next group, and a new topic will be passed to you. You will
continue this carousel brainstorm until each group had a chance to add
ideas to each of the subtopic chart.
Change Progress
Freedom
Discovery Responsibility
 Task 2: KWL Chart!

Directions: Using the KWL chart, answer the first column on what you know
about the topic below. Be ready to share your answer to your partner.
Phil. Literature during the Period of Emergence
3|P age
Activity:
 (continuation) Task 2: K-W-L Chart!
Directions: Using the KWL chart, answer the second column on What I Want to
Know about the topic below. Be ready to share your answer to your partner.
Phil. Literature during the Period of Emergence
 Task 3: Facts Chart!

Directions: With a partner, read the text about the Philippine Literature during
the Emergence Period and organize your thoughts by answering the chart
below.
Philippine Literature during the Emergence Period

Literary Genre Feature/s Writer/s Literary Work/s
Short Stories
Poems
Essays
Dramas
Novels
Analysis:
Directions: Answer the following guide questions.
1. After the period of apprenticeship which was described as ‗imitation‘ in
the previous quarter, how do you think Filipino writers evolved in the
period of emergence?
2. What was the role of ‗freedom‘ to the Filipino writers?
Abstraction:
 Task 4: Describe!
Directions: Elaborate on why Jose M. Hernandez describes the period of
emergence as:
“a time self-discovery and rapid growth”
4|P age
 Task 5: Reflect
Directions: Freedom is a precious gift that comes from the heroes in the past.
What role did they plan in order for us to enjoy freedom? What was its effect
in Filipino writers?
“Freedom is not just declared; it is exercised.” ~former Pres. Ferdinand Marcos
Application:
 (continuation) Task 2: K-W-L Chart!
Directions: Using the KWL chart, answer the last column on What I Learned
about the topic below. Be ready to share your answer to your partner.
Phil.
Phil. Literature
Literature during
during the
the Period
Period of
of Emergence
Emergence
5|P age
Notes on the Emergent Period (1930-1960)
The years 1935 to 1945 saw the emergence of a significant trend in Philippine literature in English. Jose M. Hernandez
describes this period as a time of self-discovery and of rapid growth. Hernandez proceeds by the enumerating the
qualities of the period:
1. The writers consciously and purposefully to create a national literature.
2. The writers had gained full control of the English language and could successfully manipulate it as a
literary medium.
3. Experimentation with different literary forms and techniques and moods was the fashion.
4. Three groups of writers emerged:
 Those who were concerned with social consciousness
 Those whose main concern was craftsmanship
 Those who were determined to explore local color. Some of the writers of this group formed the
Veronicans.
There were many factors which lead to the flowering of creative energy in Filipino writing. Nevertheless, Herbert Schneider,
S. J. points to the following:
1. In 1937 the Philippine Book Guild was founded. Its purpose was to produce literature and create a
reading public.
2. In 1939 the Philippine Writer‘s Guild was established. The creed of members was to develop a common
cultural consciousness among Filipinos.
3. The Free Press, The Graphic, and the Philippine Magazine followed a policy of providing ample space
for literary work in English.
4. The Commonwealth Literary Awards, established in 1940, gave the first substantial prices to
meritorious writers.
5. The policy adopted by newspapers to issue weekly supplements when literary works were published.
The Japanese occupation of 1941-1945 brought this flowering of Philippine literature in English to an abrupt close. The
literary works that were produced were published abroad. Although the Japanese occupation years produced little literary
work of significance, the period was to become a rich source of subject matter in the succeeding period.
Short Stories: The form of Philippine literature which showed the most rapid development seemed to be the short story.
The early didactic stories and romantic tales quickly gave way to stories about farm life and city life, the problems of
society, and human hardships. Local color was well used. In addition, a shift from romantic idealism to romantic realism
happened. This realism reached a climax in the stories of Manuel E. Arguilla, N. V. M. Gonzalez, and Nick Joaquin who
wrote effective portrayals of Filipino life evocative of rustic scenes, rising artistic value and significance.In the 1950s another
important writer was Nestor Vidali Mendoza Gonzalez. In Children of the Ash-Covered Loam and Other Stories (1954) and
A Season of Grace (1956), Gonzalez dealt with such basic themes as loneliness, self-discovery, and hope amidst suffering.
Poems: The poetry of the Middle Period developed slowly. In the 1930s most poetry was still romantic in character. Under
the influence of Salvador P. Lopez, some poets like R. Zulueta da Costa became more conscious of their environment and
dealt with themes of injustice and oppression. Jose Garcia Villa continued to lead the way for all poets with his creative
innovations. In the late 1930s Angela Manalang Gloria emerged as a promising poet. She published her works in Poems
just before World War II. From 1942 to 1945, few poems were written because of the war conditions and censorship.
However, a few poets living in the mountains managed to write verses. These poems were later published in 1946 by Juan
L. Raso in Guerilla Flower. The literary output was rather meager although there seemed to be genuine desire to create
new poetic modes of expression. The ―schoolroom poets‖ still provided inspiration, and the Romanticists and Victorians
offered patterns that Filipino poets followed. The sonnet enabled them to create love lyrics which captured nuances and
moods through a more skilled manipulation of language and imagery. The inauguration of the Philippine
Commonwealth in 1935 gave the Filipinos partial self-rule preparatory to independence in 1946. This brought renewed
political ferment into Philippine literature.
Essays: During the middle period of the Philippine literature in English, a group of essayist banded together to form the
Philippine Writer‘s League. They tried to capture Filipino life and culturewho stressed social consciousness.They were
animated by the belief that ―literature conditioned society.‖ One of the most articulate of this group was Salvador P. Lopez.
In 1940, Salvador P. Lopez expressed his views Literature and Society. In his first books of essays, ―Literature and
Society,‖ he insisted that the writer should have a direct responsibility to society.
Drama: In the drama, the Western influence continued their firms hold on Filipino playwrights. Although the West has
already rebelled against photographic representations of life, the Filipino playwrights in English were not yet at home with
representational realism.The Philippine drama in English lagged behind in development compared to other literary forms.
There are several reasons for this. One reason is that nationalistic themes and revolutionary subjects were popular among
the general public. Playwrights who adopted English as their vehicle of artistic expression felt neither rebellious nor
seditious.Another reason may have been that movies took over the zarzuela despite the great competition put up by the
latter. Dramatic realism could not assimilate unrealistic dialogue and situations resulting from the use of English.Prominent
among the playwrights of this period were Wilfrido Ma. Guerrero and Severino Montano. Guerrero succeeded in
establishing a drama tradition in the University of the Philippines and had put up the UP Mobile Theater.
Novel: In the field of the novel, Juan C. Laya‘s ―His Native Souls‖ won the first Commonwealth Literary Award in 1940. This
novel tells of a Filipino repatriate who, having been educated abroad, finds himself a stranger in his hometown. N. V. M.
Gonzalez is prolific writer. He wrote ―The Winds of April.‖ He is a regional-realist and gives a down-to-earth portrayal of the
farmers and fisherfolk.
Sources:
http://linglithumanities.blogspot.com/2011/10/notes-on-emergent-period-1935-1945.html
http://literature-kwatroh.blogspot.com/2009/08/ii-middle-period-1930-1960.html
6|P age
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: THIRD

correctly and appropriately.
EN7LT-III-a-5: Discover literature as a tool to assert one‘s unique identity and to
better understand other people
EN7LT-III-c-2.2: Explain how the elements specific to a genre contribute to the
theme of a particular literary selection
Objectives:
1. Recognize local color as it was used in the selection.
2. Explain how local color as part of the setting contributes to the selection.
3. Appreciate how the selection serves as avenue in asserting Filipino
identity.

Lesson: We Filipinos Are Mild Drinkers by Alejandro R. Roses
Materials:
1. Worksheets
2. Role Sheets
References:
2. Carbonell, V. L. & Ribo, L. M. (2013). Language in Literature 7. Quezon City:
Vibal Publishing House, Inc.
7|P age
3. Teaching Strategies for Response To Literature, Retrieved from
www.sde.ct.gov/sde/lib/sde/pdf/curriculum/captread/rcpt_33-43.pdf
4. Role Sheets, Retrieved from http://www.readwritethink.org/classroom-
resources/lesson-plans/literature-circles-getting-started-
19.html?tab=4#tabs
5. Self-Reflection: Taking Part in a Group Retrieved from
http://rwtinteractives.ncte.org/view_interactive.aspx?id=721
6. Tuklas Pinas: Tayabas, Quezon [Part. 2], Retrieved from
https://www.youtube.com/watch?v=lDc53S_NLzI
III. LEARNING TASKS

Introduction: The war had just ended in the Philippines and life was back to
normal. The story you are about to read is based on an incident common during
the liberation period.
 Task 1: We Filipinos are…!
Directions: Name some traits you believe all Filipinos share by completing the
statement below. Pair up and discuss your answers with your partner. Explain
why you think that is a trait common to Filipinos.
We Filipinos are _________________________.
The title of the story that you are about to read generalizes a trait that Filipinos
share.
“We Filipinos are Mild Drinkers”
 Task 2: Tayabenses sing it!

Directions: Before we read the text, let us first listen to a song entitled “Awit sa
Tagayan (Pag-aalok ng tagay)”. Let‘s see how Tayabenses do
the traditional "tagayan" or wine-drinking in festive occasions.
Babae: Lalaki: Lalaki: Lalaki:

Inum na‘y inum na Ang alak na ito‘y Ang alak nga pala‘y Sapagka‘t sa alak
Saka may ko ga-ling, Di ko iinu-min, ang Kung iyung matik-man, Pag aku‘y na-lasing,
Sukdang ito‘y lason Tim-tim-an lamang Katawang lupay-pay Ang lakad ku‘y sira
‗Di ka pa-pat‘yin… Di ako ti-timtim… Ay agad nabu-buhay… At pasi-ring-siring.
Kung magkasakit ka Itana‘y i-sayaw Ang alak sa basu‘y Ito na ang wakas
Sa alak and da-hil, At saka suu-ngin, Kung iyung makam-it, Ito na ang hang-ga,ay
Ma-layo man ako‘y Intana‘y biro man Ti-tining, sisigla Maganda ay gabi po
Ay ‗yong ‗pag-bi-lin… Ay iinum-in kurin… Boses ku‘y gagan-da. Sa inyong lahat na.
Ang laman po nito‘y (Inumin ang tagay.) Alak na i-nu-min

Agua pataran-ta, ―Na-ay po!‖ Ilagay sa t‘yan at,
Sa atay ku‘t puso‘y, ‗Wag-sa ulo‘y ~Edited Version
of the Original
Doon ko kinu-ha. (Tugon) Pamilya ay gu-gulo. 8|P age
―Pakinabangan po!‖
Activity:
 Task 3: Literature Circles!
Directions: In this activity, you will be in small groups. As you read the text,
each of you will receive a role sheet to accomplish. After completing the
tasks, the group gets together and discusses what you read and shares what
you did. All of your outputs will be posted as a blog in a website set by the
teacher. Please be guided by the provided rubric.
Discussion Director:
 Develop a list of four or five questions that the group might want to discuss about
this part of the selection.
 The questions should be about major details of the reading.
 The purpose of the task is to help people talk over the big ideas in the reading and
share their reactions.
Smart Summarizer:
 Prepare a brief summary which should include the key points, the main highlights,
and the essence of the selection.
Literary Luminary:
 Locate three parts or sections in the text that the group would like to hear read
aloud. Examine figurative language and vivid images found.
 Help the group remember passages or lines from the text that may be significant,
interesting, confusing or well written.
 Write a sentence or two stating why passages or lines were chosen.
Committed Connector:
 Find connections between the text and the world outside.
 Connect the text to one‘s life, to happenings at school or in the community, to
similar events at other times and places, to other places, to other people or
problems.
Vocabulary Enricher:
 Find five to eight especially important words in the text. List the page number and
paragraph, the word and the definition.
Inspired Illustrator:
 Illustrate a part/scene from the text.
 As the drawing is presented, the members of the group will give comments.
9|P age
 Self-Reflection: Taking Part in a Group!
Directions: After the activity, answer the self-reflection sheet below:
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Analysis:
Directions: The questions below should be discussed while you are in the
Literature Circle.
Recall:
1. What impression of American soldiers does the narrator tell about at the beginning of
the story? What phrases or sentences express this impression?
2. Does Joe fit into the narrator‘s impression? Why?
3. What was the only drink that the narrator could offer? What do you know about the
drink?
4. What effects of the drink show that it was too strong for the American? Arrange the
incidents in order in which they happened?
Comprehend and Understand:
5. What phrases in the narrator‘s description of lambanog help you predict what will
happen?
Interpret:
6. What humor do you find in the story? How it is achieved?
7. What could be the author‘s purpose in the beginning and ending the story with the
sentence, We Filipinos are Mild Drinkers?
Abstraction:
 Task 4: 3-minute Pause!
Directions: You will use 3 minutes as a structured pause to ponder on the
question and definition of local color. In your own words, prepare a short
description of local color.
 As you read We Filipinos are Mild Drinkers, did you notice the use of the
non-English words calamansi and lambanog?
 Did you notice the detailed description of clothes, of the carabao‘s
need for a mud hole and of the other customs particular to the
Philippines?
Local color is part of the setting of the story. It focuses on the characters, dialect, customs,
topography, and other features particular to a specific region. It lends atmosphere to the story and
contributes to the overall impact on the reader, thus helping the reader to understand why the
characters speak and act as they do.
___________________________________________________________
___________________________________________________________
___________________________________________________________
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Application:
 Task 5: Color Me Local!
Directions: Read the following passages from the selection; then determine
how local color is achieved.
One afternoon, I was plowing our rice field

with our carabao named Datu. I was barefooted
and stripped to the waist. My pants that were
made from abaca were rolled up my knees. My
bolo was at my side.
Flies and other insects flew from his back

and hovered in the air. A strange warm odor rose
out of the muddle. A carabao does not have any
sweat glands except its nose. It has to wallow in
the mud or bathe in a river about every three
hours. Otherwise it runs amok.
“Well,” I said, “the coconut tree symbolizes

the Philippines. It starts up to the sky, but then its
leaves sway down to earth, as if remembering the
land that gave it birth. It does not forget the soul
that gave it life.”
In a short while, we arrived in my nipa house.

I took a bamboo ladder and leaned it against a
tree. Then I climbed the ladder and picked some
calamansi.
Joe sat down on the floor. I sliced the

calamansi in halves, took some rough salt and
laid it on the foot-high table. I went to the kitchen
and took the bamboo tube where I kept my
lambanog.
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 Task 6: Locals of Tayabas!
Directions: Watch the video of Tuklas Pinas: Tayabas, Quezon [Part. 2]. Then,
work with a partner to list down the local color on customs that you can find
as Hon. Dondi Silang describes the ‗tagayan ritual’. Write your answers on
the space provided.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
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LITERATURE CIRCLE ROLE ASSESSMENT RUBRIC
Source:
https://www.pinterest.com/pin/495184921498520944/
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LITERATURE CIRCLE
WORK HABITS RUBRIC
Rarely Sometimes Usually Often

1 pts 2 pts 4 pts 5 pts
Participation
Shares ideas, Shares ideas, Shares ideas, Shares ideas,
questions, and questions, and questions, and questions,
thoughts with thoughts with thoughts with and thoughts
the group group group usually, with group
rarely, refuses sometimes, with respect often, with
to participate. with respect for for others. A respect for
others. An strong group others. A
average group member who group leader!
member who tries hard!
does what is
required.
Time-
Management Rarely uses Sometimes uses Usually uses Uses time well
time well to time well to time well to to accomplish
accomplish accomplish accomplish tasks and
tasks and read tasks and read tasks and read read assigned
assigned assigned assigned pages.
pages. pages. pages.
Teamwork
Rarely listens Sometimes Usually listens Almost always
to, shares with, listens to, shares to, shares with, listens to,
and supports with, and and supports shares with,
the efforts of supports the the efforts of and supports
others. Often is efforts of others. the efforts of
not a good others, but others.
team player. sometimes is
not a good
team member.
Preparedness
Often forgets Almost always Almost always Always brings
needed brings needed brings needed needed
materials or is materials but materials to materials to
rarely ready to sometimes class and is class and is
get to work. needs to settle ready to work. always ready
down and get to work.
to work.
Source:
https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=J64AAW&
15 | P a g e
We Filipinos Are Mild Drinkers
by Alejandro R. Roses
When the Americans recaptured the Philippines, they built an air base a few miles from our barrio. Yankee
soldiers became a very common sight. I met a lot of GIs and made many friends. I could not pronounce
their names. I could not tell them apart. All Americans looked alike to me. They all looked white.
One afternoon I was plowing our rice field with our carabao named datu. I was barefooted and stripped to
the waist. My pants that were made from abaca fibers and woven on homemade looms were rolled to my
knees. My bolo was at my side.
An American soldier was walking on the highway. When he saw me, he headed toward me. I stopped
plowing and waited for him. I noticed he was carrying a half-pint bottle of whiskey. Whiskey bottles seemed
part of the American uniform.
―Hello, my little brown brother,‖ he said, patting me on the head.
―Hello, Joe,‖ I answered. All Americans are called Joe in the Philippines.
―I am sorry, Jose,‖ I replied. ―There are no bars in this barrio.‖
―Oh, hell! You know where I could buy more whiskey?‖
―Here, have a swig. You have been working hard,‖ he said, offering me his half-filled bottle.
―No, thank you, Joe,‖ I said. ―We Filipinos are mild drinkers.‖
―Well, don‘t you drink at all?‖
―Yes, Joe, I drink, but not whiskey.‖
―What the hell do you drink‖
―I drink lambanog‖
―Jungle juice, eh?‖
―I guess that is what the GIs call it.‖
―You know where I could buy some?‖
―I have some you can have, but i do not think you will like it.‖
―I‘ll like it alright. Don‘t worry about that. I have drunk everything—whiskey, rum, brandy, tequila, gin,
champagne, sake, vodka. . . .‖ He mentioned many more that i cannot spell.
―I not only drink a lot, but i drink anything. I drank Chanel number 5 when I was in France. In New Guinea I
got soused on Williams‘ Shaving Lotion. When I was laid up in a hospital I pie-eyed with medical alcohol.
On my way here on a transport I got stoned on torpedo juice. You ain‘t kidding when you say I drink a lot.
So let‘s have some of that jungle juice, eh?‖
―All right,‖ I said. ―I will just take this carabao to the mud hole then we can go home and drink.‖
―You sure love that animal, don‘t you?
―I should,‖ I replied. ―It does half of my work.‖
16 | P a g e
―Why don‘t you get two of them?‖ I didn‘t answer.
I unhitched datu from the plow and led him to the mud hole. Joe was following me. Datu lay in the mud and
was going. Whooooosh! Whooooosh!
Flies and other insects flew from his back and hovered in the air. A strange warm odor rose out of the
muddle. A carabao does not have any sweat glands except on the nose. It has to wallow in the mud or
bathe in a river every three hours. Otherwise it runs amok.
Datu shook his head and his widespread horns scooped the muddy water on his back. He rolled over and
was soon covered with slimy mud. An expression of perfect contentment came into his eyes. Then he
swished his tail and Joe and I had to move back from the mud hole to keep from getting splashed. I left
Datu in the mud hole. Then turning to Joe, I said.
―Let us go.‖
And we proceeded toward my house. Jose was cautiously looking around. ―This place is full of coconut
trees,‖ he said.
―Don‘t you have any coconut trees in America?‖ I asked.
―No,‖ he replied. ―Back home we have the pine tree.‖
―What is it like?‖
―Oh, it is tall and stately. It goes straight up to the sky like a skyscraper. It symbolizes America.‖
―Well,‖ I said, ―the coconut tree symbolizes the Philippines. It starts up to the sky, but then its leaves sway
down the earth, as if remembering the land that gave it birth. It does not forget the soil that gave it life.‖
In a short while, we arrived in my nipa house. I took the bamboo ladder and leaned it against a tree. Then I
climbed the ladder and picked some calamansi.
―What‘s that?‖ Joe asked.
―Philippine lemon,‖ I answered. ―We will need this for our drinks.‖
―Oh, chasers.‖
―That is right, Joe. That is what the soldiers call it.‖
I filled my pockets and then went down. I went to the garden well and washed the mud from my legs.
Then we went up a bamboo ladder to my hut. It was getting dark, so I filled a coconut shell, dipped a wick
in the oil and lighted the wick. It produced a flickering light. I unstrapped my bolo and hung it on the wall.
―Please sit down, Joe,‖ I said.
―Where?‖ he asked, looking around.
―Right there,‖ I said, pointing to the floor.
Joe sat down on the floor. I sliced the calamansi in halves, took some rough salt and laid it on the foot high
table. I went to the kitchen and took the bamboo tube where I kept my lambanog.
Lambanog is a drink extracted from the coconut tree with pulverized mangrove bark thrown in to prevent
spontaneous combustion. It has many uses. We use it as a remedy for snake bites, as counteractive for
malaria chills, as an insecticide and for tanning carabao hide.
I poured some lambanog on two polished coconut shells and gave one of the shells to Joe. I diluted my
drink with some of Joe‘s whiskey. It became milky. We were both seated on the floor. I poured some of my
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drink on the bamboo floor; it went through the slits to the ground below.
―Hey, what are you doing,‖ said Joe, ―throwing good liquor away?‖
―No, Joe,‖ I said. ―It is the custom here always to give back to the earth a little of what we have taken from
the earth.‖
―Well,‖ he said, raising his shell. ―Here‘s to the end of the war!‖
―Here is to the end of the war!‖ I said, also lifting my shell. I gulped my drink down. I followed it with a slice
of calamansi dipped in rough salt. Joe took his drink but reacted in a peculiar way.
His eyes popped out like a frog‘s and his hand clutched his throat. He looked as if he had swallowed a
centipede. ―Quick, a chaser!‖ he said.
I gave him a slice of calamansi dipped in unrefined salt. He squirted it in his mouth. But it was too late.
Nothing could chase her. The calamansi did not help him. I don‘t think even a coconut would have helped
him.
―What is wrong, Joe?‖ I asked.
―Nothing,‖ he said. ―The first drink always affects me this way.‖
He was panting hard and tears were rolling down his cheeks.
―Well, the first drink always acts like a minesweeper,‖ I said, ―but this second one will be smooth.‖
I filled his shell for the second time. Again I diluted my drink with Joe‘s whiskey. I gave his shell. I noticed
that he was beaded with perspiration. He had unbuttoned his collar and loosened his tie. Joe took his shell
but he did not seem very anxious. I lifted my shell and said: ―Here is to America!‖
I was trying to be a good host.
―Here‘s to America!‖ Joe said.
We both killed our drinks. Joe again reacted in a funny way. His neck stretched out like a turtle‘s. And now
he was panting like a carabao gone berserk. He was panting like a carabao gone amok. He was grasping
his tie with one hand.
Then he looked down on his tie, threw it to one side, and said: ―Oh, Christ, for a while I thought it was my
tongue.‖
After this he started to tinker with his teeth.
―What is wrong, Joe?‖ I asked, still trying to be a perfect host.
―Plenty, this damned drink has loosened my bridgework.‖
As Joe exhaled, a moth flying around the flickering flame fell dead. He stared at the dead moth and said:
―And they talk of DDT.‖
―Well, how about another drink?‖ I asked. ―It is what we came here for.‖
―No, thanks,‖ he said. ―I‘m through.‖
―OK. Just one more.‖
I poured the juice in the shells and again diluted mine with whiskey. I handed Joe his drink. ―Here‘s to the
Philippines,‖ he said.
―Here‘s to the Philippines,‖ I said.
18 | P a g e
Joe took some of his drink. I could not see very clearly in the flickering light, but I could have sworn I saw
smoke coming out of his ears.
―This stuff must be radioactive,‖ he said. He threw the remains of his drink on the nipa wall and yelled:
―Blaze, goddamn you, blaze!‖
Just as I was getting in the mood to drink, Joe passed out. He lay on the floor flat as a starfish. He was in a
class all by himself. I knew that the soldiers had to be back in their barracks at a certain time. So I decided
to take Joe back. I tried to lift him. It was like lifting a carabao. I had to call four of my neighbors to help me
carry Joe. We slung him on top of my carabao. I took my bolo from the house and strapped it on my waist.
Then I proceeded to take him back. The whole barrio was wondering what had happened to the big
Amerikano.
After two hours I arrived at the airfield. I found out which barracks he belonged to and took him there. His
friends helped me to take him to his cot. They were glad to see him back. Everybody thanked me for taking
him home. As I was leaving the barracks to go home, one of his buddies called me and said:
―Hey, you!How about a can of beer before you go?‖
―No, thanks,‖ I said. ―We Filipinos are mild drinkers.‖
19 | P a g e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: THIRD

understanding of: Philippine literature in showing ways of asserting one‘s identity;
the Period of Emergence as a tool to comprehending informative and short
assert one‘s identity; strategies in listening narrative texts using schema and
to and viewing of informative and short appropriate listening and viewing
narrative texts; word relationships and strategies; expressing ideas, opinions, and
associations; informative speech forms; feelings through various formats; and
and use of direct/reported speech, enriching written and spoken
passive/ active voice, simple past and communication using direct/reported
past perfect tenses, and sentence speech, active/passive voice, simple past
connectors. and past perfect tenses and connectors
EN7VC-III-a-13: Determine the key message conveyed in the material viewed
EN7OL-III-c-1.3: Express ideas, opinions, feelings and emotions during interviews,
group/panel discussions, forum/for a, debates, etc.
Objectives:
1. Determine the messages they receive about alcohol from the media.
2. Discuss the messages through an interview with from families and peers in
order to understand what influence their attitudes.
3. Express ideas, opinions, feelings and emotions during interviews.

Lesson: Expressing ideas, opinions, feelings and emotions during interviews
Materials:
1. Worksheets
2. microphones
References:
1. K to 12 Curriculum Guide (May, 2016) p. 156
2. Lesson Plan, Retrieved from
http://www.toosmarttostart.samhsa.gov/media/LessonPlan.pdf
3. Bonus Worksheet, Retrieved from
http://www.toosmarttostart.samhsa.gov/media/Bonus_Worksheets.pdf
20 | P a g e
4. Reach Out-Poster/Teaching Guide, Retrieved from
http://www.toosmarttostart.samhsa.gov/media/PosterTeachingGuide_RE
V.pdf
5. Bawas Bisyo, Retrieved from
https://www.facebook.com/BawasBisyo/videos/1172498879474651/
6. Tic Tac Toe Book Project, Retrieved from
https://www.rcampus.com/rubricshowc.cfm?code=JB2B9X&sp=yes&
III. LEARNING TASKS

Introduction: All of us are constantly in a state of giving and receiving
communications. Problems arise when one does not receive, or understand, the
message sent in the communication as it was intended. This lesson attempts to
help you understand the importance of expressing your ideas, opinions, feelings
and emotions in addressing certain issues.
Preliminary Activity
 Task 1: It‟s Dangerous!
Directions: The following words are hidden in this word search puzzle. With a
partner, find the words and then complete the sentences about the dangers
of alcohol.
21 | P a g e
 Task 2: Alcohol IQ!
Directions: Below are statements about how alcohol affects a person‘s brain
activities. Some of these are misconceptions, or mistaken beliefs. Do you
know which are true and which are false? Circle True or False for each
statement.
Activity
 Task 3: “Bawas Bisyo” Advocates!
Directions: The ―Bawas Bisyo Bill‖ is a campaign that aims to make the Filipinos
aware and educated about the Sin Tax Bill. In its Facebook page, it was
mentioned that drinking alcohol is a clear no-no for the youth. They should be
the ambassadors of that advocacy and one way to do that was through the
video competition. Last August 27, 2016, Luis Palad National High School was
announced as the overall champion of the said competition.
Watch their winning video and answer the analysis questions that follow.
22 | P a g e
Analysis
Directions: In your group, select a recorder and a reporter, then answer the
following questions:
1. What seems to be the message the video portrays

about alcohol use?
2. What is the video trying to say with its message?
3. How is it trying to influence you?
1. ______________________________________________________________________
______________________________________________________________________
2. ______________________________________________________________________
______________________________________________________________________
3. ______________________________________________________________________
______________________________________________________________________
_____
Abstraction
 Task 4: Alcohol Story!
Directions: You‘ve learned about the effects of alcohol use on your brain and
your body. Imagine that you are an artist writing a story on how a character‘s
decision about alcohol might affect his or her life. Use the blank panels in the
comic strip below to finish the story that‘s been started. Create two different
versions of the story—one in which your characters decide to drink alcohol
and one in which they decide not to drink alcohol.
23 | P a g e
 Task 5: Making Smart Choices!
Directions: Imagine you were faced with the scenarios below. Using the facts
you have learned, write a paragraph explaining how you might respond to
each scenario. Be sure to include facts about how alcohol affects the body
in your answer.
What would you say to Justin if you were Mark?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
24 | P a g e
What would you do if you were Sally?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Application
 Task 6: Alcohol Interview in a Tic-Tac-Toe!
Directions: Now that you have learned the facts about alcohol use, find out
how much your friends and family know about the dangers of alcohol use
through an interview. Choose three from the interview topics below. Be
guided with the rubric that follows.
Possible short and long-

Reasons why young people Alcohol‘s effects on the term effects of abusing
start to drink mind and body alcohol
Alcohol‘s effects on a Interview Friends And Scenarios that you might

person‘s relationships with Family encounter that involve
friends and family alcohol
Ways to completely avoid Alternatives to Drinking Ways to respond to

alcohol scenarios involving alcohol
25 | P a g e
INTERVIEW (TIC-TAC-TOE) RUBRIC
POOR FAIR GOOD

1 2 4
- Content is - Content is not - Content is
incomplete. partially complete. 3
0-1 assignments are complete. assignments are
chosen and 2 assignments chosen and
Content & included. are chosen and included.
Development - Major content is not included. - Major content is all
clear or showing - Major content is present and show
understanding. all in its place, understanding of the
but not showing book to be read.
understanding of
the book. .
-Elements of the -Elements of the -Elements of the
output are output are output are present
incomplete or even present but and well organized.
Organization &
missing. disorganized. -Everything looks
Structure
-Items also are neat and well
not neatly planned out.
written or
presented. .
-The assignment -The assignment -The assignment
chosen is incomplete chosen is mainly chosen is complete,
or missing. complete, fairly well organized, and
-It is clear that the organized, but finalized.
elements are not not finalized. -It is clear that all
Tic Tac Toe Choice 1
understood or thrown -It is clear that elements of the
together overnight. most elements of assignment were
the assignment well thought out and
were partially planned.
thought out and
planned.
thought out and
planned.
thought out and
planned.
- Output contains - Output - Rules of grammar,
Grammar,
numerous contains few usage, and
Punctuation &
grammatical, grammatical, punctuation are
Spelling
punctuation, and punctuation and followed; spelling is
spelling errors. spelling errors. correct.
26 | P a g e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: THIRD

EN7G-III-a-1: Link sentences using logical connectors that signal time, sequence
and summation.
Objectives:
1. Distinguish between the different types of logical connectors that can
occur between clauses and between sentences.
2. Link sentences that show the appropriate logical relations between
clauses.
3. Consider the value of transitions for logical organization.

Lesson: Logical Connectors
Materials:
1. Copies of Flip Flap Template
2. Worksheets
References:
1. Logical Connector or Linking Words, Retrieved
from https://prezi.com/m0saycrlj3fr/logical-connector-or-linking-words/
2. A Functional Classification of Logical Connectors, Retrieved from
http://neomagazine.com.sapo.pt/logicalconnectors.pdf
3. Flip Flap, Retrieved from www.candyclassblog.com
4. Show the Tie Your Ideas Together with Transition, Retrieved from
27 | P a g e
Wordshttp://www.reallygoodstuff.com/images/art/154284.pdf
5. Speech Transitions, Retrieved from
https://www.nvcc.edu/Annandale/asc/occ/_docs/transitions.pdf
6. Persuasive Speech Rubric, Retrieved from
http://www.readwritethink.org/files/resources/lesson_images/lesson414/ru
bric.pdf
III. LEARNING TASKS

Introduction: Often student writers do not fully consider what he/she owes his/her
reader. Among other things, they struggle with establishing clear and meaningful
relationships among the ideas they are presenting and with helping the reader
easily grasp such relationships.
This lesson focuses on the use of logical connectors to show the reader
that the writer is shifting to a different time or place or setting up, developing,
challenging, or summarizing a set of ideas.
 Task 1: Group it!
Directions: Organize the class into small groups and distribute to each
group the Transition Words/Phrases Table. Place the connection
word/phrase to the function it performs.
First Finally Furthermore In conclusion

Third Meanwhile Second After
To sum up By and large Previously Consequently
Later on Since In brief Simultaneously
Next Immediately Suddenly Then
Soon After all Briefly All things considered
Time Sequence Summation
Activity
 Task 2: Tied Ideas!
Directions: Read the 1st paragraph. As you read, think about the way the
sentences flow together. Do the ideas seem connected? Does one idea
build on another?
28 | P a g e
Directions: Now read the same paragraph again. Great writers use logical connectors
to connect sentences and ideas. This helps your writing flow together. As you read,
circle any logical connectors that you find.
Analysis
 Task 3: My Transitions!
Directions: From the encircled logical connectors, what function each
performs – time, sequence, or summation?
Now, select a piece of previously completed writing. Search for
transition words and encircle each one you find. You may be surprised to
see that you already use some transition words in your own writings.
Remember to…
 list down logical connectors used in each paragraph
 Talk about where you put it and why
 Reread to make sure it fits your paragraph
29 | P a g e
Abstraction
 Task 4: My Notes!
Directions: Using the notes below, create your own interactive notebook
with the sample template of a flap book below.
Then, state the importance of logical connectors:
Let the words flow…

Use Logical Connectors to :
 clarify relationships
 create cohesion
 convey sequence
 signal shifts in time or setting
 show relationships
 link the major sections of a text
Application
 Task 5: Convince Me!
Directions: Each group will perform the following roles below. Be guided
with some reminders on logical connectors that follow:
Researcher/s: Search for information on the ill-effects of alcohol

on the body.
Writer/s: Using logical connectors, compose a 3-minute speech
to answer the question – Why young people should avoid
alcohol?
Speaker/s: Perform your 3-minute speech. Keep in mind that
when you are trying to persuade someone, you often have to
list out the reasons why you have a certain opinion.
30 | P a g e
Logical Connectors
What: Logical Connectors are your way of letting your audience know that
you are changing ideas. It is generally best to write clear and concise
complete sentences for your transitions.
Why: Your presentation organization should be crystal clear to the

audience. The organization starts with a clear preview in the introduction,
but it serve a vital role in keeping the audience on the same page.
When: Use logical connectors every time you change ideas. As a general
rule, you should use transitions after your introduction, between each main
point, and before your conclusion.
31 | P a g e
3-MIINUTE SPEECH RUBRIC
32 | P a g e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: THIRD

EN7LC-III-a-7: Use different listening strategies based on purpose, topic and levels
of difficulty of simple informative and short narrative texts
EN7WC-III-a2.2.12: Identify features of narrative writing
Objectives:
1. Examine the sections that make up the common structure of narratives
through the listening activity.
2. Demonstrate understanding of narrative features through the successful
completion of the activity.
3. Map out a series of events for a plot structure (introduction, rising action,
climax, falling action, and resolution).
4. Infer how recognizing the underlying organization of narratives might be
useful.
Lesson: Features of Narrative Writing
Materials:
1. Graphic Organizers
2. Television; Internet (Wi-Fi Modem if possible)
References:
2. Dela Cruz, E. M. et. al. (1999). New Horizons in Learning English I. Quezon
City: Book Store, Inc.
33 | P a g e
3. The Story Mountain Planner, Retrieved from
http://cindyjbj79.blogspot.com/2014/05/lesson-share-trip-to-beach-using-
story.html
4. Story Mapping, Retrieved from
Rhttp://www.readwritethink.org/files/resources/interactives/storymap/ind
ex.html
5. Flocabulary - Five Things (Elements of a Short Story), Retrieved from
https://www.youtube.com/watch?v=c6I24S72Jps
6. Story Map Rubric, Retrieved from
http://www.cpalms.org/Uploads/resources/49065/Assessment/EducativeA
ssessment/docs/Story%20Map%20Rubric.pdf
7. Plot Structure Rubric, Retrieved from
https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=H48884&
III. LEARNING TASKS

Introduction: We love to hear stories. We spend time listening to the latest news
about our friends on what happened over the weekend and we even rush to
see the latest films that promise a good story. These are narrations.
Do you know the elements of narrative writing? How do you think authors
describe people and places in their writing? From exposure to this lesson, you will
gain a clear understanding of setting, characters, problem/solution, and plot.
 Task 1: Storytellers!
Directions: Brainstorm common experiences. Some examples might be
entering kindergarten or first grade, celebrating a birthday, favorite holiday,
caring for a pet, or playing on a sports team. Then, select one which will be
the topic of the activity. Your task is to use the story frame below as your
guide in telling a story to your partner.
34 | P a g e
Activity:
 Task 2: Story Interactive!
Directions: Use the interactive graphic organizers of Read-Think-Write to
complete a story map for the narrative you just heard from your partner. If
internet is not possible, use the print out copies of the graphic organizers.
35 | P a g e
Analysis:
Directions: Answer the following guide questions.
1. Do all stories have the elements of our story map?
2. What kinds of text do you think do not have these elements and why?
3. What are the elements that make up a story?
4. How does knowing the elements of a story help us become better
writers?
Abstraction:
 Task 3: Five in a Rap!
Directions: Watch the YouTube video Flocabulary - Five Things (Elements of a
Short Story). Once the clip is over, review the elements. Engage in a brief
discussion to define each element.
36 | P a g e
 Task 3: Focus on!
Directions: Focus on the first element mentioned in the chorus part of the rap
and think of the answers on the questions below:
1. What are the parts of a story?
2. What types of graphic organizers can we use to show parts of a
story?
3. How do you know if an event in a story is important?
A plot diagram is a tool which can be used to plan and draft a narrative.
1. Explain the important points identified on the plot diagram.

2. Draw connections between the plot diagram and how it can be
helpful in planning a well-written narrative.
37 | P a g e
Application:
 Task 4: Story in Order!
Directions: This is Allan‘s story. It is about a day in May when his family was in
charge of the day‘s festivities. His story is not in order. Your task is to arrange or
put the paragraphs in their proper order.
There was also the hit-the-jackpot. Someone blindfolded us and then we tried to hit the pot with a stick.
I managed to hit the pot and all kinds of little gifts tumbled out when the pot broke.
Last Sunday was a special day for my family. The festivities were held in our house. Mama and Flora
practically lived in the kitchen. They prepared all the food for the entire neighborhood that night.
The game I liked best was pabitin. A bamboo trellis full of gifts was teasingly lowered and raised. Each
time it was lowered, all the kids made a grab for the gifts.
I had an important part in the celebration. I organized the games we played after the meal. Papa and I
prepared the garden. We put up colorful streamers, bright banners, and straw puppets. We wrapped all
the prizes. This was my favorite part of the day.
After the games, we went to the carnival. I love carnivals. My brother Topsie and I rode the ponies and
watched the shows. There was dancing, but Topsie and I were not as interested as Flora was.
That was truly a wonderful day. I have a lot to thank God for, Papa and Mama, too.
 Task 5: Nifty Narrative!

Directions: Using the completed story of Allan, map it out using the story
mountain planner below. Participate in collaborative conversations in small
groups to accomplish the task.
38 | P a g e
STORY MAP RUBRIC
39 | P a g e
PLOT STRUCTURE (STORY MOUNTAIN PLANNER) RUBRIC
Poor Fair Good Excellent

1 2 3 4
Exposition
Student/s did Student/s Student/s Student/s
not include demonstrate demonstrate demonstrate
setting, knowledge of knowledge of knowledge of
characters, or only part of the the setting, the setting,
conflict in their setting, characters, or characters, or
plot structure. characters, or conflict. conflict.
Student/s do conflict. Student/s have Student/s have
not Student/s have adequate adequate
demonstrate an partial understanding understanding
understanding understanding of all parts in the of all parts in
of the of the exposition. the exposition.
exposition. exposition.
Rising Action
Students show Students show Students show Students show
minimal fair evidence of good evidence strong
evidence of action taking of action taking evidence of
action that took place before place before action taking
place before the turning the turning place before
reaching the point. Students point. Students the turning
turning point of demonstrate demonstrate a point. Students
the story. partial good demonstrate
Students do not understanding. understanding. complete
demonstrate an understanding.
understanding.
Climax
Students Students show Students show Students show
minimal fair good strong
understand the understanding understanding understanding
turning point in concerning the concerning the concerning the
the story. turning point. turning point. turning point.
Students follow Students can Students can Students can
a timeline recognize the recognize the recognize the
instead of a turning point, turning point turning point
plot; therefore but have explain it. explain it in
missing the difficulty detail.
turning point. explaining it.
Falling Action
Students show Students show Students show Students show
minimal fair evidence of good evidence strong
evidence of action taking of action taking evidence of
action that took place before place after the action taking
place after the the turning turning point. place after the
turning point in point. Students Students turning point.
the story. demonstrate demonstrate a Students
Students do not partial good demonstrate
demonstrate understanding. understanding. complete
understanding. understanding.
Resolution
Students do not Students show Students show Students show
show evidence fair evidence of good evidence strong
of a resolved a resolved of a resolved evidence of a
conflict. The conflict. The conflict. The resolved
resolution does resolution relates resolution relates conflict. The
not relate to to the to the resolution
the exposition. exposition, but exposition, and relates to the
Students do not details are include details. exposition, and
demonstrate lacking. Students Students show offers many
understanding. show partial good details.
understanding. understanding. Students
understand
completely.
40 | P a g e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter 3
Asserting Myself
Lesson 2
Having Forbearance
Content Standard:
41 | P a g e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: THIRD
Sub-Theme: Having Forbearance

EN7LT-III-c-2.2: Explain how the elements specific to a genre contribute to the
theme of a particular literary selection
Objectives:
1. Recognize how an essay delivers important information.
2. Explain how comparison was used to support details in the selection.
3. Appreciate how the selection serves as avenue in asserting Filipino
identity.
Lesson: Pliant like the Bamboo by I.V. Mallari
Materials:
1. Television/LCD projector
2. Worksheets
References:
3. Palomar, L. A. & Pimentel, K.R.P. (2016). Interactive 7. Philippines: Jemma,
42 | P a g e
Inc.
4. Aesop's Fables - The Bamboo and the Mango Tree, Retrieved from
https://www.youtube.com/watch?v=ZqA9ZA_uNuI
5. Life Lessons of The Chinese Bamboo Plant, Retrieved from
https://www.youtube.com/watch?v=2nFDmrLGgYM
6. Symbol Drawing Rubric, Retrieved from
http://www.rcampus.com/rubricshowc.cfm?code=Q75X73&sp=true
7. Music Video Project, Retrieved from
http://www.rcampus.com/rubricshowc.cfm?code=L763C8&sp=true
III. LEARNING TASKS

Introduction: The Filipinos have been facing a lot of challenges since the
immemorial. In the essay you are about read, you will find out how they are
similar to bamboos.
 Task 1: Learn from it!
Directions: Listen to the story The Bamboo and the Mango Tree. What lesson
does it teach us? Write your answer on the box below.
__________________________________________________________________
__________________________________________________________________
Activity:
 Task 2: All about Bamboos!
Directions: Bamboos can be seen everywhere, but there is more in bamboo
that we should know. In the box below, write down the thoughts you have
about bamboo.
________________________________________________
________________________________________________
________________________________________________
43 | P a g e
Analysis:
 Task 3: Think it through!
Directions: In reading the essay, answer the following questions:
1. What are the similarities of Filipinos and bamboos?

2. What happened to the Filipinos during the Spanish and American
colonization?
3. Explain the quote: “The past is already a dream, and tomorrow is only a
vision; but today, well-lived, makes every yesterday a dream of
happiness and every tomorrow a vision of hope.”
Do you agree? Why or Why not?
4. Describe the Filipinos as philosophers.
 Task 4: Noting Specific Details

Directions: The essay delivered important information. Give specific details
with the following statements.
8. Filipinos stand still despite many challenges.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________________
9. Filipinos remain persistent even when they were colonized by invaders.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________________
10. Filipinos are philosophers.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________________
Abstraction:
 Task 4: Inspiring Tree!
Directions: Watch an inspirational video of “Life Lessons of The Chinese
Bamboo Plant”. Then reflect on the questions that follow:
44 | P a g e
 What is your story of growth as a teenager?
 What are you willing to do to make your dreams come true?
 How long are you willing to work for it?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
__________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Application:
 Task 5: Tayabenses‟ Emblem!
Directions: Aside from bamboo, what other symbols can you use to describe
Filipinos, specifically Tayabenses? Draw objects in the box and write a short
description of each. Be guided with the rubric that follows.
___________________________________ ___________________________________
45 | P a g e
___________________________________ ___________________________________
 Task 6: Inspire through Music!

Directions: Your group was hired as the new members of a non-profit
organization. Your first task is to make a music video that will show the
perseverance of the Tayabenses. Show the different problems that have
challenged them through the years. The goal of the music video is to inspire
every Filipino, particularly Tayabenses to continue the fight amidst various
challenges and obstacles.
SYMBOL DRAWING RUBRIC
Poor Fair Good Excellent

1pt 2pts 3pts 4pts
There is no There is little There is some There is evidence of
evidence of any evidence of evidence of careful planning
planning. planning. planning, but not where changes
Planning
much has changed. have been made to
create a better
picture.
The work is The work is The work is put The work is put
sloppy and completed, but together well, but together well and
Visually
incomplete. needs more color is needs more color. very colorful.
Appealing
somewhat sloppy.
Student seemed The art work was Student was Student used own
to copy other interesting, but creative in their art ideas and created
symbols and was lacked originality. work, and was a an interesting and
Creativity
not able to good representation. innovative symbol.
produce anything
original.
The student did The student did the The artwork shows Planned carefully,
the minimum or assignment that the student made several
the artwork was adequately, yet it applied the sketches, and
never completed. shows lack of principles of design showed an
Elements of planning and little while using one or awareness of the
Design evidence that an more elements elements and
overall composition effectively; showed principles of design;
was planned. an awareness of chose color scheme
filling the space carefully, used
adequately. space effectively.
Sloppy Student seemed to Student produced a Student showed
rush through the art nice piece of art that care and took their
project and did not showed some time to ensure they
Neatness put all of their effort interest in produced a high
into ensuring that it completing. quality art project.
was completed in a
neat manner.
46 | P a g e
MUSIC VIDEO RUBRIC
Excellent Good Fair Poor

4 pts 3 pts 2 pts 1 pts
Variety
Presentation Presentation Presentation include Presentation
Level of variety includes a wide includes some little variety of includes no variety
of photos/videos range of photos variety of photos photos and/or of photos and/or
used and/or videos and/or videos (6-9 videos (3-5 files) videos (1-2 files
(10+ files) files) used throughout)
Topic
Appropriate Files used are Files used are Files used are Files used are not
very appropriate somewhat appropriate to song appropriate to
Suitability of files to both song and appropriate to both chosen, but not to either song or style
to song chosen style chosen song and style style used chosen
and style of chosen
video used to
demonstrate
your knowledge
of the topic
Flow of Visuals
All visuals flow in Most visuals flow in Most visuals flow in All visuals flow in a
Quality of flow, an easy, smooth an easy and a jarring, disruptive difficult and
including ease, and pleasing smooth manner, or unpleasant unpleasant
smoothness and manner with few manner manner
pleasantness interruptions
Transitions/
Effects Multiple Multiple Some Little to no
transitions/effects transitions/effects transitions/effects of transitions/effects
Amount and of a wide variety without any variety few variety used of no variety used
variety of used used
transitions/effect
s used
47 | P a g e
Pliant Like the Bamboo
byI. V. Mallari
There is a story in Philippine folklore about a mango tree and a bamboo tree. Not being able to
agree as to which was the stronger of the two, they called upon the wind to make the decision.
The wind blew hardest. The mango tree stood fast. It would not yield. It knew it was strong and
sturdy. It would not sway. It was too proud. It was too sure of itself. But finally its root gave way, and it
tumbled down.
The bamboo tree was wiser. It knew it was not as robust as the mango tree. And so every time the
wind blew, it bent its head gracefully. It made loud protestations, but let the wind have its way. When finally
the wind got tired of blowing, the bamboo tree still stood in all its beauty and grace.
The Filipino is like the bamboo tree. He knows that he is not strong enough, to withstand the
onslaught of superior forces. And so he yields. He bends his head gracefully with many loud protestations.
And he has survived. The Spaniards came and dominated him for more than three hundred years.
And, when the Spaniards left, the Filipinos still stood—only much richer in experience and culture.
The Americans took place of the Spaniards. They used more subtle means of winning over the
Filipinos to their mode of living and thinking. The Filipinos embraced the American way of life more readily
than the Spaniard‘s vague promises hereafter.
Then the Japanese came like a storm, like a plague of locusts, like a pestilence—rude, relentless,
cruel. The Filipino learned to bow his head low, to ―cooperate‖ with the Japanese in their ―holy mission of
establishing the Co-Prosperity Sphere.‖ The Filipino had only hate and contempt for the Japanese, but he
learned to smile sweetly at them and to thank them graciously for their ―benevolence and magnanimity‖.
And now that the Americans have come back and driven away the Japanese, those Filipinos who
profited most from cooperating with the Japanese have been loudest in their protestations of innocence.
Everything is as if the Japanese had never been in the Philippines.
For the Filipino would welcome any kind of life that the gods would offer him. That is why he is
contented and happy and at peace. The sad plight of other people of the world is not his. To him, as to that
ancient Oriental poet, the past is already a dream, and tomorrow is only a vision; but today, well-lived,
makes every yesterday a dream of happiness, and tomorrow is a vision of hope.
This may give you the idea that the Filipino is a philosopher. Well he is. He has not evolved a body
of philosophical doctrines. Much less has he put them down into a book, like Kant for example, or
Santayana or Confucius. But he does have a philosophical outlook on life.
He has a saying that life is like a wheel. Sometimes it is up, sometimes it is down. The monsoon
season comes, and he has to go undercover. But then the sun comes out again. The flowers bloom, and
the birds sing in the trees. You cut off the branches of a tree, and, while the marks of the bolo* are still upon
it, it begins to shoot forth-new branches—branches that are the promise of new color, new fragrance, and
new life.
Everywhere about him is a lesson in patience and forbearance that he does not have to learn with
difficulty. For the Filipino lives in a country on which the gods lavished their gifts aplenty. He does not have
to worry about the morrow. Tomorrow will be only another day—no winter of discontent. Of he loses his
possessions, there is the land and there is the sea, with all the riches that one can desire. There is plenty to
spar—for friends, for neighbors and for everyone else.
48 | P a g e
No wonder that the Filipino can afford to laugh. For the Filipino is endowed with saving grace of
humor. This humor is earthly as befits one who has not indulged in deep contemplation. But it has enabled
the Filipino to shrug his shoulders in times of adversity and say to himself ―Bahalana‖*.
The Filipino has often been accused of being indolent and of lacking initiative. And he has
answered back* that no one can help being indolent and lacking in initiative who lives under the torrid sun
which saps the vitality.
This seeming lack of vitality is, however, only one of his means of survival. He does not allow the
world to be too much with him. Like the bamboo tree, he lets the winds of chance and circumstance blow all
about him; and he is unperturbed and serene.
The Filipino, in fact, has a way of escaping from the rigorous problems of life. Most of his art is
escapist in nature. His forefathers wallowed in the *moro-moro, the awit, and the kurido. They loved to
identify themselves as gallant knights battling for the favors of fair ladies or the possession of hallowed
place. And now he himself loves to be lost in the throes and modern romance and adventure.
His gallantry towards women—especially comely women—is a manifestation of his romantic turn of
mind. Consequently, in no other place in Orient are women so respected, so adulated, and so pampered.
For his women have enabled the Filipinos to look upon the vicissitudes of fortune as the bamboo tree
regards the angry blasts of the blustering wind.
The Filipino is eminently suited to his romantic role. He is slender and wiry. He is nimble and
graceful in his movements, his voice is soft, and h has the gift of language. In what other place in the world
can you find a people who can carry on a fluent conversation in at least *three languages?
This gift is another means by which the Filipino as managed to survive. There is no insurmountable
barrier between him and any of the people who have come to live with him—Spanish, American, and
Japanese. The foreigners do not have to learn his language. He easily manages to master theirs.
Verily, the Filipino is like the bamboo tree. In its grace, in its ability to adjust itself to the peculiar
and inexplicable whims of fate, the bamboo tree is his expressive and symbolic national tree, it will have to
be, not the molave or the narra, but the bamboo.
49
49 | P a g e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: THIRD

EN7V-III-a-13.11.1: Identify collocations used in a selection
Objectives:
1. Define collocation.
2. Identify collocations used in the selection.
3. Practice the use of collocations for fluency in communication.

Lesson: Collocations
Materials:
1. Worksheets
2. Dictionary
References:
Inc.
4. Fluency, Retrieved from
http://learnenglishteens.britishcouncil.org/exams/speaking-exams/fluency
III. LEARNING TASKS
50 | P a g e
Introduction: Communication is the most important part of speaking and it is
important that we communicate our ideas as naturally as possible. How do we
sound more natural when speaking English?
 Task 1: We Belong!
Directions: Think of Tagalog words that often go together. Your combinations
should sound right to native Filipino speakers.
Examples:
 mahaba-lakbayin/pasensya  bigay-alam/todo
 malalim–salita  mabuting-kaibigan/layunin
 maaliwalas-panahon/mukha  malaya-
pamamahayag/kaisipan
Activity
 Task 2: Find it!
Directions: From the essay Pliant like the Bamboo by I. V. Mallari, look for
examples of collocations. Write your answer in the table below. The first
number is provided for you.
1. stood fast 6.
2. 7.
3. 8.
4. 9.
5. 10.
Analysis
 Task 3: Pair up!
Directions: Discuss the definition of collocation with a partner. Think of some
examples of unnatural English.
A collocation is two or more words that often go together. These

combinations just sound right to native English speakers, who use
them all the time. On the other hand, other combinations may be
unnatural and just sound wrong or awkward.
51 | P a g e
Natural English Unnatural English
the fast train the quick train
fast food quick food
a quick shower a fast shower
a quick meal a fast meal
Abstraction
 Task 4: Recap Please!
Directions: Give a recap of the lesson by answering the questions:
Why you should learn collocations?

How to learn collocations?
Possible Answers:
Why learn collocations?
 to make your language sound natural and more understandable
 to have a better way of expressing ourselves
 to make it easier to remember and use language in pairs rather than as
single words
How to learn collocations?
 try to recognize them when you see or hear them
 treat collocations as single blocks of language
 write down the new words that collocate with it
 practice using new collocations in context as soon as possible after
learning them
Application
 Task 5: Pick it out!
Directions: Match the words on the left with their collocations on the right.
Use your dictionary as reference. Write your answer on the space
provided.
1. _________________________ set additives
2. _________________________ food food
3. _________________________ junk produce
4. _________________________ ready menu
5. _________________________ fresh meals
52 | P a g e
 Task 6: Fill it!
Directions: Complete the sentences using the collocations from Task 5 to fill
the gaps.
1. ___________ _________ such as artificial flavors and coloring can cause

allergies.
2. __________ _________ may be unhealthy, but it‘s quick and easy and fills
you up.
3. People who don‘t have much time to cook often buy ______ ________
from the supermarket.
4. It‘s always better to buy __________ _________ instead of canned or
frozen food.
5. The _______ ________ is always cheaper than ordering dishes separately
in a restaurant.
 Task 7: Compare Me!

Directions: The text compared Filipinos with bamboos. By using the same
analogy, compare yourself with a bamboo.
You Bamboo
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
53 | P a g e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: THIRD

EN7RC-III-g-2.13: Distinguish fact from opinion, fantasy from reality in the text
EN7RC-III-i-2.1.7: React to assertions made by the author in the text
Objectives:
1. Distinguish fact from opinion.
2. Sort given statements as facts or opinions.
3. Demonstrate understanding on how to make reasonable assertions.
4. React to assertions made by the author in the text using facts or opinions.
Lesson: Distinguishing Fact from Opinion
Material/s:
1. Television / LCD Projector
2. Worksheets
References:
1. K to 12 Curriculum G (May, 2016), p.158-159
2. Coronel, R. J. A & Paez, D. B. C. (2002). Linking the World through English I.
Makati City: Diwa Scholastic Press Inc.
Inc.
4. Bluff or True, Retrieved from http://www.slideshare.net/IvanCrespo2/bluff-
or-true
54 | P a g e
III. LEARNING TASKS
Introduction: An assertion is a positive statement or a declaration. It can either
be a fact or an opinion. Make sure you understand that just because someone
else says something, it‘s not necessarily a fact. It‘s most likely just his/her opinion.
To simply agree with someone else‘s opinion is to consider it a fact and thus
make it real.
 Task 1: Student Bluff Game!
Directions: You are going to play Student Bluff, a version of the Filipino
comedy game show in GMA Network, Celebrity Bluff. The teacher will ask
representatives from each group to be the bluffers. Read the Game
Mechanics below:
Game Mechanics:
 In the game, each group will decide if the given statement to them
is a fact or a bluff.
 The student bluffers will either help or trick you by providing answer
and proofs to the statements.
 The group has to decide whether their chosen bluffer's answer is a
fact or a bluff.
 If answered correctly, the group get the points for that question
otherwise the points will be split between the opponent groups.
The statements are:

1. Oranges are always yellow or orange.
2. The egg came first than the chicken.
3. The chances of coins landing on heads are the same
chances of landing on tails. It‘s fifty-fifty.
4. A person‘s whose mother tongue is very different from
English will never lose his accent when moving to United
States.
5. A cloud weighs like 100 elephants.
55 | P a g e
The teacher will give the bluffers the answers and assign who will help or trick the players.
1. 2.
3. 4.
5.
Activity:
 Task 2: Facts vs. Opinions Chart
Directions: From the statements lifted from the essay “Pliant like the Bamboo‖
by I.V. Mallari, place the facts and opinions in their appropriate columns.
 The Americans took place of the Spaniards.

 That is why he is contented and happy and at peace.
 The Filipino, in fact, has a way of escaping from the rigorous problems of life.
 The flowers bloom, and the birds sing in the trees.
 It was too proud.
 But then the sun comes out again.
 The bamboo tree was wiser.
 The foreigners do not have to learn his language.
 This may give you the idea that the Filipino is a philosopher.
 The Filipino has often been accused of being indolent and of lacking initiative.
56 | P a g e
Facts Opinions
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
Analysis:
Directions: Answer the following questions:
1. Which of the following statements is a fact?
2. Which of the following statements is an opinion?
3. Can this statement be proved true or false?
4. If this statement can be proved true or false, how can it be checked?
5. If a sentence contains statements of fact and opinion, how can you
separate the two?
Abstraction:
 Task 3: Dig Deep!
Directions: Dig for more examples during the discussion of terms below:
A. A fact is a statement that is true. It can be proven through observation,

experimentation, and research.
Examples:
 The Spaniards came and dominated Filipinos for more than three
hundred years.
 The Filipino learned to cooperate with the Japanese in their ―holy
mission of establishing the Co-Prosperity Sphere―.
B. An opinion is a statement of one‘s belief or point of view. A well-informed opinion is

often based on facts.
There are three kinds of opinions:
1. Judgment:The Filipino is likethe bamboo tree.
2. Prediction:Tomorrow will be only another day—no winter of discontent.
3. A statement on what should or should not be done:
He does not allow the world to be too much with him.
57 | P a g e
Application:
 Task 4: Beep for Jeep!
Directions: Read the excerpt from Carmen Guerrero-Nakpil‘s ―Jeepney – A
Product of Filipino Ingenuity.‖ Then, pick out facts and opinions you can find
about the jeepney stated in the article.
Facts Opinions
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
Jeepney – A Product of Filiipino Ingenuity (Excerpt)

Carmen Guerrero-Nakpil
If one were looking for a symbol of post-war Philippines, one could do no better than the
jeepney, which is as abundant and as persistent as post-war mosquitoes, and as much a creature of
improvisation1 as the post-war Filipino.
The jeepney, unique in the world, is a tiny bus built by superimposing a shop-made body on an
army jeep. It holds, in addition to its drivers, from six to ten passengers and the most
esoteric2decorating job on wheels. Its body juts out way behind the original chassis and when fully
loaded, its rear lists dangerously close to the asphalt. It looks just as crowded when it is carrying four as
when it is carrying twelve people – as it often does when business is good.
A jeepney is hardly without its painted signs. Beneath the windshield, the lettering may read
Divisoria-MahalKo-Pasig or Manila and Suburbs-Heart and Soul. At the side is inscribed the name of
the operator and an imaginative estimate of the passenger capacity. On the steps are more letters: a
flirtatious Kiss Me Not or a severe Keep Distance. Jeepney signs are extremely responsive to fad and
fashion. They are allusive3, inspirational or romantic, being taken from movie titles, the name of
showgirls and actresses or slogans. They undoubtedly add piquancy 4to the traffic problem.
The jeepney‘s cramped interior has undergone an even more complete transformation. Above
the cracked and dusty windshield, there is usually a strip of mirror, ornamented in the venetian style,
which enables its driver-conductor to keep an eye on passengers who have not paid their fares. A
central place on it is reserved for an ikon or print of ―Our Lady of Perpetual Help‖ or ―St. Anthony,‖ with
a bunch of dusty paper flowers or a garland of sampaguitaspaying tribute to the operator‘s favorite
devotion. Anyone who has taken a ride in a jeepney will realize how necessary it is to explore the
intercession of the saints. The jeepney‘sikon is as traditional as the chapel where bullfighters kneel
before courting death. Having made his box to the Divinity, the jeepney driver proceeds to be as bravo
as a matador.
1improvisation: made up or created without preparation

2esoteric: difficult to understand; secret
3allusive: root word allusion which means to refer to
4piquancy: stimulation; spiciness
58 | P a g e
 Task 5: My Opinion Matters!
An assertion is a strong opinion that one has about a topic.For

an assertion to be reasonable, it must be supported by accurate
citationswhich refer to evidence from reliable sources such as
encyclopedias, academic journals, websites etc.
From the author‘s assertions about the jeepney, what details
does she provide to convince the reader that the information is
factual? What evidence is there to convince the reader that this is an
opinion?
Directions:With a partner, choose 3 of your answers from Task 4 and

complete the Assertion Sheet below:
Assertion Sheet:
Assertion (statement that starts argument)

___________________________________________________________________
_______________________________________________________________
Reasoning (statement that supports assertion and explains why

audience should believe it)
___________________________________________________________________
_______________________________________________________________
Evidence (statements that back up reasoning)

___________________________________________________________________
_______________________________________________________________
My Reaction (your own opinion on the author‘s assertion)

___________________________________________________________________
_______________________________________________________________
59 | P a g e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: THIRD

EN7LC-III-a-2.1/3.1: Note specific details of the text listened to
EN7OL-III-f-3.4.1: Express ideas and opinions based on text listened to
Objectives:
1. Familiarize oneself with the appropriate use of language in expressing
ideas and opinions.
2. Note specific details of the text listened to through the use of sentence
frames.
3. Express ideas and opinions based on the text listened to.
4. Appreciate the importance of expressing language politely through a
Socratic seminar.

Lesson: Expressing Ideas and Opinion
Materials:
1. Student Handouts (Open-ended questions)
2. Observation Sheets
3. Reflection Sheets
References:
1. K to 12 Curriculum G (May, 2016), p.156, 158
60 | P a g e
3. Verbal boxing by Matt Bryer, Retrieved from
http://www.onestopenglish.com/community/lesson-share/pdf-
content/speaking/speaking-verbal-boxing-lesson-plan/550231.article
4. Sample Lesson Plan 2, Day 5 ―Giving Advice and Expressing Opinions‖,
Retrieved from
http://wikieducator.org/images/4/4a/English_for_Academic_Purposes_Co
urse_Design_and_Syllabus_Part_2.pdf
5. Socratic Seminar, Retrieved from
https://www.nwabr.org/sites/default/files/SocSem.pdf
6. Imagineering a Filipino Dream, Retrieved from
https://www.youtube.com/watch?v=b-5RiEGMBeI
III. LEARNING TASKS

Introduction: A small group discussion is an opportunity to express your views
about a topic of concern. Participating in these discussions requires openness on
your part to listen and acknowledge other people‘s opinions.
 Task 1: Agree or Disagree!
A. Directions: Look at this checklist and tick the choice that represents your
answer.
Compare your answers with a classmate. Did you tick the same column?
Why?
_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
B. Directions: Look at this checklist. These are Hannah‘s answers.
61 | P a g e
Are Hannah‘s answers similar to yours or your classmate‘s?
_________________________________________________________________________
Are Hannah‘s answers wrong and yours or those of your classmate right?
Why?
_____________________________________________________________________
Teacher Talk: When you talk about actions that you agree or disagree,
you are expressing your likes and dislikes. In this lesson, you will practice
how to use expressions to confirm or deny information and also, to
agree or disagree with certain ideas.
Activity:
 Task 2: Our Convo!
Directions: Read the messenger conversation of Paladians regarding a
certain topic. Underline the expressions that they used to give opinions,
agreement or disagreement.
Hannah: In my opinion, the good school is the one that makes a balance between
discipline and fun.
Allan: I completely agree with you, Hannah. Too much focus on the discipline can
make a school like a prison, and excessive focus on fun makes it a park rather than a
school. So balance is better.
Paul: I‘m sorry to say this, but I totally disagree with you. What is the point of fun in a
school? In my mind, the good school is the one where you don‘t have to study such
useless subjects as English language.
Allan: I don‘t agree with you, Paul. I think English language is very important
nowadays.
Hannah: You are right Allan. There is no good school that doesn‘t teach English
language today.
62 | P a g e
Analysis:
 Task 3: Sort it!
Directions: Work with a partner to decide where to put the following twelve
phrases of agreement and disagreement in the box below:
I Agree I agree with some, but I disagree

not all of what you are
saying
Abstraction:
 Task 4: Express politely!
Directions: In certain situations, we have to give our opinions and discuss
subjects that we may disagree about. It is useful to know some of the correct
language so that we can agree and disagree politely without causing
offence. Read some of the different ways of saying what you think about
something:
63 | P a g e
 Task 5: Time to Sum up!
Directions: Summarize the lesson by answering the question below using all
the information you learned.
Why is it important to learn

expressions to agree or
disagree about information?
Application:
 Task 6: Watch and Listen!
Directions: In the spirit of ideas worth spreading, TEDx is a program of local,
self-organized events that bring people together to share a TED-like
experience. Watch and listen to a YouTube video of Prim Payponas he talks
about the Dream Project, which hopes to light the spark in enabling the
youth today not just to dream, but to dream big for the nation.
64 | P a g e
 Task 7: Socratic Seminar in a Fishbowl!
A Socratic seminar is a text-based discussion in which an individual

sets their own interpretations of the text alongside those of other participants.
The aim is a mutual search for a clearer, wider and deeper (‗enlarged‘)
understanding of the ideas, issues, and values in the text at hand.
It is shared inquiry, not debate; there is no opponent save the
perplexity all persons face when they try to understand something that is both
difficult and important.
— Walter Parker, PhD, University of Washington
Socratic Seminar:
The class will be divided into two and will follow a fishbowl format. One
half of the class is in the ‗inner circle‘ facing each other and discussing the
listening text, while the remainder is on the ‗outer circle‘ observing and listening.
Members of the outer circle will accomplish an observation sheet to track the
overall conversation or to focus on specific participants.
During the seminar, the teacher will reserve an empty ‗hotseat‘ for those in
the outer circle who really want to jump in to make a contribution and then
leave. At the end of the conversation, the outer circle can share observations.
The groups then switch to allow the outside group a chance to discuss. At the
end of the seminar, the students will answer a reflection sheet to evaluate the
concluded discussion.
A. Participant (inner circle)

Directions: After listening to the issue presented, accomplish the seminar
notes to be used for the discussion. Use the following sentence frames to
stimulate your thinking about the text you listen to. Choose and complete
5 of the following.
65 | P a g e
Seminar Notes
Predicting the Speaker’s
Opinion ________________________________________________
Evidence According to the video,_________________________________.
Write brief notes about The speaker states that_________________________________.
Important details and A quote in the text is__________________________________.
quotes. In the text, it said _____________________________________.
Interpretation This reminds me of ___________________________________.

Write brief notes about what From this I learned ___________________________________.
the evidence means to you To me this means ____________________________________.
This tells me that _____________________________________.
I think the speaker means ______________________________.
Opinion From this I learned ___________________________________.
Write brief notes about your Now I understand why ________________________________.
opinion. I agree/ disagree with the speaker
because_____________________________________________.
For these reasons I believe______________________________.
Open-Ended Questions for Socratic Seminar

 What puzzles me is…
 I‘d like to talk with people about…
 I‘m confused about…
 Don‘t you think this is similar to…
 Do you agree that the big ideas seem to be…
 I have questions about…
 Another point of view is…
 I think it means…
 Do you think…
 What does it mean when the author says…
 Do you agree that…
Expressing your opinion:
 I believe that _________.
 In my opinion __________.
 I feel that ___________.
 I think that __________ because ________.
 To me, it seems obvious that _________
66 | P a g e
B. Observer (outer circle)
Directions: Choose three participants in the seminar to observe. Listen
carefully to the discussion taking place in the ―inner circle‖ and jump on
the Hot Seat when you would like to state your own views on a topic
being discussed. As you listen to the discussion taking place, write down
your observations to the following.
Participant’s Ideas Opinions Other

Name Observation/s
(Explain why his (Explain why
/her idea was his/her opinion was (Explain why you
successful/not successful/not think each one did a
successful.) successful.) good job in
participating.)
1.
2.
3.
67 | P a g e
SOCRATIC SEMINAR RUBRIC
5 4 3 2
Conduct *Patient with differing *Respectful. *Participates but *Disrespectful.
opinions. *Comments, but shows *Argumentative.
*Asks for does not attempt impatience. *Does not
clarification. to involve others. *Some focus. participate.
*Brings others into *Generally *Engages in
the dialogue. focused. ―sidebar‖
*Very focused on the conversations.
dialogue.
Speaking *Speaks to all *Speaks to most *Speaks too *Reluctant to
participants. participants. softly. speak.
*Articulate. *Attempts to *Needs *Comments do
*Takes a leadership move on to new prompting to get not support point.
role without ideas. involved.
monopolizing the *Tends to *Has no
discussion. ―ramble on‖ after sustainable point;
making a point. uses ―sound
bites.‖
*Monopolizes the
discussion.
Reasoning *Cites relevant text. *Makes limited *Accurate on *Illogical
*Relates topic to connections to minor points, but comments.
outside knowledge others‘ ideas. misses the main *Ignores the
and other topics. *Some intriguing point. movement of the
*Makes connections points that merit *No textual seminar.
between own reaction. support; ―talking
thoughts and others‘. *Some of the top of your
*Willing to take an references to head.‖
alternate viewpoint. text. *Refuses to
*Asks questions to acknowledge
further dialogue. alternate
viewpoints.
Listening *Writes down *Generally *Appears *Inattentive.
comments, attentive and disconnected. *Comments show
questions, ideas. focused. *Takes limited lack of
*Builds on other‘s *Responds notes. understanding.
ideas & gives others thoughtfully. *Takes no notes.
credit. *Takes some
notes.
Reading/ *Familiar with text. *Fairly familiar *Confused with *Unfamiliar with
Preparation *Understands major with text. key concepts of text.
concepts. *Asks for text. *Writing
*Writing assignment references. *Writing assignment
completed on time. *Writing assignment may completed but not
*Was well prepared assignment be completed on on time.
in small discussion completed on time. *Very much
groups. time. *Occasionally unprepared in
*Was mostly prepared in small small discussion
prepared in small discussion groups.
discussion groups.
groups
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SOCRATIC SEMINARREFLECTION SHEET
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Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: THIRD

EN7G-III-c-2: Use the passive and active voice meaningfully in varied contexts
Objectives:
1. Utilize the passive and active voice in a correct manner and in varied
contexts.
2. Display emerging skill in scriptwriting with the employment of the voices in
sentences.
3. Appreciate the importance of the proper use of active and passive voice
in communication.

Lesson: Active and Passive Voice
Materials:
1. Sample Objects
2. Copies of the Rubric
References:
3. Scriptwriting rubric retrieved from https://godarddrama.wikispaces.
com/file/view/Script+Writing+Rubric.doc
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III. LEARNING TASKS
Introduction: Most of every sentence has a "voice." This term refers to how a
subject, object, and verb interact within a sentence. Their order will determine if
a sentence is in active or passive voice. The tone and focus of your writing can
change completely depending on which construction you use.
 Task 1: Active, Passive?
Directions: Analyze the cartoon scenario of a teacher and a student. What
do you think are they talking about?
Activity:
 Task 2: Say What I Did!
Directions: Five representatives will be selected from the class to be the actors
of the day. Using the objects given to you, you will have to make an action
using it.
Student 1 Chalk
Student 2 Bottle of Water
Student 3 Ball
Student 4 Handkerchief
Student 5 Broom
Your classmates will be called to describe what the actors portrayed. In

describing, you must state first the name of their classmate.
For example: Ryan wrote the chalk on the board.
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The actors will once again act in front using the same objects. Afterwards,
you will also describe what they did. However, you must start your sentences
using the name of the objects.
For example: The chalk was used by Ryan on the board.
Analysis:
Guide Questions:
Let‘s have the first set of sentences.
1. What are the verbs that you used?

2. Who are the subjects of your sentences?
3. Is the subject of the sentence doing the action?
Now, let‘s go on with the second set of sentences.
1. What are the verbs that you used?

2. What are the subjects of your sentences?
3. Is the subject of the sentence doing the action?
 Task 3: Work It Out!

A. Directions: Rewrite the following sentences into passive voice.
1. Fr. Eamon gave a speech on the Mayohan festivities.

2. Dr. Nadres treated children with leukemia.
3. A group of artists from LPNHS Special Program for the Arts
donated paintings to the children‘s museum.
4. A reliable source revealed some shocking information.
5. The journalism students sponsored a benefit show for street
children.
1. __________________________________________________________________
__________________________________________________________________
2. __________________________________________________________________
__________________________________________________________________
3. __________________________________________________________________
__________________________________________________________________
4. __________________________________________________________________
__________________________________________________________________
5. __________________________________________________________________
__________________________________________________________________
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B. Directions: Rewrite the following sentences into active voice.
6. The ferry was whipped by a strong gust of wind.

7. Karaoke was invented in 1975 by a Filipino named Roberto
del Rosario.
8. The female workers were advised by Mrs. Luces.
9. The spaceship has been seen by many of our neighbors.
10. The beautiful story was written by Jose Garcia Villa.
6. __________________________________________________________________
__________________________________________________________________
7. __________________________________________________________________
__________________________________________________________________
8. __________________________________________________________________
__________________________________________________________________
9. __________________________________________________________________
__________________________________________________________________
10. __________________________________________________________________
__________________________________________________________________
Abstraction:
 Task 4: I Remember!
Directions: Using the Venn diagram, differentiate how statements are formed
for both active and passive voice.
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Active vs. Passive Voice
The relationship of the subject to the verb in a sentence is called the voice. A
sentence is written in the active voice if the subject is doing the action of the verb.
Example: Mr. Reyes donated the X-ray machine.
The active voice is straightforward and clear. It focuses on the subject doing the action.
A sentence is written in the passive voice if the subject receives the action.
Example: The X-ray machine was donated by Mr. Reyes.
The passive voice is only effective if the person or thing doing the action is unspecified or
unknown. It is also effective if the receiver of the action is to be emphasized.
Example:
 The hospital was built in the 1950s. (The person behind construction of the hospital is
unknown.)
 A donation worth ₱1M was received by the organization. (The receiver of the
action is emphasized.)
Application:
 Task 5: Change it!
Directions: Read the paragraph below. Rewrite the sentences that are
written in the passive voice to the active voice.
My Idol
I look at my older brother, KuyaNoli, as my hero. He was given a medal for
Outstanding Coach of the Year. His basketball team was recognized by the Council of
Mayors. All of KuyaNoli‘s team players are inspiring role models. These players are always
reminded by KuyaNoli to play fair and to play hard. The team has been guided by KuyaNoli
with dedication and heart. In turn, I saw how every game was played with utmost dedication
by these young men. Indeed, a team will definitely be a story of success if they are led by a
great leader like KuyaNoli.
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
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 Task 6: Script A Scene!
Directions: With your own group mates, create a 5-minute dialogue about
the common scenario happening in each of the public place below. The
dialogue must employ active and passive voice in the sentences.
Afterwards, shoot the scenes around Tayabas. The group will be divided
according to the following roles:
1. Leader
2. Narrator
3. Cameraman
4. Scriptwriters
5. Actors
The leaders will choose one place which will serve as the setting of their
dialogue:
Public market A local karinderya Streets during fiesta

Church Grocery Store School
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5-MINUTE DIALOGUE RUBRIC
1 2 3 4
The final draft There more than There are few There are no
Conventions has many a few grammar, grammar, grammar,
grammar, capitalization, capitalization, capitalization,
capitalization, spelling, or spelling, or spelling, or
spelling, and punctuation punctuation punctuation
punctuation errors in the final errors in the final errors in the final
errors. Few draft. Examples draft. Active draft. Active
examples of of active and voice and voice and
Communication
active voice and passive voice passive voice passive voice

passive voice were used in were used in the were used
were used with dialogues with dialogues with correctly and
major errors. major errors. little errors. extensively
throughout the
dialogue.
Ideas and The plot is a little The plot is pretty The story is very
Clarity scenes seem to hard to follow. well organized. well organized.
be randomly The transitions One idea or One idea or
arranged. are sometimes scene may seem scene follows
not clear. out of place. another in a
Clear transitions logical
are used. sequence with
clear transitions.
There are no The playwright The playwright The playwright
Format stage directions has used stage used stage has really
or consideration directions, but directions and demonstrated
Understanding
Knowledge/
of script/play more could proper script thorough

format. have been used. format, thought and
demonstrating a understanding
general regards to
understanding. stage directions
and script
format.
There is little The story The story The story
Creativity evidence of contains a few contains contains many
creativity. The creative details creative details creative details
Thinking/
Inquiry
playwright does and/or and/or and/or

not seem to descriptions, but descriptions that descriptions
have used much they distract contribute to the that contribute
imagination. from the story. reader's to the reader's
enjoyment enjoyment.
It is hard to tell The main The main The main
Characters who the main characters are characters (3-4) characters (3-4)
characters are. named. are named and are named and
There is only 1 Dialogue and described. clearly
main character. stage directions Dialogue and describe.
have limited stage directions Dialogue and
expansion of somewhat stage directions
Application
character expand expand

development. character character
development. development.
Hard to follow It is usually clear It is usually clear It is always clear
Dialogue characters' which character which character which
dialogue and is speaking. is speaking. character is
minimal effort is Dialogue is Dialogue is well speaking.
put into choppy and not developed, but Dialogue is well
conversations. well developed. could be more developed and
varied in varied.
structure.
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Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: THIRD

EN7VC-III-b-13: Determine the key message conveyed in the material viewed
EN7WC-III-b-2.: Compose personal and factual recounts
Objectives:
1. Recognize the framework of a personal recount.
2. Determine the key message conveyed in a travel video.
3. Compose a personal recount applying its necessary features.
4. Participate actively in a collaborative activity.

Lesson: Personal Recount
Material/s:
2. Manila Papers
References:
2. Personal and Factual recounts, Retrieved from
http://boytalesofchildhood.wikispaces.com/Personal+and+Factual+recou
nts
3. Roar in Tayabas Quezon, Retrieved from
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https://www.youtube.com/watch?v=w5-d90OyQz0
4. Day 19 of PHL50 : Visiting the Towns of Lucban and Tayabas in the Quezon
Province, Retrieved from http://www.escapemanila.com/2013/06/things-
to-do-in-lucban-and-tayabas-quezon.html
5. Writing Recount, Retrieved from
http://www.primaryresources.co.uk/english/pdfs/recountwritingframe.pdf
6. Recount Planner, Retrieved from
http://www.primaryresources.co.uk/english/pdfs/Trip_Recount_Planner.pd
f
7. Year 5/6 2012 Recount Writing Rubric, Retrieved from
https://l4chps.wikispaces.com/file/view/year-5-2012-recount-writing-
rubric.doc
III. LEARNING TASKS
Introduction: The purpose of a recount is to list and describe past experiences by

retelling events in the order in which they happened. Recounts are written to
retell events with purpose of informing your audience. There are two types of
recounts – personal and factual. This lesson will focus on the first type – personal
recount.
 Task 1: Check out Tayabas!

Directions: Rubi on the Roadtrip, also known as ROAR, is a 30-minute eco-
travel television program. Watch its YouTube video featuring Tayabas City,
Quezon. Determine the key message that the video conveys. Write your
answer as Today’s Tweet on the template provided.
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Activity:
 Task 2: Recount Framework!
Directions: Read a recount entitled ―Day 19 of PHL5: Visiting the Towns of
Lucban and Tayabas in the Quezon Province”. With your group, complete
the organizers below by answering the questions. Discuss the purpose and
structure of it. Then, present your output in a manila paper.
What is the Where did

incident the incident
about? take place?
Who are the When did

people in the the incident
story? take place?
Introduction
Feelings
Use of logical
before, during
connectors
and after the
(time)
event
Sequence of Descriptive
events that details
lead up to the (adjectives)
incident used
Body
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Outcome of
the incident
Summary of Learning on
the incident the incident
Conclusion
Analysis:
Directions: The table below is a summary of a recount framework. Use it to assess
the completion of your group‘s output.
Title Needs to be catchy and connected in some way to the story
Specific
Who are the people in the story? Give a brief description of each character.
participants
Setting or
Where and when did the incident take place?
orientation
What are the sequences of events that led up to the incident?
First event,
Describe in a chronological order.
second
event, final event
Use logical connectors to sequence events - first, then, next, after, as a result
of, during, since, meanwhile, until, as soon as
Personal
thoughts What are your feelings before, during and after the event?
and reactions
The ending Describe the outcome of the activity.
Descriptive Use adjectives to help the reader reconstruct the activity throughout the
details recount.
Abstraction:
 Task 3: Wrap it up!
Directions: Through a discussion, share your ideas regarding the difference
between personal and factual recount.
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Personal Recount- A personal recount is when the writer is involved in the event. And a
personal recount has a beginning, middle, and an end.
Factual Recount- A factual recount is a recount when the writer is not in the recount but the
structure is the same as a personal recount, because it has a beginning, middle and an end.
The difference between a personal recount and a factual recount is that a personal
recount is when it is a personal moment that you have experienced and a factual recount is
when it's a moment that the writer has not experienced but has seen or thinks it is interesting to
write about.
Application:
 Task 4: My Recount Planner!
Directions: Write a personal recount of your travel experience. Use the
recount planner below to guide you in the writing process. Remember to use
logical connectors that you have learned from the previous lesson such as
first, then, after, as a result of, during, since, meanwhile, until, as soon as etc.
to sequence your events. Begin you recount with a title. Please be guided
with the rubric that follows.
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82 | P a g e
PERSONAL RECOUNT RUBRIC
5 points 3 points 1 point
Student devotes a lot of Student devotes time Student devotes little

time and effort to the and effort to the writing time and effort to the
WRITING PROCESS: writing process (planning, process (planning, writing process
Recount Scaffold and drafting, reviewing, and drafting, reviewing, and (planning, drafting,
Editing Procedure editing). Works hard to editing). Works well and reviewing, and
develop a writing piece of gets the job done. editing).
extremely high standard.
Orientation includes 4 w's, Orientation is clear and Orientation is unclear

creates atmosphere. setting is introduced or inconsistent with
ORIENTATION: who, Setting is well developed. satisfactorily. recount. Setting is not
what, where, when Ideas motivate reader to introduced clearly.
continue reading. Uninteresting
introduction.
The writing piece is The writing piece is Ideas show no

extremely well organized. fairly well organized, but connection and sense
SEQUENCES: One idea follows another is a little hard to follow of order. No use of
chronological events in a logical sequence with at times. The transitions paragraphs.
and linking ideas clear transitions. Uses are sometimes not
paragraphs appropriately. clear. Paragraphing not
always consistent.
LANGUAGE: Show Writes maturely and Writer uses words that Poor range of
Don‘t Tell, Adjectives, fluently. Uses effective communicate clearly. grammar/ vocabulary.
Use of 'time' words language to create mood Uses some adjectives Sentence beginnings
and atmosphere through that draw pictures in the are repetitive and
the use of adjectives. reader‘s mind. Varies uninteresting. Small
Uses wide range of connection words or no use of
connection words (firstly, (firstly, after). descriptive language.
after, then).
PERSONAL & Writes in-depth personal Writes some personal Writes no personal
EVALUATIVE comments and evaluates comments but no comment or
COMMENTS each of the main events evaluative remarks evaluative remarks
using interesting detail. about each main event. throughout the
recount.
SPELLING & There are no spelling or More care needs to be Final copy has many
PUNCTUATION punctuation errors in the taken with some proof spelling and
final copy. reading due to spelling punctuation errors.
and punctuation errors.
The final copy of the The final copy of the The final copy is not
writing piece is attractive, writing piece looks good attractive. It looks like
with an interesting title with a title that the student just
WORK
and an appropriate describes the writing. wanted to get it done
PRESENTATION
paragraph.It looks like the and didn't care what it
author took great pride in looked like. It has no
it. basic title.
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Activity:
 Task 2: Recount Framework!
Day 19 of PHL5: Visiting the Towns of Lucban and Tayabas in the Quezon Province
Here's what I did during the 19th day of PHL50 which includes itinerary, expenses and guide on how to
get to the destinations/tourist attractions I have been to in Lucban and Tayabas.A tour to the Quezon Province
will not be complete without paying a visit to the towns of Lucban and Tayabas.
Again, it was my first time to visit the province so I do not know exactly how to get there. Good thing
there is Google and helpful locals who assisted me find my way. I left the hotel in the early morning and took a
jeep going to the diversion road. From there, I took another jeepney going to toLucban. I arrived in Lucban after
over an hour and immediately visited the Lucban Church.
After a visit to Lucban Church, I started my walking tour around the town and saw some heritage
houses. After a short walking tour, I decided to head to Tayabas. I took a jeep and found myself in Tayabas in
about 30 minutes.
The first thing I did in Tayabas was to visit the Tayabas Church. It was really nice to see it up close for
the first time. Due to the super hot weather, I decided to stay inside the church and rest for a bit.
I was already feeling hungry so I went to a nearby eatery to sample some of Quezon's local cuisines. I
had their pancithabhab, longganisa and a cup of rice. It was a sumptuous lunch.
After lunch, I went to CalleBudin to buy some Budin (cassava cake), one of their most famous
delicacies. Bound for Manila I had to leave Lucena going to Manila on the same day so I hurried up. I checked out
the hotel, took a bus and arrived in Paranaque after about 4 hours.
Expenses:
Jeepney (hotel-diversion-hotel) - P16
Jeep to Lucban - P30
Longganisa - P70
Jeep from Lucban to Tayabas - P20
Budin (cassava cake) P75
Lunch P70
Jeep from Tayabas to Lucena - P15
Bus from Lucena to Alabang - P180
Water - P15
Bus from Alabang to Bicutan - P15
Taxi from Bicutan bus stop to BLS - P100
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Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter 3
Asserting Myself
Lesson 3
Making Wise Decisions
Content Standard:
85 | P a g e
Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: THIRD
Sub-Theme: Making Wise Decisions

EN7LT-III-h-3: Explain how a selection may be influenced by culture, history,
environment, and other factors
Objectives:
1. Determine the relevance of the play vis-à-vis its intended purpose and
production milieu.
2. Explain how the play may be influenced by culture, history, environment,
and other factors.
3. Appreciate how the play serves as avenue in asserting Filipino identity.

Lesson: Sa Pula, Sa Puti by Francisco Rodrigo
Materials:
1. Reflection Strips
2. Task Cards
References:
1. K to 12 Curriculum Guide (May, 2016), p.156
86 | P a g e
Inc.
4. Sabong: Cockfighting in the Philippines Thrills, Retrieved
fromhttp://www.top-destination-choice-the-philippines.com/sabong.html
5. Scoring Rubric for Advocacy, Retrieved from
http://osbha.org/files/Advocacy.pdf
III. LEARNING TASKS

Introduction: Cockfighting is an old Filipino past time. Few men go to
cockfighting arenas just to play and bet for their own cocks. In the play you are
about to read, find out how it comments on people‘s weakness on this
recognizable situation and what happens to the couple as they try their luck.
 Task 1: Lucky You!
Directions: There are Filipinos who believe in luck rather than working hard to
achieve goals. In the graphic organizer below, brainstorm on different
instances where Filipinos depend on luck.
Luck
Activity:
 Task 2: Sharing Time!
Directions: Read an excerpt of an article entitled ―Sabong: Cockfighting in
the Philippines Thrill‖. Share your ideas with the class.
Sabong gives you a unique and thrilling satisfaction of a Filipino national

pastime. It lets you feel a great, enduring forming facet of the culture of the
Philippines.
There‘s no pastime in the Philippines that is as popular and as old
as sabong (cockfighting). Before the Spaniards came, it was already around and
well loved by Filipinos, mostly men and young boys.
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Analysis:
 Task 3: Think it through!
Directions: While reading the play, Sa Pula, Sa Puti by Francisco Rodrigo,
answer the following questions.
11. Describe the setting of the play.

12. What did Celing hate about Kulas? Why?
13. What did Kulas dream about? What did it show about his beliefs on dreams? What
can you say about this?
14. Is cockfighting and betting good or bad? Why?
15. Is Celing‘s action of betting on the opponent a good action? Why or why not?
16. What happened after the last cockfight? How did Kulas win and lose?
Abstraction:
 Task 4: Three R‟s!
Directions: Use the 3 R‘s of Reflection (Retell, Relate, Reflect) to explain what
you learned in 5-7 sentences. Select one of the topics below, look at the
questions in the box as guide for your reflection:
a. Thoughts that I had during the discussion of the lesson

b. The need for family and community awareness
c. The skills I used during this lesson
d. After this lesson I will…
Why do Filipinos invest in gambling? What do they get from it? Do you think
that it is a solution to their poverty? Why or why not?
____________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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Application:
 Task 5: M.I. Time!
Directions: Accomplish the following with your Multiple Intelligence group. Be
guided by the Rubric for Advocacy that follows.
Body Smart: Act scenarios, based on the information learned showing

the consequences arising as a result of gambling in a family or
community.
Art Smart: Create an infographic to illustrate the gathered information

about the level of understanding regarding gambling among the
student population in your school.
Music Smart: Compose a rap for a radio infomercial that alerts

teenagers to the risk factors associated with gambling.
Word Smart: Write a letter to be sent to the Principal expressing your

concern about youth problem-gambling, and recommend action to
be taken by the school board to increase youth awareness on this
issue.
RUBRIC FOR ADVOCACY
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Sa Pula, Sa Puti
A Comedy of the Cockpit
by Francisco Rodrigo
Characters:
Kulas, an out-and-out sabungero, or cockfighting addict
Celing, wife of Kulas
Sioning, friend of Celing
Castor, a middleman in the cockpit
Teban, an old man, servant of Kulas and Celing
Kulas:Ahem! Er. . . nice morning, isn't it, Celing? How are you?
Celing(dryly): Oh, fine. I feel very fine. Thanks for thinking of me.
Kulas: Oh, come, Celing, that's not a nice way to say it.
Celing:Well, you certainly take a lot of interest in me these days. Usually our firstthought is for your
fighting cocks and your last one is for your wife.
Kulas:Come, come, Celing. You have first place in my heart. I know to appreciate a wife like you.
Celing:Really? But when I see you fondle your cocks, I feel envious, I am jealous.
Kulas:But Celing, you know that I only cherish my fighting cocks for our own good.
Celing:What good are you talking about? If it's stewed chicken you're after. I can get good, fat hens in the
market any time. We don't have to get a roster killed in the cockpit and lose money in the process. I
can do the killing myself right here for nothing.
Kulas:Come now, Celing, I don't expect to lose all the time. Look at this cock for example… why it is a
sure winner — its scales are perfect.
Celing:That's the same thing you said about that unbeatable cock you bet ten pesos on last week. Did you
like the way I cooked it?
Kulas:Oh, but that was an accident. Everybody was betting two to one and that cock would win. And
anyway, I'm getting more experience all the time.Iknow how to choose cocks now. I assure you,
Celing, if only you'lllend ten pesos now, I'll get that money back. Come here, Celing, I'll tell you a
secret. Last night I dreamt that I was being chased by a white carabao— a white one.
Celing:What if it was white?
Kulas:Why, that means silver, and it was chasing me — that means money is coming to me. I can't lose
this time, Celing. I assure you I can't lose.
Celing:Ha. Quite interesting.
Kulas:Look here, Celing, don't tell that dream to anybody. You know that if you tell anybody else about
your dreams they never come true.
Celing:But you told me.
Kulas:Oh, well, you are my wife. (Angrily) Who care for dreams anyway? I want some money, Celing. Do
90 | P a g e
you hear me? I want some money. This cock is a sure winner. It can't lose.
Celing:But we have no more money now. There's no more silver.
Kulas:Oh yes, we have. It's just put away. Give me five pesos and we'll surely—double it. My dreams
cannot fail.
Celing:But, Kulas, last month you dreamt about a snake that coiled itself into a figure eight. The cockfight
was on the eight of February, and you said you were surely going to win, but instead, you lost eight
whole pesos!
Kulas:Well, I made a mistake in selecting the match I should bet in. I should have bet in the eighth match.
Celing: And did you make a mistake, too, when you dreamt about the red cat? You bet on the red rooster
and lost ten pesos. And now you talk about your whitecarabaos.
Kulas:Oh, well . . . but this time I'm not banking on dreams alone. I've studied the scales and the ears of
this cock. It's a sure winner, Celing. I tell you, we are going to win this time.
Celing:Kulas, do you remember how sure you were two Sundays ago about that other cock? And what
happened?
(Shouts are heard from the cockpit. Kulas becomes uneasy.)
Kulas:Come on Celing, just this once. If this cock loses, I will never, never go to the cockpit again.
Celing:Really?
Kulas:Really and truly. Come on, hurry up! They have already started the fights. Come on, I have a bet in
the next match. I will be disgraced if I don't show up.
(Celing shakes her head, realizing the futility of further discussion. She takes five pesos from her pocket.)
Celing:Well, here, take this. After all, it's your money. I am only being careful. Don't blame me if we land in
the poorhouse some day.
Kulas (taking the money): Don't worry, Celing. In a few minutes the money will be doubled. You bet your
life. See you later.
(On his way out Kulas almost bumpsSioning, who enters, an empty basket on her arm.)
Sioning:Hello, Kulas.
Kulas (in a hurry): Hello ... er ... eh, excuse me, Sioning. I'm in a hurry. Er,er… There's Celing. Celing!
Here's Sioning, Well so long (Exits).
Sioning:What's the matter with your husband, Celing? He acts as if his feet are on fire.
Celing:Worse than that, Sioning, our money is on fire — he is going to the cockpit again.
Sioning:Celing, again! Is he really —
Celing:Just a moment, Sioning. (Shouts toward the kitchen) Teban! Teban!Teban!
Teban (obedient but slow-witted, entering): Yes, ma'am? What is it, ma‘am?
Celing (taking five pesos from her pocket and giving it to Teban): Here, Teban. Five pesos. You know what
to do.
Teban(Unsure).Uh . . . eh ... ?
Celing(exasperated at his stupidity; explaining as if to a child): Your master is back in the cockpit. Quick,
91 | P a g e
make a bet with this. Hurry! You maybe too late!
Teban(as light dawns and Celing pushes him out): Yes, ma'am. Yes,
Sioning: Betting five pesos! What's this, Celing? Are you becoming a lighter?
Celing (surprised): My dear Sioning. I'm not a cockfighter, but whenKulas goes to the cockpit, I bet also.
Sioning: Ah ... you are not a cockfighter, but you just bet in the cockpit.
Are you trying to kid me, Celing?
Celing:No, I'll explain it to you. But promise you won't tell anyone.
Sioning:I promise. Don't worry.
Celing:You see, Sioning, I bet in the cockfights in order not to lose.
Sioning:Oh ... You bet in the cockfights in order not to lose. Celing, youare making fun of me.
Celing: Of course not, Sioning. You know, we are losing a lot of money on account of Kulas' gambling. I'm
sure someday we'll be eating just rice and salt. I tried my best to keep him away from the cockpit
but we just quarrel about it. And in order to avoid quarrel and to prevent our money from melting
away entirely, I thought of a plan. For the last month I have always sent Teban to the cockpit to bet
on the side opposite Kulas.
Sioning (a little slow, too): Why?
Celing:Well, if Kulas' cock loses, I win and if I lose Kulaswins. So, whatever happens, we don't lose any
money.
Sioning:Oh, I see. Why, yes, of course! Celing, you are clever. (Shouts atthe cockpit)
Celing:There they go. The match is on. Dear me, the shouts make myhead ache.
Sioning:Well, it is your fault ... no one told you to choose a near the cockpit.
Celing:Don't think I chose it. Kulas did the choosing. I wanted a house near the church but Kulas wanted
one near the cockpit.
(Louder shouts from the cockpit.)
Sioning: Have you done your marketing yet? How about coming along with me? Let's go.
(The shouts grow louder, and suddenly stop.)
Celing:Yes, Sioning — but wait a while - the match is over. Let's wait for Teban. After all, the market is
near (looks out the window),Oh, here‘s Teban.He's actually running.
(Teban enters out of breath, with two five peso bills, and smiling broadly).
We won, we won, ma'am, we won!
(Gives Celing the money, which she pockets immediately.)
Celing:Very good, Teban. Now hurry back to the kitchen. MangKulas might catch on.
(Exit Teban)
Sioning:Well, let's go, Celing.
(Celing gets her tapis from a chair, puts its on, and picks up her basket. Kulas enters, crestfallen.)
92 | P a g e
Celing:What now, Kulas? Didn't the white carabao catch up with you?
Kulas (sore): Don't joke about that now. My, but what rotten luck -Celing, imagine, my cock was winning
right up to the last minute. Yes, up to the last seconds. It was a freak fight that only happens once
in a hundred times. I never saw anyone have such bad luck as I do!
Celing:hat's the trouble with gambling. Kulas— you depend on nothing but luck.
Kulas:Cockfighting is really no good. Curse it! I don't want to see even the shadow of the cockpit again. I
give up cockfighting. I tell you, never again.
(The two women steal amused glances at each other.)
You won't see me going over there anymore.
Celing:Here's hoping you mean that.
Kulas:I do. I promise you I will never gamble again,
Celing:Well, sit down and cool off. Sioning and I are going to market. See you later, Kulas.
(Exit Celing and Sioning.Kulas lights a cigarette, takes a puff, throw down on the floor and steps on it. He
slumps into a chair, downhearted Castor comes in. He is another sabungero - a little older than Kulas.)
Castor:Kumustaka, Kulas.
Kulas(gloomily): Kumusta.
Castor:What's the matter? Why do you wear a funeral parlor on your face? Did your wife make adobo out
of your pet rooster?
Kulas:Oh, Castor. There's no one as neglected by luck as I am. I'm through with cocks and the cockpit for
good.
Kulas:You bet on ... the ... other . . . But suppose your cock wins?
Castor:My cock can never win. I see to that! I do some tricks to make it lose.
Kulas:Come, come, Castor, stop kidding me. My head is boiling hot. and I am in no mood for clowning.
Castor: Who's clowning? It's the truth. And if you were not my friend I would not tell you this precious
secret.
Kulas:But, Castor, how can you make a rooster lose?
Castor:It's easy . . . But why should I tell you? You do not appreciate what I am doing. You are even sore
at me.
Kulas:Oh, come on, Castor. Don't be touchy. You only caught me in a bad mood. Come on, be a good
friend and tell me, ha?
Castor:Do you really want to know?
Kulas:Sure, sure. Sigena.
Castor:Well, get one of your cocks and I'll show you.
Kulas:Any one of my cocks?
Castor:Sure. Any cock. It doesn't matter. (Kulas exits the kitchen. Hi returns with a cock.)
Kulas (giving Castor the cock).Here, Castor, here's the cock.
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Castor:Now get me a needle.
Kulas:A needle?
Castor:Yes, a needle. That thing that your wife uses for sewing.
Kulas:Ah ... yes ... a needle . . . (Goes to Celing's sewing box gets a needle.) Here's a needle.
Castor (holding the cock in his left hand and the needle in his right Now come here and observe what I'll
do. Every cock has ligament in the leg. Once you prick it, the leg will be weak. Look here (Castor
pricks the cock leg.) There. No one will notice what we did but that leg is weak and now cock can
no longer strike with it.
Kulas: Then that cock won‘t win any more. It surely is going to lose.
Castor(Naturally): Now all you have to do is to go to the cockpit, arrange a match for that cock, and bet
secretly on the other side.
Kulas:Superb! That certainly is a wonderful trick!
Castor:See? The trouble with you is you don't use your coconut. (Indicating the head.)
Kulas (troubled). But, Castor, Isn't that cheating?
Castor:Of course, it is cheating! But heavens, show me the gambler who ever made money without
cheating? And besides that, you have already lost plenty of money. You will use this trick just to get
It back. What is bad in that?
Kulas:You are right, Castor. I've really lost a great deal.
Castor:And do not suppose that when you lost, they did not cheat you?
Kulas (thinking), Er ... uh .. . Why, I do suppose they did.
Castor:See? You will not be cheating, Kulas. You will just be getting back at them.
Kulas:Sure enough. You are right.
Castor:Well, what are you waiting for? Let us go.
Kulas:Well. . . er. I'll have to wait for Celing, my wife.
Castor:Why, what for?
Kulas:Well . . . you see ... she holds the purse strings in this house.
Castor:Gosh, what a man, this Kulas. A slave to roosters and pecked by a hen. Well, wait for her, but get
plenty of money, huh? - so we can make more.
Kulas:0. K.. . .er . .. Castor.
Castor:Yes?
Kulas:Er . . . Celing is probably on her way home now. You see, I don't want her to see you here. She
doesn't like to see me with cockfighters you know. Don't take offense, please , . , but I'd rather
you'd run along now.
Castor (laughs). Follow soon, ha? You‘IIhave a match ready as soon as you get there.
Kulas:0. K. I'll see you there.
Castor:See you later. Squeeze all you can from the wife, pal. This cannot miss!
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(Castor exits. Kulas smiles, fondles his cock and admires the trick done on its leg. Sioning and Celing
enter).
Celing (upon seeing the cock).Kulas, are you at it again? I thought you had sworn off the cockpit.
Kulas:Celing, just this once. I am sure we can recover what we lost.
Celing:My, my, this Kulas of mine, just like the price of sugar: changes very minute.
Kulas:Celing, really and truly, just this once. If I lose now you can butcher all my other cocks. I promise. I
swear!
Celing:Another promise to be broken. Kulas, I think you should be a politician.
Kulas:Come now, Celing, quit joking. I am serious. Look . . . here is Sioning. She is the witness to my
pledge.
Sioning (winks at Celing). That is right, Celing. I am the witness. You might as well give him what he asks
for. Go ahead.
Kulas:Sioning is right. Thank you, Sioning.
Celing:What is this, a conspiracy? 0. K. All right. But remember, this is the last time.
Kulas:Swear, by all that's holy. Strike it on a rock.
Celing:Well, how much?
Kulas:Er .. . just twenty pesos.
Celing:Twenty pesos!
Stoning:Susmariosep!
Kulas:Yes, Celing. Twenty pesos, so that we will win back our loses. (Celing hesitates.)
Celing:But -
Sioning:Go ahead, Celing. After all this is the last time. Sigena!
Celing:All right. There is no use arguing, I guess. Here you are. (She gives Kulas twenty pesos which she
gets from the trunk.)
Kulas (taking the money).Oh thank you, Celing. You will not regret this. I‘ll see you both later. (Kulas exits
hurriedly with his cock.)
Celing (follows Kulas with her eyes until he is far). Teban! Teban!
Sioning:Teban, hurry, Teban! (Teban comes from the kitchen.)
Teban:Yes, ma'am.
Celing:Take this money. Your master is in the cockpit again.
Sionin:Hurry, Teban. Bet that on the other side.
Teban (surprised at the amount of money). Twenty pesos! This is twenty pesos, ma'am.
Celing:Yes, twenty pesos, go on, hurry!
Teban(not understanding).Shall I bet all of this, ma'am?
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Sioning:Yes, all of it.
Teban:Yes, ma'am. Wow, this is big money! (Exit Teban.)
Celing:And now, Sioning, why did you ally yourself with Kulas? (Imitating Sioning.} What was the idea of
your Sigena!
Sioning:Well . . . after all you are sure not to lose. So there's no harm done.
Celing:You are right.. . but it is not only the money that I am worried about.
Sioning:What else?
Celing:The other bad consequences of gambling. Sioning dear, you.know all gambling leads to other evils.
It often leads to cheating, stealing . . and ... well.. . women.
Sioning:But Kulas does not do those things . ..
Celing:Certainly, but shall we wait for the fire to start before we prepare the water? (Shouts are heard from
the cockpit.)
Sioning:But Kulas promised this will be his last fight.
Celing:Indeed, he promised. But you may just as well write that on water. (The shouts grow louder.)
Sioning:Well, the trouble with you is you don't have enough courage like me. Let me tell you what I did
when Siso, that husband of mine could not be kept away from "monte." I went to the club one day
and insulted him from head to foot. From that moment on, Celing, he never showed up in the club
again.
Celing:But, do you remember how, after that, you had to keep yourself in the house for a week, because
you had two black eyes?
Sioning:Of course, but that was only temporary. After that, everythingwas all right again.
Celing:I don't think I can do that. I prefer to suffer things as they are. ( The shouts suddenly subside.)
Sioning:The match must be over. I wonder who won.
Celing:We will know when Teban arrives. He rushes home immediately Kulas won't see him.
Sioning:Celing, if I were you, I wouldn't trust Teban too much with money.
Celing:Don't worry about Teban. He can be trusted.
Sioning:Maybe you are right, but you know how people can succumb to temptation.
Celing:Don't worry . . . (Teban comes in.)
Teban (downhearted).We lost, ma'am.
Celing:Oh, we lost? Well . . . but never mind. After all, Kulas won. Teban, better go back to the kitchen
before your master returns.(Exit )
Sioning:You really have a clever way of not losing, Celing.
Celing(sadly).Of course.
Sioning:Why are you so sad, Celing?
Celing:Because Kulas won.
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Sioning:And what if he did? Whether he wins or you win, you lose no money. So, what's the difference?"
Celing:Plenty. You see, now that Kulas has won. he will stick to the cockpit more than ever. (Kulas comes
in, sad.)
Kulas:This is really the end. Nothing can change my bad luck. They will never see me in the cockpit again.
Celing:What?
Sioning:What did you say?
Kulas:Why did I ever listen to that sneaking Castor?
Celing:But, Kulas, didn't you win?
Kulas:No, I lost again. And the twenty pesos are all gone.
Celing (suspiciously).Kulas, don't fool me. I know that you won.
Kulas:Who told you that I won? Oh, curses on that Castor.
Celing:Kulas, I will not fall for any acting. Give me your winnings.
Kulas:Good Lord! There aren't any. Nothing is left. All gone.
Celing: (more suspicious). Wait, this is getting to be suspicious. Aha . . . Maybe you have a Kulasisi . . .
and you gave the money to her!
Kulas:Oh Celing, what crazy things are you talking about? I lost!There can be no two ways about it.
Whoever gave you the idea that I won?
Celing:Teban said so. He came from the cockpit.
Kulas:Teban . . . ?
Sioning: (getting an idea). Aba . . . Wait, Celing. I have a hunch Teban pocketed the money . . . just as I
thought would happen.
Kulas:Ha? What money .
Celing:Hey .. . maybe you are right, Sioning.
Sioning:I told you not to be too trusting. (Celing goes to the kitchen door.)
Kulas:Hey . .. what's all this.
Celing:Teban! Teban! (Teban enters.)
Teban:Yes, ma'am.
Celing:Teban, give me back the money.
Teban:What money, ma'am.
Kulas: Yes, what money?
Celing:The twenty pesos you took to the cockpit a while ago.
Teban:But we lost ma'am. Money ... no more.
Celing: Liar! What do you mean we lost? If you lost, Kulas must have won. But Kulas lost, so you must
have won.
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Teban(not understanding).Eh? What's that, ma'am? If I lost... he ...
Kulas:What! What! This is becoming very complicated. Teban, were you in the cockpit a while ago?
Teban:Yes, sir.
Kulas: What did you do there?
Teban:I bet, sir,
Kulas:Ah, you bet! Where did you steal the money?
Teban: From AlingCeling, sir.
Kulas:What? You stole from AlingCeling?
Teban:Er .. . no sir, AlingCeling ordered me to bet, sir.
Kulas: (to Celing), Ah! So you are preventing me from cockfighting but you are betting secretly yourself,
eh?
Sioning:No, Kulas. Celing just bet on your cock's opponent.
Kulas (to Celing).Ah, and you even go against me, eh?
Celing:Don't get mad, Kulas. I just bet on the other cock so that even if you lose, we won't lose anything.
Sioning:Yes, Kulas. It is a wonderful idea. You bet on your cock. Celing bets on the other cock, If you
lose, Celing wins, and if Celing wins, you lose. Simple, isn't it?
Kulas:You mean, even if my cock wins, we really don't win anything?
Sioning:Of course, and vice versa. Very clever.
Kulas:So I have been wasting gargled water and smoke and a lot of fondling on my cocks. I was like a fool
who —
Celing:Wait a minute. Let's find out first what happened to our twenty pesos. Teban, where did you put the
money?
Teban:Well, er .. .
Kulas:Wait a minute, Celing. Teban really lost.
Celing:And your cock won?
Kulas:Yes.
Celing:Then give me the money!
Kulas:No, Celing. Because I lost, too.
Celing:You won, but you lost?
Kulas:Yes. You see I also bet on the other cock.
Sioning:Dear me, what a confusing mess!
Celing(to Kulas).You bet on your opponent?
Kulas:Yes, You see, I lamed my cock so it had no chance to win. Then I bet on the other rooster. But the
moment I put down my cock the other cock turned about face and ran away! So my cock won by
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default and I — well, /lost.
Celing:Ah, so you wanted to cheat, eh? Well, you certainly hit your own head with a stone. .. (She laughs).
Kulas:Hey . . . What's so funny?
Sioning:Really, Celing, why are you laughing?
Celing:Because I am very happy. Er . .. Sioning, I invite you to eat with us tonight. And invite AlingKikay
and our other friends. I am going to give you all a blowout.
Celing:Sure! Teban, prepare our pots, and borrow Ate Nena's casserole.
Teban:Yes, ma'am. Yes, ma'am. (Exits to kitchen.)
Kulas:But how are we going to give a blowout? We lost more than forty pesos today?
Celing:Never mind. I want to celebrate your last farewell to the cockpit.
Kulas:Last farewell?
Celing:Yes, because you promised me and I have a witness (indicating Sioning), and besides, we don't
need to buy any meat.
Kulas:Why?
Celing:You still have six fighting cocks in the coop. Three will be made into adobo and the other three will
be cooked in broth, (Sioning and Celing laugh. Kulas does not catch on until a little later. Shouts
begin in the cockpit.)
Kulas:Adobo .. . (Starts with a mirthless laugh) He ... he! ha ... ha.. he! (Laughter becomes sincere. He
approaches Celing with a look of approval.)
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Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: THIRD

EN7OL-III-h1.3.1: Raise sensible, challenging thought provoking questions in public
forums/panel discussions, etc.
EN7VC-III-h-14: Make a stand on the material viewed
Objectives:
1. Discuss effective ways in responding to problem gambling and promoting
change.
2. Consider opinions about gambling and recognize the views of others.
3. Reflect and share personal values/beliefs about social issues of local
concern.
4. Participate in a panel discussion to make a stand about the given issues.
Lesson: Making a Stand
Materials:
1. Assorted Magazines with advertisements
References:
2. Junior High School Lesson about Gambling, Retrieved
fromhttp://www.albertahealthservices.ca/assets/healthinfo/AddictionsSu
bstanceAbuse/if-tch-grade-8-about-gambling.pdf
3. Anti-Gambling, Retrieved from
https://www.buzzfeed.com/richardhjames/this-anti-gambling-advert-has-
100 | P a g e
backfired-spectacularly-after?utm_term=.qvJrmwde9#.pbgveQDrj
4. Bamboo Trading, Retrieved from
http://www.bambootrading.com/proddetail.asp?prod=4130
5. Tobacco, Retrieved from https://www.adbusters.org/spoofads/tobacco/
6. ENG1D1 Adbusters Assignment, Retrieved from
https://agurnham.wikispaces.com/file/view/ENG1D1+Adbusters+Assignm
ent.docx
7. Evaluation Rubric for Panel Discussion, Retrieved from
http://www.users.on.net/~katef/detention/panel.htm
III. LEARNING TASKS

Introduction: What does it take to stand up for an idea? Why do some people
choose to take action to address a wrong, while others choose to stand by and
watch? This lesson invites you to reflect on times when individuals chose to take
stand, and to also consider how these examples relate to your own lives.
 Task 1: Parody Ads!
Directions: Advertisement is just one way of portraying a particular view of an
issue, situation or product. Look at the two print advertisements below and
answer the questions the follow.
1. What was the first thing you notice about the ads?
2. What is being made fun or change in the ads?
3. What is different or the same compared to the real ad?
4. How did it make you feel?
5. Did the parody ad change how you look at the original advertisement?
Activity:
 Task 2: Gambling, Truth or Myth?
Directions: The teacher will be reading some statements about gambling,
one at a time. Once you heard it, go to the corner that best represents how
much they agree or disagree with that statement (e.g., yes, definitely). After
you have made you decisions, discuss with the others in their corner why you
chose to stand where you are. Have a representative from each group share
101 | P a g e
the reasons for your decision. Afterwards, share with the class whether the
statement was true or a myth, and discuss.
1. Teens don’t gamble, so they don’t develop gambling problems.

2. Teens gamble just for the fun of it.
3. Gambling is a way to make money.
4. People can’t predict whether a coin is going to come up heads or tails.
5. Knowing a game well has got to increase your chance of winning.
Analysis:
 Task 3: Why gamble?
Directions: Brainstorm reasons that people gamble.
Some possible reasons could include:
 excitement
 entertainment
 escape: to forget daily stresses and avoid emotions or feelings
 economics: to win money
 pride or reputation: to be seen as a ―winner‖ or a ―high roller‖
 challenge: to try to ―beat the odds‖ or compete with others
 boredom: gambling gives some people something to do
 loneliness: some people gamble to try to fill a void in their life
Abstraction:
 Task 4: Advocate of Change!
Directions: From the discussion on gambling, analyze the print advertisements
below and answer the question.
How could you advocate for or make a difference?
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Application:
 Task 5: Bust-an-Ad!
Directions: You are the editor of a popular magazine. Your challenge is to
create an ‗Adbuster‘ in order to educate teens like you about the risk of
gambling. Your goal is to examine advertisements that glamorize gambling
in order to identify the messages that influence teenage gambling. Your
‗Adbuster‘ will make fun of the advertisement in order to educate teens to
the real danger of gambling. You will be scored on this task using the rubric.
 Task 6: Participate Panelist!

Directions: Read the following pointers for a panel discussion:
1. Each group will act as panel and sit in front of the class to discuss a
statement. Each panel member must say something about it.
2. The rest of the class will act as the audience.
3. One member of the panel will act as a chairperson to keep the
discussion going and moderate the exchange of ideas.
4. A panel secretary will take down notes during the discussion. At the
end of the panel discussion, the secretary will make a summary of the
most important ideas brought out and the conclusion agreed upon.
5. The discussion should be limited to give time to members of the class
to ask questions on points which need clarification.
6. Remember that the purpose of the panel discussion is to collect
opinions, ask questions, clarity of ideas, and indicate commitments.
Try to understand one another. You don‘t have to agree among
yourselves because in real life, you don‘t have to give the same
answers to the same questions.
Statements:
1. Most young people see gambling as a game.
2. Gaming apps do not entice young people to try gambling or
betting.
3. The legal age for gambling should be raised to 21 years.
4. Advertising and campaigns always challenge people to think about
their gambling habits.
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„ADBUSTER‟ RUBRIC
Categories 5 4 3 Level 1
Creates an Creates an Creates an Creates an
‗adbuster‘ with a ‗adbuster‘ with a ‗adbuster‘ with a ‗adbuster‘
clear, strong, fairly strong and somewhat strong without a clear
Knowledge/ and innovative innovative and innovative message and
Understanding message shown message shown message shown few techniques
with excellent with good with some employed
techniques techniques techniques
Demonstrates a
Demonstrates a Demonstrates a Demonstrates thorough
thorough good some understanding of
understanding of understanding of understanding of the product
the product the product the product through a
through a through a solid through a detailed written
detailed written written complete written explanation
explanation explanation explanation
Creates a Creates a fairly Creates a Does not creates

Thinking nuanced and thoughtful somewhat a thoughtful
thoughtful reflection on the thoughtful reflection on the
reflection on the advertising reflection on the advertising
advertising process advertising process
process process
Clearly organizes Organizes ideas Organizes ideas Organizes ideas
ideas and uses and uses and uses and uses
professional professional professional professional
Communication language to language with language with language with
appeal to a good clarity to some clarity little clarity
specific appeal to a appeal to a appeal to a
audience specific peer audience peer audience
audience
Writes in a strong Writes in a Does not writes
and Writes in a fairly somewhat strong in a strong and
authoritative strong and and authoritative
voice with authoritative authoritative voice and
almost no errors voice with very voice with some makes many
in spelling or few errors in errors in spelling errors in spelling
grammar spelling or or grammar or grammar
grammar
Uses a very Uses a strong Uses a Does not use a
strong research research process somewhat strong strong research
process that that shows a research process process to show
Application shows a great good that shows some a great
understanding of understanding of understanding of understanding of
your chosen your chosen your chosen your chosen
product product product product
Presents the Presents the Presents the Does not present

‗adbuster‘ in a ‗adbuster‘ in a ‗adbuster‘ in a the ‗adbuster‘ in
very clear, easy fairly clear, easy somewhat clear, a clear, easy to
to understand to understand easy to understand and
and visually and visually understand and visually
appealing appealing visually appealing
fashion fashion appealing fashion
fashion
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PANEL DISCUSSION RUBRIC
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Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: THIRD

EN7LC-III-i-2.5.1: Formulate predictions about the contents of the text
Objectives:
1. Differentiate prediction from advice.
2. Formulate predictions about the contents of the text.
3. Improve listening comprehension and prediction skills through dictogloss
activity.

Lesson: Formulating Predictions
Materials:
2. Phrase sheets
References:
2. English Language Example Lesson Plans, Retrieved from
file:///C:/Users/Tessa/Downloads/English%20language%20example%20less
on%20plans%20India%202013..pdf
3. file:///C:/Users/Tessa/Downloads/LT1Predicting+content-+Set+1.pdf
4. Resident Feng Shui Expert of Umagang Kay Ganda Master Hanz Cua,
Retrieved from https://www.youtube.com/watch?v=C3hv9uIuisA
106 | P a g e
5. Youth Making Choices: Gambling Prevention Program, Retrieved from
https://www.problemgambling.ca/EN/Documents/Curric_YouthMakingC
hoices_Complete.pdf
6. The Dictogloss: Intensive listening for integrated language development,
Retrieved from
http://jasonrenshaw.typepad.com/jason_renshaws_web_log/2011/02/the-
dictogloss-intensive-listening-for-integrated-language-development.html
III. LEARNING TASKS

Introduction: Research in listening has shown that good listeners are good
predictors. With this lesson, you will become better predictors and listeners as
well. In addition, you will be encouraged to predict the content of what you are
about to hear.
 Task 1: Great Predictor!
Directions: Watch the resident Feng Shui expert of Umagang Kay Ganda,
Master Hanz Cua, as he gives his forecast for the different Chinese zodiac
signs. Listen carefully and take note of what he said for your zodiac sign. Use
the space provided below for your notes. Then, answer the given question.
My Zodiac Sign: ____________________________________________________________

Forecast: __________________________________________________________________
What do you think is a forecast? Do you believe on what Master Hanz said?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
107 | P a g e
Activity:
 Task 2: Prediction or Advice?
Directions: Here is the horoscope for different people. Classify the horoscope
into two categories: Prediction (P) and Advice (A).
Horoscope Sheet
1. You will visit your close relatives this week and enjoy life in a place you like the most. The
company of your cousins will revive your spirits. One of your relatives might present you with a new
computer or games console. You will have a very successful week. You will be on top of the world.
You will show interest in music and buy some music videos.
2. You might get sick. You should avoid taking non-vegetarian food.
3. One of your classmates will try to annoy you. They don‘t want you to be popular in your class. He
wants to ruin your reputation. You should be very careful around him. It is a good idea to avoid
him.
4. An amazing opportunity will arise in your school. There will be a tough competition — but you are
talented enough to win the competition. Make sure you don‘t miss the opportunity.
5. This week someone you like very much will contact you. The interaction between you and the
person will be very pleasant and it will lead to a close relationship. You should not reveal it to
anyone.
6. You may have a road accident this week. You definitely should not use your motorbike. It is a good
idea to avoid going out.
7. It will be a week to remember. You will taste success in all your assignments. You may win the
support of your teachers. One or two of your classmates will try to find fault with you. You should
not let your secrets be known to others. You should avoid arguing with your classmates even if
they try to provoke you.
8. You may lose some of your friends. It would be better if you avoid any explosive arguments.
9. You‘re going to win a lottery this month. You may be tempted to invest the winnings in the stock
market. If you do so, you may lose the money. You should be careful in investing the money.
10. Your will not fail as long as you take time to review for the final examination.
Analysis:
Question:
1. What do you think is a prediction? advice?
2. How can you differentiate one from another?
3. What other situations/scenarios do we use predictions?
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Abstraction:
 Task 3: Use it!
Directions: Look at the useful phrases for making predictions. With a partner,
think of situations and form your predictions with the given starters.
Phrase Sheet
Useful phrases for making predictions:
Here is a list of useful phrases for the language function of forecasting or making predictions:
◗ You will…
◗ You are going to…
◗ You are likely to...
Application:
 Task 4: Let‟s See!
Directions: Each picture/keyword tells you about something that will be in
the text. Use the pictures and keywords below to make predictions about
the text.
This clue tells me that the text
Clues What they are…
might have information about…..
Key words
 Gambling
 Reduce
 Risk
 Lifestyle
 Money
Pictures
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I think the topic of the text will be ________________________________________________________
because _____________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
 Task 5: Dictogloss!
The teacher will play a recorded text. In this activity, you will do a Dictogloss,
which requires the use of comprehensive listening skills. Follow the instructions
below:
1. Pens should be on the table while the text is being read aloud. Concentrate on listening and
understanding and remembering.
2. After each reading, you'll have about five minutes to write down what you can recall from the
text. There are columns for you to write in after each reading. Following your recall/writing time,
you'll have another 5-10 minutes to compare your notes with a classmate and collaborate to
improve the notes on both your papers.
3. Following the three readings, note taking stints and collaborative editing, you'll have 15-20
minutes to work with a partner and your overall notes to reconstruct the text you heard. It
doesn't need to be exactly the same as the original, but it needs to cover the same essential
content and be written with accurate use of grammar and vocabulary.
4. Compare your text reconstruction with the original. Note down some of the key things that are
different.
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DICTOGLOSS LISTENING TEXT
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Tayabas City
LESSON EXEMPLAR
Grade 7-English
Quarter: THIRD

The learner transfers learning by:
The learner demonstrates showing ways of asserting one‘s identity;
understanding of: Philippine literature in comprehending informative and short
the Period of Emergence as a tool to narrative texts using schema and
assert one‘s identity; strategies in listening appropriate listening and viewing
to and viewing of informative and short strategies; expressing ideas, opinions, and
narrative texts; word relationships and feelings through various formats; and
associations; informative speech forms; enriching written and spoken
and use of direct/reported speech, communication using direct/reported
passive/ active voice, simple past and speech, active/passive voice, simple past
past perfect tenses, and sentence and past perfect tenses and connectors
connectors. correctly and appropriately.
EN7G-III-E-3: Use direct and reported speech appropriately in varied contexts.
Objectives:
1. Recognize and understand the difference between quoted and
reported speech.
2. Make the necessary changes required for formal reported speech.
3. Use appropriately direct and reported speech in varied contexts.
4. Demonstrate cooperation as they work in groups or pairs.

Lesson: Direct and Indirect Speech
Materials:
1. Handouts/worksheets
2. Cards with direct quotes
References:
Inc.
3. People who speak to you Reported speech game, Retrieved from
https://tefltastic.wordpress.com/worksheets/grammar/reported-
speech/reported-speech-game/
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4. Reported Speech activities, ideas and links, Retrieved from
http://evasimkesyan.com/2012/01/25/reported-speech-activities-ideas-
and-links/
5. Mateo, J. (2016, September 17). Next war: Illegal gambling. Retrieved from
http://www.philstar.com/headlines/2016/09/17/1624568/next-war-illegal-
gambling
6. Villaverde, G. (2014). In Facebook. Retrieved October 12, 2016, from
https://www.facebook.com/photo.php?fbid=10202836794541080&set=a.1
0202836741739760.1073742004.1237901217&type=3&theater
7. Luces, E. J. (2012). In Facebook. Retrieved October 12, 2016, from
684209498169.1073741840.100009697753477&type=3&theater
8. Luces, E. J. (2012). In Facebook. Retrieved October 12, 2016, from
684209498169.1073741840.100009697753477&type=3&theater
III. LEARNING TASKS

Introduction: There are times that we want to relay a message to others. In doing
so, we consider ways to report what someone says or thinks.
 Task 1: What Did I Say?
Directions: Look at the images of the Paladian community with empty speech
bubbles. Fill it with what you think they could be saying.
_______________ _______________
_______________ _______________
_______________
_______________ _______________
_______________
_______________ _______________
_______________
_______________ _______________
_______________
_______________
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 Task 2: In the News!
Directions: Imagine that these speech acts happened yesterday, as a
Paladian campus journalist, you need to report it. Work in pairs to convert the
speech bubbles.
Activity
 Task 3: Talk to Me!

Directions: Choose one from the list of people below who have spoken to you
and report what they have said to you until your partner guesses who you are
talking about. You may use the following reporting verbs.
Teacher Technician Delivery Man Waiter

Bank Employee Cashier Janitor Security Guard
Coach Lawyer Receptionist Dentist
Veterinarian Plumber Classmate Doctor
Useful verbs:
suggest, recommend, propose, tell, ask, mention, apologize, thank, offer, inform, announce,
agree, predict, guarantee, promise, reassure, emphasize, stress, insist, remind, order, deny,
encourage, introduce, admit
 Task 4: Transform!
Directions: Use the sample sentences from the recent activity to form direct
and reported speech.
Examples:
Direct Speech Reported Speech

Doctor to my Mom: ―You must lose  The doctor advised Mom to lose
weight.‖ weight.
Security guard to me/student: ―Wear your  The guard told me to wear my

school ID.‖ school ID.
Cashier to you: ―You forgot your change.‖  The cashier said that I had forgotten
my change.
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Analysis
 Task 5: Let‟s See!
Directions: In pairs, brainstorm the differences in form/structure between
direct and reported speech. Use the list below as your guide to the discussion:
a. Kinds of Reported Speech (order, statement, yes-no question)
b. Rules Changing Direct to Reported Speech (tense, word order, adverb,
punctuation)
c. When to use direct and reported speech
 Task 6: Use It!

Directions: Transform the direct speech to reported speech. The first number is
done for you.
Direct Speech Reported/Indirect Speech

1. Kulas: ―I don‘t expect to lose all the 1. Kulas said he didn‘t expect to lose all the
time.‖ time.
2. Celing to Kulas: ―I feel envious when I 2.
see you fondle your cocks.‖
3. Kulas to Celing: ―Do you hear me?‖ 3.
4. Kulas to Celing: ―I promise you I will 4.

never gamble again.‖
5. Celing to Sioning: ―Sit down and rest.‖ 5.
6. Castor to Kulas: ―See you later.‖ 6.
7. Teban to Celing: ―Shall I bet all of this, 7.

Ma‘am?‖
8. Sioning to Celing: ―Why are you sad? 8.
9. Sioning to Celing: ―What‘s the 9.

difference? ―
10. Sioning to Celing: ― If I were you I 10.
wouldn‘t trust Teban too much with
money.‖
Abstraction
o Task 7: I Realize!
Directions: Share your insights about the importance of using reported
speech.
Indirect speech is an excellent way to say what someone said and

avoid the matter of „word for word‟ quoting altogether.
Application
o Task 8: He Says, She Says!
Directions: Pick cards with direct quotes. Then, convert the direct quotes into
reported speech.
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Examples:
When you lose the capacity
I hate to dream, you lose your
capacity to love.
drugs!
1. President Duterte says (that) he hates drugs.

2. Pope Francis said that when we lost our capacity to dream we lost our
capacity to love.
o Task 9: In the Headlines!

Directions: Read the news article on illegal gambling. Pick out five (5) direct
statements; write five (5) reported statements as your reaction to the article.
Direct Statement Reported Statements
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
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Next war: Illegal gambling
by Janvic Mateo (The Philippine Star) | Updated September 17, 2016 - 12:00am
MANILA, Philippines - Gambling lords, you‘re next.
After a vicious campaign against illegal drugs, the government will next declare war on illegal gambling, Philippine
National Police (PNP) chief Director General Ronald dela Rosa said yesterday.
―With the President‘s call for change in the country, there will yet be no end to wars we are waging. Because after we
are done with the war against illegal drugs, in six months, we will shift our sights to eradicating illegal gambling in the
country,‖ Dela Rosa said in his speech at Camp General Simeon Ola in Albay.
―While this is already a part of police operations, we will be giving more life and energy to these operations, the same
way we did with our campaign against illegal drugs,‖ he added.
Dela Rosa also warned police officers to stop accepting money from illegal gambling operators.
―Your hands will be tied,‖ he said as he recalled his previous conversation with President Duterte about the millions
offered to him as payoff by gambling syndicates.
Dela Rosa said Duterte warned him that accepting the money would render him useless as it would tie his hands and
prevent him from doing his job.
Dela Rosa noted incidents in some regions where police officers who accepted illegal gambling payoffs faced a
problem implementing the campaign on illegal drugs as both syndicates use the same network.
―They did not know that those behind the illegal gambling are also behind the illegal drugs,‖ he added in Filipino.
Speaking to reporters following his speech, Dela Rosa expressed confidence that the campaign against illegal
gambling would not be as bloody as the war on drugs and may succeed in less than six months.
―They are not drug-crazed who do not understand. Gambling lords will not fire at you,‖ he added in Filipino.
The police official expressed hope that they will still get the support of the public once they tackle illegal gambling,
although he admitted that many earn their livelihood from such activities.
―Although that is illegal… many lives depend (on illegal gambling)… If you are involved in gambling, your brain will not
shrink. You‘re still sane. But your moral values (are compromised) because that‘s illegal, against the law,‖ added Dela
Rosa.
Winning the war
More than two months since the new administration took office, the PNP chief said the government is slowly winning
the war against illegal drugs.
―We are seeing tremendous gains and slowly but surely winning the streets from the illegal drug menace while
removing the fear and violence in the heart of our countrymen,‖ Dela Rosa said.
―The good news is that we significantly reduced the supply of illegal drugs in the country by some 80 to 90 percent
through project double barrel and Oplan Tokhang. We have visited more than 850,000 houses resulting in the
surrender of more than 720,000 drug personalities and arrested more than 15,700 pushers and users nationwide,‖ he
added.
He urged police officers to continue with the relentless campaign and ensure that the human rights of those involved
are respected.
―If we started strong in the past two months, let us continue even stronger in the next four months… The President is
confident that we will win this war in six months and we are one with him in this effort,‖ said the PNP chief.
―Following the recent Davao bombing, we must be more vigilant and alert in all forms of violence. Bear in mind that we
are not only focusing on the illegal drug problem. Terrorism is once more rearing its ugly head and we cannot afford to
let our guard down now,‖ he added.
He also reminded the police not to overlook other crimes that threaten Filipinos, such as petty street crimes, robbery
and kidnapping.
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Notes on Direct and Indirect Speech:
1. Direct speech shows a person‘s exact words. Quotation marks (―…‖) are signs that the words are
EXACT words that a person used.
Examples:
Jennifer said, ―Where are you studying?‖
Pedro replied, ―I‘m studying at Luis Palad National High School.‖
2. Reported speech puts the speaker‘s words or ideas into a sentence without quotation marks.
Noun clauses are usually used. (In reported speech, the reader does not assume that the words are the
speaker‘s exact words; often, they are a paraphrase of the speaker‘s words.)
Examples:
Jennifer asked Pedro where he was studying.
Pedro said he was studying at Luis Palad National High School.
Note: Use of the word ―that‖ is optional in reported speech. Both of the following sentences are correct:
The student said that he was sick.
The student said he was sick.
When you report what someone said in the past, you usually shift back a verb tense from the tense the
speaker used. These are some examples of verb shifts:
simple present ----- simple past will ----- would

past ----- past perfect can ----- could
present perfect ----- past perfect
Quotation Reported Speech:

―I am hungry.‖ Andrea stated that she was hungry.
―I saw them leave,‖ Janna said she had seen them leave.
―Where have they gone?‖ Dorothy wondered where they had gone.
―I can‘t remember your name.‖ Daniel said he couldn‘t remember my name.
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G7 English Lesson Exemplar 3rd Quarter

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CITY SCHOOLS DIVISION OF TAYABAS

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by:

II. LEARNING CONTENT

III. LEARNING TASKS

What effect does freedom have on people and nation?

 Task 2: KWL Chart!

Phil. Literature during the Period of Emergence

Phil. Literature during the Period of Emergence

 Task 3: Facts Chart!

Philippine Literature during the Emergence Period

“Freedom is not just declared; it is exercised.” ~former Pres. Ferdinand Marcos

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by:

II. LEARNING CONTENT

III. LEARNING TASKS

We Filipinos are _________________________.

 Task 2: Tayabenses sing it!

Babae: Lalaki: Lalaki: Lalaki:

Ang laman po nito‘y (Inumin ang tagay.) Alak na i-nu-min

One afternoon, I was plowing our rice field

Flies and other insects flew from his back

“Well,” I said, “the coconut tree symbolizes

In a short while, we arrived in my nipa house.

Joe sat down on the floor. I sliced the

Rarely Sometimes Usually Often

―Hello, my little brown brother,‖ he said, patting me on the head.

―I am sorry, Jose,‖ I replied. ―There are no bars in this barrio.‖

―Oh, hell! You know where I could buy more whiskey?‖

―Well, don‘t you drink at all?‖

―Yes, Joe, I drink, but not whiskey.‖

―What the hell do you drink‖

―Jungle juice, eh?‖

―I guess that is what the GIs call it.‖

―You know where I could buy some?‖

―You sure love that animal, don‘t you?

―I should,‖ I replied. ―It does half of my work.‖

―Don‘t you have any coconut trees in America?‖ I asked.

―No,‖ he replied. ―Back home we have the pine tree.‖

―What‘s that?‖ Joe asked.

―That is right, Joe. That is what the soldiers call it.‖

―Please sit down, Joe,‖ I said.

―Where?‖ he asked, looking around.

―Right there,‖ I said, pointing to the floor.

―What is wrong, Joe?‖ I asked.

―Nothing,‖ he said. ―The first drink always affects me this way.‖

I was trying to be a good host.

―Here‘s to America!‖ Joe said.

After this he started to tinker with his teeth.

―What is wrong, Joe?‖ I asked, still trying to be a perfect host.

―Plenty, this damned drink has loosened my bridgework.‖

―No, thanks,‖ he said. ―I‘m through.‖

―OK. Just one more.‖

―Here‘s to the Philippines,‖ I said.

―Hey, you!How about a can of beer before you go?‖

―No, thanks,‖ I said. ―We Filipinos are mild drinkers.‖

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by:

II. LEARNING CONTENT

III. LEARNING TASKS

1. What seems to be the message the video portrays

What would you say to Justin if you were Mark?

Possible short and long-

1. ___ _ such as artificial flavors and coloring can cause