Republic of the Philippines

Region III
Department of Education

___________________________________________________________________

Quarter/Week: Quarter 3, Week 6 (3-5 days)

I. OBJECTIVES

A. 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.

B. 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.

C. Learning Competencies with learning code

1. EN7LC-III-f14; Make a stand on the material viewed;
2. EN7RC-III-f-2.8: Make predictions about the text;
3. EN7LT-III-f-2.2.3: Determine tone, mood, technique, and purpose
of
the Author;
4. EN7LC-III-f-2.7: Sequence a series of events mentioned in the
listened text; and
6. EN7LT-III-f-5: Discover literature as a tool to assert one’s unique
identity and to better understand other people.

II. CONTENT
“How the World was Created” by Panayan
Context Clues and Inferences
Tone vs Mood
Author’s Purpose
Author’s technique

III. LEARNING MATERIALS

A. CURRICULUM GUIDE
B. TEACHER’S GUIDE
C. LEARNER’S MATERIAL:
D. Other Resources: English 7 by Salamida
https://www.youtube.com/watch?v=YcCrsVK5dWs
https://www.youtube.com/watch?v=dsQC4nEERYo
https://www.youtube.com/watch?v=fYNKc3w_UhI
http://www.inetteacher.com/upload1/102670/docs/Tone-Mood
%20Worksheet.pdf
IV. PROCEDURE

A. BEFORE THE LESSON

1. Review of the Past Lesson

Ask the students what was discussed during the previous day.
Then, the teacher will let the students listen to the story of How the
Word was Created (Panayan).

After listening to the story, let the students do the activity by

arranging the pictures of the story in its correct sequence by numbering
the pictures with 1-6 by group.

_______ _______ _______ _______ _______ ________

________
2. Clarify concepts from the previous lesson
Let the students explain their answers on the previous activity by
group.
3. Motivate the Learners
Are there situations in families in your community the same with
what happened between Tungkung Langit and Alunsina?
What do you think will happen with Tungkung Langit and
Alunsina? Do you think Alunsina will come back to his husband? If
Alunsina will never come back, what do you think Tungkung Langit do?
4. Introduce to the Learners
Let the students determine words or expressions with genus-
species (hyponemous) relations in the selection using the graphic
organizer below.
1.

Chaotic disturbances

_________________
_________________ _________________
2.

desolation

_________________
_________________ _________________

Let the students make more hyponyms out of the reading selection.
5. Inform the class of the connection between the old and the
new lesson
Ask the students if there is a connection between the previous
and the new lesson.
6. State the lesson’s new objective as guide for the learners
Tell the students that they are going to make a story map out of
the reading selection, How the World was Created (Panayan)

B. Lesson Proper
1. Present examples/instances of the new lesson
Use a Venn Diagram to compare one’s own characteristics with
that of Alunsina and of Tungkung Langit.

Tungkung Langit Alunsina

You

2. Discuss the new concepts and practice new skills #1

Let the students watch the video clips on tone vs. mood, author’s
purpose, and author’s technique in writing and let them identify the
tone, mood of the reading selection and the author’s purpose and
technique in writing the reading selection.
3. Develop Mastery
Let the students identify the tone and mood of the reading
selection and the author’s purpose and technique in writing the reading
selection. Pick out the tone from the choices given below.

NEUTRAL
NEGATIVE TONE
POSITIVE TONE WORDS (+, –, or neutral) WORDS

admiring hilarious commanding abhorring

adoring hopeful direct acerbic
affectionate humorous impartial ambiguous
 ambivalent
angry
annoyed
antagonistic
anxious
apathetic
apprehensive
belligerent
bewildered
biting
bitter
blunt
bossy
cold
conceited
appreciative interested condescending
approving introspective confused
bemused jovial contemptuous
benevolent joyful curt
blithe laudatory cynical
calm light demanding
casual lively depressed
celebratory mirthful derisive
cheerful modest derogatory
comforting nostalgic desolate
comic optimistic despairing
compassionate passionate desperate
complimentary placid detached
conciliatory playful diabolic
confident poignant disappointed
contented proud disliking
delightful reassuring disrespectful
earnest reflective doubtful
ebullient relaxed embarrassed
ecstatic respectful enraged
effusive reverent evasive
elated romantic fatalistic
empathetic sanguine fearful
encouraging scholarly forceful
euphoric self-assured foreboding
excited sentimental frantic
exhilarated serene frightened
expectant silly frustrated
facetious sprightly furious
fervent straightforward indirect gloomy
flippant sympathetic meditative grave
forthright tender objective greedy
friendly tranquil questioning grim
funny whimsical speculative harsh
gleeful wistful unambiguous haughty
gushy worshipful unconcerned holier-than-thou
happy zealous understated hopeless

Pick out the mood from the choices given below.

Some common mood descriptors are:

 POSITIVE MOOD WORDS NEGATIVE MOOD WORDS

amused jubilant aggravated insidious

awed liberating annoyed intimidated
bouncy light-hearted anxious irate
calm loving apathetic irritated
cheerful mellow apprehensive jealous
chipper nostalgic barren lethargic
confident optimistic brooding lonely
contemplative passionate cold melancholic
content peaceful confining merciless
determined playful confused moody
dignified pleased cranky morose
dreamy refreshed crushed nauseated
ecstatic rejuvenated cynical nervous
empowered relaxed depressed nightmarish
energetic relieved desolate numb
enlightened satiated disappointed overwhelmed
enthralled satisfied discontented painful
excited sentimental distressed pensive
exhilarated silly drained pessimistic
flirty surprised dreary predatory
giddy sympathetic embarrassed rejected
grateful thankful enraged restless
harmonious thoughtful envious scared
hopeful touched exhausted serious
hyper trustful fatalistic sick
idyllic vivacious foreboding somber
joyous warm frustrated stressed
welcoming futile suspenseful
gloomy tense
grumpy terrifying
haunting threatening
heartbroken uncomfortable
hopeless vengeful
hostile violent
indifferent worried
infuriated

For each example identify the tone, what context clues are used to
convey the tone, and the overall mood of the sentence.
1. Bouncing into the room, she lit up the vicinity with a joyous glow on
her face as she told about her fiancé and their wedding plans.
Tone
_________________________________________________________________________
Context Clues
_________________________________________________________________________
Mood
_________________________________________________________________________
2. She huddled in the corner, clutching her tattered blanket and shaking
convulsively, as she feverishly searched the room for the unknown
dangers that awaited her.
Tone
_________________________________________________________________________
Context Clues
________________________________________________________________________
Mood
_________________________________________________________________________
3. Bursting through the door, the flustered mother screamed
uncontrollably at the innocent teacher who gave her child an F.
Tone
_________________________________________________________________________
Context Clues
_________________________________________________________________________
Mood
_________________________________________________________________________
4. Drawing the attention of his classmates as well as his teacher, the
student dared to experiment with his professor’s intelligence by
interrogating him about the Bible.
Tone
_________________________________________________________________________
Context Clues
_________________________________________________________________________
Mood
_________________________________________________________________________
5. He furtively glanced behind him, for hear of his imagined pursuers,
then hurriedly walked on, jumping at the slightest sound even of a leaf
crackling under his own foot. Tone
_________________________________________________________________________
Context Clues
_________________________________________________________________________
Mood
_________________________________________________________________________
6. Gently smiling, the mother tenderly tucked the covers up around the
child’s neck, and carefully, quietly, left the room making sure to leave a
comforting ray of light shining through the opened door should the child
wake.
Tone
_________________________________________________________________________
Context Clues
_________________________________________________________________________
Mood
_________________________________________________________________________
7. The laughing wind skipped through the village, teasing trees until they
danced with anger and cajoling the grass into fighting itself, blade
slapping blade, as the silly dog with golfball eyes and flopping, slobbery
tongue bounded across the lawn.
Tone
_________________________________________________________________________
Context Clues
_________________________________________________________________________
Mood
_________________________________________________________________________

C. After the Lesson

1. Make generalization and abstraction about the lesson
Let the students differentiate tone, mood, author’s purpose and
technique of the story, How the World was Created (Panayan)
2. Evaluate learning
Group the students into small groups (5 members) and let them
do the following tasks:
1. Make a stand on the material viewed;

2. Make predictions about the text, The Happiest Boy in the World by

You Dodong

NVM Gonzales.
3. Determine tone, mood, technique, and purpose of the Author using
a table.
4. Sequence a series of events text through a story map.
5. Compare yourself with the main character in the story using a
Venn Diagram.
Prepared by:

Maria Christina B. Sereño

Master Teacher I
Amungan National High School

Recommending Approval:

Approved: