G-7 Ulp.docx

Notre Dame of Jaro, Inc. Learning Guide ENGLISH 7 Unit 1: The Period of Ancient Literature QUARTER: First Quarter STAGE 1: DESIRED RESULTS CONTENT STANDARD PERFORMANCE STANDARD The learner demonstrates understanding of: pre-colonial The learner transfers learning by: showing Philippine literature as a means of connecting to the past; appreciation for the literature of the past through various reading styles; ways of determining word meaning; composing and delivering a speech using prosodic the sounds of English and the prosodic features of speech; features of speech effectively in various situation and and correct subject-verb agreement. producing the English sounds correctly based on the following criteria: Delivery, Clarity, Technique, Audience Contact. ESSENTIAL UNDERSTANDING ESSENTIAL QUESTIONS The students will be able to understand that …  ancient literature plays a significant role in  Why study ancient literature? charting a person’s life or a nation’s development.  the means of connecting to the past is affected by  How is the means of connecting to the past communication skills to effectively convey the affected to effectively convey the message to message to the audience. the audience? 1.

STAGE II: ASSESSMENT EVIDENCE PERFORMANCE TASK GOAL To deliver a self-composed speech about appreciating the literature of the past ROLE Speaker AUDIENCE Selected delegates from different regions of the Philippines SITUATION A summit among different regions of the Philippines is held to share and show their appreciation for the pre-colonial literature of each region. As one of the delegates attending the summit, you are tasked to compose and deliver a speech of how you appreciate your region’s early literature. . PERFORMANCE A speech that will showcase how one appreciates his/her early literature STANDARD AND The students will be graded through the following criteria: CRITERIA CRITERIA Technique Clarity Delivery Audience Contact

STAGE III: LEARNING PLAN LESSON 1 Tracing Our Ancestral Roots ESTABLISHED GOAL: 1. Differentiate between a legend and a myth. 2. Define what a subject and a predicate are. 3. Explain what a compound subject and a compound predicate are. 4. Differentiate between a sentence and sentence fragment. 5. Write a myth. LEARNING COMPETENCIES/LESSON OBJECTIVES KNOWLEDGE SKILLS The students will know: The students will be able to: 1. the difference between a legend and a myth.

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the various ways to interpret a character. the meaning of words using context clues. the use of intonation and pitch. how to listen to get the message of the story. the difference between a sentence and a sentence fragment. 7. what a subject and a predicate are. 8. how to write a myth.

1. answer comprehension questions substantially. 2. interpret a character. 3. use context clues. 4. use intonation and pitch correctly. 5. process rapid speech. 6. restate a commentary. 7. differentiate the sentence from the sentence fragment. 8. write a myth. AFFECTIVE SKILLS The students will understand that: The students will be able to: 1. early Philippine narratives reflect our ancestors’ 1. share their insights as to how they appreciate efforts to explain the origin of things and show the the early Philippine literature. culture and beliefs of their society. 2. interpreting character traits helps one understand 2. interpret a character. why other people behave the way they do. 3. literature embodies the Filipinos rich cultural 3. explain how literature embodies the Filipinos heritage, foreign influences, inherent customs rich cultural heritage, foreign influences, beliefs and traditions that have shaped our past inherent customs beliefs and traditions that and shall form part our future. have shaped our past and shall form part our 4. oral retelling is also an effective way to pass on a future. story from generation to generation. 4. restate a commentary. 5. listening well helps one process rapid speech. 5. listen to a statement and deduce the 6. thoughts written in complete sentences make message. speech or writing clear. 6. construct complete sentences. LEARNING ACTIVITIES Day 1 EXPLORE 1. The teacher will start the class by presenting the objectives of the lesson. 2. The teacher will prompt the students with the following questions:  What can we learn about our ancestors from this story?  Why did our ancestors pass on these stories anyway? 3. The students will be divided into three groups and will read the story How the World Began, Retold; each one will focus on a particular character of the story. Then, let each discuss in the group the characteristics, the role of the assigned character, and how each contributes to the development of the plot. 4. The teacher will ask the students what this narrative tells them about our ancestors, their society, and their beliefs where they will justify their inferences and conclusions with details from the story. Day 2 FIRM – UP 5. The teacher will pose this question to the class:  What makes an oral retelling of a story effective? How does one retell a story and make it memorable? 6. Then, the teacher will let the students understand that in retelling a story, using intonation and pitch correctly helps readers understand clearly what the speaker relates. 7. The teacher will explain that our ancestors initially passed on their myths and legends not through writing but through oral retelling. Thus, it helps the reader understand clearly what the speaker says. 8. The teacher will introduce the concept of pitch. Then, give examples. Afterwards, the students will plot the intonation lines in the sentences and will read the sentences. Days 3 and 4 DEEPEN 9. The students will be reminded that their final task for their lesson is to make a myth. 10. The teacher will ask the students this question:  What happens if we read a myth or story whose thoughts are not finished? Or engage in a conversation with people whose thoughts are not understandable? 11. The teacher will make the students realize that if the thoughts are not finished or not understandable it will result to miscommunication. 12. The teacher will segue to the importance of writing complete sentences, with a clear subject and predicate. 13. The students will study groups of words and make them note those that convey complete thoughts and those that don’t.

14. The students will also study some sentences and point out the complete subject and complete predicate of each sentence. Day 5 TRANSFER 15. The teacher will ask the students to write a myth that will explain a natural phenomenon like the origin of their hometown or any place, a plant, a flower, an animal, an insect, a shape, a color. The students will be graded by the following criteria: theme, organization, supporting details and conventions. LESSON 2 Encountering and Becoming Heroes ESTABLISHED GOAL: 1. Define and discuss what epics are and their importance to humanity. 2. Interpret a character. 3. Identify conflict and suspense. 4. Identify a topic’s Dewey Decimal Classification number. 5. Classify and write sentences according to purpose and structure. 6. Write a script for a dramatic presentation. LEARNING COMPETENCIES/LESSON OBJECTIVES KNOWLEDGE SKILLS The students will know: The students will be able to: 1. what embodies epics and their importance to 1. define and discuss what epics are and their humanity. importance to humanity. 2. how to interpret a character. 2. Interpret a character. 3. conflict is an essential element of epic. 3. identify conflict and suspense. 4. how to interpret the Dewey Decimal System. 4. identify a topic’s Dewey Decimal 5. the classification of sentences according to Classification number. purpose and structure. 5. classify and write sentences according to 6. the steps in writing a script. purpose and structure. 6. write a script for a dramatic presentation. LEARNING ACTIVITIES Day 1 EXPLORE 1. The teacher will start the class by presenting the objectives of the lesson. 2. The teacher will ask the students to recall/tell stories about the early Filipino people. The teacher will also ask what are the stories about. 3. After discussing their answers, the teacher will pose this question:  What imaginary stories about Filipino bravery do you know? What do you notice about the themes of these stories? Days 2 and 3 FIRM – UP 4. The teacher will introduce the literary text. 5. The students will read the Maranao epic, Indarapatra and Sulayman. 6. After reading the story, the teacher will ask the students of what they learned about ancient practices and people from the story. 7. With a partner, the students will discuss how they interpret the characters in the story. 8. The teacher will lead the students to realize that as in real life, the qualities of a story character become known to the readers through the character’s actions, dialogs, author’s descriptions and other character’s feelings about them. 9. The teacher will ask the students to read another epic titled, Ibalon and they are to identify the conflict and suspense of the epic. 10. After answering, the students will help students realize that epics reveal conflict that may have coincidence to real life on the whole. Day 4 DEEPEN 11. The teacher will ask the students this question:  How do we ensure writing a clear and interesting paragraph? 12. The teacher will remind the students that since they have to write a script for a drama presentation, they must make sure that their writing is clear and interesting. 13. The teacher will introduce the idea of varying sentence structure to make their writing interesting and memorable. 14. The students will read a selection and have them name the kinds of sentences and note their characteristics. Day 5

TRANSFER 15. The students will be divided into five groups and they have to transform an epic that they have chosen into a script form. They will be graded by the following criteria: Characters, Organization, Creativity, Setting, Dialog, Problem/Conflict, Solution/Resolution, Spelling and Punctuation.

Prepared by:

CHRISTINE ANNE S. MATA Grade 7 English Teacher

Noted by:

MRS. ELVIRA IDANO Academic Coordinator Approved by:

SR. ALEJANDRA VILLAROSA Directress Principal