COLEGIO DE LOS BAÑOS

Lopez Avenue, Los Baños, Laguna 4030

VISION: COLEGIO DE LOS BAÑOS is a leading private school with empowered 21st century teachers and learners who are proud of their Filipino heritage, values, and are socially
responsible citizens of the world.

MISSION: To be a leading institution that:

 Provides relevant and responsible education to its students;
 Motivates teachers to mold the minds of the youth so they can be morally upright leaders, lifelong learners and productive Filipinos;
 Inspires administrators and staff to provide a conducive and supportive environment for leaning and doing
 Partners with families, alumni and communities in preparing the students for their chosen future

Learning Plan

Grade and Section: Grade 7-Tolerance

Subject: English
 STANDARDS
QUARTER 1 CONTENT STANDARD: The
WEEK 1 learner demonstrates
understanding of: pre-
Literature:
colonial Philippine
 Precolonial
literature as a means of
Literature
connecting to the past;
(pp. 39-42) various reading styles;
Grammar: ways of determining word
Verbs and Subject- meaning; the sounds of
Verb Agreement (pp. English and the prosodic
102-105) features of speech; and
correct subject-verb
agreement.
PERFORMANCE
STANDARD: The learner
transfers learning by:
showing appreciation for
the literature of the past;
comprehending texts using
appropriate reading styles;
participating in
conversations using
appropriate context-
dependent expressions;
producing English sounds
correctly and using the
prosodic features of speech
effectively in various
situations; and observing
correct subject-verb
agreement.
COMPETENCIES STRATEGY ASSESSMENT PERFORMANCE TASK RESOURCES REMARKS
-Observe correct subject- -Motivation -Seatwork (book Topics involved: English in Perspective
verb agreement -Review activities) -Verbs and Subject- 7 Philippine Literature
-Distinguish between oral -Discussion -Board work Verb Agreement
and written language use -Related activities -Recitation
-Discover literature as a -Oral Reading -Quiz Create your own myth
means of connecting to a -Silent Reading -Weekly spelling comic strips. Apply
significant past -Listening -Performance Task subject-verb agreement
-Describe the different in writing the characters’
literary genres during the line.
pre-colonial period
-Identify the distinguishing RUBRIC:
features of proverbs, myths, -correct grammar usage
and legends -story is creative and
original
-the content of the
comics is substantial and
myth relevant
-manifested good
craftsmanship
-utilized agreement of
subject and verb
properly.
 STANDARDS
WEEK 2 CONTENT STANDARD: The
Literature: learner demonstrates
understanding of: pre-
 Philippine
colonial Philippine
Pre-Colonial Songs
literature as a means of
(pp. 47-51)
connecting to the past;
Grammar: various reading styles;
Subject-Verb ways of determining word
Agreement: meaning; the sounds of
Intervening Phrases English and the prosodic
and Inverted features of speech; and
Sentences (pp. 106- correct subject-verb
agreement.
109)
PERFORMANCE
STANDARD: The learner
transfers learning by:
showing appreciation for
the literature of the past;
comprehending texts using
appropriate reading styles;
participating in
conversations using
appropriate context-
dependent expressions;
producing English sounds
correctly and using the
prosodic features of speech
effectively in various
situations; and observing
correct subject-verb
agreement.
COMPETENCIES
-Observe correct subject-
verb agreement
-Differentiate literary
writing from academic
writing
-Discover literature as a
means of connecting to a
significant past
-Explain how the elements
specific to a genre
contribute to the theme of
a particular literary
selection
-Use structural analysis to
determine the meaning of
unfamiliar words or
expressions from the
material viewed
STRATEGY ASSESSMENT PERFORMANCE TASK RESOURCES REMARKS
-Motivation -Seatwork (book Topics involved: English in Perspective
-Review activities) - Subject-Verb 7 Philippine Literature
-Discussion -Board work Agreement: Intervening
-Related activities -Recitation Phrases and Inverted
-Oral Reading -Quiz Sentences
-Silent Reading -Weekly spelling
-Listening -Performance Task With a partner, make a
dialogue about abiding
the policies of the
school. Established good
subject-verb agreement
in your dialogue
RUBRIC:
-correct usage of
grammar
-students performed
with composure and
conviction
-speak with clear and
modulated voice
-the content of the
dialogue is relevant to
the theme
-manifest good subject-
verb agreement
 STANDARDS COMPETENCIES STRATEGY ASSESSMENT PERFORMANCE TASK RESOURCES REMARKS
WEEK 3 CONTENT STANDARD: The - Use the appropriate -Motivation -Seatwork (book Topics involved: English in Perspective
Literature: learner demonstrates reading style (scanning, -Review activities) - Reading for Meaning 7 Philippine Literature
understanding of: pre-
 Malakas and skimming, speed reading, -Discussion -Board work -Oral Language Fluency
colonial Philippine
Maganda intensive reading etc.) for -Related activities -Recitation
literature as a means of
(pp. 6-7) one’s purpose -Oral Reading -Quiz Conduct a reading
connecting to the past;
Grammar: various reading styles; - Skim for major ideas using -Silent Reading -Weekly spelling diagnostic test that
 Reading for ways of determining word headings as guide -Listening -Performance Task utilizes various reading
Meaning meaning; the sounds of - Discover literature as a style for a corresponding
(pg. 124) English and the prosodic means of connecting to a purpose and proper
Oral Language and features of speech; and significant past prosodic features
Fluency (pp. 125- correct subject-verb - Explain how the elements (intonation, stress, etc.).
agreement. specific to a genre
127)
contribute to the theme of
PERFORMANCE
a particular literary RURICS: depends upon
STANDARD: The learner
transfers learning by: selection the reading tools to be
showing appreciation for - structural analysis to used by the teacher
the literature of the past; determine the meaning of
comprehending texts using unfamiliar words or
appropriate reading styles; expressions from the
participating in material viewed
conversations using
appropriate context-
dependent expressions;
producing English sounds
correctly and using the
prosodic features of speech
effectively in various
situations; and observing
correct subject-verb
agreement.
 STANDARDS
WEEK 4 CONTENT STANDARD: The
Literature: learner demonstrates
understanding of: pre-
 The Tortoise
colonial Philippine
and the
literature as a means of
Monkey
connecting to the past;
(pp.11-12) various reading styles;
 The Dog and ways of determining word
the Lion meaning; the sounds of
(pp.13-15) English and the prosodic
Grammar: features of speech; and
Diphthongs, correct subject-verb
agreement.
Modified Vowels,
and Vowel Digraphs
PERFORMANCE
(pp. 128-131)
STANDARD: The learner
transfers learning by:
showing appreciation for
the literature of the past;
comprehending texts using
appropriate reading styles;
participating in
conversations using
appropriate context-
dependent expressions;
producing English sounds
correctly and using the
prosodic features of speech
effectively in various
situations; and observing
correct subject-verb
agreement.
COMPETENCIES
- Use the appropriate
reading style (scanning,
skimming, speed reading,
intensive reading etc.) for
one’s purpose
- Skim for major ideas using
headings as guide
- Discover literature as a
means of connecting to a
significant past
- Explain how the elements
specific to a genre
contribute to the theme of
a particular literary
selection
- structural analysis to
determine the meaning of
unfamiliar words or
expressions from the
material viewed
STRATEGY ASSESSMENT PERFORMANCE TASK RESOURCES REMARKS
-Motivation -Seatwork (book Topics involved: English in Perspective
-Review activities) - Diphthongs, Modified 7 Philippine Literature
-Discussion -Board work Vowels, and Vowel
-Related activities -Recitation Digraphs
-Oral Reading -Quiz
-Silent Reading -Weekly spelling CULMINATING ACTIVITY:
-Listening -Performance Task Conduct a storytelling in
lower grade levels
(Kinder/Grades 1-3).
Summarize the story of
“The Tortoise and the
Monkey” and create a
big book encompasses
the summary. Ring all
the words that contains
diphthongs and
underline those words
containing digraph. After
the story telling ask the
listeners to pronounce
the encircled and
underlined words
correctly. Be creative as
you can.
RUBRIC:
-correct usage of
grammar
-has good craftsmanship
-delivered with clear and
modulated voice
-use appropriate
prosodic features
-the summary is aligned
to the story
-the summary contains
diphthongs and digraphs
 STANDARDS
QUARTER 2 CONTENT STANDARD: The
WEEK 1 learner demonstrates
understanding of:
Literature:
Philippine literature during
 Farmer in
the Period of
the Sunset
Apprenticeship as a means
(pp. 181- of examining conflicts;
185) various purposeful listening
Grammar: and viewing strategies;
Prepositional Phrase difference between literal
(pp.254-258) and figurative language;
ways to extract and
condense information
based on library sources;
verbal and non-verbal cues
in oral communication; and
types of phrases, clauses,
and sentences.
PERFORMANCE
STANDARD:
The learner transfers
learning by: resolving
conflicts presented in
literary selections; using
tools and mechanisms in
locating library resources;
extracting information and
noting details from texts to
write a précis, summary, or
paraphrase; distinguishing
between and using literal
and figurative language and
verbal and non-verbal cues;
use phrases, clauses, and
sentences meaningfully
and appropriately.
COMPETENCIES
- Use phrases, clauses, and
sentences appropriately
and meaningfully
- Use verbal and non-verbal
cues in conversations,
dialogs, and interviews
- Use appropriate verbal
and nonverbal cues when
developing, maintaining
and ending conversations
and dialogs
- Discover the conflicts
presented in literary
selections and the need to
resolve those conflicts in
nonviolent ways
STRATEGY ASSESSMENT PERFORMANCE TASK RESOURCES REMARKS
-Motivation -Seatwork (book Topics involved: English in Perspective
-Review activities) -Prepositional Phrase 7 Philippine Literature
-Discussion -Board work
-Related activities -Recitation With a partner deliver a
-Oral Reading -Quiz dialogue of an interview
-Silent Reading -Weekly spelling scenario. One of the
-Listening -Performance Task students will be the
interviewer and the
other one will be the
interviewee. Use
prepositional phrase in
your conversation.
RUBRIC:
-correct usage of
grammar
-delivered with
composure and
conviction
-has clear and
modulated voice
-has a smooth
conversation flow.
-question and answer is
substantial and rational
-used prepositional
phrase in a sentence
correctly.
 STANDARDS
WEEK 2 CONTENT STANDARD: The
Literature: learner demonstrates
understanding of:
 Bread of Salt
Philippine literature during
(pp. 193-
the Period of
200)
Apprenticeship as a means
Grammar: of examining conflicts;
 Expanding various purposeful listening
Sentences and viewing strategies;
with Clauses difference between literal
(pp. 260- and figurative language;
263) ways to extract and
condense information
Getting to Know
based on library sources;
Different Sources of
verbal and non-verbal cues
Information (pp. 283-
in oral communication; and
284) types of phrases, clauses,
and sentences.
PERFORMANCE
STANDARD:
The learner transfers
learning by: resolving
conflicts presented in
literary selections; using
tools and mechanisms in
locating library resources;
extracting information and
noting details from texts to
write a précis, summary, or
paraphrase; distinguishing
between and using literal
and figurative language and
verbal and non-verbal cues;
use phrases, clauses, and
sentences meaningfully
and appropriately.
COMPETENCIES STRATEGY ASSESSMENT PERFORMANCE TASK RESOURCES REMARKS
- Use phrases, clauses, and -Motivation -Seatwork (book Topics involved: English in Perspective
sentences appropriately -Review activities) -Expanding Sentence 7 Philippine Literature
and meaningfully -Discussion -Board work with Clauses
- Extract information from a -Related activities -Recitation -Getting to Know
text using a summary, -Oral Reading -Quiz Different Sources of
precis, and paraphrase -Silent Reading -Weekly spelling Information
- Discover the conflicts -Listening -Performance Task
presented in literary Write an informative
selections and the need to essay about the history
resolve those conflicts in of World War II. Find a
nonviolent ways suitable source
- Classify sample texts into (encyclopedia, Social
literal or figurative Study text book etc.) to
- Use appropriate get the information you
mechanisms/tools in the need. Apply expanding
library for locating sentences with clauses
resources using coordinating
conjunctions.
RUBRIC:
-correct usage of
grammar
-contents are substantial
and reliable
-the essay is relevant to
the topic
-Use reliable and
appropriate source of
information
- applied sentence
expansion using
coordinating
conjunctions
 STANDARDS
WEEK 3 CONTENT STANDARD: The
Literature: learner demonstrates
understanding of:
 The Witch
Philippine literature during
(pp. 205-
the Period of
210)
Apprenticeship as a means
Grammar: of examining conflicts;
Adjective Clauses as various purposeful listening
Modifiers (pp. 265- and viewing strategies;
268) difference between literal
and figurative language;
ways to extract and
condense information
based on library sources;
verbal and non-verbal cues
in oral communication; and
types of phrases, clauses,
and sentences.
PERFORMANCE
STANDARD:
The learner transfers
learning by: resolving
conflicts presented in
literary selections; using
tools and mechanisms in
locating library resources;
extracting information and
noting details from texts to
write a précis, summary, or
paraphrase; distinguishing
between and using literal
and figurative language and
verbal and non-verbal cues;
use phrases, clauses, and
sentences meaningfully
and appropriately.
COMPETENCIES
- Use phrases, clauses, and
sentences appropriately
and meaningfully
- Employ correct turn-
taking, turngiving and topic
control strategies in
conversations and dialogs
- Discover the conflicts
presented in literary
selections and the need to
resolve those conflicts in
nonviolent ways
- Use the card catalog,
the online public access
catalog, or electronic
search engine to locate
specific resources
STRATEGY ASSESSMENT PERFORMANCE TASK RESOURCES REMARKS
-Motivation -Seatwork (book Topics involved: English in Perspective
-Review activities) -Adjective Clause as 7 Philippine Literature
-Discussion -Board work Modifiers
-Related activities -Recitation
-Oral Reading -Quiz Write a descriptive essay
-Silent Reading -Weekly spelling about the historical
-Listening -Performance Task place of Corregidor.
Highlight the most
significant events and
the environmental
details of the island. Use
electronic search engine
(google, internet
explorer, etc.) to help
you gather significant
information that will
support your essay. Use
adjective clause to
modify the nouns used
in your essay.
RUBRIC:
-correct usage of
grammar
-has substantial and
rational content
-the essay is relevant to
the topic
- modified noun by an
adjective clause
 STANDARDS
WEEK 4 CONTENT STANDARD: The
Literature: learner demonstrates
understanding of:
 The
Philippine literature during
Centipede
the Period of
(pp. 216-
Apprenticeship as a means
221) of examining conflicts;
Grammar: various purposeful listening
 Adverb and viewing strategies;
Clauses (pp. difference between literal
269-271) and figurative language;
ways to extract and
Recalling the Parts of
condense information
a Book (pg. 282) based on library sources;
verbal and non-verbal cues
in oral communication; and
types of phrases, clauses,
and sentences.
PERFORMANCE
STANDARD:
The learner transfers
learning by: resolving
conflicts presented in
literary selections; using
tools and mechanisms in
locating library resources;
extracting information and
noting details from texts to
write a précis, summary, or
paraphrase; distinguishing
between and using literal
and figurative language and
verbal and non-verbal cues;
use phrases, clauses, and
sentences meaningfully
and appropriately.
COMPETENCIES
- Use phrases, clauses, and
sentences appropriately
and meaningfully
- Employ correct turn-
taking, turngiving and topic
control strategies in
conversations and dialogs
- Discover the conflicts
presented in literary
selections and the need to
resolve those conflicts in
nonviolent ways
- Get information from the
different parts of a book
and from general
references in the library
STRATEGY ASSESSMENT PERFORMANCE TASK RESOURCES REMARKS
-Motivation -Seatwork (book Topics involved: English in Perspective
-Review activities) -Adverb Clause 7 Philippine Literature
-Discussion -Board work -Recalling the Parts of a
-Related activities -Recitation Book
-Oral Reading -Quiz
-Silent Reading -Weekly spelling Conduct a spoken poetry
-Listening -Performance Task about love. Use
adverbial clause in some
lines of the poem.
RUBRIC
-correct usage of
grammar
-lines are substantial and
captured the listeners RUBRICS:
attention -correct usage of
-delivered with grammar
composure and -has established
conviction originality
-the spoken poetry deals -has made twist and
about love revisions to the
-use adverbial clause in original story
some lines correctly -story was derived
from a pre-colonial
CULMINATING ACTIVITY: story
Make your own version
of fictional stories. For
example make a modern
version of Biag ni Lam-
ang or the Legend of
Maria Makiling. Find the
suitable library
resources that would
help you to accomplish
your story. Be creative
as you can.
 STANDARDS COMPETENCIES STRATEGY ASSESSMENT PERFORMANCE TASK RESOURCES REMARKS
QUARTER 3 CONTENT STANDARD: The - Link sentences using -Motivation -Seatwork (book Topics involved: English in Perspective
WEEK 1 learner demonstrates logical connectors that -Review activities) -Transitions 7 Philippine Literature
understanding of: signal chronological and -Discussion -Board work -Writing Anecdotes
Literature:
Philippine literature in the
 Mir-i-Nisa logical sequence and -Related activities -Recitation
Period of Emergence as a
(pp. 327- summation -Oral Reading -Quiz Compose a narrative
tool to assert one’s
335) identity; strategies in - Compose simple narrative -Silent Reading -Weekly spelling text (an anecdote in
Grammar: listening to and viewing of texts -Listening -Performance Task particular) about
 Transitions informative and short - Identify features of someone you know who
(pp. 397- narrative texts; word narrative writing has an amazing
400) relationships and - Compose an anecdote experience. Use
associations; informative based on a significant transition devices to
Writing Anecdotes
speech forms; and use of personal experience. establish the
(pg. 401) direct/reported speech,
- Discover literature as a smoothness and
passive/ active voice,
tool to assert one’s unique coherency of your short
simple past and past
perfect tenses, and identity and to better story.
sentence connectors. understand other people
RUBRIC:
PERFORMANCE -correct usage of
STANDARD: The learner grammar
transfers learning by: -the content is
showing ways of asserting substantial and rational
one’s identity;
-has established
comprehending
coherency by using
informative and short
narrative texts using appropriate transition
schema and appropriate device
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.
 STANDARDS COMPETENCIES STRATEGY ASSESSMENT PERFORMANCE TASK RESOURCES REMARKS
WEEK 2 CONTENT STANDARD: The - Use the passive and -Motivation -Seatwork (book Topics involved: English in Perspective
Literature: learner demonstrates active voice meaningfully -Review activities) -Verbs in Active and 7 Philippine Literature
understanding of:
 Emotional in varied contexts -Discussion -Board work Passive Voice
Philippine literature in the
Poems (pp. - Discover literature as a -Related activities -Recitation
Period of Emergence as a
314-315) tool to assert one’s unique -Oral Reading -Quiz Compose a poem that
tool to assert one’s
Grammar: identity; strategies in identity and to better -Silent Reading -Weekly spelling deals with different
Verbs in Active and listening to and viewing of understand other people -Listening -Performance Task emotions. Use active
Passive Voice (pp. informative and short - Determine the key and passive voice in
390-392) narrative texts; word message conveyed in the some lines of the poem.
relationships and
material viewed
associations; informative RUBRIC:
- Use the universe of the
speech forms; and use of -correct usage of
direct/reported speech, text to activate one’s
schema grammar
passive/ active voice,
-has substantial and
simple past and past
perfect tenses, and creative content
sentence connectors. -has conveyed deep
emotion
PERFORMANCE -used active and passive
STANDARD: The learner voice correctly
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.
 STANDARDS COMPETENCIES STRATEGY ASSESSMENT PERFORMANCE TASK RESOURCES REMARKS
WEEK 3 CONTENT STANDARD: The - Use the passive and -Motivation -Seatwork (book Topics involved: English in Perspective
Literature: learner demonstrates active voice meaningfully -Review activities) -Verbs in Active and 7 Philippine Literature
understanding of:
 Siesta (pp. in varied contexts -Discussion -Board work Passive Voice
Philippine literature in the
319-321) -Related activities -Recitation
Period of Emergence as a
Grammar: -Oral Reading -Quiz Imitate a TV commercial
tool to assert one’s
Tenses of Verbs in identity; strategies in -Silent Reading -Weekly spelling and change all the lines
Passive Voice (pp. listening to and viewing of -Listening -Performance Task in active voice into
393-395) informative and short passive voice. Observe
narrative texts; word proper verbs in passive
relationships and voice.
associations; informative
speech forms; and use of RUBRIC:
direct/reported speech,
-correct grammar usage
passive/ active voice,
-the commercial is
simple past and past
perfect tenses, and reliable based on an
sentence connectors. existing TV
advertisements
PERFORMANCE -transform active voice
STANDARD: The learner sentence into passive
transfers learning by: one
showing ways of asserting -utilized appropriate
one’s identity;
passive verbs.
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.
 STANDARDS
WEEK 4 CONTENT STANDARD: The
Literature: learner demonstrates
understanding of:
 Laarni: A
Philippine literature in the
Dream (pp.
Period of Emergence as a
342-350)
tool to assert one’s
Grammar: identity; strategies in
 Direct and listening to and viewing of
Reported informative and short
Speech (pp. narrative texts; word
402-405) relationships and
Verb Tenses: associations; informative
speech forms; and use of
Expressing Tenses in
direct/reported speech,
the Past (pp. 379-
passive/ active voice,
383)
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.
COMPETENCIES STRATEGY ASSESSMENT PERFORMANCE TASK RESOURCES REMARKS
- Use direct and reported -Motivation -Seatwork (book Topics involved: English in Perspective
speech appropriately in -Review activities) -Direct and Reported 7 Philippine Literature
varied contexts -Discussion -Board work Speech
- Use the past and past -Related activities -Recitation -Verb Tenses:
-Oral Reading -Quiz Expressing Tenses in the
perfect tenses correctly RUBRIC:
-Silent Reading -Weekly spelling Past
in varied contexts -correct usage of
-Listening -Performance Task
grammar
- Compose a personal
-performed with
letter to a friend, CULMINATING ACTIVITY: composure and
relative, and other With a partner. Make a conviction
people dialogue about the -has clear and
- Explain how a selection agenda of the recent modulated voice
-the content of the
may be influenced by club meeting. The other
dialogue has met the
culture, history, student will assumed
objective of the activity
environment, and other that he/she wasn’t able
-use direct and reported
to make it in the
factors speech correctly
meeting. The other
student role is to extend
what is the meeting all
about. Use direct and
reported speech and
past and past perfect
tense in your dialogue.
 STANDARDS
QUARTER 4 CONTENT STANDARD: The
WEEK 1 learner demonstrates
understanding of:
Literature:
contemporary Philippine
 I Am a
literature as a means of
Filipino (pp.
responding to the demands
462-464) of the global village;
Grammar: various extended text
Using Imperatives types; lexical and
and Giving contextual cues;
Instructions (pp. 510- appropriate and polite oral
language, stance, and
512)
behavior; and use of
imperatives, prepositions,
verbs, and wh -questions.
PERFORMANCE
STANDARD:
The learner transfers
learning by: explaining the
need to be cooperative and
responsible in today’s
global village; using
appropriate strategies to
comprehend extended text
types; using lexical and
contextual clues to
understand unfamiliar
words and expressions;
using imperatives,
prepositions, and
appropriate and polite oral
language, stance and
behavior in various
information-sharing
formats.
COMPETENCIES
- Use imperatives and
prepositions when giving
instructions
- Observe and use the
appropriate oral language,
stance and behavior when
giving information,
instructions, making
explanations, and narrating
events in factual and
personal recounts
- Give clear precise and
concise information,
explanations and
instructions in varied oral
communication situations
- Discover through
Philippine literature the
need to work cooperatively
and responsibly in today’s
global village
STRATEGY ASSESSMENT PERFORMANCE TASK RESOURCES REMARKS
-Motivation -Seatwork (book Topics involved: English in Perspective
-Review activities) -Using Imperatives and 7 Philippine Literature
-Discussion -Board work Giving Instructions
-Related activities -Recitation
-Oral Reading -Quiz Conduct a role play of an
-Silent Reading -Weekly spelling office scenario. One of
-Listening -Performance Task the students will play
the role of the
supervisor/manager.
Use imperatives in giving
instructions.
RUBRIC:
-correct usage of
grammar
-performed with
composure and
conviction
-has clear and
modulated voice
-the scenario is relevant
to the topic and well
manifested
-used imperatives and
gave instructions
properly
 STANDARDS COMPETENCIES STRATEGY ASSESSMENT PERFORMANCE TASK RESOURCES REMARKS
WEEK 2 CONTENT STANDARD: The - Give clear precise and -Motivation -Seatwork (book Topics involved: English in Perspective
Literature: learner demonstrates concise information, -Review activities) -Modals for Polite 7 Philippine Literature
understanding of:
 A Philippine explanations and -Discussion -Board work Language
contemporary Philippine
National instructions in varied oral -Related activities -Recitation
literature as a means of
Living communication situations -Oral Reading -Quiz Conduct a papercut
responding to the demands
Treasure: of the global village; - Discover through -Silent Reading -Weekly spelling puppet show about
Darhata various extended text Philippine literature the -Listening -Performance Task showing politeness. Use
Sawabi (pp. types; lexical and need to work cooperatively modals in the dialogue
468-469) contextual cues; and responsibly in today’s of the puppets. Make it
Grammar: appropriate and polite oral global village. attractive and creative.
Modals for Polite language, stance, and - Explain how the elements
behavior; and use of specific to a genre RUBRIC:
Language (pp. 514-
imperatives, prepositions,
517) contribute to the theme of -correct usage of
verbs, and wh -questions.
a particular literary grammar
PERFORMANCE selection -showed politeness
STANDARD: - Use appropriate reading using appropriate
The learner transfers strategies for various text modals
learning by: explaining the types -has good craftsmanship
need to be cooperative and
responsible in today’s
global village; using
appropriate strategies to
comprehend extended text
types; using lexical and
contextual clues to
understand unfamiliar
words and expressions;
using imperatives,
prepositions, and
appropriate and polite oral
language, stance and
behavior in various
information-sharing
formats.
 STANDARDS
WEEK 3 CONTENT STANDARD: The
Literature: learner demonstrates
understanding of:
 The World in a
contemporary Philippine
Train (pp. 437-440)
literature as a means of
Grammar:
responding to the demands
Infinitives (pp. 497- of the global village;
499) various extended text
types; lexical and
contextual cues;
appropriate and polite oral
language, stance, and
behavior; and use of
imperatives, prepositions,
verbs, and wh -questions.
PERFORMANCE
STANDARD:
The learner transfers
learning by: explaining the
need to be cooperative and
responsible in today’s
global village; using
appropriate strategies to
comprehend extended text
types; using lexical and
contextual clues to
understand unfamiliar
words and expressions;
using imperatives,
prepositions, and
appropriate and polite oral
language, stance and
behavior in various
information-sharing
formats.
COMPETENCIES STRATEGY ASSESSMENT PERFORMANCE TASK RESOURCES REMARKS
-Use correct and -Motivation -Seatwork (book Topics involved: English in Perspective
appropriate prosodic -Review activities) -Infinitives 7 Philippine Literature
features of speech when -Discussion -Board work
giving information, -Related activities -Recitation Interview someone who
instructions, making -Oral Reading -Quiz has
explanations and narrating -Silent Reading -Weekly spelling significant/honorable
events in personal and -Listening -Performance Task achievements in his/her
factual recounts life. Make a brief bio
.- Compose a biographical sketch about that
sketch based on a personal person and
interview and background read/introduce him in
research front of the class with
-Discover through appropriate prosodic
Philippine literature the features.
need to work cooperatively
and responsibly in today’s RUBRIC:
global village -correct usage of
-Explain how a selection grammar
may be influenced by -the bio sketch content
culture, history, is substantial and
environment, orother appropriate
factors -sentence construction
has cohesion
-manifested good
prosodic features.
 STANDARDS
WEEK 4 CONTENT STANDARD: The
Literature: learner demonstrates
understanding of:
 Tarlac Dike (pp.
contemporary Philippine
427-428)
literature as a means of
Grammar:
responding to the demands
Tag Questions (pp. of the global village;
492-494) various extended text
types; lexical and
contextual cues;
appropriate and polite oral
language, stance, and
behavior; and use of
imperatives, prepositions,
verbs, and wh -questions.
PERFORMANCE
STANDARD:
The learner transfers
learning by: explaining the
need to be cooperative and
responsible in today’s
global village; using
appropriate strategies to
comprehend extended text
types; using lexical and
contextual clues to
understand unfamiliar
words and expressions;
using imperatives,
prepositions, and
appropriate and polite oral
language, stance and
behavior in various
information-sharing
formats.
COMPETENCIES STRATEGY ASSESSMENT PERFORMANCE TASK RESOURCES REMARKS
-Sequence/reorganize e -Motivation -Seatwork (book Topics involved: Tag English in Perspective
ideas or information -Review activities) Questions 7 Philippine Literature
- Organize information -Discussion -Board work
about a chosen subject -Related activities -Recitation CULMINATING ACTIVITY:
using a graphic organizer -Oral Reading -Quiz
- Discover through -Silent Reading -Weekly spelling Compose a song entitled
Philippine literature the -Listening -Performance Task “Are We Good? You can
need to work cooperatively create an original
and responsibly in today’s melody or patterned it
global village to an original song
- Compare content of melody. Be sure that tag
materials viewed to other questions can be utilized
sources of information since the title itself can
(print and radio) be transformed into tag
-Analyze relationships question. Performed it
presented in analogies in front of the class
RUBRICS:
-correct usage of
grammar
-has a good melody and
strong message
Delivered with good
voice quality
-attractive and can
capture the listeners
attention
-used tag questions
correctly
Grading System

Written Works 40%

Performance 40%

Quarterly Assessment 20%

Total 10%

Prepared by: Mr. Jerome Carlo B. Cruz

English 7 Teacher

Approved by: Mr. Ricardo L. Patalen

Principal